ELA GRADE 5                                                                                         Page  of

The Grade 5 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in fourth grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time. While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1.

Unit 2.

Unit 3.

Unit 4.

Unit 5.

Unit 6.




Unit Title

Unit 1

Timeframe 

30 days

Unit Summary 

In Unit 1, students will study a variety of complex texts that include realistic fiction, narrative nonfiction, biography, and persuasive.  The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, and proofread sentences.  

 

Learning Targets

Essential Questions

Week 1:  How do we get the things we need?

Week 2:  What can lead us to rethink an idea?

Week 3:  How can experiencing nature change the way you think about it?

Week 4:  How does technology lead to creative ideas?

Week 5:  What are the positive and negative effects of new technology?

Enduring Understandings

Students will understand:

  • One person alone may not be able to solve a problem. When people cooperate and generously share their knowledge and skills, they can discover new things about themselves and others. Teamwork can lead to new discoveries and solutions to problems.
  • Rethinking a problem gives us options that might help accomplish our goal. We can try something new to help solve the problem.
  • Experiencing nature helps us to appreciate it and also become knowledgeable of our surroundings.
  • Technology can lead to creative ideas because we can focus on the ways that we have envisioned, or imagined, new ways to create.
  • New technology is everywhere, advancing and changing our lives. Technology can have unexpected effects. It is important to consider the counterpoints, or opposing views, about new inventions. 

Know

By the end of this unit, students will know:

  • Vocabulary Words- afford, loan, profit, prosper, risk, savings, scarce, wages, accomplish, anxious, assemble, decipher, distracted, navigate, options, retrace, debris, emphasis, encounter, generations, indicated, nautralist, sheer, spectacular, breakthrough, captivated, claimed, devices, enthusiastically, envisioned, passionate, patents, access, advance, analysis, cite, counterpoint, data, drawbacks, reasoning
  • Vocabulary Strategies- context clues, idioms, homographs, Greek roots, Greek and Latin prefixes
  • Comprehension Strategies- reread, and ask and answer questions
  • Text Genres- realistic fiction, narrative nonfiction, biography, pursuasive
  • Phonics- short vowels, long vowels, words with /u/, r-controlled vowels
  • Fluency- expression and accuracy, intonation, expression and phrasing
  • Writing-generating ideas, voice, word choice, organization, sentence fluency
  • Grammar- sentences, subjects and predicates, compound sentences, complex sentences, run-on sentences
  • Spelling- short vowels, long vowels, words with /u/, r-controlled vowels

  •                                                 

Do

By the end of this unit, students will be able to:

  • Ask and answer questions about a text
  • Demonstrate an understanding of text structure: cause and effect
  • Demonstrate knowledge of taught skills and strategies of the unit
  • Expand on knowledge of vocabulary by using context clues
  • Recognize and explain the meaning of common idioms
  • Use sentence clues to identify the correct meaning of a homograph
  • Use Greek and Latin affixes and roots as clues to the meaning of a word                
  • Use key details to find the main idea
  • Describe how the author supports opinions in the text
  • Write sentences about the topic/text that has been read                                                        
  • Use notes, charts, and discussion ideas to write a paragraph that compares people and inventions
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  • Generate and use narrative techniques, such as dialogue, description, and pacing, to develop experiences or events or show the responses of characters to situations
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
  • Formulate questions and use information from the text to answer them to increase understanding
  • Create inferences from the key details, information, and knowledge gained from the discussions
  •                                                          
  •                                                          

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program (Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Quizlet

Spelling City

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words, 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.5.4. 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.)

SL.5.4. 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.

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.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.6. With some guidance and support from adults and peers, 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.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

RL.5.7.  By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing 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).

RI.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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.

L.5.4. 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. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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 word 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 and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6. Demonstrate creativity and innovation.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 2

Timeframe 

30 days

Unit Summary

In Unit 2, students will study a variety of complex texts that include expository, fairy tale, biography, folktale, narrative and free verse.  The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, and identify prepositional phrases and plural/possessive nouns.  

Learning Targets

Essential Questions

Week 1:  What do good problem solvers do?

Week 2:  What can you do to get the information you need?

Week 3:  How do we investigate questions about nature?

Week 4:  When has a plan helped you accomplish a task?

Week 5:  What motivates you to accomplish a goal?

Enduring Understandings

Students will understand:

  • Good problem solvers think about the whole picture. They come up with a plan that makes the most sense and they are eager to learn from their mistakes.
  • Getting the information we need comes from the resources around us. Presently, the easiest way to obtain the information you need is to consult multiple sources on the internet as well as professionals.
  • We investigate questions about nature by conducting research and using scientific tools. We are careful to write notes and recheck our work.
  • Plans are very helpful when we want to accomplish a task. A plan keeps us organized and focused.
  • There are many different reasons people are motivated to accomplish a goal.

Know

By the end of this unit, students will know:

  • Vocabulary Words- committees, convention, debate, proposal, representatives, resolve, situation, union, circumstances, consideration, consults, destiny, expectations, presence, reveal, unsure, behaviors, disappearance, energetic,flurry, migrate, observation, theory, transformed, assuring, detected, emerging, gratitude, guidance, outcome, previous, pursuit, ambitious, free verse, memorized, narrative, repetition, rhyme, satisfaction, and shuddered
  • Vocabulary Strategies- context clues, simile and metaphor, Greek and Latin suffixes, personification, and homographs
  • Comprehension Strategies- reread and make predictions
  • Comprehension Skills- text structure (problem and solution, sequence), compare/contrast (character, setting, plot), theme, repetition and rhyme
  • Text Genres- expository, fairy tale, biography, folktale, narrative and free verse
  • Phonics- variant vowel /o/, diphthongs /oi/ /ou/, plurals, contractions, and closed syllables
  • Fluency- rate and accuracy, expression, and phrasing
  • Writing- generating ideas, organization, and word choice
  • Grammar- kinds of nouns, singular and plural nouns, possessive nouns, and prepositional phrases
  • Spelling-variant vowel /o/, plurals, inflectional endings, contractions, and closed syllables

Do

By the end of this unit, students will be able to:

  • Ask and answer questions about a text
  • Demonstrate an understanding of text structure: problem and solution, sequence
  • Demonstrate knowledge of taught skills and strategies of the unit
  • Expand on knowledge of vocabulary by using context clues
  • Incorporate similes and metaphors in writing
  • Use sentence clues to identify the correct meaning of a homograph
  • Use Greek and Latin affixes and roots as clues to the meaning of a word                
  • Use key details to find the main idea
  • Write sentences about the topic/text that has been read                                                        
  • Use notes, charts, and discussion ideas to write an analysis that compares/contrasts characters from different texts
  • Use possessive nouns in a sentence
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
  • Formulate questions and use information from the text to answer them to increase understanding
  • Create inferences from the key details, information, and knowledge gained from the discussion
  • Compare the major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text                                
  • 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 a text
  • 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                                                
  • Generate and use narrative techniques that establishes a situation/an event sequence that unfolds naturally throughout the narrative
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Quizlet

Spelling City

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Critical Thinking Lesson Plans

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words, 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.

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.

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.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

W.5.6. With some guidance and support from adults and peers, 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.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a 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]”).

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing 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).

RI.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.4. 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. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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 word 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.

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.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,  

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 3

Timeframe 

30 days

Unit Summary

In Unit 3, students will study a variety of complex texts that include realistic fiction, fantasy, expository, and persuasive.  The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify action verbs/main and helping verbs/linking verbs, and use the correct tense of irregular verbs.  

Learning Targets

Essential Questions

Week 1:  What can learning about different cultures teach us?

Week 2:  How can learning about nature be useful?

Week 3:  Where can you find patterns in nature?

Week 4:  What benefits come from people working as a group?

Week 5:  How do we explain what happened in the past?

Enduring Understandings

Students will understand:                                        

                                                                                                   

  • People who come from different countries may celebrate different holidays, have different table manners, and have different customs. It's important to be knowledgeable about different cultures so that there is a common understanding of the similarities and differences.
  • Learning about nature is useful because we have discovered many beneficial uses for various plants. We have learned about plants that we can eat to help us survive as well as plants that might make us sick if consumed.                                
  • Patterns in nature help us see that things on Earth are connected.
  • People often collaborate to accomplish things in their community.
  • Archaeologists are scientists who study the past. They excavate, or dig up, and study artifacts from long ago. Artifacts help us learn about the lives, technology, and problems of people long ago.

Know

By the end of this unit, students will know:

  • Vocabulary Words- appreciation, blurted, complementing, congratulate, contradicted, critical, cultural, misunderstanding, civilization, complex, cultivate, devise, fashioned, resourceful, shortage, tormentors, contact, erode, formation, moisture, particles, repetition, structure, visible, artificial, collaborate, dedicated, flexible, function, mimic, obstacle, techniques, archaeologist, era, fragments, historian, intact, preserved, reconstruct, and remnants
  • Vocabulary Strategies- context clues, Greek roots, and Latin roots
  • Comprehension Strategies- summarize and ask and answer questions
  • Comprehension Skills- theme, main idea and key details, author’s point of view
  • Text Genres- realistic fiction, fantasy, expository text, and persuasive article
  • Phonics- open syllables, vowel team syllables, consonant +le syllables, and r-controlled vowel syllables
  • Fluency- intonation, expression and phrasing, rate and accuracy
  • Writing- voice, word choice, ideas, organization, and sentence fluency
  • Grammar- action verbs, verb tenses, main and helping verbs, linking verbs, and irregular verbs
  • Spelling- open syllables, open syllables (V/V), vowel team syllables, consonant +le syllables, and r-controlled vowel syllables

Do

By the end of this unit, students will be able to:

  • Ask and answer questions about a text
  • Demonstrate an understanding of how to summarize a text
  • Demonstrate knowledge of taught skills and strategies of the unit
  • Expand on knowledge of vocabulary by using context clues and Greek/Latin roots
  • Use Greek and Latin affixes and roots as clues to the meaning of a word                
  • Use key details to find the main idea
  • Write sentences about the topic/text that has been read                                                        
  • Use notes, charts, and discussion ideas to write an analysis that compares/contrasts characters from different texts
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
  • Formulate questions and use information from the text to answer them to increase understanding
  • Create inferences from the key details, information, and knowledge gained from the discussion                                
  • 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 a text                                        
  • Analyze writing to understand voice
  • Use narrative techniques such as dialogue, description, and pacing to develop experiences and events or show responses to characters to situations
  • Identify when it is appropriate to use formal voice or informal voice in writing
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
  • Write routinely over extended time frames and shorter time frames for specific tasks and audiences
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text
  • Analyze and explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)        
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
  • Use concrete words and phrases and sensory details to convey experiences and events precisely        
  • Evaluate context to confirm or self-correct word recognition and understanding, rereading as necessary        
  • Develop the topic, with facts, definitions, concrete details, quotations, or other information and examples from the text        
  • Compose opinion pieces on topics or texts, supporting a point of view with reasons and information        
  • Determine two or more main ideas of a text and explain how they are supported by key details                
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
  • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses
  • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially)

                                                

         

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Quizlet

Spelling City

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Critical Thinking Lesson Plans

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words, 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.

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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.)

SL.5.4. 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.

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.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.6. With some guidance and support from adults and peers, 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.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a 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]”).

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing 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).

RI.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 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 based on grade 5 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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 word 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.

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.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 4

Timeframe 

30 Days

Unit Summary

In Unit 4, students will study a variety of complex texts that include tall tales, mysteries, biographies, expository, and lyric/free verse.  The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify pronouns, maintain pronoun-verb agreement, and use possessive pronouns.

Learning Targets

Essential Questions

Week 1:  What kinds of stories do we tell?  Why do we tell them?

Week 2:  What can you discover when you give things a second look?

Week 3:  What can people do to bring about a positive change?

Week 4:  Why are natural resources valuable?

Week 5:  How do you express that something is important to you?

Enduring Understandings

Students will understand:

  • Some stories are written, some are told aloud, and others are performed. Whether stories teach lessons or entertain us with humor, exaggeration, or heroic adventure, they always help to show us who we are.
  • Often, we need to look at something a second time to see the whole picture.
  • Throughout history, outspoken citizens have challenged laws and practices they believe to be wrong and unfair. Many social movements have brought about positive change.
  • Natural resources are a necessity for us, but many are limited. As people use natural resources, they must remember to conserve and protect them too.
  • Writing, acting, painting, dancing, playing music - these are ways to express things that are meaningful to you.
  •                                                 

Know

By the end of this unit, students will know:

  • Vocabulary Words- commenced, deeds, exaggeration, heroic, impress, posed, sauntered, wring, astounded, concealed, inquisitive, interpret, perplexed, precise, reconsider, suspicious, anticipation, defy, entitled, neutral, outspoken, reserved, sought, unequal, absorb, affect, circulate, conserve, cycle, glaciers, necessity, seeps, alliteration, barren, expression, lyric, meaningful, meter, plumes, and stanza
  • Vocabulary Strategies- synonyms and antonyms, adages and proverbs, prefixes and suffixes, context clues, simile and metaphor
  • Comprehension Strategies- visualize and summarize
  • Comprehension Skills- point of view and theme
  • Text Genres- tall tale, mystery, biography, expository text, lyric and free verse
  • Phonics- words with final /əl/ and /ən/
  • Fluency- expression, rate and accuracy, phrasing
  • Writing- voice, ideas, organization, word choice
  • Grammar- pronouns and antecedents, kids of pronouns, pronoun-verb agreement, possessive pronouns, pronouns and homophones
  • Spelling-words with final /əl/ and /ən/, prefixes, homographs, words with /chər/ and /zhər/, suffixes -ance and -ence

Do

By the end of this unit, students will be able to:

                                                                                                                     

  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Summarize text to increase understanding.
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • Integrate and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • Compare the major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • 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
  • 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.
  • Formulate questions and use information from the text to answer them to increase understanding.
  • Create inferences from the key details in light of information and knowledge gained from the discussions.
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • Analyze and explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)
  • 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.

  • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  • Evaluate context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.        
  • Integrate concrete words and phrases and sensory details to convey experiences and events precisely.
  • Compose written pieces routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Develop the topic, with facts, definitions, concrete details, quotations, or other information and examples from the text.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Integrate relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) into our

            speaking and writing.

  • Generate and use narrative techniques, such as dialogue, description, and pacing, to develop experiences or
  • events or show the responses of characters to situations.
  • Produce and 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.
  •                                                 

                                

                        

                

         

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Quizlet

Spelling City

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Critical Thinking Lesson Plans

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. C. Use a variety of transitional words, 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.

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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.

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.)

SL.5.4. 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.

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.

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.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.6. With some guidance and support from adults and peers, 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.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a 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]”).

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 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 based on grade 5 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word 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.

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.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 5

Timeframe 

30 Days

Unit Summary

In Unit 5, students will study a variety of complex texts that include realistic fiction, historical fiction, expository, and persuasive.   The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify clauses, write complex sentences, and use adjectives that compare.

Learning Targets

Essential Questions

Week 1: What experiences can change the way you see yourself and the world around you?

Week 2:  How do shared experiences help people adapt to change?

Week 3:  What changes in the environment affect living things?

Week 4:  How can scientific knowledge change over time?

Week 5:  How do natural events and human activities affect the environment?

Enduring Understandings

Students will understand:

  • Depending on which perspective you view something, your experience can change the way you see yourself and the world around you.
  • When times get tough, people have to rely on each other to help them adapt to changing situations. Even small gestures can help.
  • Earth is in a constant state of change. Some changes, such as a volcano erupting, may happen quickly while other changes are gradual.
  • As researchers design new technologies and evaluate new ideas, our criteria for knowledge changes.
  • We are surrounded by many species of plants and animals that are not native to the area they live in. When changes occur within the environment, plants and animals adapt so that they can survive.

Know

By the end of this unit, students will know:

  • Vocabulary Words- disdain, focused, genius, perspective, prospect, stunned, superb, transition, assume, guarantee, nominate, obviously, rely, supportive, sympathy, weakling, atmosphere, decays, gradual, impact, noticeably, receding, stability, variations, approximately, astronomical, calculation, criteria, diameter, evaluate, orbit, spheres, agricultural, declined, disorder, identify, probable, thrive, unexpected, widespread
  • Vocabulary Strategies- context clues, idioms, Greek roots, root words
  • Comprehension Strategies- make predictions, ask and answer questions,
  • Comprehension Skills- character, setting, plot: compare/contrast, text structure: compare/contrast, text structure: cause/effect, author’s point of view
  • Text Genres- realistic fiction, historical fiction, expository, persuasive
  • Phonics- suffixes, homophones, prefixes
  • Fluency- accuracy, expression and phrasing, rate
  • Writing- organization, sentence fluency, ideas
  • Grammar- clauses, complex sentences, adjectives, adjectives that compare
  • Spelling- suffixes, homophones, prefixes, suffixes: -less, -ness, -ion

Do

By the end of this unit, students will be able to:

  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Summarize text to increase understanding.  
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • Integrate and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • 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
  • 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.
  • Formulate questions and use information from the text to answer them to increase understanding.
  • Create inferences from the key details in light of information and knowledge gained from the discussions.
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • Analyze and explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)
  • 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. Pose and respond to

            specific

            questions by making comments that contribute to the discussion and elaborate on the remarks of others.

  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Evaluate context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Integrate concrete words and phrases and sensory details to convey experiences and events precisely.
  • Compose written pieces routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  • Develop the topic, with facts, definitions, concrete details, quotations, or other information and examples from  

            the text.

  • Identify simple and compound sentences.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Explain the function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in particular sentences.
  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  • Compose opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Produce and 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.

 

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Quizlet

Spelling City

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Critical Thinking Lesson Plans

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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.

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.)

SL.5.4. 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.

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.

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.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.6. With some guidance and support from adults and peers, 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.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a 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]”).

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. 

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing 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).

RI.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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.

L.5.4. 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. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word 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.

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.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

 

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 6

Timeframe 

30 Days

Unit Summary

In Unit 6, students will study a variety of complex texts that include realistic fiction, historical fiction, expository, biography, and lyric/narrative.   The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, correctly use adverbs, write complex sentences, and use adverbs that compare.

Learning Targets

Essential Questions

Week 1:  How do different groups contribute to a cause?

Week 2:  What actions can we take to get along with others?

Week 3:  How are living things adapted to their environments?

Week 4:  What impact do our actions have on our world?

Week 5:  What can our connections to the world teach us?

Enduring Understandings

Students will understand:

  • When something major happens, people from all over the world contribute to the cause.  It takes a variety of talents, skills, and people to contribute to a cause.  Change will need to happen in order to facilitate aid.
  • It's a big crowded world out there, and we must work to figure out ways to live together. Part of getting along is learning to resolve conflict when it arises. If we cannot resolve it, someone else may need to intervene.
  • Every living thing, including human beings, has developed ways to live in its environment.
  • Human beings influence events all over the world. When human actions have a negative impact on the environment, many people must work to help restore it. Their actions can make a big difference.
  • As we go out into the world, we find ways to stay connected to our friends, families, and countries. As we exchange the stories of our adventures, I feel I am part of the larger world.

Know

By the end of this unit, students will know:

  • Vocabulary Words- bulletin, contributions, diversity, enlisted, intercept, operations, recruits, survival, abruptly, ally, collided, confident, conflict, intervene, protective, taunting, adaptation, agile, cache, dormant, forage, frigid, hibernate, insulates, export, glistening, influence, landscape, native, plantations, restore, urged, assonance, blares, connection, consonance, errand, exchange, imagery, personification
  • Vocabulary Strategies- homophones, connotation and denotation, context clues, synonyms and antonyms, personification
  • Comprehension Strategies- summarize, ask and answer questions
  • Comprehension Skills- theme, text structure: cause/effect, text structure: problem/solution, and point of view
  • Text Genres- historical fiction, realistic fiction, expository text, biography, lyric/narrative
  • Phonics- Greek roots, Latin roots, mythology, number prefixes (uni-, bi-, tri-, cent-) and  suffixes (-ible, -able)
  • Fluency- expression and phrasing, intonation, rate and accuracy
  • Writing- organization, word choice, sentence fluency, ideas
  • Grammar- adverbs, adverbs that compare, negatives, sentence combining, prepositional phrases
  • Spelling-words with Greek and Latin roots, words from mythology,  number prefixes (uni-, bi-, tri-, cent-) and  suffixes (-ible, -able)

Do

By the end of this unit, students will be able to:

  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Summarize text to increase understanding.  
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • Integrate and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
  • Determine two or more main ideas of a text and explain how they are supported by key details
  • 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
  • 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.
  • Formulate questions and use information from the text to answer them to increase understanding.
  • Create inferences from the key details in light of information and knowledge gained from the discussions.
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • Analyze and explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)
  • 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. Pose and respond to

            specific

            questions by making comments that contribute to the discussion and elaborate on the remarks of others.

  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Evaluate context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Integrate concrete words and phrases and sensory details to convey experiences and events precisely.
  • Compose written pieces routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  • Develop the topic, with facts, definitions, concrete details, quotations, or other information and examples from  

            the text.

  • Identify simple and compound sentences.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Explain the function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in particular sentences.
  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  • Compose opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Produce and 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.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Quizlet

Spelling City

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

      North Carolina-5th Gr. ELA Unpacking the Standards

      PARCC Evidence Tables

      Point of View Video

      Main Idea Practice

      Inference Practice

      Read Aloud Strategy

      Circle Plot Diagram

Fluency Packet

Writing/Language

      Brainstorm before Writing

      Conferencing Video

      Writing Narratives

      Narrative Lessons

      Compare/Contrast Map

      Essay Map

      Implementing the Writing Process

      Mini Lessons

      Writing Samples

      Spelling practice

      Various ELA Practices

      Word Relationships

      Grammar Practice

      More Grammar Practice

      Flocabulary

Context Clues

Speaking & Listening

      Notes for Discussions Video

      Text Talk Time

      Literature Circles

      Speaking and Listening Rubric

      In Character Presentation

      Crafting a Persuasive Speech

New Report

Critical Thinking

      Current Event Articles

      Smithsonian TweenTribune

      Newsela

      Critical Thinking

      HandbookCritical Thinking

      Lessons in Literacy

      Whole Brain Teaching Video

Critical Thinking Lesson Plans

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented.

SL.5.1. 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. A. Explicitly draw on previously read text or material 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.

RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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.

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.)

SL.5.4. 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.

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.

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.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.6. With some guidance and support from adults and peers, 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.

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.

RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a 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]”).

RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing 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).

RI.5.3. 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.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, 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.

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.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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.

L.5.4. 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. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the 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 keywords and phrases

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word 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.

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.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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.5.9 Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably

RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding 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.

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. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT