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5th Grade ELA: Unit 4
1 Ascension Parish Comprehensive Curriculum
2 Unit 4
3 Time Frame: 5 weeks
Big Picture: (Taken from Unit Description and Student Understanding)
A short story is a short piece of fictional writing (realistic) about people, places, and events. A short story contains all the elements of a novel,
which includes setting, characters, dialogue, point of view, plot, and theme.
A sub-genre of short stories includes adventure, which contains elements of suspense and danger.
Among literary genres, short stories provide opportunities to sequence events, summarize, paraphrase, and compare/contrast literary
elements.
At-A-Glance Unit Strategies/Skills
Writing with Embedded Grammar:
Reading and Responding: *Teach ALL Harcourt units in the order listed below
Commas that set off appositives and introductory phrases
Focus Skills Embedded Within Harcourt Instruction: Answering Literal and
Vary sentence structures and types
Inferential Questions, Cause and Effect, Identify Elements of Short Stories (Plot
Sentences without double negatives
Map)
These skills should be taught and scaffolded throughout each Harcourt Unit Fragments and run-ons
below. Write an original adventure story (relationships between characters
Harcourt Focus Skill: Plot-Conflict and Resolution through dialogue and sequential events)
1. Rope Burn, main selection-realistic fiction, Theme 1, Lesson 1
o Teacher Choice of paired selection-adventure/short story *See At-A-Glance & Suggested Pacing Chart for suggested writing
Harcourt Focus Strategy: Use Story Structure timeline.
2. The School Story, main selection-realistic fiction, Theme 4, Lesson 16
o Teacher Choice of paired selection-adventure/short story
3. Nothing Ever Happens on 90th Street, main selection-realistic fiction, Theme 4, Decoding/Word Attack:
Lesson 17 1. Rope Burn, Closed syllable patterns
o Teacher Choice of paired selection-adventure/short story 2. The School Story, Prefixes –im, in, ir, il
3. Nothing Ever Happens on 90th Street, Suffixes –ant, ent, eer, ist, ian
The above reading and responding focus skills are introduced in our Harcourt Storytown Program at a foundational level for Direct Explicit Instruction. Ensure that instruction for
these focus skills are taught to the level intended and articulated in the Guiding Questions and Benchmark Assessment items.
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Guiding Questions Focus GLEs
Reading and Responding
35.Can students demonstrate their 01 Identify word meaning using a variety of strategies, including using:
comprehension of grade a using context clues (e.g., definition, restatement, example, contrast) (ELA-1-M1) (Application)
appropriate text by answering b using structural analysis (e.g., roots, affixes) (ELA-1-M1) (Application)
literal and inferential questions c determining word origins (ELA-1-M1) (Application)
and using cause/effect d using electronic and print dictionaries, thesauruses, glossaries (ELA-1-M1) (Application)
relationships to answer why 04 Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical
questions? texts, as well as news and current events) for various purposes (ELA-1-M1) (Application)
05 Identify and explain story elements, including:
36. Can students identify elements plot sequence (e.g., exposition, rising action, climax, falling action, resolution) (ELA-1-M2)
of adventure and use those d
(Analysis)
elements to distinguish 07 Answer literal and inferential questions in oral and written responses about ideas and information in
adventure from other forms of grade-appropriate texts, including:
realistic fiction? a fiction (ELA-1-M3) (Synthesis)
10 Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres in oral
37. Can students identify the and written responses (ELA-6 -2) (Analysis)
conflict and the resolution in a 11 Use knowledge of the distinctive characteristics to classify and interpret elements of various genres,
story and cite examples from including:
the story to justify the
a fiction (e.g., folktales, fairy tales, fables, legends, short stories, novels) (ELA-6-M3) (Analysis)
resolution?
d drama (e.g., one-act play or skits) (ELA-6-M3) (Synthesis)
12 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies,
38. Can students use their
including:
knowledge of story structure to
remember key events and to aid identifying stated and implied main ideas and supporting details for each (ELA- 7-M1)
c
in comprehension? (Analysis)
d Comparing and contrasting literary elements and ideas (ELA-7-M1) (Synthesis)
39. Can students apply their predicting the outcome of a story or situation with reasonable justification (ELA-7-M1)
f
knowledge of stated or unstated (Evaluation)
main ideas and supporting 14 Use technical information and other available resources (e.g., software programs, manuals) to solve
details to comprehend text? problems (ELA-7-M2) (Analysis)
17 Analyze grade-appropriate print and nonprint texts using various reasoning skills, including:
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
a identifying cause-effect relationships (ELA-7-M4) (Analysis)
40. Can students make real life Writing
connections to characters 18 Write multi-paragraph compositions on student- or teacher-selected topics organized with:
and their relationships (i.e. a an established central idea (ELA-2-M1) (Synthesis)
text-to-text, text-to-self, & b important ideas or events stated in sequential or chronological order (ELA-2-M1) (Synthesis)
text-to-world) to make and c elaboration (e.g., fact, examples, specific details) (ELA-2-M1) (Synthesis)
justify predictions? d transitional words and phrases that unify points and ideas (ELA-2-M1) (Synthesis)
an introduction, a body/middle, and a concluding paragraph that summarizes important ideas
41. Can students make critical e
(ELA-2-M1) (Synthesis)
comparisons across texts in 20 Develop grade-appropriate compositions on student- or teacher-selected topics that include:
order to explain how word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2)
elements of a story affect a
(Synthesis)
the plot? b vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2) (Synthesis)
c information/ideas selected to engage the interest of the reader (ELA-2-M2) (Synthesis)
42. Can students use the writing d clear voice (individual personality) (ELA-2-M2) (Synthesis)
process to create short
21 Develop grade-appropriate compositions applying writing processes such as:
stories that include all
prewriting (e.g., brainstorming, researching, raising questions, completing graphic organizers)
elements of a novel? b
(ELA-2-M3) (Synthesis)
c drafting (ELA-2-M3) (Synthesis)
43. Can students produce a
narrative composition in revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics)
e
which they apply their (ELA-2-M3) (Synthesis)
knowledge of using commas f proofreading/editing (ELA-2-M3) (Synthesis)
to set off appositives and Writing and Proofreading
introductory phrases, 26 Use standard English punctuation, including:
varying sentence structure, b commas to set off appositives and introductory phrases (ELA-3-M2) (Application)
and avoiding double 28 Write paragraphs and compositions following standard English structure and usage, including:
negatives, fragments and varied sentence structures (e.g., simple, compound) and types (e.g., declarative, interrogative,
a
run-on sentences? imperative, exclamatory) (ELA-3-M3) (Synthesis)
c sentences without double negatives (ELA-3-M3) (Synthesis)
44. Can students demonstrate d sentence fragments and run-on sentences (ELA-3-M3) (Synthesis)
competence in speaking, 30 Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5)
listening, and responding as (Application)
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
tools for learning and 31 Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries,
communicating? thesauruses, spell check) to find correct spellings (ELA-3-M5) (Application)
Speaking and Listening
32 Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) (Application)
33 Use complete sentences and standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1) (Application)
34 Follow procedures (e.g., read, question, write a response, form groups) from detailed oral
instructions (ELA-4-M2) (Application)
35 Restate or describe oral directions/procedures for tasks (ELA-4-M2) (Application)
36 Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3)
(Application)
37 Organize oral presentations with a thesis, an introduction, a body developed with relevant details,
and a conclusion (ELA-4-M3)(Analysis)
39 Deliver formal and informal presentations for a variety of purposes, including:
b personal experiences (ELA-4-M4) (Synthesis)
4
Harcourt Unit Insertion Deletion
1. Rope Burn Teacher choice of paired selection – Theme 1, Lesson 1, pg. T54-T55, T66-T73
adventure/short story
Theme 4, Lesson 16, pg. T76-T77 (Writing)
2. The School Story Teacher choice of paired selection – Theme 4, Lesson 16, pg. T60-T61, T68-T69,
adventure/short story T74-T79, T81
Theme 4, pg. T88-T99 (Unit Writing -
Narrative)
3. Nothing Ever Happens on 90th Street Teacher choice of paired selection – Theme 4, Lesson 17, pg. T140-T141, T152-
adventure/short story T159
Theme 4, pg. T88-T99 (Unit Writing -
Narrative) continued
Theme 4, Lesson 18, pg. T216-T217 (Writing)
5
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
GLEs
Activities
Ongoing Activities A-E 12a-c, 12e-g, 01a-d, 02, 03, 04,
26b, 28c, 28d, 30, 31, 28a
Activity 33: Choose and Read a Variety of Adventure Short 5d, 07a, 10, 11a, 12b, 12e, 17c
Stories
Activity 34: Time For Adventure 05c, 11a, 12c, 12e, 17c
Activity 35: Reading For Adventure 07a, 11a, 12b, 12f
Activity 36: Choose and Read a Variety of Adventures/ Short 07a, 10, 11a, 12b, 12e, 17c
Stories
Activity 37: Compare and Contrast the Conflicts in Two Short 04, 05a, 07a, 10, 11a, 12b, 12d,
Stories 17a, 34, 35
Activity 38: Compare and Contrast Character Development in 04, 05b, 06b, 06c, 07a, 10, 11a,
Two Short Stories 12b, 12d, 17a, 34, 35
Activity 39: Compare and Contrast Themes of Two Short 04, 05a, 05b, 07a, 10, 11a, 12b,
Stories 12d, 12f, 17a
Activity 40: Relate a Short Story to a Personal Experience 06c, 07a, 08, 10, 11a, 12b, 12f, 37,
39b
Activity 41: Write an Original Adventure Story 14, 18a, 18b, 18c, 18d, 18e, 19,
20b, 20c, 21b, 21c, 21e, 21f, 22,
23b, 26b, 28a, 28c, 28d, 30, 31, 35,
46, 47a, 47c
Activity 42: Dramatizing An Adventure Story 11d, 12d, 17e, 20a, 20d, 32, 33, 36
Unit 4: GLEs
*Bolded GLEs are assessed in the Benchmark and should be a Focus throughout the unit.
1a-d Identify word meanings using a variety of strategies including: using context clues (e.g., definition, restatement,
examples, contrast), using structural analysis (e.g., base words, roots, affixes), determining word origins
(etymology), using electronic and print dictionaries, thesauruses, glossaries (ELA-1-M1) (Application)
04 Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical texts, as well
as news and current events) for various purposes (ELA-1-M1) (Application)
05a Identify and explain story elements, including theme development (ELA-1-M2)(Application)
05b Identify and explain story elements, including character development (ELA-1-M2)(Comprehension)
05c Identify and explain story elements, including relationship of word choice and mood (ELA-1-M2)(Application)
05d Identify and explain story elements, including plot sequence (e.g., exposition, rising action, climax, falling
action, resolution) (ELA-1-M2) (Analysis)
06b Identify and explain literary devices in grade-appropriate texts, including foreshadowing (ELA-1-M2) (Application)
06c Identify and explain literary devices in grade-appropriate texts, including flashback (ELA-1-M2) (Application)
07a Answer literal and inferential questions in oral and written responses about ideas and information in grade-
appropriate texts, including fiction (ELA-1-M3) (Synthesis)
08 Identify the connections between ideas and information in a variety of texts (e.g., cartoons, poetry, fiction,
instructional manuals) and real-life situations and other texts (ELA-1-M4) (Synthesis)
10 Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres in oral and written
responses (ELA-6 -2) (Analysis)
11a Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including
fiction (e.g., folktales, fairy tales, fables, legends, short stories, novels) (ELA-6-M3) (Analysis)
11d Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including
drama (e.g., one-act play or skits) (ELA-6-M3)(Synthesis)
12b Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including
summarizing and paraphrasing information (ELA-7-M1) (Synthesis)
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
12c Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including
identifying stated and implied main ideas and supporting details for each (ELA- 7-M1) (Analysis)
12d Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including
comparing and contrasting literary elements and ideas (ELA-7-M1) (Synthesis)
12e Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making
simple inferences and drawing conclusions (ELA-7-M1) (Comprehension)
12f Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including
predicting the outcome of a story or situation with reasonable justification (ELA-7-M1)(Evaluation)
14 Use technical information and other available resources (e.g., software programs, manuals) to solve problems
(ELA-7-M2) (Analysis)
17a Analyze grade-appropriate print and nonprint texts using various reasoning skills, including identifying cause-
effect relationships (ELA-7-M4)(Analysis)
17c Analyze grade-appropriate print and nonprint texts using various reasoning skills, including thinking inductively and
deductively (ELA-7-M4) (Comprehension)
17e Analyze grade-appropriate print and nonprint texts using various reasoning skills, including skimming and scanning
(ELA-7-M4)(Knowledge)
18a Write multi-paragraph compositions on student- or teacher-selected topics organized with an established
central idea (ELA-2-M1) (Synthesis)
18b Write multi-paragraph compositions on student- or teacher-selected topics organized with important ideas or
events stated in sequential or chronological order (ELA-2-M1) (Synthesis)
18c Write multi-paragraph compositions on student- or teacher-selected topics organized with elaboration (e.g.,
fact, examples, specific details) (ELA-2-M1) (Synthesis)
18d Write multi-paragraph compositions on student- or teacher-selected topics organized with transitional words
and phrases that unify points and ideas (ELA-2-M1) (Synthesis)
18e Write multi-paragraph compositions on student- or teacher-selected topics organized with an overall structure
including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA-
2-M1) (Synthesis)
19 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1)
(Synthesis)
20a Develop grade-appropriate compositions on student- or teacher-selected topics that include word choices
(diction) appropriate to the identified audience and/or purpose (ELA-2-M2) (Synthesis)
20b Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary selected
to clarify meaning, create images, and set a tone (ELA-2-M2) (Synthesis)
20c Develop grade-appropriate compositions on student- or teacher-selected topics that include information/ideas
selected to engage the interest of the reader (ELA-2-M2) (Synthesis)
20d Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice
(individual personality) (ELA-2-M2) (Synthesis)
21b Develop grade-appropriate compositions applying writing processes such as prewriting (e.g., brainstorming,
researching, raising questions, completing graphic organizers) (ELA-2-M3) (Synthesis)
21c Develop grade-appropriate compositions applying writing processes such as drafting (ELA-2-M3) (Synthesis)
21e Develop grade-appropriate compositions applying writing processes such as revising based on feedback and use
of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3) (Synthesis)
21f Develop grade-appropriate compositions applying writing processes such as proofreading/editing (ELA-2-M3)
(Synthesis)
22 Develop grade-appropriate paragraphs and multi-paragraph compositions using the various modes (i.e., description,
narration, exposition, and persuasion), emphasizing narration and exposition (ELA-2-M4) (Synthesis)
23b Use various modes to write compositions, including stories that incorporate dialogue, characters, plot, setting, and
sensory details (ELA-2-M4) (Synthesis)
26b Use standard English punctuation, including commas to set off appositives and introductory phrases (ELA-3-
M2)(Application)
28a Write paragraphs and compositions following standard English structure and usage, including varied sentence
structures (e.g., simple, compound) and types (e.g., declarative, interrogative, imperative, exclamatory) (ELA-
3-M3) ) (Synthesis)
28c Write paragraphs and compositions following standard English structure and usage, including sentences
without double negatives (ELA-3-M3) ) (Synthesis)
28d Write paragraphs and compositions following standard English structure and usage, including correct sentence
fragments and run-on sentences (ELA-3-M3) ) (Synthesis)
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
30 Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5)(Application)
31 Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5) (Application)
32 Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) (Application)
33 Use complete sentences and standard English grammar, diction, syntax, and pronunciation when speaking
(ELA-4-M1) (Application)
34 Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions (ELA-4-
M2)(Application)
35 Restate or describe oral directions/procedures for tasks (ELA-4-M2) (Application)
36 Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) (Application)
37 Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a
conclusion (ELA-4-M3) (Analysis)
39b Deliver formal and informal presentations for a variety of purposes, including personal experiences (ELA-4-
M4)(Synthesis)
46 Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions
and reports (ELA-5-M4) (Application)
47a Give credit for borrowed information following acceptable use policy, including integrating quotations and citations
(ELA-5-M5) (Application)
47c Give credit for borrowed information following acceptable use policy, including creating bibliographies and/or works
cited lists (ELA-5-M5) (Application)
Resources:
Literacy Strategy Packet
Black Line Masters
Jack London Websites from Act. # 34
www.rubistar.com
Previously read Adventure Stories as a reference
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Introductory Activities
Activity A: Independent Reading (Ongoing) (Unit 4, CC Act. 1) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level
for an uninterrupted period of time. Across genre studies, students should read silently each day while
selecting their own books or reading materials; selections should require neither testing for
comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy
descriptions), along with new understandings, predictions, confirmation of predictions, explanations, and
reflections. Use of teacher conferencing, discussion groups, and book talks may prompt students to
analyze literature in a way that enhances enjoyment and provides insight into self and others.
Activity B: Vocabulary Study (Ongoing) (Unit 4, CC Act. 2) (GLEs: 01a, 01b, 01c, 01d, 02, 03, 04)
Materials List: dictionaries, thesauruses, glossaries
During the unit, the teacher will emphasize vocabulary development by modeling the use of structural
analysis to figure out unfamiliar words in the adventure stories. Students will select brief passages that
contain an unknown or confusing word. They will then examine prefixes, suffixes, roots, or the base
word to help them identify a word or phrase with the same meaning as the unfamiliar word. Students will
also identify the meaning of various multiple-meaning words, idioms, analogies, and acronyms; students
may need to examine the origin of a word to understand the meaning in context. To aid in analysis,
students will use electronic and print dictionaries, thesauruses, and glossaries in their work. As students
discover new words through reading, they will add words to the word wall for daily review and usage in
speech or compositions.
Activity C: Writing Craft Mini-Lessons (Ongoing) (Unit 4, CC Act. 3) (GLEs: 26b, 28c, 28d, 30, 31)
Materials List: student writing samples, board and markers, learning logs
In editing and proofreading written work, students will pay particular attention to eliminating sentences
with double negatives, correcting run-on sentences and sentence fragments, correcting punctuation in
appositives and introductory phrases, introducing commas, and selecting words for clarity in composition.
Since short stories often relate a series of events, appositives are used to provide details about characters
and setting, so students will review previous work and look for patterns of errors.
An example of a mini-lesson is as follows: the teacher will write the sentences below on the chalkboard.
Within learning logs (view literacy strategy descriptions), students will identify the appositive by
underlining it once, identify the word or words to which the appositive refers by underlining it twice, and
determine if commas are needed to set off the appositive.
My neighbor Jim was lost in the wilderness for three weeks during a recent camping trip.
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Following discussion, the teacher will write the sentence below. Students will follow the same directions.
Once completed, students will discuss the differences between the appositives and read each sentence
without the appositives to check for sentence clarity.
The local paper The Evening Star interviewed Jim just moments after he was found.
Finally, students will create five or more examples of sentences containing appositives. Students will
consult with a peer partner to evaluate correct use of appositives and revise sentences as necessary. The
teacher will monitor peer discussion and check individual learning logs for correct use and completion of
activity.
Activity D: Grammar/Usage Mini-Lessons (Ongoing) (Unit 4, CC Act. 4) (GLE: 28a)
Materials List: student writing samples, board or transparencies, markers, learning logs, colored pencils if
desired
Instructional Suggestion: DOL with focus on ~ Commas that set off appositives and introductory phrases;
varied sentence structures and types; sentences without double negatives; correct sentence fragments and
run-on sentences. Use Harcourt grammar pages for direct explicit instruction based on student needs
through formative assessments.
Within short stories, the main characters often face emotional as well as physical dangers. Sentence types
vary among declarative, interrogative, imperative, and exclamatory. Following a review of sentence types
as needed, the teacher will write the statements from T.O. Beachcroft’s The Erne from the Coast on the
board or an overhead transparency.
He suddenly shouted at Harry, and his red face turned darker red. ―That’s a lie!‖
He said. ―There’s been no eagle here in my lifetime. What’s happened? Go
on—tell me.‖
Students will discuss and determine which types of sentences are present. Students will write the example
in learning logs (view literacy strategy descriptions) and identify types of sentences by labeling or color
coding. The teacher will develop or locate more samples to provide opportunities for reinforcement of
identification skills.
Students will also focus on double negatives, run-on sentences, commas in appositives (and introductory
phrases.)
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Activity E: Decoding/Word Attack (Ongoing) (GLEs: 01b, 01c)
Materials List: Harcourt textbook and student writings
Throughout the unit, the teacher will review decoding and word attack strategies with the students.
Students will analyze words fitting the structural patterns daily (5-10 minutes) and will share aloud any
other words they have heard or seen in current, real-world context that fit the patterns. The teacher will
aid student understanding of structural analysis by providing examples.
Unit 4 Focus:
1. Closed syllable patterns
2. Prefixes –im, in, ir, il
3. Suffixes –ant, ent, eer, ist, ian
*These skills should be taught with corresponding numbered Harcourt Units as listed on the Framework.
Suggested Assessments:
i-LEAP formatted questions embedded as a portion of ELA tests; student writing
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Instructional Activities
Activity 33: Choose and Read a Variety of Adventure Short Stories (CC Act. 1)
(GLEs: 5d, 07a, 10, 11a, 12b, 12e, 17c)
Materials List: a variety of adventure stories of varying levels, reading log
As an introduction, students will review elements of the short story. In a subsequent brainstorming
session, students will respond to adventure. The teacher will explain that adventure may be defined as an
unusual experience marked by excitement and as an undertaking of a hazardous nature marked by
suspense. Students will read a variety of teacher-chosen and self-selected adventure stories and keep a
reading log of selections in their binders. When students have completed reading selections, the teacher
will conduct a discussion of the common characteristics of all the stories read in terms of adventure
elements and short story elements. Students will create two lists. One list will represent adventure, and
the other will represent short stories in general. The class will then combine the lists to define the key
attributes of adventure short stories.
Activity 34: Time for Adventure (Unit 4, CC Act. 5) (GLEs: 05c, 11a, 12c, 12e, 17c)
Materials List: board or chart paper, markers, paper, pens, learning logs
Students will use brainstorming (view literacy strategy descriptions) to activate prior knowledge about
adventure. The teacher will write the word adventure on the board or on chart paper. As a class, students
will suggest words or phrases that embody one’s idea of adventure, and the teacher will list responses.
The teacher should further explain that adventure may be defined as an unusual experience marked by
excitement and as an undertaking of a hazardous nature marked by suspense.
To enhance student knowledge of characteristics of adventure, student groups of four will create
adventure story chains (view literacy strategy descriptions) by using information and characters from their
everyday interests and media. The teacher will write the prompt below on the board or chart paper.
If I had 2 weeks vacation time to travel to famous sites in the United States,
I would…
On a sheet of paper, the first student initiates a story by establishing a setting and will pass the paper to the
student sitting to the right. The next student will add the second sentence in the story to build excitement
or suspense. The paper is passed again to the next student who will add a third line to continue the
adventure and describe the character’s risky undertaking. Upon receipt of the paper, the fourth student
must conclude the story. Students will collaboratively revise the story based on the last student’s input
and will determine if the story has characteristics of an adventure. As time permits, allow students to
share their story chains orally with the rest of the class.
Finally, students will respond to a reflective prompt within learning logs (view literacy strategy
descriptions). The prompt would be listed on the board as Describe decisions that must be made when
experiencing an adventure. Students would write one or more descriptive paragraphs.
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5th Grade ELA: Unit 4
5th Grade ELA: Unit 4
Activity 35: Reading for Adventure (Unit 4, CC Act. 6) (GLEs: 07a, 11a, 12b, 12f)
Materials List: Internet access, student copies of To Build a Fire by Jack London
As an introduction, the teacher will locate a brief biography of Jack London at
http://www.jacklondons.net/shortbio.html and will share the info either by projecting it on a screen for the
class to see or by reading it aloud. Following the overview of London’s life, the teacher will review
elements of the short story by asking students to consider London’s life as a story and to identify
examples of each story element within his personal adventures.
Next, students will use reciprocal teaching (view literacy strategy descriptions) to summarize, question,
clarify, and predict to understand the text of Jack London’s To Build a Fire. An online version of the
story may be found at http://www.jacklondons.net/buildafire.html . To model how to examine the initial
actions of the man and the dog, the teacher will ask ―Which is greater when it comes to survival---
knowledge or instinct?‖ Students will discuss and offer opinions about this question. Then the teacher
will read the first four paragraphs of the story or until completing the line, ―The dog had learned fire, and
it wanted fire….‖ At this break, the class will discuss and summarize the main points; if needed, the
teacher will guide students to recognize the man’s knowledge of facts and the dog’s knowledge of the
significance of the facts. The teacher continues by assuming the role of questioner and asks a question to
prompt students to ask others (e.g., Why was it important for the reader to know that the man was a
newcomer?). After allowing time for students to ask questions, the teacher models the clarifying process
by stating, ―The beginning of the story implies the dangers of frostbite. What other actions could the man
have taken to avoid frostbite?‖ If class books do not provide background information on frostbite, the
teacher could encourage students to access the Internet for brief research. At this point the teacher will
ask the students to predict what will happen next in the story. Students will need time to offer and discuss
predictions until the class has reached consensus.
Student groups of four will engage in the process of reciprocal teaching as they continue to read. Each
will be assigned a role of summarizer, questioner, clarifier, or predictor. The teacher will monitor and
assist groups.
Activity 36: Choose and Read a Variety of Adventure Short Stories (GLEs: 07a, 10, 11a, 12b, 12e,
17c)
Materials List: variety of short stories, reading material covering a wide range of topics and readability
levels, learning logs
Students will read a variety of teacher-chosen and self-selected adventure stories (See resources for
suggested titles.) and keep a list of selections read in their learning logs (view literacy strategy
descriptions). Students are to read as many texts as possible to gain an understanding of the distinctive
characteristics of the genre. To have a frame for self-monitoring while reading, students will use the
instructional approach of DR-TA (view literacy strategy descriptions). With peer partners, students will
discuss information already known about the topic of the short story, including personal experience, prior
to reading. The teacher will monitor and direct student attention to the title, any subheadings, and other
textual and format clues. Peer groups will record ideas and background information within learning logs.
Next, groups will make predictions about the text content based on prior knowledge or information gained
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from format/textual clues. Students will record predictions within learning logs. Students read and stop
periodically at section breaks to check and revise predictions. At this point, students must reread and
change previous predictions in light of new evidence gained through reading. Students will include
examples of text as relevant evidence for revised thoughts. Students will repeat the DR-TA cycle several
times throughout the course of reading.
After several days of independent reading of selections, the teacher will conduct a discussion of the
commonalities among all the stories read in terms of adventure elements and of short story elements to
create two lists. One list will represent adventure and the other will represent short stories in general. The
class will then analyze and combine the lists to define the key attributes of adventure short stories.
Students will record the list of key attributes within learning logs.
*A suggestion could be to combine Activities 38, 39, and 40 into one lesson for better student
understanding and time management.
Activity 37: Compare and Contrast the Conflicts in Two Short Stories (Unit 4, CC Act. 8)
(GLEs: 04, 05a, 07a, 10, 11a, 12b, 12d, 17a, 34, 35)
Materials List: two selected short stories, chart paper for categorization activity, board, board marker,
Vocabulary Card Template BLM (See Unit 2, Activity 8 BLM), learning logs
As difference or discord is often the most noticeable element in a story, the class will discuss and list the
conflicts that they have read about in adventure stories. Students will then categorize the listed conflicts;
they will also generate several alternative ways the conflicts could be grouped by utilizing content-
specific vocabulary as appropriate.
The teacher will review internal conflict (man vs. self) and external conflicts ( man vs. man, man vs.
nature, man vs. society) and guide students to create vocabulary cards (view literacy strategy
descriptions) for the words. Students will follow the provided sample (See BLM.) to place the targeted
word in the middle of a 3‖x5‖ index card. The teacher will ask students to provide a definition. Next,
students will list the characteristics or description of the word and write that information in the appropriate
space. Next, students will suggest examples for the term and select one or two of the best ones to place in
the designated area on the card. Finally, students will create a simple illustration of the term in the last
area of the card. Students will then make a word card for the other term. Allow time for students to study
the cards and quiz each other with the cards in preparation for other class activities and tests.
In a teacher-facilitated class activity, students will draw a graphic organizer (view literacy strategy
descriptions), such as a Venn diagram, on the board to compare and contrast the conflicts within two
adventure short stories that everyone has read. Discussion will focus on internal and external conflicts.
Students will take notes to summarize how the conflicts are similar and different and will keep the notes
in learning logs (view literacy strategy descriptions).
Suggested Assessment:
Students will recognize and analyze conflict by selecting a topic from the alternative
classification list. Students will complete a Venn diagram comparing and contrasting the struggles
related to the topic. To extend the evaluation, students may compare their completed diagram to
one from their portfolio to project final views on authors’ perspectives.
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Activity 38: Compare and Contrast Character Development in Two Short Stories
(Unit 4, CC Act. 9) (GLEs: 04, 05b, 06b, 06c, 07a, 10, 11a, 12b, 12d, 17a, 34, 35)
Materials List: board, board marker, learning logs
To build more toward an understanding of theme, students must recognize that characterization is often
the strongest indicator of the guiding idea behind the author’s story. Students will participate in a teacher-
facilitated discussion of the importance of character development in the short story genre, noting that the
reader comes to know the characters through the indirect methods of (1) physical description; (2)
characterization through thoughts, feelings, words, and actions; and (3) examination of the comments and
reactions of others in the story. The author’s use of foreshadowing and flashback directly related to the
character’s development; Students will also note the reader additionally gains knowledge through a direct
method of the author’s stated opinion about the character. Students will discuss how character
development and conflict are linked in the adventure short story; the main character is presented with a
situation, a problem or conflict, which he must resolve.
As a class, students will draw a graphic organizer (view literacy strategy descriptions), such as a Venn
diagram, on the board to compare and contrast characterization within the two stories selected in Activity
8. Students will take notes within learning logs (view literacy strategy descriptions) to summarize how
characterization is similar and different.
Activity 39: Compare and Contrast Themes of Two Short Stories (Unit 4, CC Act. 10)
(GLEs: 04, 05a, 05b, 07a, 10, 11a, 12b, 12d, 12f, 17a)
Materials List: board, board marker, learning logs, Identification of Theme Table BLM [Activity-
Specific Assessment] (one per student)
To culminate the development of thematic components in a story, students will participate in a teacher-
facilitated discussion on theme as the controlling idea or belief about what is important in life and the
implied belief about what is unimportant. Students will explain how theme gives basic meaning to a
literary work and is generally inferred from the other elements in the short story, such as how the
character goes about solving the presented problem. Additionally, the students will discuss that theme
often evolves through conflicts experienced by the main character. As the teacher models how to extract a
theme from a short story, students will identify and summarize themes (e.g., courage, perseverance,
survival) within learning logs (view literacy strategy descriptions) for the two selected short stories from
Activity 8. To add a visual element to their notes, students will draw pictures or symbols to represent each
identified theme.
Now that themes have been identified, students will consider that a theme gives basic meaning to a story.
Next, the group will discuss the relationship of cause and effect and determine if it applies to either story.
Finally, the class will use a graphic organizer (view literacy strategy descriptions), such as a Venn
diagram, to compare and contrast thematic development in the two stories. Students will copy within
learning logs the completed graphic organizer from the board and add any notes below it to summarize
how themes are similar and different. As part of the summary notes, students will identify the point in the
story at which a reader is able to make a prediction of outcome. To independently practice identification
of theme, students will complete an assessment activity (See BLM.)
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5th Grade ELA: Unit 4
Suggested Assessment:
Activity 10: Now that students have analyzed themes for two particular short stories, they will
independently determine the theme of each short story read since Activity 1, as listed in their
learning log (view literacy strategy descriptions). Students will select quotations to support their
identified theme and will record the information in a table format (See Identification of Theme
Table BLM.).
Activity 40: Relate a Short Story to a Personal Experience (Unit 4, CC Act. 14)
(GLEs: 06c, 07a, 08, 10, 11a, 12b, 12f, 37, 39b)
Materials List: individually selected short stories, Examining Personal Experience Through a Short Story
BLM (one per student) or technology option
Students will choose their favorite short story from read adventure/short stories and create a table that
demonstrates how the story is similar and different from their own lives. Sections to assess in the table
(See BLM) will include: Similarities, Differences, Excerpts from the Text, and Personal Experience.
After a review of the story, students will select and record, within the table, excerpts which
exemplify similarities and differences to share aloud with the class. The teacher will monitor and
identify student examples of flashback as a review of the literary device. During the oral
presentation, students may expand their perceived connections by summarizing personal
experiences, predicting reasonable outcomes, and responding to audience comments and
questions.
Suggested Assessment:
Class members will listen actively as personal explanations are shared orally. After each
participant’s presentation, the teacher will ask students to indicate by a show of hands, if the
participant established a clear connection between the selected story and personal experience.
Each participant will measure strength of the connection by the number of raised hands.
Activity 41: Write an Original Adventure Story (Unit 4, CC Act. 12) (GLEs: 14, 18a, 18b, 18c, 18d,
18e, 19, 20b, 20c, 21b, 21c, 21e, 21f, 22, 23b, 26b, 28a, 28c, 28d, 30, 31, 35, 46, 47a, 47c)
Materials List: writing materials, software to produce a digital form
Students will divide into small cooperative groups and brainstorm (view literacy strategy descriptions) an
adventure story using the categories theme, character, and conflict as ways of taking notes for predicting
reasonable outcomes and drafting the story. Students will write a first draft of the story and share that
with their authors’ group. They will identify ways in which they used vocabulary and dialogue within
their drafts to clarify meaning, create images through sensory details, and set the story’s tone. A final draft
will be produced and shared with the authors’ group. Students may choose to email a copy to a friend for
pleasure reading.
Suggested Differentiation:
Allow author’s groups to work together OR students may work alone.
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Activity 42: Dramatizing An Adventure (Unit 4, CC Act. 13) (GLEs: 11d, 17e, 20a, 20d, 32, 33, 36)
Materials List: individually selected short stories, paper, pen
Now that students have read literature that centers on action and/or danger, students will select a portion
of a favorite adventure story from which to create a skit. Students will write a first draft of the skit and
critique that with their authors’ group. Students will identify ways in which dialogue can be used to
emphasize character personality and to convey more strongly the theme of the whole story. While editing
revisions, students will check use of quotation marks around dialogue. Upon completion, students will
present skits to the class.
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Unit 4 Assessment Options
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select
assessments that are consistent with the type of product that results from the student activities and develop
a scoring rubric collaboratively with other teachers or students. The following are samples of assessments
that could be used for this unit:
General Assessments
Students will list in their journals new vocabulary they have used within reading and writing. To
make a comprehensive list, students will include vocabulary that clarified meaning within context,
created images, or developed story mood and tone. Students will reflect upon use of words in a
learning log format. Entries will be assessed for completion and reasonableness of selection.
Students will collect all Venn diagrams and written products from this unit in a portfolio. Materials
will be assessed for completion. Students will engage in self- assessment of portfolio examples.
Assessment may be in a journal format or in an essay format.
The teacher will observe silent sustained reading of short stories for individual use of
comprehension strategies, such as questioning, making inferences, and predicting as indicated by
recording of such in logs.
Resources
Activity 5: Suggested collections:
o Conrad, J. Selected Short Stories. (ISBN 1-85326-190-4)
o Conrad, J. Three Sea Stories. (ISBN 1-85326-743-0)
o London, J. Best Short Stories of Jack London. (ISBN 0-449-30053-6)
o London, J. Collection. http://www.jacklondons.net/northstories.html
o London, J. To Build a Fire and Other Stories. (ISBN 0-553-21-335-0)
o Twain, M. The Complete Short Stories of Mark Twain.
Suggested titles:
o Alcott, L. Marjorie’s Three Gifts. http://www.readbookonline.net/readOnLine/600/
o Bierce, A. One of Twins.
http://www.readbookonline.net/readOnLine/1336/
o Crane, S. The Snake.
http://www.readbookonline.net/readOnLine/1501/
o Grey, Z. The Redheaded Outfield.
http://www.readbookonline.net/readOnLine/621/
o Stowe, H.B. The Minister’s Wooing.
http://www.readbookonline.net/readOnLine/705/
o Twain, M. The First Writing-machines.
http://www.readbookonline.net/readOnLine/646/
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Name/School_________________________________ Unit No.:______________
Grade ________________________________ Unit Name:________________
Feedback Form
This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.
Concern and/or Activity
Changes needed* Justification for changes
Number
* If you suggest an activity substitution, please attach a copy of the activity narrative formatted like the
activities in the APCC (i.e. GLEs, guiding questions, etc.).
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