5.6.3LA


 * Grade: 5 Unit: 6 Week: 3 Content: Language Arts Dates:4/22-4/26 **
 * Continuation of Week 2**
 * Theme: **** Coming of Age **

This final six-week unit focuses on the genre of the novel, and uses "coming of age" as a unifying theme.
Theme Essential Question: ** How can literature help us understand what it means to “grow up”? **


 * Essential Questions **** : Do film versions of literature books follow the books they portray? Do films of children’s literature fit under the topic of coming of age? **


 * Standards **
 * ** RL.5.3: ** Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters **interact).**
 * ** RI.5.6: ** Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * ** RF.5.4 ** : Read with sufficient accuracy and fluency to support comprehension.
 * ** W.5.6: ** With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * ** W.5.8: ** Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * ** SL.5.5: ** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * ** L.5.3: ** Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * ** L.5.3 ** (a): Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
 * ** L.5.3 ** (b): Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
 * Objectives **
 * Students will recognize dialect in writing and substitute the grammatically correct equivalent form.
 * Define the term coming-of-age novel.
 * Compare and contrast novels and their film versions.
 * Create a multi-media presentation on a character coming of age.
 * Write a narrative using dialect, good sentence structure and knowledge of language and its conventions of a character going through a coming of age experience. Students may choose to write about their own experience and tell it as a story with all the above stated components.

1.Product
 * Assessment **
 * Students will create/share a compare/contrast of books and films that have been shot to represent the books. Students will design a creative way to present their information. Students will share with other pairs.
 * Students will share the main character’s experience of coming of age in their books they read and movies they saw.

2.Key Questions (match Standard)
 * What does the term coming-of-age mean to me?
 * Why are novels/films sometimes different?

3.Observable Student Behaviors
 * Students will watch movies and take notes of the similarities and differences between the movie and the literature.
 * Students will participate in a variety of discussions.
 * Students will present their comparison to their classmates.

Obstacles Climax ||  ||   ||
 * Vocabulary **
 * ELA ||  ||   ||
 * Coming-of-age

Reading Workshop Writing Workshop
 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)


 * Activities ** [see Legend to highlight MCO and HYS]

[] MCO – EC)
 * As an alternate means of examining the elements involved in coming of age stories, select a movie version of one the stories all students have read to watch and discuss the elements from the graphic organizer. Some movie choices are: Bridge to Terabithia, Hoot, The Lorax, The Hunger Games, Tales of Despereaux, City of Ember, Hugo, Akeelah and the Bee (2006), Old Yeller (1957), and Wizard of Oz (1939). Compare/contrast the book and the movie. Identify the similarities and differences between the two genres. Work with a partner to design a way to present your compare/contrast. Share with other pairs of students.


 * As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards or wall charts which will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This will be an ongoing activity all year long.) (HYS – SD, SN)


 * Keep a journal about your coming of age novels that you have read independently. Make note of these elements: main character, characteristics that enable him/her to overcome obstacles, obstacles faced ,character’s internal responses, and external behaviors to these obstacles, events that lead up to climax, and, ultimately, the character’s growth (HYS- S/N)


 * View a video about “coming of age” from another country. Discuss with students, experiences and situations within “our” culture, that allow them to become more mature and responsible. Use a venn diagram or t-chart to compare/contrast coming of age in our culture and coming of in another culture.


 * Students choose a coming-of-age novel to read. Discussion groups are based on the novel chosen by each student.


 * Homework **


 * Terminology **

Coming-of-age - a story where a main character “grows up” by gaining knowledge or life experience; a story where we see a character transition from childhood to adulthood; a story where characters take on “adult” responsibility or learn a lesson.

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **

Poems
“Dreams” (Nikki Giovanni) (EA) “Freedom” (William Stafford) “I’m Nobody! Who are you?” (Emily Dickinson) (EA)

Stories
// A Long Way From Chicago // (Richard Peck) // A Year Down Yonder // (Richard Peck) // Blue Willow // (Doris Gates) // Bud, Not Buddy // (Christopher Paul Curtis) (E) // Cat with a Yellow Star: Coming of Age in Terezin // (Susan Goldman Rubin and Ela Weissberger) // Christmas After All: The Great Depression Diary of Minnie Swift, Indianapolis, Indiana, 1932 // (Dear America Series) (Kathryn Lasky) // Flying with the Eagle, Racing the Great Bear: Stories from Native North America // (Joseph Bruchac) // M.C. Higgins, the Great // (Virginia Hamilton) (E) // Out of the Dust // (Karen Hesse) // Rose’s Journal: The Story of a Girl in the Great Depression // (Marissa Moss) // Survival In the Storm: The Dust Bowl Diary of Grace Edwards, Dalhart, Texas, 1935 // (Dear America Series) (Katelan Janke) // The Journal of C.J. Jackson: A Dust Bowl Migrant, Oklahoma to California, 1935 // (Dear America Series) (William Durbin) // The Secret Garden // (Frances Hodgson Burnett) (E) // The Wall: Growing Up Behind the Iron Curtain // (Peter Sis) // Then Again, Maybe I Won’t // (Judy Blume) // Tuck Everlasting // (Natalie Babbitt) (E) // Where the Mountain Meets the Moon // (Grace Lin) (E)

__ Informational Texts __

Nonfiction Books
// Children of the Dust Bowl: The True Story of the School at Weedpatch Camp // (Jerry Stanley) (Read Aloud) // Children of the Great Depression // (Russell Freedman) (EA) (Read Aloud) // Dust to Eat: Drought and Depression in the 1930s // (Michael L. Cooper) (Read Aloud) // Getting Ready for a Career as… // (Series) // Gorilla Doctors: Saving Endangered Great Apes // (Scientists in the Field) (Pamela S. Turner) // Kids During the Great Depression // (Kids Throughout History) (Lisa A. Wroble) // Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea // (Scientists in the Field) (Sy Montgomery and Nic Bishop) (E) // Setting Career Goals // (Stuart Schwartz and Craig Conley) // The Great Depression // (Cornerstones of Freedom) (Elaine Landau) // The Kid's Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It // (Scholastic Reference) (Steve Otfinsoki) (E)


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **
 * The PBS NewsHour: Christopher Curtis: Bud, Not Buddy (Discovery Education) 9:50
 * Segment Description: ** Newbery Award-winning author Chris Curtis talks about his book Bud, Not Buddy, which is told in the voice of a young boy. Curtis also talks about his personal story of change from auto worker to author.
 * Growing up and added Responsibility (Discovery Education) 1:08
 * Segment Description: ** Your world expands as you get older, and you need to be more responsible about safety

Fifth grade is expected to know the first six Fry list (600 words).
 * Sight Words **
 * ** Fry’s List ** []

Compound Sentences Students will be able to identify and create compound sentences. Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing.
 * SMART Board Lessons, Promethean Lessons **
 * AEGOM Lesson EG5-005 **
 * AEGOM Lesson EG5-019 **

Complex Sentences Students will be able to idenNfy the components of a complex sentence and to combine clauses to form complex sentences.
 * AEGOM Lesson EG6-002 **

Irrelevant Information Students will be able to identify irrelevant information included in a passage or text. Character Traits Students will be able to make inferences about fictional characters and will be able to define and identify character traits.
 * AEGOM Lesson EG6-014 **
 * AEGOM Lesson EG6-020 **

Dialect and Jargon Students will be able to identify instances of dialect and jargon in text and in their own lives.
 * AEGOM Lesson EG8-018 **

[|Character Analysis] [SMART Notebook lesson]
==== This lesson focuses on understanding characters of a story. Students need to be taught explicitly to study all possible clues about characters. This lesson was designed using Scaffolded Instruction of Gradual Release of……… ====

[|The Dust Bowl, The Great Depression and Out Of the Dust] [SMART Notebook lesson]
==== Designed as an introduction to the time period of the Great Depression and the Dust Bowl, in order to provide context for reading the historical novel "Out of the Dust" by Karen Hesse. Resources from the Library of Congress. ====


 * Other Activities, etc. **
 * Tuck Everlasting Lesson Plans & Resources for Teachers Natalie Babbitt
 * This set of Lesson Plans consists of approximately 116 pages of tests, essay questions, lessons, and other teaching materials.[]
 * Teacher Lesson Plans: Tuck Everlasting Activities written by: Donna Cosmato • edited by: Trent Lorcher
 * Try these seven Tuck Everlasting activities with your class; kids love them! These easy-to-teach activities can be used by teachers. []
 * Out of the Dust Lesson Plans & Resources for Teachers Karen Hesse
 * This set of Lesson Plans consists of approximately 119 pages of tests, essay questions, lessons, and other teaching materials.[]
 * Out of the Dust Discussion Guide-Writing prompts, cross-curricular activities, discussion points, and more round out this discussion guide for Out of the Dust, a poem cycle that reads as a novel and tells the story of a girl named Billie Jo, who struggles to help her family survive the dust bowl years of the Depression.[]
 * Press Conference for //Bud, No Buddy//-This lesson can be used after the reading of Bud, Not Buddy by Christopher Paul Curtis. The lesson encourages students to use higher level thinking skills and asks them to examine different character perspectives. Students demonstrate comprehension of the story by actively involving themselves in group and whole-class discussions. Information about the author contributes to their understanding of historical fiction. By further analyzing the characters in preparation for a class "press conference," students can better understand the characters' impact in the story. The development and responses to critical-thinking questions lead to deeper understanding of the story.[]
 * The Big Ideas in Bud, Not Buddy – This lesson will help you get students to recall relevant information from experience or gather relevant information from print. []
 * Read: Bud, Not Buddy -This unit is designed to be technology-rich. The activities are designed to do before, during, and after reading the novel, Bud, Not Buddy. The book itself could be read individually, aloud as a class, or in reading groups. The chapter questions and spelling lessons are designed to be used along with the novel over a three week period. Grading rubrics and self-evaluation forms are provided. Some or all of the following activities could be used. []
 * Selection **Lesson** **Plan** **I’m** **Nobody**! **Who Are You**? / It Seems I Test People / Growing Pains Pages 194-200 Core Objectives ■Understand and appreciate a poem…….
 * []


 * Odyssey Lessons – Common Core
 * RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
 * RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * RF.5.4.a-c Read with sufficient accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.


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