Big Picture

Ideal teaching age: 5th grade

Preferred language arts instructional model: Focus Unit
My goal for language arts is to create a love for reading, which is why I would like to
incorporate focus units and reading/writing workshops into my classroom because
students can be provided with skills to become independent. According to Tompkins
Literacy for the 21st century, 2001, focus units provide an opportunity for teachers to use
the reading process and scaffold reading instruction with reading as a class or in small
groups. After reading the text, students explore the text. While a downfall may be that
all students may not be able to read the book, there will be ample time for class
discussion and read aloud. Mini lessons can also conquer this downfall because reading
skills and strategies can be taught, along with literary language and vocabulary. I would
like to incorporate word study at the beginning of each day because students must be
introduced to new words along with skills to figure out unfamiliar words independently.
Trade books are an effective way to put skills, strategies and vocabulary words into
context. Students can also develop projects and journal entries to extend their reading
and further their understanding. It is important to incorporate reading, writing, language,
and oral/visual literacy into a unit and that is just what a focus unit can do. A teacher can
select purposeful vocabulary words, pose certain questions, and focus on certain quotes.
However, I do believe the students deserve a word in what they are learning so I would
like to give my students the opportunity to choose from a list provided the type of project
they would like to do. I would like to meet with my students during this unit regarding
their writing piece as I believe it is easier to write about and edit a piece that is discussed
prior to writing it, especially at a young age. While I believe it is important to have
structured reading time to discuss certain skills I also value independent reading and
building students stamina for reading so I would like to have a time in my day to read
either a choice or assigned book for 30 minutes by the end of the year. Fifth graders are
responsible for tracking their reading with a goal of 40 books in a year. I have gathered
this information from Maddie Witters research and her emphasis on reading stamina and
reading skills.
Language arts instruction in my classroom:
Language arts will be incorporated in all aspects of my classroom. I believe there is a
way to incorporate literature into all subjects. I will have a lot of class discussions, small
group work, and turn and talks because I believe lifetime readers and writers have
successful discourse about topics. Students published work will be featured throughout
the room, as it is important to me that students value their work. I will also include
quotes of the week that are added to the wall throughout the school year so that there is a
purpose for everything that is hung. My room will have comfortable seating, similar to a
coffee shop or a college library with sticky notes, highlighters, and colored pens
available. I would like to have my desks organized in a U-shape to promote classroom
discussion. Nearby, I would also like to include a bulletin board of recommended books
that students can add to at any time.

Common Core Standards met in this unit:

Reading
Literature

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond
to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text
(e.g., how characters interact).
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors
and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama,
or poem.
Describe how a narrators or speakers point of view influences how events are described.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth, poem). (Not applicable to literature)

Reading

Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text
(e.g., how characters interact).
Read with sufficient accuracy and fluency to support comprehension.
- Read on-level text with purpose and understanding.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically
grouped to support the writers purpose.
- Provide logically ordered reasons that are supported by facts and details.
- Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
- Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic clearly, provide a general observation and focus, and group related information logically; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
- Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
Speaking
and
Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on
grade 5 topics and texts, building on others ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks
of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a
story or a drama, drawing on specific details in the text [e.g., how characters interact]).
- Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which point[s]).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
- Use verb tense to convey various times, sequences, states, and conditions.
- Recognize and correct inappropriate shifts in verb tense.*
- Use correlative conjunctions (e.g., either/or, neither/nor).
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figurative language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the
words.

Focus Unit
using
Tuck
Everlasting

Monday

Tuesday

Wednesday

Thursday

Component Parts:
The purpose of word study is to expand a students vocabulary within the context
of academics, morpheme families, character, and shared reading. After reading Maddie
Witters Reading Without Limits: Teaching Strategies to Build Independent Readers I
have chosen to focus on five words per week, ten minutes a day because research shows
that less is more when it comes to vocabulary because there will be a higher rate of
mastery. Maddie Witter has adapted a vocabulary schedule from Dr. Robert Marzano to
fit it into a busy teacher schedule. The first day is to explicitly introduce the words
with a kid friendly meaning within context. It is then suggested to set up a chant that
includes echoing the word, spelling the word, defining the word, and doing a charade of
the word. The second day is for reviewing the chant eventually without the definition
written on the board. The third day is for synonym slides, which I implemented in one of
my instructional sequences and the students loved them. The fourth day is a buddy check
that is set up as a study guide. Students fold a piece of paper in half on the left is the
word and on the right is the definition and example. These will be kept in a spiral
notebook so that it is easy to flip around. Throughout the week small assignments are to
be completed for homework or down-time work which include sentence stems,
examples, context clues and illustrations that will be included in the assessment. The
final day of the week will be an assessment of the words using illustrations, nonexamples, and higher-level thinking.
The purpose of a focus unit is to use a central book for teaching specific reading
strategies that can be used in throughout independent reading. For the majority of this
unit I have chosen shared reading for the method of completing the book so that the
teacher can thoroughly demonstrate specific skills that were introduced through mini
lessons. Similar to a practice for a sport or performing art; skills and strategies must be
taught in isolation with feedback in order to improve. I chose to have a grand
conversation after the conclusion of group reading so that students can practice
productive discourse and collaboration skills. I think that a conversation can also be
effective because the text is more that likely outside of a students ZPD so a conversation
may help students understand the story better. After the grand conversation the students
often have various assignments to complete. The assignments should not be strenuous if
they have been actively engaged in the read-aloud and think-aloud. Students will also be
responsible for reflecting in his or her connection journal on the iPad that is returned to
either the parent or teacher for a response. I believe this holds students even more
accountable than the completion of an assignment.
Following the assignment, students are to read independently. During this time
the teacher could provide students with reading strategy feedback by conferencing with
them one on one. Students should practice talking to the text during independent reading.
To hold the students responsible to independent reading they will keep a reading journal
to log their reading and post their sticky notes into. The journal can be expressed in
anyway and students should be honest. In another two-week unit I may choose to
incorporate a reading workshop where there is a central theme using different books so
that I could discuss with the students how they feel about their reading and monitor their
progress. I think that I would implement the reading-focused unit prior to the writingfocused unit because the students would hopefully have a love for reading as well as
understand what it takes to be an author.

Friday

Week
One

I can use direct quotes and

the authors words to
support my answers.

I can tell the difference

between figurative and literal
language. I can identify how
figurative language affects the
tone of meaning of the text. I
can identify and explain the
meaning of similes and
metaphors.

I can compare and

contrast multiple
accounts of the same
event. I can describe
the similarities and
differences in each
point of view.

I can use various strategies to

determine the meaning of words
and phrases in text. I can locate
and use resources to assist me in
determining the meaning of
words and phrases.

Word study: Chant

and charades (Create
illustrations)

Word study: Synonym

slide
(Generate Examples)

Word study:
Buddy check using
notebook
(Sentence Stems)

Word study: Assessment

(Context clues for next
weeks vocabulary)

Introduce book
with journal
entry: If you had
the chance to live
forever would
you?
8:20 ML: How to pick
-8:30 appropriate
quotes to support
a thought
8:30- Read chapters 1-
8:40 4 as a class

Focus: Feelings
Read chapters 5-7 as
a class

ML: Review and compare

similes and metaphors
(define figurative
language) Search for
them in the reading

Focus: similes and

metaphors
Read chapter 12 in
small groups

ML: Strategies for

identifying and
understanding unknown
words in context

Read chapters 17-18 as a

class

8:40
-
8:50

In small groups,
create a simile and
metaphor for what
they read
Share and
compare similes
and metaphors

Reflect on reading
through grand
conversation

Students may choose Journal entry: Imagine
to complete (the other you are in the woods; find
will be homework or
objects that have magical
completed throughout the
powers.
day):
Simile and metaphor
- Read chapters 13-
-Assignment:
center
16 as a class
Reflection questions
- Journal entry:
using direct quotes
Reflect on the
- Independent
differences
reading
between two
different similes or
metaphors that
were on the same
event.

I can quote
accurately from a
text. I can use direct
quotes and the
authors words to
support my answers.

8:00 Word study:

-8:10 Introduce five
new words
(Example/non
example)
*Words will be
purposely chosen
from the book*

8:10-
8:20

8:50
-
9:00

-Reflect on
reading through
grand
conversation
9:00 Students may
-9:30 choose to
complete (the
other will be
homework or
completed
throughout the day):

-Assignment:
Draw a picture of
Mae with
supporting
quotes and
details
-Independent
reading

Read chapters 8-11 as a

class

- Reflect on reading
through grand
conversation
- Journal entry: If you
were Winnie how
would you be feeling
right now?

Reflect on reading through

grand conversation

Students may choose to

complete (the other will be
homework or completed
throughout the day):

- Assignment: Reflection
questions based on
reading and mini lesson
- Independent reading

Focus Unit
using
Tuck
Everlasting
Week
Two

Monday

Tuesday

Wednesday

Thursday

Friday

I can form an opinion

about a topic. I can
support my opinion
logically with facts and
definitions.

I can form an opinion about a

topic. I can support my opinion
logically with facts and
definitions.

I can define theme. I can use

details from a text to
determine a theme.

I can analyze how

multimedia elements
contribute to text
meaning, tone, and
beauty

I can analyze how

multimedia elements
contribute to text
meaning, tone, and
beauty

8:00-
8:10

Word study:
Introduce five new
words (Example/non
example)

Word study: Chant and

charades (Create
illustrations)

Word study: Synonym

slide
(Generate Examples)

8:10-
8:20

Read chapter 19 as a
class

Focus: supports facts and

definitions
Read chapters 20-23 as a
class

ML: How to determine a

theme

Word study:
Buddy check
using notebook
(Sentence
Stems)
Fill in the book
side of the
comparison
sheet

Word study:
Assessment
(Context clues for
next weeks
vocabulary)
Finish the movie

8:20-
8:30
8:30-
8:40

Reflect on reading
through grand
conversation
- Using the iPads
create an
advertisement for
the spring water
- ML: Strategies to
organizing an
opinion piece

- Reflect on reading
through grand
conversation
Writing workshop:
- Assignment: Write an
opinion piece about the
magic water after hearing
the opinions of Jesse,
Tuck, and the man in the
yellow suit
*Remember strategies for - Teacher will meet with
choosing appropriate
individuals while others
quotes
work on on opinion piece

- While other are waiting
Students may choose
they should be
to complete (the other
independently reading
will be homework or

8:40-
8:50

8:50-
9:00

9:00-
9:30

completed throughout the

day):

- Assignment:
Organize and opinion
piece using outline
- Independent
reading

Read chapters 24-end

Watch the movie

(96 minutes)
- Reflect on reading
through grand
conversation.
- Discuss Dont let what
you cant do stop you
from doing what you can
do.
- Work as a class to
determine a theme.
Make connections with
the quote and the theme
to each character with
the assignment sheet
- Journal entry: Explain
the book, share their
opinion, and their
parents what they would
do

- Fill in the movie

side of the
comparison sheet
- Discuss final
thoughts through
a grand
conversation
- Independent
reading