Week of May 4th - 8thAttached is the packet of work from the Central office for the week. Along with each day, you will find extension activities students can do to further their learning. We have also uploaded this packet (extension activities and all) to the website Nearpod for the student to complete digitally. If the student completes the work on Nearpod, their teacher will be able to see the student’s work immediately and give feedback. If the student would like feedback but did not complete the packet in the Nearpod, pictures or word documents can be sent to the teacher by email or Microsoft Teams. Each day will have steps to complete at the top of the page. - reminder that this packet is not taken for a grade.

During this time, we are recommending that students make a daily journal entry. This journal entry will help them understand that they are currently primary sources. With COVID-19, we are living through something that will eventually be taught about in history text books. At least one paragraph a day about their thoughts feelings, emotions, or ac-tions during this time. This can be done on paper or in a saved Word Document.

If you or your student has a question they are welcome to contact their teacher through their Microsoft Teams page, Email, or Class Dojo/ClassTag.

Instructions for accessing Nearpod:1. Go to https://dye.rcschools.net/ 2. Under the “About Us” tab click “Staff Directory”3. Find your teacher and click their picture4. Nearpods for the week will be linked with any extra resource links.

Instructions for accessing Microsoft Teams:1. Go to https://dye.rcschools.net/2. Click “Employee Email” at the top of the page in the blue bar3. Students will login (username @student.rcschools.net password is their lunch code) 4. Click on the “waffle” icon in the top left corner of the email page5. Click Teams, it is a purple icon

Instructions for accessing student email:1. Go to https://dye.rcschools.net/2. Click “Employee Email” at the top of the page in the blue bar

Grade

5

Unit Focus

Topic – Character Analysis

Guiding Questions: How do characters evolve/change throughout a story? How do authors develop characters, settings, and events in a story? How does understanding the theme impact the meaning of a story? How can comparing and contrasting story elements enhance a reader’s understanding of a story?

Big Idea: Characters feelings and actions develop and change in a story. Authors do this to help the reader to connect to the events throughout the story. Authors create relationships between characters, settings, and events by developing the interactions among the story elements. While reading, it is important we learn to identify the relationships between story elements by comparing and contrasting them.

Week of May 4th – 8th

Standards

5.RL.KID.2 Determine a theme or central idea of a story, drama, or poem and explain how it is conveyed through details in the text; summarize the text.5.RL.KID.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.5.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.5.RL.CS.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Resources

Text: Ida B (excerpt)Text: Brothers (Source: ReadWorks) PDF

Tasks

Day 1 – Read Brothers and annotate (take notes on what you’re reading WHILE you’re reading it). Comprehension questions, vocabulary, Youtube Video on Flashbacks in literature. Day 2 - Read Ida B. annotate text. Comprehension questions, vocabulary, study.com lesson about flashbacks and foreshadowing. Day 3 – Re-read Brothers with the focus on the characters. Draw the main character from they are thinking, feeling, saying (dialog quotes), and their actions at the beginning of the story and at the end of the story. Grammar work.Day 4 – Re-read Ida B. with the focus on the characters. Draw the main character from are thinking, feeling, saying (dialog quotes), and their actions at the beginning of the story and at the end of the story. Figurative language work. Day 5 – Writing activity about Flashbacks.

Expected Outcomes

Students will build on their understanding of literature texts, specifically on the analysis of characters. At the conclusion of the teacher-given tasks, students will have an understanding of how comparing and contrasting characters, settings, and events help develop deeper meaning of stories.

MONDAY1. Read “Brothers” (at end of packet) and annotate. Annotate means to take notes on what

you’re reading WHILE you’re reading it. Any words you don’t know? Any connections that you’re making? Did you just read something important?

2. Comprehension questions on next page. 3. Vocabulary on next page.

4. Youtube Video: https://www.youtube.com/watch?v=wufYU_DDw5o1. What caused Phillip’s Mother to worry at the beginning of the text?

A. Joseph has fought with his mother.B. Phillip has broken his arm.C. Joseph has run away.D. Joseph has stayed out past curfew.

2. What main problem does Jospeh face in this story?a. Joseph breaks his armb. Joesph hates living at home. c. Joseph disappoints his fatherd. Joseph does not want to play baseball.

3. Joseph thinks his family's town is holding him back from achieving his dreams and goals. What evidence from the text best supports this conclusion?

A. "Philip had smiled, agreeing. He wasn't sure what Joseph meant by 'two-star' but he knew that Joseph wanted life to move fast and hard."

B. "Someday, I'm gonna wipe the stain of this town from my boots, and really make it. You know, see the world, get famous, make money."

C. "Joseph...had nudged him, then squeezed his shoulder. 'Don't sweat it, kid,' he had said. 'There's always something better out there.'"

D. "'I'm an old soul,' he would sing to their mother whenever she asked him to clean the dishes or put away his laundry. 'I can't be tethered.

4. What is the main idea of the text?A. Philip wants to join the swim team but is forced to play baseball.B. Philip's "troublemaker" brother Joseph has run away.C. Philip's father is disappointed that he is not good at baseball.D. Philip catches a fly ball during a baseball game.

Copy down the sentence the word is used in

Definition based off of context clues and infer-ences.

Exasper-ated

Paced

Inedible

Tethered

TUESDAY1. Read “Ida B.” (at end of packet) and annotate. Annotate means to take notes on what

you’re reading WHILE you’re reading it. Any words you don’t know? Any connections that you’re making? Did you just read something important?

2. Comprehension questions below. 3. Vocabulary below. 4. https://study.com/academy/lesson/what-is-a-flashback-in-literature-definition-exam-

ples.html#lesson - Watch the video and take the quiz.

1. Part AHow does the narrator’s apology to the neighbors contribute to the theme of the story?

a. It shows that feelings of guilt will pass.b. It shows that it is best to admit to mistakes.c. It shows that it is difficult to understand how other people are feeling.d. It shows that is requires bravery to approach others who are angry.

Part BWhich detail from the story BEST supports the answer to part A?

A. “yes they might ambush me…”B. “… because I was going to do the right thing.”C. “… Got to the property line without harm…”D. “like my hear was heavier and lighter…”

2. Give a summary of the story, “Ida B”:

3. What is the Theme of the passage “Ida B”? Give one piece of evidence to support your answer:

On the next page you will Freyer Model each of the vocabulary words:Misery Scheming, Ambush, Babbling.For each word you need to draw a picture, write down the sentence the word is used in, write the definition, and draw a picture.

Wednesday1. Re-read Brothers with the focus on the characters. 2. Draw ONE of the main character from “Brothers”. In this drawing show and label what that character was

feeling, thinking, saying, and their actions at the beginning of the story and the end. Make sure your draw-ing shows how the character developed and grew throughout the story.

3. Grammar work below.

Ida B is comma crazy:

· Watch this comma overview from Blazer Fresh on GoNoodle: https://www.youtube.com/watch?v=KeA5anW2BTQ

What is the comma rule for “items in a series”? ____________________________________________

_____________________________________________________________________________________

Give three examples from “Ida B” of when the story used the “items in a series” rule.

1.

2.

3.

What is the comma rule for introductory elements? _________________________________________

______________________________________________________________________________________

Give 3 examples of commas and introductory elements

1.

2.

3.

THURSDAY1. Re-read “Ida B.” with the focus on the characters. 2. Draw ONE of the main character from “Ida B.”. In this drawing show and label what that character was feel-

ing, thinking, saying, and their actions at the beginning of the story and the end. Make sure your drawing shows how the character developed and grew throughout the story.

3. Figurative Language

Write down two pieces of figurative language from each story and their literal definition

1.

• Meaning

2.

• Meaning

1.

• Meaning

2.

• Meaning

Friday

1. In 3 paragraphs, answer the following prompt:

What is the importance of flashbacks in literature (fictional stories and passages)? How do they

help? What do they do for the reader in “Brothers”?

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BrothersBy ReadWorks

Joseph had run away.

Philip could tell his mother was worried by the way she paced up and down the kitchen floor, twisting her hair into knots, while speaking softly into the telephone. “I don’t know where he went,” she whispered. She shot Philip a sidelong look that seemed to say, “Don’t worry,” then smiled as if this was just a normal, routine phone call. “No, we didn’t get into a fight. There wasn’t…” She left the kitchen, glancing quickly at the clock. Philip was going to be late for school.

Philip pushed his cereal around the bowl with his spoon. Joseph hated living at home. “I’m an old soul,” he would sing to their mother whenever she asked him to clean the dishes or put away his laundry. “I can’t be teth-ered,” he’d sing, until their mother would laugh. “Joseph,” she’d say, exasperated.

Joseph was nearly six years older than Philip and was what their mother called “a troublemaker.” Philip had a loose understanding of what it meant to be a “troublemaker.” It was someone who stayed out past curfew, lied, ran away, and hung around with “a bad crowd.” Philip had met this crowd, and he didn’t think they were bad at all. In fact, he liked Joseph’s friends. Whenever they saw him, they shook his hand like he was a grown man and not somebody’s kid brother.

Last summer, Philip broke his arm playing baseball. That wasn’t exactly true, when Philip came to think of it, but it was what he had told Joseph’s friends when they saw the cast on his arm. They had given him the nickname “Captain” after that, and Laura, Joseph’s girlfriend, always asked him, “Have you been drafted yet?”

Philip hadn’t wanted to play baseball at all that summer. He had wanted to join the swim team, but his father said swimming wasn’t a sport. Philip knew better than to argue with his dad and so he agreed. He hadn’t real-ized that his baseball coach had stuck him in the outfield because he was a bad player, and that the coach didn’t expect anyone to hit a ball that far into the field.

After dinner one night, Philip heard his dad explain it to his mother. “Philip’s the worst player on the team. They put him in the outfield so he doesn’t mess it up for the rest of the team,” he’d said. He didn’t know Philip could

hear him. Joseph, who was sitting next to Philip, had nudged him, then squeezed his shoulder. “Don’t sweat it, kid,” he had said. “There’s always something better out there.”

Philip had broken his arm the day a fly ball—the only one of the game—soared into the sky right above his head. Philip hadn’t been paying attention to the game, but suddenly he heard everyone calling his name. He saw the small black dot blot out the sun, and he raised his left hand high into the air and shut his eyes. He felt the ball land heavily in his glove. He was surprised by its weight. His hand was sore.

He ran back toward the mound, proud for the first time all season that he had helped his team. He wasn’t look-ing where he was going and didn’t notice the small rock hidden in the green of the outfield until his foot caught against it. Suddenly, he was soaring into the air. And then, just as quickly, he came crashing down, his arm out-stretched, snapping as it hit the ground.

He had cried, knowing that his father would be disappointed and that he wouldn’t be able to swim again until next summer.

Joseph had taken him out for ice cream.

“You know, there’s a lot more to life than baseball,” Joseph had said. “Take me. I wasn’t meant for some crummy two-star town.”

Philip had smiled, agreeing. He wasn’t sure what Joseph meant by “two-star,” but he knew that Joseph wanted life to move fast and hard.

“Someday, I’m gonna wipe the stain of this town from my boots, and really make it. You know, see the world, get famous, make money. And I’m going to do it my way.”

Philip sat quietly. “You’ll say goodbye before you go, right?” he asked.

Joseph laughed. “You’re really something, you know that?”

When Philip thought about it, he realized that Joseph had never really answered him. They’d left the ice cream store and walked home, and Joseph had never mentioned leaving again.

By now, Philip’s cereal had gone soft. It was inedible. His mother was organizing the cabinets. “You know, your brother’s really done it this time,” she said. She ran her fingers through her hair, sighing deeply.

“I’m an old soul,” Philip sang. “I can’t be tethered.”

His mother smiled. She looked at the clock.

Ida B. by Katherine Hannigan

1 Saturday morning, I was sitting on the front porch, waiting for nothing, with nothing I wanted to do. Ru-fus sat beside me for a while, hoping I’d be up to something more than misery. But he got tired of wait-ing and went off on his own, leaving a small sea of spit where he’d been sitting.

2 Just as I was about to take myself back to bed and try starting the day over again in the afternoon, I saw the big white car come down the road and turn left at the T. And right away, I knew what I had to do.

3 No plans. No least-possible-pain-and-humiliation scheming. Just plain and straight do the deed.

4 As soon as the white car disappeared down the DeLunas’ drive, I picked myself up and headed out through the fields, then around the base of the mountain.

5 I walked through the orchard, eyes fixed forward, not slow and not rushed, either. Like I was on my way to the final showdown. Yes, there was a bunch of them and only one of me. Yes, they might ambush me, and I might not come back in one piece. But I’d take whatever those people needed to dish out, because I was going to do the right thing.

6 I stopped just before I stepped onto the land that now belonged to the DeLunas, and took a deep breath as I walked over that invisible boundary line.

7 And there was Claire straight ahead, looking at me, waiting for me. Her mom and little brother were crouched down at the side of the house, planting little bushes.

8 Clump…clump…clump…was the only sound my feet were making this time as I walked toward Claire, arms out from my sides and palms up, letter her know that I wasn’t coming for a fight, even if she had some trouble and torture she needed to visit on me.

9 Claire’s mother spotted me and stood, dusted off her hands, and watched as I walked up to Claire. Then all the world was still except for the two of us.

10 ”Claire,” I said, making myself look her in the eye, “I’m sorry I scared you in the woods. I’m sorry I was mean to you. I was following you in school so I could apologize. I…I…”And there I was, babbling again. Should I tell her about Mama and the trees and school and everything? Where would I start if I was go -ing to explain it all?

11 Then Ms. W. came into my head and I knew it didn’t really matter.

12 “I’m just sorry,” I said.

13 Sometimes, on spring days, there will be the brightest, warmest sun and the darkest, rainiest clouds

sharing the sky. All day long you wonder, “Will it rain? Will it shine?” And that’s what I was thinking then, while I was looking at Claire’s face. Everything was there, but nothing was happening one way or the other. I couldn’t hang around any longer to see what would win out, though, because I had some-thing else to do.

14 I turned to Claire’s little brother, who had his arm around his mama’s leg, and I could see that he was scared of me. He thought I was a monster, just like I’d wanted him to.

15 “I’m sorry I scared you,” I said. “I won’t ever do it again. I promise.”

16 And he just stared at me, too. If I didn’t know better, I would have thought that this family’s mouths were under repair.

17 It was too hard waiting there for those people to decide if they wanted to tell me something, and I wasn’t quite sure I could stand to hear the words they might want to say anyway. So I turned back to the orchard and started home.

18 I braced myself for a DeLuna ambush from behind and decided that when Mama and Daddy found me, just holding on to a tiny sliver of life, my last words would be, “Turn the land into a park, teach Rufus some mouth-related manners, and make sure Lulu gets her treats. Please.”

19 But I got to the property line without harm or hollering and by the time I crossed it, I did feel better. Like my heart was heavier and lighter at the same time.

20 Apologizing is like spring-cleaning. First of all, you don’t want to do it. But there’s something inside you, or somebody outside you who’s standing there with her hands on her hips saying, “It’s time to make things right around here,” and there’s no getting out of it.

21 Once you get started, though, you find out that you can’t just clean out one room and be done with it; you have to do the whole house or you’re tracking dirt from one place to the other. Well, it starts to seem like too, too much, and you want to quit more than Christmas. But there’s that somebody or something telling you again, “Keep going. You’re almost done. No quitting allowed.”

Passage from Ida B by Katherine Hannigan, text copyright 2004 by Katherine Hannigan.