ELA Grade 5: 1st 9 Weeks

Research Project Media Specialist/Teacher Connection Journeys Text and/or Exemplary

Text Correlation Web Resources

W.5.7: Focus my research around a central question that is provided or determine my own research worthy questions. (S). Choose several sources and gather information to answer my research questions. (R) Analyze the information found in my sources to determine if it provides enough support to answer my question. (R) Create additional focused questions that relate to my original topic to further investigate my research. (P)

As a starting point/hook, use the NY times Whats Going On in This Picture? blog to model and practice questioning and searching.

Practice asking questions about the picture

Discuss types of sources/where to find info and practice searching

Use think-aloud modeling to analyze information found

Identify questions that come up as a result of research

Give students their own pictures for guided practice

Then, design a research project with a teacher that uses and teaches the Research Cycle process (emphasizes questioning).

Determine an essential question that relates to curriculum OR

Allow students to develop essential questions about topics that are important to them.

The text will depend on what is being studied in the classroom; however, the text can be the starting point for a larger research project. For example, Who was Albert Einstein? by Brallier and Parker (CCSS suggested text) could lead to this essential question:

Who shaped modern science and how have their contributions and lives impacted our lives?

Students would use the Research Cycle to ask questions about, search for info about, and investigate notable scientists.

NY Times learning blog http://learning.blogs.nytimes.com/category/lesson-plans/whats-going-on-in-this-picture/?_r=0 The Research Cycle (slightly outdated site but the process is still the same) http://www.fno.org/dec99/rcycle.html

W.5.8: Determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written. (R) Gather information needed to support my research. (S)

As an introduction to research or before a specific research project: -Discuss what it means to use reliable or credible resources. Have students share what they know about evaluating sources. -Introduce and explain the CAPOW method for evaluating sources; compare to students prior knowledge; model using CAPOW to evaluate a source (print and non-print). -Students use CAPOW to evaluate a print and non-print source; sources could be related to research project topic and be similar in theme/content; students compare their CAPOW findings between sources. Possible strategies: Jigsaw, partner work, stations -Assessment: students present findings; students complete CAPOW for at least one of their project sources.

These were chosen as examples of sources that are similar in topic and theme. The texts should relate to whatever is being studied or researched. Print texts to be used as sources for evaluation: Journeys text Revolution and Rights by Ann Jackson If you Lived at the Time of the American Revolution by Kay Moore (CCSS suggested text) Websites to be used as sources for evaluation: http://en.wikipedia.org/wiki/American_Revolution Database article from: World Book Student or other reliable source

Possible hook for engagement & discussion starter State Farm State of Disbelief Commercial https://www.youtube.com/watch?v=3DZbSlkFoSU Hoax sites for further discussion about online sources: http://allaboutexplorers.com/ http://www.dhmo.org/ Hoax sites lesson: http://www.readwritethink.org/classroom-resources/lesson-plans/hoax-hoax-strategies-online-1135.html?tab=3 CAPOW explanation (for teaching reference) http://www.learninghouse.com/blog/publishing/assignment-101-evaluating-web-sites-using-capow CAPOW slide https://drive.google.com/file/d/0BxL4fdt1VlYFTENZUm5wc2lPVG8/view?usp=sharing

W.5.9: Determine textual evidence that supports my analysis, reflection, and/ or research. (R) Compose written responses and include textual evidence to strengthen my analysis, reflection, and research. (P)

Using the pictures and research from the Whats Going On in This Picture? activity (see above, W.5.7)

Students complete a Textual Evidence graphic organizer (model first).

Students use their graphic organizers to write a paragraph response to answer the question, Whats Going On...?

Assessment: Students can post evidence based

Journeys text example Read Quest for the Tree Kangaroo by Montgomery Use the graphic organizer to answer the question, Why is it important to research and protect endangered animals?

NY Times learning blog http://learning.blogs.nytimes.com/category/lesson-plans/whats-going-on-in-this-picture/?_r=0

comments to the NY Times blog or create a Word document that includes the picture and their paragraphs.

Integrate the graphic organizer and summary response into research projects. Use the graphic organizer to practice determining textual evidence with any Journeys or CCSS exemplar text (see next column).

RL/RI.5.1: Read closely and find answers explicitly in text and answers that require an inference (S)

Discuss the meaning of inference and what readers use to make inferences (text clues + prior knowledge). Intro/Hook: Present students with an accessible text: For example, Norman Rockwells The Young Lady with a Shiner. Ask questions that require students to pay attention to details. Model making inferences with an It Says, I Say and So chart:

What is the girl thinking? Why is she there?

Apply this process to a print text. Choose a text that supports what has been studied in the classroom or what is being read for a project.

Journeys text: Off and Running by Soto

Infer character feelings and actions

RL/RI.5.2 Determine two or more main ideas of a text. (R) Identify theme of a story, drama, or poem. (K) Compose a summary stating the key points of the text, story, drama, or poem. (P)

When planning a research project with a teacher, integrate a note-taking lesson that involves using Cornell Notes.

Model Cornell notes with an informational text.

Give students the opportunity for guided practice with their own informational text (something they might find through their research).

Engage students in shared writing and complete a Cornell Notes page using students responses from their own practice.

Use the same Cornell Notes lesson to reinforce the literary text skills a teacher has taught/introduced.

Identify the notes/main ideas of a story, drama, or poem.

Use the notes to include the theme in the summary.

Texts will depend on research project focus and classroom instruction. Journeys Texts: Main Ideas: Cougars Theme: A Royal Mystery Elisas Diary

Cornell Notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html Databases for informational texts http://tntel.tnsos.org/ http://www.limitlesslibraries.org/research-tools/

RL/RI.5.3 Identify individuals, events, ideas, and/or concepts in historical, scientific, or technical texts, and characters, settings, and events in a story or drama. (K)

Using an informational text being studied in class (or an exemplar that relates to the theme/topic being studied), help students create a Readers Theatre performance that shares the story or information. Use databases to conduct research, if needed. Discuss what makes a story a story what are the essential elements? Students Think/Pair/Share or Jot Thoughts on sticky notes. Students receive the elements of a story and work in pairs or small group to develop quick stories using those elements. Students share their stories.

Journeys text: Pea Islands Forgotten Heroes by Munzenmaier CCSS Exemplar texts (Appendix B): Toys! Amazing Stories Flight to Freedom: The Story of the Underground Railroad by Buckmaster Exemplar biographies

Story elements chart example: http://www.teacherspayteachers.com/Product/Story-Elements-Chart-855067

Read a story aloud and model using a story elements chart to identify characters, setting, and events.

RL/RI.5.4 Use various strategies (e.g., context clues, root words, affixes, etc.) to determine the meaning of words and phrases. (S) Identify various forms of figurative language (e.g., simile, metaphor, personification, alliteration, onomatopoeia, etc.) (K) Identify general academic and domain-specific words or phrases in a text. (K) Use various strategies to determine the meaning of general academic and domain-specific words and phrases in a text. (S) Locate and use resources to assist in determining the meaning of unknown words and phrases. (S)

Create subject-specific word walls in the library to reinforce the vocabulary being studied in class. When students use databases, demonstrate how to use the Dictionary tool to define unknown words. Model using context clues, root words, etc. when practicing with texts during note taking lessons and text studies. Collaborate with a teacher or team to host a Vocabulary Expo. Students become the expert in a word they have been studying and present that word to others using a creative format (multimedia, drama, music, original written work...) Conduct classroom read aloud lessons that emphasize the vocabulary being studied in class. Use the read aloud as a vocabulary discussion starter. Design a brief activity that reviews the vocabulary and relates to the read aloud.

Texts will be determined based on conversations with teachers.

More Vocabulary Ideas http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary Word Map Graphic Organizer http://www.readwritethink.org/files/resources/lesson_images/lesson307/wordmap.pdf

RL/RI.5.5 Determine the overall structure of an informational text. (R) Explain the different structures used in informational text (i.e., chronology, comparison, cause/effect, problem/solution) Recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems. (K) Explain how chapters, scenes, and stanza fit together to form stories, dramas, or poems. (R)

Discuss non-fiction text features and their importance to readers. Ask students to share what they already know. Set up Text Feature Stations and have students complete a text feature scavenger hunt (see web resources). Design mini-research projects for each text structure type (examples):

Read about a science topic and discuss cause/effect structure

Create How-To presentations and discuss chronological or sequential structure

Research a social issue and discuss problem/solution structure

Students can write articles that present their findings and use the structure appropriate for their research topic. LIS can help the class publish their articles in a class newspaper format. Compare/contrast texts that use two different structures but share a similar topic (see next column).

Journeys Texts: Sequential: Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood Comparison: Off and Running Cause/Effect: Quest for the Tree Kangaroo Story Structure: A Package for Mrs. Jewls Drama: A Royal Mystery Poetry: Score! Words Free As Confetti Compare & Contrast texts as structure study (CCSS Appendix B): Casey at Bat by Thayer (poetry) We Are the Ship: The Story of Negro League Baseball by Nelson (informational)

Text Features Posters, Etc. http://www.scholastic.com/teachers/top_teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources Opposing Viewpoints in Context http://ic.galegroup.com/ic/ovic/?p=OVIC&u=tel_s_tsla

RL/RI.5.6 Identify basic points of view as first person, second person, or third person. (K) Determine an authors, narrators, or speakers point of view in a text. (R) Explain an authors purpose for writing the text. (R)

Introduce and discuss basic points of view. Share examples of each. Have student illustrate the meaning of each point of view. Design a fractured fairy tale unit that examines point of view across texts. Discuss the authors purpose in writing the stories and changing the points of view. Discuss how point of view changes the message or purpose.

Fairy Tales to Consider Three Little Pigs Cinderella

Fractured Fairy Tale Lesson Example http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html

RL/RI.5.7 Recognize that authors use various formats when presenting information. (K) Identify information presented in formats other than words and/or visual elements (e.g., graphs, pictures, diagrams, photographs, drawings, cartoons etc.). (K) Locate information from multiple print or digital sources to answer question and solve problems quickly and efficiently. (S)

Design a WebQuest that involves the use of print, non-print, and graphic resources. Example:

Students read/study A History of US: The New Nation by Hakim

Through a WebQuest, students explore online databases, graphs, pictures, cartoons, and other print sources to learn more about our government, the party system, etc.

Assessment: Students answer an essential question and present their findings (citing textual evidence) EQ and presentation format to be determined through collaboration with teacher

A History of US: The New Nation 1789 1850 by Joy Hakim (CCSS Appendix B)

WebQuest Design Information http://www.educationworld.com/a_tech/tech/tech011.shtml

RI.5.8 Locate the reasons and evidence an author uses to support particular points in a text. (K)

Using a familiar text that has been read or discussed in class (Journeys text) talk what the author has done to try and persuade a reader. Model identifying the main point or argument (claim) and the reasons/evidence presented as support. Use an appropriate graphic organizer. Change the language to include: Main Point, Reasons, Evidence Give students a choice of topic. Have students read the pro/con on that topic using Opposing Viewpoints. Use the Lexile tool to choose articles that are readable on a 5th grade level. Students complete a graphic organizer and present their findings.

Journeys text: Vote for Me! by Zarn

Opposing Viewpoints http://ic.galegroup.com/ic/ovic/?p=OVIC&u=tel_s_tsla Making Evidenced Based Claims (scroll to end for graphic organizer; change language on organizer to be 5th grade appropriate) https://drive.google.com/file/d/0BxL4fdt1VlYFaVRuQUkzY19fMFk/view?usp=sharing

RL/RI.5.9 Locate information from several texts on the same topic. (S) Identify similar themes and topics found in stories from the same genre. (K)

For the first standard, refer to RL/R.I.5.7. Students will meet this standard when completing a WebQuest and finding information from a variety of sources. **This is one area where it might be more appropriate to help determine resources. Using your knowledge of texts and short stories, help a teacher identify two or more stories that could be compared for similar themes/topics. Assist the teacher in developing a graphic organizer to aide in the identification of theme. To provide further practice for students, conduct a read aloud lesson during which you discuss theme. Use picture books.

Pink and Say Henrys Freedom Box

Additional Teaching Notes:

Although each set of standards is listed separately, many standards could be included across lessons or

projects. In some instances, that crossover has been mentioned. Certain research projects could be

extensive enough that multiple standards would be addressed.