Curriculum.austinisd.org
Lesson Name: Reading Literary Nonfiction/ Autobiography Grade 5
Estimated timeframe: See Pacing Suggestions
4th 9Wks/ Unit 7/ ARC 4
Working Together
This lesson is appropriate for both Dual Language and Monolingual teachers.
Dual Language Pacing: Day 1 – Engage: Art Talk and Lesson Preparation (Preparing note-taking book)
Day 2 – SE Focus Lesson
Day 3 – Activity 2
Day 4 – Class Discussion; Formative Assessment (WTL)
Day 5 – Summative Assessment
Monolingual Pacing: Day 1 – Engage: Art Talk and Lesson Preparation (Preparing note-taking book)
Day 2 – SE Focus Lesson; Begin Activity 2
Day 3 – Finish Activity 2; Class Discussion; Formative Assessment (WTL)
Day 4 – Summative Assessment
|Lesson Components |
|Lesson Objectives: Students will read a literary nonfiction/ biography and a typical nonfiction biography about another person important to |
|civil rights. Through close analysis of the texts, students will discuss and explain the difference between the two very similar genres. |
|Language Objectives: The students will use academic language to discuss the cultural issues and the two genres. |
|Prior Learning: Students are able to analyze text in order to make inferences, draw logical conclusions, and summarize. |
|Standards(Texas Essential Knowledge and Skills: |
|5.7 Reading/Comprehension of Literary Text/NonFiction. Students understand, make inferences and draw conclusions about the varied structural |
|patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding RC2 |
|5.7A identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a |
|person’s life RC2 |
|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. |
|5.6B explain the roles and functions of characters in various plots, including their relationships and conflicts RC2 |
|5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in |
|different culture, historical, and contemporary contexts and provide evidence from the text to support their understanding. |
|5.3C explain the effect of a historical event or movement on the theme of a work of literature RC2 |
|5.19 ELAR TEKS Figure 19/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. |
|5.F19F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence|
|RC1 |
|Social Studies TEKS: |
|5.5 (A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great |
|Depression, the world wars, the civil rights movement, and military actions. |
|5.24(D) identify different points of view about an issue, topic, or current event |
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|College and Career Readiness: |
|Language Arts: Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of |
|varying lengths. |
|Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions; |
|Analyze imagery in literary texts; |
|Evaluate the use of both literal and figurative language to inform and shape the perception of readers. |
|Social Studies: Problem-solving and decision-making skills. |
|Analyze ethical issues in historical, cultural, and social contexts. |
|Essential Questions: |
|How does understanding the structures and features of a text help us to comprehend better when reading? |
|What are the differences between typical nonfiction and literary nonfiction? |
|How does reading once for information and a second time for images help us to understand a historically based text more deeply? |
|Vocabulary |Essential: |
| |literary nonfiction, nonfiction, literary language, sensory language, interactions, internal traits, reaction to conflict,|
| |historical movement |
|Lesson Preparation |Remembering Rosa Parks: Her Bravery Sparked a Fight for Civil Rights (Time For Kids article online) [Print copies of the |
| |article so that students can annotate as they read.] |
| |“Through My Eyes” (Texas Treasures); “A través de mis ojos” (Tejas Tesoros) |
| |Rosa Parks picture and quote (at the end of this lesson)- Project on screen for students to view. (Also have a print dopy |
| |to place on the wall or chalkboard for an anchor.) |
| |Read both the article and the autobiography prior to the lesson, planning stopping points to clarify meanings. |
| |Drawing paper folded in half |
| |Drawing and coloring supplies |
| |Blank index cards or large sticky notes |
| |Note: In her book, Finding the Heart of Nonfiction: Teaching 7 Essential Craft Tools with Mentor Texts, Georgia Heard |
| |says, “What do we mean when we say narrative (literary) nonfiction? This genre is the nonfiction category that is closest |
| |to fiction – although unlike in fiction, every detail must be factually true. Narrative nonfiction incorporates some of |
| |the techniques that a fiction writer might use, such as story or plot, characters, detailed scenes, dialogue, setting, and|
| |even sometimes a story arc with a climax and a resolution.” |
|Anchors of Support |Rosa Parks picture and quote; Ruby Bridges Picture (see end of lesson) |
| |(both printed and placed on chalkboard or chart paper, with space left around it for students’ word cards.) |
|Differentiation |Special Education and/ or English Language Learners: Pre-teach challenging vocabulary identified when you pre-read the |
|Strategies |texts. Pair students strategically for the partner activities. |
|Keep in mind that |Extension for Learning: Students watch the video of Ruby Bridges at the White House at . This video gives us|
|differentiation does |a peak at Ruby Bridges today. Have students choose a way to synthesize their learning from the three sources (the texts |
|not discriminate. : ) |and the video). Provide opportunities for them to share their products with the class. |
|These strategies often| |
|cross over to meet | |
|multiple student | |
|needs- use your | |
|knowledge and | |
|understanding of your | |
|students as a guide. | |
|21st Century Skills |CRITICAL THINKING AND PROBLEM SOLVING: Solve Problems |
| |Interpret information and draw conclusions based on the best analysis. |
| |COMMUNICATION AND COLLABORATION: Communicate Clearly |
| |Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and|
| |contexts. |
|English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency |
|Standards (ELPS) to support English Language Learners. |
|Lesson Cycle |
|Engage |Art Talk: (SE Focus Lesson) |
| |Show students the Rosa Parks picture and quote (found at the end of this lesson). |
| |Ask students to think of one word to share with the class that describes the main feeling of the picture and |
| |quote. (Not a word included in the quote.) If needed, use prompts to help students verbalize their |
| |interpretations: |
| |Describe: What’s going on in this picture? |
| |Analyze: What do you see that makes you say that? What might the characters be thinking/ feeling? |
| |Relate: What does this image remind you of? |
| |After the discussion, students each write their chosen word on an index card or sticky note. Students take turns |
| |telling the class the word they chose and placing their words around the picture. These will become an anchor of |
| |vocabulary for discussions and writing during the rest of the lesson. |
|Lesson Stages |Lesson Preparation: |
| |Give each student a piece of drawing paper. |
| |Students fold paper in half vertically. |
| |Holding their paper folded and like a book, have them write “Ruby Bridges and Rosa Parks” at the top of the front|
| |of the “book.” |
| |As they open their “book,” have them label the left inside page, “Remembering Rosa Parks,” the right inside page |
| |AND back of the book, “Through My Eyes.” |
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| |SE Focus Lesson: (Teacher-led/ Whole Group) |
| |As a whole class, do a shared reading of the Time for Kids article “Remembering Rosa Parks.” |
| |While reading, have students: |
| |underline important facts that they notice… |
| |circle any words and phrases that evoke emotions… |
| |box words that are new to them. |
| |At this point, don’t discuss the big ideas communicated in the text. |
| |Ask students what genre this article is (hopefully, they say biography or nonfiction). Encourage students to |
| |share evidence from the text to support their thoughts. (It is in chronological order, it tells important facts |
| |about a person and history…) |
| |Read the article a second time. This time, read it aloud to the class. While students listen, they use the left |
| |inside of the drawing paper to do an illustration. Tell them that their drawing should illustrate the big ideas |
| |they personally gather from the text. |
| |Now, lead a discussion of the “big ideas” they learned. Allow students to share their drawings and explain their |
| |thinking. |
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| |ACTIVITY 1 Partner Activity |
| |When pairing students for this activity, be sure that at least one of the two students reads at least on grade |
| |level. |
| |Students work with their partner to read the literary (narrative) nonfiction/ autobiography, “Through My Eyes” / |
| |“A través de mis ojos” (Treasures/ Tesoros) |
| |Have students draw a line halfway down the back of their “book.” Below the title (“Through My Eyes”), have them |
| |write “Information.” Below the dividing line, have them write “images.” |
| |As they read the text the first time, have students consider the most important facts they learn as they read. |
| |They write these in the top section of the paper (information.) |
| |Pairs share their big ideas with the class. |
| | |
| |ACTIVITY 2 Partner/ Independent |
| |Switch partners. This will allow students better change the lens through which they read the text the second |
| |time. |
| |As they read this time, have students focus on the images that the text evokes. What words and phrases do they |
| |notice that paint images in their minds? What thoughts does the author share that trigger memories or connections|
| |in their minds? |
| |Students note these beneath the word “images.” |
| |Pairs meet with another pair and share their notes, discussing the feelings, memories, etc. that the text evoked.|
| |Students return to their own spot to draw a second illustration. This time they illustrate Ruby Bridges on the |
| |inside right page of their book. Encourage them to use their notes from the back of their “book,” rather than the|
| |illustrations in the textbook, to guide their drawing. |
|Closure Activity |Discussion: |
| |Guide students through a discussion of the historical context of the events in these texts. Invite them to dig |
| |deep into feelings evoked through the readings. Have them cite evidence from the texts to highlight the way each |
| |genre communicated the big ideas/ theme. Invite students to compare their illustrations. Does their illustration|
| |of Ruby Bridges seem to show more “feeling” from the images painted by the text?... |
| | |
| |Add to class genre chart from other weeks.. focusing on the literary elements of literary nonfiction. |
| | |
| |As students work on their Procedural Text on helping their community, have them work to include language that |
| |draws the reader in, making the reader interested in helping their community. |
|Check for Understanding |Formative: |
|(Evaluation) |Students explain, in their Write to Learn Journals (or Reader’s Notebook) the difference between literary |
|[pic] |nonfiction and other nonfiction. They should cite examples from the two texts above in their explanation. |
| | |
| |Summative: |
| |Students create an illustration with a caption. Their illustration should show their understanding of the |
| |historical context of the events described in the two texts. It may or may not include the two people and the |
| |actual events. Their work may be more metaphorical, focusing on the feelings of people at that time in history. |
| |The caption should explain the illustration and how it relates to the bigger message/ theme of the texts. |
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Ruby Bridges and Rosa Parks
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