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West Haven Public Schools Unit Planning Organizer

Subject: Language Arts Grade: 5

Unit: 2 Pacing: 30 days + 5 days Reteach/Enrichment

Reading: Understanding Informational Text & Expressing Ourselves Aloud

Writing: Writing to Inform

Essential Questions:

Reading

1. How do readers use specific information from the text?

2. How does a reader uncover similarities and differences on the same topic or event?

Writing

1. How do writers inform about or explain a topic?

2. How do writers develop and strengthen their writing skills?

Big Ideas:

Reading

1. Readers explain relationships or interactions using specific information from the text.

2. Readers analyze multiple accounts of the same topic or event.

Writing

1. Writers use precise language and domain specific vocabulary to explain a topic.

2. With guidance and support from peers and adults, writers develop and strengthen their writing by planning, revising, editing, rewriting or trying a new approach.

Grade 5: Unit 2 Planner (Revised 07/07/13) P a g e | 1

Common Core State Standards (CCSS)

Overarching Standards (OS)Reading – InformationalCC.5.R.I.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 - Foundational SkillsCC.5.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.5.R.F.4 Read with sufficient accuracy and fluency to support comprehension.Speaking and Listening

LanguageCC.5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

WritingCC.5.W. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.5.W.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.)CC.5.W.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 on pages 28 and 29.)CC.5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.CC.5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and researchCC.5.W.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.


Priority and Supporting CCSS


Priority Standards

Reading – InformationalCC.5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.CC.5.R.I.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.CC.5.R.I.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.CC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Reading – Foundational SkillsCC.5.R.F.4.a Read on-level text with purpose and understanding.

Speaking and ListeningCC.5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.CC.5.SL.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.CC.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.CC.5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

LanguageCC.5.L.1.c Use verb tense to convey various times, sequences, states, and conditions.CC.5.L.1.d Recognize and correct inappropriate shifts in verb tense.CC.5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works.CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.CC.5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Priority StandardsWritingCC.5.W.2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations and multimedia when useful to aiding comprehension.CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topicCC.5.W.2.c Link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially).CC.5.W.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.


CC.5.W.2.e Provide a concluding statement or section related to the information or explanation presented.CC.5.W.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 1–3up to and including Grade 5 on page 29.)CC.5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

Supporting StandardsReading – LiteratureCC.5.R.L.6 Describe how a narrator’s or speaker’s point of view influences how events are described.CC.5.R.L.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

Reading – Informational TextCC.5.R.I.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 text.

LanguageCC.5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.CC.5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).CC.5.L.4.c Consult reference materials(e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

WritingCC.5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CC.5.W.9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)

Speaking and ListeningCC.5.SL.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions


“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(What students need to know)

Skills(What students need to be able to do)

Bloom’s Taxonomy Levels

ReadingText

context cause/effect relationships comparisons

On- level text

Text historical events scientific ideas concepts events

Multiple accounts

WritingPrecise languageDomain-specific vocabulary

Information/Explanation

Verb tenses

UnderliningQuotation marksItalics

Use context (as a clue to meaning of a word)

Read (with purpose & understanding)

Describe relationships/interactions

Analyze similarities and differences

Use (precise language & domain-specific vocabulary) to inform or explain topic

Provide concluding statement (related to presented information)

Use appropriate verb tense

Use (underlining, quotation marks, italics) to indicate titles of works

3

2

1

4

5

5

3

3


Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

SEE ENCLOSED

“Dipsticks” (Informal Progress Monitoring Checks):

TEACHER CREATED (based on students’ needs)

Performance Task – To be graded according to rubrics and counted as an English grade.

Task 1–Students will read articles and work in groups to answer questions. Task 2- Each student will complete an expository pillar.

Task 3- Each student will write an expository essay.

Task 4- Students will put together a survival kit for a tsunami

Task 5- Oral presentation.

Common Formative Post- Assessment (Followed by Data Team Analysis)

SEE ENCLOSED


Instructional Planning:

Week 1

Reading/Writing:

Teach students to: Read on-level text with purpose and understanding. Determine two or more main ideas of a text and explain how they are supported by

key details; summarize the text. (Orally and in writing) Explain the relationships or interactions between two or more individuals, events,

ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (Orally and in writing)

Write an informative/explanatory text. 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.

Include precise language and domain-specific vocabulary when writing to inform about or explain a topic

Continue to review prior standards

Scott Forseman Basal

Leveled Readers

Quick Reads

Scott Foreseman Skill Sheets from Teacher Resource Book

Sample passages included in Reading Resources – Utilize others you find as you see fit Alcohol/Drugs Sam Adams/Patrick Henry Cell Phones/Computers

Writing Resources in Binder Introduce Expository (p. 2, 7, 10, 11, 12) The Expository Pillar (p. 16) Native American Games (p. 30-32) – Identify components of expository writing

Time for Kids

Nonfiction Fresh Reads

Continue monitoring Literature Circles and/or conducting guided reading groups Nancy Boyles Studying Literature Strategically handouts (refer to Unit 1)

Speaking and Listening Grade 5: Unit 2 Planner (Revised 07/07/13) P a g e | 8

This is just a SUGGESTED schedule!You may teach the standards in the order that works best for you and your class, using the

materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit timeframe.

Teach the students to: Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.Continue to review prior standards

Cornell Note Taking Guide and Samples

Time for Kids articles

Read-Alouds in reading resources section of binder and in Scott Forseman Teacher’s Manual

Spelling/Vocabulary

Teach Students to: Spell grade-appropriate words correctly, consulting references as needed. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the

meaning of a word or phrase. Continue to review prior standards

Worldly Wise Lesson 4 Continue into week 2

Grammar

Teach students to: Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.


World of Language Book

Possible worksheets – (Grammar Section of Binder)


Performance Task #1- Initial Research Group Work

Review the purpose of expository writing with the students Pass out the engaging scenario, and read aloud with the students Pass out the Task 1-packet and read the directions aloud with the students Read, or call on students to read, each of the “Goal” criteria in the rubric Divide students into their groups and allow them time to complete the activity

o The amount of time required will depend on your students

The students will: read “Waves” and “Tsunamis – Cause and Affect” and mark up the text answer the questions attached

The teacher will: monitor work in progress to ensure students are understanding questions and answering them

correctly encourage group interaction collect the work so it can be used for the next task


Week 2

Reading/Writing: Teach students to:

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Orally and in writing)

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (Orally and in writing)

Develop an informative/explanatory text with facts, definitions, concrete details, quotations, or other information and examples related to the topic

Link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially).

Use precise language and domain-specific vocabulary to inform about or explain the topic.


Current event articles from the newspaper or internet be sure to read thoroughly prior to giving to students

Social Studies and Science text books Students can work together to research and discover the answers to “big idea” questions

in the content areaso How does our vision of the moon change over time and why?o Name three famous explorers that lived between ___ and ___ and describe their

contributions to history.

Scott Foresman Basal: “Meeting Mr. Henry” (Unit 1), Cause and Effect

Leveled Readers: Great Talents, The Story of Negro Baseball, What Are Friends For?

Cloze Practice Books

Trade Books that provide clear examples of cause and effect, or require the use of context clues to find the meaning of words


Additional skills sheets in Reading Resources




Speaking and Listening

Teach the students to: Summarize a written text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally. Can be a chapter read aloud from a book, a selection from your resources, or a video

clip Students must complete a written summary of the read-aloud or video clip from their

notes. Continue to review prior standards

Spelling/Vocabulary


meaning of a word or phrase. Continue to review prior standards

Worldly Wise Lesson 4 Continue from week 1

Grammar

Teach students to: Use verb tense to convey various times, sequences, states, and conditions. (Continue

throughout the unit)Continue to review prior standards.

Possible instructional materials: World of Language Book Possible worksheets – (Grammar Section of Binder)

Performance Task # 2 – Complete an Expository Pillar

Group WorkThe teacher will review:

Review the purpose of the expository Pass out the Task 2 packet and read the directions and “Goal” criteria with the students Pass out student work from task one

The students will: review the articles and their answers to the questions from Task 1 work in their groups to each fill in their own Expository Pillar


Weeks 3 & 4

Reading/Writing: Teach students to:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Orally and in writing)

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

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 1–3up to and including Grade 5 on page 29.)

Continue to review prior standards.

Possible topics include: Slavery American Revolution Getting Paid for Doing Chores Should the length of the school day be changed?

Reading/Writing Resources


Nonfiction Fresh Reads (blue binder)

Additional skills sheets


Continue to include the following opportunities: Students engage in collaborative discussions with diverse partners on grade 5 topics and

texts, in which they build on other’s ideas and express their own ideas clearly. Students summarize a written text read aloud or information presented in diverse media

and formats, including visually, quantitatively, and orally.

Spelling/VocabularyGrade 5: Unit 2 Planner (Revised 07/07/13) P a g e | 13




meaning of a word or phrase. Continue to review prior standards.

Worldly Wise Lesson 5 Use throughout the two weeks

Grammar

Teach students to: Use verb tense to convey various times, sequences, states, and conditions. (Continue

throughout the unit)Continue to review prior standards.



Performance Task 3 – Write an Expository Essay

Independent WorkThe teacher will:

Review what Golden Bricks are Pass out the engaging scenario and the Task 3 packet Review the engaging scenario with the students Read the directions for Task 3, and the “Goal” criteria stated on the rubric Pass out student materials from Tasks 1 and 2

The students will: Independently write an expository essay using all of their materials from tasks 1 & 2

Performance Task #4 – Create a Survival Kit

Group WorkThe teacher will:

Pass out the Task 4 packet to the students Review the directions Review the “Goal” Criteria listed on the rubric

The students will:Work independently or with their group to create a list of the items each person will put in his or

her survival kitDraw or provide actual objects to include in his or her survival kitWrite their reasons for each of the items they are including in the kitPractice their oral presentations with their group




WEEKS 5 & 6

Reading/Writing:

Teach students to: Use underlining, quotation marks, or italics to indicate titles of works when writing

about them.Continue to review Prior standards – reteach as needed

Complete Performance Task

Scott Foresman Basal : Any stories that meet the skills you need to reteach

Cloze Practice Books

Trade Books that provide clear examples of cause and effect, or require the use of context clues to find the meaning of words

See Reading Resources


Nonfiction Fresh Reads (blue binder)


Continue to include the following opportunities: Students engage in collaborative discussions with diverse partners on grade 5 topics and

texts, in which they build on other’s ideas and express their own ideas clearly. Students summarize a written text read aloud or information presented in diverse media

and formats, including visually, quantitatively, and orally.

Spelling/Vocabulary


meaning of a word or phrase.


Worldly Wise Lesson 6

Grammar

Teach students to:


Use verb tense to convey various times, sequences, states, and conditions. (Continue throughout the unit)




Performance Task #5 – Oral Presentation

Each student will give a short oral presentation Show each item in survival kit Explain why each item was selected to be in the kit

Suggested Resources/Materials:

Scott Foresman Basal ReaderScott Foresman Leveled ReadersThe World of LanguageFresh Reads (Fiction/ Blue Binder)Wordly Wise (spelling/vocabulary)Trade Books (nonfiction science/social studies)Empowering Writers Nonfiction Writing by Evan Moor


Suggested Research-based Effective Instructional Strategies

Read on-level text with purpose and understanding. Model close reading to improve understating Flexible learning groups/ guided reading groups reinforce reading skills and

comprehension strategies

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

Model strategies for identifying the main idea and explaining how the author supports it Cooperative groups – practice by reading selections and discussing the main ideas

presented and how they are supported with details Practice summarize text or information presented in a variety of formats by stating the

main idea and key details presented to support it

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

Model how to using questioning to guide peers to use context to determine the meaning of words or phrases

Cooperative and flexible groups can practice using questioning to guide each other

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Model explicitly Practice using cooperative group discussion

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Model using a Venn Diagram or other graphic organizer to identify similarities and differences in the point(s) of view represented by the author of a selection

Practice identifying similarities and differences in a variety of contexts

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.

Model using the Cornell Note taking method to record research notes Practice taking notes in a variety of contexts

Explain, during discussion in written response to text, how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

Model using Cornell Note Taking to link evidence and details in the text, with the author’s point

Flexible groups/ guided reading – practice and additional modeling as needed


Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Model how to complete a research project by completing one together as a group Practice with short topics selected by the students, but related to course content Model using the Cornell Note Taking Method when completing research Independent practice taking notes

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Model Cornell Note taking with summarizing Practice Cornell Note taking in a variety of contexts Provide written feedback on student note-taking Flexible groups to provide addition modeling, continue practice

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

Students select topic of interest gather information from multiple resources Identify similarities and differences in the texts Use graphic organizers – Cornell Notes, Venn Diagram, T-Chart to organize information Model how to combine the information from graphic organizers in to a cohesive text

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.

Model writing a good introduction to an essay Cooperative groups can work together to write introductions to a variety of topics Independent practice writing an introduction from notes or an outline/graphic organizer

Write an expository piece to inform, making sure to use precise language and include domain-specific vocabulary.

Model how to improve the quality of writing through the use of domain specific vocabulary and information

Practice improving a written piece by using with the addition of domain specific language (independent or in cooperative groups)

Students will assess themselves – using a rubric, to ensure they have met the learning objective

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic

Model how to paraphrase and how to include specific quotes when writing Cooperative groups can work together to practice writing pieces that include adequate

relevant information Flex groups can be formed to provide direct instruction where it is needed

Link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially).

Model the use of connecting words, phrases, and clauses Practice using in a variety of contexts

Provide a concluding statement or section related to the information or explanation presented.Grade 5: Unit 2 Planner (Revised 07/07/13) P a g e | 18

Model how to write a conclusion for an established text Practice (use flexible groups)

Spell grade-appropriate words correctly, consulting references as needed. Students will analyze their own work using available sources Provide guidance and written feedback Practice writing frequently misspelled words for homework

Use verb tense to convey various times, sequences, states, and conditions Model explicitly Practice in cooperative groups and as homework

Recognize and correct inappropriate shifts in verb tense. Model explicitly Practice in cooperative groups and as homework

Vocabulary/Word Wall Enrichment/ExtensionInterdisciplinary

Connectionscompare

contrast

similarities

differences

conclusion

thesis statement

context

cause

effect

Complete a display board with information about the signers

of the constitution.

Create a PowerPoint presentation about the human

body.

The Constitution

(Social Studies)

The Human Body

(Science)


Documents

Web viewLink ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially). ... Cornell Notes, Venn Diagram,