5.6 Fiction 5.6C Third- Person

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(C) explain different forms of third-person points of view in stories.

I can find explain 3rd person point of view.  

 

Person Point of view seems so easy until 5th grade. :) They all know

 

 1st person - "I", "We", "me", "my", "us", & "our(s)"

2nd person -  “you,” “your,” and “yours.”

3rd person - “he,” :him", "his", “she,” "her", “it”, "them", "they" & "their(s)" 

 

Video for Point of View. Thanks you tube!!! Point of View

 

 

Another great way to help the students learn the difference is grab some books from your library. Have the students do a gallery walk and identify the points of view. This worksheet comes from http://www.ereadingworksheets.com/

 

PoV gallery walk

5.6 Fiction 5.6B Roles of Characters

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and

 

I can explain the roles of characters in the plot. I can explain the relationship between 2 or more characters.  

I teach my students there are several types of characters, but we focus on

Major or central characters are vital to the development and resolution of the conflict. In other words, the plot and resolution of conflict revolves around these characters.

Minor characters serve to complement the major characters and help move the plot events forward.

To me this is the easiest thing to teach. Students can recognize who the characters are and what they are doing in the story. I find it much harder to teach rising action of a story. :) I do like to take the time to talk about character traits. character traits  from Think* Read* Write  www.thinkreadwrite.org


I think the key to this TEK is to have students realize that the reactions characters can be similar to the reactions they would have. 

5.6 Reading/ Comprehension of Fiction 5.6A - Forshadowing

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

I can describe the events in a story to support foreshadowing.
 



Whenever students need to foreshadow they take hints or clues about what is going to happen in the story.

I have created a graphic organizer for foreshadowing. Foreshadow G.O.

 

 

Here is a great link to show the different types of foreshadowing. I like it because it provides examples in movie clips the kids already know! Foreshadow Video

 

 

 

5.5 Drama

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation.


There is a lot in this TEK. I see inferences, draw conclusions, comparing 2 types of genres. A great example that comes to mind for 5th grade is the story of Paul Revere. There is a poem, a drama and a short story.

Here is the poem The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow

Here is the short story : Paul Revere's Midnight Ride

I know that the basal reader we used last year had a short play in it but I can not seem to find one online any where. :( 

I begin my lesson on the Elements of a Drama: create a foldable with Act, Characters, Conflict/Plot, Dialogue, Scenes, Setting, Stage Directions, and Theme

Have students fill in graphic organizer labeling this items as they read the drama.

To add technology in classroom use this link can create one with the class http://www.readwritethink.org/files/resources/interactives/dramamap/

Making Inferences kids need to know that an inference is a combination of what they know in life + Text evidence. I have a great puzzle piece anchor chart I used for this. And a "formula" BK {background Knowledge} + TC {Text clues/ evidence} = INFERRING! Some of the kids could remember this better because BK {Burger King} TC {Taco Cabana} Inferring Graphic Organizer

 Here is a great game to play online with inferences Inference Riddles .



Drawing Conclusions - Is very similar to Inferring. I created a Graphic Organizer that can be glued into the journal or used whenever conclusions are needed.  Draw Conclusion Graphic Organizer

When you want to find the similarities and differences between the original text and the drama, a simple Vinn Diagram is the perfect solution. My students used this often in class.





Henry Wadsworth Longfellow

Henry Wadsworth Longfellow

5.4 - Poerty

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.


https://www.dropbox.com/s/9buxc74tir50wzd/poerty%20terms.docx


Graphic Organizer for Poetry

Graphic Organizer - Poems


Examples for Alliteration, Metaphors, Simile


More to come!! - Working on a foldable also - pictures posted later. :)

 

TEK 5.3A & 5.3 B Theme & Gerne in Cultural, historial or comtempary text

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

 

(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;

(B) describe the phenomena explained in origin myths from various cultures; and

 

 

{More to COME!!!} 



Notice the "I can" statement!!!!

TEK 5.2D - Idioms, Adages & Other Sayings

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(D) identify and explain the meaning of common idioms, adages, and other sayings; and

 

 

 

It seems like today kids don't get the gist of Idioms..... So here is a document you can use as a matching game. Blow them up and have the students match the idiom with the meaning. Make sure you keep a key handy! :)

 

 

https://www.dropbox.com/s/lelzsajzs5izpnl/Idioms.docx

 

 

 

Mrs. A