Unit Plan.docx
Grade 5 Unit Plan
Module A
Unit planning provides you with a sense of direction and organization that helps the teacher and the class to achieve significant academic gains within a particular time period. “It encourages alignment between teaching practice and three interrelated goals – Acquisition (of knowledge and skills), Meaning Making (understanding of “big ideas”) and Transfer of learning.” –Wiggins and McTighe
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|Grade |5 |
|Module |A |
|Unit Theme |Learning About Ourselves and Each Other |
|Unit Summary |In Unit 1, the students will be immersed in various texts focusing on the theme: Learning About Ourselves and Each Other. Using the JOURNEYS anthology as the starting point, the students |
| |will read short stories that take a closer look at learning as a multi-faceted experience. The students will encounter characters that learn about themselves, acquire new skills & talents, |
| |reveal various interests & strengths and so on. These characters’ interactions with others allows readers to understand how integral social interactions are to developing as an individual. |
| |In addition to using JOURNEYS, the students will be exposed to mentor texts such as novels, picture books as read-alouds, non-fiction articles & editorials, as well as excerpts from larger |
| |texts. |
|Big Idea |In this unit, students will study characters in ways that will build critical thinking skills. Students will concentrate on characters’ thoughts, words, actions, decisions, and interactions|
| |with. Understanding a text’s characters and event relationships expands a reader’s comprehension of a text. |
|Pacing Guide |Use Journeys Unit 1 |
| |9 weeks (First Marking Period) |
|Background |In order to compare and contrast two or more characters, settings, or events, students should be able to: |
| |describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text |
| |describe how characters in a story respond to major events and challenges. |
| |Read texts to gather information and draw conclusions before declaring an opinion or idea |
| |when reading informational texts, articulate connections (making meaning) i.e/ cause and effect, chronological, problem/solution, descriptions, comparison/contrast |
| |engage in meaningful classroom discussion where they speak about and listen to the analyses of characters, settings, or events |
| |express their thoughts on characters, settings, or events through writing |
|Learning Outcomes: |Student Goals: |
| | |
| |To show proficiency, I will: |
| |Demonstrate independence |
| |Use the story elements, including setting, characters, theme, plot and so on, in order to analyze a text |
| |Use various strategies to understand the meaning of unfamiliar words, such as context clues, Latin & Greek prefixes/suffixes, root words, etc. |
| |Compare and contrast features of fiction and non-fiction texts |
| |Use elements such as tone, mood, author’s purpose, point of view and word choice to identify and understand theme in a text |
| |Produce writing appropriate to task, purpose, and audience |
| | |
| |Note to Teacher |
| |Use a variety of strategies before, during, and after reading to construct, monitor, and confirm meaning, including: |
| |predicting, asking and answering text-dependent questions, summarizing, drawing conclusions, making inferences, defining words and phrases, using text features, comparing and contrasting, |
| |identifying text structure, determining point of view, determining main or central idea, discussing lesson & theme, and supporting reasons with evidence in order to understand and |
| |critically analyze the text. |
| | |
| |Use speaking and listening to interact with others for the purposes of contributing to a class discussion, sharing and explaining ideas, viewpoints, and opinions, adjusting |
| |thinking/beliefs, solving problems, completing tasks, presenting ideas and information, and recounting experiences in order to develop a deeper understanding of the text. |
|Essential Questions |Enduring Understandings |
|What do readers do when they do not understand everything in a text? |Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply |
| |strategies to enhance their comprehension |
| | |
|Why do readers need to pay attention to a writer’s choice of words? |Words powerfully affect meaning. |
| | |
| | |
|How do readers construct meaning from text? |Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text|
| |personally relevant and useful. |
| | |
|How do good writers express themselves? How does process shape the writer’s product? |Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. |
| | |
|How do writers develop a well written product? |Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different |
| |purposes, audiences, and contexts. |
| | |
|How can discussion increase our knowledge and understanding of an idea(s)? |Oral discussion helps to build connections to others and create opportunities for making learning concrete. |
|Assessments |Formative: a process used by teachers and students during |Summative: cumulative evaluations used to measure student |Authentic Assessment: refers to assessment tasks that require |
| |instruction that provides explicit feedback to adjust ongoing |growth after instruction and are generally given at the end|students to demonstrate their knowledge, skills, and |
| |teaching and learning to improve students’ achievement of |of a course in order to determine whether long term |strategies by creating a response or a product. |
| |intended instructional outcomes. Formative assessment is a |learning goals have been met. | |
| |method of continually evaluating students’ academic needs and | | |
| |development within the classroom and precedes local benchmark |State-mandated assessments | |
| |assessments and state-mandated summative assessments. |DWA |See Culminating Activities |
| |3 Types of Formative Assessments: |Benchmark assessments |(Students are to select one activity of their choice). |
| |“In the Moment” (those that happen during a lesson) |End of Unit Tests | |
| |“planned-for-interaction” (those decided before instruction) |Open-Ended Responses to texts | |
| |“curriculum-embedded” (embedded in the curriculum and used to |Published Writing Pieces | |
| |gather data at significant points during the learning process). |On-Demand Writing | |
| |Exit Tickets | | |
| |Anecdotal Notes | | |
| |Talk Moves | | |
| |Quiz | | |
| |Quick-Writes | | |
| |Concept Map | | |
| |Think-Pair-Share | | |
| |Use of Individual Whiteboards | | |
| |Summaries & Reflections | | |
| |Text Dependent Questions | | |
|RL Standards | | |
| |Built In |When Appropriate |
| |Grade Level Standard |Anchor Standard |Specific Standard |Anchor Standard |
| |RL.5.1 Quote accurately from a text when |R.1 Read closely to determine what the text |RL.5.2 Determine a theme of a story, drama, or|R.2 Determine central ideas or themes of a |
| |explaining what the text says explicitly and |says explicitly and to make logical inferences|poem from details in the text, including how |text and analyze their development; summarize |
| |when drawing inferences from the text. |from it; cite specific textual evidence when |characters in a story or drama respond to |the key supporting details and ideas. |
| | |writing or speaking to support conclusions |challenges or how the speaker in a poem | |
| | |drawn from the text. |reflects upon a topic; summarize the text. | |
| |RL.5.4 Determine the meaning of words and |R.4 Interpret words and phrases as they are |RL.5.3 Compare and contrast two or more |R.3 Analyze how and why individuals, events, |
| |phrases as they are used in a text, including |used in a text, including determining |characters, settings, or events in a story or |or ideas develop and interact over the course |
| |figurative language such as metaphors and |technical, connotative, and figurative |drama, drawing on specific details in the text|of a text. |
| |similes. |meanings, and analyze how specific word |(e.g., how characters interact). | |
| | |choices shape meaning or tone. | | |
| |RL.5.5 Explain how a series of chapters, |R.5 Analyze the structure of texts, including |RL.5.6 Describe how a narrator's or speaker's |R.6 Assess how point of view or purpose shapes|
| |scenes, or stanzas fits together to provide |how specific sentences, paragraphs, and larger|point of view influences how events are |the content and style of a text. |
| |the overall structure of a particular story, |portions of the text (e.g., a section, |described. | |
| |drama, or poem. |chapter, scene, or stanza) relate to each | | |
| | |other and the whole. | | |
| |RL.5.10 By the end of the year, read and |R.10 Read and comprehend complex literary and |RL.5.7 Analyze how visual and multimedia |R.7 Integrate and evaluate content presented |
| |comprehend literature, including stories, |informational texts independently and |elements contribute to the meaning, tone, or |in diverse media and formats, including |
| |dramas, and poetry, at the high end of the |proficiently. |beauty of a text (e.g., graphic novel, |visually and quantitatively, as well as in |
| |grades 4-5 text complexity band independently | |multimedia presentation of fiction, folktale, |words. |
| |and proficiently. | |myth, poem). | |
| | | |RL.5.9 |R.9 |
| | | |Compare and contrast stories in the same genre|Analyze how two or more texts address similar |
| | | |(e.g., mysteries and adventure stories) on |themes or topics in order to build knowledge |
| | | |their approaches to similar themes and topics.|or to compare the approaches the authors take.|
|RI Standards | | |
| |Built In |When appropriate |
| |RI.5.1 Quote accurately from a text when |R.1 Read closely to determine what the text |RI.5.2 Determine two or more main ideas of a |R.2 Determine central ideas or themes of a |
| |explaining what the text says explicitly and |says explicitly and to make logical inferences|text and explain how they are supported by key|text and analyze their development; summarize |
| |when drawing inferences from the text. |from it; cite specific textual evidence when |details; summarize the text. |the key supporting details and ideas. |
| | |writing or speaking to support conclusions | | |
| | |drawn from the text. | | |
| |RI.5.4 Determine the meaning of general |R.4 Interpret words and phrases as they are |RI.5.3 Explain the relationships or |R.3 Analyze how and why individuals, events, |
| |academic and domain-specific words and phrases|used in a text, including determining |interactions between two or more individuals, |or ideas develop and interact over the course |
| |in a text relevant to a grade 5 topic or |technical, connotative, and figurative |events, ideas, or concepts in a historical, |of a text. |
| |subject area. |meanings, and analyze how specific word |scientific, or technical text based on | |
| | |choices shape meaning or tone. |specific information in the text. | |
| |RI.5.8 Explain how an author uses reasons and | |RI.5.5 Compare and contrast the overall |R.5 Analyze the structure of texts, including |
| |evidence to support particular points in a | |structure (e.g., chronology, comparison, |how specific sentences, paragraphs, and larger|
| |text, identifying which reasons and evidence | |cause/effect, problem/solution) of events, |portions of the text (e.g., a section, |
| |support which point(s). | |ideas, concepts, or information in two or more|chapter, scene, or stanza) relate to each |
| | | |texts. |other and the whole. |
| |RI.5.10 By the end of the year, read and |R.10 Read and comprehend complex literary and |RI.5.6 Analyze multiple accounts of the same |R.6 Assess how point of view or purpose shapes|
| |comprehend informational texts, including |informational texts independently and |event or topic, noting important similarities |the content and style of a text. |
| |history/social studies, science, and technical|proficiently. |and differences in the point of view they | |
| |texts, at the high end of the grades 4-5 text | |represent. | |
| |complexity band independently and | | | |
| |proficiently. | | | |
| | | |RI.5.7 |R.7 Integrate and evaluate content presented |
| | | |Draw on information from multiple print or |in diverse media and formats, including |
| | | |digital sources, demonstrating the ability to |visually and quantitatively, as well as in |
| | | |locate an answer to a question quickly or to |words. |
| | | |solve a problem efficiently. | |
| | | |RI.5.9 |R.9 |
| | | |Integrate information from several texts on |Analyze how two or more texts address similar |
| | | |the same topic in order to write or speak |themes or topics in order to build knowledge |
| | | |about the subject knowledgeably. |or to compare the approaches the authors take.|
|Writing Standards | | |
| |Built In |When Appropriate |
| |W.5.1 Write opinion pieces on topics or texts,|W.1 Write arguments to support claims in an |W.5.3 Write narratives to develop real or |W.3 Write narratives to develop real or |
| |supporting a point of view with reasons and |analysis of substantive topics or texts using |imagined experiences or events using effective|imagined experiences or events using effective|
| |information. |valid reasoning and relevant and sufficient |technique, descriptive details, and clear |technique, well-chosen details and |
| |a. Introduce a topic or text clearly, state an|evidence. |event sequences. |well-structured event sequences. |
| |opinion, and create an organizational | |a. Orient the reader by establishing a | |
| |structure in which ideas are logically grouped| |situation and introducing a narrator and/or | |
| |to support the writer's purpose. | |characters; organize an event sequence that | |
| |b. Provide logically ordered reasons that are | |unfolds naturally. | |
| |supported by facts and details. | |b. Use narrative techniques, such as dialogue,| |
| |c. Link opinion and reasons using words, | |description, and pacing, to develop | |
| |phrases, and clauses | |experiences and events or show the responses | |
| |(e.g., consequently,specifically). | |of characters to situations. | |
| |d. Provide a concluding statement or section | |c. Use a variety of transitional words, | |
| |related to the opinion presented. | |phrases, and clauses to manage the sequence of| |
| | | |events. | |
| | | |d. Use concrete words and phrases and sensory | |
| | | |details to convey experiences and events | |
| | | |precisely. | |
| | | |e. Provide a conclusion that follows from the | |
| | | |narrated experiences or events. | |
| |W.5.2 Write informative/ explanatory texts to|W.2 Write informative/ explanatory texts to |W.5.6 With some guidance and support from |W.6 Use technology, including the Internet, to|
| |examine a topic and convey ideas and |examine and convey complex ideas and |adults, use technology, including the |produce and publish writing and to interact |
| |information clearly. |information clearly and accurately through the|Internet, to produce and publish writing as |and collaborate with others. |
| |a. Introduce a topic clearly, provide a |effective selection, organization, and |well as to interact and collaborate with | |
| |general observation and focus, and group |analysis of content. |others; demonstrate sufficient command of | |
| |related information logically; include | |keyboarding skills to type a minimum of two | |
| |formatting (e.g., headings), illustrations, | |pages in a single sitting. | |
| |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 |W.4 Produce clear and coherent writing in |W.5.7 Conduct short research projects that use|W.7 Conduct short as well as more sustained |
| |which the development and organization are |which the development, organization, and style|several sources to build knowledge through |research projects based on focused questions, |
| |appropriate to task, purpose, and audience. |are appropriate to task, purpose, and |investigation of different aspects of a topic.|demonstrating understanding of the subject |
| |(Grade-specific expectations for writing types|audience. | |under investigation. |
| |are defined in standards 1-3 above.) | | | |
| |W.5.5 With guidance and support from peers and|W.5 Develop and strengthen writing as needed |W.5.8 Recall relevant information from |W.8 Gather relevant information from multiple |
| |adults, develop and strengthen writing as |by planning, revising, editing, rewriting, or |experiences or gather relevant information |print and digital sources, assess the |
| |needed by planning, revising, editing, |trying a new approach. |from print and digital sources; summarize or |credibility and accuracy of each source, and |
| |rewriting, or trying a new approach. (Editing | |paraphrase information in notes and finished |integrate the information while avoiding |
| |for conventions should demonstrate command of | |work, and provide a list of sources. |plagiarism. |
| |Language standards 1-3 up to and including | | | |
| |grade 5 here.) | | | |
| |W.5.9 Draw evidence from literary or |W.9 Draw evidence from literary or |W.5.10 Write routinely over extended time |W.10 Write routinely over extended time frames|
| |informational texts to support analysis, |informational texts to support analysis, |frames (time for research, reflection, and |(time for research, reflection, and revision) |
| |reflection, and research. |reflection, and research. |revision) and shorter time frames (a single |and shorter time frames (a single sitting or a|
| |a. Apply grade 5 Reading standards to | |sitting or a day or two) for a range of |day or two) for a range of tasks, purposes, |
| |literature (e.g., "Compare and contrast two or| |discipline-specific tasks, purposes, and |and audiences. |
| |more characters, settings, or events in a | |audiences. | |
| |story or a drama, drawing on specific details | | | |
| |in the text [e.g., how characters interact]").| | | |
| |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]""). | | | |
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|Content Standards |
| | | |
| |Grade Level Standard |Anchor Standard |
|Speaking and Listening |SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and|SL.1 |
| |teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and|Prepare for and participate effectively in a range of conversations and collaborations with |
| |expressing their own clearly. |diverse partners, building on others' ideas and expressing their own clearly and |
| |a. Come to discussions prepared, having read or studied required material; explicitly draw on|persuasively. |
| |that preparation and other information known about the topic to explore ideas under | |
| |discussion. | |
| |b. Follow agreed-upon rules for discussions and carry out assigned roles. | |
| |c. Pose and respond to specific questions by making comments that contribute to the | |
| |discussion and elaborate on the remarks of others. | |
| |d. Review the key ideas expressed and draw conclusions in light of information and knowledge | |
| |gained from the discussions. | |
| |SL.5.2 |SL.2 |
| |Summarize a written text read aloud or information presented in diverse media and formats, |Integrate and evaluate information presented in diverse media and formats, including |
| |including visually, quantitatively, and orally. |visually, quantitatively, and orally. |
| |SL.5.3 |SL.3 |
| |Summarize the points a speaker makes and explain how each claim is supported by reasons and |Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. |
| |evidence. | |
| |Presentation of Knowledge and Ideas: | |
| |SL.5.4 |SL.4 |
| |Report on a topic or text or present an opinion, sequencing ideas logically and using |Present information, findings, and supporting evidence such that listeners can follow the |
| |appropriate facts and relevant, descriptive details to support main ideas or themes; speak |line of reasoning and the organization, development, and style are appropriate to task, |
| |clearly at an understandable pace. |purpose, and audience. |
| |SL.5.5 |SL.5 |
| |Include multimedia components (e.g., graphics, sound) and visual displays in presentations |Make strategic use of digital media and visual displays of data to express information and |
| |when appropriate to enhance the development of main ideas or themes. |enhance understanding of presentations. |
| |SL.5.6 |SL.6 |
| |Adapt speech to a variety of contexts and tasks, using formal English when appropriate to |Adapt speech to a variety of contexts and communicative tasks, demonstrating command of |
| |task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) |formal English when indicated or appropriate. |
|Language |L.5.1 Demonstrate command of the conventions of standard English grammar and usage when |L.1 Demonstrate command of the conventions of standard English grammar and usage when writing|
| |writing or speaking. |or speaking. |
| |a. Explain the function of conjunctions, prepositions, and interjections in general and their| |
| |function in particular sentences. | |
| |b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb | |
| |tenses. | |
| |c. Use verb tense to convey various times, sequences, states, and conditions. | |
| |d. Recognize and correct inappropriate shifts in verb tense. | |
| |e. Use correlative conjunctions (e.g., either/or, neither/nor). | |
| |L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation,|L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, |
| |and spelling when writing. |and spelling when writing. |
| |a. Use punctuation to separate items in a series. | |
| |b. Use a comma to separate an introductory element from the rest of the sentence. | |
| |c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag | |
| |question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct | |
| |address (e.g., Is that you, Steve?). | |
| |d. Use underlining, quotation marks, or italics to indicate titles of works. | |
| |e. Spell grade-appropriate words correctly, consulting references as needed. | |
| |L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or |L.3 Apply knowledge of language to understand how language functions in different contexts, |
| |listening. |to make effective choices for meaning or style, and to comprehend more fully when reading or |
| |a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. |listening. |
| |b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,| |
| |dramas, or poems. | |
| |L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases |L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by |
| |based on grade 5 reading and content, choosing flexibly from a range of strategies. |using context clues, analyzing meaningful word parts, and consulting general and specialized |
| |a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the |reference materials, as appropriate. |
| |meaning of a word or phrase. | |
| |b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of| |
| |a word (e.g., photograph, photosynthesis). | |
| |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. | |
| |L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in |L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word|
| |word meanings. |meanings. |
| |a. Interpret figurative language, including similes and metaphors, in context. | |
| |b. Recognize and explain the meaning of common idioms, adages, and proverbs. | |
| |c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to | |
| |better understand each of the words. | |
| |L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words|L.6 Acquire and use accurately a range of general academic and domain-specific words and |
| |and phrases, including those that signal contrast, addition, and other logical relationships |phrases sufficient for reading, writing, speaking, and listening at the college and career |
| |(e.g., however, although, nevertheless, similarly, moreover, in addition). |readiness level; demonstrate independence in gathering vocabulary knowledge when encountering|
| | |an unknown term important to comprehension or expression. |
|Reading Foundations |RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. | |
| |a. 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. |N/A |
| |RF.5.4 Read with sufficient accuracy and fluency to support comprehension. | |
| |a. Read grade-level text with purpose and understanding. | |
| |b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression |N/A |
| |on successive readings. | |
| | | |
| |c. Use context to confirm or self-correct word recognition and understanding, rereading as | |
| |necessary. | |
|Teaching Tasks-Reading |Extended Text (Select 1) (Grade appropriate full-length novels Including but not limited to |Tasks (see appendix for definitions) |
| |the list below) |Guided Reading |
| |Number the Stars by Lois Lowry. Lexile Level: 670, Guided Reading Level: U. Additional |Close Reading |
| |Themes: Prejudice and Tolerance, Courage/Bravery, Holocaust, WWII. |Cooperative Learning Groups |
| |Bridge to Terabithia by Katherine Paterson. Lexile Level: 810, Guided Reading: T. Additional |Literacy Centers |
| |Themes: Friendship, Identity, Confronting and Resolving Fears, Death/Grief. |Text Dependent Questions |
| |The Tale of Despereaux by Kate DiCamillo. Lexile Level: 670. Guided Reading: U. Additional |Reader’s Workshop |
| |Themes: Pride, Self-Esteem, Heroism. |Read Alouds |
| |Holes by Louis Sachar. Lexile Level: 660. Guided Reading: V. Additional Themes: Friendship, |Shared Reading |
| |Pride, Self-Esteem, Heroism. |Learning Log |
| | |Exit Tickets |
| |Short Texts (Select 5-9) |Reader’s Theater |
| |(Literature includes adventure stories, folktales, legends, fables, fantasy, realistic |Socratic Seminars |
| |fiction, myth, poetry and drama) |Jigsaw |
| |JOURNEY’S Selections |Responses to Literature |
| |“A Package for Mrs. Jewls” by Louis Sachar. | |
| |“Off and Running” by Gary Soto | |
| |“Double Dutch” by Veronica Chambers | |
| |“Elisa’s Diary” by Doris Luisa Oronoz | |
| |“The Multi-Tasker” by Becky Cheston (Unit 1 in JOURNEYS MAGAZINE) | |
| | | |
| | | |
| |Additional Literature Selections | |
| |“Thank You Mr. Falker” by Patricia Polacco (Read Aloud) | |
| |“Ish” by Peter Reynolds (Read Aloud) | |
| |“The Lottery”, “Charles” and Other Short Stories by Shirley Jackson (Short Stories) | |
| |“Doo Wop Pop” by Roni Schotter (Read Aloud) | |
| |Additional Texts in StoryWorks | |
| | | |
| | | |
| |(Informational Texts include biographies & autobiographies, books about history, social | |
| |studies, science, the arts, technical texts—directions, forms—and information displayed in | |
| |graphs, charts, maps, etc.) | |
| | | |
| |Science (Select 1-2) | |
| |“Blasting Off to Space Academy” by Susan E. Goodman | |
| |“Connect to Science: Profile of a Spacewalker” by Carole Gerber “Owen & Mzee: The True Story | |
| |of a Remarkable Friendship” by Isabella Hatkoff (Read Aloud) | |
| |Additional Texts in StoryWorks | |
| | | |
| | | |
| |Social Studies/The Arts | |
| |“Score” Poetry Selections by Richard Armour, Jane Yolen, and Walter Dean Myers (Lesson 4 | |
| |Paired Text in JOURNEYS) | |
| |“From Tragedy to Triumph” by Jennifer Johnson (Lesson 5 Paired Text in JOURNEYS) | |
| |“Barbed Wire Baseball” by Marissa Moss (Read Aloud) | |
| |“Mistakes that Worked: 40 Familiar Inventions and How They Came to Be” by Charlotte Foltz | |
| |Jones (Read Aloud) | |
| |“Who Belongs Here? An American Story” by Margy Burns Knight (Read Aloud) | |
| |“Play Like a Girl: A Celebration of Women in Sports” by Sue Macy and Jane Gottesman (Read | |
| |Aloud) | |
| |Additional Texts in StoryWorks | |
|Teaching Tasks-Writing |Text |Genre |Tasks |
| |Lucy Calkins Units of Study-Narrative Bend I |-Opinion (2) |Writer’s Workshop |
| |Write Source—Grade 5 (teacher resource) |One reflective of the writing |Independent Writing |
| |6+1 Trait Writing (teacher resource) |process |Shared Writing |
| | |One On-Demand |On-Demand Writing |
| |Sample Opinion Essay Topics |-Narratives (2) |Journal Writing |
| |Is the Election Process Fair? (See Technology Resources on Electoral College) |One reflective of the writing |Reflection |
| |Should students be required to participate in a sport, club, or another extra-curricular |process |Quick-Writes |
| |activity? |One On-Demand |Seed Ideas/Small Moments |
| |Should schools celebrate culture/gender specific months such as Black History Month, Hispanic|-Informative |R.A.F.T. Prompts (Role, Audience, Format, Topic) |
| |Heritage Month, Women’s History Month, etc.? |1 Research Project | |
| |Should schools be single-gendered? |-Literary Analysis Task | |
| |Should students be required to take a World Language in schools? |Novel Based | |
| |Should students not be allowed to participate in sports with failing grades? | | |
| |Sample Personal Narrative Topics | | |
| |For ideas, students can use: | | |
| |heart maps | | |
| |writing territories | | |
| |writer’s notebooks | | |
| |Sample Informative Topics (Research Reports) | | |
| |The Election Process, The Electoral College | | |
| |Women & Minorities Gaining the Right to Vote | | |
| |History/Impact of a Specific Sport | | |
| |Influential People Who Didn’t Give Up Despite Adversity | | |
| |Influence of a Specific Cultural Group on American Society | | |
| |College or University | | |
| |Potential Career Choice | | |
| |Government Agencies such as NASA, FBI, CIA, etc. | | |
| Culminating Activity |Video/Brochure: Students will design a Brochure that would be helpful to new students at their school. This brochure should include useful information such as teachers/staff, map, clubs |
| |and extra-curricular activities, tips for success, and so on. They will also need to film a quick Orientation/Recruitment Video that a principal can show to new students on their First |
| |Day of School. They should include valuable information for students who may struggle with English as well. |
| |Booklet: Students will develop a guidebook/iBook on the basics of a hobby/sport they enjoy. For example, soccer, photography, crocheting, jewelry making, basketball, scrapbooking, etc. |
| |The book will include text, photos, and graphics such as diagrams. Students will hold a mock book launch that will include a presentation and the reading aloud of an excerpt from the |
| |book. |
| |Students Will… |
| |~Add text and images to a cover page to convey the contents of the guidebook. |
| |~Include a table of contents for easy reference. |
| |~Add a page that includes rules and/or step-by-step instructions. |
| |~Add a page that includes text and images describing positions, skills, techniques, strategies, finished products, etc. |
| |Field Trip Guide: Students will create a pamphlet for a local attraction to distribute as a Field Trip Planner for teachers. Brainstorm a list of attractions for your area. Have students|
| |choose their own local attraction. They can add text to share location, cost and the educational value of the trip, options for different programs and any additional benefits. Students |
| |can include images and quotes to engage the reader and help convince them to use this attraction as a field trip opportunity. |
|Skills and Definitions |PARCC TERMS |
| |Performance-Based Assessments: Performance-based assessment is an alternative that is designed to encompass a better overall representation of student progress to gather a demonstration |
| |of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a selection of questions. |
| |Literary Analysis Task (LAT): This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. |
| |Research Simulation Task (RST): In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will engage with the texts |
| |by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. |
| |Narrative Task (NT): In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events,|
| |scenes or objects, for example. |
| |Evidence-Based Selected Response (EBSR): multiple choice assessment |
| |Technology-Enhanced Constructed Response (TECR): computer-based assessment |
| |Prose-Constructed Response (PCR): open-ended questions |
| |OTHER TERMS |
| |Formative Assessment: a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement |
| |of intended instructional outcomes. Formative assessment is a method of continually evaluating students’ academic needs and development within the classroom and precedes local benchmark |
| |assessments and state-mandated summative assessments. |
| |Summative Assessment: cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term |
| |learning goals have been met.( State-mandated assessments District benchmark or interim assessments, End-of-unit or -chapter tests) |
| |Authentic Assessment: refers to assessment tasks that requires students to demonstrate their knowledge, skills, and strategies by creating a response or a product (conducting research |
| |and writing a report, developing a character analysis, debating a character's motives, creating a mobile of important information they learned, dramatizing a favorite story, drawing and |
| |writing about a story).(conducting research and writing a report, developing a character analysis, debating a character's motives, creating a mobile of important information they |
| |learned, dramatizing a favorite story, drawing and writing about a story). |
| |reading strategies: purposeful, cognitive actions that students take when they are reading to help them construct and maintain meaning. Reading |
| |successfully goes well beyond fluency and word recognition and relies heavily upon comprehension of text. |
| |monitor: is the ability of a reader to be aware, while reading, whether a text is making sense or not. |
| |using and creating schema: making connections between the new and the know, building and activating background knowledge |
| |asking questions: generating questions before, during, and after reading that lead you deeper into the text. |
| |determining importance: deciding what matters most, what is worth remembering |
| |making inferences: to figure out something the author does not say. |
| |using sensory and emotional images: creating metal images to deepen and stretch meaning |
| |synthesizing: creating an evolution of meaning by combing understanding with knowledge from other texts/sources |
| | |
| |Story Structure: the important parts of the story, including the problem or conflict, plot events, and the problem’s solution, or resolution, and how they work together. |
| |Conflict: the story problem, or struggle, which affects events in the plot. |
| |Resolution: the way the conflict is resolved in the story; the solution. |
| |Rising Action: the way the plot events build to the story’s climax, or most dramatic moment. |
| |Summarize: tell the most important parts of the text in your own words. |
| |Context: the words and sentences around a word that gives clues to the word’s meaning |
| |Simple Subject: the main word that tells whom or what the sentence is about. |
| |Simple Predicate: the main word that tells what the subject does or is. |
| |Fragment: a group of words that does not express a complete thought; not a sentence. |
| |Graphic Features: photographs, illustrations, or other features, such as maps or charts, that stand for ideas or add to details in the text. |
| |Text Features: parts of the text, such as titles, headings or captions. |
| |Affix: a suffix or prefix attached to a base word, stem, or root that changes the meaning of the word. |
| |Declarative Sentence: tells something and ends with a period. |
| |Interrogative Sentence: asks something and ends with a question mark. |
| |Imperative Sentence: gives an order and ends with a period. |
| |Exclamatory Sentence: expresses strong feeling and ends with an exclamation point. |
| |Compare: to find ways that two or more things are similar. |
| |Contrast: to find ways that two or more things are different. |
| |Infer: to figure out something that is not directly stated. |
| |Multiple-Meaning Words: words that have more than one meaning. |
| |Compound Sentence: two sentences joined by a comma and conjunction such as and, but or or. |
| |Complete Subject: all the words telling whom or what a sentence is about. |
| |Complete Predicate: all the words telling what the subject is or does. |
| |Sequence of Events: the order in which events happen. |
| |Monitor: to keep track of your understanding. |
| |Clarify: to spot difficulties and figure out how to understand. |
| |Chronological Order: a time sequence. |
| |Acronym: a name made from initials that can be read as a word. |
| |Theme: the big idea or lesson the author wants the reader to know. |
| |Visualize: to use text details to form pictures in your mind. |
| |Collective Noun: names a group of people, animals or things that act as a unit. |
| Graphic Organizers |Story Structure (JOURNEYS Lesson 1(Projectable 1.3) |
| |Flow Chart (JOURNEYS Lesson 1(Projectable 1.10) |
| |T-Chart/T-Map (JOURNEYS Lesson 2(Projectable 2.3) |
| |Prewriting Web (JOURNEYS Lesson 2(Projectable 2.10) |
| |Venn Diagram (JOURNEYS Lesson 3(Projectable 3.3) |
| |Sequence Charts (JOURNEYS Lesson 4(Projectable 4.3) |
| |Theme Map (JOURNEYS Lesson 5(Projectable 5.3) |
| |Text-Dependent Questions (See Attached) |
| |Citing Textual Evidence (See Attached) |
| |Main Idea Chart (See Attached) |
| |Narrative Writing Organizer (See Attached) |
| |Opinion Essay Graphic Organizer (See Attached) |
| |Research Report Graphic Organizer (See Attached) |
| |Analyzing Non-Fiction Articles (See Attached) |
| |K-W-L Chart (See Attached) |
| |Concept Map (See Attached) |
|Differentiation |When using JOURNEYS materials, 4 levels of differentiation are provided for each lesson. (1)English Language Learner, (2) Below Level, (3) On Grade Level, (4) Above Grade Level. This |
|(See Appendix for examples) |includes Practice Books, Leveled Readers, Projectables, Graphic Organizers, Vocabulary, and so on. The students also have access to Think Central online which allows students to have the|
| |text read to them in English or Spanish. If students take the Selection Test online for the corresponding lesson, Think Central provides Prescriptions for each student based on questions|
| |they answered incorrectly and any patterns noticed. This is extremely helpful in planning and grouping. |
| |During Literacy Centers, students should be group based on ability and reading level. By completing Diagnostic Assessments and Running Records in the beginning of the year, you will be |
| |able to manage groupings. These are not permanent, and groups should be changing as students’ needs change. During Guided Reading, the students in the small group are reading materials |
| |at their level and targeting skills as necessary. |
| |Using technology to differentiate is also very useful. On websites such as Study Island and Spelling City, you can assign specific tasks, lessons and activities to individuals or groups |
| |of students based on need. |
| |Storyworks website (storyworks) provides differentiation activities/worksheets for all of their articles in each magazine. They even have the same article at different|
| |Lexile Levels. In addition, students can listen to the articles and there are usually accompanying videos (for visual/audio learners). |
|Technology |Videos on the Electoral College (connection to Lesson 3 in JOURNEYS “Off and Running”) |
| | School House Rock on Electoral College |
| | NY Times Electoral College 101 |
| | Disney Educational Productions: The Electoral College |
| | The History Channel: How Does the Electoral College Work? |
| |Videos on Discrimination and Understanding Differences |
| | A Class Divided: Jane Elliot’s Blue Eyes/Brown Eyes Experiment |
| | |
| |Information, Videos and Other Resources on Dr. Howard Gardner’s Multiple Intelligences |
| | |
|Resources |Teacher Resources |Student Resources |
| | | |
| |“The Solution to Reading Comprehension” Lessons, Units, Reading Passages, Question Sets, etc. |JOURNEYS Companion Website. Provides all of JOURNEYS materials including access to Student |
| | |Editions, Leveled Readers, Activities, online assessments, etc. |
| |Classroom Resources, Professional Development, Parent & Afterschool Resources, Learning | |
| |Objectives, Lesson Plans, Resources by Grade Level/Genre/Theme/Topic |Activities, games, skill building based on grade-level words or teacher/school added. |
| | | |
| |JOURNEYS Companion Website. Provides all of JOURNEYS materials including TE, Student Editions, |Reading activities and games for kids. |
| |Reproducibles, Leveled Readers, Assessments, Interactive Whiteboard Lessons, etc. | |
| | |Reading games for Grades K-5. |
| |Tools to Engage, Create and Share. Useful Technology Extension Ideas for JOURNEYS. | |
| | |Students can complete online assignments, review lessons and play games based on specific |
| | |skills/standards addressing the Common Core. |
| |Sample lessons, Student Writing Samples, Assessment Questions, Curricular Tools, | |
| |Differentiation Strategies and Professional Development. |Interactive Reading Games for kids based on Grade Level. |
| | | |
| |Reading Instruction Worksheets, Powepoints and PDF’s supporting balanced literacy, Grammar |The #1 Kids’ Safe Search Engine-Powered by Google. |
| |Reference, Phonemic Awareness & Phonics, Reading Comprehension, Sentence Types, Sight Words. | |
| | |National Geographic Kids—Information, games and videos for children. |
| |Writing topics, Student Models, Publish It!, Research Links, etc. | |
| | |Time for Kids Homework Helper—GREAT RESOURCE! |
| |Teachers College Reading and Writing Project provides resources such as reading & writing | |
| |assessments, word study, professional development opportunities, etc. | |
| | | |
| |Teacher literature, lesson plans, printables, etc. by grade level, genre, content area or | |
| |skill. | |
| | | |
| |Teachers can create their own educational games, quizzes, surveys, class web pages, etc. | |
| | | |
| | |
| |campaign=Homepage | |
| |PBS Learning Media-Middle School Literacy—Online Self-Paced Blended Lessons | |
| | | |
| |Offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum guides. | |
| | | |
| |Offers a complete lineup of classroom- and library-focused, subscription-based research tools. | |
| |Many of these education solutions offer elementary, middle, and high schools content that is | |
| |reading level-linked (lexiled), supports 21st-century information literacy, and helps | |
| |differentiate instruction across all K-12 curriculum areas. | |
| | |
|Authors |Chanelle Wolfe, Germaine Tarver , Gianna Pasceri |
|Contact |Germaine Tarver tarverge@orange.k12.nj.us |
|Evaluation/ |Module Reflection (Please email your responses to Germaine Tarver at the end of the marking period) |
|Reflection | |
| |When thinking about your practice: |
| | |
| |What worked? |
| |What do you think could have been done more effectively in your lessons and instruction? |
| |What do I need to learn more about? |
| |What resources were helpful? |
| | |
| | |
| | |
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