Nature’s Fury - mtholly.k12.nj.us · RI.5.7: Draw on information ... studies, science, and technical texts, ... Participate in Read Aloud of Extended Texts (chapter books, longer

Folwell Elementary, Grade 5 Unit 1 NATURE’S FURY Page 1

Nature’s Fury Grade Five Unit One

Overview of the Unit Lightning strikes. Thunder crashes. The storm rages onward. Hurricanes devastate communities. Tornados tear up everything in its past. Nature has its calm times, and at other times, nature is furious. And yet, every event is natural. This reading theme is science based and focuses on natural disasters. Students will use literature and informational texts to take an adventurous journey to different time periods and locations to uncover the mysteries of nature’s fury. This fascinating study will feature incredible footage of earthquakes, volcanoes, hurricanes, floods and tornadoes, along with reading journals from scientists who have been studying these disasters up close and personal. In the process, students will confront some of nature's unfortunate victims and also meet numerous heroes who have risked their lives to save people and property. Students will hear how scientific research is helping people prepare and protect themselves from disasters, as well as to predict when nature will be striking next. During the unit, it is important for students to gain perspective of the power that nature holds, and how the Earth is ever-changing. The natural changes cause disasters to occur; yet, these disasters can bring benefits to the Earth. For example, the floods in Egypt used to bring fertile salt and water to the people around the Nile. By the end of the unit, students should have an awareness of the fragility of the environment and how important it is to look after it. We will push our readers to see the connections between geography and natural events and how they can use the knowledge gained from reading and discussion to understand the world around them. We will ask them to link real-life stories and news to the fictional events in narratives to gain deeper understanding of characters actions and emotions. Students will also learn new scientific vocabulary and how to use diagrams, pictures, and captions to navigate informational text. Students will create opinion pieces that place themselves into natural disasters; in addition, they will develop descriptive pieces to categorize natural disasters using descriptive figurative language. Overall, our readers will build stamina, focus and self-advocacy skills as we promote independent thinking, accountable talk and personal, decision making.


Assessments & Final Products for Portfolio… o Analysis pieces: #1 and #2 from Volcanoes, #3 from “Hurricane: Weather at its Wildest” o Opinion pieces: From “Eye of the Storm: Chasing Storms with Warren Faidley” o Explanatory piece: From “Earthquake Terror” o Pre and Post Unit Assessment (see attachment) o Reader-Response Notebook entries (multiple entries per week) o Theme and English Language Arts Terminology o Stop and Jots – recordings of thinking during read-aloud o Conference Records and Teacher Observational Notes

Final “Theme Book” including all culminating activities.

Content-Based Essential & Guiding Questions

Content-Based Enduring Understandings

How does geography play a role in natural disasters?

How do people cope with the challenges of nature?

How do people use their understanding of nature to improve their lives and the world?

How can people help each other during a natural disaster?

Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns.

Geography affects weather.

Weather is a powerful, unpredictable force of nature.

People learn to cope with nature’s power.

Common Core Standards Addressed in this Unit…(CCLS that will be targeted this

unit, be central to your learning goals for readers and writers and build across the year in successive units)

Reading Standards for Informational Texts RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and


differences in the point of view they represent. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Standards for Literature RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Reading Foundations Standards RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Writing Standards W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g. consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the


topic. e. Provide a concluding statement or section related to the information or explanation presented.

W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Science Core Curriculum Standards

Strands and Content Statement Standards 1. Earth’s current structure has been

influenced by both sporadic and gradual events. Changes caused by earthquakes and volcanic eruptions can be observed on a human time scale, but many geological processes, such as mountain building and the shifting of continents, are observed on a geologic time scale.

5.4.6.B.2: Examine Earth’s surface features and identify those created on a scale of human life or on a geologic time scale.

2. Moving water, wind, and ice continually shape Earth’s surface by eroding rock and soil in some areas and depositing them in other areas.

5.4.6.B.3: Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps.

3. Soil attributes/properties affect the soil’s ability to support animal life and grow plants.

5.4.6.C.1: Predict the types of ecosystems that unknown soil samples could support based on soil properties.

4. Rocks and rock formations contain evidence that tell a story about their past. The story is dependent on the minerals, materials, tectonic conditions, and erosion forces that created them.

5.4.6.C.3: Deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formations.

5. Lithospheric plates consisting of 5.4.6.D.1: Apply understanding of the motion


continents and ocean floors move in response to movements in the mantle.

of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire.

6. Earth’s landforms are created through constructive (deposition) and destructive (erosion) processes.

5.4.6.D.2: Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images.

7. Weather is the result of short-term variations in temperature, humidity, and air pressure.

5.4.6.F.1: Explain the interrelationships between daily temperature, air pressure, and relative humidity data.

Across this unit depending on the lesson and task, students will…(these are

the routines and rituals that will take place consistently as the unit unfolds) Participate in Read Aloud of Extended Texts (chapter books, longer excerpts…)

Listen to both Literary and Informational texts read aloud by the teacher at a higher instructional level several times a week. Students will not have access to the read aloud in order to build listening skills and the skills necessary for envisioning.

Jot ideas, thoughts and opinions to the read aloud or any other form of reader reaction and response during the read aloud.

Write for extended periods of time in the reading journal after the read aloud in response to teacher-created open-endeds or personal reader responses that will enhance and extend the read aloud experience, building comprehension around informational and literary texts as well as making connections to the overall theme of NATURE’S FURY.

Participate in Talk…

Engage in rich, accountable conversations around texts read aloud by the teacher, read independently in partnerships, as well as any other resource the teacher may use to enhance the learning experience such as visuals, films, etc.

Participate in Independent Reading

Students will choose informational texts that are “just right” (independent level) to read over time in order to learn about natural disasters and other science- or social studies-related texts.

Students will read their own “just right” chapter books – specifically realistic fiction – in order to practice the strong lessons teacher illuminates around reading through the whole class read aloud and whole class shared text.

Read from short texts that the whole class shares – independently or aloud – and have access to this text during its reading. This can be either informational or literary and may be at or above the learner’s independent level.

Participate in Research

Across the unit, students will periodically record notes learned about natural disasters from a nonfiction resource. These notes will be used to create the research article.

Participate in Whole Class Lessons and Activities

Lessons may be Science simulations, role-playing activities, reader’s theatre, etc.

Lessons may come from the Science textbook to compliment the Nature’s Fury unit – but are not limited to the textbook


Participate in Small Group Lessons and Activities

Research groups

Strategy groups to support struggling readers


Science Content – At the end of this unit, students will know… (What will you

have taught your learners about Nature’s Fury?) - Weather is the result of short-term variations in temperature, humidity, and air pressure - The structure and anatomy of Earth’s Core - Mass movement - New landforms - How water changes Earth’s surface - Weathering, Erosion, Deposition - Soil attributes/properties affect the soil’s ability to support animal life and grow plants - The movement of tectonic plates create earthquakes which causes volcanic eruptions - The history of how volcanoes first formed - Geographical regions of various events in nature (earthquakes, hurricanes, etc.) - Consequences of severe weather and natural disasters - After destruction, new life can form - Disaster response/preparedness - Career opportunities related to weather and geography - A beginning understanding of human responsibility to nature

Science Textbook: Unit C: Chapter 1: Lesson 1 Pg. C9- C10 Activities:

• Preview key vocabulary to make meaning of the story.

• To support RI.5.2, RI.5.4: Students will be able to continue Science notes using a graphic organizer started in the Science block.

• To support W.5.1: Using Science textbook pg. C11, “Writing Link”, students can write their

opinion on what it would like if they were caught in a dust storm. Brainstorm a list of vivid verbs and descriptive adjectives to include in their writing. Use facts from reading to support opinion.

Science Textbook: Unit C: Chapter 1: L2 “Mountains, Volcanoes, and Earthquakes” Pg. C14-19 Activities:

• To support RI.5.2, RI.5.4: Students will be able to continue Science notes using a graphic organizer started in the Science block.

• To support RI.5.7: Students can watch a media clip of a volcanic eruption from the movie

“Volcano” or other source. Students can use Volcano by Patricia Lauber to compare before and after pictures of a volcanic eruption.


Reading – At the end of this unit, students will know… (What will you have

taught your readers about how to engage in complex literary and informational texts?) Informational Texts: RI.5.1

I can quote (“word for word” support) accurately from a text. (Skill)

I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion (“based on what I’ve read, it’s most likely true that…”). (Reasoning/Understanding)

I can read closely and find answers explicitly in text (right there answers) and answers that require an inference. (Skill)

I can analyze an author’s words and find quotes needed to support both explicit and inferential questions. (Skill)

RI.5.2

I can define main idea (who or what a text is mainly about). (Knowledge)

I can determine two or more main ideas of a text. (Reasoning/Understanding)

I can identify key details in a text and explain how they support the main ideas. (Reasoning/Understanding)

I can define summary (a shortened version of a text that states the key points). (Knowledge)

I can write a summary stating the key points of a text. (Product) RI.5.4

I can identify general academic words or phrases (different ways to say the same thing, e.g., saunter instead of walk) in a text. (Knowledge)

I can identify domain specific words or phrases (content words, e.g., lava, democracy, pulley) in a text. (Knowledge)

I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain-specific words and phrases in a text. (Skill)

I can locate and use resources (e.g., glossary, footnote, dictionary) to assist me in determining the meaning of unknown words and phrases. (Skill)

RI.5.5

I can identify and explain different structures used in informational text (e.g., chronology, compare/contrast, cause/effect, problem/solution). (Knowledge)

I can determine the overall structure of an informational text. (Reasoning/Understanding)

I can compare (determine similarities) events, ideas, concepts, and/or information in two or more texts. (Reasoning/Understanding)

I can contrast (determine differences) events, ideas, concepts, and/or information in two or more texts. (Reasoning/Understanding)

I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts, or information. (Reasoning/Understanding)

RI.5.6

I can define point of view as how the author feels about the situation/topic of a text. (Knowledge)

I can determine an author’s point of view (What do I know about the author’s opinions,


values, and/or beliefs?) and explain his/her purpose for writing the text. (Reasoning/Understanding)

I can analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text. (Reasoning/Understanding)

RI.5.7

I can recognize that authors use various formats when presenting information. (Knowledge)

I can identify information presented in formats (e.g., graphs, pictures, diagrams, charts, media clips) other than words. (Knowledge)

I can locate information from multiple print or digital sources to answer questions and solve problems quickly and efficiently. (Skill)

Literary Texts: RL.5.2

I can define theme (a lesson the author is revealing – Honesty is the best policy.) (Knowledge)

I can analyze details in a text (e.g. how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author’s overall message). (Reasoning/Understanding)

I can define summary (a shortened version of the text that states key points). (Knowledge)

I can compose a summary stating the key points of the text. (Product)

RL.5.4

I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of words and phrases. (Skill)

I can define and identify various forms of figurative language (e.g., simile, metaphor, personification, alliteration, onomatopoeia). (Knowledge)

I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean). (Reasoning/Understanding)

RL.5.5

I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems

I can explain how chapters, scenes, and stanza fit together to form stories, dramas, or poems. (Reasoning/Understanding)

RL.5.7

I can identify visual elements found in a text (e.g., photographs, drawings, cartoons). (Knowledge)

I can analyze how visual elements add meaning, create tone, and contribute to the beauty of a text. (Reasoning/Understanding)

I can analyze multimedia presentations of a text and determine how a media presentation adds to the meaning, tone, and beauty of an original text. (Reasoning/Understanding)


Writing – At the end of this unit, students will know… (What will you have

taught your writers about good writing and being a good writer?) W.5.1

I can determine my opinion/point of view on a particular topic or text. (Reasoning)

I can create an organizational structure (chronology, compare/contrast, cause/effect, problem/solution) to logically introduce my topic and opinion. (Skill)

I can support my opinion with logically ordered facts and details and link my reasons with words, phrases, and clauses. (Skill)

I can write an opinion piece with an introduction, supporting details/facts, and a concluding statement/section. (Product)

W.5.2

I can select a topic and gather information (e.g., facts, definitions, concrete details, quotations, examples) to share with my audience. (Skill)

I can define common formatting structures and determine structures that will allow me to organize my information best. (Reasoning/Understanding)

I can introduce my topic by providing my general observation/focus and use formatting structures, illustrations, and multimedia to clarify (make clear) my topic. (Skill)

I can link my information (e.g., facts, definitions, details, quotations, examples) using words, phrases, and clauses. (Skill)

I can explain my topic using precise language and domain-specific vocabulary. (Skill)

I can present my information in a formal style with a concluding statement or section that relates to the information presented. (Product)

W.5.9

I can define textual evidence (“word for word” support). (Knowledge)

I can determine textual evidence that supports my analysis, reflection, and/or research. (Reasoning/Understanding)

I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. (Product)

Vocabulary English Language Arts Terminology:

Key Words: close reading, evidence, theme, supporting statements, summarizing, drawing

inferences, genre, analyze, explanatory, interpret, visual elements, main idea and supporting

details

Ongoing Vocabulary Practice:

Words Their Way: developmental spelling, phonics, and vocabulary program where students will

practice sorts to improve word analysis. Students will receive weekly words based on their

assessed level

Theme Related Vocabulary:


*See vocabulary terms per text.

Access for All Learners… skills learners will need for success across this unit…(may need to be reinforced in small groups lessons in order for learners to access

enduring understandings and knowledge and whole group lessons and tasks) Modifications/Expectations for Pull-Out Resource Room Curriculum:

Essential Learning Targets: Literary Texts: RL.5.2

I can define theme (a lesson the author is revealing – Honesty is the best policy.) (Knowledge)

I can analyze details in a text (e.g. how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author’s overall message). (Reasoning/Understanding)

Informational Text RI.5.2



Reading Foundations Learning Targets:

I can recognize that letters and combinations of letters (graphemes) make different sounds (phonemes). (Knowledge)

I can use my knowledge of consonant blends, long-vowel patterns and short-vowel patterns to decode words. (Skill)

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables. (Reasoning)

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words. (Skill)

Writing Learning Targets: W.5.1






Modifications/Expectations for Assessments:

Analysis pieces: #1 from Volcanoes, #3 from “Hurricane: Weather at its Wildest” Teacher will model writing an analysis piece. Students may use a graphic organizer to organize their ideas.

Opinion piece: From “Eye of the Storm

Teacher will model writing an opinion piece.

Pre and Post Unit Assessment (see attachment) – Allow additional time, read tests to students when appropriate, and administer in small group setting

Reader-Response Notebook entries (1 entry a week)

Theme and English Language Arts Terminology

Stop and Jots – recordings of thinking during read-aloud – Monitor stop and jots to ensure understanding, if needed go back to review information and/or clarify

Conference Records and Teacher Observational Notes - Reading A – Z running records will be utilized as an alternative to Study Island graded quizzes/benchmarks. Weekly Study Island quizzes will be used as a teaching tool to measure skills that need to be reinforced, but not used as a graded assessment.

Final “Theme Book” including all culminating activities.

Works/Texts/Videos and accompanying Activities Introducing Theme Activities

o Post and go over the Essential Questions. Revisit throughout unit. o Make sure all learning targets are posted for the students to see. Read the first learning

target aloud and discuss: “I can follow our class norms when I participate in a conversation.” Talk about the importance of learning targets: They help students know what they are expected to learn and do during a lesson. Tell them you will be asking them throughout the lesson about how they think they are doing with the learning targets.

o Complete Jigsaw Protocol using several articles on various US regions (ie: northeast, southeast, midwest, northwest, southwest) detailing climate and geography. In groups, students will read an article and analyze a picture to gain knowledge on a specific region, complete a ‘Becoming Experts’ outline, then one student from each group will teach another group what they have learned.

o Read Aloud: Natural Disasters by Andrew Langley o Read Aloud: “Two Bobbies” by Kirby Larson

o Activities can be found at http://learningtogive.org/teachers/literature_guides/TwoBobbies.asp

Assessment

o Post Essential Question 1 on anchor chart and complete as a class: How does geography play a role in natural disasters?

o Unit 1 Pre-Assessment

Extended Text

http://learningtogive.org/teachers/literature_guides/TwoBobbies.asp


Volcanoes by Seymour Simon HM Pg. 84-99 VOCABULARY: cinders, crater, crust, eruption, lava, magma, molten, summit LEARNING TARGETS: RI.5.1

I can follow our class norms when I participate in a conversation.

I can quote (“word for word” support) accurately from a text. (Skill)

I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion (“based on what I’ve read, it’s most likely true that…”). (Reasoning/Understanding)

I can read closely and find answers explicitly in text (right there answers) and answers that require an inference. (Skill)

I can analyze an author’s words and find quotes needed to support both explicit and inferential questions. (Skill)

W.5.9

I can define textual evidence (“word for word” support). (Knowledge)

I can determine textual evidence that supports my analysis, reflection, and/or research. (Reasoning/Understanding)

I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. (Product)

ACTIVITIES: Opening

o Watch YouTube video: Introduction to Volcanoes to build upon background knowledge for the story.

o Use 3-2-1 strategy to share out understandings after the video (ie: 3 facts, 2 questions, 1 interesting detail).

o Students complete a Learning Logs Protocol to record their thoughts, observations, feelings, and questions to tap into background knowledge before reading the text.

o Preview lesson vocabulary to build meaning of the story. Have students keep a list of vocabulary in their Reader’s Response Journals.

o Pre-reading Activity: As a class, preview the text and complete “Observe-Question-Infer” graphic organizer.

Meet Learning Targets – review learning targets and allow students to put learning targets into their own words. RI.5.1:

o Introduce the concept of close reading. Tell students that to understand a difficult text, good readers almost always have to read it more than once, especially after they have learned more about the words in the text. Create an anchor chart for close reading: Close Readers Do These Things:

Read the text slowly at least twice


Circle words you aren’t sure of and try to figure them out.

Reread, annotate, and underline key vocabulary.

Talk to each other about what you think it means.

Read to summarize or answer specific questions. o Through think alouds, show students how to think like a reader and model how to stop

and jot in Reader’s Response logs based on noticings, thoughts, and important information.

o Organize notes into boxes by topics throughout text (ie: history/story telling, scientists’ studies, types of volcanic vents, Mount St. Helens, etc.). Model how to add key supporting statements to each topic box based on text read.

o Students will use excerpts from the book Volcanoes to support answers to guided questions with accurate quotes from the text.

o Use non-fiction based article “Soles for Shoes”. Article describes how people work together in a society to cope with nature’s power. Students will pull information from the article to support statements.

W.5.9:

o Analysis Questions (see Assessment) o Introduce RACER model to answer comprehension questions. Use details from the text to

support answers. Closing

o Debrief Questions (reflections on learning targets, big picture, what was essential) o Culminating Activity (Nature’s Fury)

Assessment

o Study Island Quiz: Supporting Statements (RI.5.1) o Analysis #1: On page 86, the author states, “In March 1980 Mount St. Helens awakened

from its long sleep.” Why did the author use this personification to describe the volcano? Use details from the text to explain what the author means by this statement.

o Analysis #2: How does region play a role in volcanic activity? Use evidence from the text to support your response.

Whole Class, Shared Texts

INFORMATIONAL TEXTS “El Nino” (HM Pg. 48-51) VOCABULARY: drought, equator, pollen LEARNING TARGETS: RI.5.2

I can define a main idea (who or what a text is mainly about). (K)

I can identify key details in a text and explain how they support the main ideas. (R) RI.5.4


o I can identify domain specific words or specific words or phrases (content words, e.g., lava, democracy, pulley) in a text. (K)

ACTIVITIES:

Opening

o Preview lesson vocabulary to make meaning of the story. Have students keep a list of domain specific vocabulary in their Reader’s Response Journals under Unit 1 Words.

o Have students read and discuss steps 1-3 under “Before you read.” Scan the article, pointing out the kinds of information that the subtitles, captions, and graphics provide.

Meet Learning Targets – review learning targets and allow students to put learning targets into their own words.

RI.5.2

o Teach students how to read a science article. Science articles are often organized in paragraphs with main ideas and supporting details.

o Have students read and discuss steps 1-2 under “While You Read.” To discuss Main Idea and Supporting Details. Ask students how step 2 is like the Monitor/Clarify Strategy. (TE pg. 48)

o Use “Four-Square” Graphic Organizer to find the main idea and supporting details in each paragraph.

RI.5.4 o Discuss academic language and terms that come up during the reading that students

do not understand. Students can write words down in their Reading Response Journals under Unit 1 Words.

Closing

o Debrief Questions (reflect on learning targets, big picture, what was essential) “How does El Nino create weather extremes?” “How are scientists able to draw conclusions about how long El Nino has been affecting the weather?

o Using the Fist to Five protocol, ask students to rate themselves on meeting each of the learning targets: Can they find the main idea and supporting details of a paragraph or article? Are they able to identify domain specific words or phrases and find the meanings of unknown words?

o Culminating Activity: (Nature’s Fury)

Assessment o Study Island Quiz: Main Idea and Supporting Details (RI.5.2)

________________________________________________________________________________

“Hurricanes: Weather at its Wildest” (HM Read Aloud Pg. 53U-X)


VOCABULARY: typhoon, cyclone, atmosphere, counterclockwise, torrential, prevailing, evacuating LEARNING TARGETS: RI.5.2

I can define a main idea (who or what a text is mainly about). (K)

I can identify key details in a text and explain how they support the main ideas. (R) RI.5.5

I can determine the overall structure of an informational text. (R) ACTIVITIES:

Opening


o Engaging the reader: Thinking about “Hurricanes” and what they know or have experienced.

o Show slideshow of the aftermath of Hurricane Sandy http://www.timeforkids.com/photos-video/slideshow/sandys-destruction/57636

o Students record their thoughts, observations, feelings, and questions in their Reader’s Response Logs. Share out a few thoughts and ideas before reading.


RI.5.2

o Read each of the headings in the selection and have the students predict what that section will be about based on the heading. Think-Pair-Share: Give students 1-2 minutes to discuss what their thoughts are and have a few pairs share what they discussed.

o Have students write down each of the headings and as they listen to each section, jot supporting details for each of the main ideas.

RI.5.5

o Using TE pg. 53V, discuss how the author has organized the facts in a selection. Use questions posted on Promethean Board to assess students’ understanding of the selection and determine if they recognize how information is organized.

Closing

o Debrief Questions (reflect on learning targets, big picture, what was essential) o Using the Fist to Five protocol, ask students to rate themselves on meeting each of the

learning targets: Are they able to identify how the author has organized information in a nonfiction selection?

o Culminating Activity: (Nature’s Fury)

Assessment o Analysis #3: Hurricanes can be a dangerous threat to humans. Reread the segment titled

http://www.timeforkids.com/photos-video/slideshow/sandys-destruction/57636


“Hurricane Danger” and tell what are some causes and effects of hurricanes and why they are so destructive. Use specific evidence from the text to support your answer.

o Study Island Quiz: Main Idea and Supporting Details (RI.5.2): Use after “El Nino” or after “Hurricanes: Weather at its Wildest”.

“Eye of the Storm: Chasing Storms with Warren Faidley” HM Pg. 57-68 VOCABULARY: collide, funnel cloud, jagged, lightning, prairies, rotate, severe, sizzling, tornadoes LEARNING TARGETS: RI.5.2


I can determine two or more main ideas of a text. (Reasoning/Understanding)


I can define summary (a shortened version of a text that states the key points). (Knowledge)

I can write a summary stating the key points of a text. (Product) RL.5.2

I can define summary (a shortened version of the text that states key points). (Knowledge)

I can compose a summary stating the key points of the text. (Product) W.5.1





ACTIVITIES: Opening

o Watch YouTube video: Tornadoes 101 (http://www.youtube.com/watch?v=pSajNLBH7cA) to build upon background knowledge for the story.


o Preview lesson vocabulary to build meaning of the story. Have students keep a list of vocabulary in their Reader’s Response Journals.

o Pre-reading Activity: As a class, preview the text and complete “Observe-Question-Infer” graphic organizer.


Meet Learning Targets – review learning targets and allow students to put learning targets into their own words. RI.5.2

o Through think alouds, show students how to think like a reader and analyze text by modeling how to stop and jot in Reader’s Response logs based on noticings, thoughts, and important information.

o Model how to organize notes into main idea / supporting detail ‘box & jot’ format. o Create Summarizing Anchor Chart with the class to post in the room. o Use Getting the Gist Protocol to summarize text under each heading within the text.

Model how to select appropriate key words and then use those words to write a summary. After modeling, students may practice this skill with a partner, and eventually try on their own.

o Students will use excerpts from the book Eye of the Storm to support answers to guided questions with accurate quotes from the text.

RL.5.2: o Compare the text structure of Segment 1 of Eye of the Storm to Segment 2. o Discuss how Getting the Gist Protocol can still be applied to Segment 2 to create a

summary. Model how to jot sequence of events and use notes to create a summary as well.

W.5.1:

o Opinion Questions: o Based on the details in the section titled, “Storm Chasing,” what do you think it

would be like to photograph a lightning storm up close? (pg. 58) o Why do you think Warren set up his camera near an underpass to photograph the

lightning? (pg. 60) o Do you think that Warren’s life follows a completely predictable pattern? Why or

why not? (pg. 66) o Why do you think the author includes so much dialogue in the description of the

storm chase? (pg. 74) o Introduce OREO model to answer opinion questions. Use details from the text to support

opinion. RI.5.5: Compare/contrast “Hurricanes: Weather at its Wildest” to “Eye of the Storm: Chasing Storms with Warran Faidley” to show the similarities and differences of how the author chose to organize the text. Closing

o Debrief Questions (reflections on learning targets, big picture, what was essential) o Culminating Activity (Nature’s Fury)

Assessment

o Study Island Quiz: Summarizing Texts (RI.5.2 & RL.5.2) o Opinion #1: Would you want to accompany Warren on a storm chase? Why or why not?

If so, which kind of storm would you want to see up close, and why?


LITERATURE TEXTS

“Earthquake Terror” (HM Pg. 28-44) VOCABULARY: debris, devastation, fault, impact, jolt, shuddered, susceptible, undulating, upheaval LEARNING TARGETS: RL.5.3

I can identify characters, settings, and events in a story or drama. (K)

I can compare (determine similarities) two or more characters, settings, or events in a story or drama using specific details from the texts. (R)

I can contrast (determine differences) two or more characters, settings, or events in a story or drama using specific details from the text. (R)

RL.5.5 o I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas

are found in poems. (K) o I can explain how chapters, scenes, and stanza fit together to form stories dramas, or

poems. (R) ACTIVITIES:

Opening


o Watch YouTube video: Introduction to Earthquakes http://www.youtube.com/watch?v=UdTOCcg6gpg to build upon background knowledge for the story.


o Students complete a Learning Logs Protocol to record their thoughts, observations, feelings, and questions to tap into background knowledge before reading the text.


RL.5.3

o Students will have an ongoing character web (after so many details-students will be asked to make a claim about a specific character.)

o Discuss how the author uses sounds, smells, memories, and sensations to help the reader experience what Jonathan is experiencing in the story. Have students complete a reader response analysis to describe how they feel while reading about Jonathan’s experiences.

RL.5.5 o Re-read the story and develop a story map. Students will organize the story and explain

how the paragraphs and larger portions of the text relate to each other and the whole.

http://www.youtube.com/watch?v=UdTOCcg6gpg


Identify the parts of a story and categorize the parts on a story map. Have students discuss their map and be able to explain why they organized the story as such using key terminology.

RL.5.4 and L.5.5: Discuss vocabulary and figurative language. Students will work in pairs to find similes in the story. Change similes to create new ones. (TE pg. 43, Reading Card 4) Also, change similes to create metaphors. Closing

o Debrief Questions (reflect on learning targets, big picture, what was essential) o Culminating Activity: (Nature’s Fury)

- Complete story map - Write about one of the characters and their actions during the earthquake.

Assessment

o Explanatory Question: Explain how the author creates suspense before the earthquake hits. Find examples from the story to support your answer.

“The Princess and the Warrior” HM Pg. 102-105 (Folk Tale) Activities: *Use articles about volcanoes to discuss how they form and how destructive they can be. To cover RL.5.7: Students can look at pictures of “The Princess and the Warrior” on pgs. 102-105 before reading. Try to predict using the visual elements what is happening in the story. Read the folktale aloud and discuss how the pictures add to the tone of the text. Using the promethean board, show pictures of the actual volcanoes in Mexico, Ixtaccihuatl and Popocatepetl. IF TIME ALLOWS: “Volcanoes Edge” (Play)

Activities: To cover RL.5.2 and RL.5.5: Students will read and practice “Volcanoes Edge”, a play in which the characters interact with each other over a possible eruption of Mt. Saint Helen’s.

Guided Reading Texts Below Level: Riding Out the Storm by Kathryn Snyder (Leveled Reader), White Dragon: Anna Allen in the Face of Danger by Maryann Dobeck (Leveled Reader), Earthyquake! A Story of Old San Fransisco by Kathleen V. Kudlinski, Tornadoes by Seymour Simon On Level: Earthquake Alaska, 1964 by Becky Cheston (Leveled Reader), Hurricane Opal: Into the


Storm by Carlos Bernardez (Leveled Reader), Shake, Rumble, and Roll (Rigby InfoQuest), Volcanoes by Patricia Lauber Above Level: Out of the Dust by Karen Hesse (Level 60/S), Clearing the Dust by Becky Cheston (Leveled Reader), Meet a Weather Forecaster (Time For Kids Readers)

Independent Texts

Flying Solo Fletcher, Ralph

Turn Homeward, Hannalee Beatty, Patricia

Inkheart Funke, Cornelia

Out Of The Dust Hesse, Karen

The Magician's Elephant DiCamillo, Kate

All About Astronauts Gross, Miriam

All About Space Shuttles Gross, Miriam

The Bad Beginning Snicket, Lemony

The BFG Dahl, Roald

The Birchbark House Erdrich, Louise

Black Beauty (Graphic Adaptation) Sewell, Anna

The Black Stallion Farley, Walter

Boy: Tales Of Childhood Dahl, Roald

Bridge To Terabithia Paterson, Katherine

Crash Spinelli, Jerry

Eagle Song Bruchac, Joseph

The Egyptian News Steedman, Scott

Everglades George, Jean C.

Exploring Ecosystems With Max Axiom, Super Scientist Biskup, Agniesezka

Extreme Animals Davies, Nicola

The Fairy-Tale Detectives Buckley, Michael

Girls Think Of Everything: Stories Of Ingenious Inventions By Women Thimmesh, Catherine

Hidden Worlds: Looking Through A Scientist's Microscope Kramer, Stephen

Insects Bird, Bettina

Interrupted Journey Lasky, Kathryn

Island Of The Blue Dolphins O'Dell, Scott

Life In The Rain Forests Baker, Lucy

Lightning Kramer, Stephen

Lightning Simon, Seymour

Locomotion Woodson, Jacqueline

A Long Way From Chicago Peck, Richard

Moon Over Manifest Vanderpool, Clare

My Side Of The Mountain George, Jean C.

Night Of The Twisters Ruckman, Ivy

Olive's Ocean Henkes, Kevin

Once A Wolf: How Wildlife Biologists Fought To Bring Back The Gray Wolf Swinburne, Stephen R.


The Sinking Of The Titanic Doeden, Matt

Weather Simon, Seymour

Documents

Nature’s Fury - mtholly.k12.nj.us · RI.5.7: Draw on information ... studies, science, and technical texts, ... Participate in Read Aloud of Extended Texts (chapter books, longer