5th Grade English Language Arts Unit 5: Analyzing Across ..., Study notes of English Language

Download 5th Grade English Language Arts Unit 5: Analyzing Across ... and more Study notes English Language in PDF only on Docsity!         5th  Grade  English  Language  Arts   Unit  5:  Analyzing  Across  Genres           Anchor   Text(s)   Hatchet  by  Gary  Paulsen     Pacing   6  weeks   Unit  Overview   In  this  six-­‐week  unit,  students  will  explore  how  texts  across  different  forms  and  genres  can  deepen  their  understanding  of  topics,  characters,  and   themes.  This  unit  is  rooted  in  Gary  Paulsen’s  novel  Hatchet.  Hatchet  is  the  fictional  adventure  and  coming-­‐of-­‐age  story  of  Brian  Robeson,  who  becomes   stranded  and  forced  to  survive  in  the  Canadian  wilderness  after  a  plane  crash.  Students  will  analyze  character  development,  conflict,  and  themes  in  this   anchor  text  while  also  connecting  these  themes  and  topics  to  supplemental  texts  that  will  enhance  thinking.       The  unit  opens  with  an  exploration  of  the  novel’s  unique  and  remote  setting,  just  as  Brian  himself  starts  to  become  acquainted  with  the  reality  of  his   new  surroundings.  In  later  weeks,  students  will  use  supplemental  texts  to  investigate  the  motivations  and  intentions  of  the  book’s  author  Gary  Paulsen,   and  they  will  have  opportunities  make  connections  across  other  texts  that  push  their  thinking  about  the  novel’s  characters,  events,  and  themes.  By   comparing  and  contrasting  Brian’s  experiences  and  the  lessons  he  learns  with  other  characters  and  real-­‐life  articles,  students  should  build  the  capacity   to  talk  and  write  fluently  and  deeply  about  the  novel  and  other  texts.       Throughout  the  novel  study,  students  will  track  Brian’s  responses  to  challenges.  By  the  end  of  the  unit,  students  should  be  able  to  explain  both  how  and   why  Brian  changed,  and  they  should  connect  these  changes  to  the  novel’s  overarching  themes.  There  are  opportunities  built  in  to  revisit  and  extend   student  understanding  of  skills  introduced  in  previous  units,  including  analysis  of  point  of  view,  character  development,  how  setting  influences  plot  and   characters,  theme  analysis,  etc.  Students  should  have  daily  opportunities  to  write  in  response  to  texts  they  read,  to  discuss  and  revise  their  thinking  with   peers,  and  to  productively  struggle  with  the  book’s  most  complex  passages  and  ideas.       The  unit  culminates  with  a  written  and  oral  performance  task;  students  will  assume  Brian’s  first-­‐person  point  of  view  to  write  and  present  a  speech   reflecting  on  his  experiences,  how  he  changed,  and  how  others  who  find  themselves  in  a  similar  situation  can  survive  like  he  did.                   Unit  5.5:  Analyzing  Across  Genres  (Hatchet)           Essential  Questions   Genre  and  Standards-­‐Based  Vocabulary   Cutting  to  the  Core   Standards-­‐Based  Essential  Questions:     I. How  and  why  do  characters  (and  their   motivations)  change  over  time?       II. How  does  the  setting  influence  a   character’s  development  and  the  story’s   plot?       III. How  do  authors  use  fictional  characters   and  stories  to  convey  real-­‐world  themes?     IV. How  can  reading  a  variety  of  texts  on  a   similar  topic  or  theme  deepen  my   understanding  and  uncover  new   perspectives?         Thematic  Essential  Questions:       I. How  can  we  describe  humanity’s   relationship  with  nature?       II. What  does  it  take  for  a  person  to  survive   in  extremely  challenging  circumstances?       III. How  do  our  personal  experiences  shape   and  change  us?                         • Characterization • Direct • Indirect • Trait vs. emotion • Motivation • Behavior • Development • Point of view (first person, third person, limited, omniscient) • Perspective • Inference • Protagonist • Antagonist • Genre • Compare • Contrast • Setting • Impact • Affect • Theme • Thematic • Stanza • Personification • Imagery • Relationship • Plot • Conflict (internal and external) I:  Building  knowledge  through  content-­‐rich   nonfiction  and  informational  texts     Ø “Students  need  to  be  grounded  in  information  about   the  world  around  them  if  they  are  to  develop  the   strong  general  knowledge  and  vocabulary  they  need  to   become  successful  readers”     II:  Reading  and  writing  grounded  in  evidence  from   the  text     Ø “Quality  text-­‐based  questions,  unlike  low-­‐level  "search   and  find"  questions,  require  close  reading  and  deep   understanding  of  the  text”     III:  Regular  practice  with  complex  text  and  its   academic  vocabulary     Ø “The  ability  to  comprehend  complex  texts  is  the  most   significant  factor  differentiating  college-­‐ready  from   non-­‐college-­‐ready  readers.  This  shift  toward  complex   text  requires  practice,  supported  through  close   reading”   Unit  5.5:  Analyzing  Across  Genres  (Hatchet)                                         W.4.9:  Draw  evidence  from  literary  or   informational  texts  to  support  analysis,   reflection,  and  research.   • Apply  grade  4  Reading  standards  to   literature  (e.g.,  "Describe  in  depth  a   character,  setting,  or  event  in  a  story  or   drama,  drawing  on  specific  details  in   the  text  [e.g.,  a  character's  thoughts,   words,  or  actions].").     W.5.9:  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]").     W.6.9:  Draw  evidence  from  literary  or   informational  texts  to  support  analysis,   reflection,  and  research.   • Apply  grade  6  Reading  standards  to   literature  (e.g.,  "Compare  and  contrast   texts  in  different  forms  or  genres  [e.g.,   stories  and  poems;  historical  novels  and   fantasy  stories]  in  terms  of  their   approaches  to  similar  themes  and   topics").     SL.4.4:  Report  on  a  topic  or  text,  tell  a  story,  or   recount  an  experience  in  an  organized  manner,   using  appropriate  facts  and  relevant,   descriptive  details  to  support  main  ideas  or   themes;  speak  clearly  at  an  understandable   pace.     SL.5.4:    Report  on  a  topic  or  text  or  present  an   opinion,  sequencing  ideas  logically  and  using   appropriate  facts  and  relevant,  descriptive   details  to  support  main  ideas  or  themes;  speak   clearly  at  an  understandable  pace.     SL.6.4:  Present  claims  and  findings,  sequencing   ideas  logically  and  using  pertinent  descriptions,   facts,  and  details  to  accentuate  main  ideas  or   themes;  use  appropriate  eye  contact,  adequate   volume,  and  clear  pronunciation.       Unit  5.5:  Analyzing  Across  Genres  (Hatchet)         Anchor  Text:   “Hatchet“  by  Carl  Hiaasen   Overview   Important  Considerations  for  Instruction   Hatchet  is  the  story  of  thirteen-­‐year-­‐old  Brian   Robeson,  a  boy  traveling  in  a  small  airplane  to   Canada  to  spend  the  summer  with  his  father  (his   parents  are  going  through  a  divorce).  Somewhere   over  the  Canadian  wilderness,  the  pilot  has  a  fatal   heart  attack  and  Brian’s  small  plane  crashes.   Alone,  Brian  must  find  a  way  to  survive  and  adapt   to  the  nature  around  him.  Throughout  the   experience,  Brian  discovers  many  things  about   himself  and  matures  a  great  deal  through  the   choices  and  risks  he  is  forced  to  take.       Readers  are  taken  through  this  adventure  and   coming-­‐of-­‐age  story  as  a  witness  to  Brian’s   countless  challenges,  successes,  and  failures.  Brian   calls  upon  his  intelligence,  memory,  and  youthful   resilience  to  overcome  challenges  such  as  building   a  fire,  encounters  with  bear  and  moose,  creating   shelter,  and  finding  food.  In  the  end,  Brian  is   rescued  and  returns  home  a  new  young  man.                     I.  Text  Complexity:  At  a  1020  Lexile  level,  Hatchet  is  appropriate  for  an  end-­‐of-­‐year  fifth  grade   reader.  Students  will  encounter  some  domain-­‐specific  “wilderness”  vocabulary,  and  the  structure  can   be  confusing  at  times  as  it  incorporates  flashbacks  and  a  variety  of  sentence  lengths  and  structures.   However,  the  themes  of  this  story  are  relatively  straightforward  and  accessible  through  the   conversational  and  descriptive  voice  of  the  narrator.       II.  Big  Ideas/Themes:    Most  prevalent  in  this  story  are  the  themes  of  perseverance,  survival,  and   self-­‐reliance.  Brian  also  depends  on  hope  and  the  power  of  positive  thinking  to  get  him  through  the   toughest  situations.  This  story  also  deeply  explores  the  relationship  between  humans  and  nature,   particularly  the  contrast  between  nature’s  positives  (nature’s  beauty  and  the  resources  it  provides)   and  the  negatives  (the  danger  and  power  of  wildlife,  the  wilderness’s  isolation,  etc.).       III.  Text  Structure:  The  book  is  narrated  from  the  third-­‐person  limited  omniscient  point  of  view  (we   have  access  to  Brian’s  inner  thinking  from  an  outside  narrator).  For  most  of  the  story,  Brian  is  the   only  character  besides  the  various  forces  of  nature  he  interacts  and  contends  with.  The  plot  structure   is  mostly  linear  and  follows  a  series  of  challenges  that  Brian  is  forced  to  confront  and  adapt  in   response  to.  There  are  flashbacks  and  memories  incorporated  throughout  that  give  us  insight  into   Brian’s  character.  The  novel  contains  19  chapters  and  an  epilogue.       III.  Real  World  Connections:    Students  have  the  opportunity  to  learn  about  real-­‐world  topics   including  the  geography  and  environment  of  Canada,  along  with  the  animals  and  other  wildlife  Brian   interacts  with.  You  can  also  make  thematic  connections  to  students’  lives  as  Brian  comes  of  age  and   grows  from  a  boy  into  a  young  man.  There  are  opportunities  to  connect  Brian’s  experience  to  other   real-­‐life  survival  stories.       IV.  Potential  Challenges:  Students  will  need  to  build  knowledge  about  nature  and  the  extreme   isolation  of  the  Canadian  wilderness  in  order  to  fully  understand  and  appreciate  Brian’s  plight.  They   also  may  struggle  to  distinguish  between  memories/flashbacks  and  Brian’s  current  situation  at  first,   but  they  should  become  comfortable  with  this  structure  through  modeling  and  discussion.  It  may  also   be  challenging  for  students  to  push  deeper  past  a  surface-­‐level  understanding  of  Brian’s  character   development  and  the  themes  in  this  book  without  strategic  questioning  and  guidance  from  teachers.     Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       Instructional  Calendar   Weekly  Focus   Teaching  Points   Texts  and  Resources   Suggestions  for   Implementation   Week  1:       I:  RL.1,  RL.3     II:  RI.2,  RL.9     I.  Make  inferences  about  Brian’s  character  and  his  family  based   on  his  thoughts,  actions,  words,  and  response  to  conflict.     • Using  the  text,  make  inferences  about  Brian’s  character  and   the  family  circumstances  surrounding  his  trip  to  visit  his   father.  Why  is  Brian  taking  this  trip  by  himself,  and  how  does   he  feel  about  it?     o Notice  Brian’s  feelings  about  the  hatchet  his  mother   gives  him  as  a  going-­‐away  gift.  Analyze  what  Brian’s   initial  response  to  the  hatchet  reveals  about  him  in  the   beginning  of  the  book.     • Describe  Brian’s  response  to  the  conflict  (external)  in  the   airplane,  and  his  decisions/actions  following  the  pilot’s  death.   What  does  this  reveal  about  Brian?   o Note:  Make  sure  to  distinguish  between  “traits”  and   “feelings”  when  drawing  conclusions  about  characters.   Traits  are  more  “sticky”  and  they  follow  a  character   throughout  almost  any  situation;  traits  are  things  like   resilient  or  creative,  etc.  Feelings  are  more  fleeting   depending  on  the  situation  at  hand.  For  example,  Brian   feels  overwhelmed  and  terrified,  but  his  responses   reveal  traits  like  resourceful  and  logical.   • Brian  also  confronts  internal  conflicts  throughout  these   opening  chapters,  such  as  what  he  should  do  with  the   information  about  his  mother’s  cheating,  or  his  “choice”  on   page  21  about  how  to  “land”  the  airplane.  What  do  Brian’s   responses  to  these  internal  conflicts  reveal  about  him?         II.  Build  knowledge  about  the  geography,  climate,  and  wildlife  of   the  Canadian  wilderness  through  nonfiction  text  and  visuals.     • Read  the  supplemental  text  about  Canada’s  geography,   wildlife,  and  population.  Important  takeaways  include   conceptualizing  the  low  population  density  and  the  incredible   size  of  the  country’s  wilderness.  These  understandings  will   Anchor  Text:   Hatchet  Chapters  1-­‐3     Supplemental  Texts   (Appendix  B)   • Canada:  Geography,   Wildlife,  and   Population  Facts     Supplemental   Resources   (Appendix  D)   • Vocabulary  Lists  by   chapter   • 5th  Grade  TDQ   Question  Stems  (by   standard)     • Character  Analysis   Graphic  Organizers   • “Canada”  Article:   Sample  TDQs  and   cross-­‐text  analysis   questions       • Begin  reading   Hatchet  before  you   build  knowledge   about  Canada.   Sequencing  the  texts   this  way  will  enable   students  to  make   deeper  connections   about  the  story’s   setting  based  on  key   ideas  in  the   informational  text.   The  novel’s  intense   and  exciting  opening   chapters  will  also   serve  as  a  hook  for   the  unit.     • When  analyzing   supplemental  texts,   ask  students  a   variety  of  text-­‐ dependent  questions.   Some  should  be   related  just  to  the   supplemental  text,   and  others  should   require  students  to   think  across  both   texts  (including  the   novel).  Some   examples  of  TDQs   are  included  in   Appendix  D  (Note:   some  of  the  cross-­‐ Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       someone  else’s  perspective?  What  are  the  benefits  and   limitations  of  a  third  person,  limited  omniscient  narrator?   o  Narrative  Writing  Connection:  Select  one  or  more   pages  from  Hatchet  (i.e.  when  the  pilot  first  begins   having  chest  pains  or  when  Brian’s  mother  gives  him   the  hatchet  and  says  goodbye)  and  have  students   rewrite  the  section  in  third-­‐person  narration,  including   details  from  another  character’s  point  of  view  (and   leaving  out  Brian’s  perspective  completely).                                     understanding  of   events.  Consider  how   the  story  would  be   different  if  it  were   told  from  Brian’s   first-­‐person  point  of   view  instead  of  third-­‐ person  omniscient.   Why  do  you  think  the   author  made  this   choice?       Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       Week  3:     I:  RI.2,  RI.3,  RL.9     II:  RL.1,  RL.3     III:  RL.2   I.  Exploring  Themes  Across  Genres:  What  does  it  take  to  survive   in  adverse  circumstances?     • Read  the  article  “Help  Me  Make  it  Through  the  Night”  and  the   corresponding  “Basic  Survival  Kit”  fact  sheet  to  determine  the   author’s  central  argument  and  supporting  details.  Then,   students  should  make  cross-­‐text  connections  to  Hatchet  and   analyze  ideas  across  the  two  texts  to  deepen  their  understanding   of  the  novel  and  informational  text.       o  A  list  of  text-­‐dependent  questions  that  you  can  use  to   facilitate  analysis  can  be  found  in  Appendix  D.       II.  Analyze  how  Brian  interacts  with  with  the  story’s  setting.  How   does  the  setting  influence  Brian’s  development  and  the  story’s   plot?   • Collect  evidence  of  times  when  the  setting  (wilderness)   impacts  Brian  in  both  positive  and  negative  ways  to  begin   forming  a  theory  about  his  relationship  with  his  environment.     o How  does  the  story’s  setting  support  and  help  Brian?     o How  does  the  story’s  setting  harm  or  threaten  Brian?   o How  can  nature  be  both  beautiful  and  dangerous  at  the   same  time?  What  examples  from  the  story  depict  this   contrast?     •  Analyze  how  the  wilderness  affects  Brian’s  attitude  towards   the  land  and  animals.  How  does  he  feel  and  think  about  the   wildlife  around  him?  Track  how  this  changes  as  time  goes  on.     • How  does  the  setting  change  Brian?  How  must  he  adapt  in   response  to  the  demands  of  where  he  lives?         III.  Analyze  how  Gary  Paulsen  develops  themes  indirectly   through  characters’  words,  actions,  and  experiences.     • After  reading  chapters  9  and  10,  reflect  on  the  message  about   perseverance  the  author  conveys  through  Brian’s  actions.   Identify  concrete  examples  and  evidence  of  how  Brian   supports  this  message.     • Challenge  students  to  identify  other  themes  that  may  be   developing  around  nature,  independence,  etc.       Anchor  Text:   Chapters  7  –  10       Supplemental  Texts   (Appendix  B)   • “Help  Me  Make  it   Through  the  Night”       Supplemental   Resources   (Appendix  D)   • “Help  Me  Make  It   Through  the  Night”   and  Hatchet:  Text-­‐ Dependent  Questions     • When  reading  “Help   Me  Make  it  Through   the  Night,”  remind   students  how  useful   visuals  and  other  text   features  can  be  in   determining  the   central  ideas  of  a   nonfiction  text.  Good   readers  always  pay   attention  to   structures  and  other   features  that  contain   meaning.     • Although  not   included  in  the  unit,   feel  free  to  pull  in   short  informational   texts  or  videos  about   the  setting,  wildlife,   and  other  topics  Gary   Paulsen  refers  to   throughout  Hatchet.     • Begin  building  an   anchor  chart  that   captures  developing   big  ideas  and  themes   in  Hatchet.  As  they   read  and  learn  more,   model  what  it  looks   like  to  “revise”  your   original  thinking   based  on  new   evidence.     Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       Week  4:     I:  RL.3,  RL.4,  RL.6     II:  RL.2,  RL.3,  RL.9           I.  How  and  why  is  Brian  changing?  Analyze  how  Brian  is   developing  as  a  person  in  response  to  his  experiences.     • Like  people  in  real  life,  characters  in  stories  change  physically,   psychologically,  and  emotionally  in  response  to  their  personal   experiences.  Sometimes  authors  explicitly  tell  us  that  characters   are  changing  (i.e.  on  page  115,  “He  was  not  the  same  now  –  the   Brian  that  stood…was  completely  changed”),  and  other  times  we   must  infer  how  and  why  a  character  is  changing  by  comparing  his   thoughts,  attitude,  and  behavior  to  moments  earlier  in  the  book.     o As  you  read,  collect  evidence  about  how  Brian  is   changing  –  physically,  psychologically,  and   emotionally.  What  new  skills  has  Brian  developed?  How   has  his  attitude  about  his  situation  and  his  perception  of   himself  changed?  What  moments  or  experiences   specifically  caused  these  changes,  and  why?  Are  these   permanent  or  fleeting,  and  how  can  you  tell?     • In  chapter  14,  Gary  Paulsen  repeats  the  word  “Mistakes”  in  a   single-­‐word  sentence  five  times.  Ask  students  to  track  how  he   uses  this  word  and  the  context  surrounding  it  throughout  the   chapter.  Then,  analyze  why  he  might  have  chosen  to  repeat   this  word  in  these  contexts.  How  does  the  usage  of  the  word   “mistakes”  change?  How  does  the  repetition  of  this  word  in   this  chapter  demonstrate  a  change  in  Brian’s  character?       II.  Compare  characters  and  themes  (like  humanity’s  two-­‐sided   relationship  with  nature)  in  two  fictional  stories  about  survival   in  the  wilderness.     • Read  the  excerpt  from  the  novel,  Julie  and  the  Wolves,  in  order  to   compare  Julie’s  survival  situation  (and  relationship  with  nature)   to  Brian’s.  By  reading  both  texts  as  a  pair  and  by  answering  text-­‐ dependent  questions  that  require  students  to  use  knowledge  of   both  texts  at  once,  students  should  deepen  their  understanding  of   each  character  and  common  themes.     o A  list  of  text-­‐dependent  questions  (that  you  can  select   from  and/or  supplement  with  additional  scaffolded  or   extension  questions)  can  be  found  in  Appendix  D.       Anchor  Text:   Chapters  11-­‐14     Supplemental  Texts   (Appendix  B)   • “Julie  and  the  Wolves”   (excerpt)       Supplemental   Resources   (Appendix  D)   • Character  Change   graphic  organizers   • “Julie  and  the  Wolves”   Text-­‐Dependent  and   Cross-­‐Text  Analysis   Questions     • Old  Brian,  New  Brian   graphic  organizer   • As  students  dig  into   themes  in  the  next   two  weeks  and   explore  how   different  authors   portray  the   relationship  between   humans  and  nature,   push  them  to  explore   both  the  positive  and   negative  aspects  of   that  relationship.   Specifically,  how   does  nature  both   serve  as  a  threat  to   human  life  but  also   its  only  source  of   survival  and   sustenance?  (i.e.  the   wolves  could  kill   Julie  but  she  knows   she  won’t  survive   without  their  help)   • Repetition  of  a  key   word  or  phrase  is   something  that  Gary   Paulsen  does   strategically  and   frequently   throughout  this  book   (i.e.  he  repeats  the   phrase  “There  were   these  things  to  do”  in   chapter  104  to   emphasize  Brian’s   feelings  that  this   experience  is  never-­‐ ending  and  he’ll   Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       The  Avalanche  at  Tunnel  Creek.”  Read  to  determine  how  the   author  gives  human  characteristics  to  the  snow  (i.e.  describes  it  as   an  “enemy”  and  assigns  it  life-­‐like  abilities  like  “captured,”   “squeezed,”  “slithered,”  and  “vomited”).  Then,  compare  this   author’s  portrayal  of  the  relationship  between  humans  and  nature   with  Gary  Paulsen’s  portrayal  of  the  same  theme.  Sample  text-­‐ dependent  questions:     o What  are  the  positive  aspects  of  Elyse’s  relationship  with  her   environment  in  this  article?  What  are  the  negative  aspects  of   Elyse’s  relationship  with  her  environment?     o What  is  similar  about  Elyse’s  and  Brian’s  relationship  with   their  surrounding  natural  environments?  What  is  different?     o Which  of  Brian’s  experiences  most  remind  of  you  Elyse’s   experience  during  the  avalanche?  Why?     o How  does  Elyse  survive  the  avalanche?  Compare  her  survival   story  with  Brian’s.     o What  theme  do  both  texts  convey  about  nature?                                       Unit  5.5:  Analyzing  Across  Genres  (Hatchet)         Week  6:     I:  RL.3     II:  RL.2,  RL.4,  RL.6     III:  W.1,  W.9,  RL.1,   RL.3,  RL.6,  RL.9,  SL.4   I.  Analyze  how  and  why  Brian  changes  over  time,  and  make   inferences  about  how  this  experience  will  affect  his  life  at  home.     • Describe  how  Brian  responds  to  the  contents  of  the  survival   kit  and  to  his  rescuer.  Based  on  these  responses,  how  and  why   has  Brian  changed  over  the  course  of  the  story?  How  might   these  changes  impact  his  life  and  priorities  back  at  home?   Support  your  inferences  and  claims  with  evidence  from  the   text.     • Extension:  Imagine  that  Brian  had  the  survival  kit  from  the   very  beginning.  How  might  his  life  in  the  wilderness  have  been   different?  Do  you  think  the  additional  resources  would  have   helped  or  hurt  him  in  the  long  run?  Why?       II.  Interpret  the  extended  metaphor  of  the  hatchet,  and  how  its   purpose  (and  Brian’s  feelings  about  it)  evolves  over  time.  What   themes  or  lessons  might  it  represent  in  the  story?     • Consider  the  significance  of  the  novel’s  title  by  tracking  when  and   how  the  hatchet  appears  throughout  the  novel.  Guiding  text-­‐ dependent  questions  include  (but  are  not  limited  to):     o Reread  pages  8-­‐9  from  the  story’s  opening  and  analyze:  How   have  Brian’s  feelings  about  the  hatchet  changed  over  time?   o How  does  the  hatchet  influence  Brian’s  experience  in  the   wilderness?     o Would  Brian  have  survived  without  the  hatchet?  Why  or   why  not?  Cite  specific  evidence  to  support  your  claim.   o What  big  ideas  or  themes  might  the  hatchet  represent?     o Why  might  Gary  Paulsen  have  chosen  to  title  the  novel   Hatchet?     § In  1990,  a  film  director  made  a  movie  version  of   Hatchet,  but  changed  the  title  to  “A  Cry  in  the  Wild.”   Which  title  do  you  think  is  best  based  on  the  story’s   events,  and  why?       III.  Performance  Task:  Brian’s  Keynote  Speech     • See  Appendix  C  for  prompt,  rubric,  and  student  planning  sheets.   This  task  should  be  completed  over  2-­‐3  days  in  class.     Anchor  Text:   Chapter  18  –  19       and  Epilogue       Performance  Task   (Appendix  C)   • Prompt,  Outline,  and   Rubric  for   Performance  Task       Supplemental   Resources   (Appendix  D)   • Hatchet  graphic   organizer  (evidence   collector)     • Old  Brian,  New  Brian   graphic  organizer  (see   Week  4)         • There  is  no  MCLASS   assessment  for  this   unit  to  avoid  over-­‐ testing  during  the   PARCC   administration   window.   Unit  5.5:  Analyzing  Across  Genres  (Hatchet)       RL.5.1:  Quote  accurately  from  a  text  when   explaining  what  the  text  says  explicitly  and  when   drawing  inferences  from  the  text.       RL.5.2:    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.       RL.5.3:    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).       Fifth  grade  students  are  required  to  quote  accurately  from  the  text  to  support  their  answers.  “Quote   accurately”  may  include  using  their  own  words.  Determining  a  theme  continues  to  be  a  focus  and   students  should  be  giving  more  thought  to  characters’  actions  in  a  text.  They  are  required  to  refer  to   specific  details  in  the  text  when  finding  the  similarities  and  differences  between  two  or  more   characters,  settings,  or  events.       Use  questions  and  prompts  such  as:     • Can  you  tell  me  the  reasons  why  you  think…?     • Show  where  you  linked  your  thinking  to  the  text.     • What  are  the  most  important  events  that  happened  in  the  story?     • Can  you  provide  specific  examples  from  the  text  to  support  your  thinking?     • What  is  the  theme  of  this  text?     • Summarize  the  story  from  beginning  to  end  in  a  few  sentences.     • Can  you  tell  me  how  the  character  solved  the  problem  in  this  story?     • Describe  how  these  two  characters  are  the  same.  How  are  they  different?       RL.5.4:     Determine  the  meaning  of  words  and  phrases  as   they  are  used  in  a  text,  including  figurative   language  such  as  metaphors  and  similes.       RL.5.6:     Describe  how  a  narrator’s  or  speaker’s  point  of   view  influences  how  events  are  described.     Students  will  continue  to  tell  the  meaning  of  words  and  phrases  in  a  text  and  focus  on  figurative   language.  The  students  must  continue  identifying  the  narrator’s  point  of  view  and  also  explain  how   it  impacts  the  events  in  the  text  (and  how  they’re  described  to  the  readers).         Use  questions  and  prompts  such  as:     • What  do  you  do  when  you  come  to  words  or  phrases  you  do  not  know?  (use  context)     • Interpret  the  metaphor  ________.  What  is  the  author  comparing?  Why?     • Can  you  tell  me  how  this  text  is  presented/  organized?     • How  does  the  organization  of  the  text  contribute  to  the  author’s  meaning?     • Think  about  what  you  read.  Who  is  telling  the  story?     • Can  you  tell  how  the  person  telling  the  story  is  thinking?  How  does  this  affect  the  events  of   the  story?             Appendix  A:  Unpacked  Standards  Guide   Source:  Public  Schools  of  North  Carolina  NCDPI  Collaborative  Workspace   Standard   Explanation  and  Example