McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
ELEMENTARY ELAR IPG
Week 1- Reading: Launching the Reading Workshop
ELAR TEKS: Student Expectations
1 Maintain fluency & comprehension
2.a Determine meaning of roots/affixes
3.a Compare themes or moral lessons of fiction
8 Recognize sensory language – imagery & figurative
9 Maintain comprehension & provide evidence of reading
Students will set up their reading response journal.
They will need a composition notebook or a spiral for this purpose.
This journal is a place for notes, responses to reading, drawings,
etc. This tool is an excellent way for students to be meta-cognitive
about their reading life.
Science & Social Studies Integration
ELL Resources
ELPS:
1c – Use strategic learning techniques to
acquire basic vocabulary
3e – Share information in cooperative
learning interactions
Assessment/ Product
E5—
--Observation
--Reading Response
Journals
--Verbal Responses
How are texts in a genre
defined?
What is the difference between
fiction and non-fiction?
Vocabulary
Web 2.0 Tools/ Apps
HMH - The Write Source Online
(set up classes)
E1-The purpose of language, as
a system, is to create meaning.
What elements determine a
text’s genre?
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
Connect ED
(set up students & classes)
Enduring UnderstandingsEssential Questions
fiction
non-fiction
robot
defective
meteor
staggered
reversed
dangling
Set up a vocabulary routine
Use the visual vocabulary cards for this unit from
Connect Ed
1
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 1 – Reading: Launching the Reading Workshop
Day 1
Welcome
to the
Reading
Workshop
Day 2
Smart
Start
E2 - Ask students to define “workshop” Allow time to-think-pair-share. Students will work together create a class list of places that could be considered
workshops in the real world. Tell the students that we will work in a “Reading & Writing Workshop” for this year in ELAR.
E3 - Explain that students will be engaged in reading workshop this year. Using their previous definition and examples, have the students work
together to decide what “reading workshop” is and what it most likely looks like/sounds like. Discuss the different elements of reading workshop and
explain briefly the goal of each (lit. circles, mini-lessons, independent reading time). Make a chart of the components of the workshop model.
E4 – Use Texas Treasures Smart Start, Teacher Manual, S32, “Reading Interest Survey” Ask students to complete this survey and take them up
for your review.
**This would be a good day to have students personalize their reading response journal. Students may use a composition notebook or a spiral
for this purpose. You may have the students bring pictures from home of themselves. You may want students to use magazines or favorite book title
covers for this purpose. The idea here is to make the RRJ = reading response journal a personal journey.
E2 – Write the word “genre” on the smart board or white board and ask students to define this word in their RRJ. Explain the definition of Genre: a
French word meaning type or kind. Genres are a classification system formed to provide a way of talking about the characteristics of texts.
E3 – Discuss the types of genres with students: Review Genre Posters (on wiki)
As the teacher discusses each genre, he/she should show a book title that matches the genre.
What is a
Genre?
E4 – Students will complete the TT Student Practice Page, S 31 “Genres” Type of Genre/ Key Characteristics/ Examples (from literature)
2
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Day 3
Texas
Treasures
– Smart
Start
Grade Level- 5th
E2 – Introduce students to the features of fiction and narrative text. Use a plot structure graphic to ensure that students understand the way fiction is
written. Use Texas Treasures pg. S15 Discuss: character, setting, plot, theme and point of view (third person limited & third person
omniscient)
E3 – Read this selection from Texas Treasures, Unit 4, Week 4, Zathura by: Chris Van Allsburg, pgs. 454-475. This story is considered science
fiction. Ask students to read the definition of science fiction on pg. 454. Science Fiction tells a story of imagined events usually set in the future and
based on science or technology.
E4 – Allow students to have a discussion about their favorite fiction book. Answer this question: What makes this book your favorite fiction book?
Make an authority list of favorite fiction or narrative books in their reading journal. (RRJ) Students may also complete the comprehension check on pg.
477 for this selection.
Day 4
Texas
Treasures
– Smart
Start
E2 – Introduce students to the features of non- fiction and informational text. Use Texas Treasures SMART START to discuss this genre. TTpg.
S17 Discuss: features of non-fiction or expository text. Have students complete the student pg. S37. Ask students to fill in the 5 text structures
for informational text.
E3 – Read from TT – the paired selection for Zathura, Use Texas Treasures, Unit 4, week 4, pg. 478, Observing in the Night Sky. This is an
expository story. Ask students to write the definition of expository story in their reading response journal. (RRJ) Expository: A selection or article that
can provide factual information.
E4 – Allow student to have a discussion about their favorite non-fiction book. Answer this question: What is an interesting topic that you would like to
read more about. Ask students to make an authority list of favorite expository topics in their reading journal.
Day 5
Texas
Treasures
– Smart
Start
Good
Readers
Think
&
Write
About
their
Reading
E2—Ask students: “To really understand and enjoy what you’re reading, what kind of things should you do?” Allow time for students to share their
thoughts.
E3—Discuss what good readers do: (visualize, have internal conversations, form opinions about ideas and actions, ask questions, make
connections). Make an anchor chart.
Read aloud from one of your favorite novels. *(note- you may want to pick a novel that you will also use for literature circle lesson
modeling. A great literature circle theme for this quarter would be “freedom”, so any book that also embraces this as a theme would do
well here!
Read selection aloud while modeling good reading habits.
E4 - Continue the Reading Response Journal. Tell students that this year they will have the opportunity to write about the thoughts they have in their
heads while reading. Model an entry based on the book just read.
Texas Treasures Resources:



Teacher’s Resource Book, page 152-157, Reader Response sheets
Teacher’s Resource Book, page 170, Reading Response Rubric
Unit 1, Teacher Manual, S19-S20, “Reading Strategies”, mini-lessons- This will front load the work for the next two weeks in reading!
3
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 1 - Writing: Launching the Writing Workshop
ELAR TEKS: Student Expectations
15.a Generate ideas – first draft by selecting a writing
16.a (i) Write stories with focus, plot & point of view
ESL Resources
Enduring UnderstandingsEssential Questions
Assessment/ Product
ELPS:
E5-
1h – Develop and expand repertoire of learning
strategies
Observation
Discussion/Brainstorming
Writing Pre-assessment
E1Language is intentional – a tool
for processing and
communicating one’s ideas
about the world.
2c – learn basic/ academic vocabulary heard

Save this writing sample
At fifth grade our students are asked to write as a
5g – Narrate with increasing specificity and
for a BOY sample in the
response to literature and most often in an expository
detail
student’s portfolio.
format. We will also take the time to write narrative &
fictional stories. In order to succeed in this endeavor they
must view the world as writers and keep writing notebooks;
use writing notebooks to generate and collect ideas; take
ideas through the writing process; tell, draw, and write
stories from their lives; write focused personal narratives;
Use the Write Source: Daily Language Workouts
work independently and with others.
or Skillsbook each day to work on editing and
revision skills. This was our weakest area on
STAAR!
Science & Social Studies Integration
HMH – The Write Source Online
4
How to determine beginning,
middle, and end.
How do you properly set up your
paper to write?
Vocabulary
Web 2.0 Tools/ Apps
www.misdelar.wikispaces.com
What do your students know
about writing a composition?
Writer’s Workshop
Journal
Title
Beginning
Middle
End
Confer
Revise
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 1 – Writing: Launching the Writing Workshop
E2
Read the first chapter in A Writer’s Notebook by Ralph Fletcher.
Day 1
Welcome
to the
Writing
Workshop
E3Explain to the children that they will have a notebook this year that will be their writing notebook. This book will have their ideas, responses to
literature, poems, and quick writes.
E4They are going to decorate the notebook today. This can be a composition book or a notebook. They are to make a title page and decorate it with
whatever they can use in the classroom. I would mark off the first couple of pages to be the ideal spot. This is where they will put their ideas down.
This is where they can pull ideas from in their book. You will help them add to this area as the year goes along. There is really no other organization
to this notebook. You will have the children write in it in all different order. This is their notebook for them to put their ideas and responses.
E2
This lesson comes from Teaching the Qualities of Writing by Ralph Fletcher and JoAnn Portalupi. This lesson allows the students to start making list
of ideas for writing.
Day 2
Making an
Authority
List
E3
Begin telling the students the meaning of being an authority on a topic. Tell students that they will begin their own Authority List in their writing
notebook. Show them your own Authority List. Explain why you have those things on the list. Have the children discuss with pairs or groups things
that they are an authority on.
Day 3
E4
Have them go to their notebooks and write their own authority list. Tell them that they can decorate the page, but to leave room to add to the list
because they will throughout the year. After about 5 minutes ask students to share their ideas with someone in the class. Allow some children to
share theirs with the class.
E2-- Remind students how to write on notebook paper. Tell the students that today they are going to write a narrative story about themselves. Allow
students time to think about a topic that they may want to write about. Ask: What is a detail? Discuss the importance of details in a story. Define
what details are, and how they can add meaningful details to stories.
Getting a
Visual
E3--Ask the students to close their eyes and picture what they will be writing about. Visualize the place, people, noises, smells, etc. Students should
pair up or turn to a neighbor and take turns describing what each visualizes/remembers.
Each partner should guess what the other is describing. Remind students that these details need to be in their papers.
Be sure to model your example paper for better student understanding.
E4--Allow students time to write their stories. Be sure to walk around and confer as needed with students. Remind students of beginning, middle, and
end. Reinforce the importance of indenting paragraphs. This paper will be used as a formative assessment of BOY writing.
**Be sure to write a model paper of your own with the students!
5
1st Quarter
Day 4
The End
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2—Review Days 1, 2, and 3. Ask: Have you ever read a story or watched a movie that left you “hanging?” The story didn’t leave you feeling
satisfied?
E3—Explain different types of story endings such as “lesson learned,” “happy ending,” “sad, but true,” “surprise,” or “summary.” Explain how to make
an ending interesting. Share the ending of your model paper. Have the students discuss in groups what was good about your ending and why. Allow
the students to verbalize how they might end their individual stories. Walk around and share ideas with students. Tell students that accomplished
writers do NOT need to write The End. The reader knows your story is over if you have a good ending…and because you’ve stopped writing.
E4-- Allow students more time to continue writing their summer stories. Be sure to walk around and conference as needed with students. Remind
students of beginning, middle, and end. Allow time to reinforce the importance of indenting paragraphs. Ensure that each student has chosen a way
to end his/her story.
E2 – Ask a few students to model what attentive listening looks like for the class. Tell the students that you are going to read your teacher story to the
class.
Day 5
Super
Storytelling
E3-- Explain the importance of sharing work, how to be a good listener, and how to give positive feedback. Brainstorm positive feedback examples.
Make an anchor chart. Allow students time to share their stories. Do not force anyone to share that does not want to read his/her work aloud.
Remind students to listen carefully and be a good audience.
E4--Allow students to draw a picture to illustrate their summer stories. This will be the closing and provide a visual for their writing. The picture should
depict what is in the story. This “summer story” will be a pre-assessment of the student’s writing. The teacher will use it to begin a writing portfolio
with the students. The teacher will make individualized instructional decisions about the student as a writer from this paper.
**This is great to hang up for curriculum night.
This would be a great day to set up the student’s writing binder. Students need a writing binder that has sections such as:
 Organizers
 Vocabulary
 Narrative Stories
 Expository Essays
 Traits
**This is a teacher led decision. You must set up the writing binder so that each step of the writing process is supported by practicing writers.
Students need to retain copies of their own papers so that they can review previous writing and grow from it.
6
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 2- Reading: Launching the Reading Workshop
ELAR TEKS: Student Expectations
Set the purpose for reading fiction:
2.b Use context clues- multiple meaning words
3.a Compare themes or moral lessons of fiction
8 Recognize sensory language – imagery & figurative
9 Maintain comprehension & provide evidence of reading
ELL Resources
ELPS:
1c – Use strategic learning techniques to
acquire basic vocabulary
3e – Share information in cooperative
learning interactions
7
How is language and literature
relevant to our lives?
How are words related to other
words?
Vocabulary
Web 2.0 Tools/ Apps
http://www.lauracandler.com
E1-The purpose of language, as
a system, is to create meaning.
Context clues evaluation
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
Assessment/ Product
E5Anchor charts for
student use
Literature Circle
Context
Character
Plot
Setting
Rising action
Falling action
Conclusion
Fat questions
Skinny questions
1st Quarter
Day 1
Good
Readers
Ask Good
Questions
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
Week 2 – Reading: Launching the Reading Workshop
*This lesson references documents available at:
http://www.lauracandler.com
Lit Circle Task Cards are available in Schoolnet™.
Fat and Skinny Questions are also available in Schoolnet™.
The teacher will choose a novel as a read aloud in order to model all literature circle work. It is an expectation that all 5th graders work in
lit. circle/ inquiry circles as a guided group.
E2—On the Elmo/whiteboard, write 5 “skinny” questions (basic comprehension, no depth) related to the lit. circle read-aloud. Ask the students to tell
you what is wrong with the questions. Lead students to the conclusion that there is no depth, nothing to make you think hard.
E3—Explain the difference between “fat” and “skinny” questions. Make an anchor chart that includes definitions, examples, and “fat” question
prompts. Allow students to work in groups and rewrite the original “skinny” questions from the Elmo/whiteboard.
E4—In their reading response journals, ask the students to explain the difference between “fat” and “skinny” questions and create two original “fat”
questions related to the lit. circle read-aloud.
*Begin lit. circle read-aloud – YOUR CHOICE of TITLES AROUND THE THEME OF “FREEDOM”
The book you choose should fit the readability level of your students. This is a teacher read aloud. Only one copy of the book is needed.
The teacher is modeling the reading comprehension strategies during reading, and in turn students are then working through mini lit. circle
assignments in their small group. Lit circle assignment #1: Write 2 “fat” questions for the selection that the teacher has read.
Day 2
Good
Readers
are
Always
Learning
E2—Ask students to remember the definition of “workshop” from the first day of school. When you are not in a lit. circle meeting, what kinds of
activities will keep you learning? Make a running list. Comment on the best ideas. If you are working in a Daily 5 model, then the list is short:
Listen to Reading, Read to Self, Read to Others, Word Work (Vocabulary), Writing. If you are working through a traditional workshop model, then
Texas Treasures has flip chart centers that can be adapted to help you.
E3—Explain your expectations for independent time (time outside lit. circle meetings when lit. circle reading/work is complete) and any related
stations, challenge sheets, calendars, menus, etc.
E4—As a class, make an anchor chart which details what activities students should be engaged in when the lit. circle reading/work is complete (will
vary by teacher depending on classroom setup). Ask students to move through a reading/ writing block and to “try on” different centers/ stations.
*Determine reading levels/goals of students, *Continue lit. circle read-aloud, **Lit Circle assignment #2 : Have students make predictions about the
book.
Texas Treasures Resources:
 Weekly Contracts Resource Book
 Instructional Routine Handbook
 Managing Small Groups Handbook
 Workstation Flip Charts (4 total)
8
1st Quarter
Day 3
Beginning
Lit.
Circles
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2—Ask the class to define “independence/independent” and give an example. Remind students that outside lit. circle meeting time, they are
expected to work independently. Remind them what activities should take place when they are not engaged in a literature circle meeting. Refer to the
Anchor chart from Day 2. Show the Literature Circle Video that is located on the MISD ELAR wiki.
https://misdelar.wikispaces.com/Lit+Circle+Videos
E3 - Ask students to discuss the behaviors of the literature circle group. What made it successful?
Some examples:
 Mutual respect
 Students came prepared
 The right to pass
 No interruptions
 Agree/ Disagree
(etc.)
E4 – Make an anchor chart for lit. circle behavior that students can refer to as they begin their individual groups in a few days.
E2 – Ask each group to show their “group norms” from the day before. Tell the students that today they will be choosing their first Lit Circle book with
a BOOK PASS-
Day 4
Lit. Circle
Book
Pass
E3—In order for literature circles to really be successful, every student MUST be reading a book that they are engaged in and one that is
“just right” for them.
Doing a BOOK PASS takes a little more time, however it can guarantee that every student will sample each possible choice and then make an
informed decision.
 Set up tables with four seats at each table.
 Have 4 different books available at each table. (You will have to predetermine these titles.) LMS can help!
 Use a timer set for two minutes (for each book)
 Allow students to read from each book for two minutes.
 When the timer goes off, students must pass the book to another student.
E4 – When students have had the chance to sample all of the books in the book pass, you may have them get out a piece of paper or a lit. circle ballot
to write down their top 3 choices. After you collect all of the student ballots, have the students discuss their favorite book of the day.
Try to group students around their first or second choice regardless of their “reading level”. Sometimes interest in a subject or title will motivate a
student to read a book that is challenging for them, even if it is somewhat hard. This can be a very rewarding experience for a student.
Day 5
E2—Review the strategies from Texas Treasures SMART START pg. S29 which readers use to decode unfamiliar words. Tell students that when
reading they will encounter many unfamiliar words. They need to use context to identify meaning whenever possible.
Wondrous
Words –
E3—Allow students to work in pairs. Pass out copies of a cloze passage of your choice which includes at least 10 blanks and words which vary in
their part of speech” Do NOT provide a word bank.
Decoding
Words in
Context
E4—Allow pairs to complete the remaining blanks on their own. Remind them to use a variety of decoding strategies. Review as a class and discuss.
*Begin lit. circles (3-4 small groups, use read-aloud book and give all groups the same assignments)
*Assign first lit. circle assignment: Have students go through the first chapter of their book looking for 5 words that they do not know. They must look
them up and draw a picture of each, then discuss.
9
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 2- Writing: Launching the Writing Workshop
ELAR TEKS: Student Expectations
15.a Generate ideas – first draft by selecting a writing
16.a (i) Write stories with focus, plot & point of view
ESL Resources
Enduring UnderstandingsEssential Questions
Assessment/ Product
ELPS:
E5-
1h – Develop and expand repertoire of learning
strategies
Observation
Discussion/Brainstorming
Writing Pre-assessment
E1Language is intentional – a tool
for processing and
communicating one’s ideas
about the world.
2c – learn basic/ academic vocabulary heard
5g – Narrate with increasing specificity and
detail
Save this writing sample
for a BOY sample in the
student’s portfolio.
4 Types of Sentences
What do your students know
about writing a composition?
How to determine beginning,
middle, and end.
How do you properly set up your
paper to write?
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
The Write Source online
10
Declarative
Interrogative
Imperative
Exclamatory
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 2 – Writing: Launching the Writing Workshop
E2—Ask: Imagine if there were only questions. Would it change the way we speak and communicate with each other? What are the four types of
sentences? Discuss and allow students to give examples.
Day 1
4 Types of
Sentences
Declarative
&
Interrogative
E3—Explain why different sentence types are important (because sentences convey different things). Focus on the first two types of sentences:
declarative and interrogative.
Begin with declarative. Say the word and ask students to repeat so they can pronounce it correctly. Allow students the opportunity to discuss what
they think a declarative sentence is. Ask: What does “declare” mean? Give the students the correct definition of a declarative sentence and
brainstorm example sentences together. Complete the same activities to define/illustrate interrogative sentences. Ask: What does “interrogate”
mean?
Hints: Declarative--declare something--I am a teacher.
Interrogative-interrogate-Why did you do that?
E4--Give the students a piece of white paper and have them divide the paper into 4ths. Have them write two examples of each type of sentence and
illustrate a picture to go with each one. Share with the class when complete.
**ALL WEEK: Write a new story to share with your class. Model one portion each day. Today, point out all declarative and interrogative sentences
E2--Review the two types of sentences learned on Day 1. As a review, read example sentences from yesterday that the students wrote. If the
example sentence is declarative, have the students stand and if it is interrogative, have the students clap.
Day 2
4 Types of
Sentences
Imperative
&
Exclamatory
E3--Focus on the remaining two types of sentences: imperative and exclamatory.
Begin with imperative and have the students repeat the word after you so they can pronounce it correctly. Allow students the opportunity to discuss
what they think an imperative sentence is. Give the students the correct definition of an imperative sentence and brainstorm example sentences
together. Complete the same activities to define/illustrate exclamatory sentences. Ask: What does “exclaim” mean?
Hints: Imperative-a teacher’s favorite--Stay in your seat.
Exclamatory--strong feeling--I am so excited to go to the movies!
E4--Give students a piece of white paper and ask them to divide the paper into fourths. Write two examples of each type of sentence and illustrate a
picture to go with each one. Share with the class when complete.
11
1st Quarter
Day 3
4 Types of
Sentences
Throw
&
Know
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
*This lesson references a Smartboard activity. This activity is available on Schoolnet. This activity requires a Koosh ball.
Grade Level- 5th
E2-- Review the four types of sentences learned Day 1 & 2. As a review, read example sentences from previous days. Have the students stand for a
declarative, clap for an interrogative, sit on the floor for an imperative, and wave their arms in the air for an exclamatory.
E3—Play “Know and Throw” Koosh ball Smartboard game to review the 4 types of sentences. Students will throw a Koosh ball at the Smartboard to
make a sentence appear. The student must tell what type of sentence it is and how he/she knows.
E4--Allow the students to work in groups to write a story about the teacher using at least 2 of each type of sentences (8 sentences in all). Remind
students to be creative, think of a “catchy” title, and write correctly on the paper. Allow time to share papers when all groups are complete.
E2-- Review the 4 types of sentences learned from Day 1 & 2. As a review, read example sentences from previous days or create new examples.
Have the students stand for a declarative, clap for an interrogative, sit on the floor for an imperative, and wave their arms in the air for an exclamatory.
Day 4
4 Types of
Sentences
Review
Relay
E3--Divide the students into 4 teams. Explain that the objective of the game is the write the greatest number of sentences correctly—everything
counts!
Explain the rules of the game: The teacher will call out a sentence type. Each team member will have to write down an example sentence of the type
called out by the teacher. The first team member writes, then passes the paper to the next team member and so on until everyone in the group has
written a sentence. The paper should end up with the first student who wrote. That team member must race to the front of the classroom and tape
the paper to the whiteboard under their team’s name. All sentences must be written correctly with capitalization, punctuation, spelling, grammar, and
include at least 6 words. The team that gets the most sentences correct wins the game!
E4-- Allow the students to construct a review sheet for an assessment tomorrow. Pass out colored construction paper to each student. Fold the paper
in ½, then fold it in 4ths. Cut the top ½ of the paper on the fourths fold. Unfold the paper. Where the paper has been, fold these flaps down ½ way.
Label the top of each flap with a sentence type. Under each flap, write the definition of the sentence type, an example, and the punctuation required.
Day 5
4 Types of
Sentences
E2--Review the 4 types of sentences learned from Day 1 & 2. Select several students (5-6) to say one sentence each that reflects one type of
sentence. Ensure a variety of sentence types. Have the class stand for a declarative, clap for an interrogative, sit on the floor for an imperative, and
wave their arms in the air for an exclamatory.
E3--Allow students time review with partners using the study guide made on Day 4.
E4--Assess students on their knowledge of the 4 types of sentences. Grade together as a class for immediate feedback.
Assessment
12
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 3 - Reading: Reading is Strategic – Tools for Comprehension
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS:
Establish a purpose for reading fiction:
1 Maintain fluency & comprehension
2.c Produce analogies with known antonyms & synonyms
2.e Use dictionary./glossary/thesaurus to determine meaning
3.b Describe the phenomena explained in origins of myths
8 Recognize sensory language – imagery & figurative
Science & Social Studies Integration
Social Studies – Award Winning Literature
4g – Demonstrate comprehension by
responding to questions
4i - Demonstrate comprehension by employing
basic reading skills
Web 2.0 Tools/ Apps
E5Student responses in
their reading response
journal
Enduring UnderstandingsEssential Questions
E1- Language is intentional – a
tool for processing and
communicating one’s ideas
about the world.
How do authors shape and
control language to have
the desired effect on their
audience?
How do pieces on the
same topic vary in mood,
tone, and voice?
Vocabulary
www.misdelar.wikispaces.com
There are 9 major comprehension strategies.
http://birdsonawire.wikispaces.com
We have posters for each one on the MISD ELAR
Wiki. You may want to print these and put them up
in your classroom:
This unit will offer students the opportunity to study award winning
literature through the use of the top 9 comprehension strategies.
We will use “Birds on a Wire” videos as instructional tools to frontload
these necessary reading strategies.
Predict
Visualize
Ask Questions
Infer
Cause & Effect
Clarify
Make Connections
Summarize
Meta-cognition (TEKS: figure 19)
13
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 3- Reading– Reading is Strategic ~Tools for Comprehension
Day 1
Making
Predictions
Predict.pdf
Using the following suggested literature titles to explore comprehension strategies with Narrative Text~
These titles will help support social studies integration through ELAR.
Read:
The Talking Eggs by: Robert D. San Souci
E2 – Show the “Making Predictions” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Making+Predictions
Ask students to make predictions on this short passage from a longer story. Discuss.
E3 – Tell students that when we predict we make a smart guess about what will happen next in a story based upon reading cues. Use one of the
books from the list above to make some group predictions about this story. Write them on an anchor chart. (you may add to them as you read
further into the book.)
My Prediction
Based on?
Is True – Yes or No
E4 – Using each group’s lit. circle book ask students to complete a prediction about their book and place it in an envelope.
Tell the students that you are going to save these predictions until each group has finished their book, then you will return the envelopes to the
groups to check to see how close their prediction is to the ending of the story.
This full lesson is available on the MISD ELAR wiki: Lit Circles 101 – The Envelope Please
Lesson 10- The
Envelope Please.doc
E2 - Show the “Asking Questions” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Asking+Questions
Day 2
E3 – Read:
Coming On Home Soon by: Jaqueline Woodson
The Ugly Duckling by: Jerry Pinkney
Ask Questions
Tell students that “questioning” is the strategy that propels readers forward. When readers have questions as they are reading, they are less
likely to abandon the text. Proficient readers ask questions before, during and after reading. They question the content, the author, the events, the
issues, and the ideas in the text. It is important to write these questions down, so that students can answer them in their RRJ as they read.
Clarify.pdf
E4 – Remind the students that there are FAT questions = rich and meaty questions that we need answers for, and
nowhere. We want to know more about the FAT questions in a story.
*In literature circles, students may write some new questions they have from their book in their RRJ and discuss.
14
skinny questions = that lead to
Lesson 3- Asking
Good Questions.doc
1st Quarter
Day 3
Visualize
Visualize.pdf
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
E2 - Show the “Visualizing” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Visualizing
Grade Level- 5th
E3 – Tell students that to visualize they must use their imagination to create pictures in their mind of what is happening in the story. You may
want to use one of the read aloud books from day 1 to help students paint a picture in their mind.
Read:
Dave the Potter by: Laban Carrick Hill
E4 – Ask students to draw a picture of what they visualize from this story (or any that you choose), and draw a picture of it in their RRJ (reading
response journal). After everyone is finished drawing, have the students move into a circle so that all of the drawings can be seen by all. Discuss
the reasons why each picture is a little bit different – even though we all heard the same thing. This is what visualizing is all about – taking the
words and mixing them with the reader’s background knowledge to create pictures in the mind. Good readers do this all of the time.
*They may also do this in their lit. circles with their own books.
Lesson 6- A Picture is
Worth a Thousand Words.doc
E2 - Show the “Cause and Effect” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Cause+%26+Effect
Day 4
Cause and
Effect
Cause and
Effect.pdf
E3 – Read:
Little Red Riding Hood by: Jerry Pinkney
Lon po po by: Ed Young
Tell the students that in narrative or fictional text, there is often a cause and several effects. Using one of the stories from above make a T chart
with causes & effects and write them down.
E4 – In literature circles ask students to make a T chart in their RRJ and list several causes and effects from their lit. circle books and then
discuss.
E2 - Show the “Making Connections” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Making+Connections
Day 5
Making
Connections
E3 – Read:
The Man Who Walked Between the Towers by: Mordicai Gerstein
Henry’s Freedom Box by: Kadir Nelson
Tell the students that when they make connections to what they are reading they are doing this to connect what they are reading to their life or
something else they have read or seen. The most prominent types of connections in literature are: Text to Self, Text to Text, and Text to World.
Using any or all of the books from day 1, have the students make a list of connections on post it notes: T to T, T to S, or T to W. Discuss.
Connections.pdf
E4 – Have students work through text connections in their literature circles with their own books and post it notes, and discuss.
15
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 3- Writing: Writing is Strategic – Parts of Speech
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS
16.a (ii) Write stories w/believable setting using sensory
language
16.a (iii) Write dialogue that develop stories
15.c Revise drafts for coherence, organization, audience,
and sentence structure
20.a (i) Use verbs (irregular/active)
20.a (ii) Use collective nouns (class, public)
20.a (iii) Use adjectives
20.a (iv) Use adverbs
20.a (v) Use prep/prepositional phrases
20.a (vi) Use indefinite pronouns (all, both, nothing)
20.a (vii) Use subordinating conjunctions
Science & Social Studies Integration
2g – Understand general meaning of spoken
language/ familiar and unfamiliar topics/
language/ contexts
5f – Write using a variety of connecting words
E5AFL- weak & strong
verbs
E1Grammatical conventions exist
for effective communication.
Adjective person with
the writing sample that
describes them
How does an author manipulate
grammatical conventions to
affect meaning?
Vocabulary
Web 2.0 Tools/ Apps
The Write Source online
16
Enduring UnderstandingsEssential Questions
grammar
punctuation
collective noun
irregular verb
adjective
adverb
prepositional phrase
indefinite pronoun
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 3 - Writing– Writing is Strategic – Parts of Speech
*This lesson references a document that is available on Schoolnet™. This resource is entitled: Adjective Person
Day 1
Nouns
&
Collective
Nouns
E2--Ask students: ‘What is a noun?” Allow students to discuss in groups and write a definition for a noun. Give examples. Discuss as a class. Define
the difference between a noun and collective nouns. Use the LA Adoption The Write Source, Using Nouns pg.440-441
E3--Play Noun Relay. The teacher will start the game by thinking of a common noun. On his turn, a student must say a noun that begins with the
letter that the last noun ended with. (Example: Teacher says, “rabbit.” The next student might say, “table.) Give each student generous wait time
and provide help as needed. Once all students have had approximately two turns, repeat the game using proper nouns.
E4--Allow students to work in groups. Pass out 10 index cards to each group. As a group the students must label 10 nouns in the room, 5 common
and 5 proper. Remind the students that when they call something by its name, it makes the noun “proper.”
**Pass out the Adjective Person project for homework. Project is due Day 4. Project will be used in class Day 5. Each student receives an Adjective
Person cut out. Students should decorate the Adjective Person with as much detail as possible. Themes are allowed.
*This lesson references an activity that must be prepared ahead of time.
Before the lesson begins, place 10 decorated cardstock circles (appx 6” in diameter) into 10 different paper bags. Decorate each circle
differently with various colors, textures, and materials.
Day 2
Adjectives
E2--Review common and proper nouns. Ask: “What is an adjective?” Allow students to discuss in groups, write a definition, and provide examples.
Use The Write Source  Describing with Adjectives pg. 457-459.
E3--Explain how nouns and adjectives work together. Allow the students to work in groups of 2 or 3.
Give each group one bag and tell them they are to describe the circle inside using as many adjectives they can think of. they should NOT show the
circle to others.
When finished describing, groups should share their adjectives and let the class guess what the circle inside their bag looks like. If the class guesses
correctly, they win!
E4—Place students in pairs. Discuss the characteristics of a “Wanted” poster and show an example. Students will create a wanted poster for their
partner. They should describe their partner using many adjectives—physical appearance, character traits, quirks, etc. Take a digital photo of each
student, then print and place at the top of students’ posters. Allow time to share.
**Be sure to model an example poster about yourself.
**GREAT TO HANG UP FOR CURRICULUM NIGHT
17
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
*This lesson references an activity found in Razzle Dazzle Writing, Forney. This Strong Verb Poem is available in Schoolnet™.
Day 3
Verbs
E2-- Ask: “What is a verb?” Use The Write Source,  Choosing Verbs pg. 448-453.
Allow students to discuss in groups, write a definition, and provide examples. Explain the difference between a weak verb and a strong verb.
(Example: run---scamper)
E3-- Discuss strong verbs and weak verbs. Allow students to read through, then act out Strong Verb vs. Weak Verb (3 minute play, page 21). Read
aloud Strong Verb Poem, page 22. Make a poster of the poem to hang in the room.
E4--Allow students to work in groups. Pass out an index card to each group that lists a weak verb. Give the students 10 minutes to replace the weak
verbs with strong verbs (write strong verbs below weak verb). Allow students to use thesauruses to complete this activity. Share and hang cards in
the room.
WEAK
strong
strong
strong
**Reminder: Adjective Person due Day 4!
strong
strong
*This lesson references an activity that must be prepared ahead of time.
Day 4
*This lesson references a document that is available in Schoolnet™.
This resource is entitled: Verb/ Adverb.
Adverbs
E2--Review verbs. Ask: “What is an adverb?” Allow students to discuss in groups, write a definition, and provide examples.
Use The Write Source, Describing with Adverbs pg 460.
E3--Explain how verbs and adverbs work together. Brainstorm a list of adverbs. Play Verb and Adverb Charades. (Use the pages of verbs and
adverbs provided to set up the game.) One at a time, students will draw a verb to act out. Have the class guess the verb. The same student should
then drawn an adverb. Adding the adverb, the student should act out the original verb again. Students should not try to guess the adverb. Take turns
until all students have had a turn.
E4--Using the lit. circle book, allow students 15 minutes to look for and write down as many strong verbs and adverbs as they can find within the text.
Record on notebook paper and at the next lit. circle meeting.
**Reminder: Collect adjective people. Students with incomplete projects should finish during the day at recess or for homework. REQUIRED for Day
5.
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1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2—Quickly review nouns (proper and common), adjectives, verbs, and adverbs. Give examples and discuss.
Day 5
Adjective
Person
E3--Allow students time to make a list of adjectives that describe their Adjective Person. Remind students to use good word choices (Example: free
paint chips from local hardware stores provide creative color names and a great visual.). Also, students should create a name, occupation, hobby,
pet, city, state, etc. for their creation.
E4—Students will write a story about their Adjective Person. Story should be at least 3 paragraphs long. Paragraph 1 should contain details about
the person’s life (friends, location, pets, etc.) Paragraph 2 should contain a detailed physical description of the person. Paragraph 3 should concern
“a day in the life” of the person. Be sure to walk around and conference with students as needed.
Before students begin writing remind them how to write correctly on notebook paper. Share stories with the class.
** Be sure to share your example first so students have a clear understanding of expectations.
19
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Week 4 Reading: Reading is Strategic – Tools for Comprehension
1st Quarter
ELL Resources
Grade Level- 5th
Assessment/ Product
ELAR TEKS: Student Expectations
2.d Identify/explain the meaning of common idioms, adages and
other common sayings
3.a Compare themes or moral lessons of fiction
3.c Explain the effect of historical event
4 Poetry/structure/elements – analyze sound effects
6.a Describe rise to/foreshadowing in novel
6.b Explain character relationships/conflicts
ELPS:
1c – Use strategic learning techniques to
acquire basic vocabulary
3e – Share information in cooperative
learning interactions
4c – Comprehend English vocabulary
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
Science & Social Studies Integration
Social Studies – Award Winning Literature
Web 2.0 Tools/ Apps
www.misdelar.wikispaces.com
http://birdsonawire.wikispaces.com
20
E5Students must be
recording their thoughts
about text in their
reading response
journal or the reading
notebook.
AFL-TTW- Review
student’s reflections
from the reading
notebooks.
Enduring UnderstandingsEssential Questions
E1- Authors use literary
devices to create an overall
tone and mood in their writing.
Use of figurative language is
explicit.
How does the use of text
structure affect the story?
How does figurative
language deepen the
story?
Vocabulary
Predict
Visualize
Ask Questions
Infer
Cause & Effect
Clarify
Make Connections
Summarize
Meta-cognition (TEKS: figure 19)
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 4 - Reading – Reading is Strategic – Tools for Comprehension
Using the following suggested literature titles to explore comprehension strategies with Narrative Text~
These titles will help support social studies integration through ELAR.
Day 1
Infer
Read any of these selected titles:
Seven Blind Mice by: Ed Young
Why Mosquitos Buzz in People’s Ears by: Verna Aardema
The Boy of the Three Year Nap by: Dianne Snyder
E2 - Show the “Inferring” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Inference
Infer.pdf
E3 – Read any or all of the stories from above. Tell the students that one way to infer is to use background knowledge or schema plus text
evidence to support your comprehension. The formula is: BK + TE = C
Inferring is the bedrock of comprehension, not only in reading, but in life!
E4 – Have students write down the definition of inference in their RRJ. Read through any of these stories and discuss inferences made.
Day 2
E2 - Show the “Clarifying Information” video from the Birds on a Wire wiki:
Clarify
E3 – Read:
Flotsam by: David Wiesner
Lesson 5- Prove it
With Text Evidence.doc
http://birdsonawire.wikispaces.com/Clarify+Information
Clarify.pdf
Tell students that when they clarify they look closer when something is confusing while reading. They will need to look for clues or text evidence
to clear up any misconceptions or misinformation. In Flotsam students will have to clarify by looking at the pictures in the book and taking some
notes on what is happening in the story. Clarifying may cause the reader to re-read (or reexamine) a passage a few times in order to comprehend
it. This is a strategy that good readers use all the time.
E4 - Have students write the definition of clarifying in their RRJ. Using: who, what, when, where, and why – students may be able to clarify the
information from Flotsam or a chapter from their lit. circle book. Either choice would be appropriate here.
Students may also want to prove their answers with text evidence.
Day 3
Summarize
E2 - Show the “Summarizing” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Summarizing
E3 – Read:
Grandfather’s Journey by: Allen Say or
Working Cotton by: Shirley Williams
Tell students that when they summarize a story they sum up and retell the most important parts of the story. Readers do this to check their
21
1st Quarter
Summarize.pdf
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
understanding and to confer with peers. They have been doing this in their lit. circles all along.
Grade Level- 5th
E4 – Ask students to summarize the events that took place in any of the stories from above. Have students write the definition to summarizing in
their RRJ.
E2 - Show the “Meta-cognition” video from the Birds on a Wire wiki: http://birdsonawire.wikispaces.com/Meta-cognition
Day 4
Meta- cognition
Metacognition.pdf
E3 – READ: Re-read any book from the above list. Tell students that meta-cognition occurs when students think about their own thinking. This
strategy is used to fully understand what has been read. Have students write this definition in their RRJ.
E4 – Complete the comprehension check on pg. 251 or write your own comprehension questions to any of the other suggested titles from day
1.
E2 – Write “Determining Importance” on the smart board or white board. Ask students to answer this question in their RRJ: How do you
determine importance of information in text?
Day 5
Determining
Importance
E3 – READ: Re-read any book from the above list. Tell the students that what we determine to be important in text depends on the genre and
our purpose for reading it. When we read fiction we focus on the character’s actions, motives, and problems that contribute to the overall theme.
In nonfiction text we read to remember information. A strategic reader always knows how to determine importance in text so that they may
understand the text in full.
E4 – Ask students to reflect on a story they have read lately. Have them write the important details down from that book in their RRJ and how
they knew that detail was important. Discuss
22
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Week 4 Writing – Writing is Strategic – Writing a Narrative Paper
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
17 Write personal narratives
20.a (iv) Use adverbs
20.a (v) Use prep/prepositional phrases
15.d Edit drafts: grammar, punctuation, spelling using rubric
ELPS: 1h, 2d, 3a, 3d, 3e, 4g
E5—
The Write Source pg. 69
Beginning
Intermediate
Adv./ Advanced High
Written Narrative Paper
Grade Level- 5th
Enduring UnderstandingsEssential Questions
E1Language is intentional – a tool
for processing and
communicating one’s ideas
about the world.
How do authors select specific
vocabulary to convey meaning?
How do authors have individual
voices?
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
The Write Source online
23
narrative
experience
unforgettable
subject
purpose
form
audience
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 4 Writing – Writing is Strategic – Writing a Narrative
E2 – The Write Source, pg.69. Ask students to think about a story that they want to share. Have students tell a simple oral story in a pair share
conversation.
Day 1
Writing a
Narrative
Paragraph
E3 – Show students the narrative paragraph on pg. 70, A Successful Run. Review the topic sentence, body sentences, and concluding statement.
E4 – Have students select a topic to write about, gather details and begin writing their narrative paragraph. Students will also revise and edit this
paragraph for final copy. Allow time for students to read their narrative paragraph out loud.
*Students will place this story in their writing binder under the tab “narrative stories”.
E2 - The Write Source, pg.73. Tell students that they will be beginning a personal narrative about a time when you succeeded. Use the
resource list on pg. 73 and the copy masters for this work.
Day 2
Pre
Writing
Day 3
Write the
Story
E3 – Read the personal narrative example – What Is It? on pg. 75 as a model of strong work. Discuss the traits needed for a successful narrative.
Complete the pre-writing activities on pgs. 77-82.
E4 – Have students create the transitional time line and the sensory chart that will help them with their story. Place both of these in the writing journal
under the tab – organizers.
E2 – Use The Write Source, pgs. 83- 88. Show page 83 with the keys to drafting a great story. Discuss these keys with students before they
begin writing today.
E3 – Start writing your personal narrative about a time when you were successful.
E4 – Be sure to have students share their first draft with a neighbor or peer so that they can get some feedback before they begin to revise or edit their
story.
E2 - Use The Write Source, pgs. 89- 104 on revising and editing. There are many pages included with this work, so you may want to highlight a
few key points that your class needs to hear and see.
Day 4
E3 – Ask students to revise and edit their story with help from the teacher in a conference or a peer conference.
E4 – Ask students to write a final copy of their narrative story to be scored on our 4 point rubric.
Day 5
E2 – Read a personal narrative that is teacher created or a passage from your favorite book that is narrative. Be sure to point out how well the story is
crafted. Draw students’ attention to word choice, sentence fluency, and organization of a well crafted story. Make sure that they understand how
serious it is to be a good writer in today’s world. (You may want to use the anchor paper The Yummy Carrot Cake Story that is located in Schoolnet™
and on the ELAR shared folder as a model of a 4 narrative paper.
E3 – Have students share their finished papers in “author’s chair”.
E4 – Ask students to place this copy in their writing binder under the tab – narrative stories.
24
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 5 Reading – Reading is Strategic – Working with Expository Text
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS:
E5-
4g – Demonstrate comprehension by
responding to questions
Understanding Text
Features
Establish a purpose for reading expository text:
7 Understand literary nonfiction
Provide text evidence to support claims
Explain point of view: bio vs. autobiography
11.e Make text connections
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
E1All reading and writing centers
around audience and the
desired effect on that audience.
4i - Demonstrate comprehension by employing
basic reading skills
How do authors convey
meaning in non- fiction text?
*Use the visual vocabulary cards from Connect
Ed that go with this selection
Why do authors use different
literary devices?
Vocabulary
Web 2.0 Tools/ Apps
text features
expository
slave
freedom
archaeologists
settlement
colonists
Connect Ed.
Social Studies – Colonial Times
Leveled reader: Colonial Times
25
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Reading is Strategic – Working with Expository Text
Day 1
Working with
Expository
Text
Using the following suggested literature titles to explore text features of Expository Text~
These titles will help support social studies integration through ELAR.
Read books such as:
Texas Treasures Resource – Time for Kids – 5th Grade Edition, Digging Up the Past – Scientists uncover the secrets of Virginia’s
colonial Jamestown or
Time for Kids – Rebuilding Jamestown
E2 – Through one or many of these titles that relate to SS content, the teacher will demonstrate the features of non-fiction/ expository text. Write
these on your smart board or white board:
Features of Non- Fiction Text:
 Fonts: boldface, color, italics, bullets, captions, labels
 Signal Words/ Phrases: for example, for instance, in fact, in conclusion, most important, such as…
 Illustrations & Photos: these have information in them too!
 Graphics: diagrams, cut- aways, cross- sections, overlays, maps, word bubbles, and charts.
 Text Organizers: index, preface, table of contents, glossary, or appendix
 Text Structures: cause & effect, problem & solution, compare & contrast, and sequence
Discuss these text features as you come to them in any of the books from above. (note: not all of these text features will appear in one book, so
you will have to use many in order to expose the students to all sorts of text features.)
E3 – Ask students to take notes in their reading response journal on the kinds of text features that appeal to them as readers. Students should draw
an example of each kind of text feature and label it in their RRJ.
E4 – As you read one of the selections above, and point out the text features, the teacher will also be delivering content. Students need to take
notes from the read aloud and write them in their reading response journal. Topics should include:
Colonial Life
Colonial life
Where the colonies were located
Important facts
Day 2
Text Features
Location of the
Colonies
Important Facts
E2 - Using the following suggested literature titles to explore text features of Expository Text:
Fact Finders: The American Colonies
(see LMS about this series)
eBook: The Checkerboard Social Studies Library: colonies by: Abdo Publishing
These titles will help support social studies integration through ELAR.
Read selections such as:
Texas Treasures Resource – Time for Kids – 5th Grade Edition, Digging Up the Past – Scientists uncover the secrets of Virginia’s
colonial Jamestown or
Time for Kids – Rebuilding Jamestown
26
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
E3 – Tell the students that they are becoming specialists on Colonial America. They are beginning a mini research project/ inquiry circle on this time
period. Students will continue to listen to a read aloud about the colonies, while taking notes for their research project with this SS content. Some
suggested topics could be:
 Characteristics of regions
 How colonists lived
 How colonists supported themselves
 Colonial government
 Traditions of the time period
E4 –Students should begin to get into inquiry circles based upon a topic of interest from this social studies material. Students may choose a concept
to research from this time period and work through a mini research study to present their findings in a few days.
E2 – Show the MISD Research Model that is linked to your campus LMS Curriculum Connections webpage. This model outlines the steps that
must be taken for a research project. Review the steps with students, and have them write down the steps to the model in their RRJ.
Day 3
Inquiry
Circles
https://misdlearningandresearchmodel.wikispaces.com/MISD+Model
E3 – Students will pick a topic to research. They will go through the research process as they gather information about their topic. Students will
take notes on their topic in their reading response journal.
E4 – Students will begin to gather more information for their research project.
* This would be an excellent time to work with your LMS on social studies content with inquiry circles. Some lessons that the LMS may want to
complete with students could be:
Gathering resources
Selecting a topic
How to cite sources
Day 4
Inquiry
Circles
E2 – Review the steps of the MISD Research Model. Discuss and confer with students on their progress through the research model. Show
students the menu for this project: https://misdlearningandresearchmodel.wikispaces.com/MISD+Model
E3 – Allow students to work through the research model on their topic.
E4 – Students will begin to gather more information for their research project on their topic.
27
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
E2 – Introduce presentation criteria
E3 & E4– Allow students to use the wiki to add any additional information to their note taking page. Students will do this individually or in partners.
Day 5
Presentations
Week 5 Writing is Strategic – Traits of Good Writers
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
15.c Revise drafts for coherence, organization, audience, and
sentence structure
18.a (i) Present effective introduction & conclusion
18.a (ii) Guide/ inform reader of key ideas & evidence
18.a (iii) Include specific facts, details in organized structure
2g – Understand general meaning of spoken
language/ familiar and unfamiliar topics/
language/ contexts
5f – Write using a variety of connecting words
E5AFL- location word
scavenger hunt
Enduring UnderstandingsEssential Questions
E1Grammatical conventions exist
for effective communication.
How does an author
manipulate grammatical
conventions to affect
meaning?
How does voice impact
writing?
Science & Social Studies Integration
Web 2.0 Tools/ Apps
28
Vocabulary
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
HMH – The Write Source Online
Grade Level- 5th
focus
coherence
voice
organization
narrow
deep
E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Writing is Strategic – Traits of Good Writers
*This lesson references an activity that is available in Schoolnet™. This resource is entitled: Chocolate Chip Cookie Recipe.
Day 1
What is a
“4”
Paper
*This lesson references an activity that must be prepared ahead of time.
E2--Ask: What makes a writer “good”? Ask students to think of books they have and what made the books memorable. Use writing terminology such
as voice, depth, elaboration, etc. to create running list of student ideas. Explain terminology as needed.
E3—Complete the “Chocolate Chip Cookie Rubric” activity. This activity provides students a hands-on understanding of a 1-2-3-4 rubric. Use the Kid
Friendly Writing Rubric (http://suzyred.com/writingrubric.pdf) to explain the difference between various scores and how stories/papers papers will be
graded.
E4--Read several sample stories aloud. Ask students to “grade” grade each paper and explain why each paper received the grade it did. Discuss the
strengths and weaknesses of each paper. Allow students to explain their reasons for assigning the grade they did. (Alternately, you may also
complete the “Scoring Challenge” activity.)
This lesson references a document that is available in Schoolnet™. This resource is entitled: Yummy Hot Dog.
Day 2
Narrow
Down the
Focus
Go Narrow
and Deep
E2—Show the “Yummy Hot Dog” story on the Elmo and read aloud. Ask: So, what do you think? Does the title fit? Is the story really about a hot
dog? What could the author have done differently? As a class, decided which sentences are “off topic” and cross out. Read-read the revised story.
Allow for student comments about new quality of story.
E3-- Explain the importance of narrowing down a topic and staying focused. In front of students, place a piece of white masking tape on the floor the
length of the whiteboard.
Read a second short passage that is on topic and walk all the way down the tape line. Next, read a third short passage that is off topic while walking
29
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
down the line. When a part of the story goes off topic, fall off the line dramatically. Ask students to explain why that section of the passage is
considered “off topic”
Keep tape line on the floor and use throughout the year!
Explain how to narrow down topics. Provide a teacher example and show students how to narrow it down. (Example: trip—lake house—canoeing)
E4--Give students a piece of large, white construction paper. Ask students to draw a picture of a something they would like to write about (a trip, a
family outing, an important family event, proud/happy time, etc.) Ask students to add captions throughout their drawing. Explain that each caption can
be its own story. Share you own example first allowing students to begin.
Day 3
Voices in
the Park
E2—Tell students about your first day of school worries for this school year. Ask several students to share their memories/worries. Ask: Did anyone
have the exact same experience the first day of school? Did everyone feel exactly the same about it? Discuss.
E3—Explain that because everyone experiences life differently, they may think very differently about the same subject. Explain personality and voice.
Tell students that writer’s “voice” is the way an author thinks and feels about what he is writing. Writers that use voice do more than just list the events
that happened. They provide the reader enough information to help him understand how the writer feels about the topic. Voice is a way to express
your personality by telling a story they way you saw it, felt it, and experienced it. To have voice, you have to write more than just the facts—you have
to include your real feelings and dialogue that reflects the way you really speak and the way others really respond to you. (Example: If you really call
your sister “fatso” when you’re talking about her and she’s not listening, this is what you should call her in your story. Give the reader a peek at who
you really are.)
Read Voices in the Park, Browne. Discuss the various perspectives and voices in the story. Emphasize the importance of voice in student writing.
E4--Allow students to work in groups. Review the classic fairy tale, The Three Little Pigs. Ask students to imagine what the personalities of each pg
and the wolf might be like. Assign each student a character from the story. Ask students to retell the story in their assigned character’s words from
that character’s perspective. Tell students to think carefully about how their character’s personality (shy, lazy, crazy, etc.) and what that specific
character might/might not say or do.
Share stories aloud. Read The True Story of the 3 Little Pigs! Scieszka. as a follow-up.
This lesson requires a selection of old magazines.
Day 4
Who’s
Voice is
This?
E2—Quickly review voice. Before the lesson begins, pull three students aside and assign each a feeling. One by one, have each of the tree enter the
room display the assigned emotion. (Example: For mad, have student stomp into the room, frown, stick out his tongue at the class, and cross his
arms.) Students should guess each emotion displayed by the three volunteers.
E3—Tell students that a character’s body language gives the reader clues about how a character is feeling. Provide the following examples: “John
was mad when he came into the room.” AND “John stomped into the room, his fists balled, and steam shooting from his ears.” Ask: Do you know
John is angry in both sentences? Which one makes a better picture? Discuss.
Create anchor charts for various emotions (sad, angry, scared, happy, embarrassed, etc.). During the upcoming week, allow students to add
examples of body language indicative of each emotion to the charts. Add a few teacher examples to each chart to get students started.
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1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E4--Place students in groups. Pass out old magazines and ask students to cut out 2-3 pictures of people/animals. (You may wish to have these
pictures already prepared and simply pass them out to students.) As a group, students should write a short story (2-3 paragraphs) about a topic such
as the championship game, winning the lottery, summer vacation, Christmas, etc. Students should write a separate story for each person/animal
about the chosen topic from that character’s perspective. Ask students to pay attention to realistic dialogue, facial expressions, body language, and
character feelings/thoughts. Share.
If time, read a selection of books with strong voice aloud. (Example: Bubba and Beau series, different versions of Cinderella stories, etc.)
E2—Ask students to secretly select an object visible to all students within the classroom. Secretly, students should think of several words to
describe their chosen object.
Day 5
Traits of
Good
Writers
Details &
Elaboration
E3--Ask students to think back to their Adjective Person. Quickly discuss the importance of details and define “elaboration.” Tell students that writers
are like painters, but rather than using paints and brushes to create a picture, writers use words. If a writer doesn’t use enough words or doesn’t use
colorful, strong words, the story they write is very dull—like an artist who only uses a pencil.
E4--Pass out notebook paper to each student. Ask them to describe their chosen object in much detail as possible. Students should NOT name their
object, but they should provide enough detail and elaboration to make it easy for others to guess what their secret object is. (Example: pencil—
yellow, wooden, sharp and pointed on one end, but soft and squishy on the other, used every day by every student, makes marks that can be
removed, needs to be sharpened) Allow students to read their descriptions aloud. The class should try to guess the object being described. If the
class is able to guess the object, they win! Tell students that if the class is able to guess the secret object using only one guess, the student who
wrote the description will get a prize.
If time, place students in pairs. Pass out more notebook paper to each student. Ask students to describe their bedroom in as much detail as possible.
When finished, ask students to trade papers with their partners. Students should try to draw a picture of their partner’s room based on that student’s
written description. Share and discuss
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McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 6 Reading – Reading is Strategic – Working with Expository Text
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS:
E5-
4g – Demonstrate comprehension by
responding to questions
Menu options
Establish a purpose for reading expository text:
7 Understand literary nonfiction
Provide text evidence to support claims
Explain point of view: bio vs. autobiography
11.e Make text connections
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
E1All reading and writing centers
around audience and the desired
effect on that audience.
4i - Demonstrate comprehension by
employing basic reading skills
How do authors convey meaning
in non- fiction text?
*Use the visual vocabulary cards from
Connect Ed that go with this selection
Why do authors use different
literary devices?
Web 2.0 Tools/ Apps
32
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
www.finch5thss.wikispaces.com
Social Studies – Colonial Times
Connect Ed – Leveled Reader – Life in Colonial America
Museum Box
eBook with Book Creator app
Puppet Pal video app
colony
colonies
port
tax
homestead
skills
trades
E2, E3, E4-SAMPLE LESSONS: Week 6- Reading is Strategic- Expository Text
E2 – This week students will be creating projects on what they know about Colonial America. This will be an inquiry model project that will embed
research skills into ELAR with a project or presentation as the student outcome.
Day 1
Colonial
Life
Projects
Introduce the menu for the Colonial Life Projects: such as
 Digital Poster
 Museum Box
 eBook with Book Creator app
 Puppet Pal video app
 Keynote Presentation
E3 – Tell the students that they will choose one of the menu items to create a project while working in pairs/ small groups. ** This could also be done
individually.
E4 – Allow students to work on their project over the course of 3 days.
** An extension of this activity could include:
Days 2-4
Inquiring
Minds
Want to
Know
E2 – Students will determine a TOPIC from their previous research that is of interest to them from Colonial America. Some topics could include:
Colonial life
Trades
Trade routes
Taxes
Historical people
Food
Skilled labor
Indians
E3 – The students will work with their campus LMS to complete these projects. The students will need access to the library and online resources to
33
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
complete these projects and their presentations. This mini research project will pave the way for the research paper that will be completed in quarter 2
(Q2). Some lessons that the LMS may want to complete with students could be:
ipad or itouch apps
Web 2.0 tools
E4 – Allow students to work in pairs/ groups to complete this project/ presentation. The student outcome should be to gain an understanding of colonial
life in America. A rubric should be created with students on these projects.
Day 5
Present!
E2 – Tell students that today they will present their projects on Colonial America.
E3 & E4 – Allow students to present their products. These should be scored against a 4 point rubric.
Week 6 Writing – Writing is Strategic – Writing an Expository Essay
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS:
15.c Revise drafts for coherence, organization, audience,
and sentence structure
18.a (i) Present effective introduction & conclusion
18.a (ii) Guide/ inform reader of key ideas & evidence
18.a (iii) Include specific facts, details in organized structure
E5—
An Expository Paper
3B: Expand vocabulary by learning & using high
frequency words.
3D: Speak using content area vocabulary in
context/ new English words.
Enduring UnderstandingsEssential Questions
All writing centers around
audience and the desired effect
on that audience.
How do authors select specific
vocabulary to convey meaning?
Why do authors use different
literary devices?
An expository essay explains
a topic by clearly telling what
something is, how something
works, or how to do something.
Science & Social Studies Integration
Web 2.0 Tools/ Apps
34
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Life in Colonial America
HMH – The Write Source
Grade Level- 5th
central idea
supporting details
conclusion
concluding statement
E2, E3, E4-SAMPLE LESSONS: Week 6 Writing – Writing an Expository Essay
Day 1
Colonial
Times
A
Research
Report
E2 – Using the notes from the Colonial Times note taking template students will use this information to write a research paper. Use The Write
Source pg. 434 to introduce the language of Research Writing.
Show the organizer for research writing on pg. 434 o your smart board. Tell students that they will have the following in their essay:
 Thesis Statement
 Topics & Supporting details (from note taking template)
 Conclusion
E3 – Allow students to begin working on their research report that will accompany their research project from the menu in reading. On this day
students will only write their thesis statement about their tribe.
For Example: Explorers and settlers came to North America from Europe for many reasons.
E4 – Students will work in groups to complete this task.
Day 2
A One
Pager
E2 – Use The Write Source pg. 326 – Read the research report as a model of a well written expository paper. Tell the students that their paper on
Colonial America will only be one page.
E3 – Allow students to continue working on their research report that will accompany their research project from the menu in reading. On day two
students will write paragraphs that support their topics.
E4 – Students will work in groups to complete this expository paper.
E2 – Refer back to the MISD Research Model. Remind students that they are on a timeline now to complete their paper that is aligned with the
project.
Day 3 & 4
A Paper
for the
Project
E3 – Allow students to continue working on their research report that will accompany their research project from the menu in reading. On day three
students will write the body of their research report
E4 – Students will work in groups to complete this expository paper.
35
1st Quarter
Day 5
Present
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2 – Refer back to the MISD Research Model. Remind students that they are on a timeline now to complete their paper that is aligned with the
project.
E3 – Allow students to finish working on their research report that will accompany their research project from the menu in reading. Students will revise
and edit their paper for consistency, accuracy, and organization.
E4 – Allow students to present their writing as part of the research project.
Week 7 – Reading – Reading is Strategic – Looking at Drama
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
Establish a purpose for reading drama – a play
ELPS:
E5-
3.a Compare themes or moral lessons of fiction
3.b Describe the phenomena explained in origins of myths
5 Drama – explain diff. between original text and drama
6.a Describe rise to/foreshadowing in novel
6.b Explain character relationships/conflicts
4g – Demonstrate comprehension by
responding to questions
Play performance
4i - Demonstrate comprehension by
employing basic reading skills
E1All reading and writing centers around
audience and the desired effect on that
audience.
How do authors convey meaning in
drama?
Why do authors use different literary
devices?
The reason that drama is taught as a genre is so that
students will understand the structural elements of drama.
We will focus on the ways that playwrights create meaning
and the techniques that they use to do so. Students will
also need to have an understanding of the purpose of stage
directions, and how the stage directions affect the reader
and audience.
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
Web 2.0 Tools/ Apps
36
Vocabulary
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Discovery Education – Video
Why Mosquitoes Buzz in People’s Ears
Grade Level- 5th
narrator
scene
props
theme
act
scene directions
characters
E2, E3, E4-SAMPLE LESSONS: Week 7 – Reading is Strategic – Drama
E2 – Introduce the students to this book by reading a copy from the library:
Read: Why Mosquitoes Buzz in People’s Ears by: Verna Aardema
Day 1
Introducing
Drama
E3 – Tell the students that this story is a West African Tale about a mosquito that is annoying to many animals. This story is written in a cause and
effect frame. The story is a folktale that has been retold throughout the ages. Show the Why Mosquitoes Buzz in People’s Ears ppt. that
addresses the question stems needed to fully understand the plot of this story and then the play.
Why Mosquitoes
Buzz - Questioning.ppt
E4 – In the student’s RRJ – reading response journal ask the students to answer the question stems on slides 3 and 4.
E2 – Introduce students to the video for the Caldecott winning book Why Mosquitoes Buzz in People’s Ears from Discovery Education.
Day 2
The Movie
E3 – Ask students to respond to the Why Mosquitoes Buzz in People’s Ears ppt., slides 5 & 6 in their reading response journals. Tell the students
that this week we are going to study this piece of literature as a play. There are 10 speaking parts in this play, so the teacher may want to split the
class into two groups. Note: It is not important that the students memorize their lines in this play. What is of great importance is that students get to
“try on” this genre and get the feel for what it is to be an actor in a play. For many, it may be their first time.
&
Why Mosquitoes
Buzz - Play.docx
The Play
E4 – Assign parts of the play to students. Ask the students to get a highlighter and highlight their part in the play. Students will need to practice their
part in the play over the next few days in order to perform it on the last day of the week.
37
1st Quarter
Day 3
Play
Practice
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2 - Show students this video from Youtube that is a stop action movie of Why Mosquitoes Buzz in People’s Ears:
http://youtu.be/BO1K4wXy2CI
It is important to show students may versions of the same piece of literature so that they can replicate the characters through their own play.
E3 – Allow students to practice their lines in the play.
E4 – Allow students time to practice the play as a group.
Day 4
E2 – Ask students to practice the play in front of another class so that they can get feedback for their parts. It might be a good idea to film this
practice so that students can see themselves as the character that they are.
Polish
E3 – Allow students to practice their lines in the play.
E4 – Allow students time to practice the play as a group.
E2 - Perform the play: Why Mosquitoes Buzz in People’s Ears
Day 5
Performance
E3 & E4 – Ask students to respond to their play performance. How did it make them feel?
Do they think they did a good job? Why or why not? What did they learn about plays that they did not know before?
38
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 7 – Writing - Writing is Strategic – Response to Literature
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
ELPS:
Book Promotion video –
My favorite book
Response to Literature:
3g – Express ideas
2.d Identify/explain the meaning of common idioms,
adages and other common sayings
18.c Write response to literacy/expository text
19 Write to persuade: influence attitude/actions
Science & Social Studies Integration
4f – Use support from peers and teachers to
grasp language structure.
Enduring UnderstandingsEssential Questions
E1All writing centers around audience and
the desired effect on that audience.
How do authors convey meaning in
fiction text?
Why do authors use different literary
devices?
Web 2.0 Tools/ Apps
39
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
HMH The Write Source – Online
www.animoto.com
Grade Level- 5th
response
promo
novel
ideas list
collection sheet
E2, E3, E4-SAMPLE LESSONS: Week 7 – Writing is Strategic – Reading Responses
Day 1
Responding
to
Literature
E2 – Use The Write Source or The Write Source online, pg. 251- 254. Discuss the reasons that it is important to be able to respond to literature.
We have been studying many different forms of literature throughout the school year and now it is time to formalize a response to the books we have
read. Ask students to read Keeper of the Doves on pg. 252.
E3 – Ask students to answer these questions about this response paragraph in their writing binder:
Organization – How does the writer organize the paragraph?
Development of Ideas – What details does the author share to spark the reader’s interest in the novel?
Voice – What words or phrases show that the writer really understands the character’s personalities and actions?
E4 – Ask students to write their own response to literature on one of their favorite lit circle books from the year. Invite students to share those
paragraphs in author’s chair.
E2 – Use the book/ movie: Why Mosquitoes Buzz in People’s Ears as mentor text for students to use to respond to literature. After students have
read the book (or as a read aloud) allow students to complete a think/ pair/ share on what makes this story or play an important piece of literature.
Day 2
Respond to
the Play
E3 – Ask students to summarize the plot of the story/ play and record their thoughts in their writing journal.
E4 – Ask students to write a response paragraph to the story/ play. Be sure to include:
A Topic Sentence
Body
Closing Sentence
**Share these paragraphs in author’s chair.
40
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Day 3
Respond to
Your
Favorite
Literature
Circle Book
Grade Level- 5th
E2 – Use any book that the students have read in literature circles as mentor text for students to use to respond to literature. Allow students to
complete a think/ pair/ share on what makes their favorite lit. circle book an important piece of literature.
E3 – Ask students to summarize the plot of the story and record their thoughts in their writing journal.
E4 – Ask students to write a response paragraph to the story. Be sure to include:
A Topic Sentence
Body
Closing Sentence
**Share these paragraphs in author’s chair.
Day 4
Writing a
Book
Review
E2 – UseThe Write Source Online, pg. 255 – Writing a Book Review
Use any book that the students have read independently as mentor text for students to use to respond to literature. Allow students to complete a
think/ pair/ share on what makes their favorite book an important piece of literature.
E3 – Ask students to summarize the plot of the story and record their thoughts in their writing journal.
E4 – Ask students to write a book review for their favorite book. Be sure to:
 Retell important events in the story.
 Share an understanding about the books theme or overall message.
 Tell what you like about the book and why you recommend it to others.
Day 5
Promote
Your
Favorite
Book
E2 – UseThe Write Source Online, pg. 256 – Writing a Book Review
Ask students to review the Book Review of Treasure Island on pg. 256. Draw their attention to the beginning, middle and end of this review.
E3 – Review these essential questions with students on writing a good book review:
What is the main idea of the review, and how does the conclusion support the main idea?
Are the ideas in the book review arranged in a way that makes sense?
What words and phrases will make others want to read this book?
E4 – Ask students to read their book reviews to the class. Ask the students to vote on which book they might read next? Students may want to use
www.animoto.com to make a short video book promo that outlines their thoughts on their favorite book.
41
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Week 8 Reading: Reading is Strategic – Introducing Poetry
ELL Resources
Enduring UnderstandingsEssential Questions
Assessment/ Product
ELAR TEKS: Student Expectations
Establish a purpose for reading poetry:
ELPS:
E5—
3.a Compare themes or moral lessons of fiction
4 Poetry/structure/elements – analyze sound effects
12.a Identify/explain author’s point of view
2I – Demonstrate listening comprehension by
collaborating with peers.
Understanding of poetic
terms
4f – Use visual and contextual support to
enhance and confirm understanding.
**Write these in the RRJ
E1All reading and writing centers
around audience and the
desired effect on that audience.
How do authors convey
meaning in poetry?
Why do authors use different
literary devices in poetry?
Science & Social Studies Integration
Web 2.0 Tools/ Apps
42
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
http://www.georgeellalyon.com/where.html
Grade Level- 5th
alliteration
concrete poem
couplet
free verse
line break
metaphor
meter
mood
repetition
simile
stanza
E2, E3, E4-SAMPLE LESSONS: Week 8 Reading – Introducing Poetry
Day 1
Introduce
Poetry
E2 – Use Texas Treasures Read Aloud Anthology – 5th Grade, pg. 23 A Symphony of Trees, by: Charles Ghigna
Tell the students that this poem is an example of Rhyme Scheme – That means in this poem the last word in every other line rhymes.
E3 – Read the poem with students. Review the vocabulary from the poem with students:
Symphony
Choir
Bark
E4 – Use the Think and Respond questions on pg. 25 of the read aloud anthology to analyze this poem.
Day 2
Where I’m
From
E2 – Use Naming the World, by Nancie Atwell, pg. 46-47, Where I’m From by: George Ella Lyon
There is also a website devoted to this work: http://www.georgeellalyon.com/where.html
Read and discuss this poem with students.
E3 – Tell the students that this poem is not exactly about where the poet was born, but about the specific world she was born into.
Show students the children’s poems from pgs. 48. These are student examples of a parody of the original poem.
E4 – Ask students to interview a partner in the class and answer these questions: They can record their responses in their RRJ.
1. What toys do you play with?
43
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
2.
3.
4.
5.
6.
7.
8.
Grade Level- 5th
What sports do you play?
What do you do in your spare time?
What bands do you listen to?
What foods do you eat or like best?
What are your favorite TV shows or movies?
What is your favorite book?
What is an expression or saying that you use?
E2 - Use Naming the World, by Nancie Atwell, pg. 55, Famous by: Naomi Shihab Nye
Day 3
E3 – Read Famous and discuss with students. Tell the students that this poem is written in free verse. Discuss what free verse means.
Famous
day 4- Famous.doc
E4 – Ask students if they believe that poetry is useful. Why? Ask them to record their thoughts in their RRJ and discuss.
Day 4
Playful
Words
E2 – Ask students to think about their FAVORITE FRUIT. (the teacher may even ask the students to bring in a sample of their favorite fruit for this
lesson). Use Naming the World by Nancie Atwell, pg. 131 Peaches and Craisins.
E3 – Discuss both of these author’s use of word play and patterns in language. Make note of the descriptions of both pieces of fruit. It is important for
students to note the power of words in these two selections, and how they evoke sensations and get the salivary glands flowing! Discuss the use of
alliteration and assonance.
E4 – Ask students to create a list of adjectives that describe their favorite fruit. They will use these in writing when they write their “fruit poem”.
day 3- Craisins.doc
Day 5
Ode to…
E2 – Use Naming the World by Nancie Atwell, pg. 261, Ode to a Star and Ode to Subway
Discuss these poems and what an ODE is. The happiest way to enter the act of ode making is to begin by making a short list of common objects that
you adore or love, then choose one.
E3 – Ask students to create a list of candy that they love and to choose their favorite one.
E4 – Ask students to create a planning sheet for their ode: Tell them to list everything that they:
Notice
Feel
Taste
Smell
44
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
1st Quarter
Grade Level- 5th
Hear
Think
Wonder
about their topic and to write it all down. Keep these planning sheets for writing.
Week 8 Writing: Writing is Strategic – Writing a Poem
ELL Resources
Assessment/ Product
ELAR TEKS: Student Expectations
16.b (i) Write poems with poetic techniques
16.b (ii) Write poems with figurative language
16.b (iii) Write poems using graphic elements
ELPS:
E5—
1a – Use prior knowledge to understand
meanings in English.
Understanding Poetry
Enduring UnderstandingsEssential Questions
E1All writing centers around
audience and the desired effect
on that audience.
Writing poems
5b – Write using new vocabulary.
Making a wordle
How do authors convey
meaning in poetry
How do author’s word choices
impact the reader and convey
meaning?
Science & Social Studies Integration
Web 2.0 Tools/ Apps
45
Vocabulary
1st Quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
alliteration
concrete poem
couplet
free verse
line break
metaphor
meter
mood
repetition
simile
stanza
www.wordle.net
E2, E3, E4-SAMPLE LESSONS: Week 8 Writing –Writing is Strategic- Writing a Poem
E2 – Use The Write Source Online, Writing Poems, pg. 301 Introduce the idea of writing a free verse poem.
Day 1
Introduce
Poetry
E3 – Review the steps for writing a free verse poem on pages 302-305. Students will need to think of a topic to write a short poem about.
E4 – Ask students to write a simple free verse poem with 6-10 lines about a topic that they know about. Share these poems in class.
**These poems can be part of a portfolio of poems.
E2 – Use Naming the World, by Nancie Atwell, pg. 46-47, Where I’m From by: George Ella Lyon
There is also a website devoted to this work: http://www.georgeellalyon.com/where.html
Read and discuss this poem with students.
Day 2
Where I’m
From
E3 – Tell the students that this poem is not exactly about where the poet was born, but about the specific world she was born into.
Show students the children’s poems from pgs. 48. These are student examples of a parody of the original poem.
E4 – Ask students to use their interview questions and answers to write a poem about where they are from that is similar to George Ella Lyon’s poem.
Share these poems in author’s chair.
E2 - Use Naming the World, by Nancie Atwell, pg. 55, Famous by: Naomi Shihab Nye
Day 3
Famous
E3 – Ask students to do a think pair share with a partner. Ask students to respond to this question?
“In what ways could you be famous right now?”
Some topics: sports, hobbies, schoolwork, activities, family, community involvement
E4 – Ask students to write a poem about their life when they are “famous”. What does it look, feel, sound like?
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1st Quarter
Day 4
Fruit?
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 5th
E2 – Ask students to think about their FAVORITE FRUIT. (the teacher may even ask the students to bring in a sample of their favorite fruit for this
lesson). Use Naming the World by Nancie Atwell, pg. 131 Peaches and Craisins.
E3 – Discuss both of these author’s use of word play and patterns in language. Make note of the descriptions of both pieces of fruit. It is important for
students to note the power of words in these two selections, and how they evoke sensations and get the salivary glands flowing! Discuss the use of
alliteration and assonance.
E4 – Ask students to create a poem about their favorite fruit using the list of adjectives they developed in reading. Share these poems in author’s
chair.
E2 - Use Naming the World by Nancie Atwell, pg. 261, Ode to a Star and Ode to Subway
Day 5
Ode to …
E3 – Discuss both poems with students.
E4 – Ask students to create an ode to their favorite candy. Share these poems in author’s chair.
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