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Fifth Grade Unit Five: Historical Fiction Book Clubs

Unit Objective: Readers learn to build collective interpretations of complicated literature, listen closely to each other as they read and carry ideas across time Focuses on deep comprehension and synthesis of complex story elements Focuses on interpretation of perspective and point of view Readers move across fiction and non-fiction texts, developing thematic understanding

Resources and Mentor Texts: Historical Fiction Book Clubs


Disneys Mulan- first three minutes (demonstrates how much information is given at the start)
Cheyenne Again by Eve Bunting The Bracelet by Yoshiko Uchida
So Far From the Sea by Eve Bunting; Baseball Saved Us by Ken Mochizuki The Babe by David Adler

Part 1 Tackling Complex Texts In the Company of Friends (Pages. 85-88)

Strategy/Skill Introduction I want to teach you that when reading historical fiction readers need to quickly take note of information about important characters, their world and way of life, and the challenges and conflicts they face Show Mulan first three minutes video clip Class Chart: Notice Wonder Character World/ Way of life Challeng es/ Conflicts

Procedural Today I want to teach you how to properly listen carefully to each other, collaborate with each other and build on each others comments It is important to honor relationships and be respectful of each other so that every club member feels valued Turn and Talk: What will I notice when observing a book club work effectively Discuss important comments these book conversations will contain Pg. 96 bullet two Page 87

Strategy/Skill One thing I want to teach you about reading historical fiction is that the settings of the story are more than where the story happens The setting of the story is not only about the time and place but also what it feels like to the character emotionally (mindset of the character) Teacher read aloud suggestion: Authors Note in the book THE BRACELET by Yoshiko Uchida Turn and Talk- How does the setting influence the characters emotions Pgs. 96 bullet one

Strategy/Skill Today I want to teach you that when reading historical fiction texts it is important to make mental bulletin boards within your minds As you are reading today, pay attention to the who, what, where, when and why of the book in order to understand what is going on in the story and the historic events that are taking place Suggested Read Aloud: Cheyenne Again by Eve Bunting Teacher models a mental bulletin board and items to include on it in order to help understand the story Pg. 96 bullet three

Strategy/Skill Today I want to teach you that timelines are important graphic organizers to use in order to understand major events in a story Within historical fiction texts it is important to realize that there are two types of timelines character timelines and historical event timelines Teacher will choose one of the two previously discussed read-alouds to model the two different time lines for students Use the program Timeliner 5.0 on computer desktop to construct the timelines with class Independent work- students will create their own timeline within book clubs/if time allows present to class (ongoing throughout unit)

Pg. 87

Fifth Grade Unit Five: Historical Fiction Book Clubs

Procedural/Craft Today I want to teach you that authors use a variety of literary elements to advance the story which may include flashbacks Sometimes authors tell the story from the present time period and go back in time in order to convey the events using flashbacks Teach will read the book So Far From the Sea By Eve Bunting in order to demonstrate how the author uses flashbacks in order to tell the story Students will stop and jot to show understanding of flashback Page 96 bullet 4

Strategy/Skill Today I want to teach you that usually when different characters act differently this reflects the fact that each of those characters plays a different role in the world and therefore is shaped differently by the times The teacher will use the book previously read Cheyenne Again to model how different characters play different roles based Page 97-bullet one; page 88
Strategy/skill Today I want to teach you that readers often come away from certain passages with big ideas they are going to carry with them for the rest of the book Establish a theme from one of the read-alouds previously read Ex. Racism, change, feeling different, etc. and identify evidence from the story to support the big idea Students will meet with their book club groups and discuss a big idea and evidence from the text

Strategy/Skill
Today I want to teach you that sometimes we come to places in a story where the action slows down, where there is more description than action It is important that the author inserted these details so that you can better imagine this place and you will learn something important through these descriptive passages Teacher choice on a historical fiction text where they use extreme detail to describe specifics Page 97- bullet 2
Strategy/skill

Part 2 Interpreting Complex Texts (Pages 88-90


.

Procedural/Craft
Today I want to teach you that as you read you are each the author of your own reading. What I mean by this is each of you bring different background information into the story and this will help develop your own reading responses.

Strategy/Skill
Today I want to teach you how to be alert as a reader in order to more fully develop your idea of theme. As you are reading, it is important to ask the question of do these current details support the previously established idea of theme or not? Stop and Jot: Do the details read aloud support the prior theme, why or why not? Teacher may choose historical fiction read aloud Page 98 bullet one ; page 90

Strategy/Skill
Today I want to teach you that as we read thoughtful readers keep our minds open to the possibilities of many different themes and can change our minds as we read; we use conversations as well as individual observations to further develop our understandings of the theme Turn and Talk/Stop and Jot- what are some possibilities of different themes? How has your thinking changed? What evidence is there for you to support your thinking The teacher may use Baseball Saved Us and chart how the theme can include racism as well as making the best of a difficult situation
Strategy/skill Today I want to teach you that by making connections to other texts, readers can more easily express thoughts and ideas that are hard to explain which is referred to as making an allusion For example; if a reader says that the main character in a story is as clever and selfsacrificing as Charlotte in Charlottes Web we all know what that means

Today I want to teach you that when identifying theme (the big idea) readers must gather evidence in the small details contained in a story in order to support their thinking about the theme Teacher will model how to use the small details in order to establish a theme; take note that the theme can vary from reader to reader based on the readers interpretation of the details Page 90 and page 97 bullet three

Read aloud the story Baseball Saved Us and model for students how some students depending on their own backgrounds will have more background knowledge and understand the story in different ways ex. Moving to a different place, having knowledge of baseball
Page 89; page 97 bullet one

Page 97 bullet 2 and page 89

Part 3 Becoming More Complex Because We Read (Pages 91-92)

Strategy/skill Today I want to teach you to look closely at a scene and imagine the different points of view that characters in that scene bring to the action. Turn and Talk- What is your perception of coming to school? What do you think a birds perception of school would be? Utilize any previously read books on historical fiction and discuss perspective for several characters from one scene of the book. Use a Venn Diagram to compare and contrast the different point of views Page 98 paragraph 1

Strategy/skill Today I want you to pay attention to who holds the power within your historical fiction story noticing this can lead you to all sorts of new thinking As you are reading, think about who has the power how is power visible what form does power take how does power shift How do these points help us to find meanings (theme) within books Utilize the mentor text book The Babe and model how power shifts from the father to the boy also The Stray by: Cynthia Rylant Page 98 paragraph number 3

Strategy/skill

Strategy/skill Today I want to teach you that as we read different historical fiction and non-fiction texts we can compare and contrast multiple books with the same theme Example theme: displacement Comparison chart How are the stories similar and different taking into account people, places, and events Use a three Venn Diagram to compare and contrast a similar theme across texts Example Books- Baseball Saved Us/Cheyenne Again/The Yellow Star

Today I want to teach you that sometimes you can incorporate some non-fiction reading alongside reading historical fiction in order to deepen our understanding about the time period and historical events taking place
Introduce non-fiction sources such as edhelper articles; images; fact sheets; etc. based on what students are reading pg. 91 and pg. 98 bullet 4
How this helped me

Non-fiction fact

___________ ___________

Think about: How does this situation compare to other experiences or situations we have read about Pages 92 and 93; Page 99- bullet one

Fifth Grade Unit Five: Historical Fiction Book Clubs

Example: Baseball Saved Us/ Internment camp article Page 98 bullet 4

Page 98 bullet 5 and page 92

Strategy/Skill Today I want to teach you that when characters face critical moments of choice and they must decide how to respond, its not just the people around that person who are affected by their choice but we can be as well We can learn from characters and situations in books just as we learned from people and events in our own lives Model for students with a text to selfconnection Example:In Cheyenne Again the character Sitting Bull had to change his ways even though he did not want to, sometimes in our lives we have to do things we do not want to because it is for the better example: reading thirty minutes each night Page 99 bullet 2 and 92

Fifth Grade Unit Five: Historical Fiction Book Clubs

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