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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and

Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on

GeorgiaStandards.Org.

Georgia Performance Standards Framework for English Language Arts – GRADE 5 b. Respond to questions with elaboration, make comments that contribute to the topic, and build on the ideas of previous speakers. c. Ask questions to clarify or follow up on ideas or information presented orally or through media. d. Draw conclusions based on the ideas of others and incorporate them into their own thinking as appropriate.

RESOURCES AND MATERIALS:

Student created draft of writing.

SEQUENCE OF INSTRUCTION (Purpose, Procedure, Scaffolding, and Assessment):

Purpose: Students will use the FISHBOWL technique to learn to listen and respond appropriately to a piece of writing.

This technique will demonstrate how to: a.

take turns asking appropriate questions, b.

respond with appropriate comments and questions, c.

provide effective feedback for the author d.

allow the students to see that the writing is what is being critiqued rather than the writer.

Procedure: The teacher will need to participate and scaffold the students by demonstrating proper techniques:

 how to give appropriate and helpful comments to the writer

 how to use appropriate turn-taking behaviors

 how to offer opinions forcefully without being domineering

 how to ask relevant questions

 how to respond to questions with appropriate information (“That’s good”, or “That’s bad” doesn’t help the writer)

 how to ask for clarification or expansions from peers

Lesson Essential Questions:



How do we give appropriate and effective responses to peers in order to make their writing better?



How do I ask questions or give responses that will help my peers?

Performance Task: Students will apply the FISHBOWL strategy as they participate in small groups to give and receive effective and appropriate comments and suggestions on their writing.

Students will participate in groups of three-five to model the strategy. One student will be the “fish”, the author, and the other two-four students, the responders, will sit and listen to a piece of writing being read by the author. As the student reads, the other students will make notes to use for response time later. The rest of the class surrounds the fish bowl. They also take notes but do not respond until

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

English Language Arts

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Georgia Performance Standards Framework for English Language Arts – GRADE 5 after the time is up. Once students become effective at using the FISHBOWL strategy, they may use this strategy in small group settings.

The student responders create two columns on a piece of paper. One column has a (+ Glows) and the other column has (-/? Grows) at the top (see example).

+ GLOWS -/? GROWS

What I like about this writing sample: My suggestions for improving word choice in this writing sample:

Points of confusion or where more information is needed:

On the first read, the author is the only one who needs a copy of the piece of writing because the responders are listening for content and not conventions at this time. As the writer reads the first time, the responders simply listen. Then on the second read, the responders make notes under the appropriate column (Glows/Grows) on the paper.

Under the (+ Glows) column, they make notes on positive aspects of the writing. The record things they liked about the piece, or the things that worked to help them visualize the story or to understand the text. These are the areas that GLOW and stand out in the writing. They may make comments such as, “I can really visualize the part …” or “You have strong verbs in that part…” or “I like that part and want to try it out in my own writing.”

Under the (-/? Grows) column, students jot down places that they felt were confusing or places where they have a question. These are the areas that need to GROW in some way. Comments in this column might be something like, “When you say…it makes me wonder…” or “I want to hear more about…” It is




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Georgia Performance Standards Framework for English Language Arts – GRADE 5 the part that makes you say, “Huh?” Students should have at least one comment or question in each column.

The fish doesn’t speak. He/she has a notebook where he/she makes notes about the comments. The author cannot try to explain the writing. If the writing isn’t clear enough for the participants to understand it, then the writer will need to go back to the text and elaborate or clarify that part of the writing.

Good comments or questions help the writer to analyze and take a closer look at their writing.

Comments like, “That’s a good part.” Or “I don’t like that part.” doesn’t help the writer. Telling the writer what is effective or not effective in the piece does help. Explaining exactly where in the piece you got confused helps. Comments on the use of language, character development, word choice, areas where there needs to be more details, etc. help the writer.

After the inner circle of students finish with their comments, the outer circle may comment. This activity allows all students the benefit of learning to listen and respond. Students get to hear other’s writing and begin to understand that comments are made about the writing and not the writer. Good feedback helps students become better writers. Again, the FISHBOWL strategy can be repeated as many times as needed until the students become comfortable responding to other’s writing as well as receiving comments about their writing. Once students understand how to use the FISHBOWL strategy, they may use it for small group conferences throughout the year.

Assessment: Informal observation of small group application of FISHBOWL strategy. Evaluation of student written comments. Revisions to first draft of writing based on comments and suggestions received during Fishbowl.

SUGGESTED INSTRUCTIONAL SEQUENCE WITH IDEAS FOR SCAFFOLDING:

LESSON 7: Fictional Narrative

GPS:

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible

explanation of a variety of literary and informational texts.

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.




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Georgia Performance Standards Framework for English Language Arts – GRADE 5

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context

and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA5W2 The student demonstrates competence in a variety of genres.

The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. h. Provides a sense of closure to the writing.

ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

CCSS:

CCSSR4

CCSS5W3

CCSS5W4

CCSS5W9


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Colored index cards

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A Selection of Fictional Narrative Books to be used in groups

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Another source for teaching PLOT: http://www.readwritethink.org/classroom-resources/lessonplans/teaching-plot-structure-through-401.html

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Fictional Narrative Text: These are just a few of the available texts that may be used.

1.

Arnold, Tedd. No Jumping on the Bed! New York: Aladdin, 1998.

2.

Arnold, Tedd. No More Water in the Tub! New York: Puffin Books, 1995.

3.

Howe, James. The Day the Teacher Went Bananas. USA: Dutton Children’s Books, 1984.

4.

Meyer Mayer. There’s an Alligator Under My Bed. New York: Dial Books, 1987.




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5.

Munsch, Robert. Thomas’ Snowsuit. Buffalo: Annick Press, 1985.

6.

Munsch, Robert. The Paper Bag Princess. Buffalo: Annick Press, 1980.

7.

Munsch, Robert. 50 Below Zero. Buffalo: Annick Press. 1986.

8.

Munsch, Robert. Stephanie’s Ponytail. Buffalo: Annick Press, (problem)

9.

Munsch, Robert. Purple, Green and Yellow. Buffalo: Annick Press. 1992.

10.

Pilkey, Dav. Dogzilla. Orlando: Harcourt, 1993.

11.

Priceman, Marjorie. How to Make an Apple Pie and See the World. New York: Dragonfly Books, 1994.

12.

Shannon, David. Alice the Fairy. New York: Scholastic, 2004.

13.

Shannon, David. Bad Case of Stripes. New York: Scholastic, 1998. (problem)

14.

Thaler, Mike. The Principal From the Black Lagoon. New York, Houghton Mifflin, 1993. (Adventure)

15.

Thaler, Mike. The Teacher From the Black Lagoon. New York: Scholastic, 1989.

16.

Turkle, Briton. Do Not Open. New York: Puffin Books, 1981.

17.

Van Allsburg, Chris. The Mysteries of Harris Burdick. New York: Houghton Mifflin, 1984.

18.

Wood, Audrey and Don Elbert’s Bad Word. Orlando: Harcourt, 1988.

19.

Wood, Audrey. King Bidgood’s in the Bathtub. Orlando: Harcourt, 1985.


The purpose for this activity is to provide students with opportunities to explore multiple fictional narrative mentor texts before attempting to write Imaginative Narrative stories or to respond to an Imaginative Narrative prompt.

Scaffolding is provided by:

1.

Exploring mentor text

2.

Teacher directed and modeled with class to produce PLOT structures and story

3.

Student developed /teacher facilitated

4.

Student generated text

Imaginative Narrative texts have a structure that deals with the PLOT sequence. An Imaginative Narrative text focuses on either a problem to be solved or an intriguing adventure. The PLOT sequence begins with an

INITIATING PROBLEM consisting of a problem or conflict situation and builds using RISING ACTIONS that provide an intensity of conflicting situations. These RISING ACTIONS lead to the CLIMAX or the most dramatic, intense problem or situation. Then the situation calms down and descends with FALLING ACTIONS and ends with a

RESOLUTION where the problem is solved and the character experiences a change of some sort.

Procedures for reading and identifying authentic text structures: Lesson on PLOT

1.

Provide a variety of text with a Fictional/Imaginative Narrative structure.

Have students identify whether the PLOT consists of a problem to be solved or an intriguing adventure.

Imaginative Narrative essentially develops the PLOT through humor, drama, or suspense/tension. Sort the books into piles showing these basic components.

2.

Have students work in groups to identify the Initiating Conflict, Rising Actions, Climax, Falling Actions and

Resolution in a variety of Imaginative Narrative texts.

3.

Have students write each PLOT component on a different color index card. Tape the cards together to demonstrate the PLOT of the story.




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PLOT MAP for: The Day the Teacher Went Bananas by James Howe

Initiating Conflict: A new teacher comes to class.

Rising Actions/Events:

1. The students count on their toes during arithmetic.

2. They learn a new way to write.

3. They have science class outside.

4. They have art class and work with clay, paper, and paint.

Climax:

The truth is revealed in music class. The principal comes to class with the “real” new teacher.

Resolution/Ending:

They show the principal what they learned and the principal thinks they all belong in the zoo. The class goes to visit the zoo and have lunch with their favorite teacher.

Procedures for creating a Fictional/Imaginative Narrative:

1.

Guide the students by building a PLOT structure with the class. Use an idea based on an emotion or problem and have all students work together with you as you write on the board. Talk through what must happen.

2.

Decide on an emotion, character, and problem situation that could be built with a PLOT structure.

For example:



Emotion: careless



Character: Joe



Place: home



Problem Situation: Joe is a careless person. He rushes through everything and therefore makes careless mistakes. He is at home and because of his carelessness, he makes several messes until finally, he learns his lesson.



Events in order from least intensity to the climatic event of highest intensity

Initiating Event Problem 1: (Sets the stage by defining the character, setting, initiating problem or situation)

Joe did not get up in time for school because he had been careless the night before and had not set his alarm clock. The sound of the school bus stopping in front of his house woke him up.

Rising Action 2: (Continues the problems or situation with an increase in intensity which will lead to the climax)

Joe woke was in such a hurry to get dressed for school that he rushed into the bathroom. He carelessly grabbed

the wrong tube and brushed his teeth with his father’s Ben Gay instead of toothpaste.

Rising Action 3: (Continues the building of intensity of the problem of situation leading to the climax)

Joe was running late and rushed to the closet to get dressed. He grabbed his black t-shirt and put it on inside-out because he had been careless while stacking them up in the first place and because he was running late due to his carelessness.

Climax: (This is the most dramatic, intense, worse problem or situation in the story)




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Joe ran through the house and fell over one of his shoes that he had left in the middle of the den floor. He had been careless and had not properly returned his shoes to the closet. He skinned his knee and tore a hole in his pants.

Now he was going to be late for school because of his carelessness. He was mad and kicked the shoe causing it to fly through the air and break the mirror on the wall. Now he not only would be late for school, he would be in trouble with his parents.

Falling action: (The intensity lessens and the character begins to remember past mistakes.)

Joe rushes to the kitchen and pours himself some cereal in a bowl. Then he quickly grabs the milk from the refrigerator. He remembers his disastrous events of the morning so far due to his carelessness. He decides to check the milk before pouring it on his cereal. He sees that he has grabbed the buttermilk instead of the regular milk.

Resolution: (The character remembers the past mistakes and changes in some way.)

Thankfully, Joe did not pour the buttermilk on his cereal. Joe ate his breakfast and realized that carelessness was causing him problems. He decided to change his ways. From now on, he will slow down and work hard to be more responsible and less careless. He offered to pay for the broken mirror and promised to be more responsible.

Have students work in groups to develop their own stories and share with the class. Students can either cut the story apart and glue it onto the cards, or write a summary on the card. See examples below.




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Assessment: Evaluation of students' categorization of literary elements. Student self-assessment of the presence of literary elements in original fiction narratives.




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LESSON 8: Editing – CUPS Strategy

GPS:

ELA5W4 the student consistently uses a writing process to develop, revise, and evaluate writing.

The student c. Edits to correct error in spelling, punctuation, etc.

CCSS:

CCSS5W5


Four different colors of poster board


Purpose:

The purpose of this lesson is to give students a method for analyzing their own (or others) piece of writing during the editing process and to make corrections independently.

Procedure:

1.

On a large poster board, draw a giant cup. Inside the design, write the acronym, CUPS

C=Capitalization

U=Usage

P=Punctuation

S= Spelling or Sentence

Draw each Letter in a color that will correspond to a matching piece of poster board labeled with C, U, P, S

(see photos)




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2.

Introduce the students to the acronym by demonstrating what each letter represents. Show them that the CUPS will match up to the corresponding poster that will hang in the classroom the entire year.




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3.

As you introduce student to rules for capitalization, usage, punctuation, or spelling, add the rule to the appropriate chart. Add student samples as well. Refer to the charts often. Have students use the charts throughout the year as they work through the editing process.

Transferring the process

1.

As the teacher conferences with students, or as the teacher is reading a piece of writing during the final revision stages, use CUPS to help students begin to analyze their own writing.

2.

Use CUPS in the margin to indicate errors in capitalization, usage, punctuation, or spelling. Only use CUPS on the strategies that taught thus far. As the year progresses, add to the charts and add to the marks in the margin.

3.

Students may begin to CUPS peer writing as well.




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Students will write a narrative or response to literature paper related to their current reading selections across the content area. Students will edit the first draft according to the CUPS notes made by the teacher in the margin. Students will produce a revised final copy that has been self-corrected after applying the

CUPS strategy.

Assessment: Ongoing as the strategy will be applied to all genres of writing throughout the year; Informal assessment during writer’s conferencing; observation of individual and small group application of the CUPS strategy; Student self-assessment; Formal assessment of capitalization, usage, punctuation, and spelling in final revisions of the paper produced in the performance task.




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LESSON 9: Figurative Language

GPS:

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.

ELA5W2 The student demonstrates competence in a variety of genres. d. Includes sensory details and concrete language to develop plot and character. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense. i. Lifts the level of language using appropriate strategies including word choice.

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student f. Identifies the meaning of common idioms and figurative phrases. g. Identifies playful uses of language (e.g., puns, jokes, palindromes).

CCSS STANDARDS:

CCSS5R4 - Identify how metaphors and similes as well as rhymes and other repetitions of sounds (e.g., alliteration) supply meaning and rhythm in a specific verse or stanza of a poem.

CCSS5W3 - Write narratives in which they: a. Engage and orient the reader by establishing a situation, introduce a narrator and/or characters, and create an organization that sequences events naturally and logically. b. Use narrative techniques such as dialogue, pacing, and description to develop events and show characters’ external behaviors and internal responses. c. Use a variety of temporal words, phrases, and clauses to manage the sequence of events. d. Use well-chosen words and phrases to convey events and experiences precisely. e. Provide a satisfying conclusion that follows from the narrative’s events.





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Construction Paper (9x12)

Markers

Stapler

Lined paper

Mentor texts (see list below for suggestions)

EXAMPLE BOOKS WITH SIMILES

Chanticleer and the Fox Geoffrey Chaucer

The Girl Who Loved Wild Horses Paul Gobel

Little Island Golden MacDonald

Hide and Seek Frog Alvin Tresselt

White Snow, Bright Snow Alvin Tresselt

Nettie’s Trip South Ann Turner

Everyone Knows What a Dragon Looks Like Jay William

Umbrella Taro Yashima

Owl Moon Jane Yolen

Crazy Like a Fox by Loreen Leedy

EXAMPLE BOOKS WITH METAPHORS

Through the Mickle Woods Valiska Gregory

Kinda Blue Ann Grifalconi

Little Island Golden MacDonald

The Tale of Peter Rabbit Beatrix Potter

Tar Beach Faith Ringgold

Hide and Seek Frog Alvin Tresselt

White Snow, Bright Snow Alvin Tresselt

Owl Moon Jane Yolen

Goodbye Geese by Nancy White Carlston

The Stranger by Chris Van Allsberg

Up North at the Cabin by Marsha Wilson Chall

The Tale of the Mandrian Ducks by Katherine Patterson

Encounter by Jane Yolen

The Secret Olivia Told Me by N. Joy

My Mouth is a Volcano

Quick as a Cricket by Audrey Wood

Come on, Rain!

My Dog is as Smelly as Dirty Socks

Dakota Duggout by Ann Turner

Mud is Cake

EXAMPLE BOOKS WITH PERSONIFICATION

The Little House Virginia Lee Burton




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Gilberto and the Wind Marie Hall Ets

Flossie and the Fox Patricia McKissack

The Giving Tree Shel Silverstein

Sylvester and the Magic Pebble William Steig

Arnie the Doughnut by Laurie Keller

The Dear Mrs. LaRue series by Mark Teague

The Little House by Virginia Lew Burton

Nora’s Duck by Satomi Ichikawa

EXAMPLE BOOKS WITH IDIOMS

In a Pickle and Other Funny Idioms by Marvin Terban

More Parts by Tedd Arnold

Scholastic Dictionary of Idioms by Marvin Terban

Butterflies in My Stomach and Other School Hazards by Serge Bloch

EXAMPLE BOOKS WITH ONOMATOPOEIA

Thundercake by Patricia Polacco

Prairie Train by Marsha Wilson Chall

Gingerbread Baby Brett, Jan

The Great Kapok Tree Cherry, Lynne

EXAMPLE BOOKS WITH ALLITERATION

Lilly’s Purple Plastic Purse. Kevin Henkes

Crab Moon. Ruth Horowitz.

Baseball, Snakes, and Summer Squash. Donald Graves

Books by Dr. Seuss

Chicken Little by Steven Kellog

If You Were A Writer by Joan Lowry Nixon

How the Grinch Stole Christmas by Dr. Seuss

Shrek by William Steig

Allison’s Zinnia by Anita Lobel

The Voyage of Ludgate Hill by Nancy Willard

Princess Prunella and the Purple Peanut by Margaret Atwood

Bashful Bob and Doleful Dorinda by Margaret Atwood

Rude Ramsay and the Roaring Radishes by Margaret Atwood

EXAMPLE BOOKS WITH HYPERBOLE

Pecos Bill by Stephen Kellogg

The Bunyans by Audrey Wood

Cloudy with a Chance of Meatballs by Judi Barrett

Heat Wave by Helen Ketteman

Library Lil by Suzanne Williams

EXAMPLE BOOKS WITH FLASHBACK

Dagota Dugout by A. Turner

Fat Chance, Claude by J.L. Nixon




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The House on Maple Street by B. Pryor

How My Parents Learned to Eat by I. Friedman

Miss Rumphius by B. Cooney

Watch the Stars Come Out by R. Levinson

What’s Under My Bed by J. Stevenson

EXAMPLE BOOKS WITH FORESHADOWING

The Incredible Painting of Felix Classeau by John Agee

The Hat by Jan Brett

How Many Days to America by Eve Bunting

An Early American Christmas by Tomie dePaola

Rosie's Walk by Pat Hutchins

Amber on the Mountain by Tony Johnston

Shortcut by David Macaulay

Grandfather's Journey by Allen Say

Where the Wild Things Are by Maurice Sendak

The Stranger by Chris Van Allsburg

Encounter by Jane Yolen

Owl Moon by Jane Yolen

EXAMPLE BOOKS WITH TENSION/SUSPENSE

Ace Lacewing, Bug Detective by Biedrzycki

Grandpa’s Teeth by Clement

Scoop! An Exclusive by Monty Molenski – Kelly

Piggins by Jane Yolen

The Wretched Stone by Chris Van Allsburg

The Case of the Missing Monkey by Cynthia Rylant

The Missing Mitten Mystery Steven Kellogg

Detective LaRue by Mark Teague

EXAMPLE BOOKS WITH DIALOGUE

Alexander and the Terrible, No Good Very Bad Day by J. Viorst

Amelia Bedelia by P. Parish

The Ghost-Eye Tree by B. Martin, Jr

Fig Pudding by R. Fletcher

Jumanji by C. Van Allsburg

The Velveteen Rabbit, or How Toys Became Real by M. Williams


Purpose: The purpose of this lesson is to allow students to explore, over the course of several class periods, a variety of figurative language in mentor texts (personification, metaphor, simile, hyperbole, idioms, alliteration,




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Georgia Performance Standards Framework for English Language Arts – GRADE 5 and onomatopoeia) and narrative strategies (foreshadowing, flashback, dialogue, and suspense/tension). As students read and explore, they begin to see how figurative language and narrative strategies enhance writing, making it more entertaining and engaging. Once students have found examples of figurative language and narrative strategies, they will create a resource book of their own figurative language and narrative strategies, either original creations or favorite examples from actual texts.

“Many of us who teach writing have learned to let authors …help us show our students how to write well.

Reading-writing connections have gone beyond written responses into actual craft apprenticeships in the writing workshop. Rather than garnering ideas for what to write about from their reading, students are learning to take their own important topics and then look to texts to learn how to write well about those topics.

Writing well involves learning to attend to the craft of writing, learning to do the sophisticated work of separating

what it’s about from how it is written…

When students are taught to see how writing is done, this way of seeing opens up to them huge warehouses of possibilities for how to make their writing good writing. The key is in learning how to learn to write from writers, and teaching students to do this is the instructional challenge faced by teachers who want to help students write well.”

P. 11-12, Wondrous Words by Katie Wood Ray

Procedure:

1. Model Mentor Text: Select a mentor text that exhibits examples of each type of figurative language and narrative strategy (see resources for possible texts). As you read text to class, point out the figurative language and how that language made the text more interesting.

2. Define Examples of Figurative Language and Narrative Strategies: Create a classroom chart or graphic organizer that includes a definition and example of each type of figurative language (personification, metaphor, simile, idioms, hyperbole, alliteration, onomatopoeia) and narrative strategy (foreshadowing, flashback, dialogue, and tension/suspense).

3. Explore: Divide students into groups, assigning each group a type of figurative language or narrative strategy

(This lesson is intended to take several class periods so you may only wish to explore a few types of figurative language and narrative strategy each period). Provide the groups with mentor texts (see resources for possible texts). Each group will create a graphic organizer of examples of figurative language and narrative strategy, referencing the text it comes from. Each group will share their findings with the class.

3. Create a Resource: Personal Figurative Language Guide Book



Fold 3 pieces of (9x12) construction paper to create a mini book.



Glue lined paper onto the construction paper pages.



On each page, list the type of figurative language and narrative strategy, its definition, and examples

(created or taken from graphic organizers created using mentor texts).



This guide book can be accessed all year. As students find examples of figurative language and narrative strategies, they can add this to the guide book.

Scaffolding:

Preselect the mentor texts given to groups or particular students. Indicate particular page numbers or even particular passages where the figure of speech can be found.




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Assessment: Students are to write a short story in which they use examples of figurative language and narrative strategy. Students must include examples of at least 4 out of the7 different types of figurative language and use at least one type of narrative strategy.


LESSON 10: Four Types of Sentences

GPS:

ELA5W2

ELA5W4

ELA5C1

CCSS:

CCSS5L2

CCSS5W3


Mentor Texts

Construction paper

Markers

Audio Recordings


Purpose: Students will investigate the link between written and spoken communication while evaluating the tone and purpose of the four types of sentences: declarative, interrogative, imperative, and exclamatory. Students will also edit selected texts as well as their own writing for correct end mark punctuation.

Procedures: Review the definitions of the four types of sentences and the end marks required by each.

 Declarative – makes a statement; ends with a period

 Interrogative – asks a question; ends with a question mark

 Imperative – makes a command or request; ends with either a period or exclamation mark




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

Exclamatory – shows strong feeling; ends with an exclamation mark

Provide copies of various mentor texts. Allow students to work individually, in pairs, or small groups to locate each of the four types of sentences within the texts provided. Students should write their examples on one side of the construction paper and label the sentence type on the back. Students may present their examples to the class and allow students to guess the sentence type. Allow students to share reading connections by examining the character(s), conflict, setting from which the example sentences are taken.

Evaluate sentences for errors or missing punctuation during subsequent warm-up activities. See the examples below for suggested five-minute daily warm-ups:

Day 1 – Punctuate and determine the sentence type of the following:

 Gary Paulsen has written many books (period / declarative)

 Have you ever read The Chronicles of Narnia by C.S. Lewis (question mark / interrogative)

Day 2 – An imperative sentence makes a command or request.

 Write an example of an imperative sentence. (Example – Please give me your library book.)

Day 3 – What type of sentence is the following?

 The fireworks are marvelous! (exclamatory)

Day 4 – Assess students with the quiz similar to the following:

( http://www.quia.com/rr/607728.html?AP_rand-1197137424 )

Reading / Writing Connection - Recognize the effective use of sentence types in various literary selections. Allow groups to examine sample mentor texts from personal narratives or memoirs.

Determine what types of sentences were primarily used in the introductions and conclusions of the samples. Allow students to discuss how different sentence types enable an author to establish a tone or engage the reader. Ask students to write only a four different lead sentences for a paragraph about a memorable day in their life. Provide an opportunity for students to share their examples and discuss which of the four sentence types were most effective and engaging.

Assessment: Observation of group and individual tasks. Written and verbal answers to daily warm-ups.

Constructed response quiz. Correct usage and punctuation in written assignments.




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LESSON 11: Response to Literature

GEORGIA PERFORMANCE STANDARDS:

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and

responsible explanation of a variety of literary and informational texts.

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (i.e., capital letters, line length, stanzas). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life.

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and

writing. The student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example). h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and

determines which meaning is intended from the context of the sentence. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.




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ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of

genres, in a way that makes meaning clear to listeners.

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying

closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELA5W2 The student demonstrates competence in a variety of genres.

The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Advances a judgment that is interpretive, evaluative, or reflective. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work. e. Excludes extraneous details and inappropriate information. f. Provides a sense of closure to the writing. g. Lifts the level of language using appropriate strategies including word choice.

ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The

student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc.

CCSS:

CCSS5W4 – Produce coherent and clear writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience.

CCSS5W5 – With guidance and support from peers and adults, strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.




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CCSS5W9 – Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

CCSS5W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS5L2 – Observe conventions of capitalization, punctuation, and spelling.

CCSS5L3 – Make effective language choices.

CCSS5L5 – Understand word relationships.




Narrative Mentor Texts

 Graphic Organizers for Prewriting

 Writing Rubric


Purpose:

To write in response to literary sources and to draw evidence from the text to support analysis and reflection as well as to describe what has been learned.

Procedures:

 Allow students to reflect on three literary selections they have read during this unit.



Demonstrate the use of a graphic organizer to illustrate the key characters and conflicts of the three literary selections chosen.

Example:




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Book Title:

__________

• Main Character -

• Conflict -

Book Title:

__________


• Conflict -

Book Title:

____________


• Conflict -

 Allow students to reflect on the notes they have recorded and then choose the main character they admire most. Discuss character traits such as integrity, responsibility, courage, compassion, dedication, etc.



Students will respond to the literature by writing a letter to the main character of their choice explaining why they admire him/her.



Prewriting should involve consideration of the following questions: o What makes this character admirable? What character traits does he/she possess? o How did this character respond to conflict? o Did I learn a lesson from this character that could be applied to my own life?

Example Graphic Organizer for Prewriting:




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What makes this character admirable?

How did this character respond to conflict? (Give details from the story.)

Character's

Name:

_________

Adjectives and /or character traits to describe this character:

A lesson I learned from this character:



Drafting – Students will use their prewriting graphic organizers as they draft their letters.



Editing – Student will first use rubrics, checklists, notes, Word Walls, etc. to check for correctly spelled key words (eg. sincerely, dear, admire, character traits, etc.) and end mark punctuation. (See sample rubric below.)

Scoring Domain

Exceeds Meets Does Not Meet

IDEAS Fully developed idea; Sufficiently developed idea; Minimal or lack of control of




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Georgia Performance Standards Framework for English Language Arts – GRADE 5 consistent focus; supporting details are relevant and elaborated throughout the paper

ORGANIZATION Full command of the appropriate organizing strategy (introduction, body, conclusion); logical grouping of ideas; engaging introduction; effective and varied transitional elements; conclusion provides a sense of closure

STYLE Engages the reader with carefully crafted phrases and sentences that create a sustained tone throughout the paper; appropriate varied and precise word choice; sustained audience awareness; consistent and appropriate voice; varied sentence structures, lengths, and beginnings

CONVENTIONS Full command of the use of language conventions. If present, errors in spelling, grammar usage, and punctuation are minimal and do not affect the reader’s ability to understand the writer’s message. generally consistent focus; most of the supporting ideas and elaboration are relevant

Sufficient control of organizational strategy

(introduction, body, conclusion); generally clear sequence of ideas; appropriate introduction; related ideas are generally grouped together; transitions link parts of the paper

Sufficient language and tone are generally consistent with the writer’s purpose; word choice is generally engaging; audience awareness is demonstrated; writer’s voice is clear; some variation in sentence length and structure

Sufficient control of the use of language conventions.

Errors in spelling, grammar usage, and punctuation are minimal and do not affect the reader’s overall ability to understand the writer’s message. the idea; limited or lack of focus; insufficient or irrelevant supporting details

Limited or lack of organizing strategy; lacks sequencing; ideas are not arranged in a meaningful order; lack of or inappropriate transitions

Minimal or inappropriate control of language and tone; word choice is simple, ordinary or repetitive; limited audience awareness; limited or lacking writer’s voice; lack of sentence variety

Limited or lack of control of the use of language conventions. Multiple errors in spelling, grammar usage, and punctuation distract the reader and make it difficult to understand the writer’s message.



Revising – Allow students to work in small groups to read or listen to the letters they have written.

Peers should listen for details, focused ideas, and organization of thoughts. Allow small group feedback and advice regarding details that could make the letter more powerful or suggested word choice substitutions. Teacher-student writing conferences can be held within small groups or




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Georgia Performance Standards Framework for English Language Arts – GRADE 5 individually. Students should receive constructive feedback regarding IOSC domains (ideas, organization, style, conventions).



Publishing – After revisions have been completed, students should have the opportunity to publish their letters on a class bulletin board, class newsletter, school media center, etc.

Scaffolding:



Model the decision making aloud between three book choices. Allow students to hear your reasons for choosing one character over the others.

 Model the prewriting process. Demonstrate how prewriting provides an opportunity to organize thoughts and strengthen the final draft by keeping the writer focused on the topic.

 Provide a list of character traits and definitions. Allow students to discuss and reflect about what makes a person admirable.

 Post examples of a friendly letter for visual references to appropriate format.

 Post key terms and commonly confused words on a Word Wall for student access during the writing process.



Provide an adapted student-friendly rubric (see example below).

Scoring Domain

Ideas

Does Not Meet

I didn’t include enough details.

I didn’t stay on the topic all the way through my paper.

Meets

I stayed on topic during most of my paper.

I included some details.

Exceeds

I stayed on the topic throughout my paper.

I included details and examples to support my




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Organization

Style


Conventions

I didn’t include a clear beginning, middle, and end.

My sentences are not varied.

Most of my sentences begin the same way.

My word choice is simple.

My spelling and punctuation keeps the reader from understanding my paper.

I forgot to indent some paragraphs.

I included a beginning, middle, and end.

I included some sentence variety.

My sentences have varied beginnings.

I included some creative word choice and figurative language.

My spelling and punctuation mistakes do not affect the reader’s ability to understand my paper.

I indented my paragraphs. main idea.

I included a beginning, middle, and end.

I used transition words.

I included sentence variety throughout my paper.

My sentences have a natural flow and varied beginnings.

My word choice is unique and my voice is appropriate for the genre and audience.

I have very few spelling or punctuation mistakes.

My paragraphs are indented and all of my sentences are complete thoughts.

Assessment:



Self-check for spelling of commonly used homophones and acquisition vocabulary acquired during previous lessons in this unit.



Peer edit with the purpose of listening for ideas, focus, organization, and word choice. Give partner or small group feedback regarding extraneous details or possible suggestions for revision to lift the level of language in the writing selection.



Teacher – Student conference to review scores based on IOSC domains - ideas, organization, style, conventions.




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Exceeds Meets Does Not Meet

+ GLOWS -/? GROWS

Book Title:

__________

Book Title:

__________

Book Title:

____________

What makes this character admirable?

How did this character respond to conflict? (Give details from the story.)

Character's

Name:

_________

Adjectives and /or character traits to describe this character:

A lesson I learned from this character: