Tell Me a Little About Yourself · Tell Me a Little About Yourself English Language Arts and Reading 02A Lesson: 01 Duration: Days 1-10 Lesson Organizer Lesson Synopsis Students explore

Fifth Grade

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Tell Me a Little About Yourself

English Language Arts and Reading Unit: 02A Lesson: 01

Suggested Duration: Days 1-10

Lesson Organizer

Lesson Synopsis Students explore literary nonfiction texts by comparing a biography/autobiography and its dramatic adaptation for literary language and devices used in both versions. Students engage in the writing process as they investigate and practice using literary techniques in personal narratives. Word Study continues the practice of using context clues to determine the meaning of unknown word and using dictionaries to find important information about words. Students also explore orthographic patterns and rules in spelling including consonant and vowel changes when adding suffixes.

Design a poster that represents the similarities and differences of a biography or autobiography and its dramatic adaptation. Include a

written response that identifies the literary language and devices used and evaluate how they impact the reader. (5.Fig19D, 5.Fig19F; 5.5A; 5.7A; 5.8A; 5.11E; 5.18C) 1C,1H; 4F, 4G, 4I, 4J, 4K; 5G

Using the writing process and effective written conventions, write a one-page personal narrative that conveys thoughts and feelings

about a personal experience. (5.15A, 5.15B, 5.15C, 5.15D, 5.15E; 5.17A) 5B, 5C, 5D, 5E, 5F, 5G

Organize and present a book-talk on a self-selected literary work. As others present, listen and determine the speaker’s message.

(5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E, 5.Fig19F; 5.27A, 5.27C; 5.28A; 5.29A) 1B, 1D, 1G; 2C, 2D, 2E, 2G, 2I; 3C, 3D, 3E, 3F, 3G, 3H, 3I; 4G, 4I, 4J; 5G

Write multiple entries including thoughts connections, and/or strategies that deepen understanding of fictional texts, literary nonfiction, drama and media. Provide evidence from the text to support ideas. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E, 5.Fig19F; 5.9A; 5.18C) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G

Record multiple entries in a Word Study Notebook demonstrating word knowledge. (5.2A, 5.2B, 5.2E) 1A, 1C, 1E, 1F, 1H; 4A; 5B, 5F, 5G

Performance Indicators

Key Understandings

Authors use literary techniques and elements to enrich the reader’s experience and understanding.

Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.

Effective listening and speaking builds background knowledge and supports collaboration.

Readers use strategies to support understanding of text.

Readers use writing to communicate deeper understanding of texts.

Readers create connections to make text personally relevant and useful.

An extensive vocabulary enhances written and oral communication.

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TEKS

5.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard

5.2E

Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard

5.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to:

Fifth Grade English Language Arts and Reading

Unit: 02A Lesson: 01

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5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

5.Fig19C

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).

5.Fig19D

Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)

5.Fig19E

Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)

5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Readiness Standard

5.3

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

5.3C Explain the effect of a historical event or movement on the theme of a work of literature. Supporting Standard

5.5

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: Supporting Standard (5)

5.5A Analyze the similarities and differences between an original text and its dramatic adaptation.

5.7

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:

5.7A

Identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. Supporting Standard

5.8

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

5.8A Evaluate the impact of sensory details, imagery, and figurative language in literary text. Readiness Standard

5.11

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

5.11E Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Readiness Standard

5.14

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

5.14C Identify the point of view of media presentations. Supporting Standard

5.15

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

5.15A

Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

5.15B

Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

5.15C

Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and Rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

5.15D Edit drafts for grammar, mechanics, and spelling.

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5.15E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

5.17 Writing/Personal. Students write about their own experiences. Students are expected to:

5.17A Write a personal narrative that conveys thoughts and feelings about an experience.

5.18

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

5.18C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

5.20

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

5.20A

Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

5.20Ai verbs (irregular verbs and active voice)

5.20Aiii adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best)

5.21

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

5.21A Use capitalization for:

5.21Aii initials and acronyms

5.21B Recognize and use punctuation marks including:

5.21Bii proper punctuation and spacing for quotations

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

5.22A Spell words with more advanced orthographic patterns and rules:

5.22Ai consonant changes (e.g.,/t/ to /sh/ in select, selection;/k/ to /sh/ in music, musician)

5.22Aii vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal)

5.22Aiii silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation)

Ongoing TEKS 5.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:

5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

5.6

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

5.6A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events.

5.6B Explain the roles and functions of characters in various plots, including their relationships and conflicts.

5.6C Explain different forms of third-person points of view in stories.

5.9

Reading/ Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

5.9A

Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

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5.20

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

5.20A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

5.20Aiv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)

5.20Av prepositions and prepositional phrases to convey location, time, direction, or to provide details

5.20B Use the complete subject and the complete predicate in a sentence.

5.21

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

5.21A Use capitalization for:

5.21Ai abbreviations

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

5.22C Differentiate between commonly confused terms (e.g., its, it's; affect, effect).

5.22E Know how to use the spell-check function in word processing while understanding its limitations.

5.27

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

5.27A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective.

5.27B Follow, restate, and give oral instructions that include multiple action steps.

5.27C Determine both main and supporting ideas in the speaker's message.

5.28

Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:

5.28A

Give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

5.29

Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:

5.29A

Participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

Word Study Notebook (1 per student)

Reader’s Notebook (1 per student)

Writer’s Notebook (1 per student)

Teacher Writer’s Notebook (1)

Note card (1 per 2 students)

Glue (optional)

Sticky note (4-6 per student)

Highlighter (1 per student)

Dictionary (class set)

Thesaurus (class set)

Materials

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Colored pen or pencil (1 per student)

Poster board or large sheet of construction paper (1 per student)

Publishing paper (1-5 sheets per student)

Chart paper

Grade-appropriate text with possible unfamiliar words (1 per student)

Grade-appropriate excerpt of a literary nonfiction text that includes examples of figurative language including similes and/or metaphors (1 copy per student)

2 grade-appropriate excerpts of literary nonfiction texts that presents information about the person in a dry, factual way (1 copy of each per student)

2 grade-appropriate excerpts of literary nonfiction texts that includes sensory details and imagery (1 copy of each per student)

Grade-appropriate biography for modeling (1)

Grade-appropriate biography or autobiography (1 copy per group)

Grade-appropriate play or script about a famous person (1 copy per student)

Grade-appropriate biography or autobiography that corresponds with the play (1 copy per student)

Grade-appropriate biographical documentary/video that corresponds with a biography or autobiography (1)

Grade-appropriate biography or autobiography that corresponds with the biographical documentary/video (1 copy per student)

Collection of grade-appropriate literary nonfiction texts including biographies and autobiographies for student selection

Collection of grade-appropriate texts in a variety of genre for student selection

Attachments Handout: Consonant Change Word Sort 1 (1 per student)

Handout: Consonant Change Word Sort 2 (1 per student)


Handout: Vowel Change Word Sort 1 (1 per student)



Resources and References

http://www.biography.com

http://www2.scholastic.com/browse/article.jsp?id=3751241

Grade-appropriate biographies and autobiographies

Albert Einstein by Frieda Wishinky

Henry Ford and the Model T by Michael O’Hearn

Clara Barton: I Want to Help by Cathy East Dubowski

Through My Eyes by Ruby Bridges

Quit Pulling My Leg: a story of Davy Crockett by Robert M. Quackenbush

Martin Luther King, Jr.: Great Civil Rights Leader by Jennifer Fandel

A Timeline of the Life of George WashingtonI by Vladimir Katz

John and Abigail Adams: An American Love Story by Judith St. George

Thomas Jefferson: A Picture Book Biography by James Giblin

Alexander Graham Bell: An Inventive Life by Elizabeth MacLeod

District-adopted resources

Possible/Optional Literature Selections

http://www.biography.com/

http://www2.scholastic.com/browse/article.jsp?id=3751241

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Grade-appropriate plays

Good Masters! Sweet Ladies!: Voices from a Medieval Village by Laura Amy Schlitz

On Stage: Theater Games and Activities for Kids by Lisa Bany-Winters

Plays of the Wild West. Volume II by L.E. McCullough

One Fine Day: A Radio Play by Elizabeth Van Steewyk

Children’s magazines such as Storyworks by Scholastic


Grade-appropriate biographical documentaries/videos

Martin Luther King Jr: The Man and the Dream produced by Lina Gopaul (2002)

George Washington: Founding Father produced and directed by Adam Friedman (1994)

John and Abigail Adams: Love and Liberty produced by Jane Petrof (2005)

Thomas Jefferson: Philosopher of Freedom produced and directed by Monte Markham and Adam Friedman (2002)

Alexander Graham Bell produced by Rick Davis (2005)


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Lesson Preparation



Unit: 02A Lesson: 01 Day 1 of 10

Daily Lesson 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS

5.2B 5.2B 5.Fig19A,C,D 5.3C 5.7A

5.29A 5.2B 5.Fig19A,C,D

5.1A 5.9A

5.15A 5.17A

Key Understandings and Guiding Questions


Why is it important that readers and writers build their knowledge of words?


What strategies do readers use to help maintain understanding of text?

How are the strategies the same and different depending on genre?





How do authors generate ideas that will engage a reader’s interest?

Vocabulary of Instruction

Context clue Literary nonfiction

Biography

Autobiography

Theme

Personal narrative

Materials Word Study Notebook (1 per student)

Grade-appropriate text with possible unfamiliar words (1 per student)

Chart paper (if applicable)


Grade-appropriate biography for modeling (1)

Collection of grade- appropriate literary nonfiction texts including biographies and autobiographies for student selection


Word Study Notebook (1 per student)

Thesaurus (class set)






Attachments and Resources

Advance Preparation

1. Prepare to display visuals as appropriate.

2. Preview the text to determine

the 4-5 words possible unfamiliar or multi-meaning


2. Collect several different types

of literary nonfiction texts including biographies and


2. Prepare to display the Anchor

Chart: Using Context Clues from Word Study.


2. In the Teacher Writer’s

Notebook, revisit the ideas that were generated in Unit

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Unit: 2A Lesson: 01


autobiographies. Gather these into groups and place on student tables.

3. Decide how you want to

divide students into groups of four.

01, Lesson 01, Daily Lessons 1-5.

words. Be sure there is some context that allows the reader to know what the words mean. Underline or highlight the selected words.

3. Create the following Anchor

Chart: Using Context Clues.

Unknown Word

Context Clues

Inferred Meaning

Background Information

Autobiography - the life story of a person as told by himself or herself

Biography - an account or interpretation of a series of events making up a person’s life

Literary nonfiction - a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts. (e.g., biography, autobiography, memoir)

Teacher Notes Keep a large selection of biographies, autobiographies, memoirs, and realistic fiction for students to peruse throughout this unit.

This unit provides teachers an

Students reflect on experiences to generate a bank of ideas to use in creating a personal narrative.


Unit: 2A Lesson: 01

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opportunity to support the social studies curriculum by choosing biographies and autobiographies about figures in American culture such as Betsy Ross, George Washington, Martin Luther King, Jr., Thomas Jefferson, Benjamin Franklin, Elizabeth Cady Stanton, Cesar Chavez, Frederick Douglass, Harriet Tubman, etc.

Also pre-select biographies and/or autobiographies with dramatic adaptations (such as Reader’s Theater, plays, or documentaries).

Students should be familiar with the terms “autobiography” and “biography,” but they may need a reminder about the difference between the two. This is also an excellent time to review the prefix “auto,” by asking students to generate a short list of words using this prefix.


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Instructional Routines

Unit: 2A Lesson: 01


Duration and Objective

Suggested Duration: 15 min. Content Objective: Students use context clues to determine the meaning of unknown words.

Suggested Duration: 25 min. Content Objective: Students establish purpose for reading literary nonfiction. Students also use context clues to determine the meaning of unknown words.

Suggested Duration: 30 min. Content Objective: Students identify unfamiliar words and use context clues determine their meanings.

Suggested Duration: 30 min. Content Objective: Students generate topics for a personal narrative.

Mini Lesson 1. Review what was learned about context clues in Unit 01.

2. Display the Anchor Chart:

Using Context Clues. 3. Display and distribute the

selected text with unfamiliar words.

4. Read the text aloud until the

first underlined or highlighted word is read.

5. Using the text, demonstrate

how to use relationships between surrounding words: in-sentence examples, definition in the sentence, and in-sentence restatement to help determine the meaning of the word. Show how to use the surrounding words along with background knowledge to infer the meaning of the word.

6. Record the word, the clues,

and the inferred meaning on the Anchor Chart: Using Context Clues.

1. Display the words literary nonfiction. Ask students to write literary nonfiction in their Reader’s Notebooks and write down what they think it means.

2. Discuss the term literary.

Clear up any misconceptions. 3. Discuss the term nonfiction.

Clear up any misconceptions. 4. Explain that the term literary

nonfiction refers to biographies and autobiographies for fifth graders and someday will refer to memoirs.

5. Ask: What is the purpose for

reading literary nonfiction? Discuss responses.

6. Tell students that they will

continue to monitor their own comprehension and understanding even in this new genre. Review what it means to use context clues.

7. Read the selected grade-

appropriate biography and

1. Display the Anchor Chart: Using Context Clues. Review what was learned about context clues in Word Study.

2. Using the unfamiliar words

from Shared Reading (Step #7), model completing the chart. Think Aloud about how the context clues led to the inferred meaning of the word.

1. Ask: How do authors generate ideas that will engage reader’s interest? Discuss responses.

2. Ask: What is a personal

narrative? Discuss responses. Ask: How is a personal narrative like an autobiography? Discuss responses.

3. Using the Teacher Writer’s

Notebook, review personal experience ideas generated in Unit 01, Lesson 01, Daily Lessons 1-5 Writing. Star, circle, or highlight ideas that could become an effective personal narrative.

4. Model adding 2-3 more ideas

that could lend themselves to an effective personal narrative.


Unit: 2A Lesson: 01

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model stopping at unfamiliar words and using context clues to determine the possible meaning.

8. Ask: What is the theme of

the biography? What did the author want you to take away from the text? Discuss

responses. 9. Discuss the historical events

that had an impact on the person’s life. Ask: How did the historical events impact the theme of the biography? Discuss responses.

Learning Applications

1. Students make a similar chart in their Word Study Notebook.

2. Students continue to read the

selected text with a partner. Students stop at highlighted or underlined words to discuss the word, the clues, and the inferred meaning.

3. Students record the words,

the clues, and the inferred definitions on the chart in their Word Study Notebook.

1. Students explore the examples of literary nonfiction texts on the tables.

2. Students choose a literary

nonfiction text and write the title and the purpose for reading in their Reader’s Notebook. **Note—Students will use this text for Independent Reading.

1. Students read the selected literary nonfiction text from Shared Reading. Instruct students to use the chart created in their Word Study Notebooks to identify and define unfamiliar words they find as they read. If necessary, students may use a dictionary or thesaurus to confirm the meaning of words.

1. In their Writer’s Notebooks, students review ideas generated in Unit 01, Lesson 01, Daily Lessons 1-5 Writing.

2. Students add 2-3 more ideas

that could lend themselves to an effective personal narrative.

Engage in Guiding Reading and Guided Writing instruction as appropriate.

Closure 1. As a class, discuss each of the words, the clues, and the inferred definitions.

1. Students share the title of their book and their purpose for reading.

1. Students share their collected words and chart with a partner.

1. With a partner, students share their ideas for their personal narrative. Partners give feedback about the ideas.



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Lesson Preparation


Day 2 of 10



5.2E 5.Fig19B 5.7A

5.Fig19B

5.18C

5.1A

5.9A

5.15A

5.17A

5.27A,C

5.29A



Why is it important that readers and writers build their knowledge of words?







Author’s use writer’s craft to engage and sustain the reader’s interest and enhance understanding.

How do authors choose topics that will engage their audience?


Autobiography

Biography



Grade-appropriate text with unfamiliar words from Daily Lesson 1 Word Study (1 per student)



Grade-appropriate biography or autobiography (1 copy per group)

Sticky note (5 per group of students)



Collection of grade- appropriate literary nonfiction texts including biographies

and autobiographies for student selection



Teacher’s Writer’s Notebook (1)



Advance Preparation



Chart: Using Context Clues from Daily Lesson 1 Word Study and Independent Reading.

3. Create an Anchor Chart:

Dictionary Information. Make



Chart: Types of Questions from Unit 01, Lesson 01, and Daily Lesson 3 Shared Reading.

3. Decide how you want to

divide students into groups of




Notebook, choose the idea that will be developed into a personal narrative.



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four. a chart like the following:

Word

Sylla

bic

ation/

Pro

nuncia

tion

Definitio

n

Altern

ative

Word

Choic

es

Part

s o

f

Speech

4. Prepare to display a

dictionary entry with all the information listed in the chart above.


Refer to Daily Lesson 1 Shared Reading

Teacher Notes Students will be using dictionaries to look up the words on their context clues chart to confirm their definition and determine other information about their words. Students may need to refer to the texts in which the words were found just in case they are multiple meaning words.

The focus of this Daily Lesson is developing a thesis statement that will be the basis of the personal narrative. An example: The personal narrative is about a child who tries to hide their beans in their milk so they don’t have to eat them, ends up having to drink the milk, and gets sick. The thesis: What not to do when being faced with eating something you do not like.

Developing a thesis is a new concept for fifth grade. Students need to consider the “point” of their story before writing. Monitor students carefully and provide necessary support.



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Suggested Duration: 15 min. Content Objective: Students use a dictionary to determine word meanings, syllabication, pronunciations, alternative word choices, and parts of speech.

Suggested Duration: 25 min. Content Objective: Students ask literal, interpretive, evaluative, and universal questions.

Suggested Duration: 25 min. Content Objective: Students ask literal, interpretive, evaluative, and universal questions.

Suggested Duration: 35 min. Content Objective: Students plan a first draft by choosing a topic and developing a thesis.

Mini Lesson 1. Display the Anchor Chart: Using Context Clues from Daily Lesson 1 Word Study and Independent Reading.

2. Review how and why readers

use context clues. 3. Display the Anchor Chart:

Dictionary Information. 4. Display the selected

dictionary entry. Review where to find all the dictionary information listed on the chart (definition, syllabication, pronunciation, alternative word choices, and parts of speech). Record the information on the Anchor Chart: Dictionary Information.

5. Select one of the words

recorded on the Anchor Chart: Using Context Clues. Review the context clues and inferred definition on the chart. If necessary, use the text from Daily Lesson 1 and reread the word in context.

6. Model using the dictionary to

confirm the meaning of the

1. Display the Anchor Chart: Types of Questions from Unit 01, Lesson 01, Daily Lesson 3 Shared Reading.

2. Review the four types of

questions and give examples. Explain that readers ask questions before, during, and after reading in order to monitor their own comprehension.

3. Display the selected

biography or autobiography. 4. With the students, generate 1-

2 questions for each of the four types of questions and record on the chart.

1. Display the Anchor Chart: Types of Questions from Shared Reading and review the four types of questions.

2. Tell students to record and

answer questions before, during, and after reading. Encourage them to try different types of questions.

1. Display the Teacher Writer’s Notebook. Review the possible ideas for writing a personal narrative.

2. Think Aloud about how to

choose an idea that lends itself to an effective personal narrative that has a point (or thesis).

3. Retell the personal experience

to the students. Ask: What is the “point” of my story? What would I want my readers to know or understand when they finish reading my story? Either Think Aloud the answers to the questions or discuss possible responses with students.

4. Model writing a thesis

statement that encompasses the point of the story. Explain that everything that is written will support the thesis statement.



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selected word and to find other information about the word. Record the information on the Anchor Chart: Dictionary Information.


1. Students review the chart in their Word Study Notebooks used to collect words, context clues, and inferred definitions from Daily Lesson 1 Word Study and Independent Reading.

2. Students create another chart

in their Word Study Notebooks similar to the Anchor Chart: Dictionary Information.

3. Students use the dictionary to

confirm the definitions of the words collected in Daily Lesson 1 Word Study. Students also find other dictionary information about the words. Students record the information on their new chart.

1. Divide students into groups and distribute a copy of the biography or autobiography to each group.

2. Working in groups, students

read the biography or autobiography and answer the questions from the Mini Lesson in their Reader’s Notebook, and record new questions on sticky notes.

3. Monitor and assist students in

answering and generating questions.

1. Students choose a literary nonfiction text to read independently.

2. Students generate and

answer questions before, during, and after reading.

1. Students review their possible ideas for their personal narrative and choose one that has a point.

2. With a partner, students share

their personal experience orally. The partner tells the storyteller what they think is the point of the story. Together they write a thesis statement in the storyteller’s Writer’s Notebook. Then, switch roles.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Closure 1. Students share the dictionary information of 2-3 words in their Word Study Notebooks.

1. Discuss the answers to the questions generated in the Mini Lesson.

2. Students share their new

questions and place them on the chart in the correct question category.

1. Ask: How does asking questions help you as a reader? What types of questions seem to be the easiest/hardest to answer? Discuss responses.

1. With a different partner, students share their topic for their personal narrative and their thesis statement.

2. Collect Writer’s Notebooks to

evaluate students’ topic of choice and their thesis statement. Decide who may need additional support.



©2011, TESCCC 07/23/12 Page 1 of 6

Lesson Preparation


Day 3 of 10



5.2A,E 5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.29A

5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.9A

5.15A 5.17A



How do affixes and root words help readers understand text?


How and why do authors use literary techniques and elements?

How do literary techniques and elements affect the reader?


How does the language an author uses affect how you feel about the story?


What do authors do to engage their readers?


Prefix Imagery

Sensory detail

Imagery

Sensory detail







Grade-appropriate excerpt of a literary nonfiction text that includes sensory details and imagery (1 copy per student)

Grade-appropriate excerpt of a literary nonfiction text that presents information about the person in a dry, factual way (1 copy per student)










Advance Preparation







©2011, TESCCC 07/23/12 Page 2 of 6


2. Prepare a list of words that can be used with the prefix

over. Possible words could include: overuse, overdo, overdue, overpriced, overactive, overconfident, overjoyed, overslept, overflow, etc. Use district- adopted resources from various content areas or the internet to help compile a list of grade-appropriate words.

3. Write the words on note

cards so each pair of students will have one word.

2. Preview and select a short excerpt from a biography or autobiography illustrating the dramatic use of language that creates images in the mind of the reader.

3. Preview and select a short

excerpt from a biography or autobiography that presents the information in a dry, factual way.

4. Duplicate the excerpts for

students to be able to write on.

5. Create a chart with the

following discussion questions to be used in Learning Applications:

What words/phrases helped create strong visual images?

What words/phrases made you feel a certain way?

What could the authors have said differently to get a different response from the reader?

What was the purpose of the two excerpts? Did they achieve their purpose?

Which one would you prefer to read? Why?

2. In the Teacher Writer’s Notebook, organize the events of the personal experience on a sequential graphic organizer (e.g. timeline). Add events or details that are not relevant to the thesis statement developed in Daily Lesson 2 Writing.

The prefix overmeans too much (e.g., over confident) or outer/above (e.g., overcoat/overcast).


Teacher Notes If possible, try to find excerpts on the same person representing



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the same information, but presented in different ways.

Students will continue to examine sensory details and imagery in Daily Lesson 4 Shared Reading.

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Suggested Duration: 15 min. Content Objective: Students determine the meaning of words with prefixes.

Suggested Duration: 25 min. Content Objective: Students identify literary language and sensory details in biographies and/or autobiographies and explain how the language used affects them as a reader including evaluating its effectiveness

Suggested Duration: 30 min. Content Objective: Students identify literary language and sensory details in biographies and/or autobiographies and explain how the language used affects them as a reader including evaluating its effectiveness.

Suggested Duration: 30 min. Content Objective: Students plan a first draft by organizing ideas around a thesis statement.

Mini Lesson 1. Ask: What is a prefix? Why is it important to know and understand prefixes as a reader? Discuss responses.

2. Display the prefix over. Tell

students that over is a word by itself and it is a prefix that can be added to other words to change or modify the meaning.

3. Display the word pay. Ask a

student to use the word pay in

a sentence. 4. Add the prefix overand

create the word overpay. Ask: How has the meaning changed? Discuss responses and use the word overpay in a sentence.

1. Display the selected literary texts and discuss the purpose for reading.

2. Read the selected excerpts

aloud with appropriate oral fluency. Students close their eyes, listen carefully to the words, and visualize what is happening in the story. Tell them to be sure to use their senses.

3. Ask: What did you notice

about the two excerpts? How was the information presented? Discuss responses.

1. Review what was learned and discussed in Shared Reading.

2. Tell students that during

Independent Reading, they will focus their attention on word choice including how the author presents the events of the biography/autobiography they are reading.

1. Using the Teacher Writer’s Notebook, review the personal experience being developed and read the thesis statement developed in Daily Lesson 2 Writing.

2. Ask: How are ideas

organized in a personal narrative? Discuss responses including that most personal narratives are written in a sequential organization.

3. Explain that the plan for

writing should mirror the organizational structure of the genre.

4. Display the sequential graphic

organizer used to plan the personal narrative in the Teacher Writer’s Notebook. Ask students to brainstorm other sequential graphic organizers.

5. Think Aloud about each

event on the sequential graphic organizer and ask: Does this event/idea

©2011, TESCCC 07/23/12 Page 5 of 6





support the thesis statement (point of the story)? Think Aloud about the answers or allow students to give their opinion.

6. Explain that events included in

the personal narrative need to support the overall thesis. (e.g. writing about getting dressed has nothing to do with telling about overcoming your fear of rollercoasters)


1. Distribute one overword on a note card to each pair of students.

2. With a partner, students

search for the meaning of their word in a dictionary and record the word meaning in their Word Study Notebook.

3. Students write their word in a

sentence and illustrate.

1. After reading, distribute copies of the excerpts to students.

2. Instruct students to reread the

excerpts. Tell them to highlight words and phrases that help them create a mental image.


discuss how the highlighted words affected them as the reader. Display the chart with the discussion questions.

1. Students choose a biography or autobiography to read independently.

2. Instruct students to respond to

the author’s use of language including how the events were presented in the biography/autobiography in their Reader’s Notebook.

1. Students plan their personal narratives using a sequential graphic organizer.


Closure 1. Students share the meaning

of their over words.

2. Ask students to try to figure

out the meaning of over(too much.

3. Display the words: overcoat

and overcast. Ask students if these words fit the meaning

too much. Explain that over can also mean above/outer.

4. Add the prefix over to the

1. Ask: How did the language the author used affect how you feel about each of the excerpts? Students respond to this question in their Reader’s Notebooks. Be sure they include specific examples from the text.

1. With a partner, students share their Reader’s Notebook entry and fluently read a portion of the text that affected them most as a reader.

1. With a partner, students go through each event/idea and make sure each event/idea supports their thesis.

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Word Wall or an Anchor Chart along with the two meanings of the prefix and examples of a word with the prefix.



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Lesson Preparation


Day 4 of 10



5.2A,E 5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.9A

5.15B 5.17A 5.20Aiii



How do affixes and root words help readers understand text?


How does the author of literary nonfiction engage readers?


How does the language an author uses affect how you feel about the story?

Author’s use writer’s craft to engage and sustain the reader’s interest and enhance understanding.



Suffix Imagery

Sensory detail

Imagery

Sensory detail







Grade-appropriate excerpt of a literary nonfiction text that includes sensory details and imagery (1 copy per student)

Grade-appropriate excerpt of a literary nonfiction text that presents information about the person in a dry, factual way (1 copy per student)










Advance Preparation


2. Prepare a list of words that

can be used with the suffix

or. Possible words could



excerpt from a biography or autobiography illustrating the



2. Create an Anchor Chart:

Adjectives. Write a definition and several examples of



©2011, TESCCC 07/23/12 Page 2 of 5


include: doctor, tailor, actor, juror, donor, spectator, protector, advisor, conductor, professor, etc. Use district- adopted resources from various content areas or the internet to help compile a list of grade-appropriate words.

3. Write the words on note cards

so each pair of students will have one word.

dramatic use of language that creates images in the mind of the reader.


excerpt from a biography or autobiography that presents the information in a dry, factual way.



5. Prepare to display the

discussion questions developed in Daily Lesson 3 Shared Reading.

adjectives including ones that describe origin (e.g., American cars). Leave room on the chart to record the comparative and superlative forms of adjective (e.g., good, better, best and/or happy, happier, happiest).


Notebook, prepare to write the beginning of the personal narrative in front of students.

The suffix or means one who or state or quality of.


Teacher Notes This Instructional Routine is a repeat of Daily Lesson 3 Shared Reading for additional practice.



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Suggested Duration: 15 min. Content Objective: Students determine the meaning of words with suffixes.



Suggested Duration: 30 min. Content Objective: Students develop drafts that are focused, organized, and coherent including using adjectives to create imagery.

Mini Lesson 1. Ask: What is a suffix? Why is it important to know and understand suffixes as a reader? Discuss responses.

2. Display the suffix or. Tell

students that or is a suffix that can be added to other words and/or roots to change or modify the meaning.

3. Display the word collect. Ask

a student to use the word collect in a sentence.

4. Add the suffix or and create

the word collector. Ask: How has the meaning changed? Discuss responses and use the word collector in a sentence.

1. Display the selected literary texts and discuss the purpose for reading.

2. Read the selected excerpts


3. Ask: What did you notice

about the two excerpts? How was the information presented? Discuss responses.



Independent Reading, they will focus their attention to word choice including how the author presents the events of the biography/autobiography they are reading.

1. Display the Anchor Chart: Adjectives.

2. Ask: What is an adjective?

What are some examples of adjectives? Discuss and record responses on a chart. Clear up any misconceptions about adjectives. Take the adjectives listed and show students how to change them to the comparative and superlative form if applicable. Also discuss origin adjectives, like American cars.

3. Ask: How do authors use

adjectives to engage their readers? Discuss responses.


organizer representing the events/ideas for the personal narrative in the Teacher Writer’s Notebook.

5. Display the thesis statement

for the personal narrative in the Teacher Writer’s Notebook.



©2011, TESCCC 07/23/12 Page 4 of 5


6. Model writing the beginning of the personal narrative. Think Aloud about how everything that is written needs to support the thesis statement. Model the use of adjectives to create mental images.


1. Distribute one or word on a note card to each pair of students.


search for the meaning of their word in a dictionary and record the word meaning in their Word Study Notebook.

3. Students write their word in a

sentence and illustrate.

1. After reading, distribute copies of the excerpts to students.

2. Instruct students to reread the

excerpts. Tell them to highlight words and phrases that help them create a mental image.


discuss how the highlighted words affected them as the reader. Display the chart with the discussion questions from Daily Lesson 3 Shared Reading.




1. Students use the events/ideas on their sequential graphic organizer to draft the beginning of their personal narratives. Remind students to include details that support their thesis.

2. Tell students to choose their

words carefully in order to create images in their readers’ minds.

Engage in Guided Reading and Guiding Writing Instruction as appropriate.

Closure 1. Students share the meaning

of their or words.

2. Ask students to try to figure

out the meaning of or (one who).

3. Display the words: error and

stupor .Ask students if these words fit the meaning one

who. Explain that or can also mean the state or quality of.

4. Add the suffix or to the Word

Wall or an Anchor Chart along with the two meanings of the suffix and examples of a word

1. Ask: How did the language the author used affect how you feel about each of the excerpts? Students respond to this question in their Reader’s Notebooks. Be sure they include specific examples from the text.


1. Choose a couple of students to share their thesis statement and the beginning of their personal narrative. Ask: Does the story so far support the thesis? Discuss responses.

©2011, TESCCC 07/23/12 Page 5 of 5




with the suffix.



©2011, TESCCC 07/23/12 Page 1 of 4

Lesson Preparation


Day 5 of 10



5.2A 5.22Ai

5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.Fig19A,C,D 5.7A 5.8A 5.18C

5.1A 5.9A

5.15B 5.17A 5.20Ai



How can a suffix change the spelling and/or pronunciation of a word?








Derivational suffix

Consonant change

Figurative language

Simile

Metaphor

Figurative language

Simile

Metaphor



Glue (optional)




Grade-appropriate excerpt of a literary nonfiction text that includes examples of figurative language including similes and/or metaphors (1 copy per student)










Advance Preparation


2. Duplicate Handout:

Consonant Change Word Sort 1 for each student.


2. Preview and select an excerpt

from a biography or autobiography illustrating the use of figurative language




Chart: Irregular Verbs from Unit 01, Lesson 02, Daily Lesson 10 Writing. Add to the



©2011, TESCCC 07/23/12 Page 2 of 4


including similes and/or metaphors.



chart a definition for active voice verbs and provide some examples.


Notebook, prepare to model writing the middle of the personal narrative.


Derivational suffix - a letter or letters added to the end of a word that changes the part of speech and often the pronunciation of the base word or the root word

Consonant change - the pronunciation of the final consonant changes when adding the suffix

This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, literary nonfiction texts, drama, and media. Provide evidence from the text to support ideas.”

Active voice - sentence structure in which the subject performs the action of the verb (e.g., the dog bit the boy), rather than being acted upon (e.g., the boy was bitten by the dog)

Teacher Notes



©2011, TESCCC 07/23/12 Page 3 of 4




Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with consonant changes when adding suffixes.



Suggested Duration: 30 min. Content Objective: Students develop drafts that are focused, organized, and coherent. Students use verbs that show active voice.

Mini Lesson 1. Display the following words: illustrate, illustration, educate, education.

2. Read the displayed words and

divide them into syllables. 3. Ask: How does adding the

suffix ion to the word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including the base word starts as a verb and changes to a noun; the final sound /t/ becomes /sh/.

1. Discuss why you chose to read the selected novel and the purpose for reading.

2. Read the selected excerpt


3. Discuss which parts created

visual images. 4. Review what a simile and

metaphor are and give examples.

5. Ask students to reread and

highlight any similes and/or metaphors.



Independent Reading, they will focus their attention to word choice including looking for uses of figurative language, similes, and metaphors and how the author presents the events of the biography or autobiography they are reading.

1. Display the Anchor Chart: Irregular Verbs from Unit 01, Lesson 02, Daily Lesson 10 Writing. Review irregular verbs. Explain what an active voice verb is and give examples. Ask: How do authors use verbs (active voice) to engage their readers? Discuss responses.


organizer representing the events/ideas for the personal narrative in the Teacher Writer’s Notebook.



4. Model writing the middle of the

personal narrative. Think Aloud about how everything that is written needs to support the thesis statement. Model the use of irregular and active voice verbs to create mental images.



©2011, TESCCC 07/23/12 Page 4 of 4



1. Distribute the Handout: Consonant Change Word Sort 1 to each student.

2. Instruct students to cut out the

words and match the base word with the word that has the base word and the suffix – ion. Then, divide each word into syllables and highlight the ending consonant sound of the base word.

3. In their Word Study

Notebooks, students identify and record observations about how each word changes.

1. With a partner, students discuss the literal and figurative meaning of the similes and/or metaphors and speculate on why the author chose to use them.




1. Students use the events/ideas on their sequential graphic organizer to draft the beginning of their personal narratives. Remind students to include details that support their thesis.

2. Tell students to choose their

words carefully in order to create images in their readers’ minds.


Closure 1. Each group reports to the class about their observations.

2. Students glue or copy

examples of words with consonant changes in their Word Study Notebooks. Ask them to find more examples of this pattern during Shared Reading and Independent Reading.

1. Ask: How did the language the author used affect how you feel about the story? Students respond to the question in their Reader’s Notebooks. Be sure they include specific examples from the text.


2. Collect Reader’s Notebooks

and assess their responses for understanding.

1. Choose a couple of students to share their thesis statement and the beginning and middle of their personal narrative.

2. Ask: Does the story so far

support the thesis? Discuss responses. What words or phrases did the writer use that created images in your head? Discuss responses.



©2011, TESCCC 07/23/12 Page 1 of 5

Lesson Preparation


Day 6 of 10



5.2A 5.22Ai

5.Fig19A,B,C,D 5.3C

5.1A 5.Fig19A,B,C,D,E, F 5.18C

5.1A 5.6A,B,C 5.9A

5.15B 5.17A

Key Understandings

and Guiding Questions




Why is the theme in biographies and autobiographies important to readers?



Readers use writing to

communicate deeper understanding of texts.

How can readers demonstrate understanding through writing?

Readers create connections

to make text personally relevant and useful.

How can making connections help with comprehension?




Derivational suffix

Consonant change

Theme



Glue (optional)



2 grade-appropriate previously read biographies and/or autobiographies (1)



Grade-appropriate previously read text for modeling (1)

Collection of grade- appropriate texts in a variety of genre for student selection






Handout: Consonant Change Word Sort 2 (1 per



©2011, TESCCC 07/23/12 Page 2 of 5


student)

Advance Preparation





2. Select two previously read

biographies and/or autobiographies of people whose lives were affected by a historical event or movement. The historical event or movement needs to affect the theme of the text.



Chart: Reader Response Questions from Unit 01. Be sure that there is at least one question for each of the Figure 19 TEKS- comprehension skills. If not, prepare to add those questions to the chart.

3. Choose a previously read text

(any genre) to model a written response to one of the questions on the Anchor Chart: Reader Response Questions. The text could be something that has been read in any content area.



Notebook, prepare to write the end of the personal narrative in front of students.


Refer to Daily Lesson 5 Word Study

Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience.

Teacher Notes This Daily Lesson lends itself to Social Studies connections. Consider the time period being studied and try to find text to match that time period.

In Daily Lessons 6-10 Independent Reading, students will have the opportunity to select any genre they wish to read. Students will apply comprehension skills in reading and respond in writing to demonstrate their understanding of the text. Students choose a text to use as a basis for a Book Talk.



©2011, TESCCC 07/23/12 Page 3 of 5


When choosing which question to model writing a response, consider the needs of the class and choose a question in which students need more practice.

©2011, TESCCC 07/23/12 Page 4 of 5






Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with consonant changes when adding suffixes.

Suggested Duration: 10-12 min. Content Objective: Students explain the effect of a historical event or movement on the theme of a biography or autobiography.

Suggested Duration: 25 min. Content Objective: Students write responses to text that demonstrate understanding and provide text evidence to support their ideas.

Suggested Duration: 35 min. Content Objective: Students develop drafts that are focused, organized, and coherent

Mini Lesson 1. Display the following words: electric/electrician.


divide them into syllables. 3. Ask: How does adding the

suffix ian to the word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including the base word is a noun and changes to a person who specializes in the base word, the final sound /k/ becomes /sh/.

1. Ask: What is theme? What are some examples of theme in stories? Discuss responses and clear up any misconceptions.

2. Display one of the selected

previously read biography or autobiography.

3. Ask: What was the theme of

the story? What is the text evidence of the theme? Discuss and chart responses.

4. Explain that many famous

people were affected by the historical events that were happening at the time they were alive. Ask: What historical events could have affected the person in this biography? Discuss responses. If necessary, explain historical events.

5. Ask: What was the effect of

the historical event on the theme of the biography? How might the theme have been different if the person lived in a different time? Discuss responses.

1. Display Anchor Chart: Reader Response Questions. Review what has been learned about literary nonfiction texts and ask: Are there any questions that should be added or revised on the chart about literary nonfiction? Students discuss responses with a partner, then with the whole class. Record any new questions or changes to existing questions.

2. Using a previously read text,

choose one of the questions and model writing a thoughtful response that demonstrates understanding and provides text evidence to support ideas.

1. Display the sequential graphic organizer representing the events/ideas for the personal narrative in the Teacher Writer’s Notebook.



3. Model writing the end of the

personal narrative. Think Aloud about how everything that is written needs to support the thesis statement.

©2011, TESCCC 07/23/12 Page 5 of 5





1. Distribute Handout: Consonant Change Word Sort 2 to each student


words and match the base word with the word that has the base word and the suffix – ian. Then, divide each word into syllables and highlight the ending consonant sound of the base word.



1. Display the other previously read biography or autobiography.

2. Ask: What was the theme of

the story? Students turn to a partner and discuss.

3. Ask: What was the effect of

the historical event on the theme of the biography? How might the theme have been different if the person lived in a different time? Students turn to a partner and discuss.

1. Students select a text for Independent Reading and read by themselves.

2. Students choose a question

from the Anchor Chart: Reader Response Questions and respond to the question in their Reader’s Notebook demonstrating their understanding of the text and provide text evidence to support their ideas.

1. Students use the events/ideas on their sequential graphic organizer to draft the end of their personal narratives. Remind students that what they write needs to support their thesis.




examples of words with consonant changes in their Word Study Notebooks. Ask them to find more examples of this consonant change pattern during Shared Reading and Independent Reading.

1. Ask the questions from Learning Applications again and discuss as a whole group.

1. Students share their response with a partner.

1. Choose a couple of students to share their thesis statement and their personal narrative. Ask: Does the story support the thesis? Discuss responses.



©2011, TESCCC 07/23/12 Page 1 of 4

Lesson Preparation


Day 7 of 10



5.22Aii 5.Fig19D,F 5.5A 5.11E

5.1A 5.Fig19E 5.18C

5.1A 5.9A

5.15C 5.17A

5.20Aiv,v,B

Key Understandings





What literary techniques and elements are in dramas?












Derivational suffix

Vowel change

Dramatic adaptation Summary



Glue (optional)


Grade-appropriate play or script about a famous person (1 copy per student)




Collection of grade- appropriate books in a variety of genre for student selection









©2011, TESCCC 07/23/12 Page 2 of 4


Advance Preparation


2. Duplicate Handout: Vowel

Change Word Sort 1 for each student.


2. When selecting a text for this

Daily Lesson, choose a play or Reader’s Theater about a famous person with a corresponding biography.

3. Create a T-chart. Put the title

of the play or Reader’s Theater on the left side and the title of the biography on the right.

4. Assign students to small

groups based on the number of parts in the play.



Chart: Reader Response Questions. Be sure there is a question related to summary. If not, add a question(s)


(any genre) to model writing a summary. The text could be something that has been read in any content area.


2. Prepare to display the

Anchor Chart: Revision Checklist from Unit 01, Lesson 02, Daily Lesson 15 Writing. Add the following questions on the chart: What is revision? Why revise? How do authors revise and what do they look for?


Notebook, prepare to model revising the personal narrative.


Derivational suffix - a letter or letters added to the end of a word that changes the part of speech and often the pronunciation of the base word or the root word

Vowel changes - the pronunciation of the vowel in the base word or root word changes when adding a suffix

Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed

Coherent - Logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay)

Word choice - the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader

Teacher Notes This Daily Lesson focuses on how the long vowel in words changes to a short vowel when adding a suffix.

If necessary, choose just one or two things from the Anchor Chart: Revision Checklist to focus on. Consider the strengths and needs of the students. Students could make individual goals for revision.



©2011, TESCCC 07/23/12 Page 3 of 4




Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with vowel changes (long to short vowel) when adding suffixes.

Suggested Duration: 25 min. Content Objective: Students analyze the similarities and differences between a dramatic adaptation and a literary nonfiction text.

Suggested Duration: 25 min. Content Objective: Students summarize text while maintaining meaning and logical order.

Suggested Duration: 35 min. Content Objective: Students revise drafts that are focused, organized, and coherent.

Mini Lesson 1. Display the following words: produce, production.

2. Read the displayed words.

Divide them into syllables and code the vowels as long or short in each word: prō-dūce, prō-dŭc-tion.

3. Ask: How does adding a

suffix to the base word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including the base word is a verb and changes to noun, the “u” is long in the base word, and then becomes short. Also, the “c” goes from soft to hard.

1. Ask: How is a dramatic adaptation different from a written text? Discuss responses.

2. Explain to students that they

will be reading a play about a famous person.

3. Discuss that the play will have

many of the elements of a biography. Tell them as they read the play and think about what information and elements are included in the play.

1. Display Anchor Chart: Reader Response Questions.

2. Using the previously read text,

model writing a response to the question(s) about summary. Think Aloud about how to write the main idea from the beginning, middle, and end.

1. Display Anchor Chart: Revision Checklist. Ask each question on the chart and record answers.

2. Review the following areas for

revision:

Clarify meaning

Check coherence

Review and adjust organization

Include sensory details to enhance the message

Incorporate precise words that create visual images

3. Think Aloud and model using

the checklist to revise the personal narrative in the Teacher Writer’s Notebook.


1. Distribute Handout: Vowel Change Word Sort 1 to each student.


words and match the base word with the word that has the base word and a suffix. Then, divide each word into syllables and determine if the vowel sound in each syllable

1. In small groups, students select roles and read the play.


2. Students write a summary of

the text they read in their Reader’s Notebooks.

1. Students reread their personal narrative to a partner. The partner gives suggestions for revision. Students use the Anchor Chart: Revision Checklist as a resource.

2. Students revise their draft

using the criteria on the Anchor Chart: Revision Checklist.



©2011, TESCCC 07/23/12 Page 4 of 4


is long or short. 3. In their Word Study





examples of words with vowel changes in their Word Study Notebooks. Ask them to find more examples of this pattern during Shared Reading and Independent Reading.

1. Ask: What literary elements and techniques did the play have that a biography might also have? Discuss and record responses on the T- chart.

1. Students share their summary with a partner.

1. Choose a couple of students to share their thesis statement and their personal narrative. Ask: Does the story support the thesis? Discuss responses.



©2011, TESCCC 07/23/12 Page 1 of 5

Lesson Preparation


Day 8 of 10



5.22Aii 5.Fig19D,F 5.5A 5.11E

5.Fig19A,B,C,D,E, F 5.18C

5.1A 5.6A,B,C 5.9A

5.15D 5.21Aii,Bii

5.21Ai






Authors use literary

techniques and elements to enrich the reader’s experience and understanding.













Derivational suffix

Vowel change

Dramatic adaptation

Edit



Glue (optional)



Grade-appropriate biography or autobiography that corresponds with the play from Daily Lesson 7 (1 copy per student)

Grade-appropriate play about a famous person from Daily Lesson 7 (1 copy per student)


Grade-appropriate previously read text (1)

Collection of grade- appropriate books in a variety of genre








©2011, TESCCC 07/23/12 Page 2 of 5





Advance Preparation





2. Choose a biography or

autobiography that corresponds with the play read in Daily Lesson 7 Shared Reading.

3. Prepare to display the T-chart

from Daily Lesson 7 Shared Reading.



Chart: Reader Response Questions from Unit 01. Be sure that there is at least one question for each of the Figure 19 TEKS- comprehension skills. If not, prepare to add those questions to the chart.


(any genre) to model a written response to one of the questions on the Anchor Chart: Reader Response Questions. The text could be something that has been read in any content area.


2. If necessary, add the following

capitalization rules with examples to the Teacher- Created Handout: Editing Checklist from Unit 01, Lesson 02, Daily Lesson 16 Writing:

Abbreviations (Dr., Mr., St., Ave.)

Initials and acronyms (C.S. Lewis, R.S.V.P., F.B.I.)

3. If necessary, add the following

punctuation rules with examples to the Teacher- Created Handout: Editing Checklist from Unit 01, Lesson 02, Daily Lesson 16 Writing:

Periods after abbreviations and initials (Dr., Mr., St., Ave, C.S. Lewis, R.S.V.P., F.B.I.)

Colon in time (12:30)

Hyphen in two-part numbers (twenty-six)

Proper punctuation for quotations


Notebook, prepare to edit the personal narrative for capitalization and punctuation.



©2011, TESCCC 07/23/12 Page 3 of 5




This Instructional Routine assesses the Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, literary nonfiction texts, drama, and media. Provide evidence from the text to support ideas.”

Teacher Notes This Daily Lesson focuses on the how the long vowel sounds in words changes a schwa sound when adding a suffix.

In this Daily Lesson, students are editing for capitalization and punctuation only.

©2011, TESCCC 07/23/12 Page 4 of 5






Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with vowel changes (long vowel sound to schwa sound) when adding suffixes.


Suggested Duration: 25 min. Content Objective: Students write responses to text that demonstrate understanding and provide text evidence to support their ideas.

Suggested Duration: 25 min. Content Objective: Students edit their drafts for punctuation and capitalization.

Mini Lesson 1. Display the following words: stable, stability, exclaim, exclamation.


divide them into syllables and code the vowels as long, short, or schwa (kind of like a short u sound) in each word: stā-ble, stə (a now makes the schwa sound)-bĭl-ĭty, ĕx-clāim, ĕx-clə-mā-tion.


suffix to the base word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including the changes in the vowel sound in the second syllable and how the second syllable is spelled different in “exclaim” and “exclamation”.

1. Display the T-chart from Daily Lesson 7 Shared Reading. Review the play and the information on the chart.

2. Display and distribute the

biography that corresponds with the play. Ask: How do you think the biography will be the same as the play? How do you think the biography will be different from the play? Discuss responses.

3. Read the beginning of the

biography aloud. Stop to discuss similarities and differences encounter so far. Record them on the T-chart.

1. Display Anchor Chart: Reader Response Questions.

2. Using a previously read text,

choose one of the questions and model writing a thoughtful response that demonstrates understanding and provides text evidence to support ideas.

1. Distribute and display the Teacher Created Handout: Editing Checklist.

2. Review previous expectations

for punctuation and capitalization.

3. Explain the new

expectations/rules for punctuation and capitalization and give examples.


Notebook, model using the editing checklist to correct punctuation and capitalization errors using a colored pen or pencil.




words and match the base word with the word that has the base word and a suffix.

1. Students continue to read the biography with a partner. As they read, students discuss the similarities and differences between the biography and the play (dramatic adaptation).


2. Students choose a question

from the Anchor Chart: Reader Response Questions and respond to the question in

1. Students use the Teacher- Created Handout: Editing Checklist to correct punctuation and capitalization errors using a colored pen or pencil.

2. Monitor and provide

©2011, TESCCC 07/23/12 Page 5 of 5




Then, divide each word into syllables and determine if the vowel sound in each syllable is long, short, or schwa.



their Reader’s Notebook demonstrating their understanding of the text and provide text evidence to support their ideas.

assistance with editing.





1. Ask: What literary elements and techniques did the biography have? What are the similarities and differences between the biography and the play (dramatic adaptation)? Discuss and record responses.

1. Students share their response with a partner.

2. Collect Reader’s Notebooks to

assess students’ entries for understanding.

1. Choose a 2-3 of students to share their personal narrative. Ask: Does the story support the thesis? Discuss responses.


teacher edit for punctuation and capitalization.



©2011, TESCCC 07/23/12 Page 1 of 4

Lesson Preparation


Day 9 of 10



5.22Aii 5.Fig19D,F

5.5A

5.7A

5.8A

5.11E

5.14C

5.18C

5.27B 5.Fig19A,B,C,D,E,F

5.18C

5.27A,B,C

5.28A

5.29A

5.15D

5.22Ai-ii

5.22C,E

Key Understandings










How can I be an effective speaker and listener?




Derivational suffix

Vowel change

Edit



Glue (optional)



Grade-appropriate biography or autobiography that corresponds with the biographical documentary/video (1 copy per student)

Grade-appropriate biographical documentary/video that corresponds with a biography or autobiography (1)



Collection of grade- appropriate previously read literary texts for student selection








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Advance Preparation





2. When choosing a text for this

Daily Lesson, choose a biographical documentary/video about a famous person with a corresponding biography or autobiography.


2. Decide on the criteria to be

included in the Book Talk. Consider title, author, summary, literary techniques used, reading a favorite part, telling if they would recommend it or not, etc.

3. Plan a Book Talk using a

previously read text. Be sure to include everything in the criteria.


2. Teacher-edit student Writer’s

Notebooks for missed capitalization and punctuation errors.

3. Add the following spelling

rules with examples to the Teacher-Created Handout: Editing Checklist:

Consonant changes

Vowel changes

4. Type the personal narrative

draft into a computer document in order to model how to use the spell check function.



Teacher Notes This Daily Lesson focus on the how the schwa sound in words changes to a short sound when adding a suffix.

In the Daily Lesson, students are editing for spelling and grammar only.



©2011, TESCCC 07/23/12 Page 3 of 4




Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with vowel changes (schwa to short) when adding suffixes.


Suggested Duration: 25 min. Content Objective: Students give organized presentations employing eye contact, speaking rate, volume, enunciation, and gestures. Students use appropriate language to communicate ideas clearly.

Suggested Duration: 20 min. Content Objective: Students edit drafts for spelling and grammar.

Mini Lesson 1. Display the following words: neutral, neutrality.

2. Read the displayed words,

divide them into syllables, and code the vowels as long or short in each word: noo-trəl, noo-trăl-i-ty.


suffix to the base word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including the vowel in the second syllable changes from schwa to short.

1. Review what has been learned about comparing a dramatic adaptation with its original text (biography/autobiography).

2. Tell students that they will be

comparing biographical documentary/video with its corresponding biography/autobiography. Explain that they will create a poster that represents and compares the literary elements and techniques in the dramatic adaptation and in the biography or autobiography.

3. Distribute the biography or

autobiography to students. Tell students to take notes in their Reader’s Notebook about the literary elements and techniques found in the biography/autobiography.

4. Read the biography or

autobiography aloud while students follow along and take notes.

1. On a chart, list the criteria for what should be included in each Book Talk.

2. Model giving a Book Talk

using appropriate speaking skills.

1. Ask: What is editing? How is it different from revision?

Discuss responses. 2. Distribute and display the

Teacher Created Handout: Editing Checklist. Review the spelling rules on the checklist.


Notebook, model editing for spelling and grammar. Remind students of the resources they may use to help them spell. If necessary, model how to use a dictionary to check spelling.

4. Using the typed version of the

draft from the Teacher Writer’s Notebook, model how to use the spell check function and its limitations.



©2011, TESCCC 07/23/12 Page 4 of 4





words and match the base word with the word that has the base word and a suffix. Then, divide each word into syllables and determine if the vowel sound in each syllable is long, short, or schwa.



1. Students view the documentary/video of the person in the biography or autobiography.

2. Ask: From what point of

view is the documentary/video being told? Discuss responses.

3. In their Reader’s Notebook,

students take notes about the literary elements and techniques found in the documentary/video of the person in the biography or autobiography.

1. Students select a previously read literary text to plan a Book Talk.

2. Students plan their Book Talk

in their Reader’s Notebook following the criteria set in the Mini Lesson.

3. Students practice their Book

Talk independently.

1. Students edit their personal narratives for spelling. Students use available resources to help them spell.





1. Ask: How can making connections help with comprehension? Discuss responses.

2. Tell students that they will use

their notes to complete a poster and response in Daily Lesson 10 Shared Reading.

1. Students practice their Book Talk with a partner. The partner listens carefully and gives relevant feedback.

1. Choose a couple of students to share their personal narrative. Ask: Does the story support the thesis? Discuss responses.


teacher edit for spelling.



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Lesson Preparation


Day 10 of 10



5.22Aiii 5.Fig19D,F 5.5A 5.7A 5.8A 5.11E 5.18C

5.27B 5.Fig19A,B,C,D,E, F

5.27A,C 5.28A 5.29A

5.15E 5.27A,B,C 5.28A 5.29A

Key Understandings










How can I be an effective speaker and listener?




Derivational suffix

Consonant change

Publish



Glue (optional)



Poster board or large sheet of construction paper (1 per student)

Grade-appropriate biography or autobiography from Daily Lesson 9 (1 copy per student)

Grade-appropriate biographical documentary/video from Daily Lesson 9 (1)



Sticky note (3-5 per student)




Publishing paper (1-5 sheets per student, optional)




©2011, TESCCC 07/23/12 Page 2 of 4




Advance Preparation






2. Divide students into small

groups for their presentations.


2. Teacher-edit student Writer’s

Notebooks for missed spelling errors.

3. Prepare to model publishing

in the Teacher Writer’s Notebook.



This Instructional Routine assesses Performance Indicator: “Design a poster that represents the similarities and differences of a biography or autobiography and its dramatic adaptation. Include a written response that identifies the literary language and devices used and evaluate how they impact the reader.”

This Instructional Routine assesses Performance Indicator: “Organize and present a book- talk on a self-selected literary work. As others present, listen and determine the speaker’s message.”

Teacher Notes This Daily Lesson focuses on silent to sounded consonant changes.

Depending on the resources available, students may use a computer for the final copy or write the final copy by hand. Students complete the final copies of their personal narratives.



©2011, TESCCC 07/23/12 Page 3 of 4




Suggested Duration: 15 min. Content Objective: Students identify, explain, and spell words with consonant changes (silent/sounded) when adding suffixes.


Suggested Duration: 30 min. Content Objective: Students give organized presentations employing eye contact, speaking rate, volume, enunciation, and gestures. Students use appropriate language to communicate ideas clearly.

Suggested Duration: 20-25 min. Content Objective: Students publish their personal narratives for an audience.

Mini Lesson 1. Display the following words: column, columnist, debt, debit.


divide them into syllables (if applicable). Highlight the sounded consonants and draw a line through the silent consonants.


suffix to the base word change its meaning and part of speech? How does it change the spelling and pronunciation? Discuss answers including silent and sounded consonants.

1. Distribute and review the biography and documentary/video from Daily Lesson 9 Shared Reading.

2. Tell students that they will

design a poster that represents and compares the literary elements and techniques of the biography and the documentary/video. Explain that they may use the notes from Daily Lesson 9 Shared Reading to help them.

1. Display the Anchor Chart: Presentation Skills and review the expectations for Book Talks.

2. Explain that they need to

listen carefully to the speaker. Instruct students to write the speaker’s message on a sticky note after each presentation.

1. Ask: What is publishing? What do you need to remember when publishing? Discuss responses.

2. Model both incorrect and

correct publishing from the personal narrative in the Teacher Writer’s Notebook.


1. Distribute Handout: Consonant Change Word Sort 3 to each student.


words and match the base word with the word that has the base word and a suffix. Then, divide each word into syllables (if applicable) and determine which consonants are sounded and which are

1. Students work on their posters.

2. Monitor and provide

assistance when necessary.

1. Divide students into groups of 3-5 students.

2. Each group chooses the order

of presentations. 3. Students present their Book

Talk using effective speaking skills.

4. After each presentation,

students who were listening

1. Students publish their personal narrative.



©2011, TESCCC 07/23/12 Page 4 of 4


silent. 3. In their Word Study


write the message of the presentation on a sticky note.

5. Each student reads their

sticky note and the speaker decides if they understood the message.





1. Students respond to the following prompt in their Reader’s Notebooks: Identify the literary language and devices used in both the biography/autobiography and the documentary/video. Explain how the language impacts the audience.

2. Collect student posters and

Reader’s Notebooks for assessment.

1. Students write a response in their Reader’s Notebook about the effectiveness of their presentation.

1. In pairs, students share their personal narratives.



Consonant Change Word Sort 1

©2011, TESCCC 07/23/12 page 1 of 1

select

inspection

delete

project

interruption

induction

prevent

invent

selection

eruption

deletion

projection

prevention

erupt

interrupt

invention

induct

inspect



©2011, TESCCC 07/23/12 page 1 of 1


magic

tactic

politician

statistic

clinician

music

optician

politics

clinic

mathematician

musician

tactician

optic

mathematic

magician

statistician




©2011, TESCCC 07/23/12 page 1 of 1

crumble

resign

muscular

sign

hasten

bomb

fast

vehicular

crumb

vehicle

bombard

resignation

muscle

fasten

haste

signal

©2011, TESCCC 07/23/12 page 1 of 1



Vowel Change Word Sort 1

crime

cavity

pleasant

define

nature

sanity

mine

please

cave

national

sane

revise

revision

definition

criminal

natural

nation

mineral

©2011, TESCCC 07/23/12 page 1 of 1




able

prepare

beautiful

multiply

competition

major

bodily

invite

compete

plentiful

beauty

ability

multiplication

preparation

plenty

majority

invitation

body

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individuality

local

formal

moral

medicinal

mentality

mental

legality

locality

personality

individual

personal

formality

medicine

morality

legal

©2011, TESCCC 07/23/12 page 1 of 1




Documents

Tell Me a Little About Yourself · Tell Me a Little About Yourself English Language Arts and Reading 02A Lesson: 01 Duration: Days 1-10 Lesson Organizer Lesson Synopsis Students explore