module 3 th grade curriculum map literacy content...(l.5.1.c, l.5.1.d) • determine or clarify the...

1 MODULE 3

5th Grade Curriculum Map Literacy Content

LRSD Elementary Literacy Department 5th Grade Curriculum: Literacy Content Revised 2019

MODEL 3 SUMMARY How does war impact people and forever change their lives? Students examine this question in Module 3 through the eyes of young soldiers who experienced the Civil War, and the perspective of a young woman who nearly loses her twin brother to the war. Richard Peck’s historical fiction novel The River Between Us tells the story of the Pruitt family, whose lives are irrevocably changed by the Civil War. Through the eyes of Tilly Pruitt and the firsthand accounts of boy soldiers documented in Jim Murphy’s book, The Boys’ War, students learn about this transformative period of American history. This module offers students a look at the watershed event of American history from various points of view which serve to humanize and demystify the perspectives of many groups who lived during the Civil War: Northerners, Southerners, soldiers, girls, and women. Because of the text-centered approach to the learning in this module, however, not all perspectives from this time period are explored. While the experiences of slaves are not addressed through the module’s text, there are extension opportunities embedded throughout the module for students to learn more about this group’s important experience.

Students investigate the question of the Civil War’s impact on a variety of groups of people, including boy soldiers and a unique subset of free people of color in New Orleans. Students learn how a Northern victory meant freedom, dignity, and equality for many blacks in the North and South, but it also meant destruction of a way of life for free people of color in Louisiana. Students see how the war was for some a way to escape the tedium of farm life and find adventure, while others were called to defend their property and livelihood from Northern “aggressors.” Finally, through careful examination of The River Between Us, students argue whether war leads to mostly positive or mostly negative impacts on the people it touches. The End-of-Module (EOM) Task directly addresses the module’s Essential Question—How did the Civil War impact people? Students write an opinion essay, expressing their opinion about the impact of the Civil War on the Pruitt family from The River Between Us. Students create reasons and cite evidence to support their point that war had a mostly positive or mostly negative impact on the family. In the EOM Task, students have the chance to demonstrate mastery of writing opinion statements and creating reasons, while supporting those with evidence and elaboration.

MODEL LEARNING GOALS KNOWLEDGE GOALS

• Explain the major factors in both the North and South that led to the start of the Civil War.

• Analyze the impact that the Civil War had on men and women, soldiers, civilians, and free people of color in New Orleans.

• Compare and contrast the expectations and reality of war for boy soldiers in both the North and the South during the Civil War, and how their experiences shaped their perspectives on war.

READING GOALS

• Interpret key metaphors and similes in The River Between Us, and explain how they reveal important insights into characters, events, and themes in the story. (RL.5.4)

• Analyze how a narrator’s point of view influences descriptions of events, and how events would be described differently from another character’s point of view. (RL.5.6)

• Explain how an author supports main point(s) with reasons and evidence in a text. (RI.5.8)

• Examine multiple first-hand accounts of war, described by Northern and Southern boy soldiers, and identify similarities and differences in their points of view. (RI.5.6)

• Determine the meanings of words and phrases in informational texts in order to build background knowledge of the Civil War. (RI.5.4) WRITING GOALS

• Write opinion pieces, presenting and supporting an opinion with reasons and evidence from the text. (W.5.1, W.5.4)

• Present an opinion, supporting a point of view with logical reasons and ideas, as appropriate to task, purpose, and audience. (W.5.1, W.5.4)

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

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• Write a journal entry to present an opinion from the first-person point of view of a narrator in The River Between Us, to demonstrate understanding of points of view and the impact of war on different people/characters. (W.5.1, RL.5.6)

• Based on guidance and support from teachers and peers, strengthen writing by taking a piece through multiple focused revisions. (W.5.5) SPEAKING AND LISTENING GOALS

• Summarize a written text read aloud to demonstrate comprehension. (SL.5.2)

• Listen for context clues to support understanding of a text read aloud and to summarize the reasons and evidence a speaker uses to support an opinion. (SL.5.2, SL.5.3)

LANGUAGE GOALS

• Apply knowledge of verb tenses, including the perfect tense, to convey various times, sequences, states, and conditions, and correct inappropriate shifts in tense. (L.5.1.b, L.5.1.c, L.5.1.d)

• Compare and contrast the varieties of English (e.g., dialects, registers) used in stories and firsthand accounts to support understanding of individuals’ backgrounds, experiences, and points of view. (L.5.3.b)

• Apply knowledge of verb tenses and correct inappropriate shifts in tense when writing. (L.5.1.c, L.5.1.d)

• Determine or clarify the meanings of unknown and domain-specific words and phrases in texts using a variety of strategies, including context clues, knowledge of common Greek and Latin affixes and roots, and consulting reference materials. (L.5.4)

• Interpret figurative language, including similes and metaphors, in context, and explain their significance. (L.5.5.a) CORE TEXTS Historical Account (Informational)

▪ The Boys’ War, Jim Murphy Novel (Literary)

▪ The River Between Us, Richard Peck

SUPPLEMENTARY TEXT Articles

▪ “Amputation,” Civil War Preservation Trust ▪ “Hospitals and Medical Knowledge,” Civil War Preservation Trust

Film ▪ The Civil War, Episode 1: “The Cause,” Ken Burns

Maps ▪ “Compare Two Worlds: North vs. South 1861,” Scholastic, Inc. ▪ Grand Tower, Illinois, Google Earth

Multimedia ▪ “Slavery” slideshow, Scholastic, Inc.

Photography ▪ Abraham Lincoln, three-quarter length portrait, seated and holding his

spectacles and a pencil, Alexander Gardner ▪ President Abraham Lincoln, Major General John A. McClernand (right), And E.

J. Allen (Allan Pinkerton, left), Chief of the Secret Service of the United States, at Secret Service Department, Headquarters Army of the Potomac, near Antietam, Maryland, Alexander Gardner

http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0202http://witeng.link/0202http://witeng.link/0185http://witeng.link/0187http://witeng.link/0234http://witeng.link/0189http://witeng.link/0192http://witeng.link/0192http://witeng.link/0193http://witeng.link/0193http://witeng.link/0193http://witeng.link/0193

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▪ President Lincoln, United States Headquarters, Army of the Potomac, near Antietam, Alexander Gardner

▪ The President and General McClellan on the Battle-field of Antietam, Alexander Gardner

▪ President Lincoln on the battle-field of Antietam, October, 1862, Alexander Gardner

▪ The Floating Palace, 1888, Smithsonian Museum of American History Poetry

▪ “The Women Who Went to the Field,” Clara Barton (Handout 28B) Website

▪ "Civil War Casualties," Civil War Trust Video

▪ “America Divided,” History.com ▪ Ford Historic Model T, “Ford Model T—100 Years Later,” CarDataVideo ▪ “What Caused the Civil War,” Virginia Historical Society

TRANSFER GOALS MODULE 3

Transfer goals highlight the effective use of understanding, knowledge and skill that we want students to be able to do when they confront new challenges, both in and out of school. It is the ability to transfer learning independently in not just one setting but varied real-world situations.

KNOWLEDGE

Students will be able to independently transfer their learning to: Compare and contrast differing sides of an issues Analyze the impact conflict has on people Compare and contrast the expectations and reality war has on people

READING

Students will be able to independently transfer their learning to: Interpret figurative language Analyze point of view Determine main idea Build background knowledge by examining informational text

WRITING

Students will be able to independently transfer their learning to: Write and present their opinion using reason and evidence Revise their paper multiple times to improve their writing

SPEAKING/LISTENING

Students will be able to independently transfer their learning to: Summarize a read aloud to demonstrate comprehension Summarize reasons given to as support for an opinion

LANGUAGE

Students will be able to independently transfer their learning to: Communicate effectively when writing or speaking by applying the conventions of language. Use context clues to determine the meaning of figurative language in a variety of literary text. Interpret figurative language

http://witeng.link/0194http://witeng.link/0194http://witeng.link/0195http://witeng.link/0196http://witeng.link/0238http://witeng.link/05.03.L28b_Handouthttp://witeng.link/0227http://witeng.link/0188http://witeng.link/0226http://witeng.link/0186

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MODULE 3 LESSONS 1-5

ESSENTIAL QUESTION: HOW DID THE CIVIL WAR IMPACT PEOPLE? WRITING: OPINION

FOCUSING QUESTION LESSONS 1-5 1: What factors led to the start of the Civil War?

STAGE 1---DESIRED RESULTS

FOCUS STANDARDS are explicitly taught and practiced throughout the module. SUPPORTING STANDARDS are practiced throughout the module due to their alignment with the study of a particular text but not necessarily explicitly taught. CONTINUING STANDARDS are taught across modules and not listed as focus standards for any particular module. Standards denoted with the asterisk (*) symbol represent the focus standards.

READING FOCUS STANDARDS

READING INFORMATION: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Examine a grade-appropriate informational text: Provide a summary. Determine the main idea of a text and explain how it is supported by key details. 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.

WRITING FOCUS STANDARDS

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.9b Apply Grade 5 Reading standards to informational texts. W.5.10 Write routinely over extended time frames, time for research, reflection, revision and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING/LISTENING FOCUS STANDARDS

SL.5.2 Summarize information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches).

LANGUAGE FOCUS STANDARDS

L.5.1c Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

READING STUDENT FRIENDLY LANGUAGE

I can… READING INFORMATION: RI.5.1 I can find evidence in the text that supports my inferences. I can find evidence in the text that supports my explanations.

WRITING STUDENT FRIENDLY LANGUAGE

I can… W.5.2 I can write with an attention drawing beginning. I can write a middle filled with information and examples.

SPEAKING/LISTENING STUDENT FRIENDLY LANGUAGE

I can… SL.5.2 I can summarize information from a story that is read to me. I can summarize information that I see in a video or hear from a recording.

LANGUAGE STUDENT FRIENDLY LANGUAGE

I can… L.5.1.c I can use the correct verb tense in my writing L5.4.b I can use Greek and Latin affixes and roots as clues

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RI.5.2 I can determine the main idea and important details of what I read. I can explain the main idea and important details of what I read. I can summarize the text. RI.5.3 I can understand and compare and contrast texts from different cultures and time periods. I can explain and respond to diverse, multicultural, and time period texts. I can use specific information in informational, scientific, or technical text to explain relationships or interactions found in the text. I can compare individuals, events, and concepts across texts.

I can write a concluding statement that relates to the information I have given. I can write in logical order. I can connect my ideas to each other. I can use vocabulary that explains and informs about the topic. W.9.b I can locate and write specific details from informational text to support my ideas W.5.10 I can write for extended periods of time for many tasks, purposes and audiences I can write for a variety of reasons

ELP STANDARDS The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, style and conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards- 5th Grade Correspondence

STAGE 2—ASSESSMENT EVIDENCE---REQUIRED

Major assessments (Focusing Question Tasks, New-Read Assessments, Socratic Seminars, and EOM Tasks) primarily assess module FOCUS STANDARDS. It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned.

Lesson 4 FOCUSING QUESTION TASK 1 Write an informative/explanatory paragraph that explains a factor that led to the start of the Civil War. FQT 1 END OF MODULE TASK Write an opinion essay in which you support your point of view about whether the Civil War impacted members of the Pruitt family in a mostly positive or mostly negative way. Use evidence from The River Between Us to develop two reasons. Elaborate on your evidence to support your reasons. EOM Task

STAGE 3---LEARNING ACTIVITIES MODULE 3

LESSONS 1-5 ESSENTIAL QUESTION: HOW DID THE CIVIL WAR IMPACT PEOPLE?

WRITING: OPINION FOCUSING QUESTION LESSONS 1-5: What factors led to the start of the Civil War?

https://drive.google.com/file/d/1YMztgfbslnw_y3563YkduBlU2CD2yxkB/viewhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/63cb6b9e81a745d184349f2ba1af920ehttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/c3cc41507ccc4a3e88387cecb7b4dd99

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VOCABULARY: impact, civil, slavery, industrial, agriculture, abolished, secede, Union, Confederate, anti-, labor, economy, cash crop, ab-, time, sequence, condition, primary source, line, pose, value, Words to Know from Slavery Slides founding, Declaration of Independence, enslaved, bondage, century, captured, force, cargo, dreadful, starvation, banned, property, legally, maids, cruelly, whipped, Emancipation Proclamation, proclamation, primary, claimed, victory

SMALL GROUP/INDEPENDENT/LITERATURE DISCUSSION GROUPS

Differentiated Volume of Reading (DVR) Tier 2 Just Words Intervention for students who need additional decoding and spelling instruction.

Small group with appropriate text based on student need.

Extended independent reading from Appendix D from Wit and Wisdom Module unit topics.

LESSON & ASSESSMENT

LEARNING GOALS & STANDARDS

TEXT CONTENT FRAMING READING

CRAFT QUESTIONS WRITING

DEEP DIVE VOCABULARY/STYLE

& CONVENTIONS

L1

Lesson at a Glance TE p. 28

Summarize information from the video What Caused the Civil War” by listening for context clues that help clarify meaning. (RI.5.2, SL.5.2, W.5.10) Demonstrate understanding of the prefix anti- and apply knowledge to other words. (L.5.4.b)

“The Cause”, Ken Burns “What Caused the Civil War”, Virginia Historical Society

ORGANIZE: What’s happening in the video? Launch TE p. 30 Learn TE p. 32 Land TE p.37 Wrap TE p. 37

EXAMINE and EXPERIMENT: Why is listening for context clues important, and how does it work?

DEEP DIVE: VOCABULARY Explore the meaning of anti- Launch TE p. 39 Learn TE p. 39 Land TE p. 40 RESOURCE: SUW LESSONS AND TOOLS E-3-13 Using Context Clues to Determine Meaning, pp. 252-254 Tools E3-13 a-c Handout 1A: Vocabulary Words from “What Caused the Civil War” Handout 1B: Prefix anti- Handout 1C: Assessed Vocabulary Study Guide

http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0185http://witeng.link/0185http://witeng.link/0186http://witeng.link/0186https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3513812f3597474a88b4d902902bd312https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3513812f3597474a88b4d902902bd312https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3513812f3597474a88b4d902902bd312https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3513812f3597474a88b4d902902bd312https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/40e9ee4f9e2643b8bb64e9961a0c326chttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/40e9ee4f9e2643b8bb64e9961a0c326chttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/6b3decb8f9054359bb0bd48525d4c5c6https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/6b3decb8f9054359bb0bd48525d4c5c6

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LESSON & ASSESSMENT





& CONVENTIONS

L2


Explain why the difference between the North and South created conflict between the two sections of the country. (RI.5.3, W.5.10) Demonstrate understanding of the prefix ab- and apply knowledge to other words. (L.5.4.b)

“What Caused the Civil War”, Virgini a Historical Society “Compare Two Worlds North vs. South 1861” Map, Scholastic Inc.

REVEAL: What does a deeper exploration of the differences between the North and South reveal? Launch TE p. 43 Learn TE p. 44 Land TE p. 49 Wrap TE p. 49

DEEP DIVE: VOCABULARY Explore the meaning of ab- Launch TE p. 51 Learn TE p. 51 Land TE p. 53 Handout 2A: Differences Between North and South Handout 2B: Prefix ab-

L3


Summarize aloud information heard from an audio presentation. (SL.5.2) Identify and form verbs to convey various sequences, times, and conditions. (L.5.1.c)

““America Divided” “Slavery slideshow”

REVEAL: What does a deeper exploration of slavery reveal? Launch TE p. 57 Learn TE p. 58 Land TE p. 65 Wrap TE p. 65

EXAMINE and EXPERIMENT: Why is summarizing aloud important, and how does it work?

DEEP DIVE: STYLE & CONVENTIONS Examine verb tenses EXAMINE: Why are verbs important in my writing? Launch TE p. 67 Learn TE p. 68 Land TE p. 69

RESOURCE: SUW LESSONS AND TOOLS E2-20 Using Verbs

http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0186http://witeng.link/0186http://witeng.link/0187http://witeng.link/0187https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/e7a5ecf6a9644859af0ae2d1d41136c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/e7a5ecf6a9644859af0ae2d1d41136c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/e7a5ecf6a9644859af0ae2d1d41136c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/e7a5ecf6a9644859af0ae2d1d41136c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/72aab9eab86543e8967c9cb4bb79d828http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0188http://witeng.link/0189

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LESSON & ASSESSMENT





& CONVENTIONS

pp. 138-139, Tools E2-20 a-c

L4


Socratic Seminar SS

Assessment 4A:

Focusing Question Task 1

Explain the factors that led to the start of the Civil War. (RI.5.1, RI.5.3, W.5.2, W.5.9.b, SL.5.2) Identify the functions of verbs, and use verb tenses correctly about the Civil War. (L.5.1.c)

““America Divided” “The Cause”, Ken Burns

KNOW: How do these resources build my knowledge of the Civil War? Launch TE p. 73 Learn TE p. 74 Land TE p. 79 Wrap TE p. 80

EXECUTE: How do I summarize aloud in a Socratic Seminar?

DEEP DIVE: STYLE & CONVENTIONS Experiment with verb tenses EXPERIMENT: How do verb tenses work? Launch TE p. 81 Learn TE p. 81 Land TE p. 82 Handout 4A: Speaking and Listening Structure Checklist

RESOURCE: SUW LESSONS AND TOOLS E2-21 Avoiding Shifts in Verb Tense pp. 140-141, Tool E2-21a

L5

Lesson at a Glance

Explain how a photographer uses value, line, and pose to make

Abraham Lincoln photographs http://witeng.link/0192

KNOW: How do these photographs build my

DEEP DIVE: STYLE & CONVENTIONS Execute using verb tenses

https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/8aa973ad0bf34e9fb5c2cff1e8c8d9e8https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/63cb6b9e81a745d184349f2ba1af920ehttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/63cb6b9e81a745d184349f2ba1af920ehttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/63cb6b9e81a745d184349f2ba1af920ehttp://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/SL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0188http://witeng.link/0188http://witeng.link/0185https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/698a2eb1b8264855a3bc635e7600fb56https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/698a2eb1b8264855a3bc635e7600fb56https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/698a2eb1b8264855a3bc635e7600fb56http://witeng.link/0192

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LESSON & ASSESSMENT





& CONVENTIONS

TE p. 84

meaning in a photograph. (RI.5.1) Use verb tenses to express opinions about the photographs of President Abraham Lincoln. (L.5.1.c)

http://witeng.link/0193 http://witeng.link/0194 http://witeng.link/0195 http://witeng.link/0196

knowledge of the Civil War? Launch TE p. 85 Learn TE p. 86 Land TE p. 92 Wrap TE p. 93

EXECUTE: How do I use verb tenses in my writing to communicate my ideas clearly? RESOURCE: SUW LESSONS AND TOOLS E2-21 Avoiding Shifts in Verb Tense pp.140-141, Tool E2-21a Launch TE p. 94 Learn TE p. 95 Land TE p. 95



FOCUSING QUESTION LESSONS 6-15: How did the Civil War impact boy soldiers?

STAGE 1-- DESIRED RESULTS


READING FOCUS STANDARDS RI.5.1 Quote accurately from a text when explaining what the text says explicitly

WRITING FOCUS STANDARDS W.5.1 Write opinion pieces on topics or texts, supporting the opinion with reasons and information.


SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in

LANGUAGE FOCUS STANDARDS L.5.1.a Explain the function of nouns, pronouns, verbs, adjectives, prepositions,

http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0193http://witeng.link/0194http://witeng.link/0195http://witeng.link/0196

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and when drawing inferences from the text. RI.5.2Examine a grade-appropriate informational text. Provide a summary. Determine the main idea of a text and explain how it is supported by key details. 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 words and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view and/or perspective they represent. 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). RF5.4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

W.5.1a 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.5.1b Provide logically ordered reasons that are supported by facts and details. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.5 Develop and strengthen writing with guidance and support as needed from peers and adults, by planning, revising, editing, rewriting, or trying a new approach. W.5.9b Apply Grade 5 Reading standards to informational texts. W.5.10 Write routinely over extended time frames, time for research, reflection, revision and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

groups, teacher-led) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1a 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.5.1c Pose and respond to specific questions by making comments that contribute to the discussions and elaborate on the remarks of others. SL.5.2 Summarize information that is gained by means other than reading ( e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches). SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

and adverbs in general and their functions in particular sentences. L.5.1.b Form and use the perfect verb tenses L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 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, both print and digital, to find the pronunciation and determine the meaning of key words and phrases. L.5.5.a Interpret figurative language in context, including but not limited to, similes and metaphors. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including transition words that signal contrast, addition, and other logical relationships.


I can…. RI.5.1 I can find evidence in the text that supports my inferences. I can find evidence in the text that supports my explanations. RI.5.2


I can…. W.5.1 I can introduce a topic clearly. I can state an opinion. I can logically organize idea. I can logically group my ideas. W.5.1.a


I can…. SL.5.1 I can come to a discussion prepared and follow agreed upon rules. I can contribute and elaborate to ideas during in discussion. SL.5.1.a


I can…. L.5.1.a I can identify and use prepositions in sentences. L.5.1.b I can form and use the perfect verb tenses regular and irregular plural nouns.

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I can determine the main idea and important details of what I read. I can explain the main idea and important details of what I read. I can summarize the text. RI.5.3 I can understand and compare and contrast texts from different cultures and time periods. I can explain and respond to diverse, multicultural, and time period texts. I can use specific information in informational, scientific, or technical text to explain relationships or interactions found in the text. I can compare individuals, events, and concepts across texts. RI.5.4 I can figure out the meanings of words using a strategy that works for me. I can use my strategies to find meaning when reading in nay subject area. RI.5.6 I can compare and contrast different points of view after reading more than two stories about the same topic. RI.5.8 I can explain how an author use evidence (details) to support his point of view. I can identify the reasons and evidence that supports the author’s main idea. RF.5.4 I can use a range of strategies effectively to read with fluency and expression.

I can introduce a topic clearly. I can state an opinion. I can logically organize idea. I can logically group my ideas. W.5.1.b I can support my opinion with facts and details. W.5.4 I can develop and organize my ideas to create a writing project that makes sense to others. W.5.5 I can plan before writing. I can revise my writing. I can edit my writing. I can use pictures and words to identify characters, setting, and plot. I can consider suggestions from others regarding my writing. W.5.9 I can locate and write facts from informational text to support my ideas. W.5.10 I can write for extended periods of time for many tasks, purposes and audiences. I can write for a variety of reasons.

I can explicitly draw upon my preparation to explore a topic during discussion. SL.5.1.c I can pose and respond to questions during a discussion. SL.5.2 I can summarize information from texts read aloud; oral presentations of charts, graphs, diagrams; speeches SL.5.3 I can summarize the important points from listening to a speaker I can support my summarization with reasons and evidence.

L.5.3.a I can use language skills to write, read, speak, or listen. I can put sentences together or take them apart to make them easier to understand or to be more interesting. L.5.4.a I can use context clues to determine the meaning of unknown words. L.5.4.b I can use Greek and Latin affixes and roots as clues. L.5.4.c I can find the word in a print or online dictionary, glossary, or thesaurus and decide which of the definitions fits the way my word is used in a sentence. L.5.5.a I can interpret the meaning of figurative language. L.5.6 I can use words that appropriately signal similar and contrasting relationships.

ELP STANDARDS

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The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, style and conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards- 5th Grade Correspondence



Lesson 12 FOCUSING QUESTION TASK 2 Write an opinion essay about whether boy soldiers were affected by fighting in the Civil War for better or worse. FQT 2 Lesson 10 NEW READ ASSESSMENT Read chapter 4 of The Boys’ War. Respond to multiple-choice questions using knowledge of context clues and author’s points, and answer several short-answer questions analyzing the similarities and differences in soldiers’ points of view. NR 1 END OF MODULE TASK Write an opinion essay in which you support your point of view about whether the Civil War impacted members of the Pruitt family in a mostly positive or mostly negative way. Use evidence from The River Between Us to develop two reasons. Elaborate on your evidence to support your reasons. EOM Task





STAGE 3: LEARNING ACTIVITIES MODULE 3


WRITING: OPINION FOCUSING QUESTION LESSONS 6-15: How did the Civil War impact boy soldiers?

VOCABULARY: -able, -ible, enlist, recruitment, -ate, -ation, reality, point of view, amputate, amputated, mutilate, mutilation, primitive, naïve, -cour-, tacity Words to Know from The Boys’ War bombardment, batteries, battalions, shells, insurrection, sergeant, armory, ironic, blockade, breeches, artillery, civilian, arms, ammunition, chaos, regimental, brigade, artilleryman, chronic, infantry, muskets, rations, offensive, cavalry, mortar, Rebel, rout, muster, casualties, artillery, annihilated, mortally, comrade, bivouacked, trenches, unsanitary, morphine, chloroform, condemnation, deplorable

https://drive.google.com/file/d/1YMztgfbslnw_y3563YkduBlU2CD2yxkB/viewhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4d70f4c3c4d74cf585f481ae58eae688https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7a447f6447034ac49f7cdc0fe006aeaehttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/c3cc41507ccc4a3e88387cecb7b4dd99

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LESSON & ASSESSMENT




DEEP DIVE VOCABULARY/STYLE &

CONVENTIONS

L6


Make inferences about The Boys’ War based on noticing and wonderings gathered from the book’s photographs and the introduction. (RI.5.1, W.5.10) Demonstrate understanding of the suffix -able/-ible, apply knowledge to other words, and verify meanings in a dictionary. (L.5.4.b, L.5.4.c)

The Boys’ War, Jim Murphy pp. 1-3 and photographs

WONDER: What do I notice and wonder about The Boys’ War? Launch TE p. 100 Learn TE p. 101 Land TE p. 105 Wrap TE p. 105

DEEP DIVE: VOCABULARY Explore the meaning of -able/-ible Launch TE p. 107 Learn TE p. 107 Land TE p. 109 RESOURCE: SUW LESSONS AND TOOLS E3-16 Using Affixes to Determine Meaning pp. 259-260, Tools E3-16a-b

L7


Explain how Jim Murphy uses evidence to support points in Chapter 1 of The Boys’ War (RI.5.8, W.5.10) Explain how opinion writing is similar to and different from informative/explanatory writing (W.5.1.a, W.5.10) Understand meanings of words ending in -ate and -ation and use them correctly in sentences (L.5.4.b)

The Boys’ War, Jim Murphy Chapter 1

ORANIZE: What is happening in chapter 1 of The Boys’ War? Launch TE p. 114 Learn TE p. 114 Land TE p. 122 Wrap TE p. 123

EXAMINE: Why is opinion writing important? Handout 7A: Exemplar Opinion Essay

Handout 7B: Opinion Essay Reverse Outline

RESOURCE: SUW LESSONS & TOOLS E5-3 Planning an Opinion Paragraph with an Informal Outline

DEEP DIVE: VOCABULARY Explore suffixes -ate and -ation Launch TE p. 124 Learn TE p. 124 Land TE p. 125 Handout 7D: Suffixes –ate and –ation

RESOURCE: SUW LESSONS & TOOLS E3-16 Using Affixes to Determine Meaning

http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/d1fac52ecfcd44aa88d3991d8e2c21d1https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/d1fac52ecfcd44aa88d3991d8e2c21d1https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3f75f3df48b743b3a9295e5816d869c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/3f75f3df48b743b3a9295e5816d869c3https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/47bdeea385c94b619d62b6557d1ffebdhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/47bdeea385c94b619d62b6557d1ffebd

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pp.385-387, Tools E5-3a-E5-3c

pp.259-260, Tools E3-16a-b

L8


Compare and contrast Northern and Southern soldiers’ points of view about the realities of war using firsthand accounts from chapter 2 of The Boys’ War.


REVEAL: What does a deeper exploration of the realities of war reveal in chapter 2 of The Boys’ War? Launch TE p. 130 Learn TE p. 131 Land TE p. 139 Wrap TE p. 139

EXPERIMENT: How does an opinion statement work? Handout 8B: Soldiers Point of View

RESOURCE: SUW LESSONS & TOOLS SUW E5-9 Stating an Opinion in a Topic Sentence pp 403-404, Tools E5-9a-b

DEEP DIVE: STYLE & CONVENTIONS Examine the perfect tenses EXAMINE: Why are the perfect tenses important? Launch TE p. 141 Learn TE p. 142 Land TE p. 143 Handout 8B: Perfect Tense Identification

RESOURCE: SUW LESSONS & TOOLS E2-40 Making Subjects and Verbs Agree pp 181-182, Tools E2-40a-b

L9


Explain how an author uses evidence to support points about the realities of war in chapter 3 of The Boys’ War. (RI.5.4, RI.5.8) Write an opinion statement (W.5.1.a) Identify the correct perfect verb tense to use. (L.5.1.b)


REVEAL: What does a deeper exploration of the realities of war reveal in chapter 3 of The Boys’ War? Launch TE p. 147 Learn TE p. 149 Land TE p. 155 Wrap TE p. 155

EXPERIMENT: How does writing an opinion statement in response to a prompt work?

DEEP DIVE: STYLE & CONVENTIONS Experiment with perfect tenses Launch TE p. 154 Learn TE p. 157 Land TE p. 158 Handout 9A: Perfect Tense

https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7e78fd4bc9164bbdac2bb566474a1edbhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7e78fd4bc9164bbdac2bb566474a1edbhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/df8b7b03046342cb9d110021bcf43e48https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/df8b7b03046342cb9d110021bcf43e48http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/a717f122a08242f09cde2fc926a97fb1https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/a717f122a08242f09cde2fc926a97fb1

15 MODULE 3



L10


New Read Assessment 1 Assessment 10A:

Explain how evidence from primary sources supports Jim Murphy’s point in chapter 8 of The Boys’ War? (RI.5.1, RI.5.8) Define words using context clues and knowledge of affixes and roots; compare and contrast points of view using firsthand accounts; and explain how an author uses reasons and evidence to support points in chapter 4 of The Boys’ War.(RI.5.1, RI.5.4, RI.5.6, RI.5.8, W.5.10, L.5.4.a, L.5.4.b) Use the present perfect, past perfect, and future perfect tenses correctly when writing about The Boys’ War. (L.5.1.b)

The Boys’ War, Jim Murphy Chapter and pp. 77-81

REVEAL: What does a deeper exploration of soldiers’ firsthand accounts reveal in chapter 8 of The Boys’ War? Launch TE p. 162 Learn TE p. 162 Land TE p. 166 Wrap TE p. 167

EXECUTE: How do I use the perfect tenses correctly in writing a paragraph?

DEEP DIVE: STYLE & CONVENTIONS Using the Perfect Tense EXECUTE: How do I use the perfect tenses correctly in writing a paragraph? Launch TE p. 169 Learn TE p. 169 Land TE p. 170

L11 Lesson at a Glance

TE p. 172

Compare and contrast points of view on doctors and Civil War medical knowledge using evidence from multiple texts. (RI.5.1, RI.5.6) Use evidence to determine an opinion on an issue. (W.5.1.a)

“Hospitals and Medical Knowledge” The Boys’ War, Jim Murphy pp. 86-89 ““Amputation”

REVEAL: What does a deeper exploration of Civil War medicine reveal? Launch TE p. 174 Learn TE p. 174 Land TE p. 180 Wrap TE p. 181

EXPERIMENT: How does using evidence to determine an opinion statement work? Handout 11B: Analysis of Points of View RESOURCE: SUW LESSONS AND TOOLS E5-15 Elaboration in

DEEP DIVE: VOCABULARY Explore content vocabulary amputate/amputation, mutilate/mutilation Launch TE p. 180 Learn TE p. 183 Land TE p. 184

https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7a447f6447034ac49f7cdc0fe006aeaehttp://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://witeng.link/0202http://witeng.link/0202http://witeng.link/0202https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/58eb278b13e148feb5cddab4cc06fb0bhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/58eb278b13e148feb5cddab4cc06fb0b

16 MODULE 3



Use the relationship between amputate and mutilate and amputation and mutilation to understand better the meaning of each word. (L.5.4.b, L.5.5.c)

Handout 11A: “Civil War Medicine”

Opinion Writing-The E’s/the Reds pp. 419-421, Tools E5-15a-b

L12


Assessment 12A: Focusing Question Task

2

Create a reason to support an opinion statement (W.5.10.b) . Use perfect tenses to write and answer interview questions about a boy soldier’s experience in the Civil War. (L.5.1.b)

The Boys’ War, Jim Murphy

REVEAL: What does a deeper exploration of boy soldiers’ experiences fighting in the Civil War reveal in The Boys’ War? Launch TE p. 188 Learn TE p. 188 Land TE p. 195 Wrap TE p.196

EXAMINE & EXPERIMENT: Why are reasons important and how does creating reasons to support an opinion statement work? Handout 12A: Focusing Question Task 2 Organizer

DEEP DIVE: STYLE & CONVENTIONS Perfect Tenses EXCEL: How do I improve my writing by using the perfect tenses? Launch TE p. 198 Learn TE p. 198 Land TE p. 198

L13


Explain a point Jim Murphy makes in chapter 7 of The Boys’ War, and support it with evidence. (RI.5.1, RI.5.8, W.5.10) Compare and contrast soldiers’ point of view. (RI.5.6) Develop understanding of naïve, and apply knowledge to explain how the boy soldiers were


REVEAL: What does a deeper exploration of the changes in boy soldiers reveal in chapter 7 of The Boys’ War? Launch TE p. 202 Learn TE p. 202 Land TE p. 207 Wrap TE p. 208 Handout 13A: Soldiers’ Changes

DEEP DIVE: VOCABULARY Explore the academic vocabulary: naïve. Launch TE p. 210 Learn TE p. 210 Land TE p. 211 Handout 13C: The Meaning of naive

http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/bcabfd328d3f49a4a535e450e2242634https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/bcabfd328d3f49a4a535e450e2242634https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4d70f4c3c4d74cf585f481ae58eae688https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4d70f4c3c4d74cf585f481ae58eae688https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4d70f4c3c4d74cf585f481ae58eae688http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/2527736eeff747029ae98940ce8da9f8https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/2527736eeff747029ae98940ce8da9f8http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/RI/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/50daf5c54ba74fa2ba887f9359f6e831https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/50daf5c54ba74fa2ba887f9359f6e831https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/018130e201b644eebbe25d8ae74b3e66https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/018130e201b644eebbe25d8ae74b3e66

17 MODULE 3



naïve before the war. (L.5.6)

L14


Explain one of the main ideas of The Boys’ War. (RI.5.1, RI.5.2) Create a reason that supports an opinion statement (W.5.1.b) Demonstrate knowledge about the root -cour- to understand unfamiliar words’ meanings and explain why couriers were needed in the Civil War (L.5.4.b, L.5.4.c)

The Boys’ War Jim Murphy Chapter 9

DISTILL: What is the essential meaning of The Boys’ War? Launch TE p. 216 Learn TE p. 216 Land TE p. 222 Wrap TE p. 222

EXECUTE: How do I use reasons in Focus Question Task 2?

DEEP DIVE: VOCABULARY Explore the root –cour- Launch TE p. 224 Learn TE p. 224 Land TE p. 226

L15


Order reasons logically to support an opinion statement (W.5.1.b, W.5.5) Explain the impact of fighting in the Civil War on boy soldiers (RI.5.1, RI.5.3, W.5.1) Clarify the meaning of tacitly using a dictionary and analyze the effect of its connotation on your opinion of the acknowledgement of the boy soldiers’ contribution

The Boys’ War, Jim Murphy Afterword

KNOW: How does The Boys’ War build my knowledge? Launch TE p. 230 Learn TE p. 230 Land TE p. 234 Wrap TE p. 235

EXCEL: How do I improve reasons in my essay? Handout 15A: Focusing Question Task 2 Essay Planner

DEEP DIVE: VOCABULARY Explore academic vocabulary: tacitly Launch TE p. 237 Learn TE p. 237 Land TE p. 238

http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/RI/5/http://www.corestandards.org/ELA-Literacy/W/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/2637728dd5934db8ba2e4b58137a4f4ahttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/2637728dd5934db8ba2e4b58137a4f4ahttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/2637728dd5934db8ba2e4b58137a4f4a

18 MODULE 3



to the Civil War. (L.5.4.c, L.5.6)



FOCUSING QUESTION LESSONS 16-29: How did the Civil War impact girls and women?

STAGE 1- DESIRED RESULTS


READING FOCUS STANDARDS 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 Examine a grade-appropriate literary text. Provide a summary. 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 and how the speaker in a poem reflects upon a topic. 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

WRITING FOCUS STANDARDS W.5.1 Write opinion pieces on topics or texts, supporting the opinion with reasons and information. W.5.1a 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.d Provide a concluding statement or section related to the opinion statement. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.9.a Apply Grade 5 Reading standards to literature.


SL.5.1 Engage effectively in a range of collaborative discussions one-on-one, in groups, or 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.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.

LANGUAGE FOCUS STANDARDS L.5.1.b Form and use the perfect verb tenses. L.5.1.c Use verb tenses to convey various times, sequences, states, and conditions. L.5.1.d Recognize and correct inappropriate shifts in verb tense. L.5.2.c Use a comma to separate an introductory element from the rest of the sentence. L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 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).

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

19 MODULE 3



the overall structure of a particular story, drama, or poem. RL.5.6 Describe how a narrator’s or speaker’s point of view and/or perspective influence how events are described.

SL.5.2 Summarize information that is gained by means other than reading (e.g., text read aloud; oral presentations of charts, graphs, diagrams; speeches). 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 to support main ideas or themes: sequencing events logically, use appropriate facts, use relevant, descriptive details, speaking clearly at an understandable pace. SL.5.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main idea or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

L.5.4.c Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5.a Interpret figurative language in context, including but not limited to, similes and metaphors. L.5.5.b Interpret the meaning of common idioms and proverbs. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including transition words that signal contrast, addition, and other logical relationships.


I can…. RL.5.1 I can requote from text when explaining my understanding of what the text says. I can quote from text when drawing inferences from the text. RL.5.2 I can identify the theme of any text from its details. I can recognize how characters respond to challenges in a story or drama. I can summarize the text. I can determine how a speaker in a poem reflects on a topic.


I can…. W.5.1 a, b, and d I can introduce a topic clearly. I can state an opinion. I can logically organize ideas. I can logically group my ideas. I can support my opinion with facts and details I can provide a conclusion that includes my opinion W.5.4 I can develop and organize my ideas to create a writing project that makes sense to others.


I can…. SL.5.1 I can come to a discussion prepared and follow agreed upon rules. I can explicitly draw upon my preparation to explore a topic during discussion. I can pose and respond to questions during a discussion. I can contribute and elaborate to ideas during in discussion. I can review key ideas and knowledge gained in a discussion. SL.5.2


I can…. L.5.1b I can use the correct verb tense in my writing. L.5.1.c I can use verb tenses to convey various times, sequences, states, and conditions. L.5.1.d I can recognize when a verb tense is incorrect. L.5.2.b I can use commas to separate items in a series, or an introductory element from the rest of the sentences.

20 MODULE 3



RL.5.3 I can I can compare and contrast two or more characters, settings, or events using specific details in the text. RL.5.4 I can understand the meanings of words and phrases in the text including similes and metaphors. RL.5.5 I can explain how chapters, scenes, and stanzas fit together and increase my overall understanding of the text. RL.5.6 I can describe how the speaker’s or narrator’s point of view influences how events are described.

I can write for a variety of reasons and a variety of people. W.5.9 I can locate and write specific details from literature to support my ideas. I can locate and write facts from informational text to support my ideas. W.5.10 I can write for extended periods of time for many tasks, purposes and audiences. I can write for a variety of reasons.

I can summarize information from a story that is read to me. I can summarize information that I see in a video or hear from a recording. SL.5.3 I can summarize the important points from listening to a speaker. I can support my summarization with reasons and evidence. SL.5.4 I can report on a topic, text, or opinion using a main idea and descriptive details. I can use appropriate facts. I can speak clearly at an even pace. SL.5.5 I can make my work more interesting by adding multimedia components. SL.5.6 I can decide how I should speak (formally or informally) in a given situation. I can use what I know about grammar and the English language to speak in a way that fits the situation.

L.5.3.b I can tell how language can be used differently in different parts of the country, in different jobs, or different situations. L.5.4.a, L.5.4.b, L.5.4.c I can decide the correct meaning of a multiple-meaning word or unknown word. I can look in the passage for cause/effect relationships or comparisons of the word to things I know. I can use Greek and Latin affixes and roots as clues. I can find the word in a print or online dictionary, glossary, or thesaurus and decide which of the definitions fits the way my word is used in a sentence. L.5.5.a and L.5.5.b I can identify figurative language. I can interpret the meaning of figurative language. I can recognize and explain the nonliteral meaning of idioms, adages, and proverbs. L.5.6 I can use words that appropriately signal similar and contrasting relationships.

ELP STANDARDS The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, style and conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards- 5th Grade Correspondence



Lesson 21 NEW READ ASSESSMENT Read an excerpt from chapter 6 of The River Between Us. Answer multiple-choice and short-answer questions comparing and contrasting varieties of English dialect. NR 2 Lesson 25

https://drive.google.com/file/d/1YMztgfbslnw_y3563YkduBlU2CD2yxkB/viewhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7169265eb92d461f8a9c0fb9dfab8a9a

21 MODULE 3







STAGE 3- -LEARNING ACTIVITIES MODULE 3


WRITING: OPINION FOCUSING QUESTION LESSONS 16-29: How did the Civil War impact girls and women?

VOCABULARY: -ped-, flashback, dialect, idle, dazed, transfixed, metaphor, landmark, aliens, succor, starch, writhed, wanton, frenzy, sober, quagmire, consolers Words to Know

from The River Between Us hardscrabble, current, eddies, fowling, saber, lariats, seceding, simper, freight, bonnet, corsage, reticules, silhouetted, muff, valises, peculiarities, corsets, abolitionist, besiege, skedaddle, loge, waltz, salves, petticoats, quadrille, seeress, skirmish, pralines, prophecies, militias, arsenal, privy, succor, heathens, parsonage, hussy, minstrel, dysentery, embers, pneumonia, typhoid, dander

LESSON & ASSESSMENT LEARNING GOALS & STANDARDS




CONVENTIONS

L16


Summarize chapter 1 of The River Between Us, including main characters, setting, and key events. (RL.5.2, W.5.10)

The River Between Us, Richard Peck

Chapter 1

“Ford Model T—100 Years Later?”

ORGANIZE: What’s happening in chapter 1 of The River Between Us? Launch TE p. 241 Learn TE p. 243

DEEP DIVE: VOCABULARY Explore academic vocabulary: ped Launch TE p. 251 Learn TE p. 252

NEW READ ASSESSMENT Read an excerpt from chapter 10 of The River Between Us. Answer multiple-choice and short-answer questions explaining how a character’s point of view influences how events are told. NR 3 Lesson 27 FOCUS QUESTION TASK Write a journal entry from a character’s point of view, explaining reasons that support a character’s opinion. FQT 3 END OF MODULE TASK Write an opinion essay in which you support your point of view about whether the Civil War impacted members of the Pruitt family in a mostly positive or mostly negative way. Use evidence from The River Between Us to develop two reasons. Elaborate on your evidence to support your reasons. EOM Task

http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://witeng.link/0226http://witeng.link/0226https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/93eb91261f554d68b92b80bbd23532c2https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/81309ae0c28b41099b27b0a3b7b81af6https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/c3cc41507ccc4a3e88387cecb7b4dd99

22 MODULE 3







CONVENTIONS

Use context and knowledge of the Latin root ped as clues to the meaning of words and verify definitions in a dictionary. (L.5.4.a, L.5.4.b, L.5.4.c)

Civil War Casualities Land TE p. 248 Wrap TE p. 249

Land TE p. 253

L17


Describe the narrative structure of chapters 1 and 2 of The River Between Us. (RL.5.5, W.5.10) Explain the meanings of words and phrases written in dialect in The River Between Us. (L.5.3.b)

The River Between Us, Richard Peck,

Chapter 2

ORGANIZE: What’s happening in chapters 1 and 2 of The River Between Us? Launch TE p. 257 Learn TE p. 259 Land TE p. 264 Wrap TE p. 265

DEEP DIVE: STYLE & CONVENTIONS Examine dialects EXAMINE: Why is the authors’ use of dialect important? Launch TE p. 267 Learn TE p. 268 Land TE p. 269

L18


Analyze how Tilly’s experiences share her point of view of Delphine and Calinda, and how this point of view is reflected in her description of them. (RL.5.1, RL.5.6) Identify and interpret examples of dialect in the text. (L.5.3.b)

The River Between Us, Richard Peck, Chapter 3

Map of Grand Tower, Illinois

REVEAL: What does a deeper exploration of point of view review in chapter 3 of The River Between Us? Launch TE p. 274 Learn TE p. 275 Land TE p. 281 Wrap TE p. 282

DEEP DIVE: STYLE & CONVENTIONS Experiment with dialects EXERIMENT: How do dialects work? Launch TE p. 284 Learn TE p. 284 Land TE p. 286 Handout 18B: Different Dialects

http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0227http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0234http://witeng.link/0234https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/ac97284d9f6142139100a692e000ec9ahttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/ac97284d9f6142139100a692e000ec9a

23 MODULE 3







CONVENTIONS

Handout 18A: Tilly’s Point of View of Delphine and Calinda

L19


Make inferences about Delphine’s and Calinda’s characters, including their traits, thoughts, feelings, and backgrounds, based on their words and actions in chapter 4 of The River Between Us. (RL.5.1) Demonstrate understanding of dialect by writing passages spoken by one character in another character’s dialect. (L.5.3.b)


“Comparing Two Worlds: North vs. South 1861”

REVEAL: What does a deeper exploration of Delphine and Calinda reveal in chapter of The River Between Us? Launch TE p. 290 Learn TE p. 291 Land TE p. 295 Wrap TE p. 296 Handout 19A: Character Detective

DEEP DIVE: STYLE & CONVENTIONS Executing comparing and contrasting EXECUTE: How do I use comparing and contrasting dialects in understanding characters? Handout 19B: Dialect Compare and Contrast

Launch TE p. 298 Learn TE p. 300 Land TE p. 300

L20


Describe Tilly’s feelings in the scene at the end of chapter 5 and explain how her feelings influence her description of this scene. (RL.5.1, RL.5.6, W.5.10) Explain how expressing opinions from a character’s point of view differs from writing or expressing one’s own opinion (W.5.10)


REVEAL: What does a deeper exploration of Tilly’s point of view reveal in chapter 5 of The River Between Us? Launch TE p. 304 Learn TE p. 304 Land TE p. 311 Wrap TE p. 312

EXAMINE: Why is point of view important to a piece of writing? Handout 20A: Exemplar Opinion Paragraph from Tilly’s Point of View RESOURCE: SUW LESSONS AND TOOLS E5-26 First, Second, and

DEEP DIVE: STYLE & CONVENTIONS Understanding dialects EXCEL: How do I improve my writing by using dialects? Launch TE p. 314 Learn TE p. 315 Land TE p. 316

https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/20f9888b6f3f451f9d947e60eec7db2bhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/20f9888b6f3f451f9d947e60eec7db2bhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/20f9888b6f3f451f9d947e60eec7db2bhttp://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0187http://witeng.link/0187https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/db8486c66fa04f69b0b781b2ac93e9d7https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/db8486c66fa04f69b0b781b2ac93e9d7https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4097455f32d244f2a0105ebdc39297cbhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/4097455f32d244f2a0105ebdc39297cbhttp://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/6dbb521d5725465ba8c749aaa58907e9https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/6dbb521d5725465ba8c749aaa58907e9https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/6dbb521d5725465ba8c749aaa58907e9

24 MODULE 3







CONVENTIONS

Demonstrate understanding of the two dialects in The River Between Us. (L.5.3.b)

Third Person in Opinion Writing pp. 446-447, Tools E4-32a, E5-26a

L21


L21A: New Read Assessment 2

Interpret metaphors in The River Between Us, explaining how they reveal important details about characters and events in the story. (RL.5.4, L.5.5.a, W.5.10) Compare and contrast the varieties of English that Delphine and characters from Grand Tower speak in The River Between Us. (RL.5.1, RL.5.3, L.5.3.b, L.5.4.a, W.5.10) Explain the meaning of similes and metaphors from the text. (L.5.5.a)


REVEAL: What does a deeper exploration of metaphors in Chapter 6 of The River Between Us reveal about characters and events? Launch TE p. 320 Learn TE p. 322 Land TE p. 325 Wrap TE p. 326

DEEP DIVE: VOCABULARY Explore figurative language; similes and metaphors Launch TE p. 329 Learn TE p. 330 Land TE p. 331 RESOURCE: SUW LESSONS AND TOOLS E3-17 Figurative Language pp. 261-263, Tools E3-17a-c

L22


Contrast characters’ point of view toward Delphine and Calinda, and explain what reasons might account for their different point of view. (RL.5.1, RL.5.3)


REVEAL: What does a deeper exploration of different characters’ point of view reveal in chapter 7 of The River Between Us? Launch TE p. 336 Learn TE p. 337

EXPERIMENT: How does expressing an opinion form a character’s point of view work? Handout 22A: Tilly’s Opinion Planner

DEEP DIVE: STYLE & CONVENTIONS Examine inappropriate shifts in verb tense. EXAMINE: Why is understanding inappropriate shifts in verb tense important?

http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7169265eb92d461f8a9c0fb9dfab8a9ahttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/7169265eb92d461f8a9c0fb9dfab8a9ahttp://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/cf739035e5254810ba4a6b695517a3fdhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/cf739035e5254810ba4a6b695517a3fd

25 MODULE 3







CONVENTIONS

Express an opinion from Tilly’s first-person point of view, supporting it with a text-based reason and evidence. (RL.5.1, W.5.1.a, W.5.1.b, W.5.4) Recognize appropriate and inappropriate shifts in verb tense, and correct inappropriate shifts. (L.5.1.d)

Land TE p. 343 Wrap TE p. 343

Launch TE p. 345 Learn TE p. 346 Land TE p. 347 Handout 22B: Appropriate and Inappropriate Shifts in Tense

L23


Describe the effect that Calinda’s dance has on Tilly, Delphine, and on Calinda herself, citing evidence from the narrator’s descriptions as support (RL.5.1, RL.5.6) Compose an opinion paragraph in the form of a journal entry from Tilly’s first-person point of view, supporting Tilly’s opinion with a text- based reason and evidence. (RL.5.1, W.5.1, W.5.4, W.5.9.a) Correct inappropriate shifts in verb tense. (L.5.1.d)

The River Between Us, Richard Peck, Chapter 8 The Floating Palace

REVEAL: What does a deeper exploration of description reveal in chapter 8 of The River Between? Launch TE p. 353 Learn TE p. 353 Land TE p. 359 Wrap TE p. 359 Handout 23A: Calinda’s Dance

EXECUTE: How do I express and support an opinion from Tilly’s point of view?

DEEP DIVE: STYLE & CONVENTIONS Experiment with correcting inappropriate shifts in tense. EXPERIMENT: How does correcting inappropriate shifts in verb tense work? Launch TE p. 361 Learn TE p. 362 Land TE p. 363

http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/944c15073f7245c3a631508e280f34bchttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/944c15073f7245c3a631508e280f34bchttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/944c15073f7245c3a631508e280f34bchttp://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://witeng.link/0238https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/b5a4188700f3436a9567b2026940b110https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/b5a4188700f3436a9567b2026940b110

26 MODULE 3







CONVENTIONS

L24


Describe the impact that Noah’s leaving has had on Mama, as well as the impact that Mama, in turn, has on Tilly, citing textual evidence for support. (RL.5.1) Incorporate, paraphrase, and elaborate on textual evidence to support an opinion written in Tilly’s first-person point of view. (RL.5.1, W.5.1.b, W.5.9.a) Recognize appropriate shifts in verb tense to indicate correct time and sequence. (L.5.1.d)

The River Between Us, Richard Peck pp. 96-102

REVEAL: What does a deeper exploration of the war’s impact on the female characters in The River Between Us? Launch TE p. 368 Learn TE p. 369 Land TE p. 375 Wrap TE p. 375

EXAMINE & EXPERIMENT:

Why is it important to support a character’s point of view with text evidence, and how does it work?

DEEP DIVE: STYLE & CONVENTIONS Shifts in Tense EXECUTE: How do I use appropriate shifts in verb tense in my writing? Launch TE p. 377 Learn TE p. 378 Land TE p. 378 Handout 24A: Exemplar Journal Entry from Tilly’s Point of View

L25


Assessment 25A: New Read Assessment 3D

Contrast Tilly’s and Delphine’s feelings about the journey to Cairo, and explain why their feelings differ, based on prior knowledge of these characters. (RL.5.3) Describe how Tilly’s point of view influences how she

The River Between Us, Richard Peck pp. 102-116

REVEAL: What does a deeper exploration of different characters’ points of view reveal in chapter 9 and 10 of The River Between Us? Launch TE p. 382 Learn TE p. 383 Land TE p. 388

DEEP DIVE: VOCABULARY Explore academic vocabulary: quagmire Launch TE p. 390 Learn TE p. 390 Land TE p. 392

http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/dd3dcbecd66c489ba8e05c5d7e8eb453https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/dd3dcbecd66c489ba8e05c5d7e8eb453https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/dd3dcbecd66c489ba8e05c5d7e8eb453https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/93eb91261f554d68b92b80bbd23532c2https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/93eb91261f554d68b92b80bbd23532c2http://www.corestandards.org/ELA-Literacy/RL/5/

27 MODULE 3







CONVENTIONS

describes discovering Noah’s book in chapter 10, and demonstrate understanding of how this event would be described differently through Noah’s point of view. (RL.5.1, RL.5.6, W.5.4, W.5.10) Explore relationships between words to understand better the word quagmire. (L.5.5.c, L.5.6)

Wrap TE p. 389

Handout 25A: Tilly’s and Delphine’s Points of View

L26


Analyze how and why Tilly and Delphine have changed since coming to Cairo and Camp Defiance, citing evidence from the story to show what each character was like before and is like now. (RL.5.1) Interpret idioms in The River Between Us.(L.5.5.a)

The River Between Us, Richard Peck Chapter 11

REVEAL: What does a deeper exploration of Tilly’s and Delphine’s changes reveal in The River Between Us? Launch TE p. 396 Learn TE p. 397 Land TE p. 401 Wrap TE p. 401 Handout 26A: Character Change Chart

EXECUTE:

How do I gather evidence to help me prepare to write Focusing Question Task 3?

DEEP DIVE: VOCABULARY Explore idioms Launch TE p. 403 Learn TE p. 404 Land TE p. 404 RESOURCE: SUW LESSONS AND TOOLS E3-18 Understanding Idioms and Proverbs pp. 264-66, Tools E3-18a-b

L27


Develop text-based reasons and evidence to support Tilly’s opinion that the war and the experiences in Cairo and at

The River Between Us, Richard Peck, Chapters 2-11

KNOW: How do Tilly’s and Delphine’s changes build my knowledge of how the

EXECUTE:

How do I use “If-then” statement to help me

DEEP DIVE: STYLE & CONVENTIONS Correct inappropriate shifts in tense

http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/W/5/http://www.corestandards.org/ELA-Literacy/L/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/881f4ee2eb7e4c92b91d2a0d4ac8e16dhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/881f4ee2eb7e4c92b91d2a0d4ac8e16dhttp://www.corestandards.org/ELA-Literacy/RL/5/http://www.corestandards.org/ELA-Literacy/L/5/https://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/8c4e80a522c84788a2bcae52af6f82bfhttps://greatminds-sso.read.inkling.com/a/b/1a78464b739c43048281c74a0ab73d2c/p/8c4e80a522c84788a2bcae52af6f82bf

28 MODULE 3







CONVENTIONS

Assessment 27A: Focusing Question Task

3

Camp Defiance changed her and Delphine into young women. (RL.5.1, W.5.1.a, W.5.1.b, W.5.4, W.5.9.a) Elaborate on the importance of Tilly’s and/or Delphine’s changes by expressing a hypothetical outcome in an “If-then” statement. (W.5.1.b, L.5.1.b, L.5.1.c, L.5.2.b) Correct inappropriate shifts in verb tense. (L.5.1.d)

Civil War impacted girls and women? Launch TE p. 408 Learn TE p. 409 Land TE p. 414 Wrap TE p. 414

elaborate on my ideas for Focusing Question Task 3?

Handout 27A: Focusing Question Task 3 Journal Entry

EXECUTE:

How do I use correct verb tense in a letter from Tilly’s, Delphine’s, or Noah’ point of view?

Launch TE p. 416 Learn TE p. 417 Land TE p. 417

L28


Summarize, orally, and in writing, the reasons and evidence a speaker gives to support Tilly’s opinion. (RL.5.1, SL.5.1, SL.5.3) Express and support Tilly’s opinion that the war and experiences in Cairo and at Camp Defiance turned her and Delphine from girls into young women, drawing evidence from The River Between Us. (RL.5.1, W.5.1, W.5.4, W.5.9.a,

The River Between Us, Richard Peck, Chapters 2-11 Handout 28B: The Women Who Went to the Field” Poem

KNOW: How do The River Between Us and Focus Question Task 3 build my knowledge of point of view? Launch TE p. 422 Learn TE p. 422 Land TE p. 425 Wrap TE p. 426

EXECUTE:

How do I use oral rehearsals to help me prepare to write my response

Handout 28A:

module 3 th grade curriculum map literacy content...(l.5.1.c, l.5.1.d) • determine or clarify the...

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