SYRACUSE CITY SCHOOL DISTRICT Grade 05 Unit 01 Unit Template 1

ELA-Grade05-Unit01-Unit Template
Revised: 7/25/2014
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SYRACUSE CITY SCHOOL DISTRICT
Grade 05 Unit 01 Unit Template
Character Analysis – Examining How Characters Grow & Change
29 Instructional Days
Reading Standards: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL5.5
Speaking & Listening: SL5.1, SL5.4
Language:L.5.4, L.5.5, L.5.6
Unit Description: Character Analysis – Examining How Characters Grow & Change
In this unit, students learn about and practice the CCLS Reading Literature strands through a series of character study lessons in which they consider
how characters handle challenges and how they change over time. Students also practice summarizing, inferring, comparing and contrasting
characters and story elements, generating claims about theme, and supporting theories about the text with text-based evidence. Lessons in the first
half of unit are intended to introduce students to different characters and challenges while providing explicit instruction and modeling of
foundational reading literature skills through the use of picture books and shorter texts. The second half of the unit consists of integrated practice of
the previously introduced skills through a novel study of the text Bud, Not Buddy by Christopher Paul Curtis. Students may have the opportunity to
read texts related to the novel’s historical and social context to build relevant background knowledge of story events and character challenges. This
unit also incorporates opportunities for practice deliberately designed to build students’ ability to write routinely to learn and communicate clearly,
citing evidence to support their ideas. Suggestions for quick writes and reading journal responses to be used throughout the unit are provided at the
end of the lesson objectives for the unit. Almost daily, in class or for homework, students should write short informational pieces about their reading
(or reading instruction) in which they record their interpretations of concrete details and quotations from the book.
Implementation Dates: Sep. 22 – Oct. 31, 2014
Final Unit Assessment: Oct. 30, 2014
.
INSTRUCTIONAL NOTE: Teaching points and lesson objectives in this unit are organized by standard. The order in which teaching points and lesson objectives
are listed in this document does not dictate the order in which they must be taught! Please refer to the included pacing guide that provides one example of
how a teacher may arrange and pace out instruction for the unit. Since students require multiple opportunities to practice and achieve mastery of new skills,
teachers may need to extend time spent on certain lessons or repeat lessons throughout the unit as appropriate.
ELA-Grade05-Unit01-Unit Template
CCSS
RL.5.1
RL.5.2
Coded Standard
(Concepts are underlined,
Skills are capitalized)
QUOTE accurately from a
text when EXPLAINING
what the text says explicitly
and when DRAWING
INFERENCES from the text.
DETERMINE a theme of a
story, drama or poem from
details in the text including
how characters in a story
or drama respond to
challenges or how the
speaker in a
poem reflects upon a
topic; SUMMARIZE the text
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Concept Elaboration
(Pre-requisite concepts/skills, what this standard looks like in the
learning progression)
To quote accurately from a text and explain what the text says
explicitly, fifth grade students will need to combine these skills
and concepts:
 Identify relevant details and examples of a text in order to
explicitly state what text meaning
 Use the combination of explicitly stated information,
background knowledge, and connections to the text to
answer questions they have as they read
 Make and revise predictions as they read
 Summarize text in order explicitly explain quote
Drawing Inferences from a text
 Use a combination of background knowledge and
specific text evidence to make implied inferences
 Understand that inference is gathering details from a story
to determine/predict event
 Use quotes from the text to explain what the text says,
and to draw and support inference
To determine theme of a story, drama or poem form details in the
text including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic,
5th Grade students will need to combine the following skills and
concepts:
 Have a bank of possible themes which connect a
character's challenges/lessons learned/problems faced
to a larger theme
 Understand that theme can be applied to various text (as
opposed to a lesson learned by one character in one
book)
 Explain theme by providing 2-3 examples from the text
(character at the beginning and character at the end;
turning points in the plot to match the theme)
 Explain the theme by providing a text summary that
highlights the theme
 Determine characters' roles in a stories (actions and
reactions)
To summarize the text to explain the theme of a story, drama or
Assessment Questions
(How this standard is assessed in the end of
unit assessment)
Question #1 Based on the events in the
story, what can you infer about Irene's
personality? Use two details from the story
to support your answer. Be sure to write
your answer in complete sentences.
(RL.5.1)
Question #2 What is a theme of the story
“Brave Irene”? Use two details from the
story to support your answer. Be sure to
write your answer in complete sentences.
(RL.5.2)
ELA-Grade05-Unit01-Unit Template
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5th
poem,
Grade students will need to combine the following skills
and concepts:
 Identify and apply characteristics of an effective
summary for literary text
 Use knowledge of story structure to summarize the text
 determine important details including overarching theme
RL.5.3
COMPARE and CONTRAST t
wo or more characters,
settings, or events in a
story or drama, drawing on
specific details in the text
(e.g., how characters
interact).
RL.5.4
DETERMINE the meaning of
words and phrases as they
are used in a text,
including figurative
language such as
metaphors and similes.
To compare and contrast two or more characters, settings, or
events in a story or drama, fifth grade students need to combine
these skills and concepts:
 Understand depth in characters, setting, character traits
 Describe important character relationship

Draw upon a mental bank of character traits/vocabulary
(adjectives)
 Describe the changes throughout a novel (paying
attention to characters, settings or events)
 How words thoughts and actions inform the description of
the character
 Use relevant and irrelevant information from the text to
compare and contrast characters, settings, and events
To draw on specific details in the text (how characters interact)
fifth grade students need to combine these skills and concepts:
 Compare and contrast the motivations of characters
within and across texts
 Identify and describe plot events in a story or drama
 Compare and contrast the settings of a stories/dramas
within or across texts
 Determine important details that support key ideas
To determine the meaning of words and phrases as they are
used in a text including figurative language such as metaphors
and similes, fifth grade students need to combine these
skills/concepts:
 Actively seek meaning of un known words by reading and
rereading other sentences/paragraphs to identify context
clues
 Use context clues to determine meaning of unknown
words and phrases to deepen their understanding of
literary text
 Differentiate between literal and non-literal meaning
 Identify and interpret figurative language in text (simile,
metaphor, personification, hyperbole, exaggeration,
idiom)
Question 5: In Brave Irene, the setting
changes throughout the story. Compare
and contrast the setting in the beginning
and middle of the story. Explain how the
changing setting reflects the change in
mood throughout the story. Use specific
examples from the article to support your
answer. (RL 5.1, RL.5.3, RL.5.5)
Question 3: Authors use personification to
describe non-living things by using human
actions or emotions. In the story, “Brave
Irene,” the following quotes from the text
use personification:
 “The wind swallowed up her
words.”
 “The wind wrestled her for the
package.”
Which of the following sentences from the
story gives another example of
personification?
ELA-Grade05-Unit01-Unit Template
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

Analyze how the author uses figurative language to
enhance and extend meaning
Determine how specific word choices shape the meaning
and tone of a text
A) “Dress warmly, pudding,” said her
mother called in a weak voice.
B) “By the time she got there the snow
was up to her ankles and the wind was
worse.
C) “Go ho-o-ome,” the wind yodeled.
“GO HO-WO-WOME,” it shrieked.
D) Irene clung to the empty box and
watched the beautiful gown
disappear.
Question 4: Read the excerpt from the text
and answer the question that follows.
“She coaxed her mother into bed, covered
her with two quilts and added a blanket for
her feet. Then she fixed her some tea with
lemon and honey and put more wood in
the stove.”
In this sentence, the word coaxed most
likely means:
A.)
B.)
C.)
D.)
RL.5.5
EXPLAIN how a series of
chapters, scenes, or
stanzas fit together to
provide the overall
structure of a particular
story, drama, or poem.
To explain how a series of chapters, scenes, or stanzas fit together
to provide the overall structure of a particular story, drama, or
poem, 5th Grade students will need to combine the following skills
and concepts:
 Identify and describe the text structures of various genres
 Describe the structural elements of stories, drama, and
poems
 Explain the relationship between parts of text and whole
text
 Explain how a series of chapters fit together to provide
the overall structure of a story
 Explain how a series of scenes fit together to provide the
overall structure of a drama
 Explain how the stanzas fit together to provide the overall
forced against once will
convinced to do something
annoyed
pushed carelessly
Question 5: In the story Brave Irene, the
setting changes throughout the story.
Compare and contrast the setting in the
beginning and middle of the story. Explain
how the changing setting reflects the
change in mood throughout the story. Use
specific examples from the article to
support your answer. (RL 5.1, RL.5.3, RL.5.5)
ELA-Grade05-Unit01-Unit Template
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structure of a poem
Use knowledge of the different text structures of stories,
drama, and poems to make predictions about text
Determine and explain relationships between parts of text
and whole text (e.g., series of scenes, chapters, stanzas
Spiraled Reading Standards: RL.5.10, RL.5.11
Embedded Writing Standards:
W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
W5.9 Draw evidence from literary or information texts to support analysis, reflection, and research.
a. Apply grade 5 Reading Standards to literature
Embedded Speaking and Listening Standards:
SL.5.1 Engage effectively in a range of collaborative discussion with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussion and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or theme; speak clearly at an understandable pace.
Embedded Language Standards:
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on based on grade 5 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in tyext) as a clue to the meaning of a word or phrase.
b. use common, grade--appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
c. Consult reference materials (e.g. dictionariese, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Use the relationship between particular words (.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal
contrast, addition, and other logical relationships (e.g. however, although, nevertheless, similarly, moreover, in addition)
Assessment Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
After Teaching: R.1.13,
R.1.14, R.1.9 (Plot
Structure & Summarizing)
Rubrics and Scoring Guide Links
Unit Assessment Rubric
Mid-Unit Outcome Assessments (Detailed Pacing Guide at end of Unit)
After Teaching: R.1.1, R.1.12, After Teaching: R.1.10,
After Teaching: The first half
R.1.2, R.1.3, R.1.4, R.1.5,
R.1.11
of the novel - reviewing R.1.1,
R.1.6, R.1.7, R.1.8 (Inferring
(Comparing/Contrasting
R.1.2, R.1.3, R.1.4, R.1.5, R.1.6,
After Teaching: The second
half of the novel – reviewing
R.1.5, R.1.6, R.1.7, R.1.8,
ELA-Grade05-Unit01-Unit Template
Outcome Assessment 1:
Plot/Summarizing
Graphic Organizer
Modified Assessment:
about Characters, Setting,
& Theme; Inferring How
Setting Affect Characters
/Plot)
Outcome Assessment 2:
Short Response Questions
Reflective of Final
Assessment
2-point rubric)
Modified Assessment
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two or more
characters/Setting)
R.1.7, R.1.9 (R.1.11, R.1.12 as
dictated by the text)
R.1.9, R.1.10, R.1.13, R.1.14
(R.1.11, R.1.12 as dictated
by the text)
Outcome Assessment 3:
Compare & Contrast
Graphic Organizer
Extended Response
Question Reflective of Final
Assessment
Modified Assessment
Outcome Assessment 4:
Repeat Outcome
Assessment 1 & 2 to “Bud,
Not Buddy”
Outcome Assessment:
Repeat Outcome
Assessment 3 to “Bud, Not
Buddy”
Modified Assessment for Bud,
Not Buddy #1; Modified
Assessment for Bud, Not
Buddy #2
Modified Assessment
Recommended Texts
Picture Books:
Choose 3-4 books to launch the unit during Weeks 1-3
 Your Move by Eve Bunting [Lexile 230; Level N]
 Rough Faced Girl by Rafe Martin [Lexile 540; Level S]
 Yeh-Shen by Ai-Ling Louie [Lexile 840; Level P]
 Pink & Say Patricia Pollaco [Lexile 600; Level S]
 Goin’ Someplace Special Patricia McKissack [Lexile 550; Level M]
 Leaf by Leaf: Autumn Poems by Barbara Rogasky
Treasures Resources:
 Going Someplace Special [Lexile 550; Level M]
 Shiloh [Lexile 890; Level R]
Big Ideas
• Readers read closely to collect information and infer ideas about
characters, settings, and events in a story.
• Readers reflect on character experiences and challenges to
determine themes and life lessons.
• Authors conduct research and use specific language in order to
impact their readers.
Vocabulary
 Domain-specific: plot, conflict, exposition, rising action, climax, falling
Novels:
Text for Novel Study:
 Bud Not Buddy by Christopher Paul Curtis [Lexile 950; Level T]
Suggested Texts for Literature Circles/Independent Reading
 Esperanza Rising by Pam Ryan [Lexile 750; Level V]
 Poppy by Avi [Lexile 670; Level S]
 Loser by Jerry Spinelli [ Lexile 650; Level U]
 Tracker by Gary Paulsen [ Lexile 1010; Level T]
 Great Gilly Hopkins by Patterson [Lexile 800; Level S]
 Tuck Everlasting by Babbit [Lexile 720; Level V]
Essential Questions
• How do different characters respond to change? How do they grow
and change in response to the challenges they’ve faced?
o People respond differently to similar events in their lives.
Characters (and people) change over time in response to
challenges they face.
 What lessons can we learn through literature and life?
o We learn lessons about the human experience from the
experiences of real people and fictional characters.
Anchor Charts
 Big Ideas & Essential Questions
ELA-Grade05-Unit01-Unit Template
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action, resolution, summary, infer/inference, theme, figurative
language, mood
Character Words: To be determined from text selection (Read this
chapter on how to select Tier 2 words)
Resource on grade appropriate Vocabulary strategies Click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
1.1 Readers infer by combining
relevant personal experiences
and background knowledge
with evidence from the text.
Good readers infer in order to
build, to connect with, make
sense of, and appreciate text
to the fullest extent.
RL.5.1
Readers draw
inferences
about text and
use quotes from
the text to
support and
explain their
inferences.


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





Narrative Text Structure: Plot
Terms for Citing Evidence
Character Analysis
Inference
Compare & Contrast Words
Analyzing Character Change
Summarizing (Somebody, Wanted, But, So, Then)
Theme
Accountable Talk (Discussion Protocol)
Checks For Understanding
Students complete
“Inference Innovations”
graphic organizer, pg. 28 of
Text Analysis, to generate
inferences in response to
text-based questions about
characters in a story.
Definition: Infer (verb) - The act
of using one’s background
knowledge and personal
experiences in combination
with information provided in
the text to form the most
logical/likely responses to
questions for which a “correct
answer” is not explicitly stated
in the text or is unknown.
1.2 Readers infer characters’
feelings, motivations, and
Students complete
“Character Considerations”
Scaffolds & Supports
Instructional Resources & Tools
Inferring/General –
Inferring/General –
Intervention:
 Incredible Inferences
Interactive game activity to
help students understand
inferences and how to utilize
background knowledge and
information from the text.
 “More Incredible Inferences”
pg. 18-26 of Text Analysis
 “Inference Innovations”
graphic organizer, pg. 28
(text-based) or 29 (picturebased) of Text Analysis
Inference anchor chart
Extension:
 Students work independently
or with a partner to create
their own “Incredible
Inferences” triangle game
board and inference cards
(Blank triangle game board
on pg. 26 of Text Analysis)
Inferring/Characters –
On Target: Strategies to Help
Readers Make Meaning
Through Inferences
“Chapter 9: Visualizing and
Inferring” from: Strategies That
Work (Harvey & Goudvis;
Stenhouse 2007)
 Inferring with Text Clues
Teaching Students to Make
Inferences: Teacher’s
Research-Based Guide
Inferring/Characters –
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
actions by combining
background knowledge with
evidence from the text such
as characters’ dialogue,
thoughts, actions, and
choices.
1.3 Readers infer the impact
specific settings or events
have on characters and the
development of the plot by
Page 8
Checks For Understanding
Scaffolds & Supports
graphic organizer, pg. 3 of
Narrative Text Structure ,
citing a character trait that
they support with evidence
from the text, such as
character actions, thoughts,
or quotes.
Questions Good Readers Ask:
 What does this tell me about
the kind of person the
character is and how he or
she feels?”
Students use post-it notes to
highlight important details
about the text’s setting that
influence the plot. Students
Intervention:
 Students use a simplified
“Inference Innovations”
graphic organizer (pg. 28 - 29
of Text Analysis) or a
“Character Considerations”
graphic organizer (pg. 3 of
Narrative Text Structure) in
which the teacher has
supplied specific evidence
from the text for students to
use in their inferences or has
stated an inference about a
character that students must
find evidence from the text
to support.
 Cause/effect graphic. After
this event, the character
felt…
Extension:
 Writing: Describe a situation
outside the story and how
the character might react
to it (e.g., how the
character would react to
losing a baseball game).
Inferring/Setting & Plot –
Questions Good Readers Ask:
Instructional Resources & Tools
Character Analysis anchor
chart
Character Considerations Pg 15. Lesson activities and graphic
organizers
Collecting Evidence using
Character 4 Square (Feels,
Acts, Says, Thinks )
Inferring/Setting & Plot –
Settings often affect
characters and/or story plot
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
combining background
knowledge and evidence
from the text, such as details
about the physical/historical
setting, conflict, or events of
the text.
1.4 Readers revise and
expand theories about
characters and story plot by
collecting evidence as they
read and analyzing how new
evidence meshes with their
previous thinking about the
text.
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Checks For Understanding
may either:
 Complete quick write in
which they respond to
and explain “What impact
does the setting have on
a character’s actions or
feelings based on
evidence in the text?”
using the evidence they
marked to support their
response.
 Compete a [T-chart]
Impact on Character or
Plot/ Evidence from Text
Students find two new pieces
of evidence from the text
that are relevant to an
inference from a previous
lesson and explain how the
evidence supports/refutes
their previous inference.
(Students can use post-it
notes to mark their evidence
in the text, and then record
the evidence on the post-its
to turn in to the teacher
following the activity.)
Scaffolds & Supports



Where is this story taking
place?
How does the setting
impact characters’ actions
or feelings?
How do story events
contribute to the
development of the plot?
Intervention:
 Students use Setting
Graphic Organizer to
collect evidence about the
setting as they read to help
them infer about the text.
 Students use simplified
“Inference Innovations”
graphic organizer (pg. 28 29 of Text Analysis) or
“Character Considerations”
graphic organizer (pg. 3 of
Narrative Text Structure) with
some information supplied
by teacher.
Inferring/Revising & Expanding:
Questions Good Readers Ask:
 Now that I know __ about
characters, I think__.
 After reading this section, do
I still think the same thing I
thought before or do I think
something different?
Instructional Resources & Tools
by:
o Determining jobs and
o
living conditions or
influencing values, beliefs,
and emotions.
By creating conflict
through exposing
characters to dangerous
weather conditions, or
dictating that characters
live through difficult time
periods, conditions, or
historical events (such as
poverty or war).
Studying Setting & Mood
Instructional guidance, sample
lesson plans & activities,
resources, short texts, and
setting/mood questions.
The Importance of Setting to a
Story – Lesson with Video,
Activity, & Resources.
Inferring/Revising & Expanding:
Three-Column Chart
“Inference + New Evidence =
Now I think…”
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
1.5 Readers explain and
support their theories of what is
happening in the text by citing
specific quotes and/or
evidence from the text.
1.6 Readers learn life lessons
and understand the author’s
point-of-view or message by
exploring a text’s themes.
RL.5.2
Readers
determine the
theme of a
story;
summarize text
Good readers consider the
theme of a text in order to
learn life lessons and/or
understand the author’s
message or point-of-view on
the subject of a story.
Definition: Theme (noun) Theme is an idea, message or
lesson that the author
expresses. We need to make
inferences based on text
details to figure out the theme.
1.7 Readers explore a text’s
themes by tracking characters’
experiences over time and
identifying challenges
characters face and how they
respond to challenges
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Checks For Understanding
Scaffolds & Supports
Students choose quote from
the text that supports one of
the previous inferences
made about a character.
Students write 1-2 sentences
in which they explain how
the quote supports their
thinking about the text.
Inferring/Citing Evidence:
Inferring/Citing Evidence:
Intervention:
 Students may use the
response frame “This is what
the character said…, this is
what I think it
means/implies…”
 Students use sticky notes to
mark and “underline”
relevant information
(character dialogue or
actions, events, etc..) in the
text.
Determining Theme –
Terms for Citing Evidence
anchor chart
Questions Good Readers Ask:
● What challenges has __
faced throughout the
story? How did the
character respond?
● How did the character
change as a result of as
event or challenge?
● How did the setting of the
story change? “What
challenges has __ faced
throughout the story?”
Theme anchor chart
Quick Write or T-chart
(Story/Theme)
Students brainstorm themes
of known/shared stories.
Teacher can use student
responses to generate an
anchor chart for reference
throughout the unit/year.
Students complete
“Character Consideration”
graphic organizer pg. 5 of
Narrative Text Structure
(How does character
think/feel/react to problem
Intervention:
 Infer theme from a known
story (Ex: Three Little Pigs,
Goldilocks and the Three
Bears)
Extension:
Instructional Resources & Tools
Using Evidence to Describe a
Character ReadWorks.org
Inference/Evidence T-Chart
Determining Theme –
Understanding Literary Theme
PDF of PowerPoint
 Slides 4-15 for instruction
 Slides 16-20 for teacher
reference/development
Common Themes
List of common themes with
descriptions; can be used to
get students thinking about
reoccurring themes in
literature.
“Chapter 9: Visualizing and
Inferring” from: Strategies That
Work (Harvey & Goudvis;
Stenhouse 2007)
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
throughout a text.
1.8 Readers explore a text’s
themes by tracking how
characters’ feelings, thoughts,
actions, dialogue and
circumstances change
throughout a text in response
to a challenge they faced.
1.9 Readers summarize a text
by considering the key events
and themes of a text in order
to determine the most
important information about
the characters, settings, and
plot of a story.
Good readers summarize text
in order to retain important
information and ideas from
longer texts and to
communicate and explain
their thinking about a text.
Definition: Summarize (verb) –
The act of creating a personal
version of the text in which the
reader reduces the original
text, into shorter passages that
communicate the most
important information of the
longer text.
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Checks For Understanding
Scaffolds & Supports
Instructional Resources & Tools
& outcome of story?)
Students complete
“How & Why Character’s
Change” graphic organizer.
 Students use “Question
Cards” pg. 30-36 of
Monitoring for
Understanding as they read
with a partner.
 Recognizing Plot & Inferring
Theme
In their Response Journal,
students can:

List the characteristics of
an effective summary.

Identify a strategy for
drafting a summary
(Someone, Wanted, But,
Then…)

Draft a summary for a
text and evaluate
themselves using the KidFriend Summary Rubric
Summarizing –
Questions Good Readers Ask:
 Which events are important
to understanding the theme?
Intervention:
 Readers who have trouble
monitoring their reading
and recalling information
from the text should place a
flag (colored post-it note) at
the end of each
paragraph/page (based on
need) as a “marker” to stop
and jot down the important
parts or share with a partner
“what that section was
really about.” Teacher can
check students’ notes on
the post-its to monitor
comprehension.
 Teacher models strategies
for planning a summary
such as Someone, Wanted,
But, Then or Wanted,
Inferring How and Why
Characters Change
Lesson Plan & Resources
Analyzing Character Change
anchor chart
Summarizing–
Summarizing Narrative Text
Lesson Plan & Resources
Narrative Summary Writing:
Includes short texts to
summarize, graphic organizers,
and kid-friendly rubrics.
Narrative Summary Graphic
Organizer
Summary Step Up Pg 62-64.
Lesson Plan & Resources
Summarizing (Somebody,
Wanted, But, So, Then) anchor
chart
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
1.10 Readers compare
characters, setting, and events
by identifying similarities and
differences between different
characters, settings, or events
in a story – or – by identifying
similarities and differences
between the same character
or setting at different points
within the story.
RL.5.3 Readers
draw on
specific details
in a text to
compare or
contrast two or
more
characters,
settings, or
events in a text.
1.11 Readers notice how
changes in story elements
(characters/ setting/ events)
alter the mood and/or plot of
the story.
Definition: Mood (noun) - The
feeling or atmosphere that an
author creates for readers to
evoke an emotion and create
an experience for the reader,
to make if feel as if “you are
there.” Mood can be
described as exciting, somber,
terrifying, cheerful, carefree, or
otherwise. Author’s word
choice, setting, and character
actions/words can all
contribute to the mood of a
Page 12
Checks For Understanding
Response Journal:
Students describe how
(character, setting, events)
have changed throughout a
story.
Students complete one of
the graphic organizers
supplied in the “Compare &
Contrast” Instructional
Resources & Tools column.
Response Journal:
Students describe how
(character, setting, events)
have changed throughout a
story and how it affects the
mood.
Scaffolds & Supports
However, Therefore.
Compare & Contrast –
Intervention:
Students use Venn Diagrams or
T-charts to make comparisons.
Extension:
Character Connections –
“Three-Circle Venn Diagram”
pg. 12 of Narrative Text
Structure
Compare & Contrast/Setting &
Mood –
Questions Good Readers Ask:
 What is the setting like?



What imagery or words
does the author use to
describe the setting?
What emotions am I
feeling?
What feelings do
characters’ words,
thoughts and actions
betray?
How did the setting of the
story change? How did
these changes affect the
mood or plot of the story?
Instructional Resources & Tools
Compare & Contrast –
Compare & Contrast Words
Anchor chart
Understanding “Compare &
Contrast”: Includes strategies,
activities, and graphic
organizers to teach comparing
and contrasting texts,
characters, settings, themes,
and plots.
“Character Connections”
various graphic organizers and
activities pg. 6 – 12 from
Narrative Text Structure
Compare & Contrast/Setting &
Mood –
The Role of Setting & Mood
Lesson Plan with Resources,
Instructional Guidance,
Sample Short Texts and
Setting/Mood Questions.
Tracking Changes in Setting
Bookmark
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
RL.5.4 Readers
think about the
meaning of
words and
phrases as they
are used in the
text, including
figurative
language.
Teaching Points
(Lesson Objectives)
Checks For Understanding
story.
1.12 Readers infer the
meaning of new vocabulary or
figurative language as they
are used in text by
 Using context clues, word
parts, or substitution to figure
out the meanings of
unknown words
 Recognizing the
grammatical role of
unknown words
Scaffolds & Supports
Inferring Word Meaning –
Intervention:
Practice Inferring on
Scaffolded Text (using BK+TE=I)
 “Using Context Clues to
Determine the Meaning of
Unknown Words”
Learnzillion video
 Vocabulary Instruction
Routine – Explicit, direct
instruction routine with
sample script
Students complete Plot
Structure Graphic Organizer
for a familiar text or a text
that was read aloud to the
class during a model lesson.
Narrative text structure is
commonly referred to as “the
plot.”
Plot Structure:
o Exposition
o Rising Action
o Climax
o Falling Action
o Resolution
1.14 Readers comprehend
narrative text by using their
knowledge of how different
story elements and events fit
Text Structure –
Intervention:
 “Plotting the Plot” pg. 27&28
of Narrative Text Structure:
Teachers/Students write plot
components of several
familiar stories on cards and
sort using header cards.
 Identify plot
Teacher/Student selects a
portion of text or series of
events. Students identify
what part of the plot the
Instructional Resources & Tools
Inferring Word Meaning –
Extension:
1.13 Readers recognize
different types of text by
examining the structure and
organization of a text.
RL.5.5 Explain
how a part of a
story (series of
chapters,
scenes, or
stanzas) fit
together to form
the plot
structure of a
text.
Page 13
structure/components of
familiar stories. Use modified
“Plot Structure Graphic
Organizer” with explanation
of each plot component
Blank / Completed Example
(Cinderella)
“Chapter 9: Visualizing and
Inferring” from: Strategies That
Work (Harvey & Goudvis;
Stenhouse 2007)
 Inferring the Meaning of
Unfamiliar Words
Making Inferences With
Figurative Language (Pg. 18 of
On Target: Strategies to Help
Readers Make Meaning
Through Inferences
Text Structure –
Narrative Text Structure: Plot
anchor chart
Using Picture Books to Teach
Plot Development & Conflict
Resolution Lesson
Plot Structure Graphic
Organizer (Mountain)
“Plot Plan” graphic organizer
pg. 31 of Narrative Text
Structure. (Additional graphic
organizers & lessons pg. 22–49.)
Interactive: Elements of a Story
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
Teaching Points
(Lesson Objectives)
together to form the plot.
Page 14
Checks For Understanding
text represents and briefly
respond to the following
questions in their Response
Journal:
 How this part of the story
is important to
understanding different
characters or events in
the story?
 How does this part of the
SL.5.1
Engage in
collaborative
discussions and
use partner talk
to hold onto
and revise
ideas about a
topic
W5.2
Write
informative/
explanatory text
1.1 Readers participate in
discussions about their reading
in order to hold on to
information in the text and to
clarify and share ideas about
the text.
story help move the plot
forward?
Students should be
encouraged to give specific
examples from the text
whenever possible.
Students can self-assess or
give each other feedback,
or teachers can evaluate
student discussion using a
checklist or rubric. Rubrics
can also be simplified into
checklists outlining desire
behaviors.
 Simple Elementary
Discussion Rubric
 Detailed Elementary
Discussion Rubric
1.1 Writers provide a quote and text evidence to support
claims/ideas by using a graphic organizer:
Idea
 Place in the text that supports this idea
Scaffolds & Supports
Extension:
 Complete the “Summary
(20 Words or Less)”
challenge pg. 44 of
Monitoring for
Understanding.
 Use the “Story Pieces”
question cards pg. 34-37 of
Narrative Text Structure
with a partner as they
read.
Instructional Resources & Tools
(Cinderella) good for white
board; includes definitions,
explanations, and story-based
examples of story elements
and the components of
narrative plot.
Plot Structure: A Literary
Elements Mini-Lesson
Graphing Plot & Characters in
a Novel Lesson
Discussion –
Discussion –
Extension:
Partners discuss their ideas
about a topic by trying out talk
prompts:
 This makes me think…
 This makes me realize…
 I used to think, but now
I’m understanding…
Accountable Talk anchor chart
Protocols for discussion
Get One Give One Discussion
Protocol
Students share and evaluate
their inferences in small group
discussion, adding, deleting, or
modifying inferences based on
the discussion.
Sample Writing Prompt:
 Use the box &bullets organizer to plan to write a descriptive
paragraph about a character.
 Use your box & bullets organizer to draft a descriptive
ELA-Grade05-Unit01-Unit Template
Standard/
Outcome
to convey ideas
and information
clearly
W.5.8
Summarize or
paraphrase
information
accurately
W.5.9
Use evidence
from texts to
support
analysis,
reflection, and
research
Page 15
Teaching Points
Checks For Understanding
(Lesson Objectives)
 Place in the text that supports this idea
 Place in the text that supports this idea
1.2 Writers use strong transitions to sequence the events in a
story by rehearsing them orally and use them in writing.
Transition Words List (by use)
Transition Words anchor chart
1.3 Writers develop themes and conclusions which include
detailed evidence from the text by rereading a part of the text
and thinking about which details best support the theme.
Additional Reading Journal Prompts that support students’
development of these writing skills are included below in the
“Reading Response Journals” section.
Reading Response Journals
Scaffolds & Supports
Instructional Resources & Tools
paragraph about a character from the text.
Sample Writing Prompt:
 Write a summary of the story that uses strong transitions.
Students may use their “Plot Plan” graphic organizer (pg. 31 of
Narrative Text Structure) as an outline for their summary.
Teacher should model turning the outline into paragraph.
Sample Writing Prompt:
Describe a theme from the story. Be sure to think about what
the author might be trying to show us about people and life.
 Explain the idea, lesson, or message that the author might be
trying to show us.
 Evidence: Describe the things characters do and say that
illustrate your chosen theme.
 Include an introduction and conclusion sentence
 Use detailed information and examples from the text
Suggested Uses:
 DIN/Warm-Up
 Closing/Check For Understanding
 Center Activity
 Homework
Suggested Prompts For Use Throughout Unit 1:
Use an Independent Response Journal, Know/Wonder [Chart] Brainstorm, Stop and Jot or Graffiti Wall and respond to one of the following questions:
o What do you learn about the character when they ____ (choose quote or action from text)? What does this tell us about the kind of person the
character is?
o How is ___ described by the writer? What does ____ do? Say? Think? What do others say about ____?
o How does the setting impact characters’ experience, actions or feelings?
o How does (specific story element/event) contribute to the development of the plot?
o What challenges were faced by character? How did the character change as a result of event or challenge?
o What is the life lesson, or theme, in this story? What is the author trying to tell us about life in this story? Give evidence to support your claim.
o What is an example of new or challenging language (words/phrases) that you read today? What do you think it means? What background
knowledge and text evidence did you use to figure out the meaning?
Having students keep a Response Journal is a great way to intertwine reading and writing. Reading Response Journals create a space for students
to reflect on text and practice capturing their thinking about text while also providing opportunities for teachers to gather data related to students’
ELA-Grade05-Unit01-Unit Template
Page 16
comprehension of text, higher order thinking skills, and ability to communicate effectively in writing. Following are some resources related to Student
Reading Response Journals:
What is a Response Journal? – This site give an overview of Reading Response Journals, including their purpose, how to implement them in your
classroom, suggestions for assessment and evaluation, as well as guidelines for students and an assortment of prompts.
Reader’s Response to Reading – This page offers many resources including a collection of journal prompts for different genres, sample response
journal rubrics, examples of student entries, and more!
Reading Response Journals – These two pages include a teacher introduction to the journal, instructions for student work, details of how work will be
evaluated, and prompts students may response to. Teachers may opt to print these pages and have students glue them into the first two pages of
their Reading Response Journal.
Grade 5 Suggested Unit 1 Reading/Writing Pacing Guide
This Reading unit is designed to allow teachers to choose picture books or shorter texts to use throughout the first half of the unit to explicitly teach students skills in inferring,
summarizing, and determining theme by modeling think aloud lessons. Students should have ample practice with these skills before beginning the novel study. The second half
of the Reading unit consist of a novel study in which students must orchestrate the strategies and skills learned earlier in the unit in order to comprehend and summarize text
and make valid inferences about characters and themes that they can support with evidence from the text.
Picture Book/Short Text Study
Days 1-5
R.1.13 Plot Structure Part 1
R.1.14 Plot Structure Part 2
R.1.9 Summarizing Text
R.1.9 Summarizing Text
Outcome Assessment: Plot
Structure & Summarizing
R.1.1 Inferring
Days 6-10
R.1.12 Inferring Meaning of
Words (Cont. Throughout)
SL.1.1 Discussion (Cont.
Throughout)
R.1.2 & R.1.3 Inferring
Characters & Setting
R.1.4 & R.1.5 Collecting & Using
Evidence to Revise Explain
Thinking about Text
R.1.6 Exploring Theme
R.1.7 Theme: Character
Challenges
Days 1115
R.1.8 Theme/Change Over
Time
R.1.10 Compare & Contrast –
Characters (Different & Same
Within or Across Texts)
R.1.10 Compare & Contrast –
Settings Within a Text
R.1.11 Examining Changes in
Mood
Outcome Assessment:
Comparing & Contrasting,
Changes in Mood
Outcome Assessment:
Inferring w/ Evidence:
Theme, Characters & Setting
Novel Preview
Novel Study
Days 16-
Building Background
R.1.1, R.1.2, R.1.3, R.1.5
R.1.4, R.1.5 Revising Inferences;
R.1.13, R.1.14 Plot Structure
R.1.4, R.1.5 Revising
ELA-Grade05-Unit01-Unit Template
20
Knowledge & Interest
R.1.12 Examining Changes in
Mood & R.1.13 Inferring
Word Meaning should be
incorporated into lessons
when opportunities are
presented by the text.
Days 2125
Outcome Assessment:
Novel Assessment –
Questions Based on Final
Unit Assessment Questions
R.1.10 Comparing & Contrast
Two Characters within a Text
R.1.5 Citing Supporting
Evidence
R.1.9 Summarizing Text
Page 17
Inferring Characters & Setting;
Citing Supporting Evidence
R.1.10 Summarizing Text
Citing Supporting Evidence
R.1.9 Summarizing Text
(Exposition, Rising Action)
R.1.1 Inferring
R.1.6, R.1.7
Theme/Challenge
R.1.9 Summarizing Text
Inferences; Citing Supporting
Evidence
R.1.9 Summarizing Text
Ch. 1 & 2
Ch. 3 & 4
Ch. 5 & 6
Ch. 7 & 8
R.1.1 Inferring
R.1.6, R.1.7. R.1.8
Theme/Challenge/Change
R.1.9 Summarizing Text
R.1.1 Inferring
R.1.6, R.1.7. R.1.8
Theme/Challenge/Change
R.1.9 Summarizing Text
R.1.13, R.1.14 Plot Structure
(Exposition, Rising Action,
Climax, Falling Action)
R.1.9 Summarizing Text
R.1.10 Comparing & Contrast
Single Character within a Text
R.1.5 Citing Supporting
Evidence
R.1.9 Summarizing Text
Ch. 15 & 16
Ch. 17 & 18
Final Unit Assessment
End of Unit
Ch. 13 & 14
Ch. 11 & 12
Ch 9 & 10
Days 2629
R.1.10 Comparing &
Contrasting
R.1.5 Citing Supporting
Evidence
R.1.9 Summarizing Text
Ch. 19
Outcome Assessment:
Literary Analysis/ RAFT Project
Outcome Assessment:
Literary Analysis/ RAFT Project