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ELA COMMON CORE STANDARDS MET IN THIS LESSON:

ELA COMMON CORE STANDARDS MET IN THIS LESSON:

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ELA COMMON CORE STANDARDS MET IN THIS LESSON:

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  1. ELA COMMON CORE STANDARDS MET IN THIS LESSON: • Determine a theme of a story from details in the text. RL.5.2 • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL 5.1 Unit: 1 Lesson: 11 Module: A Today we will be doing a Close Reading ofChapter 18. I can determine theme in a text by examining how and why the main character has changed:

  2. Building Understanding Let’s Set the Purpose! Enduring Understanding: Learners understand that people change in reaction to their surroundings. We are going to learn how authors use the idea of responding to change to develop a story’s theme. I can determine theme in a text by examining how and why the main character has changed.

  3. Let’s Get Engaged! Readers one way to figure out what the theme of a text is by comparing and contrasting a character’s traits at the beginning and end of the story. By asking ourselves, “How has the character changed and what made that change happen?” we can learn ideas, themes and messages about the text. In this lesson we are going to learn how readers can determine the theme of a story using details in the text. I can determine theme in a text by examining how and why the main character has changed.

  4. LET’S GET ENGAGED: When characters change, they often reveal Something new about themselves through their Actions, speech or thoughts or they come to some Realization about themselves. When we pay attention to that change, it can reveal deeper meanings in the whole story. I can determine theme in a text by examining how and why the main character has changed. :

  5. TEXT TO TEXT CONNECTION: For example, take the main character in Jerry Spinelli’s book, “Crash.” Crash changes from a gully at the beginning of the story to someone who can empathize with his peace loving, soft- spoken next door neighbor, Penn Webb. He stands up to Mike (who was his partner in bullying earlier in the book) and even thinks aloud about whether the name, “Crash” fits him anymore and he starts to be much kinder. This is a remarkable change and one that can teach us something. We could think about what we learn from this change—that being kind is more fulfilling than being cruel, perhaps. Or the best way to undo a bully is to show him kindness.

  6. TEXT TO TEXT CONNECTION: At the beginning… At the end… Bully thoughtful Self-centered caring Cruel friendly towards Penn Ego-centric stands up to Mike Selfish kind Teases Penn sensitive Friends with Mike SO…. “Seeing another’s humanity helps you find your own.” “Being kind is more fulfilling than being cruel.” “The best way to un-do cruelty is to show kindness.” I can determine theme in a text by examining how and why the main character has changed.

  7. Reading Routine You should be reading for an understanding of what the text is mainly about. Turn and Talk: Turn to a partner and discuss these questions using examples from the text: What does Ben mean when he says, “[he] feels his feet connect to the ground like he’s part of it”? I can determine theme in a text by examining how and why the main character has changed.

  8. Close Read Readers can determine the theme of a story using details in the text. 1. On page 214, Ben says “Life’s not fair” to his sister. How might this line of dialogue connect to ideas from earlier in the novel? How is the sentence used differently here? 2. What evidence from the text shows that Mrs. Turner changed her mind about selling the land? 3. Why does Mrs. Tibbets use the term “new neighbors” on page 218? I can determine theme in a text by examining how and why the main character has changed.

  9. Benchmark Vocabulary Vocabulary • wheedle, p. 215 • undergrowth, p. 218 Find and read sentences from the text with the above vocabulary words. I can determine theme in a text by examining how and why the main character has changed. .

  10. READING ANALYSIS Developing Theme We can compare how Ben connects to his surroundings at the beginning and end of the story. By using details from the text, we can: Make inferences about Ben’s character AND Come up with theories about the theme-life lesson of the text. I can determine theme in a text by examining how and why the main character has changed.

  11. READING ANALYSIS Developing Theme BEN: AT FIRST... BUT THEN… Lonely has new friends with Ryan, Jenny & Mrs. Tibbets Misses Arizona Feels at home in Massachusetts Terribly Longs for the desert Comfortable by Mrs. Tibbets house where he discovers affinity for the toads Low self-esteem Feels empowered to help save an endangered species SO: “Making new friends and fitting in takes time.” “”Pursue your passions and follow your heart.” “Kids can make a difference.” .

  12. Text Talk Developing Theme We can use text evidence to support out ideas. A paragraph on page 217 begins “Without a word…” This is evidence that Ben feels a strong connection to his surroundings. I’ll write this page number so I can refer back to it. Also on page 218, Mrs. Tibbets breaks the silence when she and Ben are in the woods, watching the snakes slide into the undergrowth. “I guess we are going to have to be a little more careful around here. It seems like we have new neighbors.” At that point, Ben hopes that they feel at home. To which his teacher responds, “I hope you do, too, Ben.” Ben feels at home finally. At home in the woods. At home with Mrs. Tibbets. At home in Massachusetts. At home knowing that he made a difference. At home knowing kids can make a difference.

  13. Discussion Routine TURN AND TALK: What do you think the most important theme-life lesson from this story is? Discuss the details and examples from the text that support your ideas.

  14. Small Group Time STEP 1: Focused Independent Reading It’s time to prepare to read your self-selected, just-right texts. Consider the following and respond What were you thinking about at the beginning of the book? What were you thinking about at the end of the book? Who is this character as a person? What did the character learn? How and why has he or she changed? How can this help you come up with an important idea-theory about the text? What is the most important theme in your text? What evidence supports it?

  15. SHARE: HOW CAN NOTICING HOW AND WHY THE MAIN CHARACTER CHANGED HELP YOU DETERMINE THEME IN A TEXT?