Lesson 1: What Do We Know About Fiction Texts?

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Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 1: What Do We Know About Fiction Texts? Lesson 1: What Do We Know About Fiction Texts? Materials " Variety of fiction books in students 9 book bags, including short stories, realistic fiction, fantasy, and folk tales " Collection of fiction texts, such as picture books, short story collections, chapter books, and magazine stories, including books your students are already familiar with " Every Living Thing , by Cynthia Rylant, cSpaghetti, d page 31, or cStray, d page 42 La bellas hijas de Mufaro by John Steptoe " cCharacteristics of Fiction Texts d chart (see end of lesson) cCaracterísticas de los textos de ficción dchart (see end of lesson) Intended Learning " Students list fiction text characteristics to build on their prior learning and extend their understanding to a more comprehensive list of fiction elements.

Standards " Read and understand a variety of materials. " Read and recognize literature as a record of human experiences. Big Idea " Use knowledge of literary techniques and terminology to better understand text.

Mini-Lesson Notes Connection Remind students that in the nonfiction unit, we learned ways expository texts are organized to give ... more. less.

us factual information. During the next few weeks, we will examine fiction texts , texts that tell stories, and their features and characteristics, to go deeper in our understanding of the genre. Teaching Tell students we will examine some fiction stories we are familiar with today. Hold up a fiction text you recently read to the group and provide an example, such as many fiction books have problems and solutions. Ask students to name one or two other books that have problems and solutions. Write cStories often have a problem and solution d on the cCharacteristics of Fiction Texts d chart. Using the same book, point out that fiction stories usually have beginnings, middles with multiple events, and conclusions or resolutions. Write this characteristic on the class chart. Try to capture only the most essential points. Do not try to create too detailed a list at this time. Follow this same procedure to add some elements readers expect to find in stories. For example, stories can be true or make believe, things happen to characters in stories, and so forth. Read a short story from Every Living Thing , such as cSpaghetti d or cStray, d to see if the chart 9s elements from are reflected in the story. Version 1.0 1 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 1: What Do We Know About Fiction Texts? Active Engagement Hold up a familiar fiction text, already read in class. Using the chart, ask partners to discuss each element listed to determine and justify if it can be found in that story. Link Tell students that for independent reading, they select at least one fiction story to read and look for evidence of charted elements. Tell students to record characteristics they find in their reading response notebooks to share later with their partners. Independent and Small Group Time " Students select fiction texts to read and record fiction characteristics found in their reading response notebooks. " Students may not find evidence of each element in today 9s reading. " Provide individual and small group support for students as needed during independent reading. Sharing/Closure " During Sharing, students bring their reading response notebooks and fiction texts to the group prepared to share with their partners characteristics they found in their fiction reading. " Have two or three students share out with the whole group. Characteristics of Fiction Texts " Stories often have a problem and solution. " Stories can be based on real events or be make believe. Características de los textos de ficción " Con frecuencia, las historias tienen algún problema y una solución. " Las historias pueden tener como base eventos reales o fingen serlo. Version 1.0 2 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 2: Story Elements Overview Lesson 2: Story Elements Overview Materials Mufaro 9s Beautiful Daughters/ La bellas hijas de Mufaro by John Steptoe " cCharacteristics of Fiction d chart from Lesson 1 cCaracterísticas de los textos de ficción d chart from Lesson 1 " Pre-made cGood Readers Think About ALL Story Elements d chart (see end of lesson) Pre-made cLos buenos lectores piensan en TODOS los elementos de la historia d chart (see end of lesson) " (Optional) Student copies of cGood Readers Think About ALL Story Elements d graphic organizer (If used, students need short fiction story from book bags. It may take more than one day to complete.) (Optional) Student copies of cLos buenos lectores piensan en TODOS los elementos de la historia d graphic organizer (If used, students need short fiction story from book bags. It may take more than one day to complete.) Intended Learning " Students attend to all elements of fiction stories to increase their depth of comprehension. Standard " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Remind students we have begun to examine fiction texts and found some common elements in all of them. Explain that today we formalize yesterday 9s cCharacteristics of Fiction d chart into one that will help us read and enjoy fiction with deeper understanding. Let students know that during the next few weeks, we will spend a day or two exploring each story element in greater depth, but remind them good readers never read just to examine characters, or make connections, or figure out authors 9 messages. So although we may isolate these story elements to study for a day or two, good readers think about all of them on some level throughout stories. Teaching Tell students you will read Mufaro 9s Beautiful Daughters without stopping. Instruct students to listen for each story element. Explain that you will fill in the last column of the Good Readers Think About ALL Story Elements d chart after the reading (see sample at the end of this lesson). Think aloud to fill out the third column on characters. Version 1.0 3 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 2: Story Elements Overview Active Engagement Have partners cTurn and Talk d about the setting and problem. Listen during this time to thoughtfully select student responders. To save time, think aloud to complete several portions of the chart. Read aloud the descriptor for cTheme. d Have partners talk about what they think the author wanted us to learn from the story and why they think so, using evidence from the story. Share out to complete the chart. Link Distribute the cGood Readers Think About ALL Story Elements d graphic organizers (see end of this lesson) and instruct students to use one short story from their book bags to complete their organizers. Expect most students will be able to complete this activity, but some may need another day. For additional scaffolding, pull a small group together to complete during guided reading. Independent and Small Group Time " Confer with students or pull small groups for further instruction and scaffolding. Sharing/Closure " Have students bring their stories and graphic organizers to the group to share with their partners. " Have one or two students share out with whole group. Version 1.0 4 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 2: Story Elements Overview Use a large sheet of poster paper for this chart, as you will add stories in columns to the right as the unit progresses. Good Readers Think About ALL Story Elements Key Questions Mufaro 9s Beautiful Daughters Characters What do their attributes, actions, and issues tell us? Setting Does it impact the mood or movement of time in the story? Problem What is the main conflict? Events What are the events that connect directly to the problem or conflict? What are the events that connect directly to the solution or resolution? Resolution How was the problem resolved? What was the impact on the characters? Theme What did the author want us to know or learn from the story? Los buenos lectores piensan en TODOS los elementos de la historia Preguntas clave La bellas hijas de Mufaro Personajes ¿Qué nos dicen sus atributos, acciones, y aspectos? Escenario ¿La atmósfera o la marcha del tiempo tienen algún impacto en la historia? Problema ¿Cuál es el conflicto principal? Eventos ¿Cuáles son los acontecimientos que se conectan directamente con el problema o el conflicto? ¿Cuáles son los acontecimientos que se conectan directamente con la solución o el pronunciamiento? Resolución ¿Cómo se resolvió el problema? ¿Cuál fue el impacto que tuvo en los personajes? Tema ¿Qué quería el autor que supiéramos o aprendiéramos de la historia? Version 1.0 5 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 2: Story Elements Overview Good Readers Think About ALL Story Elements Characters What do their attributes, actions, and issues tell us? Setting Does it impact the mood or movement of time in the story? Problem What is the main conflict? Events What are the events that connect directly to the problem or conflict? What are the events that connect directly to the solution or resolution? Resolution How was the problem resolved? What was the impact on the characters? Theme What did the author want us to know or learn from the story? Version 1.0 6 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 2: Story Elements Overview Los buenos lectores piensan en TODOS los elementos de la historia Personajes ¿Qué nos dicen sus atributos, acciones, y aspectos? Escenario ¿La atmósfera o la marcha del tiempo tienen algún impacto en la historia? Problema ¿Cuál es el conflicto principal? Eventos ¿Cuáles son los acontecimientos que se conectan directamente con el problema o el conflicto? ¿Cuáles son los acontecimientos que se conectan directamente con la solución o el pronunciamiento? Resolución ¿Cómo se resolvió el problema? ¿Cuál fue el impacto que tuvo en los personajes? Tema ¿Qué quería el autor que supiéramos o aprendiéramos de la historia? Version 1.0 7 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 3: Using cStop and Think d to Self-Monitor Comprehension Lesson 3: Using c Stop and Think d to Self-Monitor Comprehension Materials " The Lotus Seed by Sherry Garland and Tatsuro Kiuchi El peso de una misa by Josephine Nobísso " cHelpful Questions for Self-Monitoring d chart (see end of lesson) cPreguntas útiles para que llevemos un control d chart (see end of lesson) Intended Learning " Students use cStop and Think d as an important strategy for self-monitoring comprehension. Standards " Read and understand a variety of materials. " Locate and recall information in text with different structures. " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. " Use reading to define and solve problems and answer questions. " Make predictions and draw conclusions from text in various genres. Big Idea " Read books representing various cultural and ethnic traditions. Mini-Lesson Notes Connection Remind students cStop and Think d is a reading strategy that helps us better understand what we read. It is called cself-monitoring as we read. d Review with students how cStop and Think d involves asking ourselves questions about what is happening as we read. In fact, we have learned it is a valuable test-taking strategy. But now, we want to explore how cStop and Think, d using just a few key questions, can help us understand and enjoy fiction texts more. Explain that we will examine how key questions can keep us focused on important story elements. Teaching Before reading, tell students you will read aloud the book, The Lotus Seed. Begin reading aloud the book, The Lotus Seed . Read through page 4 and ask, cWhat 9s happened? d Read through page 6 and ask, cWhat do we know now? d Read through page 10 and ask, cNow what 9s happened? d Version 1.0 8 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 3: Using cStop and Think d to Self-Monitor Comprehension Read through page 14 and ask, cWhat has changed for the character [grandmother]? d Read through page 20 and ask, cHow is the grandmother feeling now, and how do you know? d Read to end of book and ask, cWhat do we know now? d Active Engagement During the read aloud, occasionally ask students to cTurn and Talk d to their partners before answering the question. Limit cTurn and Talk d to two or three times during Active Engagement to maintain appropriate lesson length. Link Have a pre-made cHelpful Questions for Self-Monitoring d chart with generic question stems listed (see sample at end of the lesson). Remind students we used these questions today. Have students refer to the chart, marking two or three pages where they used the self-questioning strategy. Independent and Small Group Time " Students practice the cStop and Think d strategy during independent reading. " Confer with students about the strategy or pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring their fiction texts to the group with sticky notes indicating where they used self-monitoring questions. Helpful Questions for Self-Monitoring Preguntas útiles para que llevemos un control " What 9s happening in the story? " What 9s happening with the character? " Is the character changing? " ¿Qué está sucediendo en la historia? " ¿Qué está sucediendo con el personaje? " ¿Está cambiando el personaje? Version 1.0 9 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 4: Increasing Our Questions for Self-Monitoring I Lesson 4: Increasing Our Questions for Self-Monitoring I Materials " A Band of Angels by Deborah Hopkinson El peso de una misa by Josephine Nobísso " cHelpful Questions for Self-Monitoring d chart from Lesson 3 with additions (see end of lesson) cPreguntas útiles para que llevemos un control d chart from Lesson 3 with additions (see end of lesson) Intended Learning " Students extend their repertoire of useful self-monitoring questions to increase comprehension. Standards " Read and understand a variety of materials. " Locate and recall information in text with different structures. " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. " Use reading to define and solve problems and answer questions. " Make predictions and draw conclusions from text in various genres. Big Idea " Read books representing various cultural and ethnic traditions. Mini-Lesson Notes Connection Remind students we talked about a few self-monitoring questions. Tell them we will extend our list of useful questions that help us with our comprehension during reading. Point out that you added cWhat do I think will happen next? d cWhat is the problem? d and cWas the problem resolved? If so, how? d to the cHelpful Questions for Self-Monitoring d chart. Point out to students that questions we ask ourselves during reading are all about story elements. Teaching Tell students that during the next two days, we will read the book, A Band of Angels by Deborah Hopkinson. Refer to the cHelpful Questions for Self- Monitoring d chart to remind students of questions we ask ourselves as we read. Read through the book and select places to pause for self-monitoring or use these suggestions. Begin reading aloud the book. Read through page 4 and ask, cWhat 9s happening in the story so far? d Read through page 9 and ask, cWhat happening with the character now? d This is a two-day lesson. Only read through page 15 today, ending with the line, cThe whole school was counting on them. d Version 1.0 10 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 4: Increasing Our Questions for Self-Monitoring I Read through page 10 and ask, cWhat 9s the problem? d Read through page 13 and ask, cWhat do I know now? d cWhat do I think will happen next? d Read through page 15 and ask, cWhat has happened so far d cWhat do I think will happen next? d Tell students that, just like in real life, we do not always finish stories or books in one day. So good readers need to ask themselves questions such as these to help them begin reading the next day. Active Engagement During the read aloud, occasionally ask students to cTurn and Talk d to their partners before answering questions. Limit the cTurn and Talk d to two or three times during Active Engagement to maintain appropriate lesson length. Link Tell students during independent reading, they will use questions to help them self-monitor for comprehension as they read. Have them mark two or three pages where they found this helpful (see Notes). You may decide having students write out questions on sticky notes interferes with their reading flow. If so, ask them just to write numbers and underlined key words on sticky notes. Independent and Small Group Time " Students practice using self-monitoring questions to increase comprehension. " Students mark with sticky notes two or three places they used the self- questioning strategy. " Confer with students about the strategy or pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring their fiction texts to the group with sticky notes used to mark places they used the self-monitoring questions. Helpful Questions for Self-Monitoring Preguntas útiles para que llevemos un control " What 9s happening in the story? " What 9s happening with the character ? " Is the character changing ? " What do I think will happen next ? " What is the problem ? " Was the problem resolved ? If so, how ? " ¿Qué está sucediendo en la historia? " ¿Qué está sucediendo con el personaje ? " ¿Está cambiando el personaje? " ¿Qué pienso yo que sucederá después ? " ¿Cuál es el problema ? " ¿Se resolvió el problema ? Si fue así, ¿cómo ? Version 1.0 11 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 5: Increasing Our Questions for Self-Monitoring II Lesson 5: Increasing Our Questions for Self-Monitoring II Materials " A Band of Angels , by Deborah Hopkinson El peso de una misa by Josephine Nobísso " cHelpful Questions for Self-Monitoring d chart from Lesson 3 with additions from Lesson 4 cPreguntas útiles para que llevemos un control d chart from Lesson 3 with additions from Lesson 4 Intended Learning " Students continue using their repertoire of useful self-monitoring questions to increase comprehension. Standards " Read and understand a variety of materials. " Locate and recall information in text with different structures. " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. " Use reading to define and solve problems and answer questions. " Make predictions and draw conclusions from text in various genres. Big Idea " Read books representing various cultural and ethnic traditions. Mini-Lesson Notes Connection Remind students we began reading A Band of Angels using the cHelpful Questions for Self-Monitoring d chart to help us think more deeply about the story. Tell them we will use them now to refresh our memories of what 9s happened in the story so far. Review with students that good readers always mentally review what has happened so far in their story before they begin reading the next day. Teaching Refer to the cHelpful Questions for Self-Monitoring d chart to review what has happened so far in the story. Begin today 9s read aloud by telling students good readers usually begin by rereading a portion of previously read text, so today you will reread page 15. Begin with the sentence, cI think about& d Read through page 19 and ask, cWhat is happening with the character now? What is the problem? d Read through page 23 and ask, cWhat do I know now? What do I think will happen next? d This lesson is day two, so begin by rereading page 15. Version 1.0 12 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 5: Increasing Our Questions for Self-Monitoring II Read through page 25 and ask, cWhat has happened so far Is the problem being resolved? If so how? d Read to the end of the book and ask, cSo, what do you think will happen with the character now? d Active Engagement During the read aloud, occasionally ask students to cTurn and Talk d to their partners before answering questions. Limit partner exchanges to maintain appropriate lesson length. Link Tell students during independent reading to refer to the chart to use questions to help them self-monitor for comprehension as they read. Have them mark two or three pages they found this process helpful. Independent and Small Group Time " Students practice using self-monitoring questions to increase comprehension. " Confer with students about the strategy or pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring their fiction texts to the group with sticky notes used to mark places they used the self-monitoring questions. Version 1.0 13 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 6: Increasing Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary I Lesson 6: Increasing Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary I Materials " Mufaro 9s Beautiful Daughter 9s by John Steptoe La bellas hijas de Mufaro by John Steptoe or El peso de una misa by Josephine Nobísso " cHelpful Questions for Self-Monitoring d chart from Lesson 3 with additions (see end of lesson) cPreguntas útiles para que llevemos un control d chart from Lesson 3 with additions (see end of lesson) " Large sticky notes or tagboard strip with vocabulary words prewritten on them Intended Learning " Students figure out words using contextual clues to self-monitor comprehension. Standards " Read and understand a variety of materials. " Identify meanings of unfamiliar words in context using word recognition skills and context clues. " Make predictions and draw conclusions from text in various genres. Big Idea " Use knowledge of literary techniques and terminology to better understand text. Mini-Lesson Notes Connection Remind students we have studied how good readers pause and ask themselves questions to self-monitor their comprehension. Explain that readers always encounter unfamiliar vocabulary as they read, or even familiar words used in unfamiliar ways. Explain most readers do not interrupt their reading to look up words in a dictionary, but instead try to figure them out using contextual clues. Pausing to determine what the word probably means in a sentence is an effective reading strategy for self-monitoring comprehension and problem solving during reading. Remind students we used context clues to figure out unfamiliar words in nonfiction texts. Today we practice the same strategy in fiction texts. Teaching Refer to the chart of self-monitoring questions the comprehension strategy. Point out that you added another self-monitoring question, cWhat does this word probably mean in this sentence? d Tell students we will reread some sections from Mufaro 9s Beautiful Daughters to practice this strategy. Read page 15 and draw students 9 attention to the word acknowledges by rereading the sentence. Show the word on a prewritten sticky note or tagboard. Have students cTurn and Tell d their partners what they think this Version 1.0 14 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 6: Increasing Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary I word probably means in this sentence. Listen to conversations and choose a pair to share out that has an accurate response. Have a brief conversation about why their response is reasonable. Tell students we will use this strategy again and begin reading on page 16. Repeat the last sentence with the word anxious . Tell students to think back, reminding them the sister is missing. Ask them what the word anxious probably means in the sentence. Read through page 18 and pause, asking cWhat does transfixed probably mean? d Tell students rereading sentences around unknown words can give us clues to what words probably mean. Active Engagement Active Engagement occurs during cTurn and Talk. d Link Tell students during independent reading to refer to the chart and use questions to help them self-monitor for comprehension as they read. Have them specifically note two or three vocabulary words where they needed to pause and think, cWhat does this word probably mean in this sentence? d Independent and Small Group Time " Students practice using self-monitoring questions, particularly focusing on vocabulary, to increase comprehension. " Pull small groups for further instruction and practice, selecting guided reading texts with several opportunities to practice this strategy. Sharing/Closure " During Sharing, have partners bring their fiction texts to the group with sticky notes used to mark places they asked themselves, cWhat does this word probably mean in this sentence? d Helpful Questions for Self-Monitoring Preguntas útiles para que llevemos un control " What 9s happening in the story? " What 9s happening with the character ? " Is the character changing ? " What do I think will happen next ? " What is the problem ? " Was the problem resolved ? If so, how ? " What does this word probably mean in this sentence? transfixed acknowledges anxious " ¿Qué está sucediendo en la historia? " ¿Qué está sucediendo con el personaje ? " ¿Está cambiando el personaje? " ¿Qué pienso yo que sucederá después ? " ¿Cuál es el problema ? " ¿Se resolvió el problema ? Si fue así, ¿cómo ? " ¿Probablemente qué quiere decir esta palabra en esta oración? traspasado reconoce ansioso Version 1.0 15 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 7: Using Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary II Lesson 7: Using Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary II Materials " The Summer My Father Was Ten by Pat Brisson La bellas hijas de Mufaro by John Steptoe or El peso de una misa by Josephine Nobísso " cHelpful Questions for Self-Monitoring d chart from Lesson 3 with additions from Lesson 6 (see end of lesson) cPreguntas útiles para que llevemos un control d chart from Lesson 3 with additions from Lesson 6 (see end of lesson) " Large sticky notes or tagboard strip with vocabulary words prewritten on them Intended Learning " Students figure out words using contextual clues to self-monitor comprehension. Standards " Read and understand a variety of materials. " Identify meanings of unfamiliar words in context using word recognition skills and context clues. " Make predictions and draw conclusions from text in various genres. Big Idea " Use knowledge of literary techniques and terminology to better understand text. Mini-Lesson Notes Connection Review key questions good readers ask themselves to self-monitor their comprehension during reading. Remind them most readers do not interrupt their reading to look up unfamiliar words in a dictionary, but instead try to figure them out using contextual clues. Today we continue our focus on how context clues help us understand new vocabulary words. Teaching Begin reading The Summer My Father Was Ten. Read through page 6 and draw students 9 attention to the word trudged by rereading the sentence. Show the word on a prewritten sticky note or tag- board. Have students cTurn and Tell d their partners what they think this word probably means in this sentence. Listen to conversations and choose a pair to share out that has an accurate response. Have a brief conversation about why their response is reasonable. Read through page 8 and ask, cWhat is happening in the story? d Read through page 11 and ask, cWhat do you think will happen next? d Read through page 12 and draw students 9 attention to the word pulp by rereading the sentence. Show the word on a prewritten sticky note or tag- board. Have students cTurn and Tell d their partners what they think this word probably means in this sentence. Listen to conversations and choose a pairing to share out that has an accurate response. Have a brief Version 1.0 16 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 7: Using Self-Monitoring Tools 4A Focus on Unfamiliar Vocabulary II conversation about why their response is reasonable. Read through page 14 and ask, cWhat 9s the problem? What do I think will happen next? d Read through page 16 and ask, cWhat 9s happening with the character? d Read through page 22 and draw students 9 attention to the word stammered by rereading the sentence. Follow the above vocabulary procedures. Read through page 26 and ask, cWhat 9s happening in the story now? How has the problem been resolved? Did the characters change in the story? If so, how? d Read through the end of the story and ask, cWhat do you think will happen now? d Active Engagement During the read aloud today, only have partners cTurn and Talk d as noted. Link Tell students that during independent reading to refer to the chart to use questions to help them self-monitor for comprehension as they read. Have them specifically note two or three vocabulary words that they needed to pause and think about what these words probably mean in these sentences. Independent and Small Group Time " Students practice using self-monitoring questions, particularly focusing on vocabulary, to increase comprehension. " Pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring their fiction texts to the group with sticky notes used to mark places they asked themselves, cWhat does this word probably mean in this sentence? d Helpful Questions for Self-Monitoring Preguntas útiles para que llevemos un control " What 9s happening in the story? " What 9s happening with the character ? " Is the character changing ? " What do I think will happen next ? " What is the problem ? " Was the problem resolved ? If so, how ? " What does this word probably mean in this sentence? trudged pulp stammered " ¿Qué está sucediendo en la historia? " ¿Qué está sucediendo con el personaje ? " ¿Está cambiando el personaje? " ¿Qué pienso yo que sucederá después ? " ¿Cuál es el problema ? " ¿Se resolvió el problema ? Si fue así, ¿cómo ? " ¿Probablemente qué quiere decir esta palabra en esta oración? caminaba con dificultad pulpa tartamudeó Version 1.0 17 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 8: Understanding Characters 4How an Author Creates Believable Characters Lesson 8: Understanding Characters 4 How an Author Creates Believable Characters Materials " The Summer My Father Was Ten by Pat Brisson La bellas hijas de Mufaro by John Steptoe or El peso de una misa by Josephine Nobísso " Pre-made cMaking Characters Believable d chart (see end of lesson) Pre-made cHacer creíble a un personaje d chart (see end of lesson) " Student copies of cMaking Characters Believable d graphic organizer (see end of lesson) Student copies of cHacer creíble a un personaje d graphic organizer (see end of lesson) Intended Learning " Students name ways authors have developed believable characters to demonstrate critical thinking and analysis of fiction stories. Standards " Infer using contextual clues. " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Explain to students that since we reviewed fiction stories 9 key elements, we now zoom in to focus closer on each story element. Tell students that understanding characters may be the most important element for a rich understanding of fiction. Explain that if we recognize some ways authors create believable characters, we will have a deeper understanding of the story as a whole. Teaching Referring to the pre-made cMaking Characters Believable d chart, tell students authors may provide physical descriptions, actions, and/ or dialogue to reveal characters 9 personalities and we, as readers, must make inferences based on information authors provide. Remind students that to make inferences is to make reasonable guesses based on text evidence. Reread key text sections to help you complete the chart. Some possible sections are listed below. o Physical description, pages 6 and 8 Version 1.0 18 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 8: Understanding Characters 4How an Author Creates Believable Characters o Actions, pages 6 and 8 o Dialogue, pages 15 and 22 Discuss what character elements help us infer about Mr. Bellavista and his role in the story. Active Engagement Students talk during the lesson to help co-construct the cDrawing Conclusions d column on the cMaking Characters Believable d chart. Link Distribute cMaking Characters Believable d graphic organizers (see sample at the end of this lesson) and tell students that during part of independent reading, they will complete their organizers using characters from one of the short stories or chapter books in their independent reading book bags. Independent and Small Group Time " Students use fiction stories from their book bags to complete the cMaking Characters Believable d graphic organizers " Confer with students about the strategy or pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring their graphic organizers and stories to the group to discuss how authors revealed characters 9 personalities. Version 1.0 19 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 8: Understanding Characters 4How an Author Creates Believable Characters Making Characters Believable Evidence of Character Traits Drawing Conclusions (What does it help us infer?) Mr. Bellavista Physical Description Flannel shirt buttoned to the neck Man of habit Actions/Dialogue Trudged with rake, garden fork, and trowel Weeding and watering early every morning Didn 9t talk much Cares about his garden Quiet Lonely Does not trust or like the boys Hacer creíble a un personaje Evidencia de las características del personaje Sacando conclusiones (¿Qué nos ayuda a deducir esto?) Sr. Bellavista Descripción física Camisa de franela abotonada hasta el cuello Hombre de hábitos Acciones/ Diálogo Caminaba con dificultad con un rastrillo, azadón, y desplantador Temprano, todas las mañanas, desyerbando y regando No habla mucho Le gusta atender su jardín Tranquilo Solitario No confía ni le caen bien los muchachos Version 1.0 20 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 8: Understanding Characters 4How an Author Creates Believable Characters Making Characters Believable Evidence of Character Traits Drawing Conclusions (What does it help us infer?) Character: __________________________ Physical Description: " " Actions: " " " Dialogue: " " " Version 1.0 21 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 8: Understanding Characters 4How an Author Creates Believable Characters Haciendo creíble a un personaje Evidencia de las características del personaje Sacando conclusiones (¿Qué nos ayuda a deducir esto?) Personaje: __________________________ Descripción física: " " Acciones: " " " Diálogo: " " " Version 1.0 22 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 9: Making Non-Human Characters Believable 4Using Personification I Lesson 9: Making Non-Human Characters Believable 4Using Personification I Materials " Verdi by Janell Cannon Verdi by Janell Cannon or La bellas hijas de Mufaro by John Steptoe or another book with believable non-human characters " cMaking Characters Believable d chart from Lesson 8 (see new example at end of lesson) cHacer creíble a un personaje d chart from Lesson 8 (see new example at end of lesson) Intended Learning " Students explain how authors create believable non-human characters that reflect human experiences and identify this technique as personification . Standards " Infer using contextual clues. " Draw conclusions from text. " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Review how we learned that fiction authors create believable characters through description, action, and dialogue. Explain that today 9s lesson explores Janell Cannon 9s techniques in the book, Verdi , to create believable non-human characters. Remind or tell students that the literary term for this technique is called personification . Teaching Tell students you will read aloud part of Verdi or another book of your choice with believable non-human characters. Let them know you will read the rest of the story tomorrow. Pause at key points to ask questions. You may want to refer questions suggested below. After each question, hold students accountable to text by asking them to justify their responses with follow-up questions, such as cWhat in the story makes you think so? d Pause after first paragraph: cHow does this description of setting get us into the story? d Pause after the second paragraph: cWhat does the author do here? d Add Version 1.0 23 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 9: Making Non-Human Characters Believable 4Using Personification I these notes under cPhysical Description d on the chart. Add other evidence of character traits as you proceed. Pause at the end of the page: cNow what 9s happening? d Read page 6 expressively: cWhat is the problem? d Read through page 14: cWhat does molt seem to mean on this page? d Read through page 16: cWhat is happening with the character now? d Read through page 20: cWhat do you think will happen now? d Tell students so far in the story, we have seen how Janell Cannon has revealed the characters of Verdi and his fellow snakes by having them talk and act in human ways. Remind students personification is how authors make non-human characters believable. Ask students to cTurn and Talk d with their partners about the part in the story, so far, where Verdi 9s actions made you connect to human behaviors. Listen to partners talk to select partners to share out their thinking. Active Engagement Active Engagement occurs throughout the reading of the story. Link Ask students to read or reread one story from their book bags with non- human characters. Students should already have many mentor texts from both Reading and Writing Workshop in their book bags. Tell students to mark with sticky notes at least one place characters are believable, because authors gave them human actions or behaviors. Independent and Small Group Time " Confer with students or pull small groups for additional support and instruction. Sharing/Closure " Students bring their stories to discuss with their partners how authors made non-human characters believable by having them act in human ways. " Homework: Ask students to watch a cartoon or look at television advertisements and identify how writers give human behaviors or characteristics to non-human characters. Have them record their observations in their reading response notebooks. Version 1.0 24 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 9: Making Non-Human Characters Believable 4Using Personification I Making Characters Believable Evidence of Character Traits Drawing Conclusions (What does it help us infer?) Verdi Physical Description Yellow, bold stripes, etc. Actions/Dialogue He did not want to be boring Hacer creíble a un personaje Evidencia de las características del personaje Sacando conclusiones (¿Qué nos ayuda a deducir esto?) Verdi Descripción física Rayas amarillas, pronunciadas, etc. Acciones/ Diálogo No quería estar aburrido Version 1.0 25 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 10: Making Non-Human Characters Believable 4Using Personification II Lesson 10: Making Non-Human Characters Believable 4Using Personification II Materials " Verdi by Janell Cannon Verdi by Janell Cannon or La bellas hijas de Mufaro by John Steptoe or another book with believable non-human characters " cMaking Characters Believable d chart from Lessons 8-9 Intended Learning " Students explain how authors create believable non-human characters that reflect human experiences. Standard " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Remind students we learned how fiction authors create believable characters through personification , which may include description, action, and dialogue. Tell them we continue this study as we finish Verdi. Teaching Summarize the books 9 events so far. After each question, hold students accountable to text by asking them to justify their responses with follow-up questions, such as, cWhat in the story makes you think so? d Add relevant information to the cMaking Characters Believable d chart as you proceed. Read through page 30: cNow what do you think might happen? d After page 34, reread the sentence, cVerdi was astonished, d and ask, cWhat do you think it means in the story? d After reading page 40, reread the first paragraph: cHow has the author revealed that time has passed? d After reading page 42, up to cNow I am what I was afraid to be, d ask, cHow has the character changed? What do you think will happen to him? d Finish the story. Version 1.0 26 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 10: Making Non-Human Characters Believable 4Using Personification II Remind students we have seen how Janell Cannon revealed the characters of Verdi and his fellow snakes by having them talk and act in very human ways. Ask students to cTurn and Talk d with their partners about the part in the story today where Verdi 9s or his fellow snakes 9 actions made you connect to human behaviors. Listen to partners talk to select partners to share out their thinking. Active Engagement Active Engagement occurs throughout the reading of the second part of the story. Link Tell students during part of independent reading to continue reading stories with non-human characters from their book bags. Tell students to again mark with sticky notes at least one place characters 9 actions reminded them of human actions or behaviors. Independent and Small Group Time " Confer with students or pulls small groups for additional support and instruction. Sharing/Closure " Students bring their stories to discuss with their partners how authors made non-human characters believable by having them act in human ways. Version 1.0 27 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 11: The Role of Setting in Understanding Fiction Lesson 11: The Role of Setting in Understanding Fiction Materials " The Lotus Seed by Sherry Garland and Tatsuro Kiuchi The Lotus Seed by Sherry Garland and Tatsuro Kiuchi, but scaffold using Bilingual BookTalking or Two-Language Think Aloud Routine from Unit 1 " Pre-made cSetting d chart (see end of lesson) Pre-made cEscenario d chart (see end of lesson) " Student copies and overhead of The Lotus Seed (see end of lesson) Intended Learning " Students identify ways authors 9 descriptions of story settings impact their understanding of fiction. Standards " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Briefly review the cStory Elements d chart. Remind students that although we always think about stories as a whole, today we zoom in to look closely at how one key element, setting , impacts stories 9 mood and helps us build deeper understanding. Teaching Distribute typed text of The Lotus Seed to students (see end of the lesson). Refer to the cSetting d chart (see sample at the end of the lesson). Remind students the setting in The Lotus Seed changes frequently. Tell students the chart summarizes The Lotus Seed 9s settings. Display related pages as you introduce the chart. Ask students to follow along with you as you read. Tell them to pay special attention to words the author uses to convey mood or movement through time in the story. Think aloud, modeling highlighting language the author uses to convey mood, while describing the setting. Write that language in the last column on the chart. After the chart is complete, summarize the lesson with students, noting language about setting can help us infer time and mood, which helps us Version 1.0 28 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 11: The Role of Setting in Understanding Fiction understand stories better. Active Engagement Students work with partners to highlight language that helps them complete the rest of the chart. Circulate, providing support and direction as needed. Link Remind students good readers think about all story elements when reading. But today ask them to pay particular attention to the language of setting and how it helps them understand their stories better. Ask them to use sticky notes to mark one place authors use setting to set their stories 9 mood. Independent and Small Group Time " Confer with students or pull small groups for further instruction and practice. Sharing/Closure " During Sharing, have partners bring stories to the group to discuss how authors 9 descriptions of setting conveyed their stories 9 mood or assisted in understanding place or time. Version 1.0 29 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 11: The Role of Setting in Understanding Fiction Setting Time Place Mood (Inferred) Language that helps us infer Long Ago 4 grandma was a girl Palace garden Sad When Grandma was a young woman Boat at sea Scary When Grandma was young woman New land (blinking buildings) Overwhelming Grandma getting older House Happy and Sad Grandma getting older Garden by the house Happy Granddaughter Bedroom Hopeful Escenario Tiempo Lugar Humor (Deducido) Lenguaje que nos ayuda a deducir Hace mucho tiempo 4abuelita era una niña Jardín del palacio Triste Cuando abuelita era una jovencita Un bote en el mar Miedoso Cuando abuelita era una jovencita Nuevo terreno (edificios con brillo intermitente) Agobiante Abuelita con mayor edad Casa Feliz y triste Abuelita con mayor edad Jardín cerca de la casa Feliz Nieta Recámara Esperanzador Version 1.0 30 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 11: The Role of Setting in Understanding Fiction The Lotus Seed by Sherry Garland My grandmother saw the emperor cry the day he lost his golden dragon throne. She wanted something to remember him by, so she snuck down to the silent palace, near the River of Perfumes, and plucked a seed from a lotus pod that rattled in the Imperial garden. She hid the seed in a special place under the family altar, wrapped in a piece of silk for the ao dai she wore that day. Whenever she felt sad or lonely, she took out the seed and thought of the brave young emperor. And when she married a young man chosen by her parents, she carried the seed inside her pocket for good luck, long life, and many children. When her husband marched off to war, she raised her children alone. One day bombs fell all around, and soldiers clamored door to door. She took the time to grab the seed, but left her mother-of-pearl hair combs lying on the floor. One terrible day her family scrambled into a crowded boat and set out on a story sea. Ba watched the mountains and the waving palms slowly fade away. She held the seed in her shaking fingers and silently said good-bye. She arrived in a strange new land with blinking lights and speeding cars and towering buildings that scraped the sky and a language she didn 9t understand. She worked many year, day and night, and so did her children and her sisters and her cousins, too, living together in one big house. Last summer my little brother found the special seed and asked questions again and again. He 9d never seen a lotus bloom or an emperor on a golden dragon throne. So one night he stole the seed from beneath the family altar and planted it in a pool of mud somewhere near Ba 9s onion patch. Ba cried and cried when she found out the seed was gone. She didn 9t eat, she didn 9t sleep, and my silly brother forgot what spot of earth held the seed. Then one day in spring my grandmother shouted, and we all ran to the garden and saw a beautiful pink lotus unfurling its petals, so creamy and soft. cIt 9s the flower of life and hope, d my grandmother said. cNo matter how ugly the mud or how long the seed lies dormant, the bloom will be beautiful. It is the flower of my country. d When the lotus bloom faded and turned into a pod, Ba gave each of her grandchildren a seed to remember her by, and she kept one for herself to remember the emperor by. I wrapped my seed in a piece of silk and hid it in a secret place. Someday I will plant it and give the seeds to my own children and tell them about the day my grandmother saw the emperor cry. Version 1.0 31 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 12: Analyzing Characters Using More Complex Stories Lesson 12: Analyzing Characters Using More Complex Stories Materials " Teacher copy of cShells d by Cynthia Rylant from Every Living Thing , pages 73 381, or another story of your choice " Student copies of cShells d by Cynthia Rylant, pages 325 3326, from Guiding Readers and Writers Grades 3-6 by Irene C. Fountas and Gay Su Pinnell Note: Every Living Thing has many short stories filled with complex characters, problems, resolutions, and themes. The Day It Snowed Tortillas/ El día que nevó tortillas by Joe Hayes and Antonio Castro or Watch Out for Clever Women!/ ¡Cuidado con la mujeres astutas! by Joe Hayes and Vicki Trego Hill Note: Watch Out for Clever Women!/ ¡Cuidado con la mujeres astutas! has six short stories. This Hispanic collection celebrates the quiet strength of women, blending rich characters, humor, and clever outcomes to problems. This bilingual text can be used for many lessons. Intended Learning " Students apply self-monitoring strategies and use story element analysis during a read aloud to understand more complex stories. Standard " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Tell students we will look at a more complex story, cShells, d during the next two days. Today we listen to the story, pausing to ask ourselves questions about what 9s happening in the story. Teaching Distribute student copies of cShells. d Have them follow along as you read the story aloud. Read aloud to maximize the story 9s effectiveness. Read aloud page 73 from your copy. Students cTurn and Talk, d asking cWhat do you know about the characters so far? d Read through page 75. cWhat is going on with the characters? Esther? Michael? What 9s the problem? d Comment that the characters seem to have a major conflict. Read through the next-to-the-last sentence on page 76, cSo he showed her. d Ask, cWhat do you think will happen next? d Read through the first paragraph on page 79. cWhat is happening now? d cHow are the characters changing? d Pause after the paragraph containing the word distinguish on page 80. Version 1.0 32 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 12: Analyzing Characters Using More Complex Stories Think aloud about what that word probably means in the sentence. Pause after the paragraph containing the word embraced on page 80. Ask students to talk with their partners about what the word probably means in the sentence. Share out. Read to the end of the story. Continue your discussion about how the characters resolved their conflicts and how and why they changed. Note: Using the cMaking Characters Believable d chart from Lesson 8, you may revisit how Cynthia Rylant used descriptions, actions, and dialogue to reveal her characters. Active Engagement The above Teaching section contains multiple opportunities for Active Engagement. Link This lesson may take longer as the discussion is more in depth. Therefore, not much time might remain for independent reading or small group instruction today. Independent and Small Group Time " See Link above. Sharing/Closure " Discuss charts from previous lessons to connect to today 9s learning. Version 1.0 33 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 13: Exploring External and Internal Conflict Lesson 13: Exploring External and Internal Conflict Materials " Overhead and students copies of cShells d by Cynthia Rylant, pages 325 3326, from Guiding Readers and Writers Grades 3-6, by Irene C. Fountas and Gay Su Pinnell The Day It Snowed Tortillas/ El día que nevó tortillas by Joe Hayes and Antonio Castro or Watch Out for Clever Women!/ ¡Cuidado con la mujeres astutas! by Joe Hayes and Vicki Trego Hill " Pre-made cExternal and Internal Conflict d chart (see end of lesson) Pre-made cConflicto externo e interno d chart (see end of lesson) Intended Learning " Students learn to differentiate between external and internal conflicts in more sophisticated texts to increase their recognition of literature as a record of human experience. Standard " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including characters, setting, problem, conflict, action, plot, events, resolution, solution, theme, and sequence in literature to support comprehension. Mini-Lesson Notes Connection Remind students that as we read cShells, d we found several ways Cynthia Rylant helped us understand her characters, Michael and Aunt Esther. Review that we briefly discussed the conflicts between Michael and his aunt. In addition, explain that our cStory Elements d chart contains the following: o Problem 4What is the main conflict? o Events 4What are the events that connect directly to the main problem or conflict? Tell students that during the next two lessons, we will look closer at these important story elements. Teaching Make sure students have their copies of cShells, d and you have an overhead of it. Explain that like Michael and Aunt Esther, we all have had problems or conflicts in our lives, and authors put these problems in their stories so we can make connections to these common experiences. Tell students some conflicts are external, which authors may portray through characters 9 dialogue or actions. Others are internal, or inside Version 1.0 34 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 13: Exploring External and Internal Conflict characters 9 heads and may involve what characters think or feel or decisions they must make. As we revisit parts of cShells, d we decide if the conflicts are internal or external. Reread the first part of cShells, d which is all dialogue between the characters. ( cMichael, d yelled Esther&) Tell students this example is an external conflict, conflict that is evident by what characters say. Point it out on the cExternal and Internal Conflict d chart. Continue reading the next four paragraphs through the sentence, c& and Michael, afraid of going anywhere else, had accepted. d Tell students this example is an internal conflict. We know Aunt Esther likes living alone, but she felt obligated to take Michael in. Explain that it is internal conflict, because we have to infer, as the author just gives us a sense of what is going on inside the character. Point it out on the chart. Active Engagement Read through the next four paragraphs, ending with c&and he did not know what to do except lie about it. d Ask partners to talk about if this example is internal or external conflict. Share out and chart appropriately. Read through the next two paragraphs, ending with cShe didn 9t deserve this. d cTurn and Talk d and chart responses again. Link Review and summarize the literary language, internal conflict and external conflict, and student-friendly definitions on the cExternal and Internal Conflict d chart. Ask students to look for examples of internal and/ or external conflicts in their independent reading and mark with sticky notes. Independent and Small Group Time " Confer with students about the strategy or pull small groups for further instruction and practice. Sharing/Closure " Students bring their stories where they marked examples of internal and/ or internal conflicts with sticky notes. " Ask students to justify what they marked, using language from the cExternal and Internal Conflict d chart with their partners. " Have one or two students share out with the whole group. Version 1.0 35 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 13: Exploring External and Internal Conflict External and Internal Conflict External Conflict Conflict that is evident through characters 9 actions or dialogue Internal Conflict Conflict that is revealed by what characters are thinking or feeling (often must be inferred) Example Example cYou hate it here! d she said& cI don 9t! d Michael yelled& Esther liked living alone& &but she was fiercely loyal to her family. Conflicto externo e interno Conflicto externo Conflicto que es evidente a través de las acciones o el diálogo de los personajes Conflicto interno Conflicto que se revela con lo que están pensando o sintiendo los personajes (con frecuencia debe deducirse) Ejemplo Ejemplo c¡Detestas estar aquí! d dijo ella& c¡No es verdad! d gritó Michael& A Esther le gustaba vivir sola& &pero era extremadamente leal a su familia. Version 1.0 36 Lesson Plan Grade 5: Unit 5: Fiction Reading and Narrative Writing Reading Workshop Lesson 14: Determining a Story 9s Key Problem 4Justifying Our Opinion Lesson 14: Determining a Story 9s Key Problem 4Justifying Our Opinion Materials " The Summer My Father Was Ten by Pat Brisson " Transparency of previously prepared timeline of story events The Day It Snowed Tortillas/ El día que nevó tortillas by Joe Hayes and Antonio Castro or Watch Out for Clever Women!/ ¡Cuidado con la mujeres astutas! by Joe Hayes and Vicki Trego Hill " Every Living Thing by Cynthia Rylant (select previously read short story so reading level does not hinder process) Intended Learning " Students learn to identify key problems in stories and justify their thinking. Standard " Read and respond to a variety of literature that represents perspectives from familiar and unfamiliar places, people, and events. Big Ideas " Use knowledge of literary techniques and terminology to better understand text. " Use knowledge of narrative structure, including char

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