Curriculum / ELA / 5th Grade / Alternate Unit 5: Seeking Truth: A Wrinkle in Time / Lesson 13
ELA
Alternate Unit 5
5th Grade
Lesson 13 of 26
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Describe Camazotz and how the setting influences the mood of the story.
Book: A Wrinkle in Time by Madeleine L'Engle pp. 115 – 126
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe Camazotz. How does the setting influence the mood of the story?
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
Read the quote from page 115: "Down came the ropes. Down came the balls. Over and over again. Up. Down. All in rhythm. All identical. Like the houses. Like the paths. Like the flowers." Why does the author use short sentences? What mood do they create?
Summarize what happens with the little boy and the ball.
In the first half of the chapter, Mrs Whatsit gives Meg her faults. In what ways are Meg's faults at play in the second half of the chapter? Do they help or hurt her?
In the first half of the chapter, Mrs Whatsit warns Charles Wallace to be careful of his pride and arrogance. Based on his actions, has he embraced this advice? Defend why or why not.
In the first half of the chapter, Mrs Whatsit gives Calvin his ability to communicate. What does he communicate 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
aberration
n.
something unexpected or different from the norm (p. 118)
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RL.5.2 — Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
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).
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.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
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 12
Lesson 14
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
Use details from the chapter to describe what happened to Mr. Murry.
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
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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