Rachel's Journal: The Story of a Pioneer Girl
1 Anchor Text
Teacher will ask students to read through the anchor text found on page 724, stopping and responding to the Analyze the Text questions and initial Essential question in their reading journal to check comprehension and level of understanding skills. Teacher will float around monitoring focus, pace, and answering individual questions as needed.
Teacher will ask students to read through the anchor text found on page 724, stopping and responding to the Analyze the Text questions and initial Essential question in their reading journal to check comprehension and level of understanding skills.
2 Comprehension and Vocabulary Assessment
Have students login to their Think Central accounts and access the Things to Do to locate their assessment. The quiz is a 20 multiple choice quiz with a TDA (text dependent analysis) essay response at the end. Students should refer to the anchor text to assist them. Students should use the RACES graphic organizer to complete the TDA essay question.
Students will be instructed to login to their personal Think Central accounts and access the quiz over the anchor text and vocabulary in the Things to Do section. Instruct them to use the anchor text to prove their answers on the quiz, and a RACES graphic organizer when working on the TDA essay question.
3 Early Finishers
Students will read the paired text Westward to Freedom on page 740. After students have read the text, they will complete the Compare Texts activities on page 743. This is for early finishers to continue to practice the skills and strategies of the week. You may pair them if there is an opportunity to do so. They will be able to discuss what they are reading and hear other ideas this way.
Students will read the paired text Westward to Freedom on page 740. After students have read the text, they will complete the Compare Texts activities on page 743.
To wrap up and end the lesson, ask the essential question to the class. "Why would a pioneer traveler record events in a journal?" Ask students to discuss their responses and reasoning with a shoulder or table partner.
Ask, "Why would a pioneer traveler record events in a journal?" Have students pair and discuss their responses and reasoning.
Key Standards Supported
|L.5: Conventions of Standard English|
|L.5.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.5.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|Knowledge of Language|
|L.5.3||Use knowledge of language and its conventions when writing, speaking, reading, or listening.|
|L.5.3a||Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.|
|L.5.3b||Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.|
|Vocabulary acquisition and Use|
|L.5.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.|
|L.5.4a||Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.|
|L.5.4b||Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).|
|L.5.4c||Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.|
|L.5.5||Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.|
|L.5.5a||Interpret figurative language, including similes and metaphors, in context.|
|L.5.5b||Recognize and explain the meaning of common idioms, adages, and proverbs.|
|L.5.5c||Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.|
|L.5.6||Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).|
Reading Foundational Skills
|RF.5: Phonics and Word recognition|
|RF.5.3||Know and apply grade-level phonics and word analysis skills in decoding words.|
|RF.5.3a||Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.|
|RF.5.4||Read with sufficient accuracy and fluency to support comprehension.|
|RF.5.4a||Read on-level text with purpose and understanding.|
|RF.5.4b||Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.|
|RF.5.4c||Use context to confirm or self-correct word recognition and understanding, rereading as necessary.|
|RL.5: Key Ideas and Details|
|RL.5.1||Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RL.5.2||Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.|
|RL.5.3||Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).|
|Craft and Structure|
|RL.5.4||Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.|
|RL.5.5||Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.|
|RL.5.6||Describe how a narrator’s or speaker’s point of view influences how events are described.|
|Integration of Knowledge and Ideas|
|RL.5.7||Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).|
|RL.5.8||(Not applicable to literature)|
|RL.5.9||Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.|
|Range of Reading and Complexity of Text|
|RL.5.10||By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.|