Teaching Overview

Guided Reading Group Unit Plan

Collaborative Unit Teaching Overview
Name: Taylor Adams
Grade Level: 5th
School: Kinawa Middle School

1.

Target Area: Reading Comprehension/ Strategy Instruction and Assessment

2.

Core Practice: Facilitating Guided Reading Groups

3. Common Core State Standards:

CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
4. Rationale:
It is important for students to recognize and analyze different elements of fiction texts such as;
setting characters, and events . This will help them engage with the text at a deeper level; by
thinking about these elements in a critical way and how all these elements contribute to the
readers understanding of the text. Also, by understanding how these elements mold the text it
will help them to be cognizant of these elements in their own writing. Comparing and
contrasting is a great way for students to recognize the different features and structures of
nonfiction texts. This helps them to develop their critical thinking skills by pushing them to make
deeper connections with what they are reading. These skills can be applied to all narrative texts
as they grow and develop as readers and writers. Students will also be focusing on
strengthening their inferencing skills. This is a tough skill because it requires students to apply
the background knowledge and the information they are given in the text to come up with an
inference. However, inferencing is something that occurs in our everyday life. This is an
essential skill to becoming a great reader because it allows readers to make personal
connections with text and gain a deeper understanding.

5.
Objectives: Your objectives should address the following characteristics and be
color-coded according to the three parts, and numbered so you can easily list them in
your summary:
Best fit ( leveled text based on reading level, in this case lexile number)
o Performance: States what a learner is expected to be able to do
o Conditions: Describes the conditions (situation) under which a student is able to do or
perform the task
o Criterion: If possible, clarifies how well the student must perform the task in order for the
performance to be acceptable
1. When reading individual lexile level narrative text , students will identify specific details about
the characters in the text, then compare and contrast at least two different characters.
2. Students will compare and contrast at least two settings in one narrative text, using details
from the individual lexile level narrative text
3. Students will compare and contrast at least two events in one narrative text, by using specific
details in a narrative text, from the individual lexile level text.
4. Students will accurately quote an individual lexile level narrative text when explaining events
that explicitly occurred in the text they are reading by writing down or orally quoting the text at
least three times.
5. Students will accurately quote a text when drawing inferences by writing down or orally
quoting the individual lexile level text, at least three times .

6. Differentiated Instruction: Consider the lesson sequence you have outlined and consider
where, when and how you could provide differentiated instruction by adjusting the content, or
processes or product(s) to accommodate the learning needs of the range of learners in your
classroom.
Since I am focusing on Guided Reading groups for instruction there is a lot of differentiated
instruction. There are 3 leveled groups to accommodate the readers in the classrooms. The
tier 3 group will be doing the same things as the tier 1 group, however they will have longer to
complete the tasks or assessments since they will be meeting in the group with teachers
everyday and will receive more scaffolding in order to achieve mastery. Also, the tier 1 will end
up doing an additional compare and contrast on the last GR meeting that includes all three
elements: characters, settings, and events. This will allow for them to have a bit more of a
challenge but for all learners in our classrooms to be engaging with the same content. The
guided reading groups are determined by AIMSweb testing in conjunction with our running
records in the classroom to account for student performance that may not accurately be
portrayed through one test. Many of the students had a hard time supporting their ideas with
textual evidence; which is a problem that is occurring across curriculum. I chose to focus on
these CCSS because it is important for students to be able to pull accurate details from the text
in order to support their opinions. Even when students are writing or reading nonfiction articles,
it is essential that they rely on the text to support their own ideas. however, this seems to be a
struggle among the majority of learners at this point in the school year. By focusing on these
skills in guided reading groups students will strengthen their ability to extract quotes from the
text and form inferences based upon what they know combined with the what they are reading.
During our character analysis writing many of the students drew excellent inferences; however,
they failed to support their ideas with textual evidence.

7. Provide a Teaching Overview Chart of a two-week (or 10 day) lesson sequence that will
help your students meet your objectives for the unit
Character Comparison Practice Chart:

This character comparison chart will act as an informal assessment while concurrently working
as a brainstorming tool for students. In addition to informal assessments like the chart above,
students will be assessed on comprehension through in class small group discussions. Students
will also complete a formal writing assessment for the comparing characters objective in which
they will take information from this chart and complete a character comparison analysis.
During guided reading groups, we will make informal observations of the notes and discussions
to adjust our instruction. We will also be collecting more formal writing assessments throughout
the unit, which will be compare and contrasts of the different elements.
o Teaching Notes: jot down topics, resources or tasks you want to make sure you incorporate
into your lesson as you develop your plans (e.g., introducing centers that day, or making sure
you provide an anchor chart on predictions). This is a good place to note areas you want to
focus on as you work to develop your core practice.
Make sure to plan a day to introduce the topic of the books and the time period
Find appropriate video to share with the students to give them a visual.
Read Freedom Summer and/or The Other Side

PartC:2DailyLessonPlans
PartD:UnitAssessmentPlan

PartC:2DailyLessonPlans

GuidedReadingLessonPlans:ComparingandContrastingatleasttwosettings
Standard:CCSS.ELALITERACY.RL.5.3
Compareandcontrasttwoormorecharacters,settings,oreventsinastoryordrama,drawingon
specificdetailsinthetext(e.g.,howcharactersinteract).

Objective(s)fortodayslesson:Studentswillcompareandcontrastatleasttwosettingsinone
narrativetext,usingdetailsfromthebestfitnarrativetext.

Rationale:Thisisimportantforstudentstoknowbecausethesettingchangesnumeroustimes
withinanovel.Also,theseparticularshortnovelswearestudyinghavealotofculturally
relevantinformationaboutwhathappenedduringtheCivilRightsEra.Studentsshouldalso
realizetheimportanceofcomparingsettingswhenreadingtobetterunderstandtheeventsin
context.

Materials&suppliesneeded:
MississippiBridgeTier1
TheFriendshipTier2
GoldCadillacTier3

Proceduresandapproximatetimeallocatedforeach
event

Academic,Socialand/or
LinguisticSupportduring
eachevent

Introductiontothelesson:

Duringthistimeweneedtomakesurethatweareusinga
level1voicesothateveryoneelsecanstayontask.What
bookareyoucurrentlyreading?Whereisthisbooktaking
place?Canyoudescribethesettingindetailforme?Does
thewholenoveltakeplaceinthesamesetting?Whichis
reallysimilartoourreallives,wedonotspendourwhole
lifeintheexactsameplace,dowe?Neitherdothe
charactersinourstories.Iamcurrentlyreading_______
andinthisstorythecharactershavebeento______place.
(3_minutes)

OUTLINEofkeyevents

duringthelesson

Fortieronetheyshouldhavethediscussionanddothe
assessmentontheirownanddiscussattheirnextmeeting.
Fortier2theywillhavetwomeetingswiththeteacherto
accomplishthesetasks
Fortierthreetheywillhave23meetingstocompletethe
followingtasks.
ALLTEACHEREXAMPLESSHOULDCOMEFROM
FREEDOMSUMMER,inordertohaveacommon
connectionandcomparison.

Beginning:
1.Opentopage7inyourbook,letsallreadthefirst
paragraphtogether.Whileweread,thinkaboutthewords
thatarebeingusedtodescribethesettingandhowthose
wordspaintapictureinyourmind.
2.Take1minutetowritedownthewordsthatyouwere
thinkingaboutonyourstickynoteandstickittothispage.
3.Opentopage13inyourbook,letsallreadthefirst
paragraphtogether.Whileweread,thinkaboutthewords
thatarebeingusedtodescribethesettingandhowthose

**Therestoftheclasswillbe
choosingthingsontheirliteracy
menutocompleteduringthis
time.

Linguistic:Havedefinitionof
settingonanotecardattheGR
Table

*allowstudentxtotypeher
responseanditsubmititthat
waybecauseofwritingdeficit.
Shehasgreatideasbuthasa
hardtimegettingpentopaper.

Academic:allowstudentswho
needextraacademicsupportto
fillintheirchartusingsomeof
thewordstheclassgenerated.
StudentAandCwillneedthese
supportsin5thhour.

wordspaintapictureinyourmind.
4.Take1minutetowritedownthewordsthatyouwere
thinkingaboutonyourstickynoteandstickittothispage.

Discussion:

Whatwordsdidyouchoosetowritedownonyoursticky
notes?(Teacherwritesthewordsdownonabiggerpieceof
paperforallthestudentstolookatlater)

Canyoudistinguishbetweenthetwosettings?

Whatwouldhappenifyoudidntdevelopthesettingand
makeitclearthatdifferenteventswereoccurringin
differentplacesortimes?Wouldyoubeabletocompare
thesettings?

Tier1Pages(810)
Makeachartwith3columns(labelonesidepage7,the
middlesimilarities,andpage13fortheothercolumn)

Tier2pages(750)
Makeachartwith3columns(labelonesidepage9,the
middlesimilarities,andpage12fortheothercolumn)

Tier3pages(650)

Studentsshoulddrawanimageofeachsettinginthe
appropriatecolumns.

Now,wearegoingtodrawourownsettings.Thesetting
shouldreflectthesentencesorpassagesthatIgivetoyou.
Youwillneedtodrawasettingandwriteafewsensory
wordsforeach.Youwillneedtouse5detailsfromthetext
todefendyoursetting.(Showthemyourexample,where
youdrewanillustrationtorepresentapassageandincluded
wordsfromthetextonthepicturetoshowwhyyou
includedthem)(Studentswillcomparetheseillustrations

*givestudentxadigitalcopyof
allnotestakenoraphotocopy
forherrecords.Thiswayshe
canfocusinsteadofbeing
discouragedbythewriting
piece.

Linguistic:Givestudentxandy
andindividualcardthathasthe
definitionofsettingaswellas
somewordsthatcoulddescribe
thesetting.Tosupportthe
writingpiecewhentheyareon
theirown.

Academic:Havestudentswho
arestrugglingtalkthroughwhat
theyaregoingtodraw.Make
surethatstudentsaremaking
specificconnectionstothetext
whentheyarechoosingtouse
certainpartsoftheaspect
drawings,makesurethatthey
align.Students:x,y,andcwill
needthissupporttomakesure
theyareontherighttrackbefore
theygettoofarintotheirwork.
Havegoodideasbutsometimes

duringthenextGRsession)(15mins)

Closingsummaryforthelesson

Todaywelearnedthatourstorieshavealotofsettingsand
thatitisimportanttorealizehowthesettingsaresimilar
anddifferentbecauseinformationaboutthesettinggives
youinsightintothestoryitself.Also,ourcharactersarein
aseveralsettingsjustwithinafewpagesandthisallowsfor
depthinthestory.Thisisimportanttorememberwhen
readingbecausedifferentactivitiestendtooccurin
differentplaces.Itisalsoimportanttorememberwhen
writingfictionpiecesbecausethesettingaddsalottothe
storyandmakesitrealistic.Remembertohaveyour
settingsillustratedandlabeledfornexttime.
(__2_minutes)

Transitiontonextlearningactivity
Atthistime,youshouldquietlymovebacktoyourseatand
beingworkingonitemsfromyourliteracymenu.Any
questions?

needthevalidationinorderto
gettheirbestworkdone.
StudentsCandXgetconfused
bydirections.

Assessment
Students will be turning in two different drawings
illustrating 2 of the selected scenes from their specific
book they are reading in GR. These drawings should
include a short summary 23 sentences, comparing and
contrastingthetwoscenes.Iwillusethisinformationto
assesswhethertheyaccuratelyusedinformationfromthe
textandthesettingstocompareandcontrasttwodifferent
settingsinthebook.Ifstudentsstrugglewiththisskill,I
willsupportthemindividuallybasedupontheirneedsor
adjustsubsequentlessonstofillintheknowledgegaps.

Academic,Social,and/or
LinguisticSupportduring
assessment
Academic:Giveoral
assessmentstoxandystudents
intier3.Inordertoassesstheir
knowledgeinsteadofhaving
themgetdiscouragedbythe
writing.Studentxhasahard
timearticulatingideasonpaper,
evenwhenshehasextremely
thoughtfulideas.However,
thesestudentscancreatea
settingillustration.


OutlineforaDailyLessonPlan
ComparingandContrastingCharactersinliterature
Standard:
CCSS.ELALITERACY.RL.5.3
Compareandcontrasttwoormorecharacters,settings,oreventsinastoryordrama,
drawingonspecificdetailsinthetext(e.g.,howcharactersinteract).
CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawing
inferencesfromthetext.

Objective(s)fortodayslesson:Studentswillcompareandcontrasttwodifferentcharacters
fromonenarrativetext,usingthetexttodirectlysupporttheiranalysis.

Rationale:Comparingcharactersinliteratureisaskillthatstudentswillbeusingthroughout
theirentireacademicandpersonalliterarycareer.Charactercomparisonsareagreatwayto
showreadingcomprehension,aswellasgivingthestudentspracticeimaginingthemselvesin
acharactersperspective,askilltheycancarryovertotheireverydaylife.Justasweare
comparingcharactersinliteraturebylookingatspecificcharactertraits,wecomparepeople
aretheircharactertraitsnaturallyineverydaylifethroughobservations.

Materials&suppliesneeded:

Tier1:MississippiBridge
Teir2:TheFriendship
Tier3:TheGoldCadillac
(Alltextsby:MildredD.Taylor)

CharacterWebComparisonChart
Bigsheetofpaper(characterwebcomparisonchartteachermodelexample)
Personaldevice
AccesstoGoogleChrome/classroom

Proceduresandapproximatetimeallocatedforeachevent

Academic,Socialand/or

LinguisticSupportduringeach
Introductiontothelesson
event
(24minutes)

Askkidsiftheyhaveevercomparedtwo

differentpeople.Haveyouevercomparedfriends,or
Social:
familymembers?Sometimesyoumightdocertain

activitieswithonefriendthatenjoyssports,whereas
Studentsshouldbeseatedby
youwoulddootheractivitieswithafriendwhoenjoys peersthattheycanworkwell
artorcrafts.
nexttobothacademicallyand

Inbookswecancomparedifferentcharacters behaviorally.
aswereadtoseethedifferentrelationshipsthatformin
thetextdependingonthespecificcharactertraitseach
Duringthistimeperiod
onepossesses.Youmayrealizecertaincharactersget
theremainingstudentsinthe
alongordontgetalongbasedoncharactertraitsthey
classwillbeworking
eachhavewhichexplainwhytheyinteractwithanother individuallyonitemsfrom
thewaythattheydo.
theirliteracymenuattheir

Todaywearegoingtogetsomepractice
seats.
pickingoutcharactertraitsfromourtextfromtwo

differentcharactersandcomparethem.

Remember,whenwehaveourdiscussionwe

aretalkinginalevel1voicebecausethereareother

groupsworkingrightnow.Also,letsrememberthat

whenwehaveourdiscussionweletonepersontalkata
timesothateveryonesvoicecangetheardandweare
respectingeveryonesopinions.Letsgetstarted!

OUTLINEofkeyeventsduringthelesson

*Thefollowinginstructionwillbelaidoutdifferently

dependingonthegrouptier.Tier1willbemeetingTuesdays
andThursdays(twiceaweek),Tier2willbemeetingMon,

Wed,Friday(3timesaweek),andTier3willbemeeting
everyday(5daysaweek).Forthislesson,Tier1willmeet
once,Tier2willmeettwice,andTier3willmeet3timesto
completetheentirecharactercomparisonlesson*

Ok,sorightnowwearereading________________.Whenyou
thinkofthecharacter______________,whataresometraits
thatimmediatelypopupinyourhead?Forexample,whenI
thinkofmyfriendAlyson,Ithinkofherbeingcaringand
thoughtfulbecauseshealwaysaskshowImdoingand
wheneverIhaveabaddayshetriestodosomethingniceto
takemymindoffofit.Soactlikeyourefriendswith
_____________,whataresometraitsthatyouwoulduseto
describehimandwhy?
*discussionwithstudentresponses*

Great,nowthatweunderstandhowtopickoutcharactertraits
todescribeourmaincharacters,letstryoutsomethingelse.
ImgoingtopassoutastickynotetoeachofyouandIm
goingtoassignyoueitherthecharacter______________or
______________.Iwantyoutowriteacharactertraitthat
youthinkofwhenyoupicturethatcharacterandbeprepared
tosupportyouranswerwithanexamplefromthetext.
*givestudents1minutetowritedowntheirresponses)*
Ok,nowwehavesometraitsforeachcharacter,andIwantus
tostarttoshareandcomparetraits.
*shareanswers*
Letsputyourideasdownonachart,hereIhaveacharacter
webcomparisonchartandIwantustofillitinwithyour
stickynotes.Wehave__________ontheleft,andtraitsfor
_____________ontheright,thenwehavetraitsthatcould
describebothofthecharactersinthemiddle.
*havekidsonebyoneputtheirstickynotesontheposter,
havingthemexplaintheirrationalefortheplacement*
Oncethechartisfinishedhavethekidssaywhattheythink
abouthowthetwocharacterscompare.Aretheysimilar?
Different?Why?Whatisitaboutthesetwocharactersthat
makesthemgetalongornotgetalongbasedontheir

Academic:

Studentsareseparatedinto
Tiersdependingontheirlexile
scores,Tier1readingatextat
alexilelevelof810,Tier2
beingat750,andTier3being
at650.

Besuretodefineandhave
studentsrewordwhat
comparingcharactersis/what
itdoes.

Individualworktimetowrite
downwordsallowsfor
studentswhohaveaharder
timeinwholegroup
discussiongathertheir
thoughtsbeforewehaveour
nextsmalldiscussion.

Visualofposterwherekids
areputtingtheirphysical
stickynoteallowsforstudents
whoarevisuallearnerstohave
theirlearningstyle
represented.

charactertraits?

Askthekidswhyitsimportanttocomparecharactersinabook
asyourereading.

Statethatnowthatwevecompared______and________,I
wantthemtocomparetwodifferentcharacterfromthetext
ontheirown.
Oncetheyhavefinishedfillinginthechart,Iwantthemto
writeacharactercomparisonanalysiswritingpiece,using
theirchartasaguide.Thewritingshouldbeatleast2
paragraphs,onetalkingaboutthecharactersdifferenceswith
directtextsupport,andoneparagraphbeingaboutthe
characterssimilarities,againwithtextsupport.Theycannot
moveontotheirfinaldraftuntiltheirbrainstormingcharacter
analysischartischeckedandapprovedbyateacher.

Closingsummaryforthelesson
(_34__minutes)
Inthelessonthisweekwevereallylookedathowwewould
notonlycharacterizesomeofourmaincharacters,butwe
comparedthemtooneanother.Itsimportanttocontinuously
comparecharactersintextbecauseitgivesusinsightasto
whycharactersactthewaytheydo,aswellashowtheyform
relationshipsamongoneanother.Oncewedigdowntothe
coreofcharacterswecanstarttoevenpredicthowtheyare
goingtorespondtodifferentevents,makingusbetterreaders.
Intermsofourownwriting,understandingcharactersand
characterrelationshipswillallowustocreatefullydeveloped
charactersinourwriting.Whilewetookthetimetocreatea
fullchartforthistext,inthefuturestudentsshouldmark
downdifferentnoteswhentheyrereadingsothattheycan
keepcomparingcharactersinthefuture.

Transitiontonextlearningactivity
Assessment(HowwillIgaugethestudentslearningasI Academic,Social,and/or
implementthelessonplanandoncethelessoniscompleted? LinguisticSupportduring

Specifically,whatwillIlookfor?HowwillIusewhatIam
learningtoinformmynextsteps?)

Studentswillbeassessedbasedontheirabilitytopickoutat
least3similaritiesand3differencesbetweentwodifferent
charactersfromtheirtext,usingtextdetailstosupportthe
traitstheychoseinacharactercomparisonanalysispiece.

assessment.
Linguistic:
Inordertoaccommodatefor
studentneeds,anoptionfor
theassessmentwillbetohave
studentsorallydescribetome
3differentsimilaritiesand
differencesusingthetextfor
support.Studentswillstill
needtofilloutacharacter
comparisonchart,butthe
writtenparagraphanalysiswill
bereplacedbyaoral
assessmentwiththeteacher.

Tier 1 unit overview

Date: 10/26

Date: 10/27

Date: 10/28

Unit
Objective:

Unit
Objective:
Students will
compare
and contrast
at least two
settings in

Unit
Objective:

Todays
Learning
Target:

Todays
Learning
Target:

Date: 10/29
Unit
Objective:
When reading
best fit
narrative text ,
students will
identify specific

Date: 10/30
Unit
Objective:
Todays
Learning
Target:

one narrative
text, using
details from
the best fit
narrative
text.

details about
the characters
in the text, then
compare and
contrast at
least two
different
characters.

Todays
Learning
Target:
Compare
and contrast
settings
using quotes
from the text

5. Students will
accurately
quote a text
when drawing
inferences by
writing down or
orally quoting
the individual
lexile level text,
at least three
times .
Todays
Learning
Target:
Compare
and contrast
characters
using quotes
from the text

Instructional
Practices/Fo
rmat:

Instructional
Practices/Fo
rmat:
Small group,
guided
reading,
leveled
articles,
choose 2
and
compare/con
trast

Instructional
Practices/Fo
rmat:

Instructional
Practices/Fo
rmat:
Small group,
guided
reading,
leveled
articles,
choose 2
and
compare/con
trast

Instructional
Practices/Fo
rmat:

Assessment:

Assessment:

Assessment:

Assessment:

Summative

Compare/co
ntrast
Have
students
draw two
different
pictures and
create a list
of sensory
words for
each to
provide a
description.

Have
students
compare
and contrast
two
characters in
a paragraph.

Assessment:

Criteria:

Criteria:
Identify 5
details from
the text to
support the
compare
and contrast

Criteria:

Criteria:
Identify 3
details from
the text to
support the
compare
and contrast

Criteria:

Teaching
Notes:

Teaching
Notes:
Story needs
two different
characters
Collect
assessment

Teaching
Notes:

Teaching
Notes:
Pick story
with two
distinct
settings

Teaching
Notes:

Collect
assessment
Guided Reading Groups: Tier 1
Day 6

Day 7

Day 8

Day 9

Day 10

Date: 11/2

Date: 11/3

Date: 11/4

Date: 11/5

Date: 11/6

Unit Objective:

Unit Objective:

Unit Objective:

Unit Objective:

Todays
Learning
Target:

When reading
best fit narrative
text , students
will identify

Todays
Learning
Target:

Unit Objective:
All three
objectives
combined
Todays

Todays
Learning Target:

specific details
about the
characters in
the text, then
compare and
contrast at least
two different
characters.

Learning
Target:
Compare and
contrast
characters,
settings, events

Students will
accurately
quote an
individual lexile
level narrative
text when
explaining
events that
explicitly
occurred in the
text they are
reading by
writing down or
orally quoting
the text at least
three times.
Todays
Learning
Target:
Compare and
contrast events
Instructional
Practices/Form
at:

Instructional
Practices/Form
at:
Small group,
guided reading,
leveled articles,
choose 2 and
compare/contra
st using details

Instructional
Practices/Form
at:

Instructional
Practices/Form
at:
Small group,
guided reading,
leveled articles,
choose 2 and
compare/contra
st using details

Instructional
Practices/Form
at:

Assessment:

Assessment:
Compare/contr

Assessment:

Assessment:
Compare/contr

Summative
Assessment:

ast
Have students
write two
different
paragraphs with
different events
and compare
and contrast
the events in
writing. Include
the sequence of
events. 1,2,3
events in order.

Criteria:

Teaching
Notes:

ast
Each partner
will write a short
story about the
provided
illustration, with
different events,
settings and
characters.
Then, compare
do a compare
and contrast
with their
partner.

Criteria:
Identify 3
details from the
text to support
the compare
and contrast

Criteria:

Teaching
Notes:
Dont tell the
students to
explicitly say
1st, 2nd and 3rd
that way they
will have a
more natural
writing, one that
would actually
be found in a
narrative text

Teaching
Notes:

Collect
assessment

Criteria:
3 ways the
settings are
different

Criteria:

2 ways the
characters are
different
2 ways the
events are
different
Teaching
Notes:
Collect
assessment

Teaching Notes:

Tier 2 Guided Reading Group Unit Overview

Date: 10/26

Date: 10/27

Date: 10/28

Date: 10/29

Date: 10/30

Unit
Objective:
Students will
compare
and contrast
at least two
settings in
one
narrative
text, using
details from
the best fit
narrative
text.

Unit
Objective:
.

Unit
Objective:
Students will
compare
and contrast
at least two
settings in
one narrative
text, using
details from
the best fit
narrative
text.

Unit
Objective:
`

Unit
Objective:
Students will
compare and
contrast at
least two
events in
one narrative
text, by using
specific
details in a
narrative
text, that
they are
reading.

Todays
Learning
Target:
Compare
and contrast
settings

Todays
Learning
Target:

Todays
Learning
Target:
Compare
and contrast
settings

Todays
Learning
Target:

Students will
accurately
quote an
individual lexile
level narrative
text when
explaining
events that
explicitly
occurred in the
text they are
reading by
writing down or
orally quoting
the text at least
three times.
Todays
Learning
Target:
Compare
and contrast

events
Instructional
Practices/Fo
rmat:

Instructional
Practices/Fo
rmat:

Instructional
Practice
s/Format:
Small
group,
guided
reading,
leveled
articles,
choose 2
and
compare/con
trast

Instructional
Practices/Fo
rmat:

Instructional
Practices/For
mat:
Small group,
guided
reading,
leveled
articles,
choose 2
and
compare/con
trast

Assessment:
Have
students
choose 2
settings from
the book.
Create a list
of at least 10
descriptive
words or
phrases for
each setting
and create
and
illustration
for each.
Make 1
inference
about each
setting; this
may be
assessed
orally.

Assessment:

Assessment:
Compare/co
ntrast
Have
students use
the
descriptive
words and
phrases to
write a
paragraph
containing at
least 5
sentences,
comparing
and
contrasting
the 2
settings.
Extract a
quote from
the book to
represent
each setting.

Assessment:

Summative
Assessment:
Students will
choose two
different
events from the
text. They will
write down 3
details from the
text, for each
event, one
should be a
direct quote.
Make 1
inference about
each event; this
may be
assessed
orally.

Criteria:
Identify 3
details from
the text to

Criteria:

Criteria:
Identify 3
details from
the text to

Criteria:

Small group,
guided
reading,
leveled
articles,
choose 2
and
compare/co
ntrast

Criteria:
3 details
from the text,
for each

describe
each setting

Teaching
Notes:

support the
compare
and contrast
include one
quote.

Teaching
Notes:

Teaching
Notes:
Have
students
bring art
supplies
Get drawing
paper

event, one
should be a
direct quote.
Make 1
inference
about each
event;
Teaching
Notes:

Teaching
Notes:

Guided Reading Groups: Tier 2

Day 6

Day 7

Day 8

Day 9

Day 10

Date: 11/2

Date: 11/3

Date: 11/4

Date: 11/5

Date: 11/6

Unit Objective:
Students will
compare and
contrast at least
two events in
one narrative
text, by using
specific details
in a narrative
text, that they
are reading.

Unit Objective:

Unit Objective:
When reading
best fit
narrative text ,
students will
identify specific
details about
the characters
in the text, then
compare and
contrast at least
two different
characters.

Unit Objective:

Unit Objective:
When reading
best fit narrative
text , students
will identify
specific details
about the
characters in
the text, then
compare and
contrast at least
two different
characters.

Students will
accurately
quote an
individual lexile
level narrative

Todays
Learning
Target:

5. Students will
accurately
quote a text

Todays
Learning
Target:

5. Students will
accurately
quote a text

text when
explaining
events that
explicitly
occurred in the
text they are
reading by
writing down or
orally quoting
the text at least
three times.
Todays
Learning
Target:
Compare and
contrast events

when drawing
inferences by
writing down or
orally quoting
the individual
lexile level text,
at least three
times .
Todays
Learning
Target:
Compare and
contrast
characters

when drawing
inferences by
writing down or
orally quoting
the individual
lexile level text,
at least three
times .
Todays
Learning Target:
compare and
contrast
characters

Instructional
Practices/Form
at:
Small group,
guided reading,
leveled articles,
choose 2 and
compare/contra
st

Instructional
Practices/Form
at:

Instructional
Practices/Form
at:
Small group,
guided reading,
leveled articles,
choose 2 and
compare/contra
st

Instructional
Practices/Form
at:

Instructional
Practices/Form
at:
Small group,
guided reading,
leveled articles,
choose 2 and
compare/contra
st

Assessment:
They will write
2 paragraphs
comparing and
contrasting.
Each
paragraph
should include
at least 1 quote
from the book.
One should be
a comparing
paragraph the
other should be
contrasting.
Make 1
inference about

Assessment:

Assessment:
Students will
complete
character webs
for two
characters from
the book using
at least 2 direct
quotes and 5
details from the
text.

Assessment:

Assessment:
They will then
write a
paragraph
using at least 5
details from the
book; two of
which should be
direct quotes.
Make 1
inference about
each character.

each event; this

may be
assessed
orally.
Criteria:
Each
paragraph
should include
an accurate
compare and
contrast with 5
details from the
text, 1 must be
a quote.

Criteria:

Criteria:
Identify 3
details from the
text to support
the compare
and contrast
and 1 must be
a quote.

Criteria:
different

Criteria:
Identify 3
details from the
text to support
the compare
and contrast
and 1 must be a
quote.

Teaching
Notes:
Dont tell the
students to
write events in
order

Teaching
Notes:

Teaching
Notes:

Teaching Notes:

Teaching Notes:

Collect
assessment

Collect
assessment

Part D: Collaborative Teaching Unit Assessment Plan

Learning Objectives for your Unit:

1. When reading best fit narrative text , students will identify specific details about the
characters in the text, then compare and contrast at least two different characters.
2. Students will compare and contrast at least two settings in one narrative text, using
details from the best fit narrative text
3. Students will compare and contrast at least two events in one narrative text, by using
specific details in a narrative text, that they are reading.
4. Students will accurately quote an individual lexile level narrative text when explaining

events that explicitly occurred in the text they are reading by writing down or orally
quoting the text at least three times.
5. Students will accurately quote a text when drawing inferences by writing down or orally
quoting the individual lexile level text, at least three times .

Tier 1
Assessment
Plan

Assessment
Name/Activi
ty

Will
students
create a
written
product
?
(yes/no)

Objectives being assessed

(#)

Describe how meeting this

objective would look in
this lesson (criteria)

Setting
Illustrations

2. Students will compare

and contrast at least two
settings in one narrative text,
using details from the
individual lexile level
narrative text.

Accurate compare and

contrast including at least 5
sentences comparing and
contrasting the two settings.
Provide a quote from the
book that accurately
represents the setting. Make
1 inference about each
setting; this may be
assessed orally.

Preassessments
Day 2 (T)

5. Students will accurately

quote a text when drawing
inferences by writing down or
orally quoting the individual
lexile level text, at least three
times .

Day 4(Th)

Event
comparison

3. Students will compare

and contrast at least two
events in one narrative

Students will choose two

different events from the text.
They will write 2 paragraphs

text, by using specific

details in a narrative text,
from the individual lexile
level text.
4. Students will accurately
quote an individual lexile
level narrative text when
explaining events that
explicitly occurred in the text
they are reading by writing
down or orally quoting the
text at least three times.

comparing and contrasting.

Each paragraph should
include at least 2 quotes
from the book. One should
be a comparing paragraph
the other should be
contrasting. Make 1
inference about each event;
this may be assessed orally.

5. Students will accurately

quote a text when drawing
inferences by writing down
or orally quoting the
individual lexile level text,
at least three times .
Day 7 (T)

Character
Compare
and Contrast
Web

When reading best fit

narrative text , students will
identify specific details and
quotes about the characters
in the text, then compare and
contrast at least two different
characters.
5. Students will accurately quote
a text when drawing inferences
by writing down or orally quoting
the individual lexile level text, at
least three times .

Day 9(Th)

SWBAT Compare and

contrast two or more
characters, settings, or
events in a fiction text
5. Students will accurately quote
a text when drawing inferences
by writing down or orally quoting
the individual lexile level text, at
least three times .

Students will complete

character webs for two
characters from the book
using at least 2 direct quotes
and 5 details from the text.
They will then write a
paragraph using at least 5
details from the book; two of
which should be direct
quotes. Make 1 inference
about each character; this
may be assessed orally.
Compare/contrast
Each partner will write a
short story about the
provided illustration, with
different events, settings and
characters. Then, do a
compare and contrast with
their partner.

Post
Assessments

Character,
setting or
event
analysis

SWBAT Compare and

contrast two or more
characters, settings, or
events in a fiction text
5. Students will accurately quote
a text when drawing inferences
by writing down or orally quoting
the individual lexile level text, at
least three times .

Tier 2
Assessment
Plan

Preassessments

Assessment
Name/Activity

Will
stude
nts
create
a
writte
n
produ
ct?
(yes/n
o)

Objectives
being
assessed (#)

Students will write a two

paragraph compare and
contrast of the setting,
events, or characters from
the text which they are
independently reading. They
should include at least 3
quotes from the book and 2
inferences they drew based
on the details from the text.

Describe how meeting this

objective would look in this
lesson (criteria)

Day 1

Setting Illustration

2. Students
will compare
and contrast at
least two
settings in one
narrative text,
using details
from the
individual lexile
level narrative
text.

Identify 3 details from the text to

describe each setting.

5. Students will
accurately
quote a text
when drawing
inferences by
writing down or
orally quoting
the individual
lexile level text,
at least three
times .
Day 3

Setting Compare
and Contrast

2. Students
will compare
and contrast at
least two
settings in one
narrative text,
using details
from the
individual lexile
level narrative
text.
5. Students will
accurately
quote a text
when drawing
inferences by
writing down or
orally quoting
the individual

Identify 3 details from the text to

support the compare and
contrast include one quote.
Extract a quote from the book to
represent each setting. Make 1
inference about each setting; this
may be assessed orally.

lexile level text,

at least three
times .
Day 5

Event Details

3. Students
will compare
and contrast at
least two
events in one
narrative text,
by using
specific details
in a narrative
text, from the
individual lexile
level text.
4. Students
will accurately
quote an
individual lexile
level narrative
text when
explaining
events that
explicitly
occurred in the
text they are
reading by
writing down or
orally quoting
the text at least
three times.
5. Students
will
accurately
quote a text
when
drawing
inferences
by writing
down or
orally

They will write down 3 details from

the text, for each event, one should
be a direct quote. Make 1
inference about each event; this
may be assessed orally.

quoting the
individual
lexile level
text, at least
three times .
Day 6

Compare and
Contrast Events

3. Students
will compare
and contrast
at least two
events in
one
narrative
text, by
using
specific
details in a
narrative
text, from
the
individual
lexile level
text.
4. Students
will accurately
quote an
individual lexile
level narrative
text when
explaining
events that
explicitly
occurred in the
text they are
reading by
writing down or
orally quoting
the text at least
three times.
5. Students
will
accurately

Students will write 2 paragraphs.

Each paragraph should include an
accurate compare and contrast
with 5 details from the text, 1 must
be a quote.
Make 1 inference about each
event; this may be assessed orally.

quote a text
when
drawing
inferences
by writing
down or
orally
quoting the
individual
lexile level
text, at least
three times .

Day 8

Character Webs

When reading
best fit
narrative text ,
students will
identify specific
details and
quotes about
the characters
in the text,
then compare
and contrast at
least two
different
characters.

Identify 3 details from the text to

support the compare and contrast
and 1 must be a quote.

Day 10

Character
Compare and
Contrast

When reading
best fit
narrative text ,
students will
identify specific
details and
quotes about
the characters
in the text,
then compare
and contrast at
least two

Identify 3 details from the text to

support the compare and contrast
and 1 must be a quote.

different
characters.
Post
Assessments

Character, setting
or event analysis

SWBAT
Compare and
contrast two or
more
characters,
settings, or
events in a
fiction text

Students will write a two

paragraph compare and contrast of
the setting, events, or characters
from the text which they are
independently reading. They
should include at least 3 quotes
from the book and 2 inferences
they drew based on the details
from the text.

SWBAT
Accurately
quote the text
at least 2 and
make
inferences
based on
textual
evidence.

Tier 3
Assessment
Plan

Assessment
Name/Activity

Will
student
s
create
a
written
product
?
(yes/no
)

Objectives being
assessed (#)

Describe how meeting

this objective would
look in this lesson
(criteria)

2. Students will
compare and contrast at
least two settings in one
narrative text, using
details from the

Identify 3 details from the

text to describe each
setting.

Preassessments
Day 1

Setting Illustration

individual lexile level

narrative text.
5. Students will
accurately quote a text
when drawing
inferences by writing
down or orally quoting
the individual lexile level
text, at least three times
.
Day 2

Setting Compare
and Contrast
Brainstorming

2. Students will
compare and contrast at
least two settings in one
narrative text, using
details from the
individual lexile level
narrative text.
5. Students will
accurately quote a text
when drawing
inferences by writing
down or orally quoting
the individual lexile level
text, at least three times
.

Day 3

Setting Compare
and Contrast:
Writing

2. Students will
compare and contrast at
least two settings in one
narrative text, using
details from the
individual lexile level
narrative text.
5. Students will
accurately quote a text
when drawing
inferences by writing
down or orally quoting
the individual lexile level
text, at least three times

Identify 3 details from

the text to support the
compare and contrast
include one quote. Fill
in the setting
comparison web using
the details found from
the text.
Extract a quote from the
book to represent each
setting. Make 1 inference
about each setting; this
may be assessed orally.

Students will write a 1-2

paragraph setting
comparison writing piece
using the information they
have collected over the
past setting lessons.

.
Day 4

Event Details

3. Students will
compare and contrast
at least two events in
one narrative text, by
using specific details
in a narrative text,
from the individual
lexile level text.

Students will identify 2

different events from the
text and begin to identify
3 details from the text
about each event.

4. Students will
accurately quote an
individual lexile level
narrative text when
explaining events that
explicitly occurred in the
text they are reading by
writing down or orally
quoting the text at least
three times.
5. Students will
accurately quote a text
when drawing
inferences by writing
down or orally quoting
the individual lexile level
text, at least three times
.
Day 5

Compare and
Contrast Events:
Brainstorm

3. Students will
compare and contrast
at least two events in
one narrative text, by
using specific details
in a narrative text,
from the individual
lexile level text.
4. Students will
accurately quote an
individual lexile level
narrative text when

They will write down 3

details from the text, for
each event, one should
be a direct quote. Make 1
inference about each
event; this may be
assessed orally.

explaining events that

explicitly occurred in the
text they are reading by
writing down or orally
quoting the text at least
three times.
5. Students will
accurately quote a
text when drawing
inferences by writing
down or orally quoting
the individual lexile
level text, at least
three times .
Day 6

Compare and
Contrast Events:
Writing

3. Students will
compare and contrast at
least two events in one
narrative text, by using
specific details in a
narrative text, from the
individual lexile level
text.
4. Students will
accurately quote an
individual lexile level
narrative text when
explaining events that
explicitly occurred in the
text they are reading by
writing down or orally
quoting the text at least
three times.
5. Students will
accurately quote a
text when drawing
inferences by writing
down or orally quoting
the individual lexile
level text, at least
three times .

Students will write 2

paragraphs. Each
paragraph should include
an accurate compare and
contrast with 5 details
from the text, 1 must be a
quote.
Make 1 inference about
each event; this may be
assessed orally.

Day 7

Character Webs

When reading best fit

narrative text , students
will identify specific
details and quotes about
the characters in the
text, then compare and
contrast at least two
different characters.

SWBAT pick out two

characters from the text
and begin to identify at
least 4 different character
traits that describe each
character.

Day 8

Character
Compare and
Contrast:
Brainstorming

When reading best fit

narrative text , students
will identify specific
details and quotes about
the characters in the
text, then compare and
contrast at least two
different characters.

Students will begin to fill

in a character web using
the contrasting character
webs chart provided to
them which has them find
4 similarities and 4
differences per character
of their choosing.

Day 9

Character
Compare and
Contrast: Writing

When reading best fit

narrative text , students
will identify specific
details and quotes about
the characters in the
text, then compare and
contrast at least two
different characters.

Students will write a two

paragraph essay
comparing two characters
from their text, using their
character web
comparison chart.

Day 10

Setting, Event,
Character
Analysis:
Brainstorming

When reading best fit

narrative text , students
will identify specific
details and quotes about
the characters in the
text, then compare and
contrast at least two
different characters.

Students will begin to

choose to either compare
two characters, settings,
or events from their text.
They will start to fill in a
comparison web, drawing
on at least 4 specific
details for each section of
their comparison web. (4
similarities and 4
differences per
character/setting/event)

5. Students will accurately

quote a text when drawing
inferences by writing down
or orally quoting the
individual lexile level text,
at least three times .

postassessment

Setting, Event,
Character

SWBAT Compare and

Students will write a two

Analysis: Final
Writing

contrast two or more

characters, settings, or
events in a fiction text
SWBAT Accurately
quote the text at least 2
and make inferences

paragraph compare and

contrast of the setting,
events, or characters
from the text which they
are independently
reading. They should
include at least 3 quotes
from the book and 2
inferences they drew
based on the details from
the text.