Wayne RESA

Unit PlannerReading 5

OS/MAISA / Grade 5 / English Language Arts / Reading 5 / Week 20 - Week 25

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers read, analyze and interpret historical fiction text?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fifth grade unit 5, Reading Historical Fiction Book Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read historical fiction text set made up of related historical fiction, informational text and primary sources (photographs, letters, posters etc.) to understand their historical fiction and the time period connected to the text.

  • In the first concept, Readers immerse themselves in the setting of the text; Readers use what they know and analyze images and mixed media to learn about and understand the time and place in historical fiction. Readers will connect ideas across text and mixed media to envision and build an understanding of the past while also orchestrating goals for their reading and conversation.
  • In the second concept, Readers read complex text using sophisticated strategies; Readers will learn to analyze the setting in ways that have them reading metaphorically and following multiple problems from the beginning. Readers will analyze who holds the power throughout their stories and apply historical timelines to their character’s timeline to learn more about history. Readers will think about the internal and external struggles of their characters and how these challenges impact the character over time.
  • In the third concept, Readers interpret complex ideas in texts; Readers apply life lessons from fiction into their lives and readers find themes from historical times that connect with themes in modern times. Readers learn to listen to multiple interpretations to strengthen their own interpretations and understand that historical fiction characters are complex like real people.
  • In the fourth and final concept, Readers analyze similarities and differences in historical fiction and history; Readers will learn to research in the midst of reading to fit together historical fiction accounts with historical accounts. Readers learn stereotypes and gender norms play a role in text and prepare to watch for how their characters are portrayed. Readers will compare and contrast themes across different historical events as well as historical fiction and ultimately orchestrate their own celebrations.
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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).
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.
Reading: Informational Text
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.
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
6. Assess how point of view or purpose shapes the content and style of a text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
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.
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, 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.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards
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Essential Questions
Essential/Focus Questions
  1. How do readers immerse themselves in the setting of the text?
  2. How do readers read complex text using sophisticated strategies?
  3. How do readers interpret complex ideas in texts?
  4. How do readers analyze similarities and differences in historical fiction and history?
Content (Key Concepts)

analyze and track historical events and timelines

connect ideas across media and text

grow new ideas through conversation

perspective of characters

story elements

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analysis

Compare and contrast

Interpret

Perspective

Symbolism

Themes

Theory

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers immerse themselves in the setting of the text

Session 1 Readers use what they know and analyze images to learn more about time and place.

Session 2 Readers analyze mixed media to understand more about time and place.

Session 3 Readers connect ideas across text and mixed media to build understanding

Session 4 Readers orchestrate goals for conversation

 

Concept II: Readers read complex text using sophisticated strategies.

Session 5 Readers analyze the setting at the start.

Session 6 Readers read metaphorically considering the symbolism in text.

Session 7 Readers follow the main character to keep track of multiple problems

Session 8 Readers analyze who holds the power throughout their story.

Session 9 Readers apply historical timelines to their character’s timeline to learn more.

Session 10 Readers consider their character’s internal and external struggles.

 

Concept III Readers interpret complex ideas in texts

Session 11 Readers apply life lessons learned from fiction into their own lives.

Session 12 Readers consider the perspective of main and secondary characters.

Session 13 Readers delay opinions of characters and places.

Session 14 Readers compare themes from historical times and modern times.

Session 15 Readers listen to and consider new ideas strengthening their interpretations.

Session 16 Readers understand that historical fiction characters are complex, like real people.

 

Concept IV Readers analyze similarities and differences in historical fiction and history.

Session 17 Readers research information and fit it into the historical account.

Session 18 Readers analyze stereotypes and gender norms.

Session 19 Readers compare and contrast themes across historical fiction and history.

Session 20 Readers orchestrate their own celebrations

Lesson Plans
Resources
  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • 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, . Portsmouth, NH: Heinemann.
  • Calkins, L. (2015). Historical Fiction Clubs, Grade 5. Portsmouth, NH: Heinemann
Resource Materials Packet
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