School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Advanced/Gifted and Talented: An advanced/gifted and talented tool is an idea for a complex, multi-step instructional task that requires students to apply knowledge and skills of multiple objectives that support one indicator. Tasks require students to interpret, analyze, and evaluate text at an appropriate level of complexity and embed a variety of differentiation strategies to challenge advanced readers. Many of these strategies and activities can be adapted for use with all students.

Standard 3.0 Comprehension of Literary Text

Indicator 6. Determine important ideas and messages in literary texts

Objective e. Identify and explain personal connections to the text

Other Objectives Addressed

a.Identify and explain main ideas and universal themes
c.Paraphrase
d.Summarize
f.Explain the implications of the text for the reader and/or society

Instructional Task

The students will use the universal concept of relationships as a framework to determine important ideas and messages in literary text. Students will trace the development of the concept in the text in order to create movie trailers that summarize the main ideas and themes about relationships that have implications for the reader and society (authentic product).

Development of Task

  1. Before reading, the teacher will introduce the universal concept of relationships using the following steps:
    1. What is a relationship? Define relationships. For example, “relationships are connections among and between people, places, things and ideas.”
    2. What are some examples of relationships? Students will brainstorm examples of relationships in the world around them. The teacher will encourage students to think of examples from literary texts as well as from other disciplines such as art, mathematics, science, and social studies.
    3. What doesn’t show relationship? Elicit from students non-examples of relationship and explain why they do not show evidence of the concept. For example, there is not a relationship between height and eye color.
    4. What are different types of relationship? Have students form categories for the examples, such as relationships among people, in nature, or among ideas, things, or events. Have the students explain why they think an example should be in one category or another.
    5. What conclusions can we draw about relationships? From the categories, model forming generalizations about relationships. For example, “Relationships exist among people, places, things, and ideas. Relationships may change due to conflict. Relationships reflect values in society. Relationships are influenced by political, economic, and social factors.”
  2. The teacher will model how to identify examples of the generalizations about relationships in a literary text using a familiar story or narrative previously studied and the Relationships Concept Web:

    Relationships Concept Web

  3. The teacher will provide students with literary text of appropriate complexity such as The Hobbit by J.R.R. Tolkien or The True Confessions of Charlotte Doyle by Avi.
  4. Before reading, the teacher will present students with the essential question, “How do our relationships affect us as individuals?” (objective e)
  5. During reading, students will use the Relationships Concept Web (Visual-spatial Learning Style) to identify examples of the concept of relationships in the text (objective c).
  6. The students will use their concept webs to respond to the essential question by identifying and explaining main ideas and themes about relationships in the text (objective a). For example, in The Hobbit, Bilbo’s relationship with Gandalf is important to Bilbo’s development as a hero. Gandalf saw what Bilbo could become and encouraged him to embark on an adventure that ultimately would save the Shire.
  7. After reading, the teacher will introduce the “movie trailer” or movie preview as an advertisement designed to attract an audience to the film. A movie trailer is a means to engage viewers by summarizing narrative elements and presenting universal themes and ideas that have implications for the viewers and society (objective f).
  8. The students will create a movie trailer for a film version of the literary text. They will work in groups using their Relationship Concept Webs to compose the script and story board for the movie trailer that includes the required parts (arts integration). As an option, students may use PowerPoint or other multimedia software to produce their trailer (technology integration).

Required Parts for Movie Trailer

  1. The movie trailer begins with the premise of the story, main ideas and themes (the concept of relationships), and introduces the characters and setting.
  2. The middle part advances the story and includes dramatic conflicts from the plot.
  3. The third part highlights powerful moments from the story that convey main ideas and themes about relationships that have implications for the viewer and society.
/toolkit/vsc/advanced/reading/grade5/3A6e.xml
Resources for Objective 3.A.6.e:
Lesson Seeds | ADVANCED/G-T |