Bridge to Terabithia 5th Grade Unit

Lessons & Units

Bridge to Terabithia 5th Grade Unit

Genre

Realistic Fiction

Concepts Taught

Cause and Effect, Character, Genre, Plot, Predicting, Theme

Bridge to Terabithia

Fountas and Pinnell: T
Lexile: 810L

Lessons

Genre Lesson: Realistic Fiction Identify the realistic elements of realistic fiction by making personal connections.

Lesson 1: Predicting Events in Realistic Fiction Make a prediction about what will happen in a work of realistic fiction using text evidence and prior knowledge.

Lesson 2: Identifying Plot Conflicts Identify two plot conflicts in the text (Character vs. Character and Character vs. Self).

Lesson 3: Analyzing Relationships Analyze character relationships.

Textual Analysis Lesson: Boys vs. Girls: It’s Not Just in Your Head Use the Textual Analysis process to answer comprehension questions about a text.

Lesson 4: Theme Matters Use recurring events in order to identify and examine a theme in a work of realistic fiction.

“The Ant and the Cricket” Retold

Lesson 5: Character and Relationship Changes Explain what drives a change in characters and their relationships.

Build background knowledge for this unit by introducing your students to the hippies of the 1960s and 1970s. The setting of the book is in Virginia in the 1970s. Jess’s mom describes his new teacher as "kinda hippie." She wears jeans to school and has long hair. Share a picture of hippies of the late 1960s. Explain that hippies considered themselves rebels. They did not want to live traditional lives, but wanted to celebrate individuality. They were also idealists. Idealism is a vision of the world as a perfect, peaceful place. Many protested the Vietnam War, while others set up "communes" or sharing communities in the countryside, where they thought they could escape the less then ideal parts of the world. Ask your students if they think Leslie's parents are hippies, based on your description.

Teacher and Student Materials Get All

Pacing Guide

Pacing Guide for Bridge to Terabithia

Day 1

Begin Genre Lesson (through Guided Practice)

Read Chapters 1-3 of Bridge to Terabithia

Day 2

Finish Genre Lesson

Complete the Genre Lesson Independent Practice in the Student Packet

Complete the Student Packet Worksheets for Chapters 1-3

Day 3

Begin Lesson 1

Day 4

Lesson 1 (continued)

Complete the Independent Practice for Lesson 1 in the Student Packet

Bring in a photo of a friend or family member for Lesson 2 (Day 7)

Day 5

Begin Reading Chapters 4-6

Begin the Student Packet Worksheets for Chapters 4-6

Day 6

Finish Reading Chapters 4-6

Complete the Student Packet Worksheets for Chapters 4-6

Day 7

Begin Lesson 2

Day 8

Lesson 2 (continued)

Complete the Independent Practice for Lesson 2 in the Student Packet

Day 9

Begin Reading Chapters 7-9

Begin the Student Packet Worksheets for Chapters 7-9

Day 10

Finish Reading Chapters 7-9

Complete the Student Packet Worksheets for Chapters 7-9

Day 11

Begin Lesson 3

Day 12

Lesson 3 (continued)

Complete the Independent Practice for Lesson 3 in the Student Packet

Day 13

Textual Analysis Lesson

Day 14

Begin Reading Chapters 10-12

Begin the Student Packet Worksheets for Chapters 10-12

Day 15

Finish Reading Chapters 10-12

Complete the Student Packet Worksheets for Chapters 10-12

Day 16

Begin Lesson 4

Day 17

Lesson 4 (continued)

Complete the Independent Practice for Lesson 4 in the Student Packet

Day 18

Reading Chapter 13

Complete the Student Packet Worksheets for Chapter 13

Day 19

Begin Lesson 5

Day 20

Lesson 5 (continued)

Complete the Independent Practice for Lesson 5 in the Student Packet

Day 21

Review for the Unit Assessment

Day 22

Unit Assessment

User Comments

Are the novels in these units meant to be completely read aloud? Or does each student need their own copy of the book to read and to use to answer questions in the student packet?

Submitted by Mrs. W on 11/7/12

Each student should have thier own copy... I do book studies with my class and every student has their own copy to read and work with, as well as me having a copy that I read aloud with them at least one day a week. I also put my students in small literature groups that work through the book together as well as additional separate small group assignments together.

Submitted by Mrs. L on 2/8/13

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