GENRE UNIT: REALISTIC FICTION - WTPS
WASHINGTON TOWNSHIP PUBLIC SCHOOLSFIFTH GRADEGENRE UNIT: REALISTIC FICTIONTEACHER RESOURCE GUIDEWritten by:Fifth Grade ELA Common Core CommitteeUnder the Direction of :Gretchen Gerber, Director of Elementary EducationBeth Rastelli, Elementary Education SupervisorBeth Neiderman, Elementary Education Supervisor
TABLE OF CONTENTSGenre Overview / Title Selections . 1Standards – Common Core Standards . . 4Reading Calendar / Weekly Pacing Guide . . 7Whole Class Lesson Plans / Weekly Resources .11Section/Weekly Materials .28Section 1 . 28Advanced Level (Freak the Mighty)・ Overview・ Instruction Resources (vocabulary practice, etc.)Average Level (Loser)・ Overview・ Instruction Resources (vocabulary practice, etc.)Basic Level (How to Steal a Dog)・ Overview・ Instruction Resources (vocabulary practice, etc.)Special Education Option (Donavan’s Word Jar)・ Overview・ Instruction Resources (vocabulary practice, etc.)Section 2 . . 50Advanced Level (Freak the Mighty)・ Overview・ Instruction Resources (vocabulary practice, etc.)Average Level (Loser)・ Overview・ Instruction Resources (vocabulary practice, etc.)Basic Level (How to Steal a Dog)・ Overview・ Instruction Resources (vocabulary practice, etc.)Special Education Option (Donavan’s Word Jar)・ Overview・ Instruction Resources (vocabulary practice, etc.)
Section 3 . . 73Advanced Level (Freak the Mighty)・ Overview・ Instruction Resources (vocabulary practice, etc.)Average Level (Loser)・ Overview・ Instruction Resources (vocabulary practice, etc.)Basic Level (How to Steal a Dog)・ Overview・ Instruction Resources (vocabulary practice, etc.)Special Education Option (Donavan’s Word Jar)・ Overview・ Instruction Resources (vocabulary practice, etc.)Section 4 . 90Advanced Level (Freak the Mighty)・ Overview・ Instruction Resources (vocabulary practice, etc.)Average Level (Loser)・ Overview・ Instruction Resources (vocabulary practice, etc.)Basic Level (How to Steal a Dog)・ Overview・ Instruction Resources (vocabulary practice, etc.)Special Education Option (Donavan’s Word Jar)・ Overview・ Instruction Resources (vocabulary practice, etc.)Assessments . .107・ Freak the Mighty . .108・ Loser . 121・ How to Steal a Dog . .131・ Donavan’s Word Jar . .142・ Realistic Fiction Test . . .153Appendix .161
Genre Overview/Title Selections1
GENRE UNIT / TITLE SELECTIONSRealistic Fiction: Realistic fiction, although untrue, could actually happen. Someevents, people, and places may even be real. Realistic Fiction seems like real life withcharacters dealing with real life problems. The situations are true or could be true, butthe characters are made up. Realistic Fiction may include "real people" characters whohave actually lived.Advanced LevelFreak the Mighty by Rodman PhilbrickTitle # 1Kevin is brilliant, but his body is so crippled by birth defects that he has to wearbraces on his legs. Max is huge and powerful, but he has been so scarred by life thathe feels dumb and worthless. Independently, each boy seems like half a person, butwhen they meet the summer before eighth grade starts, they join together, becominginseparable friends as Freak the Mighty.Average LevelLoser by Jerry SpinelliTitle # 2Just like other kids, Zinkoff rides his bike, hopes for snow days, and wants to belike his dad when he grows up. But Zinkoff also raises his hand with all the wronganswers, trips over his own feet, and falls down with laughter over a word like"Jabip." Other kids have their own word to describe him, but Zinkoff is too busy tohear it. He doesn't know he's not like everyone else. And one winter night, Zinkoff'sdifferences show that any name can someday become "hero."2
GENRE UNIT / TITLE SELECTIONSBasic LevelHow to Steal a Dog by Barbara O’ConnorTitle # 3Georgina Hayes is desperate. Ever since her father left and they were evicted fromtheir apartment, her family has been living in their car. With her mama juggling twojobs and trying to make enough money to find a place to live, Georgina is stucklooking after her younger brother, Toby. And she has her heart set on improvingtheir situation. When Georgina spots a missing-dog poster with a reward of fivehundred dollars, the solution to all her problems suddenly seems within reach. Allshe has to do is “borrow” the right dog and its owners are sure to offer a reward.What happens next is the last thing she expected.Special Education OptionDonavan’s Word Jar by Monalisa DeGrossTitle # 4This story is about a young boy who has an unusual collection. He collects wordsand keeps them into a word jar. As time goes on, he realizes he needs to dosomething with his collection because it is too big. And his problem is he wants tokeep all of his words. He finds out that sharing his words with other people makeshimself and others feel better. What will Donavan do?3
Common CoreContent StandardsUnit Focus4
COMMON CORE STANDARDSREADING STANDARDS FOR LITERATURE K-5RL 1 Quote accurately from a text when explaining what the test says explicitly andwhen drawing inferences from the textRL 2 Determine a theme of a story, drama, or poem from details in the text, includinghow characters in a story or drama respond to challenges or how the speaker in apoem reflects upon a topic; summarize the text.RL 4 Determine the meaning of words or phrases as they are used in a text, includingfigurative languages such as metaphors and similes.RL 5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,problem/solution) of events, ideas, concepts, or information in two or more texts.RL 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 independentlyand proficiently.RF 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabicationpatterns, and morphology (e.g. roots and affixes) to read accurately unfamiliarmultisyllabic words in context and out of context.RF 4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.c. Used context to confirm or self-correct word recognition and understanding,rereading as necessary.W1 Write opinion pieces on topics or texts, supporting a point of view with reasons andinformation.a. Introduce a topic or text clearly, state an opinion, and create an organizationalstructure in which ideas are logically grouped to support the writer’s purpose.5
W9 Draw evidence from literacy or informational texts to support analysis, reflection,and research.a. Apply grade 5 Reading standards to literature (e.g. “Compare and contrast twoor more characters, settings, or events in a story or a drama, drawing on specificdetails in the text {e.g. “how characters interact”}).SL 1 Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher led) with diverse partners on grade 5 topics and texts, buildingon others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material;Explicitly draw on that preparation and other information known about the topicto explore ideas under discussion.c. Pose and response to specific questions by making comments that contributeto the discussion and elaborate on the remarks of others.L 4 Determine or clarify the meaning of unknown and multiple-meaning words andphrases based on grade 5 reading and content, choosing flexibly from a range ofstrategies.a. Use context (e.g. cause/effect relationships and comparisons in text) as a clueto the meaning of a word or phrase.b. Use common, grade- appropriate Greek and Latin affixes and roots as clues tothe meaning of a word (e.g. photograph, photosynthesis).6
Reading Calendar/Weekly Pacing Guide7
REALISTIC FICTION UNIT READING CALENDARWhole ClassLesson 1IntroduceWeek/the genre:SectionRealistic1FictionAssign Independent/Small GroupWeek/Section3Independent/Small herCirculatesRelate to genre Relate togenreIndependent/TeacherCirculatesWhole ClassLesson 4:SummarizingText RL 5.2Independent/Small GroupWhole ClassLesson 3:FigurativeLanguageRL 5.4Independent/Small GroupWhole ClassLesson 2Lesson:VocabularyInfer wordmeaningsusing roots,prefixes,suffixes, andcontext.RL 5.4Independent/TeacherCirculatesRelate tovocabularyIndependent/Teacher meetswith SmallGroupsIndependent/Teacher meetswith SmallGroupsIndependent/Small GroupWhole ClassLesson 5:IdentifyingTheme ofText RL 5.2Independent/Small GroupWeek/Section48Whole ClassWhole yand/orAssessment
REALISTIC FICTION UNIT READING CALENDARPACING GUIDEWhole ClassIntroducethe genre:RealisticFictionWeek/ Assign theSection books1Independent/TeacherCirculatesBook 1- ReadWeek/ pp. 3-46Section Book 2 – Readpp. 1-592Book 3- Readpp. 1-40Book 4 – Readpp. 3-14Independent/TeacherCirculatesBook 1- Readpp. 3-46Book 2 – Readpp. 1-59Book 3- Readpp. 1-40Book 4 – Readpp. 3-14Independent/TeacherCirculatesBook 1- Readpp. 47-89Book 2 – Readpp. 60-118Book 3- Readpp. 41-79Book 4 – Readpp. 15-38Independent/TeacherCirculatesWhole ClassLesson 2Lesson:VocabularyBook 1- Read Infer wordpp. 3-46meaningsBook 2 – Read using roots,pp. 1-59prefixes,Book 3- Read suffixes, andpp. 1-40context.Book 4 – Read RL 5.4pp. 3-14Whole ClassLesson 3:FigurativeLanguageRL 5.49Independent/Teacher meetswith SmallGroupsBook 1- Readpp. 47-89Book 2 – Readpp. 60-118Book 3- Readpp. 41-79Book 4 – Readpp. 15-38Independent/TeacherCirculatesBook 1- Readpp. 3-46Book 2 – Readpp. 1-59Book 3- Readpp. 1-40Book 4 – Readpp. 3-14Independent/Teacher meetswith SmallGroupsBook 1- Readpp. 47-89Book 2 – Readpp. 60-118Book 3- Readpp. 41-79Book 4 – Readpp. 15-38Meet in smallgroup
Independent/Small GroupWhole ClassBook 1- Read Lesson 4:pp. 90-129SummarizingBook 2 – Read Text RL 5.2pp. 119-169Week/ Book 3- ReadSection pp. 80-121Book 4 – Read3pp. 39-54Week/SectionIndependent/Small GroupIndependent/Small GroupBook 1- Readpp. 90-129Book 2 – Readpp. 119-169Book 3- Readpp. 80-121Book 4 – Readpp. 39-54Book 1- Readpp. 90-129Book 2 – Readpp. 119-169Book 3- Readpp.80-121Book 4 – Readpp. 39-54Whole ClassIndependent/Small GroupIndependent/Small GroupIndependent/Small GroupBook 1- Readpp. 130-170Book 2 – Readpp. 170-218Book 3- Readpp. 122-160Book 4 – Readpp. 55-71Book 1- Readpp. 130-170Book 2 – Readpp. 170-218Book 3- Readpp. 122-160Book 4 – Readpp. 55-71ClosingBook 1- Read Activitypp. 130-170and/orBook 2 – Read Assessmentpp. 170-218Book 3- Readpp. 122-160Book 4 – Readpp. 55-71410Whole ClassLesson 5:IdentifyingTheme ofText RL 5.2Whole ClassClosingActivityand/orAssessment
Whole Class LessonPlans11
Whole Group LessonsLesson #1What is Realistic Fiction?Exploring and Identifying Realistic Fiction ElementsLesson #2Vocabulary – Infer Word Meanings using Roots,Prefixes, Suffixes, and Context CluesLesson #3Figurative LanguageLesson #4Summarizing TextLesson #5Determining Theme12
Whole Class Lesson #1What’s in Realistic Fiction?Exploring and Identifying Realistic Fiction ElementsOverview:This lesson teaches students about plot structure, character, and setting. Students identifythe characteristics of realistic fiction through class discussions.Classroom Resources:Realistic Fiction Elements ListChart paperOverhead projector/document cameraInstructional Plan:Obtain and familiarize yourself with a realistic fiction story like The Gardener by SarahStewart or another realistic fiction story you select. (The Gardener can be found inTheme 1 of the Harcourt text). Prepare to use a think-aloud strategy when you read thisbook to students. This will give you the opportunity to point out the key characteristicsof a realistic fiction story and will also let you model integrating prior knowledge,relating personal experiences, distinguishing between major/minor details, and makinginferences.When selecting places to stop, be sure not to interrupt the flow of the story too much.Suggestions for think-alouds include: Describe important characters and their relation to realistic fiction elements Model integrating prior knowledge Connect personal experiences to the story Make a distinction between major/minor details Give examples of making inferences while readingYou might want to use sticky notes to mark the book where you integrate priorknowledge, connect personal experiences, distinguish between major/minor details, andinfer.Instruction and Activities1. Ask students if they have ever read any realistic fiction stories, and if so, what aretheir favorites? Ask them to think about the different parts of a realistic fictionstory while recording their responses on chart paper.13
2. Show students the Realistic Fiction Elements list and review any aspects you havenot already discussed. Leave the sheet up where students can see it.3. Explain that the story you are about to read is realistic fiction. Ask students tolisten for the elements that were previously discussed. Read aloud a section ofThe Gardener or another realistic fiction story you have selected. During thereading, stop and use the think-aloud strategies you have prepared.4. Talk with students about the different characteristics in the story that fit with theRealistic Fiction Elements list. On a blank sheet of chart paper, record thespecific elements of the story including characters, setting, plot details, andconclusion. You might want to encourage discussion by asking specific questionsfor each element, such as: What are the characters doing? How is this different from other types of fiction? What might the characters do that show you this is realistic fiction?Student Assessment/Reflections:Informally assess students’ comprehension of the characteristics of realistic fiction duringgroup discussions. While students are participating, reflect on their answers, givingfeedback to help them expand and develop ideas.Realistic Fiction Elements List Form of fiction (not true)Accurately reflects life as it could be lived todayEverything in the story could happen to real people living in our natural physicalworldCharacters have normal human powersStory may be set in real places, but the story is NOT based on history, nor does itcontain elements of science fiction14
Whole Class Lesson #2Vocabulary-Infer Word Meanings usingRoots, Prefixes, & Suffixes and Context CluesCommon Core Standards RF 5.3 and RL 5.4Overview:This lesson will lead students to use word structure and context clues to determine and clarifymeanings of wordsClassroom Resources:Overhead projector/document cameraPrefixes, Suffixes, and Roots handoutParts of a word graphic organizerNovelsInstructional Plan:Familiarize yourself with the Prefixes, Suffixes, and Roots handout. This will give youthe opportunity to discuss using word structure to determine meaning. Familiarize yourself withvocabulary in each section to determine meaning based on the context.Instruction and Activities1. Discuss with students the familiar prefix un- and the familiar suffix –ly. Tellthem that knowing the meanings of prefixes, suffixes, and roots can help clarifymeaning.2. Explain to students that readers look at the structure of unfamiliar words to assistthem understand such words. Display the Prefixes, Suffixes, and Roots handoutto discuss elements of word structure.3. Read aloud the first bulleted item. Ask students to name other familiar roots ofboth types. (stand alone & cannot stand alone)4. Read aloud the second and third bulleted items. Discuss the common prefixes andsuffixes in the chart. Ask students to suggest additional ones with which they arefamiliar.5. Discuss the examples in the fourth bulleted item and ask students to provideothers.6. Display the Parts of a word graphic organizer to record words with prefixes,suffixes, and roots. Model filling out the graphic organizer. Give students time tofind and chart words with prefixes, suffixes, and roots from their novels.7. After recording some words, have students share with the class.8. Using vocabulary in section 1, locate words and determine meaning based on context. (Findsynonyms, antonyms, conjunctions, etc. to help students use clues to determine meaning.)Student Assessment/Reflections:Informally assess students’ comprehension of inferring word meaning as they share someexamples with the class. While students are sharing, reflect on their responses, givingfeedback to help them expand and develop ideas. Looking at a passage have students underlinepossible vocabulary and determine if they can use word parts to determine meaning, contextclues, or if they think it is necessary to use a dictionary.15
Whole Class Lesson # Figurative LanguageOverview:In this lesson, students will review, identify, and create examples of the following typesof figurative language: Alliteration, onomatopoeia, simile, metaphor, personification,exaggeration / hyperbole.Classroom Resources:Chart paperNote cards with labelsNote cards with figurative language definitionsNote cards with sentences from textOverhead projector/document cameraInstructional Plan:Prior to reading the book, the teacher will review the types of figurative language.Teacher can name simile, onomatopoeia, hyperbole, personification, metaphor, andalliteration and have students match these to the prepared definitions. (These are alltaught in writing in previous grades.) Students can share examples of each type offigurative language. Obtain and familiarize yourself with a book like The Harmonicathat contains a lot of figurative language. This book works well because there aremultiple examples of different types of figurative language and one example that couldbe used to review alliteration. This book should be read aloud without stopping.Instruction and Activities:1. Mix-up and put figurative language note cards labels and definitions. (Use just simile,metaphor, alliteration). Ask students if they can match these with definitions. Discussthese terms and ask students for any examples.18
2. Add last three labels. Show examples of hyperbole, personification, andonomatopoeia, and have students identify definition of these terms.3. Read aloud the book The Harmonica without interruption.4. Put up labels of types of figurative language and give examples of sentences from thestory to partners. (Harmonica Examples List) Have partners decide where examplesgo. Discuss why each fits into categories. Use Fig Lang Chart 1 and complete wholegroup.5 Students will use the new chart to identify figurative language examples and to respondto identified examples. (figurative language chart 1)Student Assessment/Reflections:Informally assess students' comprehension of the figurative language during groupmatching activity. While students are participating, if clear examples are not provided bythe students, the teacher should further review and help provide concrete examples.19
Figurative Language CardsI cannot remembermy father’s face,or my mother’s,but I remembertheir love, warmand enfolding as asong. (p.2)I was sent to aconcentrationcamp, swallowed,dreams and all,down the dark Nazithroat. (p.17)For a time the onlymusic in our housewas our ownvoices–myfather’s, mymother’s, and mine– so off-key wecould crackcrockery. (p.4)Inside I trembledlike a harecrouched in abush. (p.20)“Gently,” said myfather, a smile inhis voice. “Or youwill simply blast itapart.” (p.9)I felt sick, blackinside, playingmusic for thecommandant, whowore ugliness anddeath upon hisshoulders likeepaulets. (p.
REALISTIC FICTION UNIT READING CALENDAR PACING GUIDE 9 Week/ Section 1 Whole Class Introduce the genre: Realistic Fiction Assign the books Independent/ Teacher Circulates Book 1- Read pp. 3-46 Book 2 – Read pp. 1-59 Book 3- Read pp. 1-40 Book 4 – Read pp. 3-14 Independent/ Teacher Circulates Book 1- Read pp. 3-46 Book 2 – Read pp. 1-59
Fiction Story Frame Fiction Story Map Fiction Vocabulary Study Fiction Write a Creative passage Non-Fiction Templates Non-fiction Before During After Non-Fiction Book Report Non-fiction Cause and Effect Non-fiction Closest-Farthest Non-fiction Compare
Text: Mr. Tanen’s Tie Trouble, The Ugly Vegetables, Ira Sleeps Over, Luke Goes to Bat Approach: Minilesson Resources/Materials: Anchor: Realistic Fiction 6 Focus: TEKS: 2.3B, 2.6A, 2.9B, Fig. 19A-F Obj: We will identify the characteristics of realistic fiction. Product: I will discuss the characteristics of realistic fiction.
1. Science Fiction and Extro-Science Fiction Let's examine this difference: science fiction and extro-science fiction. Generally speaking, in science fiction the relation of fiction to science seems to be the following: it
4. James and the Giant Peach by Roald Dahl (Lexile: 870L) Genre: Fantasy Book Choices for Entering 5th Graders: 1. Number the Stars by Lois Lowry (Lexile: 670L) Genre: Historical Fiction 2. Sing Down the Moon by Scott O'Dell (Lexile: 820L) Genre: Historical Fiction 3. When the Mountain Meets the Moon by Grace Lin (Lexile: 820L) Genre: Fiction 4.
Science fiction is a genre (or form) of fiction that explores imaginary possibilities and consequences of developments in science and technology. It is an extremely broad category of genre, crossing over into other areas of fiction including horror, fantasy and historical fiction. Whereas the setting of
Teacher begins anchor chart for this unit labeled “Elements of Realistic Fiction”. As elements are shared, add them to the chart. Elements of Realistic Fiction: Characters Setting Plot and problem resolution Themes and messages Point of view Students make their own chart of realistic
PACING GUIDE 9 Week/ Section 1 Whole Class Introduce the genre: Realistic Fiction Assign the books Independent/ Teacher Circulates Book 1- Read pp. 3-46 Book 2 – Read pp. 1-59 Book 3- Read pp. 1-40 Book 4 – Read pp. 3-14 Independent/ Teacher Circulates Book 1- Read pp. 3-46 B
BTEC LEVEL 1/2: First Award in Hospitality Assignment title: Working in the Hospitality Industry . You are to look at the two businesses and within your magazine you are to evaluate the consequence of poor working skills within the two businesses. In your magazine include the effect on its staff and customers. (2A.D1) 3. In your handbook/magazine you must explain how professional policies .
