Curriculum / ELA / 5th Grade / Alternate Unit 5: Seeking Truth: A Wrinkle in Time / Lesson 5
ELA
Alternate Unit 5
5th Grade
Lesson 5 of 26
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Use details from the chapter to describe what happened to Mr. Murry.
Book: A Wrinkle in Time by Madeleine L'Engle pp. 45 – 63
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Based on information from the chapter, what happened to Mr. Murry?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Calvin feel when he is at the Murry house? Why?
Mrs. Murry says that "Charles Wallace's difference isn't physical. It's in essence" (p. 53). What does this mean?
Close read the following sentences: "'Maybe that's why our visitor last night didn't surprise me. Maybe that's why I'm able to have a –a willing suspension of disbelief. Because of Charles Wallace'" (p. 55). What does this mean? How does it help Mrs. Murry? Why does the author include this sentence?
Calvin pushes Meg to process lots of difficult realities. How does Meg respond? How does Calvin respond to her responses?
How does L'Engle create suspense at the end of the chapter?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
somber
adj.
something that conveys a sad and serious mood (p. 47)
essence
n.
describes the qualities that make a thing what it is (p. 54)
dubiously
adv.
causing doubt or suspicion, likely to be bad or wrong (p. 55)
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L.5.3.b — Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
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).
RL.5.5 — Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.5.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — 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.
W.5.10 — 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.
Lesson 4
Lesson 6
Describe Meg using specific details from the text.
L.5.3.b RL.5.3
Explain how each character responds to Mrs Whatsit and how their responses help build a deeper understanding of character.
RL.5.3
Analyze Charles Wallace and Meg's relationship.
RL.5.3 RL.5.5
Analyze how visual elements contribute to the meaning and tone of a text.
RL.5.7
L.5.3.b RL.5.3 RL.5.5
Describe what it was like to tesser and the details the author includes to help the reader visualize what it was like to tesser.
Describe the setting of Uriel and explain how the setting influences the mood of the story.
Compare and contrast the two representations of A Wrinkle in Time by analyzing and explaining how the genre features of both contribute to the meaning, tone, or beauty of a text.
RL.5.7 RL.5.9 W.5.9
Analyze why Madeleine L'Engle included the scene with the Medium.
RL.5.2 RL.5.3 RL.5.5
Explain what gifts and advice Mrs Whatsit, Mrs Who, and Mrs Which give each of the children and the significance of each gift.
RL.5.2 RL.5.3
Discussion
Discuss unit essential questions using evidence from the first half of the book.
RL.5.2 SL.5.1 SL.5.6
Writing
Write a multiple-paragraph essay to answer a unit essential question.
W.5.1 W.5.9
Describe Camazotz and how the setting influences the mood of the story.
Compare and contrast the two representations of Camazotz from A Wrinkle in Time by analyzing and explaining how the genre features of both contribute to the meaning, tone, or beauty of a text.
RL.5.7 RL.5.9
Summarize what happens between Charles Wallace and The Man with Red Eyes.
Describe Charles Wallace's transformation and how it impacts Meg and Calvin.
Identify and analyze quotations that highlight Meg's response to being reunited with her father.
RL.5.3 RL.5.7
Summarize what happens when they meet IT.
Defend if Meg's thoughts towards her father are are justified or not.
Analyze Meg's relationship with Aunt Beast.
Defend if it was the right decision to have Meg return for Charles Wallace.
Describe how Meg saves Charles Wallace.
Determine a theme of A Wrinkle in Time and explain how the theme is developed over the course of the novel. Discuss unit essential questions.
Assessment
Opinion Writing – 3 days
Write an opinion piece defending if A Wrinkle in Time should or should not be on the banned book list.
W.5.1
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