Midland Independent School District / Overview



5th Grade Block 1 HandoutsGenre CodesCodeGenreRFRealistic Fictiona made up story that could really happen in today’s worldHFHistorical Fictiona made up story that could have happened in a real time and place in the pastTLTraditional Literatureshort, made up stories that could have been retold over and over for many yearsBBiographya true story of a real person’s life, written by another personABAutobiographya true story of a real person’s life, written by that personIInformationalgives facts about real people, places, things, or events-683812381166Use blanks to create other genre codes, as needed00Use blanks to create other genre codes, as neededPPoetrya piece of writing in which words and their sounds are used to show images and express feelings and ideasDDramaa story that is meant to be performed for an audiencePerPersuasivea written argument that tries to convince the reader to think a certain way or take actionGenre CodesCodeGenreRFRealistic Fictiona made up story that could really happen in today’s worldHFHistorical Fictiona made up story that could have happened in a real time and place in the pastTLTraditional Literatureshort, made up stories that could have been retold over and over for many yearsBBiographya true story of a real person’s life, written by another personABAutobiographya true story of a real person’s life, written by that personIInformationalgives facts about real people, places, things, or eventsPPoetrya piece of writing in which words and their sounds are used to show images and express feelings and ideasDDramaa story that is meant to be performed for an audiencePerPersuasivea written argument that tries to convince the reader to think a certain way or take actionWays We Choose Books381375528851Front cover / inside jacketBack cover informationCharacters we’ve read about in other booksAnother book in a seriesInteresting titleGreat illustrationsAuthors we know and like5101369270510This anchor chart should be blank in order to record student responses. These are just ideas of ways to choose books that might help start the conversation.00This anchor chart should be blank in order to record student responses. These are just ideas of ways to choose books that might help start the conversation.Book recommendations from teachers, friends, and criticsBooks that are moviesGenres we like to readTry the beginningRead some of the middle“Must-Read” book basketNew/popular bookSequel to a book we’ve readHeard it read aloudRead it before and enjoyed itReading is ThinkingMaking Good Book ChoicesEasyJust-RightChallengingfun to readrelaxingfavorite picture bookeffortlessYou can read “Easy” books easily and understand them well. Understand well and enjoyread smoothly and only a few places where you need to slow down to figure out a word or think more about the meaningthese are the books that help you become a better reader each time you readYou should read “Just-Right” books most of the time.difficult to readhave trouble with many of the words and don’t understand most of what you are readingtoo difficult for you to enjoy right nowThere are times when you would choose a challenging book, such as when you need to find some facts on a particular topic, but most of the time, you would save Challenging books until they are “Just Right”Reading is ThinkingThis book reminds me of…This part confuses me…I predict….The character reminds me….I think that…..I wonder….Why did/does…..I notice that the author….How to Turn and Talk1. Turn and face your partner and group.2. One person talks at a time.3. The listeners look at the speaker.4. Listen to understand what the speaker is saying.5. Members should respond to the speaker’s thinking by…I agree! I also think…What do you think this means?Hmmm…Maybe you’re right, but I was thinking…because…What do you mean?Can you tell me more about that?I’m wondering…What do you think?5. The next speaker takes a turn, and members respond until everyone has shared their thinking.Guidelines for Reading Workshop1. You must always be reading a book and/or writing your thinking about your reading.2. You need to work silently to enable you and your peers to do your best thinking.3. Use a soft voice when conferring with your teacher.4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.5. List the book information using your Record of Reading.6. ALWAYS do your best work.Guidelines for Reading Workshop1. You must always be reading a book or writing your thoughts about your reading.2. You need to work silently to enable you and your peers to do your best thinking.3. Use a soft voice when conferring with a teacher.4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.5. List the book information using your Record of Reading.6. ALWAYS do your best work.Guidelines for Reading Workshop1. You must always be reading a book or writing your thoughts about your reading.2. You need to work silently to enable you and your peers to do your best thinking.3. Use a soft voice when conferring with a teacher.4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.5. List the book information using your Record of Reading.6. ALWAYS do your best work.-252484-2797790-2520957280233418764730155Realistic Fiction- A made up story that could really happen in today’s worldNoticingsAuthor’s Purpose: to entertainCharacters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and doSetting: based on a real placePlot: a series of events that occur as characters try to solve the problem/conflict and reach a resolutionPoint of View: narrator or speaker of storyTheme: the story’s message to the reader, often determined through what characters in the story learn.Book Examples-252484-2797790-2520957280233418764730155Realistic Fiction- A made up story that could really happen in today’s worldNoticingsAuthor’s Purpose: to entertainCharacters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and doSetting: based on a real placePlot: a series of events that occur as characters try to solve the problem/conflict and reach a resolutionPoint of View: narrator or speaker of storyTheme: the story’s message to the reader, often determined through what characters in the story learn.Book ExamplesAuthor’s Purpose: (The Case of the Missing Deer) to entertain the reader with a mystery the main character had to solve with the help of friendsCharacters: (Ira Sleeps Over)Ira, the main characterHis sister His parents Reggie, his friend that invites him overSetting: (Elisa’s Diary) The setting of the beginning of the story is in the United States at Elisa’s house when she was a child. Another setting is at Elisa’s school, when she was a child. At the end of the story, the setting is present day when Elisa is an adult, teaching at the school where she works.Plot: (The Case of the Missing Deer)Problem: Blake goes on a vacation with his family and is expecting to see some deer by the cabin where he is staying.His new friends try to help him solve the mystery of the “missing deer” by gathering clues. After reading an article in a nature magazine about deer, Blake realizes his jacket that’s been left outside is scaring the deer away because it smells like humans.Resolution: He takes the jacket inside and deer visit his cabin.Point of View (Elisa’s Diary): outside narrator, not a character(Ira Sleeps Over): Ira tells the storyTheme (Elisa’s Diary): Obstacles can be overcome, even though we face many hardships.Plot LineTitle:_________________________1624084151812Climax-Turning Point00Climax-Turning Point107156730924533982931604753058160444804Falling Action00Falling Action2145665911860Rising Action00Rising Action38563831685677Resolution-Reasonable Ending00Resolution-Reasonable Ending-1033662719346Problem/Conflict00Problem/Conflict374465014944312958078-2067351423007-206734-1987832623930-5459102806756Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionResolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending0Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionResolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending6511884241802456601169935 Plot LineTitle:ForeshadowingTitle:_________________________1624084151812Climax-Turning Point00Climax-Turning Point107156730924533982931604753058160444804Falling Action00Falling Action2145665911860Rising Action00Rising Action38563831685677Resolution-Reasonable Ending00Resolution-Reasonable Ending-1033662719346Problem/Conflict00Problem/Conflict374465014944312958078-2067351423007-206734-198783262393010006644462038How does the first event hint at a future event?00How does the first event hint at a future event?2544325513489835593194725969The scent from his jacket deters the deer from coming near his cabin.0The scent from his jacket deters the deer from coming near his cabin.3364304729456Blake throws his jacket into a chair during a soccer game and forgets to pick it up and take it inside that evening.0Blake throws his jacket into a chair during a soccer game and forgets to pick it up and take it inside that evening.818872900585Foreshadowing = hints or clues the author gives the reader about future eventsSome examples could be:conversation between characterscharacter actionscreates a feeling of suspense/excitement When readers notice clues in the text that make them wonder about what is going to happen later in the story, the author has used foreshadowing.00Foreshadowing = hints or clues the author gives the reader about future eventsSome examples could be:conversation between characterscharacter actionscreates a feeling of suspense/excitement When readers notice clues in the text that make them wonder about what is going to happen later in the story, the author has used foreshadowing.6511884241802456601169935 -61415-14330100Summarizing FictionA summary is the retelling in your own words, or paraphrasing, of the most important parts.The most important parts in fiction:131507517747800ConflictResolutionMost Important Event(s) that move theCharacter from the Conflict to the ResolutionSummary:Bridging How is ______ able to solve his/her problem?Before _______ (the resolution of the conflict), it is necessary for the character(s) to ________ --(event that leads to the resolution) The narrator/character’s actions in the story show the he/she ___________ - (character’s actions that give the reader a hint he/she will solve the conflict - foreshadowing) According to the story, the narrator/character’s conflict is caused by -5.6AWhat is the best summary of the story?What is paragraph ___ mostly about? 5.6/Fig. 19EInference = an idea the author does not state + = Text Evidence+Background Knowledge(schema)=InferenceWhen I go on a wonderful vacation, sometimes you never want to leave! But when I get home, I’m always so glad because there truly is no better feeling that coming home after being gone for a while.Elisa is missing her home and country even though she is with her family and had once wanted to live there. I do not like to feel alone, especially when I think people are making fun of me. It would be miserable to feel that way at school every day.Elisa’s language barrier and hesitance to try new things is making school difficult for her. Inference = an idea the author does not state + = Text Evidence+Background Knowledge(schema)=InferenceBy bedtime, Blake had not caught sight of a single deer. Living in the city, he would never be able to see deer on his doorstep. This was his only chance!Blake enjoys being outdoors and interacting with nature, but he doesn’t get to do that very often.Understanding CharactersDetails such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do.Character:__________________What can we infer about characters based on their actions or words?Character’s Thoughts, Actions or Words (text evidence)When Ira asks Reggie what he thinks about teddy bears, but Reggie doesn’t respond…Ira’s sister says: “What if Reggie wants to know your teddy bear’s name. Did you think about that? And did you think about how he will laugh and say Tah Tah is a silly, baby name, even for a teddy bear?”At the end of the story, when Ira goes and gets his teddy bear from his house and goes back to Reggie’s, he tries to tell Reggie what his teddy bear’s name is. Reggie, however, has fallen asleep.The narrator’s/character’s actions/words show that --The narrator’s/character’s actions/words imply that -- Based on their actions/words, the reader can infer that --InferencesReggie doesn’t answer because he probably didn’t want Ira to know that he still sleeps with a teddy bear because he was afraid of what Ira would think.Ira’s sister is trying to make him more confused and conflicted in his decision. He wants to take to his teddy bear, but she keeps saying things that make him unsure about what decision to make.Ira has overcome his fear of rejection and knows his friend will not judge him.Understanding CharactersDetails such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do.Character:___Elisa________What can we infer about characters based on their actions or words?Character’s Thoughts, Actions, or Words (text evidence)She opened her lesson planner, thought a moment, then shut it. She stood up and wrote on the board “The Joining of Forces.” – pg. 132The narrator’s/character’s actions/words show that --The narrator’s/character’s actions/words imply that -- Based on their actions/words, the reader can infer that --InferencesSquirrels used to symbolize a time of joy and hope for Elisa, but now they are a reminder of what she has lost.Elisa views herself as a “lamb” and Jose as a “quetzal” that helped her excel. She is grateful for his friendship.Character Relationships: how characters influence one another based on what they do and how they feelWho are my main characters?-272965143543815371475Explain their relationship. (What is their relationship like?)Use the text to show how you know. 409431316900Character RolesAuthors create characters with specific roles in the plot, such as mother, father, friend, enemy, partner, brother, sister, etc. The character’s role plays an important part in one of the main parts of the plot: conflict, climax, or resolution.Character Role Explain their Role in the Plot-85726111760How would the plot change if Jose were not in the story?020000How would the plot change if Jose were not in the story?Character Conflicts:problems in the plot that characters can face; often there are multiple conflicts Type of ConflictMeaningExamples from textInternal Conflict(man vs. himself)-not visual or tangible-the struggle is usually inside a character’s mindA character is dealing with his or her mixed feelings or emotions.A character may have to decide between right or wrong or two solutions to a problem.External Conflict(man vs. man, man vs. nature)A character can face several types of outside forcesoutside force may be another characterdoes not have to be a physical conflict, but can be a battle between 2 ideasmostly this refers to 2 characters against one anothermay also be forces of nature Bridging From the events in the story, what can the reader conclude about _______? (character in the story)Why does it make sense that ______(character in the story) is _______ (emotion) when _______?(event that causes the emotion) Which sentence from the story best shows that _______ realizes _________?(character’s actions that show the reader he/she has changed during the plot) Read this sentence from the story.(text evidence that shows the character feels a certain way, specifically at the resolution of the conflict) This sentence shows that –_________ contributes to solving the narrator’s problem mostly by—5.6B/Fig. 19DDifferent Ways to Respondwhat the book is abouthow the book reminds you of another bookhow the book makes you feelhow the author describes thingswhether you like the book or not and whywhy you think the author wrote the bookwhy you chose the bookhow you feel about the author’s writingwhether or not you would recommend the book to another readerwhy you abandoned a bookwhat you predict will happenwhat you would change about the bookexamples of stereotypes or biaswhat you found interestingwhat you were wondering aboutwhether the book is easy, just right, or challenging and how you can tellabout the genrewhat you think is the author’s messagewhat books you look forward to readingwhat you don’t understand or questions you havehow you feel about a characterwhat you notice about the author’s style/languagesomething about the author and what it has to do with the storywhat was funny to youwhat you like/dislike about the settinghow the setting affects the charactersabout good word choices/special languagewhat you think about the author’s leadhow the author captured your interestDifferent Ways to Respondwhat the book is abouthow the book reminds you of another bookhow the book makes you feelhow the author describes thingswhether you like the book or not and whywhy you think the author wrote the bookwhy you chose the bookhow you feel about the author’s writingwhether or not you would recommend the book to another readerwhy you abandoned a bookwhat you predict will happenwhat you would change about the bookexamples of stereotypes or biaswhat you found interestingwhat you were wondering aboutwhether the book is easy, just right, or challenging and how you can tellabout the genrewhat you think is the author’s messagewhat books you look forward to readingwhat you don’t understand or questions you havehow you feel about a characterwhat you notice about the author’s style/languagesomething about the author and what it has to do with the storywhat was funny to youwhat you like/dislike about the settinghow the setting affects the charactersabout good word choices/special languagewhat you think about the author’s leadhow the author captured your interestDifferent Ways to Respondwhat the book is abouthow the book reminds you of another bookhow the book makes you feelhow the author describes thingswhether you like the book or not and whywhy you think the author wrote the bookwhy you chose the bookhow you feel about the author’s writingwhether or not you would recommend the book to another readerwhy you abandoned a bookwhat you predict will happenwhat you would change about the bookexamples of stereotypes or biaswhat you found interestingwhat you were wondering aboutwhether the book is easy, just right, or challenging and how you can tellabout the genrewhat you think is the author’s messagewhat books you look forward to readingwhat you don’t understand or questions you havehow you feel about a characterwhat you notice about the author’s style/languagesomething about the author and what it has to do with the storywhat was funny to youwhat you like/dislike about the settinghow the setting affects the charactersabout good word choices/special languagewhat you think about the author’s leadhow the author captured your interestWrite this sample response in your Teacher’s Reading Notebook.September 22, 2014The first thing I thought about when I read The Keeping Quilt is what it was like for immigrants who come to the U.S. for the first time. Patricia Polacco’s great-grandparents came from Russia. They faced many changes. There were other people from different countries and a new language. I think about how we are all here now but that we or our ancestors came as immigrants from other countries. We are different in a lot of ways but also have things in common, like our classroom community of learners.Another thing I noticed as I read was how the author creates pictures in the readers’ minds. I like how she uses details to make scenes clear for the readers. For example, Polacco writes about cut out animals and flowers from the scraps of clothing while the quilt was being made.I enjoyed this book because I really like books about families!How to Be Sure You Understand What You ReadReaders notice when something doesn’t make sense. They have different ways to solve the problem.Readers stop and think about what they know.Readers go back and reread the sentence of the paragraph to clarify the author’s meaning.Readers continue reading and look for more information.Readers ask for help with understanding.-243840-17613103433445659765Historical Fiction- A made up story that could have happened in a real time and place in the past-2432052540NoticingsAuthor’s Purpose: to entertain the reader with a story set in the pastCharacters: are realistic or real people from the past that the author uses to tell the storySetting: is IMPORTANT to the story and shows something about a period or place in historyPlot: could contain an author’s imagined details about real eventsPoint of View: narrator or speaker of storyTheme: the author’s message to the reader, may center around an important issue during the time in which the story takes placeBook ExampleSolving Unknown WordsReaders look at the letters and letter clusters and think about their sounds.Readers look at parts of words.Readers use what they know about other words to figure out new words.Readers think about what would make sense and then check with the letters. Plot LineTitle:_________________________1624084151812Climax-Turning Point00Climax-Turning Point107156730924533982931604753058160444804Falling Action00Falling Action2145665911860Rising Action00Rising Action38563831685677Resolution-Reasonable Ending00Resolution-Reasonable Ending-1033662719346Problem/Conflict00Problem/Conflict374465014944312958078-2067351423007-206734-1987832623930-5459102806756Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionResolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending0Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionResolution: Solves the character’s conflict; Reasonable Ending-the character is going to be okay; Not always happy ending6511884241802456601169935 Plot LineTitle:-61415-14330100Summarizing FictionA summary is the retelling in your own words, or paraphrasing, of the most important parts.The most important parts in fiction:In Historical Fiction, the setting is an important part of the story because it is a real time and place in the past and should be mentioned in the summary.131507517747800ConflictResolutionMost Important Event(s) that move theCharacter from the Conflict to the ResolutionSummary:Point of ViewAsk yourself:Who is telling the story (narrator)? Is the narrator…a character in the story OR an outside observer?124148211430 THEN…-2828881949451st person point of view – the narrator uses key words such as I, me, we, and us. Like in the stories:01st person point of view – the narrator uses key words such as I, me, we, and us. Like in the stories: How much does the narrator know 32985031564005About all?00About all?3408993130810Only about one?00Only about one?42310054330704229100198691546402392556213rd Person Limited- knowledge of ONE character’s thoughts and feelingsLike in the stories:003rd Person Limited- knowledge of ONE character’s thoughts and feelingsLike in the stories:464023918797043rd Person Omniscient-knowledge of ALL characters’ thoughts and feelingsLike in the stories:003rd Person Omniscient-knowledge of ALL characters’ thoughts and feelingsLike in the stories: Understanding THEMETheme = the implied message, moral, or lesson in the story.The author uses the character’s lesson to teach the reader something about life.TextLesson Character LearnedPersonal ConnectionTHEME“Elisa’s Diary”Elisa learned that coming to a new place was hard, but a new friend helped her overcome her struggles. “When I visited Germany, I didn’t know the language, which made communicating difficult, so I understand how helpless Elisa must’ve felt.”Acceptance, Friendship, Never Give UpWe all encounter hardships in life, but friends (new and old) who accept us can help us through difficult times.“The Case of the Missing Deer”Blake learns how to solve a problem with the help of some friends.“When I have had a problem in the past, having someone help me figure out a good solution always makes me feel more confident in my decision.”Friendship, Never Give UpWhen a problem needs to be solved, perseverance and the help of others can help us figure anything out!Ira Sleeps OverIra learns not to be ashamed of his teddy bear because Reggie ended up having one, too.“When I was in junior high, I would hide my Barbies before my friends came over because I was embarrassed that I still played with them.”Acceptance, FriendshipNever be ashamed of who you are because true friends will accept you, no matter what.Understanding THEMETheme = the implied message, moral, or lesson in the story.The author uses the character’s lesson to teach the reader something about life.TextLesson Character LearnedPersonal ConnectionTHEME“Elisa’s Diary”“The Case of the Missing Deer”Ira Sleeps OverTHEME in Historical FictionTheme = the implied message, moral, or lesson in the story.The theme may center around an important issue during the time in which the story takes place. The author uses the character’s lesson and/or the historical event or movement to teach the reader something about life.TextLesson Character LearnedSetting & Historical Event/MovementTHEMEWillie and the All-Stars“Old Yeller”Pink and SayTHEME in Historical FictionTheme = the implied message, moral, or lesson in the story.The theme may center around an important issue during the time in which the story takes place. The author uses the character’s lesson and/or the historical event or movement to teach the reader something about life.TextLesson Character LearnedSetting & Historical Event/MovementTHEMEWillie and the All-StarsWillie begins to understand the difference in life for white people and black people. His love of baseball takes him to a game between a white team and a black team, but ultimately realizes that something as simple as baseball can bring people together.During segregation, blacks and whites were kept separate, even having different sports teams and leagues. Black people were treated unfairly during this time in history.Acceptance, RespectEveryone deserves acceptance and respect, despite our differences.“Old Yeller”Pink and SayBridging The reader can tell this story is told in 3rd person _______ (limited or omniscient) point of view because –Based on the character’s actions in this story, the character most likely thinks it is important to –(correct answer is theme based on the character’s actions)_______’s (character) actions in the story support the message that –What lesson does _______ (character) learn in the story? 5.6C, 5.3/Fig. 19DComparing THEMESTheme = the implied message, moral, or lesson in the story. Readers will often find that some texts have themes that are the same or similar. ThemeText Examples Always strive to reach your goals, even though obstacles may stand in your way.Never Give UpElisa’s DiaryThe Case of the Missing DeerPink and SayFriendships are important in many ways.FriendshipElisa’s DiaryThe Case of the Missing DeerPink and SayWillie and the All-StarsOld YellerAcceptanceCourageComparing THEMESTheme = the implied message, moral, or lesson in the story. Readers will often find that some texts have themes that are the same or similar. ThemeText Examples Sensory Language = the language the author uses to create images by appealing to the reader’s sensesImagery = one type of sensory language the author uses to create a visual or mental picture TextSensory Language (example from the text)Illustration(what you visualize based on the author’s words)The author uses the description to show—Willie & the All-Stars“Willie would close his eyes and feel just like he was at Wrigley Field, his heart pumping to the sound of balls slamming into mitts, sending puffs of old leather dust into the afternoon sunlight as waves of fresh-cut grass tickled his nose.”I see a late afternoon baseball game. (You can draw this for your students.)how much Willie loved baseball and everything about it. It also shows how much Willie wanted to go to Wrigley Field because it was a place that was “alive” with all things baseball.Willie & the All-Stars“And then there were the Negro League players. A ragtag collection they were, in uniforms tattered and faded from too many trips up and down backcountry roads. Shoes softened and worn with age and memories of two or three games a day. Baseball gloves patched up, tied and retied too many times.”I see a team of white players with pristine uniforms and the best equipment, but then I see a team of black players who are in hand-me downs and have old equipment. (You can draw this for your students.)the difference in the way the Major League players and the Negro League players were dressed and how they acted before a huge game.Pink and Say“Then fever must have took me good, ‘cause I could feel a cool sweet-smelling quilt next to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.”Sensory Language = the language the author uses to create images by appealing to the reader’s sensesImagery = one type of sensory language the author uses to create a visual or mental picture TextSensory Language (example from the text)Illustration(what you visualize based on the author’s words)The author uses the description to show—Willie & the All-Stars“Willie would close his eyes and feel just like he was at Wrigley Field, his heart pumping to the sound of balls slamming into mitts, sending puffs of old leather dust into the afternoon sunlight as waves of fresh-cut grass tickled his nose.”Willie & the All-Stars“And then there were the Negro League players. A ragtag collection they were, in uniforms tattered and faded from too many trips up and down backcountry roads. Shoes softened and worn with age and memories of two or three games a day. Baseball gloves patched up, tied and retied too many times.”Pink and Say“Then fever must have took me good, ‘cause I could feel a cool sweet-smelling quilt next to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.”Sensory Language = the language the author uses to create images by appealing to the reader’s sensesImagery = one type of sensory language the author uses to create a visual or mental picture TextSensory Language (example from the text)Illustration(what you visualize based on the author’s words)The author uses the description to show—Old YellerElisa’s DiaryInference = an idea the author does not state Text Evidence+Background Knowledge(schema)=InferenceBut that day when I saw him (Arliss) in the spring, so helpless against the angry she bear, I learned different. I knew then that I loved him as much as I did Mama and Papa, maybe in some ways even a little bit more. So it was only natural for me to come to love the dog that saved him. After that, I couldn’t do enough for Old Yeller.Sometimes my brother annoyed me when I was younger, but honestly, I can’t imagine my childhood with him. He made everything we did (almost everything) a little more fun.The encounter with the bear bonds Arliss, Travis, and Old Yeller together for life. They are closer to one another and realize how much they love each other after a close call.But the real adventure still lay ahead. Americans would need much help to achieve their freedom, and Johnny and his father were glad to be a part of it.John Adams was a man full of words and ideas, but he wasn’t afraid to fight for what he believed in.Bridging Read this sentence from the story. (insert example of imagery)The imagery used allows the reader to know that—The author says that ______ (character) “________”(sensory language that describes something about the character) to emphasize that –5.8A-252095728023-252730-10287003418764730155Traditional Literature - is short, made-up stories that have been retold over and over for many yearsNoticingsAuthor’s Purpose: to entertain; to teach a lessonCharacters: could be like real people or have exaggerated traits or amazing abilities; talking animals and objects are common in traditional tales; characters are usually good or evilSetting: usually set long ago in a specific place; usually where the story originatedPlot: what happens in the story could have magical elements or events that are unrealistic; includes a problem characters face, a series of events as they try to solve the problem, and a resolutionSubgenres: fable, folktale, fairytale, tall tale, trickster tale, myth, each having their own unique featuresTheme: the lesson that the author wants to teach readers; often tells the beliefs of a group of people; may explain how something came to beBook ExamplesAuthor’s Purpose: Characters: Setting: Plot: Subgenres: Theme:Plot LineTitle:_________________________1624084151812Climax-Turning Point00Climax-Turning Point107156730924533982931604753058160444804Falling Action00Falling Action2145665911860Rising Action00Rising Action38563831685677Resolution-Reasonable Ending00Resolution-Reasonable Ending-1033662719346Problem/Conflict00Problem/Conflict374465014944312958078-2067351423007-206734-1987832623930-5459102806756Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionForeshadowing = hints or clues the author gives the reader about future events0Introduction to Characters and Setting: Problem/Conflict: Starts the Action; Problem the main character facesRising Action: Sequence of Events Climax: Turning Point of the Story Falling Action: Event(s) that Lead to ResolutionForeshadowing = hints or clues the author gives the reader about future events6511884241802456601169935 Plot LineTitle:Understanding CharactersDetails such as what characters say and do are clues that the reader can use to help them figure out the reasons characters act the way they do.Character:Wolf from Lon Po Po, Epimetheus & Cronus from Zeus and the Titans, What can we infer about characters based on their actions or words?Character’s Actions or Words (text evidence)Tao and Paotze rushed to their Po Po and wished to be hugged. The old wolf help Tao. “Good child, you are so plump.” He embraced Patoze. “Good child, you have grown to be so sweet.”With the word at peace, Zeus gave the two Titan brothers a new job – creating people and animals Zeus told them to give their creations special gifts, such as speed and keen vision. However, one brother, Epimetheus used up all the gifts on the animals. What was left for people?—pg. 318Uranus, the Titans’ father, had a cruel side. He treated some of his children badly. Only the youngest Titan, Cronus, was brave enough to challenge and defeat him. As a result, Cronus became the ruler of both earth and sky. But his rule would be temporary.—pg. 316The Wolf’s words show that --Epimetheus’s actions imply that -- Based on Cronus’s actions, the reader can infer that --InferencesPhenomena: remarkable, unbelievable events that take placeOrigin Myth: short, made-up story that explains how something real came to beTitleEvents that included PhenomenaThemeSkywoman and TurtleThis myth explained the origin of _______________.Zeus and the TitansThis myth explained the origin of _______________.Journey to CuzcoThis myth explained the origin of _______________.Comparing THEMESTheme = the implied message, moral, or lesson in the story. Readers will often find that some texts have themes that are the same or similar. ThemeText Examples Always strive to reach your goals, even though obstacles may stand in your way.Never Give UpElisa’s DiaryThe Case of the Missing DeerPink and SayFriendships are important in many ways.FriendshipElisa’s DiaryThe Case of the Missing DeerPink and SayWillie and the All-StarsOld YellerAcceptanceBeing clever and courageous can pay off and help you out of difficult situations.CourageLon Po-PoBeing honest is always the best choice; lies only get you into more trouble.HonestyLon Po-PoComparing THEMESTheme = the implied message, moral, or lesson in the story. Readers will often find that some texts have themes that are the same or similar. ThemeText Examples Always strive to reach your goals, even though obstacles may stand in your way.Never Give UpElisa’s DiaryThe Case of the Missing DeerPink and SayFriendships are important in many ways.FriendshipElisa’s DiaryThe Case of the Missing DeerPink and SayWillie and the All-StarsOld YellerAcceptanceCourageHonesty ................
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