COMMON CORE STANDARDS
Reading Informational Text
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Reading Foundational Skills
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3(a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3(e) Provide a conclusion that follows from the narrated experiences or events.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9(a) 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.5.9(b) 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]””).
DESCRIPTION OF LESSON
This ELA/Literacy lesson plan intended for Grades 3-5 titled “Alter Egos and More with Avi’s WHO WAS THE MASKED MAN, ANYWAY?” from readwritethink.org has an estimated instructional time of five 50-minute sessions. The emphasis of these lessons is to prepare for an authentic learning experience. After having read a novel, students examine plot structure, setting, and characterization, while they complete Internet research to build connections. Throughout the progression of lessons, students continue to create artifacts: notes, plot diagrams, alter egos, and story maps in order to write a radio story script in a modern setting.
Connecticut teachers should be aware that these plans do not include aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance. The instructional plan lists many CCSS standards, yet several are only marginally addressed, if at all. Additional time may be required to target all standards listed. While the Lexile level (420L) for the novel used is considered very low for this grade, the focus of the lessons is on the process of writing, research, and making connections.
RATIONALE FOR SELECTION
This lesson plan is a useful example of an authentic learning experience where students apply literary skills and directed inquiry. Instruction includes a progression of learning where concepts and skills advance and deepen over time. Technology advances organizational and research skills as it cultivates student interest and engagement.