Mrs Frisby Main Idea Author Purpose Princeton ISD

					                                                 Campus: Elementary

Authors: Kasey Carker, Robin
                                                 Date Created / Revised: July 22, 2010
Gardner, Sally Hooks, and Cindy Gee

                                                                              th
Six Weeks Period: 3rd                            Grade Level & Course: 5 grade Reading

                                                 Lesson Unit Title: Mrs. Frisby and the Rats of Nimh, Main
Timeline:     26 Days
                                                 Idea, Author’s Purpose

                        Which subject-specific TEKS are going to be addressed in the lesson unit?

                        5.2B use context (e.g., in-sentence restatement) to determine or clarify the meaning of
                        unfamiliar or multiple meaning words

                        5.2C produce analogies with known antonyms and synonyms
Stated Objectives:
TEKS Addressed          5.6C explain different forms of third-person points of view in stories
in the Lesson Unit

(Include TEK            5.10 Reading/ Comprehension of Informational Text/ Culture and History. Students
number and (SE)         analyze, make inferences and draw conclusions about the author’s purpose in cultural,
student                 historical, and contemporary contexts and provide evidence from the text to support their
expectation             understanding.
description
                        5.11B determine the facts in text and verify them through established methods

                        5.12A identify the author’s viewpoint or position and explain the basic relationships among
                        ideas (e.g., parallelism, comparison, causality) in the argument

                        5.16A dialogue that develops the story


Clarifiers:             What specific concepts will be included that clarify the content and satisfy the goal
                        of the TEKS addressed in this lesson unit?
(Specific
concepts to be
                        Objective 3: The student will use a variety of strategies to analyze culturally
included to
                        diverse written texts
address the
TEKS)
                        Objective 4: The student will apply critical thinking skills to analyze culturally
                        diverse written texts.


                        What unfamiliar terms will be introduced to the students that will enhance their
                        understanding of the concept?

                        scarce, wary, tiresome, accompany, obediently, hypochondriac, tedious, roundabout,
                        briskly, frailness, vigorous, nimble, essence, authoritative, relentless, pneumonia, vantage
                        laborious, illogical, squat, wisp, protrude, nervous, upholster, extraordinary, explicit,
Vocabulary              efficient, abrupt, contrary, merely, laborious, discern, satisfactory, intent, secrecy,
Addressed               bewilderment, pasture, descent, conceive, presume, hostile, astonished, individual,
                        cursory, compiled, injection, gradually, neurologist, partition, illusion, incur, inkling,
                        unerringly, plaintive, consternation, desert, engross, contrary, persuade, bramble,
                        reassure, soothe, epidemic, cyanide, satchel, grudging, irrigation, tinker, scaffolding,
                        acquaintance, anticipate, disinterest, colander, commence, hulking, extension
                     What activity will focus attention on the subject matter of the upcoming lesson unit,
                     establishing a mental set to pique the students' interest?
Anticipatory Set
or Introduction to   Brainstorm, what do we know about rats, list on whiteboard, be sure someone mentions
Lesson Unit          they are used for scientific experiments, do you think rats have feelings?

                     Technology Integration: N/A

Teaching             What specific teaching strategies are going to be used to teach this lesson unit? What
Strategies           approach will be used to provide information (explain) the lesson unit to the students?

                     activate prior knowledge, brainstorm, read aloud, questioning

                     What modeling will take place to demonstrate what the students will do?
Modeling             think alouds, read alouds, predicting, using context clues to define words orally, teacher
                     demonstrates think aloud, and summarizing

                     What initial practice of lesson skill will be used under direct supervision of the teacher?
                     What practice of the skill concept of the lesson, without direct (step-by-step) adult
                     supervision will take place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).


                      Day 1 Daily warm up. Pass out first list of vocabulary words, note cards, and ziplock bag.
                     Have students write the vocabulary word on one note card and it's definition on the
                     second note card. Tell students this will be used for a memory vocabulary game when
                     we're finished. About 15 minutes before end of period, pass out books, have students
                     read back cover and predict what the novel may be about. If time, teacher read aloud the
                     first chapter and discuss the setting.

                     Day 2 Daily warm up. As we read, students will locate vocabulary words and define
                     them to the class, orally begin reading chapters 1-7, identify similes, metaphors,
                     alliterations, help students summarize the chapters as they read them.

                     Day 3 Daily warm up. Review vocabulary words, continue reading chapters 1-7,
                     identifying similes, metaphors, alliterations, main idea, and summarizing, emphasize
                     characters and their characteristics using Thinking Cap Questions. Review plot so far,
                     pass out vocabulary unscramble.

                     Day 4 Daily warm up. Finish reading chapters 1-7, this time with partners, as they read
                     partners must find 4 similes, make a summary, and discuss the main idea to present to
                     the class.
                   Basal reader activity- Review vocabulary in context cards page 402-403. Pre reading
                   activity Unit 4 T 12 and 13. Teacher will model fluency by reading Japanese Cartoons are
                   Manga-nificent. Orally discuss questions on page T 13.

                   Day 5 TAKS Skills practice. The teacher introduces the four main purposes an author
                   may use. Give plenty of examples of each type, and practices identifying which ones
                   belong under which heading. The teacher places students into cooperative groups of four.
                   Give each group a copy of the daily newspaper. Have students search through and cut out
                   articles, advertisements, etc., and identify the author's purpose. Follow-up with a class
                   discussion where articles are shared and the justification of an author's purpose is
                   explained.

                   Day 6 Daily warm up. Vocabulary quiz, use crossword puzzle including words and clues.
                   Test on chapters 1-7.

                   Basal reader activity- Discuss academic terms Unit 4 T18, authors purpose, monitor, and
                   theme. Introduce genre vocabulary on page 406 (unit 4 T20). Students will silently read
                   Lunch Money pages 407-416. Students will independently complete page 181 in the
                   student practice book.

                    Day 7 Daily warm up. Introduce new vocabulary words have students using context
                   clues, fill in the crossword puzzle as we read chapters 8-14. Teacher and students read
                   aloud chapters 8-14. Ask about drawing conclusions, cause & effect, students find words
                   with affixes and identify base word.
Activities
                   Day 8 Daily warm up. Continue reading chapters 8-14, follow discussion questions on
(Guided Practice   "Rat" sheet, review story main ideas, vocabulary words to prepare for quiz next day, pass
and Independent    out vocabulary unscramble.
Practice)
                   Day 9 Daily warm up. Finish reading chapters 8-14 with partner read. Each partnership
(Include: Day 1,   must present main idea, summary, and at least five examples of figurative language to
Day 2, etc…)       present in class

                   Day 10 Basal reader activity. Teacher will model fluency by sharing a read aloud
                   Turbulent History of Texas unit 5 T 160-161. Orally discuss questions on cause and
                   effect and main idea on T 161. Students will independently complete skills practice
                   worksheet page 93-95 in the student assessment book.

                   Day 11 Daily warm up. Vocabulary matching test on chapters 8-14, comprehension test
                   on chapters 8-14.

                   Basal reader activity- Review vocabulary in context cards. As a whole group activity
                   complete projectable 23.2 Cowboys Today
                   on main idea and details. Read silently Vaqueros on page pages 586- 596 (unit 5 T 168-
                   178).

                   Day 12 Daily warm up. Pass out vocabulary for chapter 15-21. Use crossword puzzle
                   including words and clues to fill in as we read the story. Teacher and student read and
                   discuss.

                   Day 13 Daily warm up. Continue reading chapters 15-21, continue to summarize, identify
                   main idea, locate vocabulary words, discuss figurative language, then orally discuss
                   questions on Rat Book sheet.
                   Assign word search.

                   Day 14 Daily warm up. Finish reading chapters 15-21 with partner; each partnership
                   must present main idea, summary, and at least five examples of figurative language.
Basal reader activity- Teacher will model finding main idea using projectable 23.4.
Students will independently complete main idea and details page 265 in students practice
book.

Day 15 Teacher will introduce clue words: who, what, when, where, why, and how for
finding facts and details in a passage. Using direct questioning from transparencies #4-6
out of the Gourmet Curriculum students will identify specific facts and details

Day 16 Daily warm up. Vocabulary matching quiz, reading comprehension quiz.

Basal reader activity- Teacher will model fluency by sharing Read aloud unit 5 page 304
The True Story of Sacagawea. Review and discuss authors purpose.

Day 17 Daily warm up. Begin vocabulary for chapters 22-27, use crossword puzzle to
find definitions of words as we read them. Read orally with teacher and students reading,
discuss figurative language, onomatopoeia, simile, metaphor, main idea, foreshadowing,
predicting.

Day 18 Daily warm up. Continue reading chapters 22-27, looking for figurative language,
deciding what a good summary is, how do we foreshadow, what could we predict, have
students summarize the story, complete literary discussion items, assign word search
vocabulary words

Day 19 Daily warm up. Finish reading chapters 22-27. Students will choose partner to
read to, partnership must have main idea, summary, a simile, metaphor, alliteration, and
onomatopoeia, present these to class.

Day 20 Basal Reader activity- Pre reading activity student book page 633 (unit 5 T
311). Discuss authors viewpoint and authors purpose. Teacher will model using
projectable 25.2. Introduce vocabulary using context cards page 630-631. Students will
silently read Lewis and Clark page 634-645 (unit 5 T312-323).

Day 21 Daily warm up. Final test on Mrs. Frisby and Rats of Nimh, vocabulary test.


Day 22 Daily warm up. Fill out characteristic chart pg. 32, use this information to make
a character web for three of six characters Farmer Fitzgibbon, Mr. Ages, Timothy, Mrs.
Frisby, the owl, Jeremy.

Day 23 Daily warm up. Basal reader activity- Whole group will read the play A Surprise
Reunion page 646-648 (unit 5 T 324-327). Whole group will do text to text activity #2
page 649 (T327). Using projectable 25.4 teacher will model connecting authors purpose
and viewpoint. Students will independently complete worksheet 290 in the student
practice book.

Day 24 Daily warm up Students will complete a story web of Mrs. Frisby by dividing large
manila paper into eight squares and labeling the squares; title and author, authors
purpose and genre, pick a setting and draw or describe it, list characters using two boxes,
beginning of story, middle of story, and ending of story.

Day 25 The class will do “The Pizza Factory” activity where students will identify
appropriate facts that answer specific key questions.

Day 26 Students will work with teacher on TAKS stories using Kamico practice test 5&6.
Teacher will model TAKS objectives by using transparencies from Step Up to the TAKS
Nonfiction reading.
                    Technology Integration: N/A

                    What check(s) will be used to determine if learners have understood the material and
                    activities of the lesson?
Checking for
Understanding
                    read faces, question and answer, oral summaries, monitor oral reading, make character
                    webs

                    If necessary, what alternative teaching methods will be used to teach the same
                    information or skill? Consider teaching methods that address different learning styles, e.g.,
                    auditory, visual, tactile, and kinesthetic.
Opportunities to
Relearn
                    make vocabulary note cards, orally give teacher summary of each chapter, describe each
(Reteach)
                    chapter

                    Technology Integration: N/A

                    What alternative instructional modifications and adaptations that address all learners'
Accommodations
                    needs are necessary, if any?
for Special
                    Accommodations for instruction will be provided as stated on each student’s (IEP)
Populations
                    Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.

                    What additional teaching strategies will be used to accommodate the needs of English
Strategies for
                    Language Learners during this lesson unit?
English Language
Learners (ELLs)
                    retell story to partner, draw pictures of characters using descriptions from book, oral
                    reading with teacher only, review vocabulary often

Assessment or       What formal assessment that provides learning criteria and indicators through traditional
Evaluation          or alternative assessment means will be used? State what the learner will do to
                    demonstrate understanding and mastery of objectives (this should be directly tied to the
(Formative and      lesson unit objectives).
Summative to
Assess Mastery)     vocabulary matching test, teacher made section tests, character webs, 6 weeks test

                    What challenging instructional activities can be provided for students who demonstrate
                    academic proficiency of curriculum objectives? Focus on Application and Transference to
                    the "Real World". Make a connection between past and present.

Enrichment /        Choose a chapter and write a play about it: write another ending: research the use of
Extension           animals in experiments.
                    Basal activity text to text page 421. Students will create an original comic strip.
                    Basal activity #2 target vocabulary, main ideas and details page 597.

                    Technology Integration: N/A

                    What very brief activity will take place that has students state or demonstrate the main
Closure or Ending   objective(s) of the lesson.
the Lesson Unit     In small groups, students give 5 reasons they would or would not like to live as one of the
                    Rats of Nimh, come back together and share answers, discuss reasons

Materials:          What preparation must occur before the lesson is ready?
Preparation and     type vocabulary lists
Resources   type crossword puzzles
            type section tests
            type discussion questions
            copy word searches and unscrambled words
            ws 32 and 44

            What resources should be available to the instructor and learner to appropriately and
            successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?

            one copy of Rats of Nimh for each student
            note cards
            zip lock bags
            basal reader
            student practice book
            student assessment book
            basal projectables

				
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