Talking Back Story

Objective

• I can identify the main idea and supporting details in a story.
• I can explain character actions and motivations.
• I can use text evidence to support my understanding of a story.

Common Core Standards

CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story from details in the text, including how characters respond to challenges.

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.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

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Materials

• Copies of "The Boy Who Always Talked Back" (dyslexia-friendly font versions available)
• Whiteboard and markers
• Notebooks/journals
• Index cards with character names and scenarios
• Colored pencils or markers

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Time Breakdown (10 minutes for 21 students)

Time (min)	Activity	Description
2	Introduction & Purpose	Briefly introduce the story, stating the objectives (I can statements), and show a visual story map.
5	Guided Reading & Discussion	Read story aloud in chunks. Pause to ask key questions, eliciting text-based answers about character actions. Students volunteer to quote text evidence.
2	Partner Activity	In pairs, students receive index cards with characters or scenarios and discuss how the character might feel and why. They share with class.
1	Wrap-up and Self-Assessment	Students write one sentence in their journals about the main idea or a lesson learned from the story. They rate if they met the “I can” goals.

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Detailed Activities

Introduction & Purpose (2 Minutes)

• Show a simple story map graphic with key story elements: Characters, Setting, Problem, Resolution.
• Say: “Today, we will read ‘The Boy Who Always Talked Back.’ We will find what the story is mostly about and why the boy behaves the way he does.”
• Share “I can” statements and success criteria:
  • Success Criteria: I can name the story’s main characters and explain their choices using parts of the story.

Guided Reading & Text Discussion (5 Minutes)

• Read aloud the first 2-3 short sections. Use a dyslexia-friendly font printed copy so students can follow along if they want.
• Ask stopping questions like:
  • “What is happening here?”
  • “Why do you think the boy talks back?”
  • “Find a sentence that shows how the other characters feel about the boy’s talking back.”
• Encourage students to point to the text or volunteers to quote exact sentences.

Partner Activity: Character Feelings & Motivations (2 Minutes)

• Provide each pair with cards naming characters or scenes from the story.
• Partners discuss responses to:
  • “How might this character feel?”
  • “Why do they act this way?”
  • “What could change their behavior?”
• Each pair briefly shares their answer aloud with the class.

Wrap-Up & Self-Assessment (1 Minute)

• Students write one sentence about the story’s lesson or main idea in their journals.
• Use a quick thumbs-up, sideways, or down to self-assess whether they met the “I can” goals.

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Differentiation Strategies

• For struggling readers: Provide dyslexia-friendly text copies, allow extra wait-time for responses, and pair with a stronger reader.
• For English Language Learners (ELLs): Use visuals and gestures during explanations; pre-teach key vocabulary like “talked back,” “motivation,” and “character.”
• For students with attention challenges: Keep reading segments short; use movement by standing to share aloud.
• For advanced learners: Ask them to write an alternate ending or how the boy could solve problems without talking back.

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Extension Activities

• Illustrate a comic strip summarizing the story focusing on cause and effect.
• Write a dialogue between the boy and another character exploring their feelings further.
• Create “If I were the boy…” journal entry imagining alternatives to talking back.

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This highly focused mini-lesson will engage 5th graders in critical thinking about character behavior, promote reading comprehension through direct text engagement, and differentiate support while stimulating higher-order thinking aligned to Common Core Grade 5 Reading standards.