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Google Classroom Access Codes:
Google Classroom Access Codes:
READING: rw4622lp
Resources:
Resources:
UNIT 1: Interpretation Book Clubs:
UNIT 1: Interpretation Book Clubs:
Analyzing Themes
Analyzing Themes
Introduction Summary for Book 1: "This unit asks a lot of students and gives a lot to them as well. The learning curve between fourth and fifth grade is an especially steep one, and work that fifth-graders are asked to do is work that many of us didn’t do until high school (if then!). The fact that students will convene in clubs within a week or two of the start of fifth grade is emblematic of the tone and the message that characterizes this unit" (Calkins & Marron, 2015 p. xii). Source:Calkins, L., & Marron, A. (2015). Interpretation Book Clubs Analyzing Themes. Portsmouth, NH: Heinemann.
Unit 1 Rubric
Unit 1 Rubric
Analyzing Parts of a Story in Relation to the Whole
Analyzing Author's Craft
Determining Themes/ Cohesion
Comparing and Contrasting Story Elements and Themes
Unit 1 Rubric.pdfUnit 1 Bend 1
Unit 1 Bend 1
Bend 1: "Students become more committed to their readers' notebooks than ever before. Teachers will rally them to regard the writing they do about their reading as every bit as important as the writing they do in writing workshop. Students will work to approach their reading notebooks the way they do their writing notebooks-- with conviction, a sense of purpose, and voice. Students will do this by studying examples of strong notebook entries. One of the important things teacher's will teach their students is that reader's notebooks are meant as seedbeds for thought" (Calkins & Marron, 2015 p. xi).
Writing About Reading Exemplars
Writing About Reading Exemplars
Lesson 2
G5B1_Exemplar_2.pdfG5B1_TalkingAndWriting_CH (1).pdfLesson 3
G5B1_HigherLevelThoughtPrompts_CH (1).pdfLesson 4
G5B1_ToDevelopIdeas_CH.pdfLesson 4
G5B1_QuestionsToHelpYouThink_CH.pdfLesson 6
Unit 1 Bend 2
Unit 1 Bend 2
Bend 2: "In this bend, teachers will up the ante by reminding students that as readers sharpen their reading and thinking skills, they are able to see more significance in a text and trust that they notice things for a reason. Great literature in hand, students will embark on a study of interpretation. At the same time, students will begin to work in small book clubs that will last for the remainder of the unit. By studying the skills and strategies of interpretation while reading, writing, and talking about literature, the readers will work together in their clubs to identify themes that thread through their book. Students will learn that reading interpretively involving linking ideas and building larger theories. The book clubs will become little debate clubs--places where they can try out ideas, be challenged, and ultimately engage in rich book club conversations that holds them accountable for defending their ideas with reasons and evidence. Readers will also learn that multiple themes live in their books. and that these themes can be traced across the expanse of the story. Then, too, they'll come to see that these themes morph and change along with the plotline, allowing for new ideas and new interpretations to emerge" (Calkins & Marron, 2015 p. xi-xii).
G5B1_PassionateInterpretations_CH.pdfLesson 10
G5B1_QuestionsToAskGrowSeedIdeas_CH.pdfLesson 11
G5B1_ThoughtPromptsToHelpUsGrow_CH.pdfLesson 12
G5B1_LetsHaveADebate_CH.pdfLesson 13
Unit 1 Bend 3
Unit 1 Bend 3
Bend 3:"Once students are discussing themes actively with their clubs, teachers will teach them how to compare and contrast the ways in which themes are developed across texts. Students will study the way in which a theme can be developed differently in different texts. Each club will receive a small section of short texts to read. They will choose one that they feel highlights themes that also fit the novel they read. Students will learn techniques for analyzing the different ways in which a single theme might be developed differently in different texts, noticing the roles that characters play in advancing (or pushing back against) a theme. Students will come to see that texts are written by authors who make deliberate decisions, not just about what will happen in a story, but also about how the story will be told. Students will analyze the ways in which different authors use specific techniques to achieve goals. By studying the ways an author sculpted a particular character, developed a plotline, and described a setting or another element of a story, students will be working to bridge the connection between theme and craft" (Calkins & Marron, 2015 p. xii).
G5B1_PromptstoExploreSimilaritiesAndDifferences_CH.pdfLesson 15
G5B1_HowThinkAboutCharacters.pdfLesson 17
G5B1_NarrativeTechniques (4).pdfLesson 19
G5B1_NarrativeGoals (4).pdfLesson 19
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