Mount Vernon City School District Fifth Grade ELA Pacing

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Mount Vernon City School District

Fifth Grade ELA Pacing Guide

2019-2020

Superintendent of Schools

Dr. Kenneth R. Hamilton

Board of Education

Arlene Torres

President

Darcy Miller Vice President

Board Members

Dr. Seringne M. Gningue Micah J. B. McOwen

Warren Mitchell Melissa Muñoz Patterson

Adriane Saunders Wanda White Israel Williams

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MARK REPORTING SCHEDULE

The Parent Notification Policy states, “ Parent(s)/guardian(s) or adult students are to be notified, in

writing, at an time during a grading period when it is apparent -that the student may fail or is

performing unsatisfactorily in any course or grade level. Parent(s)/guardian(s) are also to be

notified, in writing, at any time during the grading period when it becomes evident that the student’s

conduct or effort grades are unsatisfactory.

* ALL CHANGES TO THIS GUIDE ARE HIGHLIGHTED IN YELLOW.

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http://www.nysed.gov/curriculum-instruction/teachers/next-generation-ela-learning-standards-crosswalks

http://www.nysed.gov/curriculum-instruction/teachers/next-generation-ela-learning-standards-crosswalks

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EXPE CTATI ONS

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Mount Vernon City School District

Small Group Instruction Protocols 3-5

The Small Group Instruction/Floating and RTI Period are designed to

ensure all students receive practice, intervention, remediation, and

enrichment.

Small Groups: Comprehension: Students engage in a variety of comprehension activities such as; annotating,

answering questions, and close reading.

Guided Reading: Teacher works with a small group of readers. During the lesson, the teacher

provides a text that students can read with support, coaching the learners as they use problem-

solving strategies to read the text

Technology: iReady, Waterford, Envisions 2.0.

Teacher Directed: Write in Reader (Level 2), Quick Reads (Level 1), Guided Reading (Level 3-4),

Decoding Power (Special Education).

Independent Reading: Students reading novels, guided reading texts, and short passages on their

independent reading levels. Reading levels are measured in Lexile Scores obtained from iReady.

Vocabulary/Word Study: Students in grades 3-5 engage in a variety of activities to increase their

spelling, vocabulary and word knowledge. Student word lists are derived from the Journeys Lesson

Vocabulary and Word Study (Grade 3 ONLY).

Writing: Students in grades 3-5 engage in a variety of activities to support the art of writing.

Student may compose responses to texts read, sharpen foundational skills, or engage in the writing

process for an extended writing piece. Writing Activities in the Journeys Literacy Centers Tab will

support this work.

Format: 35 minute uninterrupted period

o 5 minutes: review of Workstation/small group tasks and transition to designated

areas

o Option A: Two fifteen minute rotations of all groups

o Option B: All groups work on a task for 35 minutes and teacher-led group rotates for

15 minutes only

Classroom Environment: Students are placed in Literacy Workstation Groups

Group names and members are clearly posted in a chart

Students are placed in differentiated Math Groups

Literacy Workstation Schedule is interactive and clearly posted in the classroom

Word Walls are up-to-date in Math, ELA, Science, and Social Studies and are used for

small group

Protocols and procedures are put in place to ensure student accountability

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Small Group Stations: All workstations are clearly labeled with a description of the task (s)

Activities are prepared with consideration of student data, student interests, and student

ability

All workstations have materials prepared beforehand

o Pens, pencils

o Handouts (graphic organizers, questions, writing prompts

o Books

o Bins

o folders

Parent Communication-

Communicate with parents on a regular basis to provide them with information on

students' progress both positive and constructive comments

• iReady pre assessment, mid-year, and end-of-year results

Parent Reports

• iReady progress monitoring results for students in Tier 2 and Tier3

Progress Monitoring Reports

• Common Assessment Results

Exam Results

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Portfolios-

Each student must have a folder/binder designated as an ELA Portfolio

The district coversheet must be adhered to the folder and completed by the

teacher of record

The portfolio is a live document, therefore, artifacts must be placed in the

portfolio as soon as they are completed

Waiting until the end of the academic year does not give students and teachers the

opportunity to critically look at student work to inform instruction.

All student work must be graded using the prescribed rubric from the Journeys OR

the New York State writing rubrics for short & extended responses, depending on

the portfolio assignment

All rubrics must be attached to student work

If the teacher chooses to send student work home, a copy must be placed in

the student's portfolio

The portfolio and all contents must be transferred to the teacher of record for the

next school year

Samples of portfolios will be collected by the Curriculum and Instruction

Department for review

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Bulletin Boards-

Standards-Based Bulletin Boards should be changed every month.

Bulletin Boards must reflect current up-to-date student work. Commercial instructional

aides are not authentic reflections of the curriculum. Instructional aides should be

created with the students using chart paper and other medium.

Bulletin Boards must contain the following;

Title - Each board has a title that describes the big picture. Teachers sometimes use

catchy phrases or a play on words to entice someone walking by the board to stop and read.

Standard - The standard is reproduced exactly like it is written in the Standards

book or comes directly from the New York State Standards.

Task - The task is an explanation of what the class or student was asked to do.

Pieces of student work - Pieces of student work are posted that often show a range of

work. Work should reflect full potential of student.

Commentary - Each piece of student work includes a commentary written by the

teacher or by the student that explains why the particular piece meets the

standard or does not. Sometimes the commentary includes "next steps" to show

where the student should go next. The commentary can take many forms: written

in paragraph form, bulleted or in writing, can be in the same form found in the

rubric book

Rubric- The bulletin board will display the rubric and criteria used to assess student work

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Assessments-

Administer iReady digital assessment at the beginning of the year, middle of the

year, end of the year, three times for progress monitoring, and three times for

Standards Mastery according to the dates stipulated in memos and/or district

calendar (*select schools)

Administer all Weekly STANDARDS BASED Assessments in the Journeys

Program

Comprehension assessments in Journeys Program are optional

Formative Assessments should be used daily to gauge student understanding (see

Curriculum Guides)

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Opportunities for Struggling Learners- support for struggling learners must occur daily.

Below you will find a variety of ways to support struggling learners.

a. Utilize ELL Supports and Differentiation Supports such as located in the

Journeys’ Teacher Manual to support struggling learners. Include supports

like pictorial support or cognate support

b. Utilize iReady Assessment Data, Mid-Module Unit Assessments, End of Unit

Assessments, formative assessments, and anecdotes to diagnose students'

areas of improvement

c. Provide students with strategies and focused instruction during the

scheduled Literacy Work Stations time and RTI Periods. This can serve as

both Tier 1 and Tier 2 support

d. Provide students with strategies and focused instruction during pull out

periods with the Reading Specialists. This can serve as both a Tier 2 and

Tier 3 support

e. Utilize resources on various grade levels to provide students with scaffolded

support for those students in Tier1 and Tier 2

f. Utilize prescribed lessons from iReady Instruction to provide students with

online support in phonics, phonemic awareness, high frequency words, and

comprehension for Tier 2 students

g. Provide students with additional homework assignments to provide

spiraling and extra practice

h. Data-supported flexible grouping to allow for differentiated instruction

based on needs of small targeted groups.

i. Utilize Specially Designed Instruction (SDI) to meet the needs of students

with disabilities as stated on their Individual Educational Plan (IEP)

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Opportunities for Enrichment- Support for students above grade level must occur

daily. Below you will find a variety of ways to support these learners.

a) Utilize iReady Assessment Data, End of Unit Assessments, End of Domain

Assessments, formative assessments, and anecdotes to gauge student proficiency

b) Provide students with strategies and focused instruction during the scheduled

Guided Reading time. This may include independent reading and guided reading

activities on students' instructional level. During Guided Reading time students

may engage in a variety of games, research projects, writing assignments, and

problem-solving activities to extend learning

c) Integrate Project Based Learning and Performance Tasks from Journeys Program

Mount Vernon City School District English Language Arts Curriculum Map

Journeys by Houghton-Mifflin

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LITE RACY

PORTFOLI O



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STUDENT’S NAME: ___________________________________________ DATE: ________20______

SCHOOL: _________________________TEACHER: ___________________GRADE LEVEL: FIFTH

Literacy Portfolio Contents: (see below)

Please attach supporting documents. Indicate Score

and Date when inserted. Attach Student Profile

Detail Report for End of Year Assessment ONLY

Benchmark Assessment: I Ready

Beginning of

Year

Mid -Year End of Year

Date Score Date Score Date Score

IEP

o Yes

o No

o 504

Did child receive additional services?

o Yes (indicate type of service)

o No

Independent Reading Books:

Number of Books Read:_____________

Attach Reading Log

Indicate if child has

been promoted or

retained

o Promotion

o Retention

* Please attach

supporting documents.

Indicate Score and Date

when inserted.

Attach Student Profile

Detail Report for End of

Year Assessment ONLY

NYSESLAT

Entering

Emerging

Transitioning

Expanding

Commanding

Assessments: Attach writing samples with RUBRIC OR CHECKLIST.

Include at least ONE short response & ONE extended (paired response) with evidence that students

used the writing process (IE: RACE organizer)

*Include

Samples

Rubric

Score

(attach

Rubric)

Unit 1 Performance Assessment: Lesson 3: If you were a member of the fifth grade

class in “Off and Running” which candidates would you vote for? Why? Compare and

contrast both characters.

Date Score

Unit 2: Performance Assessment: Lesson 7: How does Travis act when his brother is in

trouble? Write a paragraph explaining how Travis’s actions reveal a general message

about life and people. (Theme)

Unit 2: Informative Writing: The Research Report Lesson 9 and Lesson 10

Unit 3: Performance Assessment: Lesson 11 Write a paragraph explaining which cause

and effects help you understand setting, historical context, and how the character’s

actions affect the story. (Cause and Effect)

Unit 3: Persuasive Essay Lessons 14 and 15

Unit 4: Performance Assessment: Lesson 18 Write a paragraph explaining whether or

not you agree with the author’s claim in “The Dog Newspaper”.

Unit 4: Narrative Essay Lessons 19 and Lesson 20

Social Studies Big Idea Project December Descriptive Journal Entry Use Networks Big

Idea Rubric

Social Studies May Big Idea Expository Essay Why do civilizations change?

Short (2 point) text-based response using informational text

Extended (4 point) paired text-based response using informational text



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Literacy Block

Word Study:

(Vocab vs Phonics)

Mini Lesson:

Variety of Exposure

Readers

Visuals/ Video

Stations

Interactive Read Aloud

Shared Reading

Access to Grade

Level Text



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Small Group:

Writing:

Independent Reading Text

Written Response

Word Work

Guided Reading

iReady ( Online)

Conferencing

Mini Lesson

Shared Writing/ Modeling

Conferencing

Independent Writing

Independent Reading



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Instruction

Time Frame

Vocabulary/Phonics Critical Reading Writing Accountable Talk and

Discussion

Double

Period

Daily work with vocabulary

from the text

Day 1: Projection of Vocabulary

Cards review of words

Day 2: Read Aloud Text use of

words in context

Day 3: LLG Activity

Day 4: LLG Activity

Day 5: LLG Activity

Mini lessons on the Skill

Interactive Whiteboard Lessons

Standards -based resource: Introduction

Portion of Lesson (First Read Days)

Standards -based resource: Modeled and

Guided Portion of the Lesson (Second

Read Days)

First Read of Text: Read of the entire

text, with a focus on the Cite Text

Evidence Questions and Prompts. Shared

Reading Occurs at this time. First read

could be in the form of shared reading,

read aloud, paired reading, guided

reading, audio recording reading, and/or

Lit Circle Format.

Second Read: Read of the targeted

sections of the text, with a focus on the

Analyze Text Questions and Key Ideas

from Text X-ray.

Paired Reading:

Using the Close Reader

Standards Based Practice

Daily Writing in Response to Text or

Response from Text

First Read: Writing on a day where

students engage in the first read will be a

Quick Write about the Essential Question.

Students may also engage in writing

based on the skill (i.e. summarizing)

Second Read: Writing on a day where

students engage in the second read

focuses on Analyzing the Text, a short

response from the text, completing the

graphic organizer for the skill/strategy, or

students may engage in the Performance

Task.

Paired Reading:

Close Reader


Throughout the lesson students should

engage in accountable talk and

discussion about the text.

First Read: Discussion prompts and

opportunities are centered around the

essential question and text based

evidence.

Second Read: Discussion prompts and

opportunities are centered around the

Your Turn Activity and prompts that

require students to analyze the text.

Paired Reading:

Close Reader




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Instruction

Time Frame

Vocabulary Critical Reading Writing Accountable Talk and

Discussion

Floating

Period

Fifth Grade: Word Study

Instruction (phonics) 10-15

minutes

Tier 2 students may work with the

teacher in small group using the

Write in Reader. (as needed)

Extended Writing Pieces Mini

lessons and Instruction (25)

REQUIRED

Brainstorming, drafting, and

editing writing about or from

text.

Response to

Intervention

(RTI) Period

Vocabulary Workstation: Students engage in activities to support the development and usage of vocabulary words. Word Study: Third Grade students engage in word study activities (phonics) students who need assistance with phonics in grades 4-6 may

also engage in Word Study activities. Writing: Students work on scaffolded writing activities to support the writing pieces for the unit. Students work on writing skills. Comprehension: Students work on target comprehension skill and strategy work. Ready books independent practice. Independent Reading: Students independently choose books from the classroom libraries are their independent level to engage in reading,

discussion, and writing activities. Technology: Students complete prescribed iReady Lessons Teacher Led Station: Tier 2 students work with the teacher in small group using the Write in Reader. Students in Tier 1 may work with

teacher on guided reading text, Ready, or Standards Mastery text.

Assessments Weekly Selection Tests are OPTIONAL Weekly Standards Based Assessments are MANDATORY for students End of Novel Assessment is mandatory

Homework Grab and Go Resources Reader’s Notebook Guiding Questions



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6 Day Instructional Cycle

Journeys (Non-integrated classes)

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

• Introduce academic vocabulary for skill

• Explicit Direct Instruction of Skill/Strategy

• Scaffolding and Background Knowledge

Independent Reading

• Word Work/Vocabulary Language Support Cards

• • Skill/Strategy

Instruction

• • Close Reading of

Anchor Text • (Read aloud)

Independent Reading

Skill/Strategy Instruction

Close Reading of Anchor Text

Independent

Reading

• Word Work/Vocabulary Language Support Cards

• Paired Text (Whole Group) Independent Reading & annotating practice

• Word Work/Vocabulary Language Support Cards Paired Text (Whole Group) Independent Reading

• Writing- Analyzing the Anchor Text

Writing/Performance Assessments Independent Reading



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Classroom Environment Expectations

Word Wall-

English Language Arts Word Wall with Vocabulary words for the current story

Vocabulary Strategy explanation and example

Word Study- Word Study Word Wall for Grade 3 with current rule and sample words

Reading-

Chart Paper for Skill

Chart Paper for Strategy

Chart Paper with Graphic Organizer

Writing-

Chart Paper of Exemplar

Chart Paper of Rubric



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Time Frame: September 12-September 20

Unit: 1, Lesson 1 Grade Level: 5 Essential Question: How can an experiment clarify an idea?

Standards: Reading: Writing: Listening and Speaking:

RL, RI, W RL5.1, 5.2, 5.3, 5.5, 5.6; RI5.7, 5.9 W5.3a, 5.3b, 5.3d5.3e, 5.7, 5.9a

Assessment(s): Formative:

Summative:

Weekly Standard Test is to be administered at the end of this lesson.

Reading Skill:

Story Structure

Point of View

Irony

Students will learn how to identify the problem in a story and to analyze what the characters do to solve the problem.

Students will think about how the events in a story lead the characters to solve the problem.

Students will explain how a story's elements fit together to provide its structure.

Students will analyze how point of view influences descriptions of events in a story.

Reading Strategy:

Summarize

Students will summarize, retell the important parts of the story, in their own words.

Students can use a story map to record the most important parts of the story and to retell events in the order in which they occur.

Text (s):

Anchor: A Package for Mrs. Jewls

Paired: Questioning Gravity

Novel:

A Package for Mrs. Jewls - Ask:

1. What makes the passage about Miss Mush funny?

2. What details show Louis's dedication to his job? Quote accurately from the text.

3. How does Mrs. Jewls' decision to hold a spelling bee contribute to the conflict in this story?

4. Why do you think Mrs. Jewls taught her students about gravity in the way that she did?

Questioning Gravity – Ask:

1. What type of questions do the students ask in this interview?

2. Why are astronauts able to float around in space when they leave their spacecraft?

3. What is Dr. Gene E. Us's explanation of why Earth has not stopped spinning?



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4. How would you describe the students in this class? Turn and talk with a partner about how they are similar to and

different from students you know.

5. Are you surprised that Dr. Gene E. Us admits that there are questions he cannot answer? Explain why or why not.

Vocabulary Strategy: Using Context Day 1: Identify words ending with /-ing/. Day 2: Answer riddles using vocabulary cards. Day 3: Use the prefix /inter-/ to

determine the meaning of new words. Day 4: Students will write a paragraph retelling an adventure they have had using at least

3 target vocabulary words. Day 5: Students will build a “root web” using “rupt” in the center of the web.

Vocabulary: disturbing, staggered,

interrupted, wobbled, squashing,

collapsed, specialty, numb, struggled,

shifted

TIER1

Collapsed

Disturbing

Interrupted

TIER 2

Staggered

Wobbled

Squashing

Shifted

Struggled

Numb

TIER 3

Specialty

Writing to Text: Skill Genre: Narrative Writing

Short Response:

Performance Task: Short Story/Purpose

SHORT STORY

Vocabulary

Narrative: a story

Details: specific words that give interesting information about people, places, and events in a story

Plot: story events, including a problem and a solution

Day 1: Analyze the Model; Essential Question: What is a short story?

I can identify the Beginning, Middle, End of a short story. (W.5.3a W.53b, W.5.3d)

Day 2: Teach; Writing Focus: Purpose

I can use vivid details to convey what happens and how the characters feel about it. (W.5.3b,

W.5.3d) Day 3: Prewriting; Teach planning a short story

I can plan a short story using graphic organizer (flow chart). (w.5.5)

Prompt: Write a short story that shows someone doing a difficult task. Day 4: Draft; Review success criteria: Establish situation, Organize events, Include problem/solution, Describe

events and Conclude with resolution



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I can write a draft with clear ideas and vivid details using flow chart. (W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4

Day 5: Analyze the Model; Revise and Edit model on pg. 42,

I can revise and edit using Writing Checklist. (W.5.5) Genre Writing

2 Point Questions

1. From what point of view is the story told? Why does the author use this point of view? Use two details from

the story to support your response? (CCLS: RL.5.6)

2. On page 25, reread the following line

Miss Zarves taught the class on the nineteeth story. There was no Miss Zarves.

Is this detail about the school ironic? Why or why not? Use two details from the story to support your

response?

Standards Review Summarizing Literary Texts (RL.5.2)

Understanding Literary Structure (RL.5.5)

RTI/Small Group Instruction

Technology Word Study Writing Independent Reading Teacher Led

Students should

complete prescribed

i-Ready Lessons

Tier 2 Students:

Reach Higher Write the following

words on index cards:

delivery, comic, direct,

shovel, solid, wagon,

radar, siren, and

frigid.

Have students work

with group member(s)

to divide the words into

syllables.

Then, have students

separate the cards into

two stacks. One stack

should be words with

open syllables (you

Tier 2 Students:

Reach Higher Mrs. Jewls uses her

new computer in an

unusual way to solve a

problem. With a

partner you plan and

write an essay in which

you solve a problem in

a humorous way.

Discuss the problem

you want to solve, and

experiment with some

humorous solutions.

You may want to make

your solution more

practical than Mrs.

Jewls’s solution.

Students should

select a book from

the class library at

their reading level.

Students can

complete a Stop,

Think, and Write in

their notebook about

their reading.

Tier 3:

Pull-out by reading

specialist.

Tier 2 Students:

Write-In Reader

with teacher.

Tier 1 Students:

Guided Reading

with teacher.



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may need to explain

what that looks like)

and the other with

closed syllables.

Discuss your choices

with your partner and

work together to form

sentences for each

word.

Tier 1 students:

Challenge Yourself

Use the Context Cards

for A Package for Mrs.

Jewls. Choose five of

the words and write a

short paragraph.

Circle all the words

with open syllables and

underline all the words

with closed syllables.

Write your essay and

include several

alternative humorous

solutions. Share your

solutions by reading

your essay aloud to

other groups.

Tier 1 Students:

Challenge Yourself

You may disagree with

the way Mrs. Jewls

uses a computer to

solve her problem. See

if you can come up

with a better way to

teach the class about

gravity. What

experiment might you

have them do?

Write a new ending for

the story. Include some

steps that lead to a

solution for the

problem.

Share your new ending

in a read-aloud

session. Discuss the

different solutions

you and your

classmates invented.



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Week of:

September 12

Above Level:

Fountas and Pinnell Level: V

Lexile Level: 820

On Level:

Fountas and Pinnell Level: S

Lexile Level: 640

Below Level:

Fountas and Pinnell Level: O

Lexile Level: 600

Title of Text

"Project Bug" "Serves Two Hundred" "The Cafeteria Contest"

Characteristics of

the Text:

(Based on Level)

Realistic Fiction Realistic Fiction Realistic Fiction

Vocabulary: Disturbing Staggered

Interrupted Wobbled

Squashing Collapsed

Specialty Numb

Struggled Shifted

Disturbing Staggered

Interrupted Wobbled

Squashing Collapsed

Specialty Numb

Struggled Shifted

Disturbing Staggered

Interrupted Wobbled

Squashing Collapsed

Specialty Numb

Struggled Shifted

Text Preview

Activity:

Discuss key vocabulary. Explain that

metamorphosis is when a young insect

changes form to become an adult.

Remind students that all stories contain a

conflict, a series of events that are

important to the development of the plot,

and a solution.

Discuss vocabulary from the story.

Explain that fundraisers are ways for

schools to earn money for special projects.

Remind students that all stories have a

structure. In a fictional text, a problem is

introduced, followed by events that lead to

a solution.

Discuss key vocabulary. Explain that in

cooking, substituting ingredients can

sometimes result in interesting new

recipes.

Use a story map to identify the problem,

events that lead to a solution, and the

solution in the story.



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Target Strategy: Summarize Summarize Summarize

Target

Comprehension

Skill:

Story Structure Story Structure Story Structure

Questions for

Comprehension:

Possible Writing:

What are the main elements in "Project

Bug?" How do events lead to a solution to

the problem?

Mr. Winkle's students want to help the

people of Harding after grasshoppers

destroy their popcorn crop. How does this

affect the class Science Excursion? (pages

5-6): The students give up the Science

Excursion so they can send the trip money

to the people of Harding.

What events create a disaster for the

class's insect zoo? (pages 16-17): The

butterfly netting is pulled apart and the

butterflies get loose. Amidst the chaos, the

students trample some pillows, filling the

air with down feathers. Devon knocks the

crickets over.

Think about a project you've completed

that changed as you worked on it. Write a

few paragraphs telling what happened.

Include facts & details that bring your

story to life.

What problem do the main characters

face? What are the important events?

What is the solution?

Many setbacks occur during preparations

for the big fundraiser dinner. How does

Antonio's dog, Scout, contribute to the

story problem? (pages 10 –11): He comes

into the kitchen and knocks the chicken off

the counter, which ruins the meat &

creates a huge, slippery mess.

What are the guests' reactions to their

"breakfast dinner?" (pages 16 – 18): They

think it is a nice change of pace & one of

the best fundraisers they have ever

attended.

Think about an unexpected challenge you

have faced. Write a few paragraphs telling

what happened. Give details to make your

story come to life.

What problem must be solved? What are

the important events? What is the

solution?

Mrs. Trang's class has a problem when

Lexi brings back zucchini instead of ziti.

How do the students solve the problem?

(pages 4 & 5): They substitute ingredients,

just like Sophia's grandmother would.

Mrs. Hill must taste all three of the meals

and select a winner. What decision does

she make? (pages 10 –13): She thinks they

are all winners, but she decides that the

foods would taste best combined.

Think about a time when you entered a

contest as part of a team. Write a

paragraph telling what happened.



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Time Frame: September 24-October 2

Unit: 1, Lesson 2 Grade Level: 5 Essential Question: How can art and performance help to

understand a text?


RL, RI, W, SL RL5.2, 5.3, 5.4, 5.5, 5.9 W5.3b, 5.3d, 5.9a, 5.10 SL5.3


Summative:

Weekly Standard Test should be administered at the end of this lesson.

Reading Skill:

Theme

Elements of Drama

Characterization

Students will examine a play to discover themes.

Students will analyze a play to understand the elements of drama.

Students will identify the key features of a fairy tale.

Students will analyze how illustrations can contribute to a text's meaning, tone, and beauty.

* The theme is a message about life that an author wants to share. Students will learn to think about lessons characters

learn to understand the theme, or message, an author is sharing.

Reading Strategy:

Question

Asking questions while reading a play can help students keep track of what the characters do and say.

Re-read the first part of scene 3 on page 52- Rena obviously has never been camping. Teacher must model the questions

students should ask while reading.

Text (s):

Anchor: A Royal Mystery

Paired: The Princess and the Pea

Novel:

In “A Royal Mystery” think about the character Rena-she seems different and mysterious. Ask:

What is it about Rena that made Althea curious to find out more about her?

What did Althea do in Scene VIII to try to get to the bottom of the mystery surrounding Rena?

How does Rena's reaction to the outcome of the race differ from Althea's?

At the end of the play, what did Althea discover about herself?

What message does the author want to share?

The Princess and the Pea: Ask the following questions:

Why is the Prince so sad?

How will he know when he has found a real princess?

Why do you think the author began the story by describing what the prince was like?

Why didn’t the queen believe that the girl was a princess?

Why do you think the Pea was put on show at the Royal Museum?

What message do you think the author is trying to share?



31

Vocabulary Strategy: Prefixes non-,

un-, dis-, mis-

Day 1: Explore words ending in /-ed/. Day 2: Word pairs: Students will use 2 vocabulary words to write one sentence. Day

3: Explore words with the suffix /-ive/. Day 4: “Glossary Snapshots” Day 5: Vocabulary Web

Vocabulary: discomfort, immersed,

primitive, bungled, interior,

contagious, honored, brandishing,

secretive, imprinted

TIER1

Discomfort

Honored

Secretive

TIER 2

Interior

Contagious

Imprinted

Bungled

Brandishing

TIER 3

Primitive

Immersed


Short Response:

Performance Task: Description/Development

DESCRIPTION

Vocabulary

Sensory Words: words and details that appeal to the five senses

Attitude: a point of view or feeling about something

Setting: the time and place in which a story occurs

Day 1: Analyze the Model; Essential Question: What is a Description?

I can identify the lead, supporting and closing sentence in a descriptive essay. (W.5.3a,

W.5.3b, W.5.3d)

Day 2: Teach; Writing Focus: Development

I can use vivid language to show the attitudes or feelings of characters. (W.5.3d)

Day 3: Prewriting;

I can plan a description of an event using graphic organizer (Sensory Web). (W.5.3c)

Prompt: Write a paragraph or paragraphs describing a time and place that presents a challenge

Day 4: Draft;. Review Success Criteria: Introduce, Organized, Include sensory details, and conclude by expressing attitude.

I can draft my description using sensory web in order to create a focused, organized, and

coherent description that reflects feelings about the topic. (W.5.3b, W.5.3d, W.5.4,

W.5.10)

Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Writing Checklist to ensure that I am revealing the attitude toward or feelings about the

topic. (W.5.3d, W.5.4, W.5.5, W.5.10)



32

Genre Writing

2 Point Questions

1. Which detail in the text best support the illustration on page 54? How does Rena’s body language tell you

about her reaction to Althea’s questions? Use two details from the story to support your response? (CCLS:

RL.5.7)

2. In “A Royal Mystery,” the relationship between Rena and Althea changes. As they work together toward

their goal, they learn to appreciate each other’s unique qualities. What other text evidence and details about

Rena and Althea help you identify the play’s theme? What lesson can you learn from their experience? (CCLS: RL.5.2)

Ready Lesson Lesson 7: Finding the Theme of a Story or a Drama (RL.5.2)

RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led

Students should

complete prescribed

i-Ready Lessons.

Tier 2 students:

Reach Higher

Read the words below.

Add either un-, dis-,

mis-, or non- to each

word to make a new

word. Write the

definition of each new

word.

Conformist, agree,

sure, and take.

Then write a sentence

using each word.

Share your sentences

with a partner.

Have your partner

identify the word with

the prefix in each

sentence and then

identify the word’s

prefix, its

Tier 2 Students:

Reach Higher Work in a small group.

Choose a scene from A

Royal Mystery.

First, decide who will

be the Narrator and the

other characters.

Then work together to

draw background

pictures to help set the

scene. Hang up your

drawings on a wall or

the chalkboard.

Finally, stand in front

of your background

pictures and act out the

scene for the class.

Remember to follow

Students should select

books from the class

library on their level.

Students can do a Stop

Think Write in their

writing notebook about

their reading.

Tier 3: Pull-out

with specialist.

Tier 2: Write-In

Reader

Tier 1: Guided

Reading with

teacher.



33

Base word, and its

meaning.

Tier 1students:

Challenge Yourself Make a four-column

chart with the headings

un-, dis-, mis-, and

non- similar to the one

shown below.

Look through old

magazines or

newspapers to find

words with these

prefixes. Find at least

three words for each

prefix.

Choose at least six

words from the chart to

write

the stage directions to

help make the play

lively and interesting.

Tier 1Students:

Challenge Yourself Reread “The Princess

and the Pea.”

Choose three or four

paragraphs from the

story and rewrite them

as a scene in a play.

What information in

the story will you write

as stage directions?

How will you show

which character is

speaking?

After you write your

scene, act it out with a

group of classmates.



34

Week of:

September 23

Above Level:


Lexile Level: NP

On Level:

Fountas and Pinnell Level: U

Lexile Level: NP

Below Level: Q

Fountas and Pinnell Level:

Lexile Level: NP

Title of Text:

"Jack and the Mean Beans" "City Cousin, Country Cousin" "Ella's Big Night"

Characteristics of

the Text:

(Based on Level)

Play

Play

Play

Vocabulary: Discomfort Immersed

Primitive Bungled

Interior Contagious

Honored Brandishing

Secretive Imprinted

Discomfort Immersed

Primitive Bungled

Interior Contagious

Honored Brandishing

Secretive Imprinted

Discomfort Immersed

Primitive Bungled

Interior Contagious

Honored Brandishing

Secretive Imprinted

Text Preview

Activity:

Discuss vocabulary from the play. If any

students are not familiar with Jack and the

Beanstalk, ask volunteers to summarize it.

Remind students that details about the

characters and events give clues to the

theme, or message about life.

Discuss vocabulary from the play.

Remind students that they can infer a

play's theme, or message about life, from

details about the characters and events.

Discuss vocabulary from the play.

Students can use a graphic organizer to

record details that help them infer the

theme of a story or play.

Target Strategy:

Question

Question

Question



35

Target

Comprehension

Skill:

Theme

Theme

Theme

Questions for

Comprehension:

Possible Writing:

Jack says other kids stay away from

Gunther because he's big. What might

Jack learn about Gunther that would

suggest a general theme about people?

(Page 10): He might find out that Gunther

is a nice guy, proving that people should

not be judged on appearances.

Why does the author have Jack and

Gunther meet in a tree house? (Pages 12-

13): In the folktale, Jack climbs a

beanstalk to get to the giant's house.

Think of a time when you judged a person

before getting to know that person well.

Describe what you thought that person

was like, and what happened to make you

change your opinion.

Why is Cleo excited about the idea of

traffic? (page 4): Traffic is something she

doesn't experience on the farm, so it seems

new and exciting.

What has Freddy learned from his visit to

the country? (Page 17): Every place has

its good qualities if you are open to

experiencing them.

Think of a food you have tried for the first

time. Write a paragraph that describes

what the food was like. Explain what it

smelled and tasted like, and whether you

enjoyed it.

Why is the limo company called "Giant

Pumpkin coach Service?" (Page 8): In the

original tale, Cinderella's fairy

Godmother changes a pumpkin into a

coach.

What message is suggested by the fact

that Prince wants to sing with Ella again,

and not with Marly and Carly? (Page 12):

Being sincere and enthusiastic is more

appealing than just being popular.

Think of a time when someone laughed at

you or someone you know. Describe what

happened. What did you do? How did you

feel?



36

Time Frame: October 3-October 11

Unit: 1, Lesson 3 Grade Level: 5 Essential Question: Why is determination a good quality

for a politician to have?


RL, W, SL RL5.3 W5.3b, 5.3d, 5.9a, 5.10 SL5.3, 5.4, 5.6

Assessment(s):

Formative:

Summative:


Reading Skill:

Compare and Contrast

Idioms

Formal and Informal Language

Students will compare and contrast characters in order to better understand what the characters are like. Explain to the

students that what the characters do and say are clues to what they are like.

Students will be able to identify idioms in the passage and explain what they mean.

Reading Strategy:

Infer/Predict

Is the author trying to persuade you to think or act in a certain way?

Text (s):

Anchor: Off and Running

Paired: Vote for Me!

Novel:

Off and Running - Ask:

1. What does each candidate think about the other’s suggestions for improving the school?

2. Miata and Rudy acted very differently during their speeches. What did their behavior tell you about what they are like?

**Students should record their ideas in a Venn diagram.

3. Would you describe Miata's language in her speech as more formal or informal? Quote examples from the text

to support your answer.

4. What can you tell about Rudy based on the way he speaks to Carlos and Jaime?

Vote for Me! - Ask:

1. Why might a candidate reach more voters with a poster than with a debate?

2. Do you think the voters will pay attention to Natasha’s poster?



37

3. How is Jared’s poster like Natasha’s? How is it different? Turn and talk with a partner about which poster is more

appealing to you

Vocabulary Strategy: Using

Context

Day 1: Explore words with the prefix /in-/. Day 2: Word Associations-students will hold up the correct word to answer teacher’s

questions. Students should explain their reasoning for answering as they did. Day 3: Explore words with the suffix /-en/. Day 4:

Twenty questions- students work in small groups to play a game of 2 questions. Day 5: Four Square Map (Put vocabulary word in

the center, its definition in top left corner, a sentence in top right corner, an example in bottom left corner, and a non-example in

bottom right corner.)

Vocabulary: debate, hesitated,

inflated, scanned, shaken, stalled,

decorated, beckoned, gradually,

prodded

TIER1

Decorated

Hesitated

Inflated

TIER 2

Shaken

Scanned

Gradually

Stalled

Beckoned

TIER 3

Debate

Prodded

Writing to Text:

Skill Genre: Narrative Writing

Short Response:

Performance Task:

Dialogue/Elaboration

Dialogue Vocabulary

Dialogue: conversation between characters in a story

Point of view: the way an author or character thinks or feels about something

Cause and effect: how one event influences another

Day 1: Analyze the Model; Essential Question: What is a Dialogue?

I can identify a dialogue between characters and cause and effect relationship in dialogue.

(W.5.3b)

Day 2: Teach; Writing Focus: ELABORATION

I can choose the right words when writing a dialogue that a character’s words should express his or her feelings

and personality. (W.5.3b, W.5.5, W.5.10)

Day 3: Prewriting;

I can plan a narrative including dialogue using a graphic organizer (flow chart). (W.5.3b, W.5.5, W.5.10)

Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other. Day 4: Draft; Review Success Criteria: Introduce, Organized, Include dialogue that is natural, choose words and phrases and conclude by

solving the problem.

I can draft dialogue for a scene in as story using the flow chart. (W.5.3a, W.5.3d, W.5.5) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am creating interesting dialogue. (W.5.3b, W.5.5,



38

W.5.10)

Genre Writing 2 Point Questions

1. Think about “Off and Running” Miata participates in a debate to persuade her classmates to vote for her as

class president. Imagine that Miata decides to revise her posters, what message would Miata write to advertise

her strengths? Use text evidence to support your answer. (CCLS: RL.5.1)

2. How is the audience’s reaction to Rudy different from its reaction to Miata? Use text evidence to support your

answer. (CCLS: RL.5.3)

Standards Review Comparing and Contrasting Settings and Events (RL.5.3)

Lesson 10: Using Details to Support Inferences in Literary Texts (RL.5.1)

RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led Students should

complete the prescribed

i-Ready Lessons

Tier 2 Students:

Reach Higher Use a dictionary to find

two meanings for each

of the following words.

Worn, drove, shaken,

stuffed.

Write a silly sentence

for each word. Use

both meanings in the

sentence. An example

might be: I was stuffed

after eating the turkey

that was stuffed with

apples and more.

Share your silly

sentences with a

partner. Discuss the

Tier 2 students:

Reach Higher The story Off and

Running focuses on

Miata, but Rudy is

another important

character in the story.

Work with a partner to

write a character sketch

that describes Rudy.

To prepare for writing,

brainstorm a list of

Rudy’s strengths and

weaknesses. Use a two-

column chart.

In your character

sketch, describe how

effective a leader you

think Rudy would be if

elected. Include the


a book of their choice

at their reading level.

Students can do a Stop,

Think, and Write in

their writing notebook

about what they read.

Tier 3 students:

Pull-out with reading

specialist.

Tier 2 students:

Write-In Reader with

teacher.

Tier 1students: Guided

reading.



39

context clues in the

sentences.

Tier 1 students:

Challenge Yourself

Review the Context

Cards for Off and

Running. Choose the

cards with words that

have more than one

meaning.

• Use the words to

write a short poem. Be

sure to use context

clues in your poem.

Remember that a poem

does not have to

rhyme.

Share your poem with

the class or a small

group. Have other

students identify the

context clues that you

used

qualities that you think

would make him

succeed or fail.

Tier 1 students:

Challenge Yourself

Candidates often rely

on other people to help

them get votes.

Sometimes newspapers

will endorse a

candidate in an

editorial. Look up the

word endorse in the

dictionary.

Think about which

candidate in Off and

Running you would

endorse in the race for

president of the student

body. Write an editorial

that explains your

choice and why others

should vote as you

recommend.

Your editorial should

be persuasive, and it

should include facts

that support your

opinion.



40

Week of:

October 3

Above Level:


Lexile Level: 770

On Level:


Lexile Level: 550

Below Level:

Fountas and Pinnell Level: Q

Lexile Level: 520

Title of Text:

"The Geography Bee"

"The Presentation"

"The Mighty, Mighty Daffodils"

Characteristics of

the Text:

(Based on Level)

Realistic Fiction

Realistic Fiction

Realistic Fiction

Vocabulary: Debate Hesitated

Inflated Scanned

Shaken Stalled

Decorated Beckoned

Gradually Prodded

Debate Hesitated

Inflated Scanned

Shaken Stalled

Decorated Beckoned

Gradually Prodded

Debate Hesitated

Inflated Scanned

Shaken Stalled

Decorated Beckoned

Gradually Prodded

Text Preview

Activity:

Discuss Vocabulary.

Explain that a geography bee is like a

spelling bee. Students take turns

answering questions and are eliminated

when they answer incorrectly.

Use a Venn Diagram to determine the

similarities and differences between the

characters.

Discuss Vocabulary.

Explain that a debate is a public

discussion. In order to win a debate, the

speaker needs to convince the audience

that his or her ideas are the best by

supporting them with facts.

Discuss Vocabulary.

Explain that the Venus Flytrap is a

carnivorous plant that can tell if what

lands on it is alive.

Use a Venn Diagram to compare &

contrast story elements.

Target Strategy:

Infer / Predict

Infer/ Predict

Infer / Predict



41

Target

Comprehension

Skill:

Compare & Contrast

Compare & Contrast

Compare & Contrast

Questions for

Comprehension:

Possible Writing:

How did detention change Hector as a

student? (Pages 6-7):

Before detention, he was a lazy student

who spent time watching tv, sending text

messages, and playing practical jokes.

After detention, he became motivated and

found himself participating at school and

reading his textbooks.

Hector confesses to having cheated. How

can you predict how Mr. Adler will react?

(pages 15 – 16):

The kids like Mr. Adler, so it seems as

though he might understand and be glad

Hector told him the truth.

Think of a time when you were faced with

a difficult decision about right and wrong.

Write at least 3 paragraphs explaining

what happened.

How do Alvin's and Robbie's ideas

compare? (Pages 9 – 10):

Alvin's idea of new laptops is really

expensive. Robbie's ideas is cheaper and

more useful, since the students really need

new sports equipment.

The class decides to combine Yadira's and

Robbie's ideas. What idea will be

presented to the school board? (Pages 16-

17):

The school will have an after - school

program for kids. The kids will participate

in sports using the new equipment.

What have people done to improve your

school or neighborhood? Write a

paragraph or two describing what

happened.

Why does Mr. Novak say the Venus

flytrap is different from the daffodil?

(Page 7):

It craves flesh.

How does Amanda predict that the classan

help protect the Venus flytrap? (Page 12):

If the students make the Venus Flytrap

their mascot, it will get the word out that

it is endangered and needs protection

Think of a park you have visited. Write a

paragraph telling what you did and saw on

that trip.



42

Time Frame: October 11-October 18

Unit: 1, Lesson 4 Grade Level: 5 Essential Question: How can being active in sports

improve someone’s attitude?


W W5.5, 5.7


Summative:


Reading Skill:

Sequence of Events

Narrative Pacing

Rhythm

Students will learn how clue words can help them understand the sequence of events in a selection.

Students will learn how rhyming words give poems rhythm. Rhythm is the beat of how the words are read.

Reading Strategy:

Monitor/Clarify

Guide students to identify the most important events in the selection. Have them tell you in which order to write the events in

a flow chart.

Ask students to retell part of a book they have read, using clue words to explain the order of events.

**Create a chart listing time order words - Remember to include dates and times such as in the evening, on April 1st.

Text (s):

Anchor: Double Dutch: A Celebration of

Jump Rope, Rhyme, and Sisterhood Paired: “Score!”

Novel:

Double Dutch – Ask:

1. Why did the author begin the selection by telling the day of the week and the time of day?

2. What clue word does the author use to explain events that happened before the day described in the first part of the

selection?

3. What clue words does the author use and what do these words help you understand?

4. How are the girls like "rowers on the same boat"?

5. List the steps in sequential order that Coach Rockett took to create the team.

Score! – Ask:

1. Why does the poet say that you have to lose to show good sportsmanship?

2. Have students identify the rhyming words in “karate Kid.” Discuss how the rhyming words help to give the poem its

rhythm.



43

Vocabulary Strategy: Suffixes –ion,

-tion

Day 1: Explore words with the prefix /re-/. Day 2: “Relating Word questions”-students will answer questions by displaying

the appropriate vocabulary word. Day 3: Explore words with the suffix /-ation/ and /-ition/. Day 4: “Multiple Meaning

Words”- Students will use context clues to determine how a word is being used in a sentence. Day 5: Vocabulary Web

Vocabulary: unison, element, uniform,

routine, mastered, intimidated,

competition, recite, identical, qualifying

TIER1

Uniform

Routine

Recite

Competing

TIER 2

Mastered

Unison

Intimidated

TIER 3

Identical

Element

Qualifying


Short Response:

Performance Task: Prewrite a Fictional

Narrative/Purpose

Prewrite a Fictional Narrative – Lesson 4

Vocabulary

Fictional narrative: an imaginative story in which characters solve a problem

plot: story events, including a problem and its solution

dialogue: conversation between characters

Day 1: Analyze the Model; Essential Question: What is a fictional narrative?

I can identify examples of dialogue and identify the ending of the fictional narrative. (W.5.3e)

Day 2: Teach; Writing Focus: PURPOSE

I can include ideas that are clear, focused and interesting to make sure that readers understanding their purpose for

writing. (W.5.5) Day 3: Prewriting;

I can brainstorm ideas for characters, settings, and plot events using who, where and what questions. (W.5.3a,

W.5.5)

Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other. Day 4: Prewrite;

I can organize my ideas when planning a fictional narrative, which will help develop the topic and generate more

ideas. (W.5.3) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am creating interesting dialogue. (W.5.3)



44


1. How did the girl’s attitude during and after their competition in Harlem affect their physical performance?

Use text evidence to support your answer. (CCLS: RL.5.1)

2. Notice the rhythm, or the way words are stressed, in the poem above. Why is rhythm important in double-

Dutch rhymes? How do the double-Dutch rhymes add to the text? Use text evidence to support your

answer. (CCLS: RL.5.1)

Standards Review Summarizing Informational Text: (RI.5.2)

Finding the Theme of a Poem (RL.5.2)

Unfamiliar Words (RI.5.4)

Comparing Text Structures, Part 1: Chronology, Problem-Solution (RI.5.5)


Students should


i-Ready Lessons

Tier 2 students:

Reach Higher

Look at the words

below. They all end

with the suffix -tion or

–ion.

Competition, recitation,

exhibition, restriction,

possession, instruction.

On a separate sheet of

paper, write a sentence

that explains the

meaning of each word.

Use a dictionary if you

need to.

Then write the base

word for each word

from the box. Think

about what spelling

change, if any, was

made when the suffix

was added

Tier 2 students:

Reach Higher

Work with a small

group to brainstorm a

list of physical

activities that students

can do to stay fit.

Use the list to create a

brochure that can be

displayed in the school

office. Be sure that the

brochure explains the

benefits of exercise and

includes a list of

physical activities.

Draw pictures or

illustrate your brochure

so that your images

reinforce your

message.

Tier 1 students:



and on their level from

the class library.


Think, and Write in


about what they read in

their book of choice.

Tier 3 students:

Pull-out by reading

specialist.

Tier2 students:

Write-In Reader

with teacher.

Tier1students:

Guided Reading

with teacher.



45

Tier1 students:

Challenge Yourself


brainstorm a list of

base words that can be

used to build words

with the suffixes -tion

and -ion. Write as

many words as you can

on index cards.

Make a card for each

suffix as well.

Have other students use

the cards to build

words. Ask them to tell

the new word, its

meaning, and any

spelling changes they

needed to make to the

word.

Write each new word.

Then write sentences

for each of the words.

Challenge Yourself Sports competitions are

one way of developing

fitness, but individual

or group physical

activities can be done

daily or weekly.

Explore two different

kinds of physical

activities, such as yoga

and tennis, that interest

you and compare the

benefits of each.

Use a Venn diagram to

show how these

activities are the same

and different.

Evaluate the fitness

program that would

work best for your

lifestyle and interests.

Write a paragraph

explaining your choice

of physical activity.



46

Week of:

October 1521

Above Level:

Fountas and Pinnell Level: Y

Lexile Level: 900

On Level:

Fountas and Pinnell Level: W

Lexile Level: 880

Below Level:


Lexile Level: 690

Title of Text:

"Title IX"

"Patsy Mink"

"Games We Play"

Characteristics of

the Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Unison Element

Uniform Routine

Mastered Intimidated

Competition Recite

Identical Qualifying

Unison Element

Uniform Routine


Competition Recite


Unison Element

Uniform Routine


Competition Recite


Text Preview

Activity:

Discuss key vocabulary.

Explain that Title IX provides girls and

women with equal academic rights as well

as equal rights in sports.


Explain that even after a law is passed, a

legislative body can still undo it through a

later vote.


Explain that as sports have developed

over the years, girls and women have won

equal rights to participate just like boys

and men.

Target Strategy:

Monitor / Clarify

Monitor / Clarify

Monitor / Clarify



47

Target

Comprehension

Skill:

Sequence of Events

Sequence of Events

Sequence of Events

Questions for

Comprehension:

Possible Writing:

After the Civil Rights Act of 1964, what

was the next major step for the civil rights

movement? (Page 5):

In 1968, President Johnson amended the

Civil Rights Act to ban discrimination on

the basis of gender.

Some people fear that Title IX will take

away men's programs. What does Title IX

actually aim to do? (Page 16):

Title IX aims to provide equal

opportunities for males and females.

Write a brief story about a girl in the mid-

1970s joining the first girls' basketball or

soccer team at her school. Create

historical context for the story with

information on the passage of Title IX.

What two events occurred after Patsy was

elected to the House of Representatives in

Hawaii? (Page 7):

She was elected to the Hawaii State

Senate and then the United States

Congress.

Although the word sports was not

included in title IX, how was it interpreted

after becoming a law? (Page 9):

The U.S. Government determined that

Title IX applied to sports as well as to

other school programs.

Imagine that you are a student in the mid-

1970s, after Title IX became law. Write a

short fictional narrative describing some

of the changes that occurred at school

because of Title IX.

Colonial boys played a game called barn

ball. What happened to barn ball in the

1800s? (Pages 8 – 9):

It became baseball.

Although basketball was popular for girls

in the 1800s, why were they not allowed

to complete like the boys? (Page 12):

The schools thought it was unhealthy for

girls to compete on teams.

Choose a game or sport described in

"Games We Play". Imagine you are

among the first Americans to play the

game. Write a paragraph telling what

happens. Use words that tell the sequence

of events.



48

Time Frame: October 21- October 25

Unit: 1, Lesson 5 Grade Level: 5 Essential Question: How can overcoming a challenge

change someone’s life?


RL, W, SL RL5.2, 5.3, 5.4, 5.9 W5.3a, 5.3b, 5.3c, 5.3d, 5.3e, 5.4,

5.5, 5.6, 5.10

SL5.1a, 5.1b, 5.1c, 5.1d


Summative:

At the close of this lesson, teachers should administer the Standards-Based Assessment.

Reading Skill:

Theme

Dialogue

Sequence of Events

Students will analyze how an author conveys a theme. (Theme is a message that an author or poet wants to share.)

Students will identify clue words that help understand the sequence of events in a selection.

Students will examine the use of dialogue in a story.

Students will examine the use of imagery in poetry.

Reading Strategy:

Visualize

When you read a poem, think about the way it makes you feel.

Visualizing the characters, settings, and events in a story will make the story come alive.

Text (s):

Anchor: Elisa’s Diary

Paired: “Words Free as Confetti”

Novel:

Elisa’s Diary- Ask:

1. Think about what Elisa learned from her friendship with Jose. How did she use that lesson many years later when she

taught her own students?

2. What was the message of Elisa’s story about the quetzal and the lamb?

3. How are Elisa and Francisco different?

4. What does Francisco do when he can't express something in perfect English?

5. How does Elisa's change over the course of the story support the theme?

Words Free As Confetti- Ask:

1. Why do you think the poet says that words are like confetti?

2. What messages does the poet want to share?



49

Vocabulary Strategy: Suffixes –ly, -ful Day 1: Explore words that have the suffix /-ly/. Day 2: “Glossary Snapshots”- create a glossary entry for 5 vocabulary words.

Day 3: Students will use the prefix /pre-/ to determine the meanings of new words. Day 4: Write About a Sporting Event –

Students will write a paragraph describing an experience they have had at a sporting event including as many vocabulary

words as possible. Day 5: “Shades of Meaning”- students place synonyms and antonyms of a word line.

Vocabulary: officially, typically,

preliminary, gorgeous, opponents,

supposedly, brutal, sweeping,

embarrassed, obvious

TIER1

Gorgeous

Embarrassed

Obvious

TIER 2

Opponents

Brutal

Supposedly

Officially

Typically

TIER 3

Preliminary

Sweeping


Short Response:

Performance Task: Write a Fictional

Narrative/Conventions

Performance Task: Write a Story: In the essay “Consider This” at the end of Off and Running, you read about some of the requirements for running for school office and

pursuing a career in politics. In Vote for Me, you read tips for using election advertisements to run a successful campaign for school

office.

Reread these two text and look for important details about running for office in a school election. Now, write a story about what might

happen if you were to run for class president. Use ideas from “Consider This” and Vote for Me in your story. Remember that the audience

for your story is your teacher and your classmates and, perhaps, your family.

Write a Fictional Narrative

Vocabulary

Sensory details: words that appeal to readers’ senses

Voice: the way a character sounds, often in dialogue

dialogue: the words spoken by story characters

point of view: The perspective from which the narrator views events in a story

Day 1: Draft; Essential Question: What is a fictional narrative?

I can write a fictional narrative that introduces the characters in a way that draws readers in,

making them want to find out what happens next. (W.5.3a, W.5.4, W.5.10)

Day 2: Draft; Writing Focus: Convention

I can create characters and use dialogue to show how the character sounds. (W.5.3a, W.5.3b,

W.5.4)

Day 3: Draft;

I can use sensory words and details in my story to help convey experiences and events precisely. (W.5.3d)

Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other.



50

Day 4: Revise;

I can revise my draft to include vivid language, lively dialogue, and other devices that will help readers understand the

characters. (W.5.3a, W.5.3b, W.5.3c, W.5.4, W.5.5)

Day 5: Revise, Edit and Publish;

I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing. (W.5.10)


1. What is the theme of the story? How does Elisa’s change over the course of the story support the theme?

Use text evidence to support your answer. (CCLS: RL.5.1, RL.5.3)

2. Does Elisa’s role as a teacher go beyond her basic responsibilities as a United States citizen? In what ways

does she make her society better? Use text evidence to support your answer. (CCLS: RL.5.1, RL.5.3)

Standards Review Lesson

Finding the Theme of a Story or Drama (RL.5.2)


Analyzing Visual Elements in Literary Texts (RL.5.7)


Students should

complete prescribed i-

Ready Lessons

Tier 2 students:

Reach Higher

Write the words below

on index cards. On the

back of the card, divide

the word into syllables

and put an accent mark

on the accented

syllable. Check your

syllabication and

accents in the

dictionary. Add at least

five additional words to

your list and put them

on cards too.

Tier 2 students:

Reach Higher

With a partner, discuss

what makes Elisa’s

Diary a moving story.

Write a recipe for

creating a moving or

touching story. Think

about the “ingredients”

for such a tale. What

steps do you need to

write a story like that?

Work together to draft

your recipe. Revise it

to make it helpful to


books of their choice


the class library.


Think, and Write in



Tier 3 students:

Pull-out by reading

specialist.

Tier 2 students:

Write-In Reader

with teacher

Tier 1 students:

Guided Reading

with teacher.



51

Officially preliminary

brutal embarrassed

supposedly loyal

basketball soccer

royal announce. Now mix up the cards

and use them in a small

group. Each students

chooses a card and tells

how many syllables are

in the word and which

syllable is accented.

Continue until all the

cards are used.

Tier1 students: Challenge Yourself Write riddles whose

answers are words with

an unaccented syllable.

For example: What is

something you sit on

when you watch TV?

(a sofa) What is a

punctuation mark you

might use when you are

listing more than two

items in a sentence? (a

comma).

Ask a partner to answer

your riddles and tell

which is the

unaccented syllable in

each answer.

writers. Share your

recipe with classmates.

Tier1 students:

Challenge Yourself

What makes a poem

like “Words Free as

Confetti” so powerful?

Read the poem and

examine it. Find

specific words that you

think are exceptionally

powerful or moving.

Write them on a

separate sheet of paper.

Leave spaces between

the words.

What do you notice

about the verbs? What

adjectives does the

writer use? How do

these details add power

to the poem?

Write a paragraph

explaining what you

like about the poem

and the writer’s use of

colorful language.



52

Week of:

October 21

Above Level:


Lexile Level: 850

On Level:


Lexile Level: 620

Below Level:


Lexile Level: 420

Title of Text:

"Far from Home"

"Baseball Blues"

"Not Just Second Place"

Characteristics of

the Text:

(Based on Level)

Realistic Fiction

Realistic Fiction

Realistic Fiction

Vocabulary: Officially Typically

Preliminary Gorgeous

Opponents Supposedly

Brutal Sweeping

Embarrassed Obvious

Officially Typically



Brutal Sweeping

Embarrassed Obvious

Officially Typically



Brutal Sweeping

Embarrassed Obvious

Text Preview

Activity:

Discuss vocabulary.

Explain that when people move from one

part of the country or world to another,

they may experience bigger changes than

just a new house or new friends.

Have students seek out details that

identify the theme of the story. Analyze

charaters' words, thoughts, and actions to

infer the theme.

Discuss Vocabulary.

Explain that it is important to keep an

open mind to new activities because you

might discover something you didn't

expect.

Remind students that they need to infer

the theme by thinking about characters'

words, feelings, and actions.

Discuss vocabulary.

Explain that getting involved in an

activity or sport is a great way to meet

new people.

Have students use an Inference map to

identify the theme, or main lesson, of the

text.



53

Target Strategy:

Visualize

Visualize

Visualize

Target

Comprehension

Skill:

Theme

Theme

Theme

Questions for

Comprehension:

Possible Writing:

Why is Lian's grandmother's diary

important? (Pages 7-8):

Lian's grandmother dealt with big

changes in culture, just like Liam is doing

now.

What do you think Tammy and Lian will

do as they become better friends? (Pages

13-14):

They will introduce each other to different

parts of their cultures and share new

experiences.

Think about a time you were homesick.

Imagine how you felt. Write a paragraph

describing the scene using descriptions of

the place, your feelings, and how you

thought of your home.

Why does Corey feel down? (Page 5):

He misses his life in the city, where his

favorite baseball team plays and where he

used to swim in Lake Michigan.

What do you think Corey will do in the

future to satisfy his urge to play baseball?

(Page 14):

He'll probably keep playing catch with

Luisa. Maybe they will form a team.

Corey misses his old home, but he also

finds his new home interesting. Have you

ever had conflicting emotions about

something in your life? Write a paragraph

describing something you have had mixed

feelings about.

What detail shows that Lauren might be a

little worried about being new to the

school? (Page 3):

She has a hearing aid and doesn't want

people to see it.

What do you think Lauren might have

done so that she didn't appear to be too

good at basketball? (Page 9):

She might have run a little slower or not

shot the ball as much as she could have.



54

NOVEL STUDY:

Choice Hound Dog True or Frindle

Hound Dog True

October 28-November 22

Found in Unit 2

Pages T383-T426

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwji4bSkydfVAhUK4YMKHcgTB8AQjRwIBw&url=https://www.goodreads.com/book/show/10047243-hound-dog-true&psig=AFQjCNFMQDDSY6WydqRG0Kg1tvRaJEXftQ&ust=1502829188500375



55

Grade 5

Text: Hound Dog True

Genre: Realistic Fiction

Learning Objectives: Analyze and understand characters and their development. Use information from the text to summarize

important ideas and themes. Examine story structure and plot relationships.

Week 1

Day 1 Day 2 Day 3 Day 4 Day 5

Vocabulary postpone

matter-of-fact

scrutiny

taut

disposition

pouty

expertise

impeccable

instincts

potluck

custodial

traitorous

apprentice

disposition

posterity

solitary

pursuit

matter-of-fact

pouty

postpone

scrutiny

instincts

deterioration

ambassador

touchstone

promote

diplomacy

Close Reading Preview the topic

-discuss the topic:

challenges that go with

being the new kid at

school and trying to make

new friends

-access prior knowledge:

watch video about the

Peace Corps

Pages 1-22

1st Read: Think

Through the Text

-pages 1-4: why Mattie

focuses on the caution

sign instead of the

classroom


and her mother moved

with Uncle Potluck

Pages 23-50

1st Read: Think

Through the Text

-pages 24-26: what do

you learn about Mattie

from her decision not to

have a sleepover

-pages 31-33: what

Mattie writes in her

notebook

Pages 51-72

1st Read: Think

Through the Text

-pages 52-54: explain

use of the phrase

“poor Moe”

-pages 56-57: what

Mattie writes to

explain what

happened to Moe

Independent

Reading

-students work on

their projects

-read and take notes

using credible

sources



56

Introduce Book

-display book and discuss

genre

-skim through the book

-make predictions

-set purpose

-pages 13-15: why

Mattie plans to be a

custodial apprentice

-pages 20-22: what

happens when Star

discovers Mattie’s

notebook

-monitor/clarify:

words in italic type on

page 16

2nd Read: Analyze the

text

- why is Mattie

frightened by Star, read

page 20-22

-read pages 15-16, how

does the situation

described in chapter 5

connect to the way

Mattie reacts when

Quincy asks what she

is writing?

-classroom

collaboration: first page

of book, what does

Uncle Potluck mean

when he says

something is hound

dog true?

-pages 38-40: how

Quincy approaches

Mattie compared to

earlier meeting

-pages 44-46: chapter

10, what do you learn

about Mama from her

story about her first job

at a hospital

-visualize: reread first

paragraph on page 28,

focus on Mattie


text

- Pages 46-47: what

does the author mean

by saying that Mattie

tries on being matter-of

fact?

-pages 23 and 48: why

does Mattie say Poor

Moe when she buttons

her pajamas?

-classroom

collaboration: how does

the passage about Star

at the beginning of

chapter 9 connect to the

information about her

in chapter 5? How does

-pages 63-65: why

Mattie tries to

remember everything

about fixing a leaky

pipe

-pages 71-72: why

Mattie is upset when

she finds her notebook

out on her bed

-question: ask

questions

2nd Read: Analyze

the text

- Pages 56-57: how

might the story about

Moe connect to earlier

story events?

-pages 63-64: what bit

of the custodial

wisdom that Uncle

Potluck shares could

also be advice for

Mattie about life?

-classroom

collaboration: why is

Mattie so much more

comfortable with

Uncle Potluck than

she is with other

people?



57

it connect to Mattie’s

second meeting with

Quincy?

Writing -write a paragraph to tell

about things that people

can do to make a new

friend

complete pages 121-

126 in Reader’s

Notebooks (choose the

pages for students to

complete)

complete pages 127-

132 in Reader’s



complete)

complete pages 133-

138 in Reader’s

Notebooks (choose

the pages for students

to complete)

Continue reading

and taking notes for

pamphlet project

Speaking and Listening

Project

Teacher read aloud:

“Assignment Notebook

Friends”

-model fluency: accuracy

and self correction

-listening comprehension:

point of view, compare

and contrast Mama and

Jackie, infer/predict why

girl gives Jackie an

assignment notebook

-classroom collaboration:

paraphrase the passage

Introduce the task

-read Hound Dog True

over the next two

weeks and gather

information and details

about how to make

friends and connect

with others

-Serve as ambassadors

to the new students and

families entering our

school

-design a pamphlet for

new students and their

families about the

school history, school

policies, school facts,

and the community

-project requirements

-discuss collaboration

-generate discussion

rules

-introduce discussion

roles

-develop task checklist

and schedule

-determine resource

needs

-find 2 credible

sources

-take notes

-peer critiques

-evaluation criteria

-check student

progress



58

-form teams



59

Week 2


Vocabulary impeccable

visage

propriety

expertise

consequences

versus

lunge

nickname

taut

mum

potential

retrieve

ponder

prognostication

prone

Close Reading Pages 73-94

1st Read: Think Through

the Text

-pages 75-77: how Uncle

Potluck got his traitorous

knee

-pages 84-86: how Mattie

is locked in the principal’s

office


believes that Uncle

Potluck’s fall in the

principal’s office is her

fault

-page 93: what are the

small brave things that

Principal Bonnet does

before she climbs a

mountain

Pages 95-122

1st Read: Think

Through the Text

-page 95: connection

between Mattie’s

decision to have a

popsicle to event in the

last chapter

-pages 102-105: why

Mattie and Quincy act

out the story of “Moe

Versus the Lint”

-page 110: how did

Uncle Potluck get his

nickname

-pages 112-118: what

does Mattie learn about

Mama when they talk

on the tin can telephone

Pages 123-145

1st Read: Think

Through the Text

-pages 128-129: why

Principal Bonnet

salutes Uncle Potluck,

connect salute to earlier

event

-page 135: what small

brave things does

Mattie do after Quincy

runs out of the house

-pages 139-140: what

story does Mattie tell

the moon, how Quincy

reacts to the story

-pages 147-149: how

Mattie introduces

herself to her new

classmates

Return to the

essential question:

what can someone do

to make a friend?

-review and make

notes about the ways

different characters

try to act as friends

-cite examples from

the text, use T-Chart

-divide class into

small groups: discuss

what Mattie learns,

identify her conflict

and its resolution

-discuss stories

different characters

shared about

themselves and the

lessons the characters

Publish the

pamphlet



60

-infer/predict: how each

chapter builds on the

previous one and infer

connections between

Mattie’s past and the

experiences she is now

having


text

- Pages 92-94: what does

Principal Bonnet mean

when she says “You can’t

have brave without

scared”?

-pages 93-94: what

problem does Mattie have

when she tries to decide

what small brave thing she

should do?


why do you think

Principal Bonnet told

Mattie her story about

climbing a mountain?

and later in Mattie’s

room

-summarize: reread

page 104 and

summarize relationship

between Mattie and

Quincy


text

- pages 56-57 and 102:

how is “Moe Versus

the Lint” different from

the story “Moe”

-pages 102-103: why is

it an important

statement for Mattie

when she says “I’m

Moe”, what does this

show about Mattie

-classroom

collaboration: on page

121, why does Mattie

tell the moon she is

sorry?

-analyze/evaluate:

review ending of the

story and evaluate how

Mattie has changed


text

- pages 126-127: what

is Mattie thinking of

when she says “hound

dog true”

-pages 139-140: why

does Mattie reveal her

story about Star

backwards, starting

with the end of the

story

-classroom

collaboration: Mattie

introduces herself to her

new classmates and

tells them she is a

writer, how does this

show she has changed

since the beginning of

the story?

learned from their

stories

Writing complete pages 139-144

in Reader’s Notebooks

(choose the pages for

students to complete)

complete pages 145-

150 in Reader’s



complete)

complete pages 151-

156 in Reader’s



complete)

-draft the pamphlet



61

Speaking and Listening

Project

-draft and revise the

pamphlet

-draft the pamphlet -draft the pamphlet -revise and edit the

pamphlet

-make a presentation



62

NOVEL STUDY:

Frindle

March 18- April 6

Complex Text

Pages T293-T346

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj6yKSdzNfVAhWhyoMKHaO1AToQjRwIBw&url=http://blogs.slj.com/afuse8production/2012/05/30/top-100-childrens-novels-38-frindle-by-andrew-clements/&psig=AFQjCNGWH_j5ddJilR2Cg3sW6y3IULoj8A&ust=1502829940062342



63

Learning Objectives: Identify characters, setting, and plot. Analyze and understand character traits and motives. Draw conclusions

about story characters based on information from the text.

Week 1


Vocabulary custodian

thermostat

monopoly

worshiped

ideal

acquire

command

procedures

sidetrack

shutdown

custodian

thermostat

monopoly

worshiped

ideal

acquire

command

procedures

sidetrack

shutdown

semester

origin

etymological

unparalleled

fluorescent

cranked

jumble

crumpled

concentration

oath

semester

origin

etymological

unparalleled

fluorescent

cranked

jumble

crumpled

concentration

oath

according

agents

badge

conference

detention

quills

cursive

forbidding

vandalism

stumped

Close Reading Read Chapters 1-3

pages 1-16

1st Read: Think Through

the Text

-analyzing text and

graphic features: why

has the author given each

chapter a title in addition

to numbering it?

-visualizing: how are

illustrations valuable to

the story?

Chapters 1-3

pages 1-16


text

-use note taking by

working with students

to complete a graphic

organizer

-text and graphic

features: complete 3-

column chart (book

cover, illustration and

Chapters 4-6

Pages 17-38

1st Read: Think

Through the Text

-character’s qualities,

motives and actions help

readers identify the

story’s themes or

message

-infer theme:

relationship between

Chapters 4-6

Pages 17-38


text

-use an Inference Map to

identify the main

character’s qualities,

motives and actions

(Nick)

-read aloud the last two

paragraphs on page 21

Chapters 7-9

pages 39-56

1st Read: Think

Through the Text

-explain what are facts

and opinions

-evaluating facts and

opinion: what main fact

is given on page 39

about Nick’s plan?

What opinion does the

author include in the



64

caption opposite the

title page, illustration

and caption on page 9)

-discuss what the

details in each column

might tell readers about

the story and characters

-3 deepen

comprehension

questions about text

and graphic features:

1. Why did the author

title his first two

chapters with people’s

names?

2. How do these first

three chapter titles

indicate the story

structure?

3. How do Nick and

Mrs. Granger’s

differing personalities

and objectives give rise

to the problem that is

introduced in the third

chapter?

Nick and Mrs. Granger

from events of Chapter 5

-Analyzing and

evaluating: qualities of

Nick and Mrs. Granger

and model how to think

about Nick

-pages 23-28

-infer the theme

-complete an Inference

Map about Mrs. Granger

-3 deepen comprehension

questions about theme:

1. Do you think Nick

starts fifth grade thinking

he can trick Mrs. Granger

or change what happens

in class? What are some

of Nick’s qualities?

2. What are Nick’s

motives for making his

oral report so long?

What do you think his

lack of success suggests

about how the author

feels about Nick’s

tactics?

3. What does the

behavior of Nick and

Mrs. Granger and the

way they interact with

each other, tell you about

the theme of Frindle?

first paragraph of page

39?

-Questioning: who does

the most to stop the

spread of frindle? Is the

answer a fact or

opinion? Why?


text

-use T-map to identify

some facts and opinions

on pages 44-45

-ask questions to

identify other facts and

opinions

-3 deepen

comprehension

questions about fact and

opinion:

1. What is one fact

found page 7 paragraph

2?

2. What is one opinion

found in paragraph 2?

3. How many other facts

and opinions can you

find on page 7? What

are they?



65

Writing -write a short paragraph

stating what hints the

pictures give about the

story and characters

-what has Nick’s

school experience been

like up until fifth

grade? How does his

school life “path to

discovery” change

when he reaches fifth

grade?

-name and list the main

characters in the story

-brainstorm words and

phrases that describe

each character

-use inference map to

write a paragraph

analyzing Mrs. Granger’s

actions

Pages 23-28

Do you think that Nick

would enjoy hunting

fossils? Why or why

not?

Speaking and

Listening

Teacher read aloud:

“Unlocking a Language”

-model fluency: pauses

-listening comprehension:

important details about

understanding where

words come from, main

idea of passage


paraphrase the passage

Introduce book


genre

-skim through the book

-note chapter titles,

illustrations and captions

-make predictions

-set purpose

-read paragraphs 1-6,

page 4, emphasize

phrasing and pauses

-students read aloud

last paragraph on page

4

-model fluency: adjust

rate to purpose

-read page 20 aloud,

point out the text quoted

from another book and

read more slowly

-pair students, read aloud

a few sentences at a time

to each other

-read scene page 40,

focus on rate

-students read in groups

page 35, 1st paragraph

-model fluency:

expression

-read aloud page 45,

using expression

appropriate to the

dialogue

-students silently read

after the section break

on page 47



66

Week 2


Vocabulary rowdy

pursed

fad

merely

masterminded

awkward

investment

subscribed

profit

ruckus

rowdy

pursed

fad

merely

masterminded

awkward

investment

subscribed

profit

ruckus

imported

leafed

arbitrary

coinage

endures

oblong

prank

established

donation

engraved

imported

leafed

arbitrary

coinage

endures

oblong

prank

established

donation

engraved

Close Reading Chapters 10-12

pages 57-83

1st Read: Think

Through the Text

-explain the meaning and

purpose of reading

between the lines

-drawing conclusions

and making

generalizations: why are

the news media

interested in the frindle

story? How do kids

across the country react

to the frindle?

Chapters 10-12

pages 57-83


text

-use Inference Map to

pinpoint details in page

59-61 that lead to a

conclusion about the

adults Judy Morgan

interviews

-3 deepen

comprehension

questions about

conclusions

Chapters 13-15

pages 84-105

1st Read: Think

Through the Text

-analyzing main ideas

and details: what is the

main idea of each

chapter? What surprising

thing does Mrs. Granger

reveal about her part in

the frindle war?

-summarizing: how do

things end up between

Nick and Mrs. Granger?

Chapters 13-15

pages 84-105


text

-use an Idea-Support

Map to identify one of

the book’s topics and its

related main ideas


questions about main

ideas and details:

1. What is the topic of

chapter 14?

2. What are the main

ideas of chapter 14?



67

-inferring/predicting:

even though he isn’t

named, how do we know

the identity of the boy

who speaks to the

reporter?

1. Is the reporter, Judy

Morgan, for or against

the student rebellion?

2. What were the results

of Judy Morgan’s

interviews at Lincoln

Elementary School?

3. How is the spread of

the new word a good

thing? How is it not so

good? Who benefits

from frindle becoming a

well known word and

why?

Summarize in your own

words.

3. What are some details

in the chapter that

support the main ideas?

Writing One Pager

Objective: Synthesize responses to a text by preparing a one-page summary that uses both graphic representation and words to convey

meaning.

Create a one pager that includes the following (use unlined white paper):

1. Title of text

2. Write two quotations from the text (notable quotes).

3. Use visual images that have strong relationships to the unit of study.

4. Place essential vocabulary words/phrases around the images. These words/phrases should express the main ideas, your

impressions, feelings or thoughts about the text

5. Write 2 questions and answer them.

6. Make a personal statement about what you have read.

7. Create a border that reflects the theme, concept, or message of the unit of study.

8. Be colorful and neat.



68

Time Frame: November 25-November 29

Unit: 2, Lesson 6 Grade Level: 5 Essential Question: Why is it important to research and protect

endangered animals?


RI, W RI5.3, 5.4, 5.7, 5.9, 5.10 W5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.7


Summative:

Weekly Standard Test should be administered at the close of this lesson.

Reading Skill:

Cause and Effect

Quotes and Description

Domain-Specific

Vocabulary

Cause makes something else happen. The effect is what happens as a result of the cause.

Reading Strategy:

Question

When you read, think about how people's actions affect the things around them.

Ask students to share an example of a cause-and –effect relationship form their independent reading.

Text (s):

Anchor: Quest for the Tree

Kangaroo

Paired: Why Koala Has No

Tail

Novel:

Quest for the Tree Kangaroo – Ask:

1. What did being in the burlap cause the kangaroos to do?

2. How did the radio collars help the team learn more about the kangaroos?

Why Koal Has No Tail – Ask:

1. What problem did Tree Kangaroo and Koala have?

2. How did the problem get solved?

Vocabulary Strategy:

Synonyms and Antonyms

Day 1: Explore words with the Prefix /trans-/. Day 2: "Because" sentences. Day 3: Explore words with the suffix /-ic/. Day 4: Students

will identify eponyms – words named after a place, person, or thing. Day 5: Students will complete a four square map.

Vocabulary: dwarfed,

calculate, presence, snug,

procedure, perch, outfitted,

enthusiastic, transferred,

beaming

TIER1

Snug

TIER 2

Beaming

Presence

Enthusiastic

Dwarfed

Transferred

TIER 3

Procedure

Calculate

Outfitted

Perch



69

Writing to Text: Skill Genre: Informative Writing

Short Response:

Performance Task: Procedural

Composition/ Organization

PROCEDURAL COMPOSITION

Vocabulary

Procedural Composition: text that describes a process or a series of events or steps

Day 1: Analyze the Model; Essential Question: What is a procedural composition?

I can identify features of a procedural composition. (W.5.2) Day 2: Teach; Introduce the Writing Focus: Organization

I can use transition words such as first, next, then, and finally that signal order. (W.5.4, W.5.5, W.5.10, L.5.1c) Day 3: Prewrite: Teach Planning a Procedural Composition:

I can use a flow chart to help me identify the steps of a procedure and arrange them in sequence in order to plan my

writing. (W.5.2a, W.5.4, W.5.5, W.5.10)

Prompt: Identify a topic for a procedure or process about which you would like to write. Then, identify the key steps in that

process.

Day 4: Draft: Review success criteria: Introduction, Develop topic, Organize steps in sequence, Include illustrations, Conclude

with statement

I can write a draft using flow chart. (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.2e, W.5.4, W.5.10, L.5.1c)

Day 5: Analyze the Model; Revise and Edit model on pg. 202.

I can revise and edit using Proofreading Checklist. (W.5.4, W.5.5)


1. Think about Quest for the Tree Kangaroo what point of view does the author present? How does the point of view in

each selection affect the reader’s understanding of the topic? Use evidence from both texts to support your answer.

(CCLS: RI.5.1, RI.5.3, RI.5.6)

2. Why does the author include quotes from the research team and detailed descriptions of their work? Use evidence from

both texts to support your answer. (CCLS: RI.5.1, RI.5.3, RI.5.6)



70

Standard Review Finding Main Ideas and Details (RI.5.2)

Lesson 13: Comparing Text Structures, Part 2: Cause-Effect, Compare-Contrast (RI.5.5

RTI/Small Group Instruction Technology Word Study Writing Independent

Reading

Teacher Led

Students should complete

prescribed i-Ready Lessons

Tier 2 students:

Use the following words to

make an antonym-matching

game: together, group,

seldom, solution,

something, preceding,

destroy, and never. Write

each word on an index

card. Write its antonym on

another index card.

Mix up the cards and play

the game with a partner.

Place all the cards face

down on a table. Turn over

two cards at a time to try to

find the antonym pairs.

The person with the most

matches at the end of the

game wins.

Tier 1 Students:

Reread “Why Koala Has

No Tail.” Write a

paragraph about the story.

Then choose five words

from your paragraph that

Tier 2 students:

The loss of habitat and

ecosystems can

threaten wild animals

throughout the United

States. The U.S. Fish

and Wildlife Service is

a government agency

dedicated to the

protection of wildlife,

fish, and plants, as well

as their habitats.

Explore the

Endangered Species

Act, which is enforced

by the U.S. Fish and

Wildlife Service.

Report on practices and

procedures for

determining and listing

endangered and

threatened animal

species.

Take notes on index

cards to use in an oral

presentation. If time

allows, present your

Students should

select books from

the class library on

their level.

Students can do a

Stop Think Write in

their writing

notebook about

what they read in

their book of

choice.

Tier 3: Pull-out by reading

specialist.

Tier 2: Write-In Reader with

teacher.

Tier 1: Guided Reading

with teacher.



71

could have synonyms and

antonyms.

Rewrite the paragraph

using synonyms for the five

words. Then write the

paragraph again, but use

antonyms for the five

words.

Which changed the

paragraph’s meaning more,

synonyms or antonyms?

Did both paragraphs still

make sense? Did they

sound silly?

report to the class.

Field questions from

your audience and lead

a discussion of the

Endangered Species

Act.

Tier 1 students:

Learn more about

protecting wild

animals. Use the

Internet to do your

research.

Prepare a poster of

tools and technologies

currently being used by

environmentalists to

help wild animals.

Illustrate your chart

with drawings or

magazine clippings.

Share your poster with

classmates and discuss

ways you can help wild

animals.



72

Week of:

November 25

Above Level:


Lexile Level: 1040

On Level:

Fountas and Pinnell Level: T

Lexile Level: 1230

Below Level:


Lexile Level: 850

Title of Text:

"Mad for Marsupials" "On the Trail of Rain Forest Wildlife" "Kangaroos"

Characteristics of

the Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Dwarfed Calculate

Presence Snug

Procedure Perch

Outfitted Enthusiastic

Transferred Beaming

Dwarfed Calculate

Presence Snug

Procedure Perch


Transferred Beaming

Dwarfed Calculate

Presence Snug

Procedure Perch


Transferred Beaming

Text Preview

Activity:

Discuss vocabulary.

Explain to students that marsupials are a

category of mammals known for carrying

their babies in pouches.

Discuss vocabulary.

Explain to students that the Amazon basin

in South America has the world's largest

rain forest.

On a map, point out the Amazon River

and its tributaries, which define the basin.

Discuss vocabulary.

Tell students that kangaroos come in

many varieties and sizes.

They eat plants and often live in groups.

Target Strategy: Question Question

Question



73

Target

Comprehension

Skill:

Cause and Effect Cause and Effect

Cause and Effect

Questions for

Comprehension:

Possible Writing:

Why do kangaroos have a name from the

Aboriginal language? (Page 6):

The Aboriginal people were the first

humans to encounter the animals.

What causes koalas to be able to eat

poisonous eucalyptus leaves? (page 8):

Special bacteria in their intestines allow

them to digest the leaves.

Write a paragraph about an interesting

animal that you have read about in another

book. Include details and descriptive

words that tell about the animal and how

it behaves.

Why is the rainforest floor a "dark and

shadowy" place? (Page 4):

The tops of the trees create a canopy that

blocks sunlight.

What effect do the red-eyed tree frog's

eyes have on predators? (Page 11):

The big red eyes startle predators and

may give the frog time to escape.




words that tell about what the animal

looks like and where it lives.

What might cause a kangaroo to stomp its

feet loudly? (Page 5):

A kangaroo might stomp if it saw a

dangerous animal, to warn other

kangaroos.

How did people's burning of forests affect

kangaroos? (Page 12):

More grass grew in the areas where trees

had been burned. This created more food

for kangaroos, so their numbers grew.




words that tell about what the animal

looks like and where it lives.



74

Time Frame: December 2-December 6

Unit: 2, Lesson 7 Grade Level: 5 Essential Question: How can dangerous situations bring

people closer together?


RL, W, SL RL5.1, 5.3, 5.10 W5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.10 SL5.6


Summative:

Weekly Standard Assessment should be administered at the close of this lesson.

Reading Skill:

Understanding Characters

Author’s Word Choice

Dialect

Details such as what the characters say and do are clues that can help you understand the reasons for the character's actions.

Students will notice what characters say and do to understand the reasons for their actions.

Reading Strategy:

Visualize

Students will learn to think about how an author tries to persuade readers to think or act in a certain way.

Old Yeller: What words and phrases does the author use to help you see the fight between Old Yeller and the Bear?

Text (s):

Anchor: Old Yeller

Paired: What Makes It Good?

Novel:

Old Yeller: Students will create a T-Chart with the heading: Character Actions Reasons

What Makes it Good? - Ask:

1. What kind of person do you think Kay Nyne is? Turn and talk with a partner about words that describe her.

2. Which expert do you agree with? Turn & talk about why you think that.

Vocabulary Strategy: Adages and

Proverbs

Day 1: Explore words with the ending /-ing/. Day 2: Word association – Students will use the vocabulary word cards to answer

questions. Day 3: Identify synonyms and antonyms for the vocabulary words, then write a sentence for each word. Day 4: "Act

out the words"- one student acts out a vocabulary word while others try to guess the word. Day 5: Vocabulary web

Vocabulary: frantic, bounding,

lunging, shouldered, stride, strained,

checking, romp, wheeled, picturing

TIER1

Picturing

Stride

Checking

TIER 2

Frantic

Romp

Shouldered

Lunging

TIER 3

Bounding

Wheeled



75

Strained


Short Response:

Performance Task: Compare-Contrast Essay/

Elaboration

Compare-Contrast Essay

Vocabulary

Compare: identify ways in which two subjects are alike

Contrast: identify ways in which two subjects are different

Direct quotation: another person’s exact written or spoken words

Day 1: Analyze the Model; Essential Question: What is a Compare-Contrast Essay?

I can identify and label the topic sentence, details, direct quotations, and transitions which will help distinguish if

the author is comparing or contrasting. (W.5.2b, W.5.2d) Day 2: Teach; Writing Focus: ELABORATION

I can write a compare and contrast essay that includes precise details and direct quotations to support my ideas.

(W.5.2b, W.5.2d) Day 3: Prewriting;

I can compare and contrast two parts of a story. (W.5.5, W.5.10)

Prompt: Write an essay comparing and contrasting two parts of a story you have read. Day 4: Draft; Review Success Criteria: Introduce topic, Organize essay logically, Include direct quotations, and

conclude

I can draft my compare-contrast essay using a Venn Diagrams. (W.5.2a, W.5.2c, W.5.4) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am including direct quotations to

bring out important ideas in my comparisons. (W.5.2b, W.5.2d, W.5.2e, W.5.5, W.5.10)


1. In Old Yeller Travis struggles with a problem that challenges his ideas about something. What is the theme of

the story? What lesson did you learn from how Travis responded to his problem? Use evidence from both texts

to support your answer. (CCLS: RL.5.1, RL.5.2)

2. Why does the author include the first paragraph on p. 217? Why do you think this paragraph is important to the

story? What events does it connect? Use evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.5)



76

Standards Review Comparing and Contrasting Characters in a Drama (RL.5.3)

Point of View (RL.5.6)

Analyzing Visual Elements in the Literary Texts (RL.5.7)


Students should


Ready Lessons

Tier 2 Students:

Reach Higher Read these sayings.

Waste not, want not.

Actions speak louder

than words. Two heads

are better than one.

Work in groups of three.

Discuss the sayings and

what you think they

mean.

Divide the poster paper

into three columns.

Then have each group

member choose a

saying, write it at the top

of a column, and write

an explanation in that

column.

Illustrate your poster

and share it with the

class.

Tier 1 students:

Challenge Yourself

Search the Internet for

four proverbs or other

wise sayings.

Tier 2 students:

Reach Higher

Old Yeller is a

responsible farm dog

that instinctively

comes to his family’s

rescue. Many animals

are trained to be

helpers, not only on

farms, but also for

people with

disabilities.

Choose one type of

animal helper, such as

a sheepherding border

collie, a guide animal

for the blind, or a

trained capuchin

monkey. Research to

find out about the

training programs for

the animal of your

choice.

Write a report about

the animal’s training in

the form of a first-

person narrative by the

animal. Read your

narration to other

classmates.


books from the class

library at their level.


Think, and Write in their


what they read.

Tier 3: Pull-out by

reading specialist.

Tier 2: Write-In

Reader with teacher.

Tier 1: Guided

Reading with teacher.



77

Write them on a sheet of

paper. Then make up

your own saying.

Read the sayings to the

class and challenge your

classmates to figure out

which is the saying that

you wrote.

Tier 1 students:

Challenge Yourself

Animals like Old

Yeller are memorable

and often act as we

would expect people to

act in a crisis. We

sometimes even

imagine them as

responsible people.

Put yourself in Old

Yeller’s shoes, and

imagine what he might

have been thinking as

he acted to save little

Arliss from the mother

bear. Write your

account from Old

Yeller’s point of view.

What observations

about people do you

think Old Yeller might

make? Do you think he

might have taken

responsibility for

letting Arliss out of his

sight in the first place?

Stick to the facts of the

story, but be creative

in your interpretation

of Old Yeller’s point

of view. Share your

story with another

classmate.



78

Week of:

December 3

Above Level:


Lexile Level: 770

On Level:


Lexile Level: 750

Below Level:


Lexile Level: 580

Title of Text:

"Riding with the Camel Corps" "On the Long Drive" "Young Eagle and His Horse"

Characteristics of

the Text:

(Based on Level)

Historical Fiction

Historical Fiction

Historical Fiction

Vocabulary: Frantic Bounding

Lunging Shouldered

Stride Strained

Checking Romp

Wheeled Picturing

Frantic Bounding

Lunging Shouldered

Stride Strained

Checking Romp

Wheeled Picturing

Frantic Bounding

Lunging Shouldered

Stride Strained

Checking Romp

Wheeled Picturing

Text Preview

Activity:

Discuss vocabulary.

Explain that the Camel Corps was part of

a U.S. Army experiment for exploring the

West. People believed that camels'

strength and ability to go without food or

water for days would make them well-

suited to the dry, rugged desert terrain.

Focus on what the characters say, think,

and do to better understand the characters'

motives and relationships.

Discuss vocabulary.

Explain that a cattle drive could take

months and involved thousands of cattle.

The cowboys encountered many dangers

along the way.

Use a graphic organizer to focus on what

the characters say, think, and do to

understand characters' motives and

relationships.

Discuss vocabulary.

Explain that the Nez Perce Native

American tribe is from the Western

United States.

Horses were an important part of their

lives in the 1800s, when this story takes

place.

Use a graphic organizer to record the

characters' thoughts, actions, and words.



79

Target Strategy:

Visualize

Visualize

Visualize

Target

Comprehension

Skill:




Questions for

Comprehension:

Possible Writing:

Why does Roy feel disappointed when the

camels eat his cactus fence? (Page 7):

He had wanted to impress the captain.

He's embarrassed because everything

seems to go wrong.

When Roy goes after the stray camel,

what is he able to finally see? (Page 16):

He sees patches of green grass and a

creek with reeds.

Roy Henry wants to prove his worth to

Captain Marsh by learning everything he

can about how to handle camels. Write

several paragraphs describing a time when

you wanted to prove your ability to

perform a task.

James looked forward to making friends

on the cattle drive. How does Ben's

reaction to the rattlesnake make him feel?

(Page7):

James is humiliated and embarrassed.

James was shocked to find another

rattlesnake, this time in his boot. After

realizing Ben was playing a joke on him,

how does James react? (Pages 9-10):

He is angry. After making a sarcastic

remark to Ben, James cuts off the rattle

and puts it in his hatband.

Ben is surprised when James thanks him

for putting a dead rattlesnake in his boot.

Write a few paragraphs describing an

experience you have had in which your

reaction to something surprised someone

you were with.

What character traits can we infer about

Young Eagle from the description of his

search for the horse after it runs off?

(Page 8):

Young Eagle is smart, and he knows and

cares about horses.

How does Young Eagle look and act when

he finds Leaping Water? (Page9):

He acts calmly. He talks to the horse

quietly and moves slowly so that he won't

scare him.

Young Eagle loves horses and wants to

learn how to train them. Write a paragraph

describing your favorite animal. Tell what

you would like to learn about that animal.



80


Unit: 2, Lesson 8 Grade Level: 5 Essential Question: What reasons do people have for

protecting the environment?


RI, W, SL RI5.3, 5.4, 5.5, 5.8, 5.10 W5.9b SL5.3


Summative:

Weekly Standard Test should be administered at the close of this lesson.

Reading Skill:

Author’s Purpose

Explain Scientific Ideas

Domain-Specific Vocabulary

Authors write to inform, to entertain, or to persuade.

Reading Strategy:

Analyze/Evaluate

Students will determine an author's reason for writing and decide whether the author achieved that purpose.

Readers will notice headings and captions to help them locate information.

Text (s):

Anchor: Everglades Forever:

Restoring America’s Great

Wetland

Paired: National Parks of the West

Novel:

Students will identify details that tell more about the Everglades, such as how the swamps provide a place where many marine

animals can safely grow.

Vocabulary Strategy: Prefixes en-,

re-, pre-, pro-

Day 1: Students will explore words with the prefix /en-/. Day 2: Relating word questions.

Day 3: Explore words with the suffix /-ian/.

Day 4: Word Sort based on parts of speech – Nouns, Verbs, and Adjectives. Day 5: Root Web

Vocabulary: endangered, restore,

unique, guardians, adapted,

attracted, vegetation, regulate,

conserving, responsibility

TIER1

Responsibility

Guardians

Unique

TIER 2

Adapted

Attracted

Restore

TIER 3

Conserving

Regulate

Endangered

Vegetation

Writing to Text: Cause-and-Effect Essay



81

Skill Genre: Informative Writing

Short Response:

Performance Task: Cause-and-Effect

Essay/ Evidence

Vocabulary

cause: an event or circumstance that leads to another event

effect: something that happens as the result of an earlier event Day 1: Analyze the Model; Essential Question: What is a cause-and-effect essay?

I can identify cause, effects, facts and details in a text. (W.5.2c, W.5.2d)) Day 2: Teach; Writing Focus: EVIDENCE

I can present supporting evidences in a logical order. (W.5.2b) Day 3: Prewriting;

I can use the cause-and-effect chart to organize the cause-and-effects that I want to explain in my essay. (W.5.4,

W.5.5, W.5.10)

Prompt: Write an essay explaining a cause-and-effect relationship that you think is important or interesting. Day 4: Draft; Review Success Criteria: Introduce topic, Organized logically, Include specific facts,

conclude.

I can draft my cause and effect essay using the cause-and-effect chart. (W.52a, W.5.2b, W.5.2e, W.5.4) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am showing the significance of the cause and

effect

relationship chosen. (W.5.2b, W.5.5, W.5.10)


1. In Everglades Forever, what do you think the author believes people should do in taking responsibility for the

Everglades? Why do people value and want to preserve these areas? Use evidence from both texts to support your

answer. (CCLS: RI.5.2)

2. On pages 240-241, what domain-specific words does the author use on these two pages? How do these words help

deepen your knowledge of the topic? Use evidence from both texts to support your answer. (CCLS: RI.5.4)

Standards Review Explaining Relationships in the Scientific and Technical Texts (RI.5.3)

Using Multiple Sources for Writing and Speaking (RI.5.9)



82


Students should


Ready Lessons

Tier 2 students:

Reach Higher

Read aloud the words

below.

flew flower made there

pear poor paws right

tense told

Each of the words has

at least one homophone,

a word that sounds the

same but is spelled

differently and has a

different meaning.

Write a homophone for

each word. Make a list

of each homophone

pair. If necessary, check

the spelling of the

words in a dictionary.

Work with a partner.

Read each word pair on

your list. Tell the

difference in meaning

between the original

word and its

homophone.

Tier 1 students:

Challenge Yourself

Make a list of ten

homophone pairs. Then

take five of your word

pairs and write a poem

Tier 2 students:

Reach Higher Ecology is a field of

science that combines

knowledge from

different areas of study.

Ecologists study the

relationships between

plant and animal habitats

to learn how they work.

When those relationships

have been harmed,

ecologists work to

reduce and repair the

damage.


find out what you need

to study to be an

ecologist. Use library

books and other resource

books to do your

research.

Write a five-paragraph

essay, explaining the

different areas of study

that make up the field of

ecology.

Tier 1 students:

Challenge Yourself

The Florida Everglades

is an ecosystem in need

of repair and restoration.


a book from the class



Think, and Write in



Tier 3:

Pull-out by reading

teacher.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



83

with them. Try to make

your poem funny!

Choose another area

being targeted for

restoration and research

the status of work in that

field.

For example, you might

focus on coral reefs or

mangrove systems. Find

out what is causing

damage to them and

what is being done, or

what needs to be done,

to repair them.

Assemble your

information and present

it as an appeal to

continue the work for

restoring these

ecosystems

Week of:

December 9

Above Level:


Lexile Level: 980

On Level:


Lexile Level: 830

Below Level:

Fountas and Pinnell Level: R

Lexile Level: 590

Title of Text:

"The Salton Sea"

"America's Urban Parks"

"Guardians of the Everglades"



84

Characteristics of the

Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Endangered Restore

Unique Guardians

Adapted Attracted

Vegetation Regulate

Conserving Responsibility

Endangered Restore

Unique Guardians

Adapted Attracted

Vegetation Regulate


Endangered Restore

Unique Guardians

Adapted Attracted

Vegetation Regulate


Text Preview Activity: Discuss vocabulary.

Explain that the Salton Sea's water

source is excess irrigation water that is

naturally salty. When the water

evaporates, the salt remains since the

sea has no outlet. This endangers the

fish that live there.

Remind students that when an author's

purpose is to persuade, the author may

express personal opinions, which

should be supported by convincing

facts.

Discuss vocabulary.

Explain that some urban parks have been

shaped by people over time, while other

parks are natural habitats.

Remind students that when an author's

purpose is to persuade, the author may

express personal opinions, which should

be supported by convincing facts.

Discuss vocabulary.

Explain that the Everglades area is

important because it provides both

drinking water for people living in Florida

and habitats for many animals.

Have students use a graphic organizer to

collect clues in the text to understand the

author's purpose for writing. (To entertain,

inform, persuade, or to express an

opinion.)

Target Strategy:

Analyze / Evaluate

Analyze / Evaluate

Analyze / Evaluate

Target Comprehension

Skill:

Author's Purpose

Author's Purpose

Author's Purpose



85

Questions for

Comprehension:

Possible Writing:

What reasons suggest that the author's

purpose is to persuade readers that the

Salton Sea should be saved? (Page 13):

If something is not done soon, the fish

will die, the birds will disappear, and

people will be exposed to the salt,

blown by desert winds.

Why isn't there more public awareness

about this threat to the Salton Sea?

(Page 14):

The location of the Salton Sea is

isolated, so many people cannot see its

beauty or relate its problems to their

own lives.

Think of another selection that you

have read that convinced you to do

something about a particular issue.

Write several paragraphs explaining

why you think the issue is important.

Why does the author ask you to imagine

that you are hiking in an urban park?

(Page 4):

It brings the reader deeper into the story,

letting the reader visualize the author's

point and better understand the author's

purpose for writing.

Why do most cities require experts to

examine a site before construction begins?

(Page 17):

Sometimes there are archaeological

discoveries, such as a burial ground, that

will put a halt to construction.

Think of another selection you have read

that tells about an environmental issue

you support. Write several paragraphs

explaining why that issue is important.

What reasons suggest that the author's

purpose is to persuade readers of the

Everglade's importance? (Page 7):

The author states that the Everglades

region is a huge source of water and that

Earth only has a limited amount of water.

What will happen to the animals of the

Everglades if they lose their habitats?

(Page 8):

The animals will disappear. Right now the

Florida panther, the American crocodile,

and the manatee are endangered.

Marjory Stoneman Douglas's work

inspired people to protect the Everglades.

Think about another book you have read

about someone you think is inspiring.

Write a paragraph explaining the reasons

why you think that person is inspiring.



86


Unit: 2, Lesson 9 Grade Level: 5 Essential Question: How can an act of courage reveal a

person’s true nature?


RL, RI, W, SL RL5.1, 5.4; RI5.1 W5.5 SL5.1a, 5.1b, 5.1c, 5.1d


Summative:

Weekly Standard Assessment should be administered at the close of this lesson.

Reading Skill:

Conclusions and Generalizations

Point of View

Characterization

When reading a story, students should look for clues that help you determine things the author does not tell you.

Reading Strategy:

Infer/Predict

Guide students to draw conclusions about what hypothermia is. Help students recognize clues to determine that it is a condition

that happens when a person gets very cold and wet.

Text (s):

Anchor: Storm Warriors

Paired: Pea Island’s Forgotten Heroes

Novel:

Storm Warriors- Ask:

1. What strong words does the author use to help you see and feel the scene?

2. Where and when does the story take place?

Have students identify the clues the author provided about the relationship between Mrs. Gardner and the captain.

Pea's Island's Forgotten Heroes – Explain to students:

1. The photos in the selection can help a reader believe what the author says.

Vocabulary Strategy: Greek and Latin

Roots

Day 1: Explore words with the suffix /-ance/. Day 2: Word Pairs-students use 2 vocabulary words to write a sentence. Day 3:

Students will us the prefix /non-/ to determine the meaning of new words. Day 4: Riddles. Day 5: Students will identify synonyms

and antonyms for the vocabulary words .

Vocabulary: critical, clammy, secured,

squalling, realization, commotion,

annoyance, demolished, bundle, elite

TIER1

Demolished

Commotion

Annoyance

Realization

TIER 2

Critical

Elite

Squalling

Clammy

Secured

Bundle

TIER 3



87


Short Response:

Performance Task: Prewrite a Research

Report/Evidence

Prewrite: Research Report

Vocabulary

Paraphrase: a quotation or an idea restated in your own words

summary: the main ideas of a text, retold in your own words

Source: anything that supplies information

Source list: the names of all the resources from which information is taken for a report Day 1: Analyze the Model; Essential Question: What is a Research Report?

I can identify and label important ideas, supporting facts and direct quotations. (W.5.5) Day 2: Teach; Writing Focus: Evidence

I can organize my notes in a way that will help me present my evidence clearly to support my main idea. (W.5.5) Day 3: Prewriting;

I can brainstorm topics collaboratively with my group and identify research questions. (W.5.5, W.5.8)

Day 4: Prewrite;

I can sort my notes into groups and then write an outline. (W.5.5, W.5.8) Day 5: Prewrite; Revise and edit;

I can revise and edit my outline to ensure that I have provided enough supporting details to fully develop my topic.

(W.5.5, W.5.7, W.5.8)


1. In the beginning of Storm Warriors Nathan doesn’t believe he can be a surf man. Which details best

demonstrates that Nathan is courageous? Give examples of Nathan’s courage to support your opinion. (CCLS:

RL.5.1, RL.5.3)

2. How would the description of the story’s events change if it were told from Mr. Meekin’s third-person limited

point of view? Use evidence from both texts to support your answer. (CCLS: RL.5.6)



88

Standards Review Using Details to Support Inferences in Literary Texts (RL.5.1)

Comparing and Contrasting Stories in the Same Genre (RL.5.9)


Students should

complete prescribed I-

Ready lessons.

Tier 2 students:

Reach Higher Compound words are

made up of two words

put together. Match the

following ten words to

make five compound

words.

burn room comb road

sun snake rattle rail

honey wash

Read aloud your

compound words. Be

sure they all make

sense.

With a partner, write

sentences using each of

your compound words.

Tier 1 students:

Challenge Yourself Two compound words

from the selection are

surfmen and fisherman.

A word puzzle for

fisherman might be a

picture of a fish, a plus

sign, a picture of a

man, an equal sign, and

the word fisherman.

Tier 2 students:

Reach Higher

Emergency situations

can arise at any

moment at home or in

school. Work with a

partner to prepare a

report on how to

courageously handle an

emergency situation

even though you might

be frightened.

Choose the emergency

situation—for example,

a kitchen fire, an

allergy attack, a

choking child, a bad

cut, or an automobile

accident. If you need

information for your

report, do research in

the library.

In your report, be sure

to describe what you

can safely do to help in

the situation and what

to do if you are waiting

for professional help.

Tier 1 students:



and at their level from

the class library to read

at this time.

Students can complete

a Stop, Think, and

Write in their

notebooks about what

they read.

Tier 3:

Pull-out by reading

specialist.

Tier 2:


teacher.

Tier 1: Guided Reading

with teacher.



89

Make a list of ten more

compound words.

Then work with a

partner to make word

puzzles for five of the

words. Use colored

markers or pencils to

draw your puzzles. Use

the same format you

see in the puzzle for the

word earring above.

Challenge Yourself First-aid training

should be a basic part

of everyone’s

education. Choose an

emergency situation for

which first aid would

be appropriate and

write a set of directions

for handling the

situation. Discuss how

to be courageous in an

emergency.

Consult library books

for information on

treating the emergency

situation you are

describing. For

example, you might

look for instructions on

how to perform

cardiopulmonary

resuscitation (CPR).

Share your written

report with classmates.

Answer any questions

to be sure your

information is clearly

understood.



90

Week of:

December 16

Above Level:


Lexile Level: 860

On Level:


Lexile Level: 840

Below Level:


Lexile Level: 660

Title of Text:

"Night of the Killer Waves"

"The River Kept Rising"

"Sugaring Weather"

Characteristics of

the Text:

(Based on Level)

Historical Fiction

Historical Fiction

Historical Fiction

Vocabulary: Critical Clammy

Secured Squalling

Realization Commotion

Annoyance Demolished

Bundle Elite

Critical Clammy

Secured Squalling



Bundle Elite

Critical Clammy

Secured Squalling



Bundle Elite

Text Preview

Activity:

Discuss vocabulary.

Explain that the people of Crescent City

knew about the first wave hours before it

hit. They did not realize that more waves

would come, the fourth being the

deadliest.

Remind students that sometimes an author

supplies details to support a conclusion

that may not be stated directly in the story.

Discuss vocabulary.

Explain that the Great Flood of 1927 was

the most destructive river flood in U.S.

history.

Sometimes an author supplies details to

explain ideas that may not be stated

directly in the story.

Discuss vocabulary.

Explain that to gather maple sap, a farmer

cuts holes in the tree trunks of sugar

maples and then puts spiles, or wooden

spouts, into the holes. After several days,

buckets hanging from the spiles fill with

sap.

Students should use a graphic organizer to

record details to help them draw a

conclusion.



91

Target Strategy:

Infer / Predict

Infer / Predict

Infer / Predict

Target

Comprehension

Skill:

Conclusions & Generalizations



Questions for

Comprehension:

Possible Writing:

Why do you think Pete is hesitant to go

downtown toward the flood? (page 4):

He doesn't want to damage his car.

When the sea was pulling back, what was

about to happen? (Pages 13-14):

A bigger wave was coming. It caused a lot

of destruction and then retreated, taking

cars, buildings, and boats out to sea.

Think about how Lindy and her friends

first reacted to the news that a huge wave

had hit downtown Crescent City. Write

several paragraphs about how you and

your community might react to such news.

How difficult will it be to restore the town

to its regular condition after the flood

waters fall off? Why? (Page 6):

It will take a long time; much of the town

is destroyed, and you can only see the

roofs of some houses.

What do you think Jimmy and Jess will

find when they go out on the boat? (Page

14):

Injured people who need to be rescued.

Think about how the Travers family

responded to the Great Flood of 1927. Do

you agree with the generalization that

helping others during a natural disaster is

rewarding work? Write 3 paragraphs

explaining and supporting your opinion.

What can you conclude about Sam's

relationship with his sister Phoebe? Why?

(Page 3):

They like to tease each other, but they're

friendly; Sam kindly pats Phoebe on the

head.

Why do Pa and Samuel decide to find

shelter? (Page 8):

They need to find shelter to stay safe from

the storm. If they don't, they might freeze

or get lost in the snow.

Do you agree with the generalization that

7 year old children are not big enough or

patient enough to go sugaring? Write a

paragraph explaining your opinion.



92

Time Frame: January 6-January 10

Unit: 2, Lesson 10 Grade Level: 5 Essential Question: What can a scientist learn by observing the

behaviors of a particular animal?


RL, RI, W RL5.1, 5.5, 5.10; RI5.5, 5.9 W5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.5,

5.6, 5.8, 5.9b, 5.10


Summative:

Standard Base Assessment should be administered at the close of this lesson.

Reading Skill:

Main Ideas and Details

Explain Scientific Ideas


Students will learn how to use details in a book to determine the main idea.

The main idea is what the text is mostly about.

Reading Strategy:

Monitor/Clarify

Monitoring: Student detect their problems in reading

Clarifying: Seeking answers to questions that arise

Text (s):

Anchor: Cougars

Paired: “Purr-fection”

Novel:

Cougars – Students will complete a graphic organizer with the main idea and four (4) details. Ask:

1. What information do the photos and captions give you about cougars?

2. How do you think the different kinds of teeth help cougars survive?

"Purr-fection" - Ask:

1. Explain what you see in your mind when you listen to the poem?

Vocabulary Strategy: Shades of

Meaning

Day 1: Explore words with the prefix /un-/. Day 2: Word Associations. Day 3: Explore words with the suffix /-ment/.

Day 4: Analogies (Analyze how word pairs are related). Day 5: Four Square Map.

Vocabulary: unobserved, resemble,

available, particular, detecting, vary,

mature, contentment, ferocious, keen

TIER1

Available

Mature

TIER 2

Keen

Resemble

Contentment

Detecting

Particular

TIER 3

Ferocious

Unobserved

Vary



93


Short Response:

Performance Task: Write a Research Report/

Conventions

Performance Task: Write an Informational Essay:

In Quest for the Tree Kangaroo, you read about how a group of research scientist study and work to protect a rare animal. In

Everglades Forever, you read about a group of students who explore the Everglades in order to learn how they can help preserve

it. You have also read about preserving natural environments in National Parks of the West.

Thin about the information in the texts you just read. Now, write an essay that explains what people have done to protect natural

areas and wildlife. Use ideas from Quest for the Tree Kangaroo, Everglades Forever, and National Parks of the West in your

essay. Your essay will be read by your classmates and your teacher.

Write a Research Report

Vocabulary

paraphrase: restate an idea in your own words

Summarize: retell the main ideas of a text

Source list: written record of sources from which a writer has gathered information for a report

Plagiarism: passing off someone else’s work or idea as your own

Day 1: Draft; Essential Question: What is a Research Report?

I can write an introductory paragraph that states my focus and engages my readers (W.5.2a)

I can write a draft of my essay and keep in mind my audience and purpose of my essay. (W.5.4)

Day 2: Draft; Writing Focus: Convention

I can paraphrase/summarize the information from my notes by using my own words to restate ideas. (W.5.8)

I can quote the information from my notes by using quotation marks and recognizing the author. (W.5.2b)

Day 3: Draft; Teach Source List

I can provide a list of sources used during my research. (W.5.8, W.5.10) Day 4: Revise;

I can revise my draft to present my ideas in a clear, focused, and orderly way while using transition words.

(W.5.2a, W.5.2c)

I can write a conclusion in order to sum up my main points and show the reader the importance of the information

presented. (W.5.2e) Day 5: Revise, Edit and Publish;

I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing. (W.5.6, W.5.2a)



94


1. Which details from the text show how young cougars look different from adults? Why do you think

camouflage for young animals might be different than for adult animals? Use evidence from both texts to

support your answer. (CCLS: RI.5.1)

2. Which evidence best supports the point that cougars are good at adapting to different conditions? Use evidence

from both texts to support your answer. (CCLS: RI.5.1, RI.5.2, RI.5.8)

Standards Review Finding the Main Idea and Details (RI.5.2)




Students should


I-Ready Lessons

Tier 2 students:

Reach Higher

Read the words below.

Write each word on an

index card.

detect vary

see change

content ferocious

happy vicious

Arrange the cards face

down. Take turns with

a partner choosing two

cards. If the meanings

of the words are almost

the same, explain how

each word is slightly

different. If the

meanings are not

similar, replace the

cards and go again.

Tier 2 students:

Reach Higher The cougar has

different names in

different parts of the

world. Use the Internet

to find information

about its different

relatives and where

they live.

Print a map outline of

North and South

America and use it to

show where the cougar

lives.

With your partner,

make a list of the

different cougar

relatives. Then write a

brief report that tells

Students should pick a

book of their choice,

and at their reading

level from the

classroom library to

read during this time.


a Stop Think and Write

in their notebooks


Tier 3:

Pull-out by reading

specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



95

Use a dictionary if you

need help with the

meanings of the words.

Challenge Yourself

Choose four words

from the box in Reach

Higher!

Use a thesaurus or the

Internet to find another

synonym for each

word.

Make a chart that

shows the original

word and the synonym.

Write a sentence for

each pair that tells how

the meanings change.

how the cougar is

different from the other

wildcat species.

Include how its

behavior is the same or

different from the

behavior of its

relatives.

Tier 1 students:

Challenge Yourself

Research to find out

more about cougars.

Learn the location of

their habitats, the size

of their families, the

animals they prey on,

their competing

predators, and how

they behave.

Make a map of their

locations in North and

South America.

Research to find what

other predators and

prey share the same

habitats. Include this

information on your

map.

What can you conclude

about the role of cougars

in their ecosystems? Use

your research to write a

summary.



96

Week of:

January 6

Above Level:


Lexile Level: 950

On Level:


Lexile Level: 870

Below Level:


Lexile Level: 600

Title of Text:

"Saving the Mexican Wolves"

"The Return of the Yellowstone Grizzly"

"Sharks"

Characteristics of

the Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Unobserved Resemble

Available Particular

Detecting Vary

Mature Contentment

Ferocious Keen

Unobserved Resemble


Detecting Vary

Mature Contentment

Ferocious Keen

Unobserved Resemble


Detecting Vary

Mature Contentment

Ferocious Keen

Text Preview

Activity:

Discuss vocabulary.

Explain that wolves are at the top of the

food chain and that they are vital for a

healthy ecosystem.

Complete a graphic organizer with the

main idea and four key details while

reading.

Discuss vocabulary.

Explain that Yellowstone Park once had a

set of bleachers so people could sit and

watch the grizzlies dig through garbage.

This was a mistake!



reading.

Discuss vocabulary.

Explain that sharks have been known to

attack humans. However, this is often

because the shark mistakes the human for

a seal, which is its usual food.



reading.



97

Target Strategy:

Monitor / Clarify

Monitor / Clarify

Monitor / Clarify

Target

Comprehension

Skill:




Questions for

Comprehension:

Possible Writing:

Wolves are carnivores, yet they are part of

a food chain that includes plants. What

detail helps to explain this fact? (Page 5):

The wolves feed on deer and elk, and the

deer and elk feed on plants.

For centuries, people disliked wolves.

What details support this statement?

(Pages 7-8):

Over the years folktales have depicted

wolves as enemies of people. In the past,

wolves and humans competed for some of

the same foods, such as deer and elk.

Do you think efforts to restore the

Mexican wolf population in the wild

should continue? Why or why not? Write

several paragraphs in which you state

your opinion and give reasons to support

your ideas.

The pioneers thought the grizzly was a

threat to them. What details does the

author give to support this idea? (Page 7):

Pioneers used traps and other methods to

try to get rid of the bears.

What was the result of people feeding

bears? (Page 9):

The grizzlies associated people with food,

so they sought them out. Some bears

became a danger to people and had to be

removed from the park.

Do you think people should still work to

protect grizzly bears? Why or why not?

Write two paragraphs stating your

opinion. Remember to support your ideas

with solid details.

What are some details that tell how all

sharks are alike? (Pages 5-6):

They are fish, have backbones, are always

growing new teeth, and breathe using

gills.

We think of sharks as a threat to humans.

How are humans a threat to sharks?

Humans hunt sharks for their meat or for

other uses. Sharks also get caught in

fishing nets or tangled in garbage.

Do you think that sharks should be

protected? Write a paragraph giving your

opinion. Remember to give reasons to

support your ideas.



98

NOVEL STUDY:

Choice Skunk Scout or Esperanza Rising

Skunk Scout

January 9-February 1, 2020

Found in Unit

Accessible Text

Pages T237-T290

Pages T237-T290

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjpub-3ytfVAhWqsVQKHZxjAmgQjRwIBw&url=https://www.scholastic.com/teachers/books/skunk-scout-by-laurence-yep/&psig=AFQjCNH-Z0VP0KWQBAN62mXoUQIK8jXiaw&ust=1502829530115676



99

Grade 5

Text: Skunk Scout

Genre: Realistic Fiction

Learning Objectives: Identify characters, setting, and plot. Analyze and understand character traits and motives. Draw conclusions

about story characters based on information from the text.

Week 1


Vocabulary novelty

practical

reassuringly

certified

bulky

sympathetically

aisle

surplus

oval

attitude

novelty

practical

reassuringly

certified

bulky

sympathetically

aisle

surplus

oval

attitude

indicating

absorbed

relieved

condemned

doubtfully

authoritative

spouting

craning

coordination

achievement

indicating

absorbed

relieved

condemned

doubtfully

authoritative

spouting

craning

coordination

achievement

reared

decent

energetically

judgment

sensation

flushed

cradled

contaminated

emphasis


pages 1-35

1st Read Think Through

the Text

-understanding

characters: who is the

main character? How do

Chapters 1-3

pages 1-35

2nd Read Analyze the

text

-use T-map to compare

Teddy and his brother,

Bobby

Chapters 4-6

Pages 36-74

1st Read Think

Through the Text

-analyzing theme: what

qualities does Teddy

show when he asks to go

Chapters 4-6

Pages 36-74

2nd read Analyze the

text

-infer theme using

Inference Map, details

about Teddy

Chapters 7-10

pages 75-114

1st read Think Through

the Text

-analyze story structure:

how did Uncle Curtis,



100

you know? Who are

other characters who

might be important in the

story? What is the

problem in the story?

-visualizing: describe

Chinatown and the fish

shop using details from

the story

-write short character

sketches for Father,

Teddy and Bobby

-3 deepen

comprehension

questions about

character traits:

1. Why is father

leaving the fish store to

Teddy?

2. What character traits

do you see in bobby on

pages 30-31 when he

offers to do all of the

household chores to

make up to Teddy for

spending so much time

at the library?

3. Think about reasons

that Teddy does not

want to sleep on the

floor and reasons that

he does. What traits do

these thoughts and

actions reveal about

him? What do they

show about the roles

Teddy and Bobby play

in the story?

to the library but spends

most of his time buying

candy?

-analyzing and

evaluating: Do you think

he made a good decision

to pack the food in dry

ice? Why or why not?


questions about theme:

1. Teddy thinks he’s a

cheat and a liar. How do

you know that Teddy has

good qualities, too?

2. What story events help

him recognize his

strengths? How do they

help change his opinion

of himself?

3. How would you

express the theme of

Skunk Scout?

Teddy, and Bobby solve

the mosquito problem?

-questioning: what

question might you ask

yourself after reading

chapter 9?

2nd read Analyze the

text

-use story map to identify

the conflict and the

events that lead to a

resolution

-use a T-Map for Chapter

8, problems and solutions


questions about story

structure:

1. How do you know that

Teddy has a conscience?

How does he feel about

the hot dogs and

hamburgers that wont

thaw?

2. What problem does

Teddy face inside

himself about who he is

and what he can do with

his life?



101

3. Why do you think

Teddy doesn’t just give

up and ask Uncle Curtis

to take him home?

Writing -write a description of

Chinatown, using details

from the chapters

Write a short paragraph

to compare and contrast

the two brothers

What are some

discoveries Teddy and

Bobby make?

-write a paragraph

analyzing the events n

pages 61-63, infer the

theme that the events

suggest

Choose one or more

problems from chapters

7-10, develop a possible

solution supported by an

explanation of how the

solution would be

implemented and reasons

that it would be effective

Speaking and

Listening

Teacher read aloud:

“Shellfish: Clams and

Crabs”


-read aloud the dialogue

to one another

-listening

comprehension: what is

an important detail about

how clams move? How

are the clam and the crab

similar and different?


summarize passage

Introduce book


genre


rate to purpose

-read page 36 aloud to

show how Teddy is

being thoughtful

-pair students, read

aloud a few sentences at

a time to each other

-model fluency:

expression

-read aloud page 89,

using expression

appropriate to the

dialogue



102

-skim through the first

chapter to learn more

about Teddy illustrations

and captions

-make predictions



103

Week 2


Vocabulary casually

bothered

flap

cautiously

unmistakable

precaution

winced

stuffy

lopsided

threatened

casually

bothered

flap

cautiously

unmistakable

precaution

winced

stuffy

lopsided

threatened

definitely

humid

barely

massaged

pivoted

scurried

tactfully

cautioned

irritated

potent

definitely

humid

barely

massaged

pivoted

scurried

tactfully

cautioned

irritated

potent


pages 115-144

1st Read Think Through

the Text

-Drawing conclusions and

making generalizations:

how do you know that the

raccoon is not a serious

threat to the campers?

-inferring/predicting: do

you think the campers will

ever be able to eat the hot

dogs and hamburgers?

Why or why not?

Chapters 11-13

pages 115-144

2nd Read Analyze the

text

-draw conclusions

about how Teddy feels

about his trip to the

restroom in Chapter 11

-use Inference Map

-3 deepen

comprehension

questions about

conclusions:

1. Do you think Teddy

is being fair to himself

Chapters 14-16

pages 145-177

1st Read Think

Through the Text

-identifying main ideas

and details: what

happens when Teddy

kicks at a skunk in the

tent? How does Teddy

handle it?

-summarizing: Teddy

is trying to decide if he

is a clam or an explorer.

What happens to make

Chapters 14-16

pages 145-177

2nd Read Analyze

the text

-use Idea Support

Map

-identifying main

ideas and details, each

chapter

-3 deepen

comprehension

questions about main

ideas and supporting

details;



104

when he feels he made

a fool out of himself by

letting Bobby help him

back to the tent?

2. Do you think that

Teddy will end up

being a clam? In what

ways is Teddy

changing?

3. Explain why you

think Teddy does not

want to go on the hike.

Teddy feel better about

himself?

1. What big event

happens on the hike to

the ocean? What

details tell how the

characters respond?

2. How does Teddy

save the day?

3. What is the last

thing to go wrong

before the campers

head back to

Chinatown?

Writing One Pager

Objective: Synthesize responses to a text by preparing a one-page summary that uses both graphic representation and words to

convey meaning.


1. Title of text











105

NOVEL STUDY:

Choice Skunk Scout or Esperanza Rising

Esperanza Rising

January 9 -February 1, 2020

Found in Grade 6

Accessible Text

Pages T237-T290

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjqgcSoidzVAhXlyVQKHRtLCRMQjRwIBw&url=https://en.wikipedia.org/wiki/Esperanza_Rising&psig=AFQjCNGqe8N2xqXtk5EJrCTsccYB6LozQQ&ust=1502983828678638



106

Grade 5

Text: Esperanza Rising

Genre: Historical Fiction

Learning Objectives: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from

the text. Determine the theme of a story including how characters respond to challenges. Compare and contrast two or more

characters, settings, or events in a story.

Week 1


Vocabulary vineyard

premonition

bandits

crochet

sympathetic

discriminatory

anguish

composure

indignation

smothered

vineyard

premonition

bandits

crochet

sympathetic

discriminatory

anguish

composure

indignation

smothered

enveloped

scurried

silhouetted

salvage

influence

discreetly

indebted

valise

sprawling

immigration

depression

harvest

grime

perspiration

slumped

demeanor

barren

reassuring

humiliation


pages 4-28

-answer questions about

the main character,

Read Chapters 2-3

pages 4-28

-text dependent questions

Chapter 4

Pages 29-58

-how Mama, Abuelita,

& Miguel respond to

challenges

Chapter 5

Pages 58-80

-transition in the setting

of the novel

Chapters 6-7

pages 81-120

-identify metaphors



107

Esperanza, based on

evidence from the text

-infer about characters

based on how they

respond to challenges

-challenges characters face

in chapter 3

-challenges characters

face in chapter 4

-build background

knowledge: California,

immigration, the Great

Depression

-text dependent

questions

Writing -write a description of

Aguascalientes, Mexico

-Write a short paragraph

explaining the challenges

the characters faced

-Double entry journal,

make personal

connections and respond

by recording notes on

the left and thoughts on

the right

-write a paragraph that

tells how Esperanza’s life

will be different in

California.

-character T-Chart

Speaking and

Listening

Teacher read aloud:

“Chapter 1, pages 1-3”


-listening

comprehension

-classroom

collaboration: historical

and geographical setting

Introduce book

-display book and

discuss genre

-skim and make

predictions


rate to purpose

-model fluency:

expression



108

Week 2


Vocabulary harvest

grime

perspiration

slumped

demeanor

barren

reassuring

humiliation

bloom

meek

wages

unpredictable

correspondence

zigzag

uneasily

intent

listless

depressed

migrant

manual labor

humanity

jumble

menacing

conflicted

misjudged


pages 81-120

-identify metaphors

-reread pages 1-3, 18,

87, 90-93, 116-117

Chapters 8-9

pages 121-157

-infer themes using the

metaphors from previous

lessons

-challenges Esperanza

faces in chapter 9 and her

response

-summarize the chapters

-text dependent questions

Chapters 10-11

pages 158-198

-describe how

Esperanza is changing

-revisit metaphors and

themes, close read pages

159-161

-focus on strike, chapter

11

Chapters 12-13

pages 199-213

-how Esperanza, Miguel

and Marta respond to

challenges

-focus on strike

Chapter 13-14

pages 234-253

-discuss the metaphors

that show up again in

these last two chapters

Writing One Pager

Objective: Synthesize responses to a text by preparing a one-page summary that uses both graphic representation and words to convey

meaning.


1. Title of text



109









Speaking and

Listening

-model fluency: stress

-model fluency:

accuracy



110

Time Frame: February 3-February 7

Unit: 3, Lesson 11 Grade Level: 5 Essential Question: What can individuals do to help shape a

new government?


RL, RI, W, SL RL5.1, 5.2, 5.4, 5.7, 5.10; RI5.7 W5.1a, 5.1b, 5.1c, 5.1d, 5.4, 5.7, 5.8,

5.10

SL5.1a, 5.1c


Summative:

Weekly Assessment should be administered at the close of this lesson.

Reading Skill:

Cause and Effect

Visual Elements

Primary Sources

Students will explore the relationship between cause and effect.

Readers will notice how events in a story cause other events to happen.

Reading Strategy:

Visualize

Students will examine how visual elements can enhance a story.

Text (s):

Anchor: Dangerous Crossing

Paired: Revolution and Rights

Novel:

Dangerous Crossing – This text tells about an important ocean voyage during the American Revolution. Ask:

1. How does Johnny's father's diary help you to know that this story tells about a real event?

2. What words does the author use to help you experience what it was like on the ship during the storm?

3. What did the captain do when the British ships approached his ship? Why did he do this?

Revolution and Rights – This informational text explains important events in the founding of the United States. It contains

subheadings and graphic aids. Ask:

1. Why were the colonists unhappy about the Stamp Act?

2. What event marked the beginning of the American Revolution?

3. Look at the timeline on the last page. How are the dates on the timeline related to the dates in the text?

Vocabulary Strategy: Reference

Materials

Day 1: Students will explore words with the prefix /dis-/. Day 2: "Because" Sentences. Day 3: Students will use the root /duct/ to

determine the meanings of unfamiliar words (in + duct, de + duct). Day 4: Similes – comparing 2 things using the words like or

as. Day 5: Vocabulary web.

Vocabulary: cramped, pressing,

distracted, representatives, viewpoint,

embark, shattered, bracing, surveyed,

conduct

TIER1

Conduct

Cramped

Distracted

Shattered

TIER 2

Pressing

Viewpoint

Bracing

TIER 3

Representative

Embark

Surveyed



111

Writing to Text: Skill Genre: Opinion Writing

Short Response:

Performance Task: Essay/Elaboration

OPINION ESSAY

Vocabulary

Topic sentence: clearly states the writer’s opinion

Conclusion: statement or section at the end of the essay that restates and emphasizes the opinion or argument

Voice: an author’s attitude or feelings about a topic, revealed by precise words and vivid details

Day 1: Analyze the Model; Essential Question: What is an Opinion Essay?

I can identify and label the parts of an opinion essay. (W.5.1)

Day 2: Teach; Writing Focus: Elaborations

I can use clear and convincing language that elaborates on my attitude/feelings towards my topic. (W.5.1b) Day 3: Prewrite: Teach Planning an Opinion Essay:

I can use an idea-support map to help plan my writing by choosing a topic while keeping in mind my audience

(W.5.4, W.5.5, W.5.10)

Prompt: Write an essay that answers this question: Can one person change history?

Day 4: Draft: Review success criteria: Introduce opinion, Organize reasons, Include vivid details, Conclude by

restating opinion.

I can write a draft using the idea-support map. (W.5.1a, W.5.1b, W.5.1d, W.5.4, W.5.10)


I can revise and edit using a writing checklist to ensure that vivid details and precise words are used to

communicate

my opinion clearly and convincingly. (W.5.1, W.5.10)


1. In the text Dangerous Crossing, based on the narrator’s description of Johnny’s thoughts, how did he feel about

being in a possible battle? Compare his feelings to when he watched the Battle of Bunker Hill? What was the

difference? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.6, RL.5.9)

2. What caused Johnny to think the crack he heard was cannon fire? What really caused the crack? Use evidence

from the text to support your answer. (CCLS: RL.5.1, RL.5.6, RL.5.9)



112

Standards Review Summarizing Literary Text (RL.5.2)

Using Details to Support Inferences in Literary Texts (RL.5.1)



Students are to


I-Ready Lessons

Tier 2 students:

Reach Higher

Make a four-column

chart on a sheet of

paper. Label the

columns 1, 2, 3, and 4

or more. The numbers

stand for the number of

syllables in words you

will read.

Choose a paragraph

from Dangerous

Crossing. Write each

word from the

paragraph in the

appropriate column on

your chart.

Read the words and the

number of syllables

with a partner or in a

small group. Check the

syllabication of any

words that you are

unsure of in a

dictionary.

Tier 1 students:

Challenge Yourself


for Dangerous

Crossing. Choose two

of the following

activities:

Tier 2 students:

Reach Higher

In Dangerous Crossing,

you read about not just

one future president of

the United States, but

two. The son of John

Adams became the

nation’s sixth

president, John Quincy

Adams.

With a partner, write a

news article about John

Quincy Adams. Use

details from the story,

as well as information

from library books and

encyclopedias.

Describe how young

Johnny’s experience

with his father helped

build the character of

the future president.

Tier 1students:

Challenge Yourself


find out more about the

Adams family. Use

library books to search

Students should choose

a book of their choice,


the class library.


a Stop, Think, and

Write in their

notebooks on what they

read.

Tier 3:

Pull-out by the reading

specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



113

Write one dictionary

entry for each word.

Write each word with

syllable breaks and

indicate its stressed

syllable.

Write a paragraph

using five of the words.

for information about

John Adams and his

son, John Quincy

Adams.

Write an essay about

the two men that

compares and contrasts

their strengths and

weaknesses as

presidents.

What generalizations

can you make about the

contributions each man

made to the developing

nation? Based upon

what you learned,

evaluate the effects of

each man’s leadership.



114

Week of:

February 3

Above Level (Blue Square)

Guided Reading Level: W

Lexile Level: 790L

DRA Level: 44

On Level (Red Triangle)

Guided Reading Level: U

Lexile Level: 770L

DRA Level: 44

Below Level (Green Circle)

Guided Reading Level: S

Lexile Level: 500L DRA Level: 40

Title of Text:

"An Artist for the Revolution" "A Night to Remember" "Fife and Drum Boys"

Characteristics of

the Text:

(Based on Level)

Historical Fiction Historical Fiction Historical Fiction

Vocabulary: cramped

distracted

viewpoint

surveyed

shattered

representatives

pressing

embark

bracing

conduct

cramped

distracted

viewpoint

surveyed

shattered

representatives

pressing

embark

bracing

conduct

cramped

distracted

viewpoint

surveyed

shattered

representatives

pressing

embark

bracing

conduct

Text Preview

Activity:

Discuss key vocabulary from the story.

Explain that drummers off the battlefield.

Their signals told the soldiers when it was

time to wake up, eat, and march.


Explain that the tax on tea at caused the

Boston Tea Party. Others include the

Sugar, Stamp, and Townshend Acts.


Explain that many famous historical

paintings were actually painted years after

the event took place. Remind students to

look for events and their causes. This will

help them to understand the plot. Remind

them that there may be multiple causes

leading to a single effect, or one cause

leading to multiple effects.



115

Target Strategy: Visualize Visualize Visualize

Target

Comprehension

Skill:

Cause and Effect Cause and Effect

Cause and Effect

Questions for

Comprehension:

Possible Writing:

As you listen to students read, pause to

discuss these questions:

Comprehension Question #1: Pp.

6-7: The captain asks Will to wake

and call them to breakfast. What

happens when he plays the wrong

signal? The soldiers think they are

under attack. Comprehension Question #2: P.

11: When Tom describes what

battle which details probably make

Will nervous? Tom describes

shouting, cannons and muskets,

people getting killed and hurt, and

the smell of gunpowder. Writing: Have partners list causes

and effects on blackline master

11.5. Have the students read aloud

one cause and one effect from

their completed graphic organizer.



Comprehension Question #1: P.5:

How did response to British taxes?

They prepared their own herbal

teas and made cloth so American's

would not have to buy those items

from the British. Comprehension Question #2: P.10:

How did many of the Patriots

dress for the Boston Tea Party?

They dressed like Mohawk Indians

with feathers on their heads. They

smeared coal dust and red paint

on their faces and carried

hatchets. They did not want to be

recognized but wanted to get

attention. Writing: Have partners list causes

and effects on blackline master

11.6. Have the students form small

groups and present their completed

inference maps.




How can the way an artist paints a

picture of an event affect how

people view that event year later?

It could create a debate and

change people's opinions. It could

inspire people to take action. Comprehension Question #2: Pp.

14-15: How did information from

the British soldiers influence how

Thad defeated American soldiers?

He painted them escaping the

battle but looking to the future

with determination. Writing: Have partners list the

causes and effects on blackline

master 11.7. Have the students

present their completed graphic

organizers to the class.



116

Time Frame: February 10 – February 14

Unit: 3, Lesson 12 Grade Level: 5 Essential Question: How can people’s differences of

opinion lead to a revolution?


RL, RI, W, SL RL5.4; RI5.1, 5.6, 5.10 5.1a, 5.1b, 5.1c, 5.1d, 5.8, 5.9b SL 5.1c, 5.4


Summative:


Reading Skill:

Fact and Opinion

Tone

Similes

Students will notice the difference between facts and the author's thoughts, feeling, or beliefs.

Facts can be proved.

Opinions are someone's thoughts, feelings or beliefs about something and cannot be proved.

A simile is a comparison between two things using the words like or as.

Reading Strategy:

Question

Have students name other facts and opinions from the text and explain how they know.

Have students ask themselves - Can this information be proved? Does this tell what someone thinks, feels, or believes?

After reading "Tea Time!" ask: How did this story of first - hand accounts help you understand the Boston Tea Party?

What questions would you still like to have answered?

Text (s):

Anchor: Can’t You Make Them

Behave, King George?

Paired: Tea Time!

Novel:

Can't You Make Them Behave, King George? Ask:

1. Why does King George want to tax the colonists?

2. Why are the colonists against the king's tax?

3. Do you think King George was a good king? Turn & talk with a partner about why you think that way.

Tea Time! Ask:

1. Why do you think the author included first – hand accounts?

2. What was the author's purpose for writing this story?



117

Vocabulary Strategy: Figurative

Language

Day 1: Students will explore words that end with the suffix /-ary/. Day 2: Word Pairs– Students will use to (2) vocabulary

words to write a sentence. Day 3: Students will use the root /ject/ to determine the meaning of unfamiliar words (ob + ject).

Day 4: Multiple Meaning Words. Day 5: Vocabulary Web.

Vocabulary: benefit, prohibit, repeal,

previously, advantages, midst, temporary,

objected, contrary, rebellious

TIER1

Previously

Temporary

Advantages

TIER 2

Prohibit

Benefit

Midst

Rebellious

Objected

Contrary

TIER 3

Repeal


Short Response:

Performance Task: Problem-Solution

Composition/Organization

Problem-Solution Composition

Vocabulary

position: point of view or belief about something

evidence: facts or examples that support an opinion

Day 1: Analyze the Model; Essential Question: What is a Problem-Solution Composition?

I can identify and label the problem, supporting facts and details of a problem solution composition. (W.5.1a)

Day 2: Teach; Writing Focus: Organization

I can write a problem-solution composition which identifies a problem and show how the problem can be

solved.

(W.5.1a, W.5.1b) Day 3: Prewriting; Teach Planning a composition

I can use an idea-support map to generate ideas about the problem and propose how to solve it. (W.5.5,

W.5.10)

Prompt: Write a composition that states a problem in your community and a possible solution. Day 4: Draft; Review Success Criteria: Introduce problem, Organize reasons logically, Include evidence, and

conclude by restating position.

I can draft my problem-solution composition using an idea-Support map. (W.5.1a, W.5.1b, W.5.1d, W.5.4) Day 5: Analyze the Model; Revise and edit;



118

I can revise and edit using Proofreading Checklist to ensure that I am organizing my thoughts and opinions

clearly so that they are understandable and convincing. (W.5.1c, W.5.5, W.5.10) Genre Writing 2 Point Questions

1. Think about the text “Can’t You Make Them Behave, King George?” describe the tone, or the author’s

attitude toward the subject. In what way does the tone affect your understanding of the topic? Use evidence

from the text to support your answer. (CCLS: RI.5.1, RI.5.6)

2. Which evidence best supports the author’s statement “King George III was the worst ruler in British

history”? Do you agree with it? Use evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.6)

Standards Review Explaining Relationships in Historical Texts (RI.5.3)

Understanding Supporting Evidence (RI.5.8)


Students should


I-Ready Lessons

Tier 2 students:

Reach Higher

Read these sentences

His hands were as cold

as ice.

Our dog eats like a

pig!

My arm feels as stiff as

a board.

These slippers fit like a

glove.

Work with a partner.

Discuss what you

picture when you read

the phrases.

Draw a cartoon that

illustrates each simile.

Then write the simile

as a caption below your

picture.

Tier 2 students:

Reach Higher

King George III played

a major role in the

American Revolution.

Find out what history

has to say about his

character.

Use encyclopedias and

the Internet to learn

more about King

George. Discuss with

your partner the

mistakes George made

and why he made them.

Record your analysis of

George’s mistakes in a

two-column chart,

listing the mistakes he

made and why he made

them. Post your chart




the class library.


a Stop Think and Write

in their notebook about

what they read.

Tier 3:

Pull-out by reading

specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



119

Compare your pictures

with your partner’s

pictures. How are they

the same or different.

Tier 1 students:

Challenge Yourself Compare your pictures

with your partner’s

pictures. How are they

the same or different

Pretend that you were

there when the

colonists dumped the

tea into Boston Harbor.

Write a paragraph that

describes what it was

like. Use at least one

simile in your

paragraph.

on a classroom bulletin

board.

Tier 1 students:

Challenge Yourself

There is a brief

mention in the

selection that, in

November 1781, news

reached London that

the English army had

surrendered at

Yorktown to General

Washington.

Use encyclopedias and

the Internet to learn

more about the “other”

George -George

Washington. Find out

about his life. Write a

brief report about what

happened to George

Washington after the

Revolutionary War.

Share your report with

classmates. If time

permits, do an oral

presentation for your

class.



120

Week of:

February 10



Lexile Level: 930L

DRA Level: 60


Guided Reading Level: V

Lexile Level: 880L

DRA Level: 50


Guided Reading Level: T


Title of Text:

" A Home at Mount Vernon" "Pamphleteers of the Revolution" "A Song Heard "Round the

World"

Characteristics of

the Text:

(Based on Level)

Narrative Non-Fiction Narrative Non-Fiction Narrative Non-Fiction

Vocabulary: Benefit

Repeal

Advantages

Temporary

Contrary

Prohibit

Previously

Midst

Objected

rebellious

Benefit

Repeal

Advantages

Temporary

Contrary

Prohibit

Previously

Midst

Objected

rebellious

Benefit

Repeal

Advantages

Temporary

Contrary

Prohibit

Previously

Midst

Objected

rebellious

Text Preview

Activity:

Discuss key vocabulary from the text.

Explain that the


Explain that the

Discuss key vocabulary from the

text. Explain that the term

macaroni referred to someone

who dressed in a fancy way to

appear wealthy.



121

Target Strategy: Question

Question

Question

Target

Comprehension

Skill:

Fact and Opinion Fact and Opinion

Fact and Opinion

Questions for

Comprehension:

Possible Writing:




Washington's opinion of the

British changed after the French

and Indian War. How did he feel

about the Stamp Act? He felt that

the British should not take the

colonists' money without their

consent. Comprehension Question #2: P.9.:

Many soldiers questioned whether

to stay with Washington, since

they were nearly defeated. What

happened to boost morale? They

won surprise victories in Trenton

and Princeton, New Jersey. Writing: Have students work

individually or in pairs to review

the text. Have them work

individually or in pairs to enter

facts and opinions about George

Washington's home at Mount

Vernon on blackline master 12.7



Comprehension Question #1: p. 9: What was John Dickinson's

opinion of how the British government

was treating them? He thought that

because the colonists were taxed

without their consent, they were

treated like slaves.

Comprehension Question #2:

P.15: What did Thomas Paine

encourage people to do? He urged

the colonies to declare

independence. Writing: Have students work

individually or in pairs to review

the text. Have students complete

blackline master 12.6.

As you listen to students read,

pause to discuss these questions:

Comprehension Question

#1: P.5: what was the

British opinion of the

American colonists? The

British felt they were

better than the colonists. Comprehension Question

#2: P.8: What did the

colonists begin to question

after British leaders started

passing new tax laws? The

colonists started to ask

why they could not rule

themselves. Writing: Have partners

identify facts and options

about the song "Yankee

Doodle", and enter them

on blackline master 12.5.

Have students read aloud

one fact or one opinion

form their completed T-

map.



122

Time Frame: February 24 – February 28

Unit: 3, Lesson 13 Grade Level: 5 Essential Question: How do individual acts of bravery

shape history?


RI, W, SL RI5.1, 5.2, 5.4, 5.9 W5.1a, 5.1b, 5.1c, 5.1d SL5.5, 5.6


Summative:

Weekly Assessments should be administered at the close of this lesson.

Reading Skill:



Text Structure

When drawing conclusions, students will make judgments based on details in the text and their own prior knowledge.

A generalization is a broad statement about people, ideas, or things that is mostly true.

Reading Strategy:

Analyze/Evaluate

Students will analyze details in the text to identify and evaluate the author's purpose.

Text (s):

Anchor: They Called Her Molly Pitcher

Paired: A Spy for Freedom

Novel:

They Called Her Molly Pitcher – Ask:

1. What problem did General Washington and his army have?

2. In what ways does Molly show courage?

A Spy for Freedom – Ask:

1. What information does the narrator give readers? (Ask after reading first page)

2. Based on what happens in this play, do you agree with Ann Darragh when she says that Lydia Darragh was a hero of

the American Revolution? Turn and share your thinking with a partner.


Materials Day 1: Students will explore words that end with the suffix /-tion/ or / -ation/. Day 2: Word Associations – Students hold up

the correct vocabulary card to answer questions. Day 3: Glossary Snapshots. Day 4: Write about a Historical Event using at

least five (5) vocabulary words. Day 5: Create a list of synonyms for each vocabulary word.

Vocabulary: legendary, foes, formal,

shimmering, gushed, magnificent,

strategy, revolution, retreat, plunged

TIER1

Strategy

Legendary

TIER 2

Foes

Formal

Magnificent

TIER 3 revolution

Retreat

Shimmering



123

Gushed

Plunged


Short Response:

Performance Task: Persuasive Letter/Purpose

Persuasive Letter

Vocabulary

persuade: to convince a person or organization to think or act in a certain way

opinion: a person’s position on or belief about a topic

Reasons: the explanation for why readers should think or act in a certain way

Day 1: Analyze the Model; Essential Question: What is a Persuasive Letter?

I can identify the lead, supporting and closing sentences in a persuasive letter. (W.5.1)

Day 2: Teach; Writing Focus: Purpose

I can write a sentence that clearly states my opinion clearly. (W.5.1a)

Day 3: Prewriting; Teach planning a persuasive letter

I can use the Idea-Support Map in order to plan my reasons that support my opinion. (W.5.1b, W.5.5, W.5.10)

Prompt: Write a letter that convinces the Continental Congress to do something. Day 4: Draft; Review Success Criteria: Introduce opinion, Organize supporting reasons, Include facts, link opinion

to reasons, conclude by reinforcing opinion.

I can draft my persuasive letter using the prewritten Idea-Support Map. (W.5.1a, W.5.1b, W.5.1c, W.5.1d,

W.5.4) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am stating my opinion and support it with

reasons backed up by facts and examples. (W.5.5) Genre Writing 2 Point Questions

1. In the text They Called Her Molly Pitcher, Molly finds a way to be part of the American Revolution. How

did Molly contribute to her sides' success in the revolution? Identify two examples from the text. (CCLS:

RL.5.1, RL.5.3, RI.5.1, RI.5.3)

2. Based on text evidence, what can you conclude about what life was like for Washington’s soldiers? Identify

two examples from the text. (CCLS: RI.5.1)



124

Standards Review Using Details to Support Inferences (RI.5.1)

Explaining Relationships in Historical Texts (RI.5.3)


Students should


I-Ready lessons.

Tier 2 students:

Reach Higher Read the words below.

example supply

empty illustrate

function conscience

complex filthy

collapse terrifying

Look up the words in a

thesaurus.

Write at least one

synonym for each

Read aloud the word

and its synonym.


for each word.

Tier 1 students:

Challenge Yourself Use the vocabulary

words from the Context

Cards for They Called

Her Molly Pitcher.

Make your own

thesaurus to use for

creative writing. Write

three synonyms for

each word. Put each

word and its synonyms

on a separate sheet of

paper.

Tier 2 students:

Reach Higher American history has

generated tales of great

heroism that have

become legendary.

Think about people you

have read about in your

studies of the American

Revolution and select

one to focus on.

Research facts about

the accomplishments of

the person you have

chosen.

Use the following

writing prompts for

your research: What

role did this hero play

in the revolution? What

act or acts made this

person legendary? How

is he or she

remembered today?

With your partner, use

the information you

discovered to write a

paragraph describing

this hero.




the class library.

Students should

complete a Stop,

Think, and Write in

their notebooks about

what they read.

Tier 3:

Pull-out by the

reading specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



125

Use colored markers or

pencils to draw pictures

to go along with some

of the entries. Add to your thesaurus

when you learn new

words and their

synonyms. Consult

your thesaurus when

you are looking for

new words to use in

your writing.

Tier 1 students:

Challenge Yourself

Use They Called Her

Molly Pitcher as a

model for writing a

dialogue about a

legendary figure of

American history.

Choose from the major

figures in your study of

the American

Revolution. Research

in library books to

learn facts about this

person.

Imagine the person in

conversation with

another historical

figure. Write a dialogue

between the two. Share

your dialogue with

other classmates.



126

Week of:

February 24



Lexile Level: 990L

DRA Level: 60



Lexile Level: 850L

DRA Level: 44


Guided Reading Level: T


Title of Text:

"George Washington's Invisible Enemy" "An Unsung American Hero" "Emily Geiger's Dangerous Mission"

Characteristics of

the Text:

(Based on Level)

Narrative Non-Fiction Narrative Non-Fiction

Narrative Non-Fiction

Vocabulary: Legendary

Formal

Gushed

Strategy

Retreat

Foes

Shimmering

Magnificent

Revolution

plunged

Legendary

Formal

Gushed

Strategy

Retreat

Foes

Shimmering

Magnificent

Revolution

plunged

Legendary

Formal

Gushed

Strategy

Retreat

Foes

Shimmering

Magnificent

Revolution

plunged



127

Text Preview

Activity:


Explain that the


Explain that the


Explain that there are still Geigers who

live in the same area of South Carolina

where Emily lived.P.6:

Target Strategy: Analyze/Evaluate Analyze/Evaluate

Analyze/Evaluate

Target

Comprehension

Skill:

Conclusions and Generalizations Conclusions and Generalizations


Questions for

Comprehension:

Possible Writing:

As you listen to students read, pause

to discuss these questions:

Comprehension Question #1: P.

13: By the spring of 1778, the

number of recruits and re-

enlistments at Valley Forge grew

considerably. What can be

concluded about the inoculation

strategy? The inoculations were

successful, and the troops were

immune to smallpox. Comprehension Question #2: P.13:

Was it fair to George Washington

to require his troops to be

inoculated? Explain your answer. Writing: Have the students work in

pairs to review the text. Have

students find details that show that




Joseph Warren did whatever it

took to oppose the British laws.

How did he show his support to

colonists? He helped create jobs

for unemployed workers and gave

money to help the poor. Comprehension Question #2: P.

18: How did Joseph Warren and

the Patriots show their

determination when they ran out of

ammunition? They threw rocks

and used their guns like clubs.

When forced to retreat, Warren

was one of the last to leave.

As you listen to students read, pause

to discuss these questions:

Comprehension Question #1: The

couple at the farmhouse did not

say there were Tories, but Emily

thought that they were. How did

she come to that conclusion? They

told Emily o be careful, as General

Greene's men, who were Patriots,

were in the woods. Comprehension Question #2: Pp.

10-11: Why does Emily choose to

eat the message? It's the only way

she can destroy it without a trace.

If she is found to be a traitor, she

will be in danger. Writing: Have the students real

aloud the details and conclusion in



128

George Washington was willing to

take risks, and enter them on

Blackline master 13.7.

Writing: Have the students work in

pairs to review the text. Have the

students complete blackline master

13.6 by identifying details that

support the conclusion that Joseph

Warren was a courageous man.

the graphic organizer. Work with

students to fill in the details

supporting the conclusion shown

on blackline master 13.5



129

Time Frame: March 2 -March 6

Unit: 3, Lesson 14 Grade Level: 5 Essential Question: What events or feelings would lead

someone to fight for freedom?


RI, W, SL RI5.2, 5.3, 5.5, 5.7 W5.5, 5.85.9b SL5.2, 5.6


Summative:


Reading Skill:

Sequence of Events

Explain Historical Events


Sequence of Events allows an author to present events in chronological order.

Students will be able to recognize and explain the sequence of events in a story.

Words such as first, then, next, & finally show readers the sequence in which events happen.

Reading Strategy:

Summarize

Summarizing involves retelling a story with only the major ideas and events from the story.

The summary explains how those ideas and events are related to each other.

Text (s):

Anchor: James Forten

Paired: Modern Minute Man

Novel:

James Forten – Ask:

1. Why do you think James was so impressed by the black soldiers?

2. James Forten is a biography. Why do you think the author presents events in the order in which they happened?

Modern Minute Man – Ask:

1. How is an interview different from a regular informational text?

2. What is the role of children in the reenactments?

3. What does Charles Price mean when he says, "every one of those people was a hero"? Cite evidence from the text to

support your answer.


Roots

Day 1: Explore words that begin with the prefix /pro-/. Day 2: Relating Word Questions. Day 3: Use the suffix /-ial/ to determine

the meaning of unfamiliar words. Day 4: Twenty Questions. Day 5: Vocabulary Web.

Vocabulary: persuade, authorities,

apprentice, bondage, contributions,

provisions, influential, dexterity,

aspects, tentative

TIER1

Persuade

Authorities

TIER 2

Influential

Contributions

Dexterity

Tentative

Aspects

TIER 3

Apprentice

Provisions

Bondage



130


Short Response:

Performance Task: Prewrite a Persuasive

Essay/Organization

Prewrite: Persuasive Essay

Vocabulary

Persuasive: written for the purpose of urging somebody to do or believe something

opinion: a statement that cannot be proved true

logical order: a way of arranging ideas so that they make sense

Day 1: Analyze the Model; Essential Question: What is a Persuasive Essay?

I can identify and label the lead sentence, supporting sentences, and closing in a persuasive essay. (W.5.1a)

Day 2: Teach; Writing Focus: Organization

I can organize my notes in a way that will help me present my evidence clearly to support my main points.

(W.5.5) Day 3: Prewriting; Teach Exploring a topic

I can use the Idea-Support Map in order to plan my reasons that support my opinion. (W.5.5) Day 4: Prewrite; Teach planning a persuasive essay, Review Success Criteria: Introduce opinion, Organize ideas,

Include details, conclude by restate opinion.

I can draft my persuasive essay using the prewritten Idea-Support Map. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4) Day 5: Prewrite; Revise and edit;

I can revise and edit my outline to ensure that I have provided enough supporting relevant facts, details,

quotations,

and examples. (W.5.5, W.5.8)


1. In the text “James Forten” why are the black soldiers James sees marching on the American side special? What

was happening during this time period in history that made their positions in the military unusual? Use

evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.3, RL.5.8)

2. Which evidence best supports Forten’s point of view, that the decision to surrender to the British is a good one?

Use evidence from both texts to support your answer. (CCLS: RI.5.1, RI.5.3, RL.5.8)

Standards Review Summarizing Informational Texts (RI.5.2)



131

Explaining Relationships in Historical Texts (RI.5.3)

Comparing Text Structures, Part 1: Chronology, Problem-Solution (RI.5.5)


Students should


I-Ready lessons

Tier 2 students:

Reach Higher

Read the word pairs in

the box. Look for the

Greek or Latin root in

each word.

interrupt eject

autograph import

Barometer rupture

reject photograph

export parameter Use a dictionary to

locate the meanings of

the words.

Use the meanings of

the word pairs to figure

out the meanings of

their common roots.

Write the roots and

their meanings.

Tier 1students: Challenge Yourself These are all Latin or

Greek roots: cede,

anthrop, capit, med,

medi, and morph. Look up each root to

find its meaning and its

origin. Use a dictionary

or the Internet. Then

Tier 2 students:

Reach Higher American history is full

of stories about people

who rise above difficult

circumstances to

achieve success. As

you read in the

selection, James Forten

is one of these people.

With a partner, analyze

the story of James

Forten as a series of

obstacles that he

overcame. Record your

analysis in a two-

column chart as shown.

Then write a paragraph

about how Forten

overcame these

obstacles.

Tier 1 students:

Challenge Yourself Pretend that you are a

historian. Evaluate the

contributions James

Forten made toward

achieving the American

dream for African

Americans.




the classroom library.


a Stop, Think, and

Write in their notebook


Tier 3:


specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



132

find a word that

contains each root.

Look at each word.

Tell how knowing the

meaning of the root can

help you figure out the

meaning of the word.

Write a paragraph,

using at least four of the words.

Use information from

the selection as well as

research from the

Internet to list Forten’s

achievements. To what

extent could these

achievements serve as

a role model for other

people to succeed in

the American system?

Write a summary of the

contributions Forten

made to African

American history.



133

Week of:

March 2


Guided Reading Level: X

Lexile Level: 970L

DRA Level: 60



Lexile Level: 960L

DRA Level: 44


Guided Reading Level: S


Title of Text:

"A Noble French Patriot" "The Extraordinary Life of Thomas

Peters"

"The Oneidas"

Characteristics of

the Text:

(Based on Level)

Narrative Non-Fiction Narrative Non-Fiction

Narrative Non-Fiction

Vocabulary: Persuade

Apprentice

Contributions

Influential

Aspects

Authorities

Bondage

Provisions

Dexterity

tentative

Persuade

Apprentice

Contributions

Influential

Aspects

Authorities

Bondage

Provisions

Dexterity

tentative

Persuade

Apprentice

Contributions

Influential

Aspects

Authorities

Bondage

Provisions

Dexterity

tentative

Text Preview

Activity:


Explain that the Oneidas belonged to a

group of five Indian nations. The other

four nations-Mohawk, Onondaga,

Cayuga, and Seneca-decided to fight with

the British. Remind students that using a

flow chart can help them organize


Explain that the


Explain that the



134

information to recognize a sequential

organizational pattern.

Target Strategy: Summarize Summarize

Summarize

Target

Comprehension

Skill:

Sequence of Events Sequence of Events

Sequence of Events

Questions for

Comprehension:

Possible Writing:



Comprehension Question #1: P. 9: After the Oneidas joined the

colonists, what did Thomas Sinavis learn

about the British? He learned about

British plans to attack Fort Stanwix.


How were the Oneidas involved in

the Battle of Saratoga? They

captured prisoners, spied on the

enemy, and conducted surprise

attacks on the British. Writing: Have partners identify the

sequence of events that led to the

Oneidas losing their land and enter

the events on blackline master

14.5. Invite students to read aloud



Comprehension Question #1: P. 9:

What happened in 1779, while

Thomas Peters was fighting for the

British? The British issued the

Phillipsburg Proclamation, which

offered freedom to enslaved

women and children. It is believed

that Peters met his wife after the

Phillipsburg Proclamation. Comprehension Question #2: Pp.

10-11: What happened to black

Loyalists after the British were

defeated? Some were able to go to

Nova Scotia, Jamaica, or Great

Britain. Some were captured by

American forces and returned to

slavery.

As you listen to students read,

pause to discuss these questions: Comprehension Question #1: P.12:

Explain how the kind greeted

Lafayette when he returned to

France and why. The king

punished Lafayette because he had

left without his permission.

Lafayette was confined to his

family's palace for one week. Comprehension Question #2:

Pp.16-17: How did American's

honor Lafayette after the

Revolution? Individual states

honored him. James Monroe

invited him to tour the country as

the "Nation's Guest." Many places

are named after him.



135

one event from their completed

flow charts. Writing: Have students identify

the series of events that led up to

Thomas Peters joining the Black

Pioneers army unit on blackline

master 14.6. Have students discuss

their completed flow carts in small

groups.

Writing: Have students work

individually or in pairs to identify

the series of events that led to

Lafayette to fight on the side of the

Patriots during the American

Revolution. Have them record

thier answers in a flow chart on

blackline master 14.7.



136

Time Frame: March 9 -March 13

Unit: 3, Lesson 15 Grade Level: 5 Essential Question: How are patriotism and courage related?


RL, RI, W, SL RL5.2, 5.5, 5.6; RI5.3, 5.4, 5.5, 5.10 W5.1a, 5.1b, 5.1c, 5.1d, 5.5, 5.6,

5.9b

SL5.1b, 5.1c, 5.4


Summative:


Reading Skill:

Compare and Contrast

Text and Graphic Features

Text Structure

Students will compare and contrast actions of historical figures in a text to determine how they are alike and different.

Students will analyze how text and graphic features can work together.

Reading Strategy:

Monitor/Clarify

Students will learn to stop periodically to monitor, or check, their understanding of what they have read. Teach students that if

they are unsure of details they should clarify their understanding. Ways to do this include:

Re-reading the passage

Asking questions

Using context clues

Text (s):

Anchor: We Were There, Too!

Paired: Patriotic Poetry

Novel:

We Were There, Too! -

Students should compare and contrast how Sybil and Joseph contributed to the American Revolution.

Ask:

1. What did Joseph learn from his experiences in the army?

2. Why was Sybil's role in the American Revolution so important?

3. Why do you think the author mentions George Washington at the end of this selection?

Patriotic Poetry -

Ask:

1. What did you learn from the introduction to the poem?

2. Why do you think the poem became so popular?

3. What words does the poet use to help you see and hear what was happening during Paul Revere's ride?



137

Vocabulary Strategy: Prefixes in-,

im-, il-, ir-

Day 1: Students will explore words that have the suffix /-ient/. Day 2: Word Pairs- students will write a sentence using two

vocabulary words. Day 3: "Because sentences" Day 4: "Act out the words" -Students will work with a small group to take turns

acting out and guessing vocabulary words. Day 5: Shade of Meaning-Students will place synonyms and antonyms on a word line.

Vocabulary: mimic, rural, mocking,

tedious, efficient, organize,

personally, summons, lacked, peal

TIER1

Organize

Mimic

personally

TIER 2

Tedious

Mocking

Summons

Lacked

Peal

TIER 3

Rural

Efficient


Short Response:

Performance Task: Write a Persuasive Essay/

Evidence

Performance Task: Write an Opinion Essay:

In Can’t You Make Them Behave, King George?, you learned about the role King George played in the American

Revolution, from his point of view. In Tea Time, you learned about the Boston Tea Party, an event that occurred

before the war, by reading the eyewitness accounts of two colonists.

Reread these two text and look for important details about King George’s and the colonists’ motives and actions. Now,

choose either King George’s side or the colonists’ side and write an opinion essay to persuade others to agree with

your viewpoint on this period in history. Use text evidence, such as details and quotes, from Can’t You Make Them

Behave, King George? and Tea Time to support your opinion. Remember that your audience is your teacher and your

classmates and, perhaps, your family.

Write a Persuasive Essay

Vocabulary

opinion: a view or belief based on what a person thinks and not necessarily based on facts

Paraphrasing: restating something in your own words

reason: statement that supports an opinion

Day 1: Draft; Essential Question: What is a Persuasive Essay?

I can write a compelling lead sentence that clearly states my opinion. (W.5.1a)

I can write a multi-paragraph essay and keep in mind my audience and purpose of my essay. (W.5.4) Day 2: Draft; Writing Focus: Evidence

I can strengthen my writing by using precise words and phrases to cite evidence that supports my opinion. (L.5.3a,



138

L.5.4c) Day 3: Draft; Teach Paraphrasing

I can paraphrase sources used during my research instead of including long quotes. (W.5.1c)

Day 4: Revise;

I can revise my draft to reduce or deleting sentences that contain irrelevant details and vague language. (W.5.5)

I can work with a partner to evaluate their writing and use guiding questions in order to assist in revision.

(W.5.10) Day 5: Revise, Edit and Publish;

I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing. (W.5.4, W.5.6)


1. In the text We Were There, Too!, events of the American Revolution impacted Sybil. Why would Sybil be

consider as an unsung American hero that shaped the historical time they lived in? Use evidence from the text

to support your answer. (CCLS: RI.5.1, RI.5.2, RI.5.3, RI.5.6)

2. What similarities and differences do you see between Joseph’s and Sybil’s actions during the Revolution? Use

evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.3)

Standards Review Finding the Theme of a Poem (RL.5.2)


Analyzing Accounts of the Same Topic (RI.5.6)


Students should


I-Ready lessons.

Tier 2 students:

Reach Higher Read the words below.

Listen to the ending

sound. Note that each

ending sounds the

same.

global needle

whistle pupil

Tier 2 students:

Reach Higher In We Were There,

Too! both Joseph

Plumb Martin and

Sybil Ludington faced

problems and great

danger. How did they

solve the problems that

they encountered?

Students should read a

book of their choice,


the class library.


a Stop, Think, and

Write about what they

read about.

Tier 3:


specialist.

Tier 2:


the teacher.

Tier 1:



139

label bicycle

puzzle quarrel

Identify the different

ways of spelling the

same ending sound. On

index cards, list the

words with the same

ending spellings.

Place the index cards

face down and work

with a partner to take

turns drawing a card.

Each person names

another word that

matches the ending

spelling of the words

on that card.

Tier 1 students:

Challenge Yourself

Make a list of fifteen

words that end with the

same sound as nickel.

Be sure to spell them

correctly. Then use ten

of the words to write a

rhyming poem.

Use examples from

each character’s story

to describe the

difficulties that they

encountered and how

they were able to

overcome these

obstacles.

With your partner,

think of a problem that

you both find

challenging. Write

about some of the ways

that you could solve

this problem.

Tier 1 students:

Challenge Yourself

Use a dictionary to find

a definition of

patriotism that you

agree with. Apply your

definition to the

characters of Joseph

Plumb Martin and

Sybil Ludington.

Write a character

sketch for both in

which you evaluate

their patriotism. Weigh

the strength of one

character’s patriotism

Guided Reading with

teacher.



140

against that of the

other.

What conclusions can

you draw about the

people who contributed

to the cause of the

American Revolution?



141

Time Frame: April 14 – April 20

Unit: 4, Lesson 16 Grade Level: 5 Essential Question: In what ways can illustrations enhance a

reader’s experience?


RL, W, SL RL5.4, 5.7, 5.10 W5.4, 5.8, 5.9a SL5.2


Summative:


Reading Skill:

Author’s Purpose

Voice

Visual Elements

Students will analyze an author's purpose for writing a story: To persuade, inform, or entertain. (PIE)

Students will examine an author's use of voice.

Students will analyze how visual elements contribute to the understanding of a story.

Reading Strategy:

Monitor/Clarify

One way for students to monitor, or pay attention to, text details is to pause every now and then and ask themselves:

1. Who are the main characters?

2. Where does the story takes place?

3. What events are occurring?

**Point out to students that the genre of a piece of writing can help them determine the author's purpose. For example, fiction

stories are usually written to entertain.

Text (s):

Anchor: Lunch Money

Paired: Zap! Pow! A History of the

Comics

Novel:

Lunch Money - Ask:

1. What is Greg trying to do? What does that tell you about the kind of boy he is?

2. Why does Greg say the pictures in the comic book had to be good enough to sell?

3. What do you think will happen with Greg's business?

4. How do you think the author feels about young people coming up with a great idea and following through with it?

5. The author included many details about Greg and his process for making comic books. Knowing that Greg was a made up

character and the events came from the author's imagination, what do you think the author's purpose for writing was?

Zap! Pow! A History of the Comics – Ask:

1. What does the author mean by the word funnies?

2. How have comics changed over time?

3. What are some reasons people enjoy comic books?



142

4. What do the headings tell you? What section would you read to learn about the most popular time in comics history?

Vocabulary Strategy: Word Origins Day 1: Students will explore words that have the root /cred/. Day 2: Students will learn the multiple meanings of the vocabulary

words. Day 3: Students will write dialogue using the vocabulary words correctly. Day 4: "Clipped Words" Example- Luncheon /

Lunch, Mathematics / Math. Day 5: Four Square Map

Vocabulary: record, developed,

mental, feature, launch, incredibly,

assuming, villains, episodes, thumbed

TIER1

Feature

Incredibly

Villains

Record

TIER 2

Developed

Mental

Assuming

Episodes

Thumbed

TIER 3

Launch


Short Response:

Performance Task: Friendly Letter/

Development

Friendly Letter- Lesson 16

Vocabulary

Friendly: informal and showing kind interest

heading: includes the writer’s address and the date

salutation: a word of greeting to begin a letter

closing: the ending part of a letter, just before the signature

Day 1: Analyze the Model; Essential Question: What is a Friendly Letter?

I can identify and label the heading, body, and words that show my thoughts and feelings. (W.5.1)

Day 2: Teach; Writing Focus: Development

I can use informal language when writing a friendly letter. (W.5.4) Day 3: Prewrite: Teach Planning a Friendly Letter:

I can use an idea-support map to help me plan a friendly letter. ( W.5.8, W.5.10)

Prompt: Write a friendly letter that describes a creative, artistic, or personal achievement.

Day 4: Draft: Review success criteria: Introduce letter format, Organize main ideas, Include informal words, Conclude

using an informal closing.

I can write a draft using the idea-support map. (W.5.4, W.5.8, W.5.10)


I can revise and edit using a proofreading checklist to ensure that I keep in mind my audience and



143

establish a voice by using informal language. (W.5.1, W.5.5) Genre Writing 2 Point Questions

1. Why do you think the author uses such detail to explain how the comic books are made? What do these details

reveal about the main character? Use evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.2, RL.5.9)

2. How does the text on pages 488-489 compare with the way the text is presented on previous pages? Use

evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.5)

Standards Review Language and Meaning (RL.5.4


Students should

complete prescribed I-

ready lessons.

Tier 2 students:

Reach Higher Each of the words or

phrases below is a

proper noun now used

in standard American

speech. Find where

each word comes from

by looking it up in a

dictionary.

Rottweiler

August

Chihuahua

Broadway

Richter

scale

Salisbury steak

Make a four-column

chart. List words that

come from places in

the first column. In the

second column, write

the name of the country

Tier 2 students:

Reach Higher

Write a business plan

for the business you

created in the Get

Started! Activity.

Your business plan

should

–describe your product

or service and provide

a visual,

–tell about your target

customers,

– give details about

how you plan to

advertise and sell your

product or service, and

–include pricing

information.

Share your plan with a

friend.

Tier 1 students:

Challenge Yourself


a book from the class


Students can do a Stop

Think Write in their


what they read.

Tier 3:


specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



144

or place. In the third

column, list words

named after people.

Write the person’s

name in column four.

Add other words or

phrases that are named

after people or places

to your chart.

Tier 1 students:

Challenge Yourself

The words and phrases

below originated in the

United States. Use a

dictionary to learn

about where the words

come from and when

they were first used.

cakewalk

smoke jumper

bathing suit

prairie

schooner

raccoon

assembly line

barn dance

ponytail

rust belt

Sloppy joe

Choose three of the

words or phrases. Use

them to write a

paragraph about a town

In Lunch Money, Greg

plans to create three

volumes of his comic

book, featuring three

very different heroes:

Creon, Eeon, and Leon.

Choose one of Greg’s

three heroes and write

an illustrated short

story about one of his

adventures. The story

can be set in the past,

present, or future.

If time allows, share

your story with the

whole class.



145

Week of:

April 14-20

Above Level:


Lexile Level: 810

On Level:


Lexile Level: 720

Below Level:

Fountas and Pinnell Level: P

Lexile Level: 530

Title of Text

"The Three R's"

"Incognito"

"Dog Walker, Inc."

Characteristics of

the Text:

(Based on Level)

Realistic Fiction

Realistic Fiction

Realistic Fiction

Vocabulary: Record Developed

Mental Feature

Launch Assuming

Incredibly Villains

Episodes Thumbed

Record Developed

Mental Feature

Launch Assuming

Incredibly Villains

Episodes Thumbed

Record Developed

Mental Feature

Launch Assuming

Incredibly Villains

Episodes Thumbed

Text Preview

Activity:

Discuss vocabulary.

Explain to students that recycling protects

Earth's resources and reduces the amount

of waste people throw away as garbage.

Remind students that authors write with a

purpose in mind. Good readers are able to

infer the author's viewpoint.

Discuss vocabulary.

Explain that interest in comic books

increased in the 1940s because of the

popularity of superheroes. By the 1960s,

collecting and trading comic books had

become common.

Discuss vocabulary.

Explain that adopting a pet costs money.

If Connor can show that he is responsible

and can earn the money, his mom will

consider getting a pet.

Use an inference map to help the students

understand the author's purpose for

writing the story.

or city. Describe what

the people there do.



146

Use an inference map to help the students

understand the author's purpose for

writing the story.

Target Strategy:

Monitor / Clarify

Monitor / Clarify

Monitor / Clarify

Target

Comprehension

Skill:

Author's purpose

Author's purpose

Author's purpose

Questions for

Comprehension:

Possible Writing:

Carmen and her friends discover a rusty

tricycle and an old barbecue that people

have thrown away. What is the author's

viewpoint? (Pages 8-9):

The author thinks fixing up old stuff is

worthwhile.

How is the group able to pool their talents

when presenting their community service

project? (pages 16 –17):

Carmen does the illustration: Lee comes

up with the mascot; Marcus takes care of

the computer work; and Toni organizes

the group and sums up their idea.

Think about a community services project

you have participated in. Write a letter to

a friend telling about the project and your

role in it.

Why does the author write the scene in

which the clerk tries to trick Ava? (Pages

13-14):

Ava is smart and a good researcher.

What does Ava do when her mother

mentions they may have left some

summer clothes at Grandma's house?

(Pages 15-16):

She wonders if they might have left

something besides clothes there. She finds

the missing comic book when she searches

inside a box.

Think about a time when you or someone

you know lost and then found a treasured

item. Write a letter to a friend that

describes what happened.

Why does the author describe Connor

imagining his life with a pet? (Page 4):

The author wants us to know how much

Connor wants a dog. He even has a name

picked out.

How does the woman at the park use the

cheese crackers to help Connor? (Page

13):

She uses them to coax the dogs to come

back to Connor after they run away.

Think of a plan to earn money for

something you want to buy. Write a letter

to a friend describing your plan.



147

Time Frame: April 24 – May 1

Unit: 4, Lesson 17 Grade Level: 5 Essential Question: What role does imagination play in the

invention process?


RL, W, SL RL5.5, 5.6 W5.3a, 5.3b, 5.3d, 5.3e, 5.7, 5.8, 5.9b SL5.5, 5.6


Summative:


Reading Skill:

Story Structure

Literary Devices

Point of View: First Person

Students will learn how elements of a story fit together to provide its structure.

**Teacher should explain to students that a story's structure is the way a story is organized. It usually begins by introducing the

main characters. The characters face a conflict or a problem. The Character's actions are the events in the story. Finally, the story

ends when there is a resolution to the conflict.

Reading Strategy:

Infer/Predict

Students will use story details to make inferences and predictions.

**Teacher should explain that to make an inference a student needs to combine evidence from the text with their own background

knowledge in order to make a logical guess about something the author has not stated.

Text (s):

Anchor: lafff

Paired: From Dreams to Reality

Novel:

LAFFF – Ask:

1. What does the narrator think about Peter Lu?

2. What is Angela's problem in the story?

3. How does Peter help Angela solve her problem?

4. What does Angela think about Peter at the end of the story? Use examples from the story to support your answer.

From Dreams to Reality – Ask:

1. What special features in the text did the author use to help you understand the topic?

2. What is the section "Manned Flight to the Moon" about?

3. How do you think the author feels about science fiction? How can you tell?

4. How is the illustration on the first page different from the photographs?



148


Materials

Day 1: Students will explore words that have the prefix /im-/. Day 2: "Riddles" Students will hold up word cards that answer each

riddle. Day 3: Students will explore words that have the root /mit/ and /miss/. Day 4: Students will determine the meaning of

homophones ( words that sound the same but have different spellings and different meanings). Day 5: Vocabulary Web

Vocabulary: impressed, concrete,

admitted, collected, produced, rumor,

destination, suspense, original,

compliment

TIER1

Impressed

Admitted

Collected

Suspense

TIER 2

Concrete

Produced

Rumor

Compliment

TIER 3

Destination

Original


Short Response:

Performance Task: Character Description/

Elaboration

Character Description

Vocabulary

character: a person’s qualities and personality

concrete words: words that name things you can see, hear, touch, taste, or feel

dialogue: the words spoken by people or characters

Day 1: Analyze the Model; Essential Question: What is a Character Description?

I can identify and label concrete words, sensory details, and dialogue. (W.5.3a, W.5.3b, W.5.3d)

Day 2: Teach; Writing Focus: ELABORATION

I can write a vivid description to help the reader imagine exactly what is happening. (W.5.3d) Day 3: Prewriting; Teach Planning a Character Description

I can use a three column chart to generate details about appearance, actions, and personality in order to reveal

character traits. (W.5.3d, W.5.5, W.5.10, L.5.4c)

Prompt: Write a description of a friend, told in the first person. Use concrete words, sensory details, and dialogue to

describe the friend’s appearance, actions, and personality. Day 4: Draft; Review Success Criteria: Introduce subject, Organize details, Include concrete words, and conclude

action or dialogue.

I can draft my character description using the three column charts. (W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4,

W.5.10) Day 5: Analyze the Model; Revise and edit;



149

I can revise and edit using Proofreading Checklist to ensure that I am using more exact words to create clearer

images

for the readers (W.5.5)


1. How do the events on page 520 intensify the conflict? Use evidence from the text to support your answer. (CCLS: RI.5.1)

2. How did Angela react to Peter’s invention? What important lesson did she learn by using the invention? Use

evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2, RI.5.3)

Standards Review Using Details to Support Inferences in Literary Texts (RL.5.1)

Understanding Literary Structure (RL.5.5)


Students should


I-Ready lessons

Tier 2 students:

Reach Higher

In English, we use

many words that we

have borrowed from

one language. Read the

words in the box.

piano alto trio

cello a cappella

virtuoso concerto

maestro opera

Use a dictionary to find

out the language from

which each word

comes and its

definition. What do all

the words have in

common?

Tier 2 students:

Reach Higher

Review “From Dreams

to Reality” with a

partner.

Research the use of

robots in a particular

industry. What kinds of

things do robots do?

How do they make

work easier or harder

for people? Use

magazines, journals,

and books to research

the answers.

Research the use of

robots in a particular

industry. What kinds of

things do robots do?

How do they make



at their level from the

class library.


a Stop, Think, and

Write about their

reading.

Tier 3:


specialist.

Tier 2:


the teacher

Tier 1:

Guided Reading with

the teacher.



150

Then use all the words

to write a paragraph.

Share your paragraph

with a partner.

Tier 1students:

Challenge Yourself!

A glossary is a list of

terms along with the

definitions for those

terms. A glossary

usually appears at the

end of a book and

includes terms from the

book that are either

uncommon or newly

introduced.

Make a glossary for

LAFFF. Select ten new

or uncommon words

from the story. Then

use a dictionary and a

thesaurus to find a

definition and a more-

common synonym for

each word

work easier or harder

for people? Use

magazines, journals,

and books to research

the answers.

Write your answer in

three short paragraphs.

Write introductory,

middle, and ending

paragraphs.

Add photographs or

illustrations to support

the information you

find. Write captions for

each photo or

illustration. Write a

title for your three

paragraphs.

Tier 1 students:

Challenge Yourself!

If you could travel to

any time in the past or

the future, which time

period would you visit?

Write a story about

time travel that

includes you as a

character.

As you write, have

your characters invent

a time machine to

move back and forth



151

between time periods.

Show how time travel

changes the characters.

If your story takes

place in the past, use

magazines or journals

to research the customs

and cultures of that

time period. If your

story takes place in the

future, use a mix of

reality and fantasy in

your writing. This will

give readers the feeling

that time travel might

one day become a

reality.



152

Week of:

April 27

Above Level:


Lexile Level: 770

On Level:


Lexile Level: 620

Below Level:


Lexile Level: 400

Title of Text

"Pancakes"

"The Watch Girl"

"Robot Rescue"

Characteristics of

the Text:

(Based on Level)

Science Fiction

Science Fiction

Science Fiction

Vocabulary: Impressed Concentrate

Admitted Collected

Produced Rumor

Destination Suspense

Original Compliment

Impressed Concentrate

Admitted Collected

Produced Rumor


Original Compliment

Impressed Concentrate

Admitted Collected

Produced Rumor


Original Compliment

Text Preview

Activity:

Discuss vocabulary.

Explain that science fiction is often set in

the future. In this story, people eat nutrient

pellets because they consider food

preparation time consuming.

Remind students that recognizing a story's

structure, including its conflict, main

events, and resolution, will help them to

understand the text.

Discuss vocabulary.

Explain to students that Kendria has a

reputation for being sneaky and an

eavesdropper.

Remind students that all stories have a

structure, including a conflict, important

plot events, and a resolution.

Have students use a story map.

Discuss vocabulary.

Explain that sometimes science fiction

stories take place in the future. This

selection takes place in 2040, when robots

are everywhere.

Have students use a story map to help

them keep track of the conflict, or

problem, and resolution of a story.



153

Target Strategy:

Infer / Predict

Infer / Predict

Infer / Predict

Target

Comprehension

Skill:

Story Structure

Story Structure

Story Structure

Questions for

Comprehension:

Possible Writing:

What does Ari learn about Nikko, the new

boy at school? (Pages 4-5):

He's from the Hinterlands, a "backward"

area where people still cook.

Although everyone enjoys the pancakes,

Ari realizes a lot of preparation goes into

a meal. What can we infer Ari will do?

(Pages 17 – 18):

She will still take the pellets, since life in

the future is so fast-paced.

Ari learns the almost- forgotten art of

cooking real food. Think of another skill

that most people no longer know how to

do. Write several paragraphs describing

this skill.

What does Kendria do that causes conflict

at school? (Pages 8 –9):

She sneaks up on little kids on the

playground, goes through the cafeteria

line a second time, and overhears her

friends talking about her.

What might the blue and yellow buttons

on Kendria's watch do? (Page 18):

The blue button will allow her to travel in

time, and the yellow button will probably

bring her back to the present.

What is the most unusual gift you have

heard about? Write several paragraphs

describing the gift and explaining what

makes it so unusual.

Why does Milo want to win the contest so

much? (Pages 5 –6):

His mom can't afford robot camp, and the

contest winner gets 2 free weeks there.

What do you predict will happen when

Xterminator's head goes up in flames?

(Page 14):

Squirt will help put out the fire, and Milo

will win the competition.

Think of a camp that you would like to

attend. Write a paragraph describing the

camp and what people do and learn there.



154

Time Frame: May 4-May 8

Unit: 4, Lesson 18 Grade Level: 5 Essential Question: What do facts and opinions contribute to a

story?


RI, W, SL RI5.2 W5.3a, 5.3b, 5.3c, 5.3d, 5.3e, 5.8, 5.10 SL5.1d, 5.5, 5.6


Summative:


Reading Skill:

Fact and Opinion


Narrative Pacing

Students will be able to explain the difference between facts and opinions.

Students will be ab le to identify main ideas and details.

Students will explore the techniques used to control narrative pacing.

Reading Strategy:

Analyze/Evaluate

When students analyze, they closely examine a text and the details the author provides.

When students evaluate, they judge how well the author uses evidence and reasons to support his opinions.

Text (s):

Anchor: The Dog Newspaper

Paired: Poetry About Poetry

Novel:

The Dog Newspaper – Ask:

1. What is the author writing about?

2. Why do you think the author couldn't sell her newspaper after the first two issues? Turn and talk with a partner about your

thinking.

3. How and why did the author use flashbacks?

Poetry About Poetry – Ask:

1. What dos the poet mean by saying that to write a poem we must touch, smell, and taste every word?

2. Each poet expressed ideas about poetry in a different way. How are the three poets' ideas about poetry different?

3. What is different about the way the poems look?

4. What kind of rhythm does each poem have?

5. What images do the poems create in your mind?

Vocabulary Strategy: Homophones

and Homographs

Day 1: Students will explore words that have the suffix/-ion/. Day 2: "Glossary Snapshots" - students will create their own

glossary entries in their notebooks for their vocabulary words. Day 3: Students will explore words that have the suffix /-ful/. Day

4: Compound Words- students will write sentences using compound words. Day 5: Synonyms- Students will use a T-Map to

create a list of synonyms for the vocabulary words.



155

Vocabulary: career, formula,

publication, background, household,

insights, edition, uneventful, required,

destruction

TIER1

Career

Background

Household

TIER 2

Insights

Uneventful

Destruction

TIER 3

Edition

Formula

Publication

Required


Short Response:

Performance Task:

Autobiography/Development

Autobiography

Vocabulary

autobiography: the story of someone’s life written by that person

sensory details: details that help readers see, hear, feel, taste, and smell what is being described

Day 1: Analyze the Model; Essential Question: What is an Autobiography?

I can identify the introduction, descriptive details, and concluding sentence in an autobiography. Day 2: Teach; Writing Focus: Development

I can write a sentence using concrete words and sensory details. Day 3: Prewriting; Teach planning an autobiography

I can use a flow chart to establish sequence of events and add description. (W.5.8)

Prompt: Write about an experience you would like to share with others. Day 4: Draft; Review Success Criteria: Introduce topic, Organize details, Include concrete words, conclude

I can draft the autobiography using the prewritten flow chart. (W.5.3a, W.5.3b, W.5.3c, W.5.3d, W.5.4) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am establishing a strong voice and use concrete

words and sensory details. (W.5.5)


1. Peg pursues a goal. How persistently did she pursue her goal? Which details in the text support the idea that

being persistent can help someone achieve a goal? Use evidence from the text to support your answer. (CCLS:

RI.5.1, RI.5.2, RI.5.3)

2. What does the phrase fresh insight mean? Why might fresh insights make people want to read a story? Use

evidence from the text to support your answer. (CCLS: RI.5.4, L.5.6)



156

Standards Review Using Details to Support Inferences (RI.5.1)


Understanding Supporting Evidence (RI.5.8)


Students should


I-Ready lessons

Tier 2 students:

Reach Higher

Read these

homographs.

bit mine block article

slip

Work in a small group.

Discuss the different

definitions you can

think of for each word.

Use a dictionary to

check your definitions.

Are there any

definitions that you

didn’t think of?

Take turns making

sentences for each

meaning.

Tier 1 students:

Challenge Yourself! Make a list of five

homophone pairs.

Exchange lists with a

partner.

Then take your

partner’s homophone

pairs and use them to

write a poem. How

Tier 2 students:

Reach Higher

If you could have any

career when you grow

up, which career would

you choose? Write

three words that

describe what excites

you about the career

you chose.

Then write a paragraph

about the career, using

the three words. Write

an introductory

sentence to your

paragraph. Write two

or three sentences that

support the

introductory sentence.

Then write a closing

sentence to your

paragraph.

When you have

finished, use clip art or

photographs to

illustrate the page.

Then share your

paragraph with a

friend.



and that their level to

read.


a Stop, Think, and

Write on their reading.

Tier 3:


specialist.

Tier 2:


the teacher.

Tier 1:

Guided Reading with

teacher.



157

silly can you make

your poem?

Share your poem with

the class.

Tier 1 students:

Challenge Yourself! Think about an issue in

your school that

interests or concerns

you. Research the issue

and interview people in

your school who are

involved with the issue.

To prepare for the

interviews, write

questions to ask each

person

Write a brief editorial

about the issue. Include

comments from the

people you

interviewed. Be sure to

use persuasive

language.

When you have

finished, give your

editorial to the students

and teachers you

interviewed. Did they

agree, or disagree, with

what you wrote?



158

Week of:

May 4

Above Level:

Fountas and Pinnell Level: X

Lexile Level: 770

On Level:


Lexile Level: 910

Below Level:


Lexile Level: 610

Title of Text

"Isabel Allende"

" B. B. King"

"Maria Tallchief: American Ballerina"

Characteristics of

the Text:

(Based on Level)

Biography

Biography

Biography

Vocabulary: Career Formula

Publication Background

Household Insights

Edition Uneventful

Required Destruction

Career Formula


Household Insights

Edition Uneventful


Career Formula


Household Insights

Edition Uneventful


Text Preview

Activity:

Discuss vocabulary

Explain that Chile, a country in South

America, has had a history of changing

and overturning governments

Remind students that authors often

express their own opinions in their

writing. A reader's opinion may be the

same or different from the author's.

Discuss vocabulary.

Explain that working in the cotton fields

was hard, and that young Riley B. King

would have been eager to find different

work.

Have students use facts in a text and their

own experiences to decide whether they

agree or disagree with an author's opinion.

Discuss vocabulary.

Explain that ballet began in Europe in the

1500s. It came to the United States in

1900, which meant Americans were new

to ballet.

Have students use a T-map to help them

keep track of facts and opinions while

reading.



159

Target Strategy:

Analyze / Evaluate

Analyze / Evaluate

Analyze / Evaluate

Target

Comprehension

Skill:

Fact and Opinion

Fact and Opinion

Fact and Opinion

Questions for

Comprehension:

Possible Writing:

Evaluate the effect of Isabel's upbringing

on her writing. Do you think it helped or

hindered her? (Page 4):

It helped because the members of her

family and her reading provided her with

ideas.

What was Neruda's opinion of Isabel

Allende? Why? (Page 11):

She was a terrible journalist, because she

inserted her own views into her writing.

She was better at writing fiction because

her characters could offer their opinions.

Isabel Allende uses adventures from her

own life to help inspire some of her

books. Think of a fun adventure from

your life that would make an interesting

book. Write several paragraphs telling the

story of the adventure.

What was one fact that made it difficult

for African Americans to become well-

known musicians? (Page 7):

Radio stations didn't play their music.

Evaluate King's style. Do you agree with

the author? (Pages 8 – 11):

Yes, B.B. King worked hard to overcome

many obstacles; he has a unique style that

influenced other musicians; he has a

likable personality.

B. B. King loves to play and sing the

blues. Think of an activity that you enjoy.

Write a few paragraphs that tell a story

showing how much you enjoy the activity.

What is the director's opinion of Betty

Marie's name? (Page 8):

She needs to change it to a Russian

sounding name to be successful.

Evaluate Maria's accomplishments. Did

she deserve awards? (Page 12):

Yes, because she proved that American

dancers could become great ballerinas.

Maria was proud of her Native American

background. Think of something about

yourself that you are proud of. Write a

paragraph that tells what makes you proud

of that part of yourself.



160

Time Frame: May 11 – May 15

Unit: 4, Lesson 19 Grade Level: 5 Essential Question: Why is it important to be aware of your

community’s needs?


RL, RI, W, SL RL5.1, 5.2, 5.3, 5.10; RI5.8 W5.5, 5.8, 5.9b SL5.3, 5.4, 5.6


Summative:


Reading Skill:

Author’s Purpose

Dialogue

Characterization

Students will be able to identify the author's purpose.

Students will explore the use of dialogue.

Students will examine how an author achieves characterization.

Reading Strategy:

Summarize

Students will summarize the main events in a text by retelling important ideas or parts of the text in their own words

Text (s):

Anchor: Darnell Rock Reporting

Paired: Volunteer!

Novel:

Darnell Rock Reporting – Ask:

After reading the 2 school newspaper articles at the beginning of the story, ask:

1. Which student do you agree with? Turn and talk with a partner about why you feel that way?

2. How did Darnell feel when he saw the crowd of people at the meeting?

3. Why does Miss Seldes tell Darnell that he still did a good job?

Volunteer! - Ask:

1. What are some ways the author suggests that kids can become volunteers/

2. Which of these volunteering efforts would you most enjoy doing?

3. How do community drives help many people?

4. Does the author's tone sound enthusiastic or does it sound like a lecture? How can you tell?


Suffixes –ism, -ist, -able, -ible

Day 1: Students will explore words that have the root /mini/. Day 2: Relating Words Questions Day 3: Students will learn to

distinguish commonly confused words (except, accept) Day 4: Students will learn the multiple meanings of words. Day 5:

Students will complete a four square map to demonstrate their understanding of the Vocabulary words.

Vocabulary: issue, effective,

deteriorating, urge, dependent, violations,

exception, ordinance, granted, minimum

TIER1

Issue

Effective

TIER 2

Deteriorating

Urge

Exception

TIER 3

Dependent

Granted

Minimum

Ordinance



161

Violations


Short Response:

Performance Task: Prewrite a Personal

Narrative/Purpose

Prewrite: Personal Narrative

Vocabulary

Personal narrative: a story in which the writer expresses his or her own experiences, thoughts, or feelings

body: the part of an extended piece of writing that contains most of the details and content; it falls between the

beginning and the ending

Day 1: Analyze the Model; Essential Question: What is a Personal Narrative?

I can identify and label thoughts, feelings, and descriptive details. Day 2: Teach; Writing Focus: Purpose

I can brainstorm with classmates of a list of related ideas and descriptive details. (W.5.5) Day 3: Prewriting; Teach Exploring a topic

I can use an event chart in order to brainstorm a list of ideas, events, and details. (W.5.5, W.5.8)

Prompt: Write a personal narrative about a time when you did something that was very important to you. Day 4: Prewrite; Teach planning a personal narrative

I can draft about an important event and use a flow chart. (W.5.5, W.5.8) Day 5: Prewrite; Revise and edit;

I can revise and edit my personal narrative. (W.5.5, W.5.8)


1. What is the theme of Darnell Rock Reporting? Which details best expresses the theme of the story? Use

evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)

2. Darnell speaks to the board about how both students and people who are homeless sometimes give up because

they feel left behind. What does this comparison reveal about Darnell’s character? Use evidence from the text

to support your answer. (CCLS: RL.5.3)

Standards Review Summarizing Literary Texts (RL.5.2)

Point of View (RL.5.6)



162


Students should


I-Ready lessons.

Tier 2 students:

Reach Higher Have a suffix race with

a partner. Write a chart

with the following

headings:

-able, -ible, -ism, -ist.

Using your Student

Book, take five minutes

to hunt for words that

end with these suffixes.

When your time is up,

count the words on

your paper. Compare

your words with the

words your partner

wrote. How many

words are the same?

How many are

different?

Help each other write

sentences for five of

the words.

Tier 1 students:

Challenge Yourself!


write as many words

that end with:

-able, -ible, -ism, and -

ist as possible.

Tier 2 students:

Reach Higher If you had visitors from

out of town, where

would you take them?

Imagine that you are a

tour guide. With a

partner, create a

guidebook of favorite

places in your town.

Guidebooks can

include information

about outdoor places,

such as parks, lakes, or

amusement parks;

indoor places, such as

museums, arcades, or

stores; and places to

eat, such as restaurants

or diners.

Use local sources to

find information about

each place. Write

sentences that tell why

these places are

interesting.

Write a catchy title for

your guidebook. Use

construction paper and

assemble the pages.

Decorate the book with

illustrations or

photographs. Share



at their level from the

class library.


a Stop, Think, and

Write in their

notebooks about the

reading.

Tier 3 students:


specialist.

Tier 2:


the teacher.

Tier 1 students:

Guided Reading with

the teacher.



163

Write each word on an

index card.

Sit in a circle with a

small group and place

the cards in the middle.

The object of the game

is to tell a story by

using each word in a

sentence. For example,

the first person takes a

card and uses the word

in a sentence.

The next person takes

another card and tries

to connect his or her

word and sentence to

the previous one.

Continue the story until

all of the cards have

been used.

your guidebook with

the class

Tier 1 students:

Challenge Yourself!

Think about an event in

your community that

taught you something.

Write a few notes about

the event that took

place. Organize your

notes in the order, or

sequence, in which

they happened. Note

the setting and the

people before you start

writing.

Write your narrative

and share it with a

partner. Have him or

her suggest two or

three improvements

before you begin

revising it. Share your

story with a family

member or a friend



164

Week of:

May 11

Above Level:


Lexile Level: 870

On Level:


Lexile Level: 700

Below Level:


Lexile Level: 620

Title of Text

"Another View"

"Saving the General"

"The Big Interview"

Characteristics of

the Text:

(Based on Level)

Realistic Fiction

Realistic Fiction

Realistic Fiction

Vocabulary: Issue Effective

Deteriorating Urge

Dependent Violations

Exception Ordinance

Granted Minimum

Issue Effective

Deteriorating Urge


Exception Ordinance

Granted Minimum

Issue Effective

Deteriorating Urge


Exception Ordinance

Granted Minimum

Text Preview

Activity:

Discuss vocabulary.

Explain that although buildings have to be

handicapped accessible, some places meet

only the minimum requirements, making

it difficult to for someone in a wheelchair

to get around.

Students should infer the author's purpose

for writing by carefully examining the text

details.

Discuss vocabulary.

Explain that a writer might sign articles

with a pen name, or fake name, to keep

his or her identity private. In the story,

P.Pod is a pen name.

Use an inference map to organize ideas

and better understand the author's purpose

and to examine text details.

Discuss vocabulary.

Explain that athletes often have short

careers and must train for another career

once they can no longer compete.

Use an inference map to help organize

ideas and better understand the author's

purpose for writing the story.



165

Target Strategy:

Summarize

Summarize

Summarize

Target

Comprehension

Skill:

Author's Purpose

Author's Purpose

Author's Purpose

Questions for

Comprehension:

Possible Writing:

What is the author's purpose in having

Tyler explain why the newspaper should

include articles about students who are

disabled? (Pages 4 –5):

To make readers of the paper understand

why Tyler feels the way he does.

Briefly summarize the hardships Chantel

encounters using a wheelchair. (Pages 14 -

15):

She finds it challenging keeping up with

Tyler and having to take longer routes to

classes. Her mittens were wet from

touching the wheels since there were

puddles and slush to go through.

Think of another selection you have read

about a character who fights for his or her

rights. How did you feel about that

character? Write 2 paragraphs that tell

about your reaction.

Why does the author have P. Pod write

about the benefits of building a new

auditorium? (Page 6):

Since the old one will be in violation of

building codes, the author is presenting

one viewpoint of how a new auditorium

will bring the students many benefits.

Summarize Elena's suggestions for how to

build the new auditorium. (Pages 14 –16):

The auditorium could be built on the

opposite side of the building away from

the tree, making it more convenient for

parking, causing fewer disruptions to

classes during construction, and adding

more conveniences for students.

Think about another selection you have

read in which a character tries to save

something that is important to him or her.

How did you feel about that character?

Write a paragraph that tells about your

reaction.

Why does the author describe Brenda's

father encouraging her to find role models

other than athletes? (Pages 4 –5):

The author is trying to persuade readers

of the importance of developing their

minds, not just their bodies.

Why did the athlete Arthur Ashe

encourage students to choose doctors,

engineers, and teachers as role models?

(Page 6):

Few people can be professional athletes.

If students study hard and set high goals,

these careers could be possibilities for

them.

Think about something you have read

about whose ideas surprised you. How did

you feel about that character? Write a

paragraph that tells about your reaction.



166

Time Frame: May 18 – May 29

Unit: 4, Lesson 20 Grade Level: 5 Essential Question: What can a person learn by building a

relationship with an animal?


RL, RI, W, SL RL5.1, 5.2, 5.4, 5.5, 5.9, 5.10;

RI5.10

W5.3a, 5.3b, 5.3c, 5.3d, 5.3e, 5.4,

5.5, 5.6, 5.8

SL5.1a, 5.1b, 5.1c, 5.1d


Summative:


Reading Skill:

Story Structure

Characterization

Theme

Students will be able to identify the elements of story structure.

Students will examine how the author achieves characterization.

Students will be able to identify the theme of a story.

Reading Strategy:

Question

Explain to students that asking and answering questions while reading can deepen their comprehension of the story's characters,

plot, and structure.

Students should use a graphic organizer to record information.

Text (s):

Anchor: The Black Stallion

Paired: Horse Power

Novel:

The Black Stallion – Ask:

1. How might working together be important to the survival of Alec and the horse?

2. What makes Alec question why the Black has killed the snake?

3. What do you think Alec is trying to communicate to the stallion?

4. Do you think Alex will be successful in riding the stallion? Why or why not?

5. At the end of the story ask: What did you learn about the stallion? Why do you think the stallion stayed with Alec? Turn

and talk about your ideas with a partner.

Horse Power – Ask:

1. At the end of the first page, ask: What are some ways people depend on horse power?

2. At the end of the second page, ask: In what ways do guide dogs and guide horses do similar work?

3. How is caring for a guide horse different than caring for a guide dog?

4. At the end, ask: Do you think you would like to work with a therapy horse? Why or why not? Turn and talk about your

ideas with a partner.

5. Summarize the information about therapy horses in 2 – 3 sentences.



167

Vocabulary Strategy: Figurative

Language

Day 1: Students will explore words that have the ending /-ing/. Day 2: "Because" sentences. Day 3: Students will explore words

that have the prefix /de-/. Day 4: Students will write a paragraph about an adventure they would like to experience using the

vocabulary words. Day 5: Students will complete a vocabulary web.

Vocabulary: piercing, fitful, descended,

heave, quivered, diminishing, savage,

rhythmic, delicacy, marveling

TIER1

Heave

TIER 2

Piercing

Descended

Delicacy

Fitful

Marveling

TIER 3

Rhythmic

Savage

Quivered

Diminishing


Short Response:

Performance Task: Write a Personal

Narrative/Conventions

Performance Task: Write a Literary Analysis:

In this unit you read two stories about characters who each work hard on a project that is very important to them. In

Lunch Money, you met Greg, a boy who has created his own comic book business. In Darnell Rock Reporting, you

met Darnell, a boy who has written an important article and is addressing the school board.

Reread these stories and look for important details about the theme and the main character in each. Now, write a

literary analysis essay in which you compare and contrast Greg and Darnell and discuss their strengths. Use text

evidence, such as details that show how the characters respond to the challenges they face, to support your analysis.

Remember that your audience is your teacher and your classmates and, perhaps, your family.

Write a Personal Narrative

Vocabulary

dialogue: conversation between characters in a story

descriptive details: ideas that support the main idea and help describe the author’s thoughts and feelings

voice: how a writer’s thoughts, feeling, and personality are conveyed in his or her writing

Day 1: Draft; Essential Question: What is a Personal Narrative?

I can write about an event to present to readers and use transitional words to make the sequence of events clear.

(W.5.3c)

I can write a conclusion that tells why the event is important/memorable. (W.5.3e) Day 2: Draft; Writing Focus: Convention



168

I can write using a strong voice which will help the reader connect to the writer’s/narrator’s experiences. (W.5.3d) Day 3: Draft; Teach Pacing

I can create a good pace by adding strong verbs, dialogue and descriptive details. (W.5.3b, W.5.3c, W.5.3d)

Day 4: Revise;

I can revise my draft to expand sentences to include concrete words and sensory details about events and ideas.

(W.5.3d, L5.3a)



I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing. (W.5.4, W.5.5,

W.5.6)


1. Alec survives a shipwreck, lives alone on an island, and bonds with a wild stallion. What does his survival

reveal about his character and traits? Use evidence from the text to support your answer. (CCLS: RL.5.3)

2. How does The Black Stallion demonstrate ways in which people form connections with animals? How is it

described in the text? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.3)

Standards Review Finding the Theme of a Poem (RL.5.2)


Analyzing Accounts of the Same Topic (RI.5.6)


Students should


I-Ready lessons.

Tier 2 students:

Reach Higher

Reread “Horse Power.”

Imagine that you are

learning to train a guide

horse. What might be

most difficult? What

Tier 2 students:

Reach Higher Reread “Horse Power.”

What do you find most

interesting about these

animals and their

owners?




the class library.


a Stop, Think, and

Tier 3 students:


specialist.

Tier 2:


the teacher.



169

might be most

exciting? List some

words that express

these ideas.

Write an article about

your experiences. Use

the words from your

list. Remember to paint

word pictures so your

readers can see what

your experiences were

like.

Share your article with

a partner.

Tier 1 students:

Challenge Yourself!

Reread The Black

Stallion. Make a list of

words that you think

made the story exciting

Write a review of the

story. Tell what you

like most about the

story. Explain why you

think the author’s

choice of words helped

you see what was

happening in the story.

Do research to find out

about animals that help

police and other first

responders. How do

trainers work with the

animals? How do

owners feel about their

animals?

Use the information to

write a short article

about these animals. Be

sure to include

information about the

strong bond the first

responders have with

their “partners."

Tier 1 students:

Challenge Yourself! Pretend that you have

a pet that helps you

every day. Your pet

could help you do real

tasks or silly things.

Does your pet help you

wash the dishes? Can

your pet carry the mail

in its mouth?

Write a short story that

tells about one day in

your life with your pet

helper. Give details

about what you and

your pet do together.


about their reading.

Tier 1:

Guided Reading with

the teacher.



170

Tell how you feel about

your helpful pet.

If time allows, read

your short story to a

partner.

Week of:

May 18

Above Level:


Lexile Level: 880

On Level:


Lexile Level: 660

Below Level:


Lexile Level: 590

Title of Text

"Day of the Coyotes"

"Wilderness Rangers"

"The Deer"

Characteristics of

the Text:

(Based on Level)

Adventure

Adventure

Adventure

Vocabulary: Piercing Fitful

Descended Heave

Quivered Diminishing

Savage Rhythmic

Delicacy Marveling

Piercing Fitful

Descended Heave


Savage Rhythmic

Delicacy Marveling

Piercing Fitful

Descended Heave


Savage Rhythmic

Delicacy Marveling

Text Preview

Activity:

Discuss vocabulary.

Explain that coyotes are wild animals

related to wolves but smaller.

Remind students that a story may have

several smaller conflicts in addition to the

main conflict, but the main conflict

defines the story's overall structure.

Discuss vocabulary.

Tell students that in the wilderness,

unexpected natural events can sometimes

lead to danger and adventure.

Discuss vocabulary.

Explain that when a person moves to a

new place, everything may feel foreign

and wrong at first. However, being open

to new experiences can help the person

start to feel at home.



171

Have students identify the major conflict

in the story to understand the structure of

the story.

Use a story map to understand the

structure of a story.

Target Strategy:

Question

Question

Question

Target

Comprehension

Skill:

Story Structure

Story Structure

Story Structure

Questions for

Comprehension:

Possible Writing:

What is the setting of this story? (Page 2):

The story takes place in Maine, where

Quentin and his family have just moved to

a house in the woods.

Why is Quentin surprised that the woods

are "loud"? (Page 8):

He has never spent time listening to the

sounds of the woods, and he assumes the

woods are very quiet compared to a city

like Los Angeles.

In "Day of the Coyotes", Quentin has a

scary adventure in the woods. Think about

a time when you were scared. Write 2

paragraphs that describe your experience.

Tell what you thought and how you felt.

What is the setting of this story? (Page 2):

The story takes place in Live Oak Canyon,

a wilderness area where Lorna and her

family are hiking.

Why is the stream flooding? (Pages 9 –

10):

The heavy rain has caused more water to

flow into the stream.

In "Wilderness Rangers", Lorna has a

scary adventure while camping with her

family. Think about a time when you were

scared. Write a paragraph that describes

What conflict or problem does Carlos

face? (Page 2):

He is unhappy and bored in his new home

in a rural area.

Is seeing the deer a major event that might

affect the conflict? If so, how? (Page 5):

Yes. If Carlos finds the deer interesting,

he may start to like his new home.

In "The Deer", Carlos is excited to see a

deer in his backyard. Think about a time

when you saw a wild animal for the first

time. Write a paragraph that tells what

happened. Describe what you thought and

how you felt.



172

your experience. Tell what you thought

and how you felt.



173

Time Frame: June 1 - June 8

Unit: 5, Lesson 21 Grade Level: 5 Essential Question: What does it mean to have good instincts?


RL, RI, W, SL RL5.1, 5.3, 5.4, 5.9; RI5.3 W5.1a5.1b, 5.1c, 5.1d, 5.4, 5.8 SL5.2, 5.3


Summative:


Reading Skill:

Sequence of Events

Figurative Language


Students will identify the sequence of events in a story.

Students will analyze figurative language.

Students will examine an author's word choice.

Reading Strategy:

Visualize

Students should use details in the text to help them form vivid pictures of the characters, setting, and events in order to gain a

better understanding of the story's events.

Text (s):

Anchor: Tucket’s Travels

Paired: Wild Weather

Novel:

Tucket's Travels – Ask:

1. What do the three children have in common?

2. After reading how the children first escaped from the Comancheros, ask: What can you tell about what Francis is like so

far?

3. After Lottie sees the trees on the horizon, ask: What two problems will the trees solve for the three children?

4. After the children reach the trees, ask: Which child has behaved more bravely? Turn and talk with a partner about your

thinking.

5. What do Francis' inner thoughts reveal about his character?

Wild Weather – Ask:

1. What causes changes in the weather?

2. Which type of weather do you think is the wildest? Why do you think so?

3. How can predicting weather be helpful to people?

4. Why do you think the author included diagrams in Wild Weather?

Vocabulary Strategy: Shades of

Meaning

Day 1: Students will explore words that have the root /vid/ and /vis/. Day 2: Word Pairs-students will use two vocabulary words

to write a sentence. Day 3: Students will explore words that have the prefix /un-/. Day 4: "Twenty Questions": Students will



174

demonstrate their knowledge of the target vocabulary words by asking and answering questions. Day 5: Students will use a T-

Map to create a list of synonyms for the vocabulary words.

Vocabulary: undoubtedly, pace,

salvation, seep, shuffled, vain,

stunted, mirages, evident, factor

TIER1

Evident

Salvation

Undoubtedly

TIER 2

Pace

Vain

Shuffled

Stunted

TIER 3

Seep

Factor

Mirages


Short Response:

Performance Task: Editorial/Purpose

Editorial

Vocabulary

editorial: writing that conveys the writer’s opinion about a current issue or news story

transition: word, phrase, or clause that shows readers how one idea is linked to another

voice: words and language that reveal a writer’s or character’s personality, thoughts, and feelings

Day 1: Analyze the Model; Essential Question: What is an Editorial?

I can identify and label the opinion, supporting facts and details, and transitions in an editorial. (W.5.1a, W.5.1b,

W.5.1c) Day 2: Teach; Writing Focus: Purpose

I can identify the concept of voice and the role it plays in effective writing. (W.5.1)

Day 3: Prewrite: Teach Planning an Editorial:

I can use a flow chart to help me plan an editorial in which I choose a topic and provide logically ordered reasons.

(W.5.1b)

Prompt: Write an editorial about a topic that matters to you.

Day 4: Draft: Review success criteria: Introduce topic, Organize ideas, Link opinion to reason, Establish voice,

Conclude.

I can write a draft using the flow chart. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5)


I can revise and edit using a proofreading checklist to ensure that I am sharing my opinion about a current

issue/event.



175

(W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5


1. What is the theme of the text Tucket’s Travels? How does Francis’s adventure contribute to the theme in the

text? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)

2. On pages 642-643, what vivid verbs and adjectives does the author use to show the terrible circumstances these

characters are in? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.4)

Standards Review Comparing and Contrasting Settings and Events (RL.5.3)

Summarizing Literary Texts (RL.5.2)



Students should


I-Ready lessons.

Tier 2 students:

Reach Higher Read the words in the

box.

departure adventure

captain pleasure

future certain

enclosure mixture


divide each word,

putting a slash between

syllables. Which

common final syllables

do you see? Discuss

how recognizing these

endings can help you

decide how to divide

words into syllables.

Use a dictionary to

check your work.

Tier 2 students:

Reach Higher

Think about Tucket’s

Travels. Choose one

character from the

story and create a diary

from the character’s

viewpoint. Write about

the character’s feelings

about major events,

including his or her

hopes, dreams,

problems, and

frustrations. Begin with

“Dear Diary,” and

write in first-person

point of view.

Fill the diary with

entries spread out over

the entire period of the

story. Write a date for




the class library.


a Stop, Think, and

Write in their

notebooks about their

reading.

Tier 3:


specialist.

Tier 2:


the teacher.

Tier 1:

Guided Reading with

the teacher.



176

Use some words from

the box to make up two

rules for how you

decided to divide the

words into syllables.

For example: In the

word mixture, I saw the

pattern VCCV. I know

that in most words, I

should divide the word

between these

consonants.

Tier 1 students:

Challenge Yourself!

Read the following

words. Some have

common final

syllables.

measure famous

captain pleasure

postage service

courage village

mountain certain

native

Use the words to

construct a crossword

puzzle. Working with

graph paper is the

easiest way to design a

crossword puzzle.

each entry. No dates

are given in the

selection, so use clues

in the text to guess at

approximate dates.

Organize your diary

entries in order by date.

Create a cover page

that includes the name,

age, and any other

important information

about the character.

Tier 1 students:

Challenge Yourself!

Talk about Tucket’s

Travels with a partner.

How did you feel about

the way the story

ended? Here is your

opportunity to change

it. Rewrite a new

ending to the story. Be

sure to write as if you

were the author writing

the story. Do not share

your story ending with

your partner yet.

On a separate sheet of

paper, describe the

original ending and the

changes you made.

Explain why you made

these changes.



177

When you have

finished, read each

other’s story endings.

What did you think of

your partner’s story

ending? What did your

partner think of your

story ending?



178

Week of:

June 1

Above Level:


Lexile Level: 810

On Level:


Lexile Level: 660

Below Level:


Lexile Level: 450

Title of Text:

"Decision at Fort Laramie" "Riding with the Pony Express" "Voyage to California"

Characteristics of

the Text:

(Based on Level)

Historical Fiction

Historical Fiction

Historical Fiction

Vocabulary: Undoubtedly Pace

Salvation Seep

Shuffled Vain

Stunted Mirages

Evident Factor

Undoubtedly Pace

Salvation Seep

Shuffled Vain

Stunted Mirages

Evident Factor

Undoubtedly Pace

Salvation Seep

Shuffled Vain

Stunted Mirages

Evident Factor

Text Preview

Activity:

Discuss Vocabulary.

Explain that pioneers traveling on the

Oregon Trail in 1851 walked many

miles each day along dusty roads.

Students should recognize the

sequence of events in order to

summarize the story.

Discuss vocabulary.

Explain that before anyone could be a

Pony Express rider, he had to vow not

to lie, swear, fight, or abuse his

animals.

Students should recognize the

sequence of events in order to

summarize the story.

Discuss vocabulary.

Explain that Mexicans traveling to

California during the Californios era

faced a long trip and many dangers.

Students should use a flow hat to

organize information and help the to

understand the sequence of events in a

story.



179

Target Strategy:

Visualize

Visualize

Visualize

Target

Comprehension

Skill:

Sequence of Events

Sequence of Events

Sequence of Events

Questions for

Comprehension:

Possible Writing:

What happened to Alice once the

Wheaten family arrived at Fort

Laramie? (Pages 10 – 11):

A doctor saw Alice and diagnosed her

with influenza. She was given medicine

and slowly recovered.

The travelers stopped to camp at

Independence Rock. What can you

describe about their Fourth of July

celebration? (Pages 17 – 18):

The women sewed a flag and baked

bread. The children ran around and

played games. Some climbed the huge

rock to carve their names.

The Wheaten family buys provisions

and has their wagon repaired at Fort

Laramie. Think about the preparations

your family makes before taking a trip.

Write several paragraphs explaining

how to prepare for such a trip.

What did Ned have to do before he

could ride to Sportsman's Hall? (Page

7):

He had to take the rider's oath, which

is a kind of promise.

What did Ned see as he made his

escape from the bandits? (Page 16):

Trees rattling in the wind, rain pelting

against his face, and his horse almost

flying.

Ned Bensen is skilled at riding horses

and really enjoys doing it. Think

about an activity you are skilled at that

you really enjoy. Write a paragraph or

two explaining how to do that activity.

What happens to Maria after she goes

up on the ship's deck during the storm?

(Page 11):

She slips and falls, but manages to

grab a rope.

When Maria opens the door to the

deck, what does she see? (Page 10):

She sees huge waves that are the color

of dark bruises crashing over the

sides.

Maria's family must go on a long trip

to reach California. Think about a

place you have visited on a trip. Write

a paragraph tht explains how you got

to that place.



180

Time Frame: June 8 – June 12

Unit: 5, Lesson 22 Grade Level: 5 Essential Question: How can traditions influence a person’s

thoughts and feelings?


RL, RI, W, SL RL5.7, 5.9, 5.10; RI5.7 W5.1a, 5.1b, 5.1d, 5.4, 5.10 SL5.2, 5.5, 5.6


Summative:


Reading Skill:

Theme


Visual Elements

Students will be able to identify the theme of a story using text details.

Students will examine an author's word choice.

Students will study how visual elements contribute to a text.

Reading Strategy:

Infer/Predict

Students will use details to make inferences and predictions.

Tell students that the theme of a work of fiction is the message about life or human nature that the author wants readers to

understand. The theme is not usually stated, but must be inferred from the text evidence and the elements of the story.

WICOR Strategy:

Writing, Inquiry,

Collaboration, Organization, Reading

Text (s):

Anchor: The Birchbark House

Paired: Four Seasons of Food

Novel:

The Birchbark House- Ask:

1. Based on details the author has given so far about Omakayas, what kind of person does she seem to be?

2. What is Omakayas's mood at the beginning of the story?

3. After she realized she frightened the bear cubs by standing, Omakayas crouched back down immediately. How would you

describe the lesson she learned?

4. What is the author trying to say to readers by sharing this lesson about respect for other creatures?

5. Have students examine the illustration on page 675. Ask: How would you characterize the portrayal of the bear?

Four Seasons of Food – Ask:

1. How do you think moving to reservations affected the Obibwe's traditional ways of gathering their food?

2. What can you tell about the Ojibwe people from the types of food they gathered?

3. Have students point out the time order words and phrases throughout the selection. Remind them to look at the headings!



181

4. Why do you think that the author ends the selection with a recipe using traditional Ojibwe ingredients?


Materials

Day 1: Students will explore words that have the suffix /-ous/. Day 2: ""Idea Completion"-Students complete sentence frames by

holding up a word card to demonstrate their understanding of the vocabulary words. Day 3: Students will explore words that have

the ending /-ed/. Day 4: Students will determine the meaning of homographs. Day 5: Students will complete a column chart with

synonyms and antonyms to deepen their understanding of the vocabulary words.

Vocabulary: spared, reasoned, nerve,

margins, banish, envy, astonished,

upright, deserted, bared

TIER1

Astonished

Reasoned

Upright

TIER 2

Nerve

Envy

Bared

Banish

TIER 3

Margins

Deserted


Short Response:

Performance Task: Response to Literature/

Organization

Character Description

Vocabulary

structure: the way in which a text is arranged

opinion: an idea based on personal thoughts and feelings

reasons: ideas that support the writer’s opinion

Day 1: Analyze the Model; Essential Question: What is a Response to Literature?

I can identify and label the introduction, body, and conclusion of a literary response. (W.5.1a, W.5.1b, W.5.1c) Day 2: Teach; Writing Focus: Organization

I can organize evidence that will help readers understand the writer’s thoughts and feelings about the work of

literature (W.5.1b) Day 3: Prewriting; Teach Planning a Response to Literature

I can use an Idea-Support map to form an opinion for a response to literature and identify supporting details.

(W.5.1a, W.5.1b, W.5.5)

Prompt: What is your opinion of Omakayas from “The Birchbark House”? Do you like or admire her? Why or why

not?

Day 4: Draft; Review Success Criteria: State opinion, Organize reasons, Include facts and details, and conclude

restating opinion.



182

I can draft my response to literature using an idea-support. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5) Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I am organizing my arguments clearly so that it is

understandable and convincing. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5)


1. How does Omakayas respond during the mother bear encounter? How do her reactions relate to the theme of

this story? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)

2. Reread page 671. How does Omakayas react to having her feelings hurt by her sister? What is her reaction Use

evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)

Standards Review Finding the Theme of a Story or Drama (RL.5.2)



Students should


I-Ready Lessons.

Tier 2 students:

Reach Higher

Read the words

below.

beverage cowardice

notice heritage

cooperative manage

justice native

village courage

Look up the words in a

thesaurus. Write at

least one synonym for

each.

Read both the word and

its synonym aloud.

Tier 2 students:

Reach Higher Think about The

Birchbark House to

recall information

about the Ojibwe way

of life. Then read “Four

Seasons of Food” to

learn about the foods

they ate.

Write a short report

about the Ojibwe

people. Use the library

to learn more about

their history and their

culture. Where did they

live? What traditions

did they practice? Why

were animals, such as




the class library.


a Stop, Think, and

Write about their

reading.

Tier 3:


specialist.

Tier 2:


teacher.

Tier 1:

Guided Reading with

teacher.



183


for each word.

Tier 1 students:

Challenge Yourself!

Use the vocabulary

words from the Context

Cards for The

Birchbark House.

Make your own

thesaurus to use for

creative writing. Write

three synonyms for

each word. Put each

word and its synonyms

on a separate sheet of

paper.

Use colored markers or

pencils to draw pictures

to go along with some

of the entries.

Add to your thesaurus

when you learn new

words and their

synonyms. Consult

your thesaurus when

you are looking for

new words to use in

your writing.

bears, important to

their culture?

Create a cover page

and title for your

report.

When you have

finished, post your

report on the class

bulletin board.

Tier 1 students:

Challenge Yourself!

In the 1800s,

American settlements

pushed the Ojibwe

people out of their

homeland and onto

reservations. How did

this move affect their

way of life? Use the

library to find firsthand

accounts that tell about

their move to the

reservations.

Write a report that

compares and contrasts

the Ojibwe people

before and after they

were moved to

reservations.



184

Week of:

June 8

Above Level:


Lexile Level: 770

On Level:


Lexile Level: 770

Below Level:


Lexile Level: 530

Title of Text:

"Old Bark's Cure"

"Buffalo Hunt"

"City in the Cliffs"

Characteristics of

the Text:

(Based on Level)

Historical Fiction

Historical Fiction

Historical Fiction

Vocabulary: Reasoned Spared

Margins Nerve

Envy Banish

Upright Astonished

Bared Deserted

Reasoned Spared

Margins Nerve

Envy Banish

Upright Astonished

Bared Deserted

Reasoned Spared

Margins Nerve

Envy Banish

Upright Astonished

Bared Deserted

Text Preview

Activity:

Discuss vocabulary.

Explain that settlers brought many

diseases with them on the Oregon

Trail. These diseases often were

deadly for Native Americans, who

lacked defenses for them.

Students should use a graphic

organizer to help them determine the

theme of a story by focusing on key

character details.

Discuss vocabulary.

Explain that the U. S. government

slaughtered the buffalo to end Native

American resistance to the country's

western expansion, or growth.

Students should focus on a character's

words, thoughts, and actions in order

to determine the theme, or main

lesson, of a story.

Discuss vocabulary.

Explain that the narrator is a Native

American living in the Southwest.

Have students use a graphic organizer

to record character details in order to

determine the theme, or main lesson,

of a story.



185

Target Strategy:

Infer / Predict

Infer / Predict

Infer / Predict

Target

Comprehension

Skill:

Theme

Theme

Theme

Questions for

Comprehension:

Possible Writing:

Red Hair left the Cheyenne camp after

winter. How did he feel toward the

people there? (Page 5):

Red Hair was grateful to the people for

saving his life and teaching him their

ways.

When Old Bark died, Wolf would not

be allowed to follow in his footsteps.

What do you think the author means?

(Page 7):

Wolf did not complete his

apprenticeship, so he could not be a

medicine man.

Think of another story you have read

about a character like Old Bark, who

passed on knowledge to others. Write

several paragraphs comparing and

contrasting Old Bark with the

character you have chosen.

What motivates Sharp Eyes to teach

Sean hunting skills? (Page 7):

Sharp Eyes wants to learn about the

railroad ad about the places Sean has

seen.

After Sharp Eyes tells Sean that "his

people" slaughtered the buffalo, what

do you think will happen to their

friendship? (Pages 10 –11):

Their friendship may end if Sharp

Eyes blames Sean for the slaughter.

Think of a story you have read about

two friends like Sean and Sharp Eyes

who come from different cultures.

Write a few paragraphs comparing and

contrasting Sean and Sharp Eyes with

the characters you have chosen.

What do you learn about the

characters when they are looking for a

place to sleep at night? (Page 8):

They are both afraid, but are trying to

be brave.

How do you think Grandmother will

react when they return? (Pages 13-

14):

She will probably be upset that the

girls didn't come home, but she will be

excited to hear about the town in the

cliffs.

Think about a story you have read

about a character who learns

something as Lomasi does. Write a

paragraph comparing and contrasting

Lomasi with the character you have

chosen.



186

Time Frame: June 15-June 19

Unit: 5, Lesson 23 Grade Level: 5 Essential Question: What kinds of lessons were learned by

people who lived in the old West?


RI, W, SL RI5.1, 5.2 W5.1a, 5.1b, 5.1c, 5.1d, 5.2d, 5.4 SL5.3, 5.6


Summative:

Weekly Assessment should be administer at the close of this lesson

Reading Skill:

Text and Graphic Features


Adages

Students will analyze how text and graphic features contribute to a text and increase understanding of an informational text.

Students will summarize the main ideas and details in a text.

Students will identify and understand adages.

Reading Strategy:

Summarize

Students should pause periodically to summarize what they have read. When they summarize they identify the Main Idea and

most important details in a text and retell them in their own words. A summary is shorter than the original text, but the ideas

should appear in the same order.

WICOR Strategy:

Writing, Inquiry,


Text (s):

Anchor: Vaqueros: America’s First

Cowboys

Paired: Rhyme on the Range

Novel:

Vaqueros: America's First Cowboys – Ask:

1. What was the motive behind Spanish exploration of the Americas?

2. How were the impacts of Columbus and Cortes on the Americas similar?

3. Summarize the methods the Spanish used to colonize territories in North America.

4. Have students summarize the text on pages 704-705. Ask: What do the details in these paragraphs show about the rise

and fall of the Vaquero culture?

5. Ask students to identify other text or graphic features in the book that helped them understand the topic. Record on a

graphic organizer with the headings: Text/Graphic Feature Information it Gives



187

Rhyme on the Range – Ask:

1. Why does the poet compare cowboys to kings?

2. Why do you think Jack Thorpe decided to compile a book of cowboy songs and poems?

3. What words and phrases in this poem help you hear the sounds the cowboy hears on the Yaso Range?

Vocabulary Strategy: Adages and

Proverbs

Day 1: Students will explore words that have the prefix /ac-/. Day 2: "Relating Word Questions"- Students will answer

questions that include related words. Day 3: "Word Pairs"- students use 2 target vocabulary words to write a sentence. Day 4:

"Glossary Snapshots" Day 5: Students will observe and participate in the building of a Root Web.

Vocabulary: extending, prospered,

dominated, hostile, residents,

acknowledged, flourished, sprawling,

acquainted, decline

TIER1

Acknowledged

Hostile

Residents

TIER 2

Acquainted

Dominated

Extending

Flourished

Sprawling

TIER 3

Decline

Prospered


Short Response:

Performance Task: Persuasive Argument/

Organization

Persuasive Argument

Vocabulary

opinion: a view or belief based on what a person thinks and not necessarily based on facts

persuasive argument: writing that uses reasons to prove that one idea is better than another

claim: Day 1: Analyze the Model; Essential Question: What is a Persuasive Argument?

I can identify and label the author’s topic sentence, reasons, facts, and concluding statement of a persuasive

argument.

(W.5.1) Day 2: Teach; Writing Focus: ORGANIZATION

I can write a variety of details and reasons that logically support the writer’s opinion and are linked with

transitions.

(W.5.1b, W.5.1c) Day 3: Prewriting; Teach planning a persuasive argument

I can write an outline of the opinion statement, reasons and supporting facts. (W.5.1a, W.5.1b, W.5.10)

Prompt: Write one or more paragraphs explaining your opinion on why the cowboy became the hero of the West.



188

Day 4: Draft; Review Success Criteria: Introduce topic, Provide reasons, Choose audience, Write with strong voice,

Conclusion

I can draft a persuasive argument using the graphic organizer. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4)

Day 5: Analyze the Model; Revise and edit;

I can revise and edit using Proofreading Checklist to ensure that I showing a connection between the reasons

for my

opinion and the facts and details that support the reasons. (W.5.5)


1. Summarize the sections “The Journeys” and “The Expanding Colony” on pages 698-701. What is the main

idea of each section? What details does the author use to support these main ideas? Use evidence from the

text to support your answer. (CCLS: RI.5.1, RI.5.2)

2. The author uses an adage, or a traditional saying, in the third paragraph on page 707. Why do you think he

chooses to end the selection this way? What do you think the author means when he says “the idea is pure

cowboys” Use evidence from the text to support your answer. (CCLS: RI.5.1, L.5.5b)

Standards Review Summarizing Informational Text (RI.5.2)


Finding Information from Multiple Sources (RI.5.7)


Students should


I-Ready lessons

Tier 2 students:

Reach Higher

Read each word in the

box aloud. Divide the

word into two syllables

and write each syllable

on a different index

card.

spinach event limit

decline adapt entry

extend somber disturb

honest frighten entire

Tier 2 students:

Reach Higher


write a short story

about vaqueros.

Review Vaqueros:

America’s First

Cowboys to get story

ideas. You may also

use these plot lines to

spark your own story

ideas:




the class library.


a Stop, Think, and

Write about their

reading.

Tier 3:

Pull-out by reading

specialist.

Tier 2:

Write-In Reading

with teacher.

Tier 1: Guided

Reading with teacher.



189

Hand the syllable cards

to two different

classmates and have

them stand next to each

other. Have one person

say the first stressed

syllable loudly and

hold it up high. Have

the other person say the

unstressed syllable

softly and hold it down

low.

Continue the activity

until you have

completed saying and

gesturing each word.

Tier 1 students:

Challenge Yourself!

Read “Rhyme on the

Range."

Find challenging words

with more than one

syllable. Write them on

index cards and sort

them according to

number of syllables, as

well as stressed and

unstressed syllables.

-a young vaquero heads

off on his first cattle

roundup.

-a group of vaqueros

rushes to save a mother

cow and her young calf

from an attacking

grizzly.

-a stampede of

panicked cattle races

toward a small family

farm.

Use the selection and

library books to find

interesting facts and

information about

vaqueros. Review

“Rhyme on the Range”

for more details about

cowboy life. Create

interesting characters

and make your story as

realistic as possible.

Illustrate the events in

your story.

Tier 1 students:

Challenge Yourself!

Write a research report

about vaqueros.

Review Vaqueros:

America’s First

Cowboys. As you do



190

so, create an outline to

organize the main

ideas. Include details

that support each of the

main ideas.

Include an

introduction, body, and

conclusion. The

introduction presents

the main topic in an

interesting way. The

body of the paper

provides a few

paragraphs that develop

your main ideas. The

conclusion summarizes

your points and restates

your main idea.

Use library books to

find information and to

help you create

illustrations for your

report. Create a title

page for your report.



191

Week of:

June 15

Above Level:


Lexile Level: 970

On Level:


Lexile Level: 780

Below Level:


Lexile Level: 680

Title of Text:

"How Barbed Wire Changed the

West"

"The Goodnight -Loving Trail"

"Rodeo!"

Characteristics of

the Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Extending Prospered

Dominated Hostile

Residents Acknowledged

Flourished Sprawling

Acquainted Decline

Extending Prospered

Dominated Hostile



Acquainted Decline

Extending Prospered

Dominated Hostile



Acquainted Decline

Text Preview

Activity:

Discuss vocabulary.

Explain that materials were scarce on

the Great Plains and that wood and

stone to build fences were not readily

available.


organizer to help them identify text

and graphic features that clarify and

explain ideas and provide additional

information about the topic.

Discuss vocabulary.

Explain that Texas longhorn cattle

were a mix of Mexican and Anglo

cattle.



and graphic features that clarify and

explain ideas and provide additional

information about the topic

Discuss vocabulary.

Explain that the invention of barbed

wire fences helped eliminate the need

for cowboys. Rodeos, however,

continued to be a popular spectator

sport.



and graphic features, such as headings

and charts, that provide important

information.



192

Target Strategy:

Summarize

Summarize

Summarize

Target

Comprehension

Skill:

Text and graphic features



Questions for

Comprehension:

Possible Writing:

According to the information in the

boxed text feature, what did the

Homestead Act allow? (Page 5):

Anyone could get 160 acres of

unclaimed land free as long as they

lived on the land for 5 years and

improved it.

What arguments did ranchers make

against the use of barbed wire? (Page

11):

Cattle could no longer roam in search

of food and water, and cowboys didn't

want their routes for cattle drives

blocked.

Barbed wire was important to the

cattle ranching industry. Think of a

tool or device that is important to your

life. Then write a few paragraphs

giving your opinion about why it is

important.

What can you learn from studying the

map of cattle trails used during the era

of the Long Drive? (Page 8):

The map shows that the Goodnight-

Loving Trail was the furthest trail west

and followed a river. It was very long,

likely making for a difficult journey.

Why was the cattle drive in 1867

doomed? (Page 17):

There were heavy rains, stampedes,

and attacks by Native Americans.

Oliver Loving was killed.

Charles Goodnight and Oliver Loving

were a good team. Think of 2 people

you know who have worked together

to accomplish something. Write a

paragraph or two explaining why you

think they work well together.

What information can you learn from

the illustration of Annie Oakley?

(Page 9):

She looks confident and strong, which

were important qualities for

performing trick shooting so skillfully.

What is bronco riding? (Page 13):

Broncos are untamed horses that try to

throw off the rider by jumping,

kicking, and bucking. The cowboy who

hangs on the longest is the winner.

Look back at the photographs of rodeo

events. Would you be interested in

trying one of those events? Why?

Write a paragraph to tell what you

think.



193



194

Time Frame:

Unit: 5, Lesson 24 Grade Level: 5 Essential Question: Why would a pioneer traveler record

events in a journal?


RL, RI, W, SL RL5.4, 5.6; RI5.6, 5.9 W5.5


Summative:

Weekly Selected Assessment should be administered at the close of this lesson.

Reading Skill:

Cause and Effect

Figurative Language

Point of View

Students will analyze cause and effect.

Students will examine an author's use of figurative language.

Students will study the role of point of view in a story.

Students will examine how time lines can aid in comprehension.

Students will acquire information about African American pioneers.

Reading Strategy:

Analyze/Evaluate

Some cause and effect relationships are indicated by signal words such as since and because. Other signal words must be

inferred using text evidence and prior knowledge..

Cause and effect helps build the plot and structure of the story.

One way to analyze story events is to ask why they happen or how they influence other events.

WICOR Strategy:

Writing, Inquiry,


Text (s):

Anchor: Rachel’s Journal: The Story

of a Pioneer Girl

Paired: Westward to Freedom

Novel:

Rachel's Journal – Ask:

1. How does the author's use of dates provide a structure to the story?

2. What does "you could have heard a pin drop" say about how quiet the children were when the brave approached

them?

3. How does the first person Point of View influence how the river crossing is described?

4. Have students read the "Analyze the Text" box on page 732. Distribute graphic organizer and ask students to

identify the effect.

5. Ask students to list the causes of Will landing on the sandbar.

Westward to Freedom – Ask:



195

1. What does the author men when she says that Clara Brown "overcame the disadvantage?"

2. What details support the idea that many African American Pioneers became successful in business and used their

wealth to help others?

3. What skills do you think Buddy Mason and Clara Brown had to have to become successful in the West?

Vocabulary Strategy: Using Context Day 1: Students will explore words that have the prefix /dis-/. Day 2: "Word Associations" - Students will identify a target

vocabulary word that they associate with related words. Day 3: Students will use the prefix /mis-/ to determine the meaning

of new words.

Day 4: "Idea Completion" - Students will complete sentence frames to demonstrate understanding of the target vocabulary

words.

Day 5: Students will complete a Four Square Map.

Vocabulary: rustling, beacon, balked,

mishap, lectured, surged,

disadvantage, torment, quaking, fared

TIER1

Mishap

Disadvantage

TIER 2

Rustling

Lectured

Torment

Surged

Balked

Fared

TIER 3

Beacon

Quaking


Short Response:

Performance Task: Prewrite a Response

Essay/Evidence

Prewrite: Response Essay

Vocabulary

Response essay: writing that involves stating an opinion about a topic

Journal format: a type of writing in which a person regularly records thoughts, feelings, and observations

Day 1: Analyze the Model; Essential Question: What is a Response Essay?

I can identify and label opinion, supporting reasons, and conclusion in a response essay. (W.5.1a, W.5.1b) Day 2: Teach; Writing Focus: Evidence

I can identify the structure of a response essay, which can be organized in main idea and details. (W.5.5)

Day 3: Prewriting; Teach Exploring a topic

I can support my opinion with at least two strong reasons. (W.5.5)

Day 4: Prewrite; Teach planning a response essay



196

I can identify supporting details for the reasons of my opinion using two column notes. (W.5.5) Day 5: Prewrite; Revise and edit;

I can revise and my two column chart to ensure that I have provided strong reasons with specific details from

the

story. (W.5.5, W.5.9a)


1. How does Rachel interact with other characters on her journey? How do these interactions affect her

decisions? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.3, RL.5.9)

2. The author uses first-person point of view to tell this story. How does it affect the way the crossing of the

river is described? Use evidence from the text to support your answer. (CCLS: RL.5.6)

Standards Review Comparing and Contrasting Settings and Events 9RL5.3)



Students should


I-Ready Lessons

Tier 2 students:

Reach Higher


for Rachel’s Journal

and the definitions

from the Get Started!

activity.

Create a crossword

puzzle using the

vocabulary words and

what you know about

them. Use graph paper

and a pencil to make

your puzzle.

Use all of the

vocabulary words and

Tier 2 students:

Reach Higher

Read “Westward to

Freedom” with a

partner. Review the

timeline, Milestones in

the Westward

Movement of African

Americans. Each

partner chooses a

different topic from the

timeline to research.

Use the library or the

Internet to find facts,

details, and events

connected with the

topic.






a Stop, Think, and



Tier 3:

Pull-out by the

reading specialist.

Tier 2:

Write-In Reader

with teacher.

Tier 1:

Guided Reading

with teacher.



197

any additional words

that you need to fill out

the puzzle. Be sure that

each word in the puzzle

has a well-written clue.

Check to be sure that

the words and clues are

numbered correctly.

Trade puzzles with a

partner and complete

each other’s puzzles.

Tier 1 students:

Challenge Yourself

Write a paragraph

using at least five of

the vocabulary words.

Use different kinds of

context clues in your

writing. You may use

synonyms, antonyms,

definitions, or

descriptions within the

same sentence—or in

nearby sentences—as

context clues

Exchange your

paragraph with a

partner. Read your

partner’s work and

underline the context

clues as you read.

Then make a new

timeline for your topic.

Use the timeline in the

selection as a model.

Add captions, a title,

dates.

Talk about your

timeline with your

partner. How are your

timelines different?

How are they the

same? After you have

finished, post your

timelines on the class

bulletin board.

Tier 1 students:

Challenge Yourself!

Read “Westward to

Freedom”

independently. Review

the text about Biddy

Mason and Clara

Brown. Use the library

or Internet to find more

information about these

African American

pioneers.

Use a Venn diagram to

compare and contrast

Biddy Mason and Clara

Brown.



198

Then write a personal

response under the

diagram.

Week of: Above Level:


Lexile Level: 790

On Level:


Lexile Level: 920

Below Level:


Lexile Level: 570

Title of Text:

"Dear Cousin"

"Gold for Chan Li"

"Down the Columbia"

Characteristics of

the Text:

(Based on Level)

Historical Fiction

Historical Fiction

Historical Fiction

Vocabulary: Rustling Beacon

Balked Mishap

Lectured Surged

Disadvantage Torment

Quaking Fared

Rustling Beacon

Balked Mishap

Lectured Surged


Quaking Fared

Rustling Beacon

Balked Mishap

Lectured Surged


Quaking Fared

Text Preview

Activity:

Discuss vocabulary.

Explain that the Great Chicago Fire of

1871 burned for several days and

destroyed about 4 square miles of the

city.

Explain that a cause may generate

more than one effect and an effect may

have more than one cause.

Discuss vocabulary.

Explain that the population of gold-

mining towns increased quickly, and

selling food and provisions to the

miners was a good way to earn a

fortune.

Understanding how an event (cause)

makes something else happen (effect)

helps readers infer relationships

between ideas.

Discuss vocabulary.

Explain that rapids and waterfalls

along the Columbia River could make

travel by boat dangerous.

Have students use a graphic organizer

to help them recognize causes and

their effects, in order to strengthen

their understanding of the text.



199

Target Strategy:

Analyze / Evaluate

Analyze / Evaluate

Analyze / Evaluate

Target

Comprehension

Skill:

Cause and Effect

Cause and Effect

Cause and Effect

Questions for

Comprehension:

Possible Writing:

What were the effects of Anna's Mama

having a new baby? (Page 8):

Anna's mama became ill, which made

it necessary for Anna to care for the

baby, prepare meals, and clean. By the

end of each day Anna was exhausted.

Evaluate why Sarah's family decided

to stay in Chicago. Do you agree with

their decision? (Page 17):

Sarah's family saw that there were job

opportunities in Chicago.

Think of an event you have read or

heard about recently that has had an

effect on man people. Write a few

paragraphs in which you describe the

event and explain its multiple effects.

What caused Chan Jin to lie in a tent

on a cot? (Page 14):

Chan Jin fell while working in the gold

fields and could no longer work. With

no work, he had no money to buy food.

Analyze why Chan Jin said that Chan

Li cooked up a pot of gold. (Page 17):

Chan Li made a big pot of delicious

soup and miners were buying it with

gold.

Think of a new business in your

neighborhood that has been very

successful. Write a few paragraphs in

which you describe the causes of that

success.

What made it possible for Minnie's

family to get to Oregon City? (Page

12):

Minnie helped an injured Native

American boy. He learned that her

family was having trouble getting to

Oregon City and he offered his

family's help.

Evaluate Minnie's decision to help the

injured boy when Ma and Pa had told

her to stay away from Native

Americans. (Pages 9 -22):

It was a good idea because the boy's

family helped Minnie's family get to

Oregon City. Also, it proved that it

isn't smart to judge someone based on

outward appearances.

Pioneers faced many challenges during

the long trip west. Think of some of

the challenges faced by pioneers.

Write a paragraph describing one

challenge. What were the causes of



200

this challenge? What were the effects

of this challenge?



201

Time Frame:

Unit: 5, Lesson 25 Grade Level: 5 Essential Question: How did explorers help America

become the country it is today?


RI, W, SL RI5.2, 5.3, 5.4, 5.7, 5.9, 5.10 W5.1a, 5.1b, 5.1c, 5.1d, 5.4, 5.5, 5.6 SL5.1c


Summative:


Reading Skill:


Primary Sources

Explain Historical Events

Students will identify the main idea and details in a text.

Students will explore the use of primary sources in a text.

Students will examine how an author explains historical events.

Students will examine dialogue and theme in a play.

Reading Strategy:

Monitor/Clarify

When reading non-fiction it is important for students to monitor their understanding.

To clarify parts of the text that students find confusing, they should identify main ideas and supporting details.

Students should also re-read the text and ask questions.

WICOR Strategy:

Writing, Inquiry,


Text (s):

Anchor: Lewis and Clark

Paired: A Surprise Reunion

Novel:

Lewis and Clark – Ask:

1. Why did Lewis show the American Flag?

2. What would the trek over the Rockies have been like without Chief Cameahwait's horses?

3. Why were Lewis and Clark treated as heroes when they returned to Washington, D.C.?

4. How does the author feel about the accomplishments of the Lewis and Clark expedition? How do you know?

A Surprise Reunion – Ask:

1. How does the scene between Lewis and Cameahwait set up the other scenes of the play?

2. How does the last exchange between Sacagawea and Cameahwait help to reveal the theme of the play?

3. What does the narrator's last statement tell us about his or her point of view of the expedition?

Vocabulary Strategy: Analogies Day 1: Students will explore words that have the suffix /-ible/. Day 2: Students will solve analogies by analyzing how word

pairs are related. Day 3: Students will use the root "techn" to determine the meaning of words. Day 4: Students will write a



202

paragraph describing a trip they took incorporating as many vocabulary words as possible. Day 5: Students will list synonyms

for each vocabulary word.

Vocabulary: expedition, techniques,

barrier, resumed, despite, edible,

fulfilled, tributaries, range, trek

TIER1

Fulfilled

TIER 2

Trek

Despite

Resumed

Edible

TIER 3

Expedition

Barrier

Techniques

Tributaries

Range


Short Response:

Performance Task: Write a Response Essay/

Elaboration

Performance Task: Write a Response to Literature:

You have read two historical fiction stories about young pioneers traveling west during the mid-1800s. In Tucket’s

Travel, you read about three children who endure dangerous conditions as they travel west. In Rachel’s Journal, you

read about a pioneer girl and her family traveling to California in a wagon train.

Think about the way the authors tell these two stories. Which format do you think is a better way of telling a story?

Now, write a response-to-literature essay in which you explain which format you think is more effective. Use ideas

in both stories to support your opinion. Remember that the audience for your essay is your teacher and your

classmates.

Write a Response Essay

Vocabulary

Concluding statement: the final paragraph of an essay, in which the writer sums up his or her ideas

opinion: an idea based on personal thoughts and feelings

topic sentence: the sentence that states the main idea of a paragraph

Day 1: Draft; Essential Question: What is a Response Essay?

I can draft a response essay and ensure that my opinion is clearly stated, logically ordered reasons and

concluding

statement. (W.5.1) Day 2: Draft; Writing Focus: Elaboration

I can write facts and examples using words that are both clear and appropriate to the task and audience. (W5.4)



203

Day 3: Draft; Teach Introductions

I can write a strong introduction that includes a topic sentence which states my opinion/claim about the text.

(W.5.1a) Day 4: Revise;

I can revise my draft to organize my evidence by order of importance.(W.5.1b)



I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing as a speech.

(W.5.5,

W.5.6)


1. Think about Lewis and Clark and History of the Fur Trade. What effects did the Lewis and Clark expedition

have on the development of the West? Give your opinion about the effect on the West. Use evidence from

the text to support your answer. (CCLS: RI.5.1, RI.5.2, RI.5.3)

2. What evidence does the author use to support his belief that Lewis and Clark found the experience

something that “they would cherish for the rest of their lives”? Use evidence from the text to support your

answer. (CCLS: RI.5.8)

Standards Review Finding Main Ideas and Details (RI.5.2)



Students should


I-Ready Lessons.

Tier 2 students:

Reach Higher

The words in analogies

show different

relationships like

synonyms, antonyms,

size, and part of a

whole. Match the

Tier 2 students:

Reach Higher

With a small group,

talk about Lewis and

Clark. Then work

independently to list

important events that






a Stop, Think, and

Tier 3:

Pull-out by the

reading specialist.

Tier 2:


the teacher.



204

beginning of each

analogy with the

correct ending. Then

tell what kind of

relationship the words

have.

wrong is to false as

engine is to car

tiny is to tremendous

right is to true

terror is to fear

rage is to anger as

motor is to boat as

small is to large as

Tier 1 students:

Challenge Yourself!


for the selection Lewis

and Clark.

Choose four

vocabulary words. On a

sheet of paper, make up

four sets of analogies.

Write one for each

category: synonyms,

antonyms, degree, and

part/whole or

categorize/classify.

Using index cards,

write the first part of

happened during the

expedition to the West.

Put your list in order of

importance. For

example, list the event

you think is the most

important as number

one, the next important

event as number two,

and so on.

Then compare lists as a

group. How are your

lists different? How are

they the same?

Tier 1 students:

Challenge Yourself!

Think about Lewis and

Clark. Use library

books or the Internet to

find more information

about Sacagawea.

Write a biography of

Sacagawea. Answer

these questions: What

kind of person was

Sacagawea? What

character traits did she

have? What

contributions did she

make to the Lewis and

Clark expedition?



Tier 1:

Guided Reading with

the teacher.



205

the analogy on one card

and the second part on

another card. Do this

with all four analogies.

Invite a classmate to

match the cards to

make the analogies.

Create a cover page

with a title for your

biography. Include an

image of Sacagawea.

Post your biography on

the bulletin board.

Week of: Above Level:


Lexile Level: 910

On Level:


Lexile Level: 860

Below Level:


Lexile Level: 700

Title of Text:

"Friends Along the Way"

"History of the Fur Trade"

"The Corps of Discovery"

Characteristics of

the Text:

(Based on Level)

Informational Text

Informational Text

Informational Text

Vocabulary: Expedition Techniques

Barrier Resumed

Despite Edible

Fulfilled Tributaries

Range Trek

Expedition Techniques

Barrier Resumed

Despite Edible


Range Trek

Expedition Techniques

Barrier Resumed

Despite Edible


Range Trek



206

Text Preview

Activity:

Discuss vocabulary.

Explain that the Lewis & Clark

expedition was long and dangerous.

President Jefferson worked to ensure

the explorers had the supplies they

needed to succeed.

Remind students that for each main

idea, the author presents supporting

details.

Discuss vocabulary.

Explain that fur trappers hunted

beavers in dangerous conditions for

more than 3 decades. Some trappers

became legends.

Remind students that an author

organizes a text around main ideas,

each of which are supported by details.

Discuss vocabulary.

Explain that the journey was 3,700

miles over dangerous and uncharted

territory. Many people thought the

explorers would never return.

Realizing how an author describes a

subject can help readers identify a

main idea and provide supporting

details.

Target Strategy:

Monitor / Clarify

Monitor / Clarify

Monitor / Clarify

Target

Comprehension

Skill:




Questions for

Comprehension:

How does the last paragraph on page

14 help the reader understand the trip?

(Page 6):

It uses details, such as drawings of

maps and plants, that show the

importance of the explorers and their

debt to Native Americans.

What details does the author include to

support the idea that there were

problems between the Chinook and

Clatsop nations? (Page 12):

They spoke different languages and

had different cultures.

Why does the author provide details

about the Lewis and Clark

expeditions? (Page 8):

To support the main idea that it was

one of the most important expeditions

for discovery and commerce.

Why did General William Ashley

create the "Rendezvous"? (Pages 14-

15):

To allow the trappers a summertime

meeting place for trading.

What does the author's exclamation,

"What an ordeal that must have been!"

reveal about the main idea of this

passage? (Page 6):

The Corps endured severe hardships.

How does the author reinforce the idea

that the journey was dangerous? (Page

12):

dangerous rapids; waterfalls;

sickness; a bear had to be faced down.



207

Possible Writing: Imagine that you are Meriwether

Lewis or William Clark. Think about

the help you received from friends

along the way. Write a letter

describing your gratitude to the people

who helped you.

Think about the people, events, and

things you read about in "History of

the Fur Trade." Choose one topic that

interests you. Then write an outline for

a research paper that you might write

about the topic.

Imagine you are taking a camping trip

along the trail of Lewis and Clark.

Write 4 journal entries about what you

saw along the way. Pick interesting

places that you discover along the

way.

Documents

Mount Vernon City School District Fifth Grade ELA Pacing