fifth grade language arts - trenton public schools curriculum... · 2017-08-24 · fifth grade...

CAR © Bormann and Wright 2009, 2011

TRENTON PUBLIC SCHOOLS

Fifth Grade Language Arts

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION

108 N. Clinton Avenue

3rd Floor ~ Room 301

Dr. Fredrick H. McDowell, Jr., Superintendent of Schools

Elizabeth DeJesus, Chief Academic Officer

Leslie Septor, Humanities Supervisor

Adopted August 28, 2017

Mission Statement

All students will graduate with a vision for their future, motivated to learn

continually and prepared to succeed in their choice of college or career.

ATTACHMENT 1-QQ


Unit: 1 Grade Level: 5

Timeframe: 10 weeks

Overarching Theme:

Essential Questions

How do readers construct meaning from text? How are literary elements used to convey meaning? How do literary elements shape the story?

New Jersey Student Learning Standards (NJSLS)

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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). RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. 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. L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1.A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.1.B Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.1.C Use verb tense to convey various times, sequences, states, and conditions. L.5.1.D Recognize and correct inappropriate shifts in verb tense.* L.5.1.E Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2.A Use punctuation to separate items in a series.* .L.5.2.B Use a comma to separate an introductory element from the rest of the sentence. L.5.2.C Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).

http://www.corestandards.org/ELA-Literacy/RL/5/1/









http://www.corestandards.org/ELA-Literacy/L/5/1/

http://www.corestandards.org/ELA-Literacy/L/5/1/a/

http://www.corestandards.org/ELA-Literacy/L/5/1/b/

http://www.corestandards.org/ELA-Literacy/L/5/1/c/

http://www.corestandards.org/ELA-Literacy/L/5/1/d/

http://www.corestandards.org/ELA-Literacy/L/5/1/e/






L.5.2.D Use underlining, quotation marks, or italics to indicate titles of works. L.5.2.E Spell grade-appropriate words correctly, consulting references as needed. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3.B Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 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.A Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 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.5.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.A Interpret figurative language, including similes and metaphors, in context. L.5.5.BRecognize and explain the meaning of common idioms, adages, and proverbs. L.5.5.C Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. W.5.1.B Provide logically ordered reasons that are supported by facts and details. W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). W.5.1.D Provide a concluding statement or section related to the opinion presented. .W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. .W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). .W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2.E Provide a concluding statement or section related to the information or explanation presented. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.E Provide a conclusion that follows from the narrated experiences or events.

http://www.corestandards.org/ELA-Literacy/L/5/2/d/

http://www.corestandards.org/ELA-Literacy/L/5/2/e/













http://www.corestandards.org/ELA-Literacy/W/5/1/

http://www.corestandards.org/ELA-Literacy/W/5/1/a/

http://www.corestandards.org/ELA-Literacy/W/5/1/b/

http://www.corestandards.org/ELA-Literacy/W/5/1/c/

http://www.corestandards.org/ELA-Literacy/W/5/1/d/






http://www.corestandards.org/ELA-Literacy/W/5/2/e/






http://www.corestandards.org/ELA-Literacy/W/5/3/e/


W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9.A Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]""). 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 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. SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. .SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)



http://www.corestandards.org/ELA-Literacy/L/5/








http://www.corestandards.org/ELA-Literacy/SL/5/1/

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/b/

http://www.corestandards.org/ELA-Literacy/SL/5/1/c/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/






http://www.corestandards.org/ELA-Literacy/L/5/


Standard SLO- WALT Formative Assessment Activities and Resources Reflection

Instructional Plan

Reflection

Pre-assessment, Teacher-made assessments, touchpoints, unit test

Week One/Two

RL.5.4

RL.5.6

RL.5.2

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes. Describe how a narrator’s or speaker’s point of view influences how events are described. 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.

Elementary Literacy Assessment Plan" DRA/ Teacher made

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction

Anchor Lesson A Package for Mrs. Jewels CLLG Story Structure p. 40 EXT U1 p. Student Sheet p. C20 EXT U1 pp. C12-13, Student Sheet p. C20 “What About Me”, Student Magazine p. RA19 EXT U1 p. C15 Student Sheet p. C23 Reference (Use as Needed): The Daily 5 (Day 1-5) p. 119 Café (ch. 3) pp. 27-47 “The First Days of School” SUW pp. 1.12 & 1.13 pp. 18-19 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU1 p. T35 “Text to Text” Establish Rituals and Routines Introduce classroom library and share books that relate to the first unit in social studies and science. Have a wide selection of both fiction and nonfiction books. Introduce historical fiction and legends and discuss the characteristics of these type of literature and how they

x


might provide content on the first unit of study in social studies on Pre-Columbian groups of people. Choose books to use as you teach story structure and summarization.

L.6

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Acquire and use accurately grade appropriate general academic and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). ●

Use as Needed The Daily Five (Day 1-5) p. 119 CAFÉ (chapter 3) pp. 27-47 “The First Days of School" STRATEGY: Using Context ACADEMIC: story structure, summarize, conflict, resolution, rising action, simple subject, simple predicate, fragment, foreshadow SOCIAL STUDIES: equality, freedom, rights, rules, society, order, liberty, justice, Constitution, Preamble, domestic tranquility, constitution, Bill of Rights, preamble, geography, history, economics, government SCIENCE: investigation, science, evidence, opinion, scientific method, experiment, variable, control, microscope, balance, spring scale accurate TARGETED CLUSTERS/CATEGORIES: Features of people and things

L.4.5B

L.5.6

L.5.2E

Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Acquire and use accurately grade appropriate general academic and domain specific words and phrases, including those that signal contrast,

Spelling Assessment: Section 3, SUW

SPELLING/ENCODING: Long a & Long e: awake, feast, stray, greet, praise, disease, repeat, display, braces, thief, ashamed, sleeve, waist, beneath, sheepish, release, remain, sway, training, niece


RF.5.3A

addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) Spell grade-appropriate words correctly, consulting references as needed.

Use combined knowledge of all

letter sound correspondences,

syllabication patterns &

morphology (e.g., roots & affixes)

to read accurately unfamiliar

multisyllabic words

WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort

GRAMMAR CC.5.L.3 Use knowledge of language

& its conventions when writing,

speaking, reading, or listening. a)

expand, combine

Comprehensive Screening Assessment pp. 3–4 (Language Arts

Projectable 2.8 SUW 3-8 Kinds of Sentences; Tool 3-8a (repeat if needed)

L.3.5A PROCESS WRITING Use knowledge of language and its

conventions when writing,

speaking, reading or listening. A.

Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and style

Writing Prompt Social Studies Prompt: Reflection – After surveying the social studies units, describe what unit or topic you are most interested in studying.

SUW LESSONS & TOOLS SUW 4-18 Defining a Topic Sentence pp. 164-165 Tools 3-18a 4-19 Topic Sentence Variety: Action Verb Topic Sentences p.166 Tool 4-19a Where or When Plus What’s happening? Topic Sentences p.167 Tool 4-19b And, But, Or, & So Topic Sentences pp. 168-169 Tool 4-19d 10-10 Quick Check for Sentences and Topic Sentences* p.426, Tools 10-10 e, 10-10g *Use as a lesson

Week Three/Four


RL.5.1

RL.5.2

RL.5.3

RL.5.2

RL.5.7

Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. Draw on information from multiple

print or digital sources,

demonstrating the ability to locate an

answer to a question quickly or to

solve a problem efficient

Comprehensive Screening Assessment p 9-21 WRAP for a reading level (Do not complete writing portion) Completed “Text & Graphic Features Chart” TE pp. 90-91 SB 45* *use as lesson

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Genre: Science Fiction CLLG Text and Graphic Features: Importance of Captions, Headings and Features p.42 Profile of a Spacewalker “Ultimate Field Trip 5: Blasting Off to Space Academy” T90—T105; SB 45—59 CLLG p. 42 Text and Graphic Features: Importance of Captions, Headings, and Features CLLG p. 43 “Profile of a Spacewalker” Text & Graphic Features – Questions 1- 3 Reader’s Journal Entry p. T109 “Text to World” SUW 1-24 Collecting and Organizing Facts Tool 1-24a Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School” Anchor Lesson BEFORE READING Introduce the Social Studies Textbook DURING READING CLLG p. 42 Text and Graphic Features Use Social Studies Text p. 62 – 87 to identify text features and to collect data on information it gives readers on Native American people groups. AFTER READING Land Bridge Story Harcourt Textbook p. 53-54. Write a summary of how the first people arrived in North America.

L.5.4B

L.5.6

Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Acquire and use accurately grade appropriate general academic and domain specific words and phrases,

Word study STRATEGY: Prefixes non-,un-, dis-, mis-, ACADEMIC: graphic features, features, questions, caption, imperative & exclamatory sentences, setting SOCIAL STUDIES: Equality, freedom, rights, rules, society, order, liberty, justice, Constitution, Preamble,


L.5.2E

RL.5.3A

including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) Spell grade-appropriate words correctly, consulting references as needed.

Use combined knowledge of all letter

sound correspondences, syllabication

patterns & morphology (e.g., roots &

affixes) to read accurately unfamiliar

multisyllabic words

domestic tranquility, constitution, Bill of Rights, preamble, geography, history, economics, government SCIENCE: Lesson 1.4: no new vocabulary Lesson 1.5: microscopic, balance, spring scale, accurate TARGETED CLUSTERS/CATEGORIES: Machines Vocabulary Strategies TE: T114-T115, Projectable 2.5 WSG Word Pairs p. 104

L.5.2E

RF.5.3A

e Spell grade-appropriate words correctly, consulting references as needed. Use combined knowledge of all letter

sound correspondences, syllabication

patterns & morphology (e.g., roots &

affixes) to read accurately unfamiliar

multisyllabic words in context & out

of context.

● Spelling Assessment: Section 3, SUW

SPELLING/ENCODING: Long a & Long e: awake, feast, stray, greet, praise, disease, repeat, display, braces, thief, ashamed, sleeve, waist, beneath, sheepish, release, remain, sway, training, niece WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort


L.5.3 GRAMMAR ● Use knowledge of language & its


speaking, reading, or listening. a)

expand, combine,

Comprehensive Screening Assessment pp. 3–4 (Language Arts)

Projectable 2.8 SUW 3-8 Kinds of Sentences; Tool 3-8a (repeat if needed)

L.5.3A PROCESS WRITING ● Use knowledge of language and its


speaking, reading or listening. A.

Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and style

Writing Prompt Social Studies Prompt: Reflection – After surveying the social studies units, describe what unit or topic you are most interested in studying.

SUW LESSONS & TOOLS SUW 4-18 Defining a Topic Sentence pp. 164-165 Tools 3-18a 4-19 Topic Sentence Variety: Action Verb Topic Sentences p.166 Tool 4-19a Where or When Plus What’s happening? Topic Sentences p.167 Tool 4-19b And, But, Or, & So Topic Sentences pp. 168-169 Tool 4-19d 10-10 Quick Check for Sentences and Topic Sentences* p.426, Tools 10-10 e, 10-10g *Use as a lesson

Week Five/Six

RL.5.3

RL.5.1

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). Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text.

Stop & Think SB p. 78 TE p.173* – Use Venn Diagram or 2 Column Notes *use as lesson

COMPREHENSION/FLUENCY Skill: Compare & Contrast CLLG: p. 44 Compare & Contrast Off and Running (Realistic Fiction) TE pp. T166-T179; SB pp. 72-85 SUW 1-19 Using Two-Column Notes for Character Analysis p.29 Tool 1-17c TE p. 179 “Oral Language” Anchor Lesson Over the next few weeks in social studies, students will be comparing/contrasting the impact of geography on the daily lives of early Pre-Columbian groups of people in North America. Students will begin by reading different Native American legends (available through school library, and various free websites.)


Students will be gathering information on one native group to write a historical fiction account on the impact of geography on that group. They will be developing characters as a component of this writing prompt so character analysis through comparing and contrasting will be important. Use the article "Native Americans" from ReadWorks to compare and contrast different native groups. Questions about the reading are included.

L.5.2D

L.5.4

L.5.6

Spell grade-appropriate words correctly, consulting references as needed. Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies.

Acquire & use accurately grade

appropriate general academic &

domain specific words & phrases,

including those that signal contrast,

addition, & other logical

relationships.

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments

STRATEGY: multiple-meaning words ACADEMIC: compare, contrast, infer, compound sentence, complete subject, complete predicate, dialogue, point of view, exaggerated, contradictory, misleading SOCIAL STUDIES: Eastern Woodlands Iroquois Great Plains Southwest West Northwest Arctic SCIENCE: Lesson 2.1: engineering, technology, prototype, criteria TARGETED CLUSTERS/CATEGORIES: Places and Dwellings Vocabulary Strategies TE: T188-189 Context Multiple Meaning Words

Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context & out of context.

Spelling Assessment: Section 3, SUW

SPELLING/ENCODING Long i & Long o: sign, groan, reply, thrown, strike, mighty, stroll, compose, dough, height, excite, apply, slight, define, odor, spider, control, silent, brighten, approach WSG pp. 44-45, model the sort, etc.


L.5.1A GRAMMAR Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences

Demonstrate appropriate use of compound sentences within the social studies writing prompt. Score separately for a grade.

Compound Sentences Weekly Plan T194-T197 Practice Book p.31-33 (pick and choose) SUW, E2-35, E2-36

W.5.2

W.5.2A

W.5.D

PROCESS WRITING Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation & focus, & group related information logically...

Provide a concluding statement or

section related to the information

or explanation presented.

WRITING TYPE Informative Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words.

Week Seven/Eight

RL.5.5

RI.5.5

.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Compare & contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in 2 or more texts.

CLLG p. 12 “Writing About Reading” Prompt * SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c *Use as a lesson

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Monitor/Clarify Double Dutch” (Narrative Nonfiction) T240-T251; SB 98-109 CLLG: p. 46 Sequence of Events Graphic Organizer 4 T245 Target Skill Graphic Organizer CLLG p. 47 “Learning the Ropes” Graphic Organizer 4 Anchor Lesson Teach skill: Sequence of Events as students are reading different Native American Legends (available in school library and on various free websites).


RI.5.6

Analyze multiple accounts of the

same event or topic, noting

important similarities &

differences in the point of view

they represent.

L.5.4A

L.5.6

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.




including those that signal

contrast, addition, & other logical

relationships.

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

STRATEGY: Suffixes –ion, -tion ACADEMIC: sequence of events, initials monitor, clarify, chronological order, acronym, abbreviation, exact details SOCIAL STUDIES: Eastern Woodlands, Great Plains, Northwest Coast, Artic, Southwest, Artifacts, Environment, Culture, Natural Resources SCIENCE: Lesson 2.2: no new vocabulary TARGETED CLUSTERS/CATEGORIES: Features of Things Places and Dwellings Natural Environment Vocabulary Strategies T260-T261 WSG p. 108 Relating Words Questions

L.5.4A

L.5.6

CC5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.




including those that signal

contrast, addition, & other logical

relationships.

Spelling Assessment: Section 3 SUW

STRATEGY: Suffixes –ion, -tion ACADEMIC: sequence of events, initials monitor, clarify, chronological order, acronym, abbreviation, exact details SOCIAL STUDIES: Eastern Woodlands, Great Plains, Northwest Coast, Artic, Southwest, Artifacts, Environment, Culture, Natural Resources SCIENCE: Lesson 2.2: no new vocabulary TARGETED CLUSTERS/CATEGORIES: Features of Things Places and Dwellings Natural Environment Vocabulary Strategies T260-T261 WSG p. 108 Relating Words Questions”


SPELLING/ENCODING Vowel Sounds: /oo/, /yoo/: glue, flute, youth, accuse, bruise, stew, choose, loose, lose, view, confuse, cruise, jewel, execute, route, cartoon, avenue, include, assume, souvenir WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort

L.5.2 GRAMMAR Demonstrate command of the

conventions of standard English

capitalization, punctuation, &

spelling when writing.

Capitalization: Common & Proper Nouns TE pp. T266 – T267

W.5.2 PROCESS WRITING Write informative/ explanatory

texts to examine a topic & convey

ideas & information clearly. A.

Introduce a topic clearly, provide a

general observation & focus, &

group related information logically;

include formatting (e.g. headings),

illustrations, & multimedia when

useful to aiding comprehension. D.

Provide a concluding statement or

section related to the information

or explanation presented.

WRITING TYPE Informative Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes SUW LESSONS & TOOLS SUW 4-6 Color-Coding & the Five Elements of Information Writing pp. 144-145 Tools 4-6a, 4-6b SUW 4-7 Planning with an Informal Outline pp. 146-148 Tools 4-5c & 4-7a SUW 4-13 Practice Guides for Writing Accordion Paragraphs pp. 158-159 Tool 4-9a, 4-13a

Week Nine

RI.5.1

Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL2 Determine a theme of a story, drama, or poem

Skill: Determining Author’s Message or Theme Strategy: Visualize My ON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5)


RL.5.9

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. Compare & contrast stories in the

same genre (e.g., mysteries and

adventure stories) on their

approaches to similar themes and

topics

Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization “Elisa’s Diary” (Realistic Fiction) TE pp. T312-T323; SB pp. 122-133 CLLG: p. 48 SUW 1-19 Using Two-Column Notes for Character Analysis Tool 1-17c CLLG p. 49 “From Tragedy to Triumph” T-Map in Reader’s Journal T334 Read to Connect – Share and Compare Texts - Graphic Organizer 8 Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU1 p. T327 under “Text to Text” Anchor Lesson As students read various Native American Legends (available in school library or on various free websites) have students determine Author's Message or Theme.

L.5.4B

L.5.6

Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., photograph, photosynthesis). ● Acquire & use accurately grade



including those that signal contrast,

Spelling Assessment: Refer to Section 3; SUW

STRATEGY: Suffixes –ly, -ful ACADEMIC: theme, visualize, collective nouns, singular noun, plural noun, voice, point of view SOCIAL STUDIES: harpoon, clan, economy, barter, potlatch, kayak, igloo, totem pole, plank house, longhouse SCIENCE: no new vocabulary TARGETED CLUSTERS/CATEGORIES: Tools and Machines Places and Dwellings


RF.5.3A

addition, & other logical

relationships (e.g., however,

although, nevertheless, similarly, moreover, in addition) Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context

SPELLING/ENCODING Vowel sounds: /ou/, /o/, /oi/: ounce, sprawl, launch, loyal, avoid, basketball, moist, haunt, scowl, naughty, destroy, saucer, pounce, poison, August, auction, royal, coward, awkward, encounter WSG pp. 48-49 Model the Sort WSG p. 48 Pattern Sort WSG p. 49 Word Hunt

W.5.1

W.5A

PROCESS WRITING Write opinion pieces on topics or texts, supporting a point of view with reasons & information.

Introduce a topic or text clearly,

state an opinion, & create an

organizational structure in which

ideas are logically grouped to

support the writer's purpose.

Opinion Writing Scoring Guide X

WRITING TYPE Opinion Writing SUW LESSONS & TOOLS See Opinion Writing, SUW 4th Edition

Week Ten, Benchmark Assessment:

End of Unit 1 Assessment:

Summative Written Assessments

1. District Benchmark

Summative Performance Assessment

Cross-content Project-Based Assessment with Science/Social Studies (Look at what science topics are for this unit)



Timeframe: 10 weeks

Overarching Theme: Informational text

Essential Questions

• What strategies do proficient readers utilize to make meaning of the text?

• How do text features support comprehension in a text?

• How do we read for interpretation and critical reading?

• How do good writers adapt their writing?

• How can I use research to enhance my informative writing?


Reading Standards: RL.5.1.Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. R I.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably. RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.5.3. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. RF.5.4. A. Read grade-level text with purpose and understanding.RF.5.4.B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


RF.5.4. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Standards: W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.A. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.5.2.B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.C.Link ideas within paragraphs or sections of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2.E. Provide a conclusion related to the information or explanation presented. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here. W.5.6. With some guidance and support from adults and peers, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 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. SL.5.1.A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. SL.5.1.B. Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.C. Pose and respond to specific questions by making comment that contribute to the discussion and elaboration the remarks of others SL.5.1.D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally (e.g., visually, quantitatively, and orally) SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) L.5.2.A Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2.B. Use a comma to separate an introductory element from the rest of the sentence. L.5.2.E. Spell grade-appropriate words correctly, consulting references as needed. L.5.3. Use knowledge of language and its conventions when writing, speaking, or listening


L.5.3.A. Expand, combines, and reduces sentences for meaning, reader/listener interest, and style. L.5.3.B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poem. L.4.4. 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.4.4.A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)


Instructional Plan

Reflection

Pre-assessment: DRA, Running Records; EDU assessments 1-4, Lexia

Week One

R.I.5.4

Reading Week 1:

SWBAT: Demonstrate the ability to determine

the meaning of words and phrases as they are

used in a text.

Oral Responses (Turn and Talk) Reader’s notebook responses. Vocabulary Web

Suggested Text: “Quest For the Tree Kangaroo (T14-15) Mini-lesson: Vocabulary in Context. Turn and talk using vocabulary words in context. Student can complete a vocabulary web for a chosen vocabulary word or work with partners using vocabulary in context cards to discuss vocabulary words. Students share meanings and strategies used to figure out word meanings. First Read: “Quest For The Tree Kangaroo”


(Unit 2 Lesson 6 T18-T33)

RI.5.3 SWBAT: Identify the relationship or

interactions between people, places and ideas

in the text.

SWBAT: Explain the relationship to analyze the

text.

Oral Responses (Turn and Talk) Graphic Organizer Cause an effect Reader’s notebook responses. Whole class discussion T chart

Suggested Text: “Quest For the Tree Kangaroo” (Unit 2 Lesson 6 T18-T33) First Read: “Quest For The Tree Kangaroo” Mini-lesson: Cause and effect Teacher models for students that a cause is an event that make something else happen. An effect is something that happens because of an earlier event. Students will use close reading strategies as they read independently or in pairs through the text. They use post-it notes to identify examples of cause and effect. Students turn and talk to discuss cause and effect. Make an anchor chart (T chart) to record examples of cause and effect.

RI.5.3

SWBAT: Identify the relationship or


in the text.


text.

Oral Responses (Turn and Talk) Graphic Organizer (Cause and effect or T chart) Reader’s notebook responses. Whole class discussion

Suggested Text: “Quest For The Tree Kangaroo” (Unit 2 Lesson 6 T18-T33) Second Read: “Quest For The Tree Kangaroo” Mini-lesson: Cause and effect Teacher models for students that a cause is an event that make something else happen. An effect is


something that happens because of an earlier event. Students will use close reading strategies as they read independently or in pairs through the text. Students can use post-it notes to identify examples of cause and effect. Students turn and talk to discuss cause and effect. Make an anchor chart (T chart) to record examples of cause and effect.

RI.5.3

W.5.10



in the text.


text.

SWBAT: Produce numerous pieces of writing

over time frames.

Oral Responses (Turn and Talk) Graphic Organizer (Cause and effect or T chart) Reader’s notebook responses. Whole class discussion

Suggested Text: “Quest For The Tree Kangaroo” (Unit 2 Lesson 6 T18-T33) Mini-lesson: Cause and effect Review/Reteach Analyzing Text: Have students look back at page 189 of “Quest for the Tree Kangaroos.” After the male tree kangaroos have been under anesthesia for several minutes, his respiration begins to slow. What decision does Lisa make as a result? What effect does her decision have? Have students turn and talk to a partner and discuss. Then write independently in their reader’s notebook. Students should cite text evidence when responding. Students share responses with class.


W.5.2

Writing Week 1:

SWBAT: Organize ideas using various

strategies.

SWBAT: Group related information logically

Informative Essay Planning/prewrite Graphic Organizer (T chart or other informative writing organizer)

Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Explanatory Writing Theme: Social Studies Early Civilizations and the Emergence of Pastoral People (4000—1000 BCE)

W.5.4

Unpack writing tasks (types of writing

assignments).

Focus the organization and development of a

topic to reflect the task and purpose.

W.5.5 SWBAT: Use a variety of graphic organizers to

assist with developing a plan for writing.

Week Two

RI.5.3

Reading Week 2:


interactions between people, places and

ideas in the text.

SWBAT: Explain the relationship to analyze

the text.

.

Whole Class discussion Oral Responses (Turn and Talk) Reader’s notebook responses.

Suggested Text: “Quest For The Tree Kangaroo” (Unit 2 Lesson 6 T18-T33) Mini-lesson: Cause and effect Review/Reteach


RL.5.1

RL.5.2

SWBAT: Read text closely (questioning,

determining importance, looking for patterns)

to make meaning of what was read.

SWBAT: Identify the key details in a text

SWBAT: Determine central message or theme

Whole Class discussion Anchor Chart (Myth elements) Oral Responses (Turn and Talk) Reader’s notebook responses.

Suggested Text: “Why Koala Has No Tale” (Unit 2 lesson 6 T40-T44) First Read: “Why Koala Has No Tale” Mini-lesson: Myth and characteristic of myths. () Discuss with students that many myths feature animal characters that act like people. These characters often have one special trait, such as determination or wisdom. Myths also include a lesson or an explanation meant to help readers understand how something in nature has come to be. Students can write down example of myth elements on post it notes. Create an anchor chart, student observation.

RL.5.1

RL.5.2

SWBAT: Read text closely (questioning,



SWBAT: Identify the key details in a text

SWBAT: Determine central message or theme

Whole class discussion Oral responses (Turn and talk) Reader’s notebook responses. Anchor Chart (Myth elements)

Suggested Text: “Why Koala Has No Tale” (Unit 2 lesson 6 T40-T44) Second Read: “Why Koala Has No Tale” Mini-lesson: Myth and characteristic of myths. () Discuss with students that many myths feature animals characters that act like people. These characters often have one special trait, such as determination or wisdom. Myths also include a


lesson or an explanation meant to help readers understand how something in nature has come to be. Students can write down example of myth elements on post it notes. Create an anchor chart, student observation.

RI.5.1

RI.5.7

RI.5.9

SWBAT: Use quotes or references from a text

when explaining what the text saws explicitly

and/or when explaining inferences drawn

from the text.

SWBAT: Synthesize information from multiple

sources.

SWBAT: Combine information from several

texts about the same subject in a written or

oral response that demonstrates knowledge

of the subject.

Whole class discussion Oral responses (Turn and talk) Reader’s notebook responses.

Comparing Text Review “Quest for the Tree Kangaroo” and “Why Koala Has No Tail.” With a partner, have students complete a T chart, recording details from each selection that describe the tree kangaroo. Compare and contrast the details and image of the tree kangaroo that each selection conveys. Then discus how the genre of each text –an informational text versus a myths-influences how the tree kangaroo is portrayed. After discussing this information with a partner, student will respond in their reader’s notebook. Students will share responses with class.

W.5.2

W.5.4

Writing Week 2:

SWBAT: Write informative texts to examine a

topic and convey ideas and information

clearly.

SWBAT: Develop skills in research

Informative Essay Planning/Prewriting Graphic organizer (T chart) 1st Draft



W.4.10

SWBAT: Develop a topic related to the content

area they are writing about to reflect task,

audience and purpose.

Week Three

RI.5.4

RI.5.3

RI.5.8



used in a text.

SWBAT: Identify the relationships or


in text.

SWBAT: Identify the points or claims an author

makes in a text.

Oral Responses (Turn and Talk) responses. Vocabulary Web (Journeys, Grab and Go Resources

Suggested Text: “Everglades Forever” (Unit 2 Lesson 8T168-T169) Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Student can complete a vocabulary web for a chosen vocabulary word or work with partners using vocabulary in context cards to discuss vocabulary words. Students share meanings and strategies used to figure out word meanings.

RI.5.3

RI.5.8



in text.


makes in a text

Oral Responses (Turn and Talk) Graphic Organizer (Author’s Purpose) Reader’s notebook responses Class Discussion T chart

Suggested Text: “Everglades Forever” (Unit 2 Lesson 8T172-T185) First Read: “Everglades Forever” Mini-lesson: Author’s purpose. Teacher models and discusses author purpose for students. Explain that thinking about how an author feels about a subject can


help them understand why the author wrote about that subject. Discuss the principle, using examples from “Everglades Forever”. Students will use close reading strategies as they read independently or in pairs through the text. Students can use post-it notes to write notes focusing on looking for author’s purpose and supporting details. Students turn and talk to discuss author’s purpose. Make an anchor chart (T chart) to record examples of author’s purpose and supporting details.

RI.5.3

RI.5.8



in text.


makes in a text

Oral Responses (Turn and Talk) Graphic Organizer (Author’s Purpose) Reader’s notebook responses Whole Class discussion

Suggested Text: “Everglades Forever” Second Read: “Everglades Forever” (Unit 2 Lesson 8T172-T185) Mini-lesson: Author’s purpose. Teacher models and discusses author purpose for students. Explain that thinking about how an author feels about a subject can help them understand why the author wrote about that subject. Discuss the principle, using examples from “Everglades Forever”. Students will use close reading strategies as they read independently or in pairs through the text. Students can use post-it notes to write notes focusing on looking for author’s purpose and


supporting details. Students turn and talk to discuss author’s purpose. Make an anchor chart (T chart) to record examples of author’s purpose and supporting details.

RI.5.3

RI.5.8

RI.5.3

RI.5.8



in text.


makes in a text



in text.


makes in a text

Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses Whole Class Discussion T chart Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses Whole Class Discussion T chart

Suggested Text: “Everglades Forever” (Unit 2 Lesson 8T172-T185) Mini-lesson: Author’s purpose. Review/Reteach. Suggested Text: “Everglades Forever” (Unit 2 Lesson 8T172-T185) Mini-lesson: Author’s purpose. Discuss author’s purpose with students. Explain that authors of narrative nonfiction, such as “Everglades Forever”

W.5.2

W.5.4

Writing Week 3:

SWBAT: Write informative/explanatory texts

to examine a topic and convey ideas and

information clearly.

SWBAT: Produce Writing that is clear and

understandable to the reader

SWBAT: Focus on the organization an

development of a topic to reflect the task and

purpose.

Informative Essay 2nd Draft Peer Revision Checklist Writer’s Checklist Teacher conferencing notes



Week Four

RI.5.3

RI.5.8

W.5.2D

W.5.10

Reading Week 4:



in text


makes in a text

SWBAT: Use precise language and domain-

specific vocabulary.


over various times frames.

Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses Whole Class Discussion T chart

Suggested Text: “Everglades Forever” (Unit 2 Lesson 8T172-T185) Mini-lesson: Author’s purpose. Review/Reteach. Extended Activity: Have student respond in their reader’s notebook to the following prompt. The author of “Everglades Forever” believes it is important to preserve the Everglades. What reasons and evidence does the author include to support her point? Write a paragraph to explain whether you agree or disagree with the author’s argument. Use facts, examples, and other text evidence to support your position.

RI.5.7 SWBAT: Synthesize information from multiple

sources.

Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses Whole Class Discussion T chart

Suggested Text: National Parks of the West (Unit 2 Lesson 9 T192- T194) First Read: National Parks of the West Mini-lesson: Informational text and Graphic Sources/features. Discuss informational text and graphic sources. Explain that informational text may include a graph, which show how different facts and numbers relate to each other and to the text.

RI.5.7

SWBAT: Synthesize information from multiple

sources.

Oral Responses (Turn and Talk) Reader’s notebook responses

Suggested Text: National Parks of the West (Unit 2 Lesson 9 T192- T194)


W.5.10


over various time frames.

Whole Class Discussion

Second Read: National Parks of the West Mini-lesson: Informational text and Graphic Sources/features. Discuss informational text and graphic sources. Explain that informational text may include a graph, which show how different facts and numbers relate to each other and to the text. Extended Activity: Have students review the website features on pages 254-256. What viewpoint is presented? Think about how that viewpoint affects your interest in national parks. Students can discuss with a partner. Students can also search the internet for a website about another wildlife preserve similar to Yellowstone. Students can write a response in their reader response notebooks comparing and contrasting the information they found on the website and “National Parks of the West.”

RI.5.5

RI.5.9

SWBAT: Read two texts closely on the same

subject to identify key details.

SWBAT: Synthesize information from two

texts about the same subjects in a written or


of the subject.

Whole class discussion Oral responses (Turn and talk) Readers notebook responses

Comparing Texts Students can work in partners or independently. Students will review “Everglades Forever” and “Quest for the Tree Kangaroo” (Lesson 6). Students will take notes on what they learn about wild life conservation and human interactions with nature. Tell students to think and respond to


W.5.10 SWBAT: Produce numerous pieces of writing

over various time frames

text structure or overall organization affects their understanding of the topic. Students will write a paragraph in their Readers notebook to respond to prompt. Share response with class.

W.5.2

W.5.4

(A-D)

W.5.5

Writing Week 4:

SWBAT: Write Informative/explanatory

(research) texts to examine a topic and convey

ideas and information clearly

SWBAT: Change word choices and sentence

structure in writing to strengthen the piece.

SWBAT: Recognize spelling, grammar, and

punctuation errors.

Informative Essay Revisions Editing Teacher conferencing notes Peer revisions checklist


Week Five

RI.5.2

RI.5.3

RI.5.4

Reading Week 5:

SWBAT: Identify the key details in a text.



in text.

Oral Responses (Turn and Talk) Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources (pg. 29)

Suggested Text: “Cougars” (Unit 2 Lesson10 T318-319) Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Student can complete a vocabulary web for a chosen vocabulary word or work with partners using vocabulary in context cards to discuss vocabulary words. Students share meanings and strategies used to figure out word meanings.




used in a text

RI.5.2

RI.5.3

RI.5.4




in text.



used in a text

Reader’s Response Notebook. Anchor Chart(Main idea and Details web) Whole class discussion Graphic Organizer (Main idea and Detail Web)

Suggested Text: “Cougars” (Lesson 10 pages T322-T333) First Read: “Cougars” Mini-lesson: Main ideas and supporting details. Teacher explains and that main ideas are the main points of the text. Each main idea is supported by details, such as facts, examples or descriptions. Explain to students that you can use these main ideas and important details to summarize part or all of the text. Students will use close reading strategies as they read independently or in pairs through the text. Students will use a Main idea and supporting detail web to record information. Students turn and talk to discuss main idea and supporting details.

RI.5.2

RI.5.3

RI.5.4




in text.

Reader’s Response Notebook. Anchor Chart (Main idea and Details web) Whole class discussion Graphic Organizer (Main idea and Detail Web

Suggested Text: “Cougars” (Lesson 10 pages T322-T333) Second Read: “Cougars” Mini-lesson: Main ideas and supporting details. Teacher explains and that main ideas are the main points of the text. Each main idea is supported by details, such as facts, examples or descriptions. Explain to students that you can use these main ideas




used in a text

and important details to summarize part or all of the text. Students will use close reading strategies as they read independently or in pairs through the text. Students will use a Main idea and supporting detail web to record information. Students turn and talk to discuss main idea and supporting details.

RI.5.2

RI.5.3

RI.5.4

W.5.10




in text.



used in a text



Reader’s Response Notebook. Anchor Chart (Main idea and Details web) Whole class discussion Graphic Organizer (Main idea and Detail Web

Suggested Text: “Cougars” (Lesson 10 pages T322-T333) Mini-lesson: Main Ideas and Details. Review/Reteach.

Extended Activity: Review the last section of the text with students about mother cougars and their kittens. Ask students if they agree that one of the main ideas of this section could be states as “mother cougar know best”? Students can discuss response with a partner. Then students can respond in their reader’s notebook.

W.4.2.A-D

Writing Week 5:

SWBAT: Write informative (research) texts to

examine a topic and convey ideas and

information clearly

Informative Essay Final Draft Publishing Teacher conferencing notes Peer revisions checklists Writers checklist

Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Theme: Social Studies Early Civilizations and the Emergence of Pastoral People (4000—1000 BCE)


W.5.6

SWBAT: Use technology for producing and

publishing writing.

Week Six

RI.5.3

RI.5.4

W.5.10

Reading Week 6:



in text.



used in a text



Graphic Organizer (Main idea and supporting details web) Reader’s Response Notebook Whole class discussion Anchor Chart (Main idea and supporting details web )

Suggested Text: “Cougars” (Lesson 10 pages T322-T333) Mini-lesson: Main Ideas and Details. Review/Reteach.

Extended Activity 1: Review the last section of the text with students about mother cougars and their kittens. Ask students if they agree that one of the main ideas of this section could be states as “mother cougar know best”? Students can discuss response with a partner. Then students can respond in their reader’s notebook Extended Activity 2: Students use their main ideas and supporting details web and write a summary of the text “Cougars”. Remind students that the main idea should be the first sentence in the summary followed by supporting details.


RL.5.1

RL.5.2

SWBAT: Make personal connections, make

connections to other texts, and/or global

connections when relevant.

SWBAT: Determine central message.

Reader’s Response Notebook Whole class discussion Anchor Chart

Suggested Texts: “Purr-fection” poetry. (Unit 2Lesson 10 pgs. T340-T342) Mini-lesson: Poetry and alliteration. Explain to students that poetry uses the sounds and rhythms of words to suggest images and express feelings in a variety of forms. Explain that poets use repeating consonant sounds at the beginning of words to vivid images that appeal to the senses. Students can write notes as they read poems with examples of alliteration or sensory images they noticed while reading poems. Share observations with class and record on an anchor chart.

RL.5.1

RL.5.2

SWBAT: Make personal connections,

connections to other texts, and/or global

connections when relevant.

SWBAT: Determine central message.

Reader’s Response Notebook Whole class discussion Anchor Chart (Main idea and supporting details web

Suggested Texts: “Purr-fection” poetry. (Unit 2Lesson 10 pgs. T340-T342) Mini-lesson: Poetry and alliteration. Explain to students that poetry uses the sounds and rhythms of words to suggest images and express feelings in a variety of forms. Explain that poets use repeating consonant sounds at the beginning of words to vivid images that appeal to the senses. Students can write notes as they read poems with examples of alliteration or sensory images they noticed while reading poems.


Share observations with class and record on an anchor chart. Extended Activity: Response to poetry. Rhyme is a technique used by many poets. Have students read the poem” A Tomcat Is” to themselves or a partner quietly. Ask the students write a response to what rhyming words they hear and examples. Also, how do the rhymes affect the way you read the poem and does it enhance the poems imagery? Students can discuss with a partner and then respond in their reader’s notebook.

RI.5.5

RI.5.9

W.5.10

SWBAT: Read two texts closely on the same

subject to identify key details.

SWBAT: Synthesize information from two

texts about the same subjects in a written or


of the subject.



Reader’s Response Notebook Whole class discussion

Comparing Texts Have students respond to the following reader’s response question: The authors of “Cougars” and the poets in “Purr-fection” write about the traits and behaviors of cats. Compare and contrast the representation of cats in “Cougars” and in one of the “Purr-fection” poems. Use text evidence from both selections to support your points. Students can discuss question with a partner. Then students will respond in reader’s response notebook. Students can share response with class.

W.5.2.A-D

Writing Week 6: Explanatory Essay Planning/prewrite

Lucy Calkins Journeys Writing Lessons Writing Focus: Explanatory Essay


W.5.5

W.5.6

W.5.10

SWBAT: Write

informative/explanatory(research) texts to

examine a topic and convey ideas and

information clearly

SWBAT: Organize ideas using various

strategies.

SWBAT: Group related information logically

SWBAT: Select details that appropriate

support the development of the topic

SWBAT: Gather information from a variety of

resources (word, pictures, digital sources) and

use their own background knowledge to

answer research question and take notes

SWBAT: Develop skills in research

Graphic Organizer (T chart or other informative writing organizer

Theme: Social Studies Early Civilizations and the Emergence of Pastoral People (4000—1000 BCE)

Week Seven

RI.5.4

RI.5.8

Reading Week 7:



used in a text.


makes in a text.

Oral Responses (Turn and Talk) Graphic Organizer (Fact and Opinion Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources

Suggested Text: “Can’t You Make Them Behave, King George” Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Student can complete a vocabulary web for a chosen vocabulary word or work with partners using vocabulary in context cards to discuss vocabulary words. Students share meanings and strategies used to figure out word meanings.


RI.5.1

RI.5.8

SWBAT: Read text closely looking to make

meaning of what was read.


makes in a text.

Oral Responses (Turn and Talk) Graphic Organizer (Fact and Opinion Reader’s notebook responses. Anchor Chart (Fact and Opinion T map)

Suggested Text: “Can’t You Make Them Behave, King George? (Unit 3 Lesson 12 pgs. T96-T107) First Read: “Can’t You Make Them Behave, King George?” Mini-lesson: Fact and Opinion. Explain to students in order to determine whether something is fact or opinion, ask yourself whether the information can be proved true or false? If so, it is a fact. If not, it is an opinion (someone’s belief or feeling). Explain to students that authors may use reasons and text evidence to support opinions. Students will use close reading strategies as they read independently or in pairs through the text. Students can use a graphic organizer to record examples of facts and opinion from the text . Students can share examples to class.

RI.5.8


makes in a text.

Oral Responses (Turn and Talk) Graphic Organizer (Fact and Opinion Reader’s notebook responses. Anchor Chart (Fact and Opinion

Suggested Text: “Can’t You Make Them Behave, King George? (Unit3Lesson 12 pgs. T96-T107) You Make Them Behave, King George? Mini-lesson: Fact and Opinion. Explain to students in order to determine whether something is fact or an opinion, ask yourself whether the information can be proved true or false? If so, it is a fact. If not, it is an opinion (someone’s belief or feeling). Explain to students that authors may use reasons and text evidence to support opinions. Students will


use close reading strategies as they read independently or in pairs through the text. Students can use a graphic organizer to record examples of facts and opinion from the text. Students can share examples to class.

RI.5.8 SWBAT: Identify the points or claims an author

makes in a text.

Oral Responses (Turn and Talk) Graphic Organizer (Fact and Opinion Reader’s notebook responses. Anchor Chart (Fact and Opinion

Suggested Text: “Can’t You Make Them Behave, King George? (Unit 3 Lesson 12 pgs. T96-T107) Mini-lesson: Fact and Opinion Review/Reteach

W.5.2.A-D

W.5.5

W.5.6

W.4.10

Writing Week 7:

Write informative/explanatory(research)

texts to examine a topic and convey ideas

and information clearly

Select details that appropriate support the

development of the topic

Gather information from a variety of

resources (word, pictures, digital sources)

and use their own background knowledge to

answer research question and take notes

Develop skills in research

Explanatory Essay 1st Draft Peer Revisions checklist Writers Checklist Revisions Teachers conferencing notes


Week Eight

RI.5.1

Reading Week 8: Oral Responses (Turn and Talk)

Suggested Text: “Can’t You Make Them Behave, King George? “ (Unit 3 Lesson 12 pgs. T96-T107)


RI.5.8

W.5.9

W.5.10

SWBAT: Read text closely to make meaning of

what was read.


makes in a text


texts about the same subject I a written or


of the subject.


over various time frames.

Graphic Organizer (Fact and Opinion Reader’s notebook responses. Anchor Chart (Fact and Opinion

Mini-lesson: Fact and Opinion Review/Reteach Extended Activity: Write about Reading. Have students respond to the following reader’s response prompt: The author of “Can’t You Make Them Behave Kin George?” includes many of the king’s opinions as well as facts related to the American Revolution. Write a paragraph to explain why you think Kind George’s thoughts and feeling are important to understanding the topic. How did the king’s opinions influence events in America? Use evidence from the text, including quotations to support your ideas. Students may discuss prompt and thinking with a partner. Then independently respond in reader’s notebook. Students can share responses with class.

RI. 5.6

SWBAT: Discuss the similarities and

differences unique to the various perspectives

presented in the text.

Oral Responses (Turn and Talk) Reader’s notebook responses.

Suggested Text: “Tea Time” (Unit 3 Lesson 12 pgs. T114-T122) First Read: Tea Time” Mini-lesson: Analyzing multiple accounts. Explain to students that authors sometimes include multiple accounts of the same events in order to give readers a better understanding of what happened. Learning about an event from different perspectives can help readers see the big picture. Students will use close reading strategies as they read


independently or in pairs through the text. Students turn and talk to discuss cause and effect. Students can write down similarities or differences they noticed so far in both texts. Students can share what they have observed and read.

RI.5.6 SWBAT: Discuss the similarities and




Suggested Text: “Tea Time” (Unit 3 Lesson 12 pgs. T114-T122) Second Read: Tea Time” Mini-lesson: Analyzing multiple accounts. Explain to students that authors sometimes include multiple accounts of the same events in order to give readers a better understanding of what happened. Learning about an event from different perspectives can help readers see the big picture. Students will use close reading strategies as they read independently or in pairs through the text. Students turn and talk to discuss cause and effect. Students can write down similarities or differences they noticed so far in both texts. Students can share what they have observed and read

RI.5.6 SWBAT: Discuss the similarities and




Suggested Text: “Tea Time” (Unit 3 Lesson 12 pgs. T114-T122) Second Read: Tea Time” Mini-lesson: Analyzing multiple accounts. Review/Reteach.

W.5.2

Writing Week 8: Explanatory Essay: 2nd Draft Revisions/editing

Lucy Calkins Journeys Writing Lessons Writing Focus: Explanatory Writing


W.5.5

W.5.10

Write explanatory (research) texts to examine

a topic and convey ideas and information

clearly.

SWBAT: Change word choices and sentence

structure in writing to strengthen the piece.

SWBAT: Recognize spelling, grammar, and

punctuation errors

Reflect on and revise writing

Teaching conferencing notes Peer revision checklist

Theme: Social Studies Early Civilizations and the Emergence of Pastoral People (4000—1000 BCE)

Week Nine

RI.5.6

Reading Week 9:




Oral Responses (Turn and Talk) Reader’s notebook responses Whole class discussion

Suggested Text: “Tea Time” (Unit 3 Lesson 12 pgs. T114-T122) Second Read: Tea Time” Mini-lesson: Analyzing multiple accounts. Review/Reteach

RI.5.6

RI.5.9





texts about the same subject in a written or


of the subject.

Oral Responses (Turn and Talk) Reader’s notebook responses Whole Class Discussion

Suggested Text: “Tea Time” Unit 3 Lesson 12 pgs. T114-T122) and “Can’t You Make Them Behave, King George? (Unit 3 Lesson 12 pgs. T96-T107) Comparing Texts Using texts, “Can’t You Make Them Behave, King George?” and “Tea Time”, discuss the following questions or have students respond using their reader’s response notebooks about the texts in Lesson 12.“ From Whose Perspective does each author describe the events of the Boston Tea Party? Cite text evidence. How


does each account affect reader’s understanding of the events?” “What do you learn from reading both texts together? Cite text evidence to support your answer.” Students can work in groups or partners to discuss questions. Students can respond in reader’s notebooks.

RI.5.5

RI.5.9




SWBAT: Combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject.

Oral Responses (Turn and Talk) Reader’s notebook responses Whole Class Discussion

Suggested Text: “Tea Time” Unit 3 Lesson 12 pgs. T114-T122) and “Can’t You Make Them Behave, King George? (Unit 3 Lesson 12 pgs. T96-T107) Comparing Texts Using texts, “Can’t You Make Them Behave, King George?” and “Tea Time”, discuss the following questions or have students respond using their reader’s response notebooks about the texts in Lesson 12. “ From Whose Perspective does each author describe the events of the Boston Tea Party? Cite text evidence. How does each account affect reader’s understanding of the events?” “What do you learn from reading both texts together? Cite text evidence to support your answer.” Students can work in groups or partners to discuss questions. Students can respond in reader’s notebooks. Extended Activity: Students can write a letter imagining that King George III has asked you how he should deal with the disobedient


colonists. Write a letter in which you advise him on how to calm the colonists and keep the colonists under British rule. Cite examples and text evidence. Students may share letters with the class.

W.5.2(A-D)

W.5.10

Writing Week 9:

SWBAT: Write informative/explanatory

(research) texts to examine a topic and

convey ideas and information clearly.

SWBAT: Use technology for producing and

publishing writing and collaborating with

others. Demonstrate proficiency in

keyboarding skills.

SWBAT: Reflect on and revise writing

Explanatory Essay Editing Publishing Teaching conferencing notes Writers checklist



● Reading: Information text Ed Connect

● Writing : Informative/explanatory Ed Connect

Benchmark Assessment: Unit 2 District Benchmark


District Benchmark



Unit: 3 Reading Workshop Grade Level: 5

Timeframe: 10 weeks

Overarching Theme: Reading Fiction

Essential Questions

Enduring Understandings • Fictional literature has identifiable and common story elements, setting, character, plot (conflict, main events, climax, resolution), theme, & point of view to effectively tell a complete story. • Literature often demands readers to analyze the meaning of words and phrases to support their understanding of the text and their ability to discuss/respond to the text. Essential Questions • How can I draw upon what I know about reading in order to read with greater independence? • How can I set up goals for my own reading life and begin to work deliberatively towards those goals? • How can I develop theories about all characters within a reading in order to see how they influence the main characters develop? • How does characterization and character elements create a catalyst for a "shift" in the character?


Reading: RL.5.1.Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1.Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; 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). 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.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6.Describe how a narrator's or speaker's point of view influences how events are described. RI.5.6.Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Writing: W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


W.5.3.A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.D. Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.E. Provide a conclusion that follows from the narrated experiences or events. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) W.5.6. With some guidance and support from adults and peers, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. W.5.9.Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening: 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. SL.5.1.A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. SL.5.1.B. Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally (e.g., visually, quantitatively, and orally). SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)


Instructional Plan

Reflection

Pre-assessment

Week One


RL 3.5 SWBAT assess what the characteristics of plot are by taking notes and orally and reviewing the key elements of a fictional piece of reading.

• Elements of Plot Notes • Graphic Organizer Plot Diagram • Oral Review & Discussion Exit Ticket: Create a diagram of the elements of plot.

• The teacher will give an overview of what a Narrative is, what it includes and the purpose of narratives.

• Students will record in their readers notebook the key elements associated with plot.

• The teacher will give students graphic organizer that has a plot diagram in which they utilize to take notes.

• Students will participate in an oral review and discussion on the elements of plot.

• Students will be asked to recall a story that has been previously read or a fable or a story that they remember and break it down into the elements of plot.

Resources:


Lucy Calkins Journeys Writing Lessons Writing Focus: · Narrative Writing · Short Research Social Studies Resource Here Theme: Colonization & Settlement

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10

Write narratives to develop real or imagined experiences or events using… Produce clear and coherent writing… With some guidance and support from adults and peers, use technology… Draw evidence from literary or informational texts… Write routinely overextended time frames…

Graphic Organizers

S Setting

T Talking Characters

O Problem

R Attempts to Resolve

Y Solution and ending

Resources:

• Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking.

•

RL 3.5 SWBAT assess what the characteristics of plot are by taking notes and orally and reviewing the key elements of a fictional piece of reading.

• Elements of Plot Notes • Graphic Organizer Plot Diagram • Oral Review & Discussion Exit Ticket: Create a diagram of the elements of plot.

• The teacher will give an overview of what a Narrative is, what it includes and the purpose of narratives.

• Students will record in their readers notebook the key elements associated with plot.

• The teacher will give students graphic organizer that has a plot diagram in which they utilize to take notes.

• Students will participate in an oral review and discussion on the elements of plot.

• Students will be asked to recall a story that has been previously read or a fable or a story that they remember and break it down into the elements of plot.


Resources:

Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended

time frames…


RL 5.1 Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. SWBAT synthesize information from a short story and create a graphic organizer that denotes the key elements of the story.

Elements of a Short Story Reading Journal with Teacher Feedback Graphic Organizer Exit Ticket: Understanding the elements of a story enable the reader to…..

Journeys Common Core Unit 4 T18-T29 Lunch Money by Andrew Clements - Second Reading of the story continued with a focus on visual elements. Contribute to the meaning of the text. Students will complete a graphic organizer where they will analyze the visual images and determine what the image symbolize as well as the tone that is created by the visual image.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing…

Story Element

Text Evidence

Connection or

Inference

Character

Setting

Conflict

Plot

Theme


W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended

time frames…

RL 5.1 Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. SWBAT synthesize information from a short story and create a graphic organizer that denotes the key elements of the story.

Elements of a Short Story Reading Journal with Teacher Feedback Graphic Organizer Exit Ticket: Understanding the elements of a story enable the reader to…..


Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking.

Story Element

Text Evidence

Connection or

Inference

Character

Setting

Conflict

Plot

Theme


W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended time frames…

RL 5.4 SWBAT analyze the reading to determine the presence and meaning of figurative language within the text.

• Figurative Language Notes

• Reading Journal with

• Teacher Feedback

• Exit Ticket: Figurative Language- Record a line of figurative language from your text and analyze its meaning (explain what you think it means)…

• Journeys Common Core Unit 4 T18-T29 Lunch Money by Andrew Clements - Second Reading of the story with a focus on figurative language.

• Teacher gives a mini lesson and notes on figurative language.

• Students take part in a guided practice where they highlight the text for figurative language examples.

• Teacher models the meaning of figurative language through the think aloud strategy.

• Figurative language should be the focus during independent reading. • Students chart information related to figurative language for

an exit ticket.

Figurative Language

Meaning


Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended

time frames…

RL 5.4 SWBAT analyze the reading to determine the presence and meaning of figurative language within the text.

• Figurative Language Notes

• Reading Journal with

• Teacher Feedback

• Exit Ticket: Figurative Language- Record a line of figurative language from your text and analyze its meaning (explain what you think it means)…

• Journeys Common Core Unit 4 T18-T29 Lunch Money by Andrew Clements - Second Reading of the story with a focus on figurative language.

• Teacher gives a mini lesson and notes on figurative language.

• Students take part in a guided practice where they highlight the text for figurative language examples.

• Teacher models the meaning of figurative language through the think aloud strategy.

• Figurative language should be the focus during independent reading. • Students chart information related to figurative language for

an exit ticket.


Figurative Language

Meaning

Resources:


time frames…

RL 5.7 SWBAT critique how the reading of a text that has images differentiates from that of one which requires the reader to visualize based upon the language used.

• Visualization Notes • Reading Journal with

Teacher Feedback • Imagery Notes • Reading Journal with

Teacher Feedback • Graphic Organizer



Resources:


time frames…

Visual Elements

Symbolism of

Image

Implication on

Tone

RL 5.7 SWBAT critique how the reading of a text that has images differentiates from that of one which requires the reader to visualize

based upon the language used.

• Visualization Notes • Reading Journal with

Teacher Feedback • Imagery Notes • Reading Journal with

Teacher Feedback • Graphic Organizer



Resources:


time frames…

Visual Elements

Symbolism of

Image

Implication on

Tone

RL 5.3 SWBAT Examine texts to find similarities and

differences, focusing on characters, setting,

events, individuals, ideas and concepts.

• Reading Journal with Teacher Feedback


• Graphic Organizer

Complete a CC Graphic Organizer:

To: Teacher completes first section. With: Complete next section whole

group. By: Students complete rest of

organizer on own and compose a response to reading.

Character 1

Character 2

Both


Resources:


time frames…

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10


Graphic Organizers

S Setting


O Problem



•

Resources:


Week Two






• Graphic Organizer



group.


By: Students complete rest of organizer on own and compose a

response to reading.

Setting Setting Both

Resources:


time frames…






Graphic Organizer



group. By: Students complete rest of

organizer on own and compose a response to reading.

Event Event Both



time frames…

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10


• Graphic Organizers

S Setting


O Problem



•

Resources:


RL 5.6 SWBAT Identify the narrator’s point of view • Point of View Notes • Reading Journal with Teacher Feedback

• Exit Ticket: Point of View: How would the story change if it was told from

Journeys Common Core Unit 4 T93-T107 LAFFF from Best Shorts by Lensey Namioka – Second Reading of the story with a focus on point of view. Students will participate in the whole group reading and


another character’s perspective?

participate and have a discussion based on if the story was told from a different point of view. This discussion should allow them to make predications as to various alterative outcomes that the story would then have. In the exit ticket students will identify the point of view in which the story is being told as well as explain how the story would have an alternative impact if it was told from a different perspective.


time frames…

RL 5.6 SWBAT Explain how the point of view impacts

the events in the text

• Point of View Notes • Reading Journal with Teacher Feedback

Journeys Common Core Unit 4 T93-T107 LAFFF from Best Shorts by Lensey Namioka –


SWBAT analyze the point of view in which the story is being told from and determine how this impacts their understanding of the text.

• Exit Ticket:

Point of View: How would the story change if it was told from another character’s perspective?

Second Reading of the story with a focus on point of view. Students will participate in the whole group reading and participate and have a discussion based on if the story was told from a different point of view. This discussion should allow them to make predications as to various alterative outcomes that the story would then have. In the exit ticket students will identify the point of view in which the story is being told as well as explain how the story would have an alternative impact if it was told from a different perspective.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts…


W.5.10 Write routinely overextended time frames…

RL 5.4 SWBAT apply concepts related transitional words, phrases and clauses in order to construct the sequence of events in a story.

• Sequence of Events Notes

• Reading Journal with Teacher

Feedback • Read Aloud • Tea Party Strategy

Exit Ticket: List a sequence of events from the text. At least a chain of 3.

Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley – First reading with a focus on sequence of events and transition words. Students gain information as to what words and phrases can help them to determine the sequence of events within a story. Teacher reads a small portion of the text to give students a general idea as to what the story might be about. Students participate in the tea party activity to see how well they can do at utilizing transitional words and phrases to help guide them in putting the story together correctly. Doesn’t follow the traditional reader’s workshop model.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using…


W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended time frames…

RL 5.4 SWBAT assess the reading passage to locate transitional words, phrases and clauses in order to understand how they contribute to the sequence of events within a story.

• Sequence of Events Notes


• Whole Group Reading • White Board • Activity

Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley – First reading continued with a focus on sequence of events and transition words. Review with students in the mini lesson how stories follow a sequential order to guide the reader through their writing and how the use of transitional words and phrases aide in this process. After the whole group reading students write down what they thought where transitional words or phrases from the text.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using…


W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended time frames…

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10


• Graphic Organizers…

S Setting


O Problem



Resources:


Week Three

RL 5.3 SWBAT investigate the literary text and make comparisons related to events within the story to determine the theme citing textual evidence.

• Theme Notes • Reading Journal with Teacher Feedback • Whole Group Reading • Gist

Journeys Common Core Unit 4 T319-T333 Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley – Second reading continued with a focus on theme and textual evidence. • Review with students during the mini lesson how theme is determined by looking at the big picture and adding up all the evidence. • Students participate in whole group reading and discussion. • Students take part in the Gist activity by writing down examples from the story and summarize information to


come up with the general theme of the story. • This lesson doesn’t follow the traditional reader’s workshop model.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing… W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended time frames…

SL 5.1 SWBAT prove that the theme that they • Theme Notes • Reading Journal with Teacher Feedback

Journeys Common Core Unit 4 T319-T333 The Black


developed is accurate based upon the textual evidence that used to support their findings as they make a presentation to the class.

• GIST • Presentation • Collaborative Discussion

Stallion by Walter Farley – Second reading continued with a focus on theme. Review the mini lesson on the overview of theme. Students take their findings and information from yesterday and create a display on chart paper. Students present their GIST activity to the class.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking. W.5.3 Write narratives to develop real or imagined experiences or events using… W.5.4 Produce clear and coherent writing…


W.5.6 With some guidance and support from adults and peers, use technology… W.5.9 Draw evidence from literary or informational texts… W.5.10 Write routinely overextended time frames…

RL 5.9 SWBAT formulate their performance task in order to compare and contrast the theme of two stories.

Story Theme Notes Reading Journal with Teacher Feedback Character Analysis Notes Reading Journal with Teacher Feedback Collaboration Activity Performance Based Task

Journeys Common Core Unit 4 T242-T255 Darnell Rock Reporting by Walter Dean Myers and Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley Compare and contrast the two stories. Teacher reads aloud a short piece that can be associated with the themes of the two stories. Students begin working together to create a compare and contrast analysis. This assignment should be done in pairs or in small groups. (This can be an essay, a collage, or a graphic organizer, but it must include textual evidence to support the student’s findings.) This lesson doesn’t follow the traditional reader’s workshop model. Possible graphic organizer to assist students is provided here for a reference.



RL 5.9 SWBAT formulate their performance task in

order to compare and contrast the theme of

two stories.

• Conferencing • Final draft Compare and Contrast • Collaborative Activity • Gallery Walk

Journeys Common Core Unit 4 T242-T255 Darnell Rock Reporting by Walter Dean Myers and Journeys Common Core Unit 4 T319-T333 The Black Stallion by Walter Farley Compare and contrast the two stories.


Teacher selects a read aloud passage to read to the students. Students complete their final draft of their compare and contrast collaborative activity. Students take part in a gallery walk activity to view all activities that were created and give authentic feedback.


W.5.3

W.5.4

W.5.6

W.5.9

W.5.10

Write narratives to develop real or imagined experiences or events using… Produce clear and coherent writing… With some guidance and support from adults and peers, use technology… Draw evidence from literary or informational texts…


S Setting


O Problem


Resources:



Write routinely overextended time frames… Y Solution and ending

Week Four

RL 5.7 SWBAT analyze how the text is impacted by visual elements associated with the author’s word choice.

• Visual Elements Notes • Reading Journal with

Teacher Feedback • Whole Group Reading • Graphic Organizer

Exit Ticket: What role do visual elements serve with text? What is their impact?

Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich – First read with a focus on visual elements. Students take notes on the importance of visual elements and how this impacts the readers understanding of the text. Students complete a graphic organizer where they have to analyze the textual language on a given page and make reflections on how the images enhance or detract from the author’s word choice. During independent reading students will focus on visual elements and the author’s word choice.

Author’s Word Choice

Visual Images

Resources:

Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking.



RL 5.7 SWBAT analyze how the text is impacted by visual elements associated with the author’s word choice.

• Whole Group Reading

• Conferencing • Visual Imagery Project Exit Ticket: What is a plus you have for your work? What is a wish?

Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich – Second read with a continued focus on visual elements. Students take part in a whole group reading and discussion of the text. Each student is given an excerpt from the story. They must pay close attention to the author’s word choice and create an image to support the text.

RL 5.7 SWBAT apply concepts associated with visual imagery and how it impacts and enhances the text as they present their visual image with supporting textual evidence. Synthesize information from multiple sources. Use media efficiently to answer questions and to solve problems.

• Conferencing • Presentation • Polished Piece Exit Ticket: What is a strength of your project what is a weakness?

Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich Teacher selects a piece of text to read aloud that invokes the reader to call upon visualization strategies. Students complete their visual image piece.


Students present their visual image as well as the supporting text that is associated with it. During independent reading students will read with a focus on visual imagery that is evident based upon the author’s descriptive writing.

RL 5.5 SWBAT apply concepts associated with comparing and contrasting texts related to story structure, author’s word choice, and visual imagery.

• Compare & Contrast Notes • Reading Journal with Teacher Feedback • Comparative Analysis Notes • Reading Journal with Teacher Feedback • Graphic Organizer & Rough Draft Exit Ticket: Record a similarity or difference you found.

Journeys Common Core Unit 4 T18-T29 and Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich compare and contrast the structure of the texts along with the visual images associated with texts enhance the readers understanding. Students take notes related to the compare and contrast reading analysis they have to do. Teacher reads a read aloud that demonstrates word choice structure or visualization. Teacher models a comparative analysis. Students will complete a graphic organizer where they make a comparative analysis of the story development and visual images associated with the texts. During independent reading students will read with a focus


on visual imagery that is evident based upon the authors descriptive writing. The sample graphic organizer can be altered so that the evidence you have students list is either related to structure, visualization, or word choice. Students should use textual evidence as their basis for comparison.

Resources: Writing: Weekly reading response students type up the weekly graphic organizer with 4+ examples of text evidence to support thinking.



RL 5.5 SWBAT design a PowerPoint presentation where they show a comparative structural analysis that focuses on two texts as well as the visual aspect associated with the author’s word choice.

• Citing Textual Evidence Notes


• Textual Analysis • PowerPoint Rough

Draft • Conferencing Exit Ticket: Compare or contrast the structure or visual images with the text. (Select one)

Journeys Common Core Unit 4 T18-T29 and Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich Compare and contrast the structure of the texts along with the visual images associated with texts enhance the readers understanding. Teacher reads a read aloud that demonstrates word choice structure or visualization. Students will analyze the text to create a compare and contrast analysis. Students will begin designing their PowerPoint presentation. This lesson doesn’t follow the traditional reader’s workshop model.


SL 5.6 SWBAT apply concepts related to doing a comparing and contrasting analysis as well as how to participate in a collaborative discussion as they share their PowerPoint presentations.

• PowerPoint Comparative Piece • Presentation Exit Ticket: What was a plus and a wish from your project/ What is a strength and weakness of your work?

Journeys Common Core Unit 4 T18-T29 and Journeys Common Core Unit 5 T99-T190 The Birchbark House by Louise Erdrich Compare and contrast the structure of the texts along with the visual images associated with texts enhance the readers understanding. The teacher will open with a read aloud activity. The students will share their PowerPoint comparative piece. Students will participate in a collaborative discussion related to the presentations. This lesson doesn’t follow the traditional reader’s workshop model.

Week Five

SL 5.1 SWBAT connect how one event ultimately leads into another in a cause and effect relationship and what this means to the development of a story as events transpire.

• Cause and Effect Relationship Notes • Reading Journal with Teacher Feedback • Whole Group Reading • Guided Discussion Exit Ticket: Record a cause and effect from the text.

Journeys Common Core Unit 5 T247-T257 Rachel’s Journal: The Story of a Pioneer Girl by Marissa Moss First reading with a focus on cause and effect relationship. Review with students in the mini lesson what the cause and effect relationship is and how it is cyclical. Students participate in reading, discussing and analyzing


various components of the text through a cause and effect perspective. During independent reading students will read with a focus on the cause and effect relationship that develops between events and main ideas within their book.

RL 5.5 SWBAT assess the text related to the relationship of cause and effect relationships and demonstrate their Understanding through discussion and creating a graphic organizer.

• Cause and Effect Relationship Notes • Reading Journal with Teacher Feedback • Whole Group Reading • Guided Discussion • Graphic Organizer Exit Ticket: Record a cause and effect from the text.

Journeys Common Core Unit 5 T247-T257 Rachel’s Journal: The Story of a Pioneer Girl by Marissa Moss Second reading with a focus on cause and effect relationship. Review with students in the mini lesson what the cause and effect relationship is and how it is cyclical. Students participate in reading, discussing and analyzing various components of the text through a cause and effect perspective. Students work on creating a cause and effect graphic organizer that depicts the major events that transpire within the story. During independent reading students will continue to read with a focus on the cause and effect relationship that


develops between events and main ideas within their book.

RL 5.5 SWBAT assess the text related to the

relationship of cause and effect relationships and demonstrate their Understanding through discussion and creating a graphic organizer.

• Historical Fiction Notes • Reading Journal with

Teacher Feedback • Chronological Order

Notes • Reading Journal with Teacher Feedback • Whole Group Reading • Graphic Organizer Exit Ticket: Why is chronological order important to historical fiction?

• Journeys Common Core Unit 5 T19-T33 Tucket’s Travels by Gary Paulsen - First reading with a focus on the historical fiction and the need for chronological order based upon the genre. Students participate in a whole group reading and class discussion of the text. Students will complete a graphic organizer where they begin to map out the chronological order of the events within the story. During independent reading students will read with a focus on the chronological order that develops between events and main ideas within their book.


RL 5.4 SWBAT apply concepts from figurative to their understanding of the text as they analyze word choice.

• Word Choice Notes • Reading Journal with Teacher Feedback • Figurative Language Notes Reading Journal with Teacher Feedback • Read Aloud • Think Ink Exit Ticket: Analyze the author’s word choice: Choose a line from the text and explain why did the author may have made this word choice.

Journeys Common Core Unit 5 T19-T33 Tucket’s Travels by Gary Paulsen - First reading continued with a focus on word choice and figurative language. Students review the importance of word choice on the overall text as well as what figurative language is and various forms of it. Students participate in a read aloud activity where they pay close attention to word choice within the text. Students work collaboratively in a think ink activity where they record similes and metaphors from the text. This lesson doesn’t follow the traditional reader’s workshop model.

RL 5.4 SWBAT revise the text by incorporating more figurative language within a particular portion of the text.

• Collaborative Figurative Language Activity Exit Ticket: Record a line of figurative language

Journeys Common Core Unit 5 T19-T33 Tucket’s Travels by Gary Paulsen - First reading continued with a focus on word choice and figurative language.


from the text. Explain what it means in this context.

Students review the importance of word choice on the overall text as well as what figurative language is and various forms of it. Students participate in a read aloud activity where they pay close attention to word choice within the text. Students work collaboratively in a think ink activity where they record similes and metaphors from the text.

This lesson doesn’t follow the traditional reader’s workshop model.

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10



S Setting


O Problem



Resources:


Week Six

RL 5.6

RI.5.1

RI.5.6

SWBAT Read texts closely (questioning,



SWBAT Record quotes or references from a text

when explaining what the text says explicitly

and/or when explaining inferences drawn from

the text.

Resources: I Survived the sinking of the Titanic!

Crisp, Marty: Titanicat http://nypost.com/2012/04/08/forgo

tten-journal-reveals-how-man-survived-1912-disaster/

http://nypost.com/2012/04/08/forgotten-journal-reveals-how-man-survived-1912-disaster/




To: Read 1st text, Hoose, Phillip: We were There, too! and model how to

fill in GO. With: Complete a section with

students. By: Students complete rest of GO on

own.

Suggested Resources: Journeys Unit 3 and Lesson 15

Leveled Readers Osborne and Boyce: MTH: Fact Tracker: American Revolution.

Cheney, Lynne: When Washington Crossed the Delaware

I Survived the sinking of the Titanic! Crisp, Marty: Titanicat

http://nypost.com/2012/04/08/forgotten-journal-reveals-how-man-

survived-1912-disaster/ Book Pairing 1:

Bunting, Eve: Smokey Night Book Pairing 2:

Polacco, Patricia: Pink and Say

Text 1: Differenc

es

Text 2: Differenc

es

Similarities

Extend/Connections:


Book Pairings 3:

Yolen, Jane: Encounter and The Author’s Note at end of book. Article about the Taino People

http://www.smithsonianmag.com/people-places/what-became-of-the-

taino-73824867/?all Christopher Columbus Article and

Video https://www.biography.com/news/c

hristopher-columbus-day-facts https://www-

k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume5/assets/pdf/JourneysPrintableTE_ResourcesG5U5.pd

f

RL.5.3

RL 5.6

RI.5.1

RI.5.6

SWBAT Identify the narrator’s point of view.

SWBAT compare and contrast characters’

points of view.

To: Read 2nd text and model discuss

comparing and contrasting the points of view and perspective of characters

and how to fill in GO. With: Complete a section with


own. Use this chart to analyze characters in same text and character’s from

different texts.

Title 1: Title 2: Both:

Character P.O.V.

Chracter’s P.O.V

Evidence:

Evidence

http://www.smithsonianmag.com/people-places/what-became-of-the-taino-73824867/?all




Suggested Resources: I Survived the Sinking of the Titanic!

Crisp, Marty: Titanicat http://nypost.com/2012/04/08/forgo

tten-journal-reveals-how-man-survived-1912-disaster/

RL.5.3

RL 5.6

RI.5.1

RI.5.6

SWBAT compare and contrast characters’

points of view.





own. Use this chart to analyze characters in same text and character’s from

different texts.


Character P.O.V.

Chracter’s P.O.V

Evidence:

Evidence

Suggested Resources:

Bunting, Eve: Smokey Night

RL 5.6

RI.5.1

RI.5.6

Explain how the points of view impact the

event.




students.


By: Students complete rest of GO on own.

Use this chart to analyze characters in same text and character’s from

different texts.


Character P.O.V.

Chracter’s P.O.V

Evidence:

Evidence


Book Pairings : Yolen, Jane: Encounter and The Author’s Note at end of book. Article about the Taino People


taino-73824867/?all Christopher Columbus Article and

Video https://www.biography.com/news/c

hristopher-columbus-day-facts https://www-

k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume5/assets/pdf/JourneysPrintableTE_ResourcesG5U5.pd

f

RL 5.6

RI.5.1

RI.5.6

Explain the similarities and differences To: Read 2nd text and model discuss

comparing and contrasting the points of view and perspective of characters and how to fill in GO. With: Complete a section with

students.




https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume5/assets/pdf/JourneysPrintableTE_ResourcesG5U5.pdf







By: Students complete rest of GO on own.

Use this chart to analyze characters in same text and character’s from

different texts.


Character P.O.V.

Chracter’s P.O.V

Evidence:

Evidence


I Survived the Sinking of the Titanic!

Crisp, Marty: Titanicat

http://nypost.com/2012/04/08/forgotten-journal-reveals-how-man-

survived-1912-disaster/

Bunting, Eve: Smokey Night

Polacco, Patricia: Pink and Say

Yolen, Jane: Encounter and The Author’s Note at end of book.

Article about the Taino People


taino-73824867/?all

Christopher Columbus Article and Video

https://www.biography.com/news/christopher-columbus-day-facts





https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr5/ete_9780547977515_/volume5/assets/pdf/JourneysPrintableTE_ResourcesG5U5.pd

f

W.5.3

W.5.4

W.5.6

W.5.9

W.5.10

Write narratives to develop real or imagined experiences or events using… Produce clear and coherent writing… With some guidance and support from adults and peers, use technology… Draw evidence from literary or informational texts…

Write routinely overextended time frames…


S Setting


O Problem



Resources:


Benchmark Assessment:













Timeframe: 10 weeks

Overarching Theme: Using Strategies to Read and Write Complex Text

Essential Questions

What strategies do proficient readers utilize to make meaning of the text? How do text features support comprehension in a text? How do we read for interpretation and critical reading? How do good writers adapt their writing? How can I use research to enhance my informative writing?


Reading NJSLS RL.5.1 Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 Determine the key details in a story, drama or poem to identify the theme and to summarize the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by the key details. 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. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in text relevant to a grade 5 topic or subject area. RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are being described. RI.5.6 Analyze multiple accounts of the same topic, noting important similarities or differences in the point of view they represent. RL.5.10 By the end of the y ear, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RI.5.10 By the end of the year, read and comprehend literary nonfiction, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.5.3A Use combined knowledge of all letter sound correspondences, syllabication patterns, an morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing NJSLS W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include text features, illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within paragraphs or sections of information using words, phrases, and clauses (e.g, in contrast, especially) d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a conclusion related to the information or explanation presented. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3 above) W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here) W.5.6 With some guidance and support from adults and peers, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others. W.5.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Select at least one from W.5.7 (choice) Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. W.5.8 (choice) Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 (choice) Draw evidence from literary or informational texts to support analysis, reflection, and research.


Instructional Plan

Reflection

Pre-assessment


DRA; Guided Reading Anecdotal Notes; Running Records; EOU Assessments 1-4.

Week One

RI.5.1 • Read texts closely (questioning,

determining importance, looking for

patterns) to make meaning of what

was read.

• Identify at least two main ideas in

informational text.

• Explain how the author supports main

ideas in informational text with key

details.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis. Academic Vocabulary: adage, graphic featured

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life :Journeys, Unit 5 T166-T168 Minilesson Main Ideas and Details (LLG 5, T231) Teacher models how to use details in a selection to figure out what the main idea is. Remind students that the main idea is what a text is mostly about. Discuss the principle with students, using examples from The Turbulent History of Texas. Suggested language: “In the selection, the author gave you a lot of details about how the history of Mexico and Texas are connected. These details all told about the main idea. The main idea of this selection is that the history of Texas is part of the history of Mexico. This is what the selection is mostly about.” Work with students to identify details in the text that support the main idea. Record students’ responses on chart paper

RI.5.4

RI.5.2

● Demonstrate the ability to determine the

meaning of words and phrases as they are

used in a text (e.g, figurative, academic,

domain-specific)

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks—

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life


● Identify details to support the main idea. Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis. Academic Vocabulary: adage, graphic featured

First Read “Vaqueros: America’s First Cowboys,” Unit 5 T172-T183 Day 2

RI.5.1 ● Use quotes or references from a text when

explaining what the text says explicitly and/or

when explaining inferences drawn from the

text.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis. Academic Vocabulary: adage, graphic featured

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life Second Read “ Vaqueros:America’s First Cowboys,” Unit 5 T177, T181, T183 (Your Turn, T186-T187)

RL.5.5

• Identify how a text is organized (i.e.:

chronological, comparative,

cause/effect, etc


Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life Minilesson Text and Graphic Features (LLG5, T230) Days 2-3


RI.5.2 • Identify details to support the main

idea.

Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts. Academic Vocabulary: adage, graphic featured

Teacher models (after shared reading of “Vaqueros: America’s First Cowboys,”) how the headings and captions of an informational text can help them understand the topic. Discuss the principle with students, using examples from Vaqueros: America’s First Cowboys Review the captions with students and discuss the information each one gives that is not included in the main text. Use a T-Map to track student response.

RI.5.5 ● Find the similarities and differences in the

structure of two or more text.

● Determine the impact of structure on text

meaning

●

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts. Academic Vocabulary: adage, graphic featured

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life Independent Reading “Vaqueros: America’s First Cowboys,”

or Self-selected reading Minilesson Text and Graphic Features, Review/Reteach Day 4


RL.5.4

RF.5.4B

• Demonstrate the ability to determine the

meaning of words and phrases as they are

used in text (figurative)

• Accurately read grade-level poetry and

prose aloud.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts. Academic Vocabulary: adage, graphic featured

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life Read Aloud Poetry “Rhyme on the Range,” Unit 5, T190 Minilesson Genre (LLG5, T231) Teacher models how the language a poet uses helps them see, feel, and hear what the poet describes. Read and discuss “The Cowboy’s Life” Have students explain how the subtle difference in the meanings of the two words would create different effects in the poem.

RI.5.6

RI.5.9

• Discuss the similarities and differences

unique to the various perspectives

presented in text.

● Give descriptions about how the information

is presented for each perspective.

• Combine information from several texts

about the same subject in a written or oral

response that demonstrates knowledge of

the subject.

-Venn Diagram -Compare and contrast essay

Suggested Text: The Turbulent History of Texas; Vaqueros, Americas First Cowboys; Rhyme on the Range, A Cowboy’s Life Second Read Aloud Poetry “Rhyme on the Range,” Unit 5, T190 Students independently complete Venn diagram to compare and contrast the text

Lucy Calkins Journeys Writing Lessons Writing Focus:

• Informational Writing


• Short Research Social Studies Resource Here

Theme: Revolutionary War

W.5.4 ● Focus the organization and development of a

topic to reflect the task and purpose

● Unpack writing tasks (type of writing

assignment)

● Unpack

Anchor chart for informative writing Close Reading of Social Studies mentor text.

W.5.5 ● Use a variety of graphic organizers to assist

with developing a plan for writing.

Graphic organizer

W.5.2A ● Organize Ideas using various strategies

● Introduce a topic clearly.

● Compose a clear thesis statement

Graphic organizer

W.5.10 ● Develop skills in research

● Develop a topic related to the content area

they are writing about to reflect task,

audience, and purpose.

Graphic organizer

Week Two

RL.5.6 ● Identify the narrator’s point of view.

● Discuss the similarities and differences unique

to the various perspectives presented in text.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details

Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of Sacagwea; Lewis & Clark; A Surprise Reunion Teacher Read Aloud “The True Story of Sacagawea,” Unit 5 T314-T315 Minilesson: Author’s Purpose (LLG 5, T235) Teacher models how authors can have different


Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

viewpoints, or feelings, about a topic. Tell them that they are going to look for details that will help them understand the author’s viewpoint in “The True Story of Sacagawea”. Focus on the first paragraph of the selection. Guide students to understand the author’s feelings about Sacagawea. Have students identify details that helped them understand the author’s viewpoint. Have students turn and talk about a person they admire to make a contextual connection to the text.

RI.3.1 ● Read texts closely (questioning, determining

importance, looking for patterns) to make


● Make personal connections, make

connections to other texts, and/or make

global connections when relevant.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of Sacagawea; Lewis & Clark; A Surprise Reunion “Lewis and Clark.” Unit 5, T320-T331

RI.5.2 ● Summarize the key points of a text. Whole group completion of anchor chart on Main Idea.

Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of


RI.5.1

● Use quotes and references from a text when



text.

Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

Sacagawea; Lewis & Clark; A Surprise Reunion Second Read: “Lewis and Clark” Unit 5, T325, T327, T331 Your Turn T334-T335 Minilesson: Author’s Purpose (LLG5, T234) Teacher models that authors may write to inform, to entertain, or to persuade. Discuss the principle with students, focusing on the information the author provides in Lewis and Clark. Work with students to identify details that describe the difficulties the explorers faced. Guide them to understand that the details reveal the challenges the explorers had to deal with and their persistence in meeting the challenges. (Collect information on a 3 column chart)

RL.5.1

RF.5.4B

● Use quotes or references from a text when

explaining what the text says and explicitly


from the text.

● Use an appropriate rate and expression when

reading aloud.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions

Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of Sacagawea; Lewis & Clark; A Surprise Reunion Read a Play, “A Surprise Reunion,” Unit 5, T338 LLG5, T235 Minilesson: Genre; Play Teacher models that some plays have a narrator. Use ‘A Surprise Reunion” to discuss the narrator’s role in a play. Read aloud the narrator’s first speaking part to students again. Have students


Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

explain what they learned from it. Then draw students’ attention to the narrator’s next lines. Ask students to read the lines and to explain why they are important. Then summarize their responses.

RL.5.2 ● Analyze the actions and thoughts of

characters or speakers in texts, looking for

patterns.


Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of Sacagawea; Lewis & Clark; A Surprise Reunion Optional Second Read: “A Surprise Reunion” Unit 5, T338 or Independent read of a self-selected text Academic Vocabulary: primary source, evaluate

RI.5.6

RI.5.9



presented in text.



● Combine information from several texts



Suggested Text: Journeys, (Unit 5 T314-T315) The True Story of Sacagawea; Lewis & Clark; A Surprise Reunion Students independently complete Venn diagram to compare and contrast the text


response that demonstrates knowledge of the

subject.




Theme: Civic Leadership

W.5.2.B ● Purposefully select information to support a

topic.

Graphic organizer

W.5.2.B ● Provide general observation and focus.

● Group information logically

● Use text features to support the information

when appropriate

Rough Draft

Week Three

RI.5.1

RI.5.2


explaining what the text says explicitly


from the text.

● Summarize the key points of a text.

Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis

Suggested Text: Journeys, (Unit 6, T14-T21, Animals on the Move; Skywoman’s Rescue; The Whale; The Wild Goose First Read Aloud: “Animals on the Move”, Unit 6, T14-T21 Identify the structure of Animals on the Move citing text evidence.


Various Organizers: t-maps, 3 column charts.

RL.5.1

RL.5.2

● Read text closely (questioning, determining

importance, looking for patterns) to make


● Analyze the actions and thoughts of

characters or speakers in texts, looking for

patterns.

● Determine the central message or theme.

●


Suggested Text: Journeys, (Unit 6, T14-T21, Animals on the Move; Skywoman’s Rescue; The Whale; The Wild Goose Skywoman’s Rescue (Unit 6, T24-T25) Minilesson: Understanding Characters (LLG5, T237) Teacher models that students are going to learn about how the characters in a myth may have human and nonhuman traits. Remind students that myths are stories that have been told for many years. Then guide students to understand that the characters in a myth like Skywoman’s Rescue may have human and nonhuman traits. Suggested language: “There are two geese in this myth. The geese have some nonhuman traits. They look like real geese and fly like real geese. The geese also have human traits. They talk and act like humans.” Record students’ responses in a T-Map.

RL.5.4 ● Identify metaphors and similies Whole group completion of anchor chart on Main Idea.

Suggested Text: Journeys, (Unit 6, T14-T21)


● Analyze metaphors and similes and how it

impacts the reader.

Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

“The Whale,” and “The Geese” Unit 6, T28-T35 Minilesson Poetry (LLG5 T237) Teacher models for students that poets choose words for a poem very carefully. They use language in special ways that help readers form a picture in their minds. Read aloud “The Whale.” Ask: “What language does the author use to help you form a picture of the whale?” Talk about phrases such as big as a street and skin like rubber. Have students close their eyes and tell about the pictures these phrases help them form in their minds. Explain that poets often compare the subjects of their poems to other things as a way to help readers picture them.

RI.5.6

RI.5.9



presented in text.






subject.


Suggested Text: Journeys, (Unit 6, T14-T21, Animals on the Move; Skywoman’s Rescue; The Whale; The Wild Goose Students independently complete Venn Diagram and compare and contrast the text.

Lucy Calkins Journeys Writing Lessons


Writing Focus:



Theme: Civic Leadership

W.5.2.D ● Select specific language and vocabulary to

convey ideas and information.

Rough drafts Word /Vocab Lists

W.5.2.E ● Produce a conclusion related to the

information or explanation presented.

Rough Draft

W.5.5 ● Practice revising and editing skills

● Employ strategies for correcting errors

(conference, check sheets, peer editing)

● Peer Conference checklist ● Author reflection

Self-Evaluation Checklist

W.5.6 ● Use digital tools to collaborate on written

works

● Peer Conference checklist ● Author reflection ● Self-Evaluation Checklist

W.5.10 ● Reflect on and revise writing.

● Reflect on the choices made while writing.

● Peer Conference checklist ● Author reflection ● Self-Evaluation Checklist

Week Four

RI.5.1

RI.5.2




from the text.


Whole group completion of anchor chart on Main Idea. Independent completion of T-Map Reader’s Notebooks— Open-ended questions-- extended response—main ideas and details

Suggested Text: Journeys, Unit 6, T110-T115 Fossils: A Peek Into the Past; Trapped in Tar; Journey of the Woolly Mammoth; Fossils Students use close reading strategies as they read through the text. They use post-it notes to identify key details. They turn and talk about main idea.


Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

Academic Vocabulary: interpret, conclude

RI.5.2

RI.5.1


● Use quotes and references from a text when



from the text.


Suggested Text: Trapped in Tar! (Unit 6, T118-T121) Minilesson: Author’s Purpose (LLG5, T241) Teacher models that authors have different purposes for writing. Tell students that they are going to look for details that will help them figure out the author’s purpose for writing Trapped in Tar! Discuss the principle with students, focusing on the author’s use of details in Trapped in Tar! Work with students to identify details in the selection. Guide them to understand that the details give information about the fossils. Question and Remind students of the purposes for writing: to inform, to entertain, to persuade.

RL.5.4 ● Identify metaphors and similes

● Analyze metaphors and similes and how it

impacts the reader.


Suggested Text: Journeys, Unit 6, T110-T115 Journey of the Woolly Mammoth; Fossils Minilesson:


Open-ended questions-- extended response—main ideas and details Reader’s Notebooks-- Open-ended questions Word choice: poetry analysis Various Organizers: t-maps, 3 column charts.

Poetry (LLG5 T241) Teacher models how poets use language to help readers form pictures in their minds. Remind students that poets choose words very carefully. They use language in special ways that help readers form a picture in their minds. Have students tell about the picture that the words help them form in their minds. Read and reread as necessary to reinforce the minilesson concept.

RI.5.6

RI.5.9



presented in text.






subject.


Suggested Text: Journeys, Unit 6, T110-T115 Fossils: A Peek Into the Past; Trapped in Tar; Journey of the Woolly Mammoth; Fossils Students independently complete Venn Diagram and compare and contrast the text.



• Short Research

W.5.4 ● Produce writing that is clear and

understandable to the reader.

Rough drafts Final drafts


W.5.5 ● Change word choices and sentence structure

in writing to strengthen the piece.

Rough drafts Word /Vocab Lists

W.5.5 ● Recognize spelling, grammar, and

punctuation errors.

● Peer Conference checklist ● Author reflection ● Self Evaluation Checklist

W.5.6 ● Use technology for producing and publishing

writing and collaborating with others.

● Ask for guidance when appropriate

● Demonstrate proficiency in keyboarding skills.

Final draft

Week Five

*In weeks 5 -9 teachers explore several genre of

text related to the same topic (Social Studies

Focus) and written from different POVs

Anchor Chart

Text Title

Genre

POV Evidence

*This chart to be used over the course of the topic study and added to each time a new text begins Reading response journals Story Maps Inference Maps Vocabulary Webs Class Discussion Reader’s Theater

Suggested Text: (Teachers may add 3rd source using video on Youtube or related Social Studies materials) Journeys, Unit 3, Lessons 11-15 Historical Fiction related to SS Theme: o A True Patriot, by Barry

Denenberg o Eighteen Roses Red, By Ruth H.

Maxwell o Five smooth stones, by

Kristiana Gregory o George Washington’s Socks, by

Elvira Woodruff o Guns for General Washington,

Symour Reit o Hope’s Crossing, Joan Elizabeth

Goodman o Phoebe the Spy, Judith Berry

Griffin


o Revolutionary War on Wednesday, Mary Pope Osborne

o The Fighting Ground, by Avi o The Secret Soldier, Harold

Goodwin o The Winter of Red Snow, by

Kristiana Gregory Other titles available at: http://www.scholastic.com/ups/booklists Other Possible topics: Biography/Autobiography on same historical figure from Revolutionary War, Trenton’s Role in the Revolution

RI.5.1

RL.5.1

● Read texts closely (questioning, determining importance, look for patterns) to make meaning of what was read.

● Use quotes or references to text when explaining what the text says explicitly and/or when explaining inferences drawn from the text.

(See suggestions for formative assessments above)

(See selected text list above)

RL.5.2

RI.5.2

● Identify key details in a text ● Identify the theme ● Determine the central message. ● Summarize key points of a text. ● Identify at least two main ideas of a text.



RL.5.5

RI.5.5

● Explain how the text organization fit into the overall structure of a text.

● Find the similarities and differences in the similarities and differences in the structure of two or more texts.



http://www.scholastic.com/ups/booklists



RL.5.6

RI.5.6

● Identify the narrator’s point of view ● Explain how the point of view impacts the

events in the text. ● Discuss the similarities and differences unique




RI.5.9 • Combine information from several texts



the subject.

RL.510

RI.5.10

• Read grade level text efficiently by the end

of the year.

• Read text with scaffolding as needed.

Writing Weeks 5-9:

In weeks 5 – 9 teachers may choose one of the

following focus standard, W.5.7, W.5.8, W.5.9

and choose a topic related to Social Studies

theme

●



• Short Research

W.5.7

(Choice)

*Student Learning Objectives to be taught in weeks 5-9

• Research a topic through investigation of the topic

• Explore a topic in greater detail by developing a research question that helps bring focus to the topic

• Gather information to support a topic

• Select relevant information from texts to support main ideas or claims

● Group like ideas to organize writing

Brainstorm charts Word Webs Vocab lists Graphic Organizers Rough drafts Revise/Edit Checklists

W.5.8 *Student Learning Objectives to be taught in weeks 5-9

Brainstorm charts Word Webs Vocab lists


(Choice) • Locate information from print and digital sources

● Integrate information from personal experiences

● Include a list of sources used

● Take notes on information gathered from the

sources to support the topic.

● Synthesize the information to avoid

plagiarism

● Organize information into categories.

Graphic Organizers Rough drafts Revise/Edit Checklists

W.5.9

(Choice)


• Use reading literary and informational text to research and investigate topics.

• Write a thesis statement

• Cite specific details in literary text when finding similarities and differences between two or more characters.

• Explain how an author uses proof to support a point in informational text.

• Prove each point with evidence from the text.

• Combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject

●


W.5.10 ● Produce numerous pieces of writing over

various time frames.

Weekly Writing prompt (Social Studies focus)


W.5.6 ● Demonstrate keyboarding skills. Weekly Writing prompt (Social studies focus)

Week Six




●

Anchor Chart

Text Title

Genre

POV Evidence









Griffin o Revolutionary War on

Wednesday, Mary Pope Osborne



Kristiana Gregory Other titles available at: http://www.scholastic.com/ups/booklists




Other Possible topics: Biography/Autobiography on same historical figure from Revolutionary War, Trenton’s Role in the Revolution

RI.5.1

RL.5.1


● Use quotes or references to text when

explaining what the text says expliciity and/or


text.


(See selected text list above) RI.5.1

RL.5.1

RL.5.2

RI.5.2




RL.5.5

RI.5.5

● Explain how the text organization fit into the overall structure of a text. Find the similarities and differences in the

similarities and differences in the structure of

two or more texts.



RL.5.6

RI.5.6






RI.5.9 Combine information from several texts




the subject.

Writing Weeks 5-9:




theme



• Short Research

W.5.7

(Choice)






Group like ideas to organize writing


W.5.8

(Choice)


• Locate information from print and digital sources








plagiarism

Organize information into categories.

W.5.9

(Choice)









W.5.10 Produce numerous pieces of writing over



Week Seven




●

Anchor Chart

Text Title

Genre

POV Evidence

*This chart to be used over the course of the topic study

Suggested Text: (Teachers may add 3rd source using video on Youtube or related Social Studies materials) Journeys, Unit 3, Lessons 11-15 Historical Fiction related to SS Theme:


and added to each time a new text begins Reading response journals Story Maps Inference Maps Vocabulary Webs Class Discussion Reader’s Theater

o A True Patriot, by Barry Denenberg

o Eighteen Roses Red, By Ruth H. Maxwell

o Five smooth stones, by Kristiana Gregory

o George Washington’s Socks, by Elvira Woodruff

o Guns for General Washington, Symour Reit

o Hope’s Crossing, Joan Elizabeth Goodman

o Phoebe the Spy, Judith Berry Griffin





RI.5.1

RL.5.1










text.

RL.5.2

RI.5.2




RL.5.5

RI.5.5


Find the similarities and differences in the


two or more texts.



RL.5.6

RI.5.6


events in the text. Discuss the similarities and differences unique




RI.5.9 Combine information from several texts about

the same subject in a written or oral response

that demonstrates knowledge of the subject.

Writing Weeks 5-9:




theme



• Short Research


W.5.7

(Choice)






Group like ideas to organize writing


W.5.8

(Choice)








plagiarism



W.5.9

(Choice)













Week Eight




●

Anchor Chart

Text Title

Genre

POV Evidence







Symour Reit


o Hope’s Crossing, Joan Elizabeth Goodman

o Phoebe the Spy, Judith Berry Griffin





RI.5.1

RL.5.1





text.



RL.5.2

RI.5.2







RL.5.5

RI.5.5


● Find the similarities and differences in the


two or more texts.



RL.5.6

RI.5.6






RI.5.9 ● Combine information from several texts



the subject.

Writing Weeks 5-9:




theme



• Short Research

W.5.7

(Choice)









W.5.8

(Choice)








plagiarism



W.5.9

(Choice)













Week Nine




●

Anchor Chart

Text Title

Genre

POV Evidence









Griffin o Revolutionary War on

Wednesday, Mary Pope Osborne



Kristiana Gregory


Other titles available at: http://www.scholastic.com/ups/booklists Other Possible topics: Biography/Autobiography on same historical figure from Revolutionary War, Trenton’s Role in the Revolution

RI.5.1

RL.5.1





text.



RL.5.2

RI.5.2




RL.5.5

RI.5.5


● Find the similarities and differences in the


two or more texts.



RL.5.6

RI.5.6









RI.5.9 ● Combine information from several texts



subject.

Writing Weeks 5-9:




theme



• Short Research

W.5.7

(Choice)








W.5.8

(Choice)










plagiarism

● Organize information into categories.

W.5.9

(Choice)








●


W.5.10 ● Produce numerous pieces of writing over various time frames.



RL.4.10

RI.4.10

● Read and understand a wide range of

informational and literary texts within the

grade level efficiency by the end of the year.

End of Unit Assessment


W.4.4 ● Produce writing that is clear and

understandable to the reader


W.4.10 ● Develop a topic related to the content area

they are writing about to reflect task,

audience, purpose.






fifth grade language arts - trenton public schools curriculum... · 2017-08-24 · fifth grade...

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