Curriculum / ELA / 5th Grade / Unit 4: Adapting to Survive: Short Stories and Poems / Lesson 8

Adapting to Survive: Short Stories and Poems

Lesson 8

ELA

Unit 4

5th Grade

Lesson 8 of 18

Objective

Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.

Readings and Materials

Book: Endangered by Eliot Schrefer (pp. 76–83, 90–95, 98–103) — pp. 90-95 (stop at "You're on your own, kid") and pp. 98-103 (stop at "And I was losing")

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

The excerpt is told from Sophie’s point of view. Choose two ways that Sophie’s point of view influences the story.

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Writing Prompt

The author includes multiple different interactions between Anastasia and Sophie. Explain how each interaction contributes to the structure of the story.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Key Questions

Questions about the text that will help guide the students understanding

What is Sophie’s main predicament? What steps does she take to solve her predicament?
On p. 93, Sophie describes herself as being “out of (her) mind with fury.” What does this description mean? How does it influence her behavior?
How did Sophie know that she had entered the troop’s pecking order? Why was this important? How did this change the way she was treated? Give multiple examples from the chapter.
Why does the author put some phrases in italics? What do these phrases signify?
Describe the relationship between Anastasia and Songololo.
Describe Sophie’s relationship with Anastasia.
Why does the author end with the statement, “I’d started a war with the queen. And I was losing.”?

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

anxiety

fear or nervousness about what may happen

recoiled

to react to something with shock or fear

wariness

to not have or show complete trust in someone or something that could cause trouble or be dangerous

fixated

to look at or think about something constantly

hierarchy

a group that controls an organization and is divided into different levels

Notes

Suggestions for teachers to help them teach this lesson

Make sure to include the following background information on top of the chapter title. Students will need to know this information in order to fully comprehend and make sense of this section of the text.
Background: Sophie was able to slip out of the enclosure and retrieve the duffel bag she’d packed. When she was retrieving her bag, Sophie found a young bonobo, Songololo, who had been tied up. Sophie brings Songololo back into the enclosure with her.

Enhanced Lesson Plan

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Common Core Standards

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.

Reading Standards for Literature

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.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.5.4

L.5.4.b

L.5.6

RF.5.3

RF.5.4

RL.5.1

RL.5.4

RL.5.10

SL.5.1

W.5.10

Lesson 7

Lesson 9

Lesson Map

“Help Me Make It...”

Explain what steps can be taken to prepare for a wilderness emergency.

RL.5.2

Julie of the Wolves pp. 5 – 14
“Canine Communication”

Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.

RL.5.3 RL.5.5

Julie of the Wolves pp. 15 – 25

Compare and contrast Miyax’s actions with those of the wolves and analyze how Miyax was able to integrate herself into the pack.

RL.5.3 RL.5.5

Discussion & Writing

Julie of the Wolves pp. 5 – 25

Write a summary of the excerpt from Julie of the Wolves that includes the theme of the excerpt.

RL.5.2 RL.5.3 RL.5.5 W.5.1 W.5.9

“The Road Not Taken”

Identify and explain the speaker’s perspective on choices in life by analyzing how the speaker in a poem reflects upon a topic.

Compare and contrast the perspective on choices of the speaker in the poem with Miyax from Julie of the Wolves.

RL.5.2 RL.5.5 RL.5.9

Bonobos Fact Sheet

Describe bonobos.

RL.5.3

Endangered pp. 76 – 83

Explain how the events on pp. 80–81 contribute to the overall structure of the story.

RL.5.3 RL.5.5 RL.5.6

Endangered — pp. 90-95 (stop at "You're on your own, kid") and pp. 98-103 (stop at "And I was losing")

Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.

RL.5.5

Discussion & Writing

Endangered — Close read pp. 76–83, 90–95, 98–103

Summarize the excerpt from Endangered by identifying a theme and explaining how the characters in the story respond to the main challenges.

Compare and contrast the excerpts from Julie of the Wolves and Endangered by analyzing the way they both approach the theme and topic of survival.

RL.5.2 RL.5.9

Hatchet pp. 13 – 28

Describe Brian’s current predicament and how he responds.

RL.5.2 RL.5.3

Hatchet pp. 113 – 120

Analyze how Brian’s “figuring out food” contributes to the structure of the story.

RL.5.2 RL.5.5

Hatchet pp. 161 – 170

Analyze how the author builds suspense and how it contributes to the structure of the story.

RL.5.2 RL.5.5

Writing

Hatchet

Summarize the excerpt from Hatchet.

RL.5.2

“If You Can’t Go Over or Under, Go Around”

Identify and explain the speaker’s perspective on choices in life.

Compare and contrast the perspectives on choices of the speaker in the poem and Brian.

RL.5.2 RL.5.5 RL.5.9

Discussion

Hatchet
Julie of the Wolves
Endangered

Compare and contrast the excerpts from Hatchet, Julie of the Wolves or Endangered by analyzing the way they both approach the theme and topic of survival.

RL.5.2 RL.5.9 SL.5.1 SL.5.3 SL.5.6

Writing – 2 days

Julie of the Wolves
Endangered
Hatchet

Write a multiple-paragraph essay that compares how Brian, Sophie, and/or Miyax approached survival.

L.5.2.d RL.5.2 RL.5.3 RL.5.9 W.5.1 W.5.9

Assessment

Narrative Writing – 4 days

Julie of the Wolves
Endangered
Hatchet
Grade 5 Narrative Writing Rubric

Write a continuation of one of the stories from the unit.

W.5.3 W.5.3.a W.5.3.b W.5.3.c W.5.3.d W.5.3.e

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Adapting to Survive: Short Stories and Poems

Objective

Readings and Materials

Target Task

Multiple Choice

Writing Prompt

Sample Response

Key Questions

Vocabulary

Notes

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Literature

Supporting Standards

Language Standards

Language Standards

Language Standards

Reading Standards: Foundational Skills

Reading Standards: Foundational Skills

Reading Standards for Literature

Reading Standards for Literature

Reading Standards for Literature

Speaking and Listening Standards

Writing Standards

Lesson Map

Dive Deeper with ELA Professional Learning