5th Grade Reading: Week of 2/9/15
Genre: Historical Fiction
Objective:
An imagined story set in the real world
that portrays life as it might have been
lived in the past, and focuses on
problems and issues of life in the past.
Students will analyze the structure and elements of historical fiction texts and explain how a historical event advances the plot's main events
(problem and solution) and theme using a graphic organizer.
TEKs:
Essential Questions:
5.6A 5.3C 5.6B 5.3A 5.2D 5.2C 5.2B 5.6C 5.9C Fig19D 5.Fig19E 5. Fig19F
1. What inferences can you make about _____? What textual evidence do you have to support that inference?
2. What conclusions can you draw from the selection?
3. How does the characters actions and relationships impact the text?
4. What is the theme of this selection?
5. How is this text similar to _____?
6. What is the problem in this selection?
7. How is the problem resolved?
8. From what point of view is the author writing?
9. How does the authors point of view affect the text?
Vocabulary: Historical Fiction
Historical Fiction – realistic fiction that takes place in the past. It is a combination of imagination and fact because fictional characters are
placed in a historical setting to act out a fictional plot.
Literary elements – the characters, setting plot, and theme of a narrative text.
Summarize – give the most important ideas of what was read. Readers summarize important information in the selection to keep track of what
they are reading.
Point of view – the position of the narrator in relation to the story.
Foreshadow – the use of hints or clues about what will happen later in the story.
Inference – when you reach a conclusion based on information that is not directly stated in the text.
Imagery – the use of language to create beautiful or forceful pictures in the reader’s mind.more than one meaning. Its meaning can be
understood from the context in which it is used.
Theme – the big idea or author’s message in a story.
Idiom – a phrase whose meaning differs from the ordinary meaning of the words.
Adage – an old and well known saying that expresses a general truth.
Draw a conclusion – arrive at decisions or opinions after thinking about
Differentiators:
Historical Fiction

Have students do some quick research on the time period in which “Bud, Not Buddy” is set. Ask them to create a poster of
graphic to present to others reading the novel.

Create a diagram comparing and contrasting fiction and historical fiction.

Choose another novel that is historical fiction to read independently. Compare and contrast the historical events as well as the plot
and theme in both novels.


Create analogies for vocabulary from “Bud, Not Buddy”. Share them with a partner and solve the analogies.
Keep track of the inferences that are made during the reading of “Bud, Not Buddy”. Use a graphic organizer to show background
knowledge or schema and textual evidence

Ask students to find the history of common idioms or adages to share with the class. Use the internet as a resource. Present the
history in a power point presentation or in a poster.

Compare the theme of an independently read historical novel or story with the theme in “Bud, Not Buddy”. How are they similar
and different?

Write a new story with the same theme as“Bud, Not Buddy”. Tell how the theme is represented in each text

Ask students to go through the process of finding text evidence for all STAAR formatted questions instead of answering the
questions from memory or schema. All questions should have text evidence.

Have students write questions that mimic the STAAR formatted questions on the test. Have them trade with each other and
answer each other’s questions. Discuss the new questions and answers.

Have students present to the class their answer choices and thinking on CBA questions after the CBA is over and you are going
over it.
Daily Objectives
Monday 2/9/15
Bud Not Buddy- Stop and Jot
Point of View
Finish Chapter 8- Bruck and
Tuesday 2/10/15
Bud Not Buddy –Stop and Plot
Chapter 9 & 10
Quiz, Vocabulary
Wednesday 2/11/15
Bud Not Buddy- Stop and Plot
Figurative Language

Recap
Thursday 2/12/15

Camp Carter
Friday 2/13/15

Chapter 11 Quiz and
Vocab
5th Grade Reading: Week of 2/9/15
Langford- PRC, Quiz and Vocab
(Couch)
Start Chapter 9-PRC

Recap

Predictions




Chapter 11 Read
Aloud. P. 108-115
Independent 115-121
Predictions



Historical Fiction – 6 students
understand, make inferences and
draw conclusions
about the structure and elements of
fiction and provide evidence from
text to support their understanding
Historical Fiction – 6 students
understand, make inferences and
draw conclusions
about the structure and elements
of fiction and provide evidence
from text to support their
understanding
Historical Fiction – 6 students understand, make inferences and
draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding
Independent Reading – 9A read
independently for a sustained period
of time and summarize or
paraphrase what the reading was
about, maintaining meaning and
logical order
Independent Reading – 9A read
independently for a sustained
period of time and summarize or
paraphrase what the reading was
about, maintaining meaning and
logical order
Sensory language uthor's sensory language creates imagery in
literary text and provide evidence from text to support their
understanding. Students are expected to evaluate the impact of
sensory details, imagery, and figurative language in literary text.
Tuesday 2/10
Students will stop and record
PRCs of what is happening in their
journal.
Wednesday 2/11
Students will stop and record
PRCs of what is happening in their
journal.
Students will identify figurative
language and its meaning.
Formative/Summative
Assessment
Monday 2/9
Student will stop and record a GTPs
of what is happening in their journal.
Students will identify the POV and
the impact it makes on the plot.
Chapter 12- Read
Aloud p.130-135
Independent 136-139
Read Aloud Chapter
12…140-143
Independent 144-148
Chapter 12 Quiz and
Vocab
Independent Reading – 9A read independently for a sustained
period of time and summarize or paraphrase what the reading was
about, maintaining meaning and logical order
Thursday 2/12
Frida 2/13
Students will stop and record
PRCs of what is happening in
their journal.
Writing: Theme: It’s Magic-Lesson 4 and 5
Tues. Lesson 6- Analyze Advertisements: Students are introduced to persuasive writing techniques as they read and analyze
advertisements for products.
Wed. Lesson 7- Write an Advertisement for a Magical Item: Students practice crafting persuasive arguments to create an
advertisement for a magical item of their choice.
Thurs. Lesson 8- Detail Generating Questions/Good and Better: Students recognize the difference between simply stated facts and
fully elaborated details.
Fri. Lesson 9- Detail Generating: Questions- What does it Look Like? Why is it important?: Students learn to elaborate through the
use of two basic questions and apply this to their writing.