Wayne RESA

Unit PlannerReading 5

OS/MAISA / Grade 5 / English Language Arts / Reading 5 / Week 15 - Week 19

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers use varied strategies for close reading in order to interpret and analyze text?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fifth grade unit 4 Interpretative and Analytic Reading, students read focus on fictional texts. Students will revisit previous reads and read alouds, read short stories and picture books with complex issues and themes and sink into fantasies, myths and legends within the final concept.

 

In the first concept, Readers interpret complex ideas in texts; readers learn strategies learn strategies that focus their attention to the lessons their stories teach. Readers will target characters’ strong emotions and critical decisions as pathways to a possibility of life lessons. Readers will expect to revise their first ideas as the story develops growing evidence for the strongest themes. Readers compare texts with similar themes and make theories about themes for new stories from the very beginning with titles, back of the book summaries and first pages.

 

In the second concept, Readers analyze similarities and differences in text; readers look for similar themes but differences in settings. Readers will recall previous text read in order to analyze across texts comparing character roles, story structures and themes. Readers will use a repertoire of strategies to summarize their understanding through writing in their reading notebook. As beginning essayist, students will use lists of themes from one text and across numerous texts, diagrams for comparing, and boxes and bullets structure with language prompts to focus thinking on interpreting and analyzing themes supported by text evidence producing summaries of the text they’ve read. Readers will share their thinking through conversation with partners using the same strategies and notes.

 

In the third concept, Readers pay attention to literary devices to uncover themes in texts; readers work to find symbolism in and across text. Readers will pay attention to objects, titles and varied details that may act as symbols and invite interpretation. Readers will also analyze point of view paying particular attention to first and third person perspectives and work to uncover greater understanding considering the narration.

 

The final concept, Readers uses a repertoire of strategies to interpret and analyze poetry; readers weave all they have learned into the genre of poetry. Readers pay attention to symbolism, think metaphorically about the words and phrases the poet chose, use their imagination to envision more than the words on the page, read aloud with their interpretation as a guide and find numerous themes to compare with other texts, poems and stories, for analysis. Readers share their interpretations and analysis across texts through writing and conversation.

 

 

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 5
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.5.2. 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.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
6. Assess how point of view or purpose shapes the content and style of a text.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1a. 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.
SL.5.1b. Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

What is Universal Design for Learning (UDL)?

 

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

 

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

 

© CAST, 2013

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. How do readers interpret complex ideas in texts?
  2. How do readers analyze similarities and differences in text?
  3. How do readers pay attention to literary devices to uncover themes in text?
  4. How do readers use a repertoire of strategies to interpret and analyze poetry?
Content (Key Concepts)

analyze point-of-view

attend to characters and lessons taught in text

determine symbolism

develop theories and themes

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analyze

Compare

Elaborate

Interpret

Revise

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers interpret complex ideas in texts

Session 1 Readers pay attention to the lessons their stories teach.

Session 2 Readers pay attention to characters strong emotions and critical choices to learn life lessons.

Session 3 Readers expect to revise first ideas as the story develops

Session 4 Readers compare texts with similar themes.

Session 5 Readers make theories about themes from the beginning.

 

Concept II Readers analyze similarities and differences in text.

Session 6 Readers look for similar themes but differences in time and place.

Session 7 Readers recall previous texts in order to analyze across text.

Session 8 Readers look for similar themes but differences in characters.

Session 9 Readers compare themselves to the characters they are studying.

Session 10 Readers use a repertoire of strategies to summarize their understanding.

Session 11 Readers share their analysis with others.

 

Concept III Readers pay attention to literary devices to uncover themes in text.

Session 12 Readers know repeated objects may act as symbols for themes and big ideas in text.

Session 13 Readers know that titles can be symbolic.

Session 14 Readers are watchful for details knowing some details provide greater meaning.

Session 15 Readers analyze the point of view from which different stories are told.

 

Concept IV Readers use a repertoire of strategies to interpret and analyze poetry.

Session 16 Readers think metaphorically when reading.

Session 17 Readers pay attention to symbolism.

Session 18 Readers use their imaginations to make meaning of the images.

Session 19 Readers write fast and long to summarize their analysis comparing two texts.

Session 20 Readers read text by fitting the parts together to interpret themes

Session 21 Readers read with their interpretation guiding fluency.

Session 22 Readers celebrate by reading to others.

 

 

 

Lesson Pl;ans
Resources

Professional Resources

  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • Ehrenworth, M. (2011). A Quick Guide to Teaching through Fantasy Novels. Portsmouth, NH: Heinemann.
  • Santman, D. (2005). Shades of Meaning: Comprehension and interpretation through the Middle School. Portsmouth, NH: Heinemann.
  • Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
  • Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
  • Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
  • Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 3. Portsmouth, NH: Heinemann.
Resource Materials Packet
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