Fifth Grade - Unit 2 Inventive Thinking Week 1: ___________________

Focus Standards:

RL.5.9

W.5.2

Core Text:

The Invention of Hugo Cabret

SL.5.1c

MLAF 1a MLAF 4a5

Tier II Words: Guided Reading Texts

Interactive Read-Aloud Text:

The Invention of Hugo Cabret

Materials:

Suggested text Chart paper Markers Reciprocal reading bookmarks Reader’s/Writer’s Notebooks Discussion stems (attached)

Fifth Grade - Unit 2 Inventive Thinking Week 1: ____________________

Monday Focus Lesson

Word Study *Create an anchor chart with new vocabulary learned throughout Unit 2. Group words based on appropriate categories.

Introduce the genre of historical fiction, creating an ongoing T-chart with certain elements.

Tuesday (The Invention of Hugo Cabret)

Wednesday

Thursday

Friday

(The Invention of Hugo Cabret)

(The Invention of Hugo Cabret)

(The Invention of Hugo Cabret)

Read aloud The Invention of Hugo Read aloud chapter 1 of Cabret. Explain The Invention of Hugo flashback to students, Cabret, modeling emphasizing how through a think-aloud the Selznick used this reciprocal reading technique throughout the strategies that good book. readers use (predicting, questioning, clarifying, Model through a thinkisummarizing). Provide aloud using the students with a copy of reciprocal reading the bookmark attached. strategies (predicting, questioning, clarifying, summarizing)

Read aloud The Invention of Hugo Cabret.

Read aloud The Invention of Hugo Cabret.

Read aloud The Invention of Hugo Cabret.

Continue to model using the reciprocal reading strategies (predicting, questioning, clarifying, summarizing).

Continue to model using the reciprocal reading strategies (predicting, questioning, clarifying, summarizing).

Continue to model using the reciprocal reading strategies (predicting, questioning, clarifying, summarizing).

Use sticky notes to track your thinking, place on an anchor chart divided into four squares - one for each strategy.

Discuss similarities and differences between Hugo and other historical fiction books.

Discuss similarities and differences between Hugo and other historical fiction books.

RL.5.9

RL.5.9

RL.5.9

RL.5.9

RL.5.9

Discuss Tier II and Tier III words from focus text.

Discuss Tier II and Tier III words from focus text.

Discuss Tier II and Tier III words from focus text.

Discuss Tier II and Tier III words from focus text.

Discuss Tier II and Tier III words from focus text.

Refer to attached resource on Tier II and Tier III vocabulary instruction.

Refer to attached resource on Tier II and Tier III vocabulary instruction.

Refer to attached resource on Tier II and Tier III vocabulary instruction.

Refer to attached resource on Tier II and Tier III vocabulary instruction.

Refer to attached resource on Tier II and Tier III vocabulary instruction.

MLAF 1a - -ian, -ist

MLAF 1a - -ian, -ist

MLAF 1a - -ian, -ist

MLAF 1a - -ian, -ist

MLAF 1a - -ian, -ist

Fifth Grade - Unit 2 Inventive Thinking Week 1: ___________________

Monday

Tuesday

Wednesday

Thursday

Friday

Guided Reading

Independent Reading

Before students begin reading independently, share many different historical fiction texts. (Book Talk) Encourage students to self-select historical fiction throughout the unit.

Students will practice using the reciprocal reading strategies introduced during the focus lesson.

Arrange students in groups of four to practice using the reciprocal reading strategies (predicting, questioning, clarifying, summarizing).

Students will practice using the reciprocal reading strategies, recording their thinking on sticky notes.

Students will practice using the reciprocal reading strategies, recording their thinking on sticky notes.

Fifth Grade - Unit 2 Inventive Thinking Week 1: ____________________

Writing & Language

Monday

Tuesday

Wednesday

Thursday

Discuss with students that authors make lists of ideas before turning them into actual writing.

Teacher will model writing informatively about an invention chosen from her list of ideas. Inform the audience with facts about this invention and how it would be relevant to others.

Teacher will continue to add to her informative piece about an invention. Model how informative writing often includes not only facts, but domain-specific vocabulary to inform the reader.

Refer to what has been read up to this point in The Invention of Hugo Cabret.

Students should have a section in their writer’s notebooks for collecting ideas, often called “seeds”. Students will write a list of ideas for inventions.

Speaking & Listening *RF.5.4b - Students will read on level prose and poetry orally with accuracy, appropriate rate, and expression. Students will work with a partner to practice fluency readings throughout Unit 2.

Students will choose an idea from their list of inventions to develop into a short informative piece.

Students will complete their short informative piece about their invention. Grammar mini-lesson: Subordinating conjunctions

W.5.2

W.5.2

W.5.2, MLAF 4a5

Students will be posing and responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of others.

Review discussion stems with students. Notice when students begin to use them during conversations with peers. Praise students for demonstrating appropriate speaking and listening skills.

Students will share their informative writing about their invention.

SL.5.1c

SL.5.1c

(SL.5.1c) Refer to the resources attached for sample discussion stems. Introduce a few at a time to students. Create an anchor chart for students to use as a reference.

SL.5.1c

Emphasize discussion stems for appropriate speaking and listening skills.

Discuss “flashback” with students and how Brain Selznick used it throughout his book. Refer to specific examples. Students will mimic the writing of Brian Selznick, creating a short story using a combination of words and pictures.

Friday Continue to discuss “flashback” with students and how Brain Selznick used it throughout his book.

Students will mimic the writing of Brian Selznick, creating a short story using a combination of words and pictures. Grammar mini-lesson: Subordinating conjunctions

Grammar mini-lesson: Subordinating conj. W.5.3, MLAF 4a5

W.5.3, MLAF 4a5

Students will rehearse their short story idea with a partner before beginning to write, incorporating an example of flashback.

Students will participate in a class discussion based on the similarities and differences noted between The Invention of Hugo Cabret and other historical fiction texts.

SL.5.1c

SL.5.1c

Fifth Grade - Unit 2 Inventive Thinking Week 1: _____________________

Monday Social Studies Connections

Science Connections Mississippi Science Framework Objective: 3d

Tuesday

Wednesday

Thursday

Friday

Flood the room with books about the history of inventions, biographies of famous inventors, and texts featuring the Renaissance time period.

Introduction: The students will establish Tier III vocabulary for asexual/sexual reproduction. Suggested Vocabulary: Sexual reproduction Asexual reproduction Budding Propagation Runners Sporation/Spores Fruiting Vegetative propagation

(For all centers, see resource page for additional information/ ideas.)

The students will use Tier III vocabulary to complete 6 centers.

The students will use Tier III vocabulary to complete 6 centers.

The students will use Tier III vocabulary to complete 6 centers.

The students will use Tier III vocabulary to complete 6 centers.

Center 1 Interactive Websites

Center 3 Practice Tier III vocabulary by completing a crossword puzzle.

Center 5 Practice Tier III vocabulary by sorting picture cards by sexual/ asexual reproduction.

Students will finish center rotation and watch a TOPICRELATED video.

Center 2 Practice Tier III vocabulary by matching the vocabulary word to a picture. (use pictures from the PowerPoint.)

Center 4 Center 6 Reproduction worksheet/ The students will puzzle practice Tier III vocabulary by completing worksheet