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Unit 4: Week 3

Grade 5

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Lesson 1

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Build Knowledge

Pages 284, 285

Remind students of the Essential Question for Unit 4: What does it mean to be free? Point out the Week 3 Question: What can governments do to protect our freedoms?
Direct students’ attention to the word puzzle graphic organizer on pp. 284–285 in the Student Interactive. Explain that the class is using the cryptograms for entertainment, but years ago, the word puzzles were also used to encrypt military strategies and secrets by the government.
Use the following questions to guide discussion:
How might cryptograms help people transmit secret information?
What does it mean for someone to have “rights?”
Why do you think people are sometimes concerned for their rights and freedoms?
Have students freewrite to answer the Quick Write question on p. 285 and then share their responses.
Reread the Week 3 question: What can governments do to protect our freedoms? Tell students they just completed cryptograms that give details about our Constitution. Explain that they will read more about problems in early America and the Constitution this week.

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Listening Comprehension

Freedom of Speech at School
Main Idea
Details
Analysis

Tell students you are going to read aloud an informational text titled “Freedom of Speech at School.” Explain that students should listen actively, paying careful attention to the structure of the text as you read. Prompt them to ask questions to clarify information and follow agreed-upon discussion rules.
READ-ALOUD ROUTINE
Purpose Have students actively listen for elements of informational text.
READ the entire text aloud without stopping for Think Aloud callouts.
REREAD the text aloud, pausing to model Think Aloud Strategies related to the genre and text structure.
THINK ALOUD: Say: I notice that this informational text has paragraphs broken into sections. Each section has a boldface heading. These text features help me understand what each paragraph is about.
THINK ALOUD: Say: I also notice that this informational text has words in italics. This style helps me know which words to emphasize as I practice fluency.
Use a graphic organizer to help students discuss main ideas, details, and an analysis of “Freedom of Speech at School.”

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Informational Text

Pages 286, 287

Say: An informational text uses text structures to organize information clearly. It also includes technical vocabulary and text features, such as
a list of the contents and titles for chapters or sections.
drawings, photographs, diagrams, or symbols.
special type styles or fonts to show importance.
labels, captions, or explanations near photos.
Model determining that a text is informational and compare it to historical fiction.
Say: Informational text is based on factual information, and so is historical fiction. The diagrams, graphs, and vocabulary in informational text help me understand main ideas and details. Historical fiction can sometimes have these features too.
Compare informational texts with historical fiction texts students know. Remind students that a single topic can be addressed in multiple genres. Discuss text structures, signal words, and text features.
FLUENCY Explain that fluent reading means reading accurately, with expression, and at an appropriate rate. Accuracy involves reading texts correctly without adding or omitting words. Fluent readers use context to confirm their understanding, rereading as necessary. Have student pairs practice their oral reading fluency using paragraphs from an informational text. Support students as they self-monitor and improve their reading accuracy.
Have students work with a partner to complete the Turn and Talk activity on p. 286 of the Student Interactive.
Circulate to discover if students can distinguish informational text from historical fiction. Have students work with a partner to complete the fluency activity on p. 286 of the Student Interactive.

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Academic Vocabulary

Page 288

Tariq had only one limitation, or restriction. He had to be home by eleven.

Say: Using context clues within and beyond the sentence in which the word appears can help you understand it.
Context clues include
synonyms, which are words with similar meanings (“encounter, or meet”).
antonyms, which provide a contrast to the term (“although she is graceful, her partner is ungainly”).
examples of the new word.
definitions, in which the author gives the meaning of the new word.
Model the strategy using the first row of the chart on p. 288 in the Student Interactive.
Read the first sentence. Point out the word or, which often introduces synonyms.
Say: I think restriction is a synonym, but I’ll keep reading to make sure.
Read the second sentence.
Say: This describes a restriction. It confirms that limitation means restriction.
Ask what kind of context clue this is.
Have students apply this strategy to the next pair of sentences. Then discuss their responses.
Have students follow the same strategy as they complete the chart on p. 288 in the Student Interactive. Remind students that they will use these academic words throughout the unit.

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Word Study

Remind students that when a word part is added to a base word, root, or word stem, it changes the meaning of the base word, root, or word stem. Begin by sharing this basic information.
The word part sub- means “under, less, or near,” as in the word submarine.
The word part super- means “above, over, or beyond,” as in the word superhero.
Create a graphic organizer like the one shown on p. T147. Then work with students using these examples to populate the graphic organizer.
Say: A large part of a continent is less than the whole continent, so the first word must be subcontinent.
Write the word in the first column of the graphic organizer.
Say: In the next word meaning, I see the word beyond. That’s a clue that the word probably has the word part super- in it. If something can’t be explained by science or the laws of nature, then it may be supernatural.
Write the word in the organizer.
Say: In the third word meaning, the words on top of give me a clue that we’re looking for a word with the word part super- because it can mean “above.” Scanning the word bank, I see another word part that also occurs in the word meaning. A superstructure must be a structure built on top of something else.
Write the word superstructure in the first column of the graphic organizer.
Have student volunteers take turns reading aloud the remaining words in the word bank. Then, for each word, have students determine its meaning using their understanding of word parts and match the word to the correct definition. Have students use a print or digital dictionary to confirm their answers.

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Turn to page 289 in your Student Interactive.

Writing – Draft Organize an Introduction

Page 289

Say: When you start to read a story, how much do you read before you decide whether you want to keep reading or whether you will stop and read something else instead? What makes you want to keep reading?
Explain that well-written stories have an introduction that captures the reader’s interest.
Say: An engaging introduction
introduces and provides a few basic details about the characters, setting, and situation.
has a “hook” that makes the reader want to keep reading to find out what happens next.
Read aloud the introductions of two or three of your mentor texts. After each one, engage students in a discussion about how the author sets up the story in the introduction.
Ask questions such as the following to prompt discussion:
Ask: How does the writer start the introduction? What do you notice about the first sentence?
Ask: What does the introduction tell you about the characters?
Ask: What do you know about where and when this story takes place?
Ask: Would you want to read the rest of this story? Why or why not?
Direct students to p. 289 in the Student Interactive, and have them read the example. Discuss the parts of the introduction. Then have students transition to independent writing and develop a draft of their introductions for their stories. Have them use the chart to help them organize their ideas.
SHARE Invite a few volunteers to read the introduction to their science fiction story aloud. Discuss whether each introduction has an effective hook and how it could be improved.

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Spelling

1. If you are scuba diving, be ready to submerse yourself in deep water.

2. There is no substitute for being well prepared.

3. I understood her words at a subconscious level, though my brain was still processing them.

4. The house is in a small, tidy subdivision close to the city center.

5. Within the group of musicians is a subset of jazz fans.

6. An annoying supervisor made Dan’s job unbearable.

7. Your concerns about the car’s safety supersede my concerns about its color.

8. Ty’s musical skills are superior to mine.

9. At the end of its life, the star will become a supernova.

10. Luz cut her hair in imitation of her favorite pop superstar.

(Note: Move the orange boxes to cover each bold spelling word before you read aloud the words and sentences.)

Use the sentences from Lesson 5, p. T400, to assess students’ prior knowledge of word parts sub- and super-.

If you are scuba diving, be ready to submerse yourself in deep water.
There is no substitute for being well prepared.
I understood her words at a subconscious level, though my brain was still processing them.
The house is in a small, tidy subdivision close to the city center.
Within the group of musicians is a subset of jazz fans.
An annoying supervisor made Dan’s job unbearable.
Your concerns about the car’s safety supersede my concerns about its color.
Ty’s musical skills are superior to mine.
At the end of its life the star will become a supernova.
Luz cut her hair in imitation of her favorite pop superstar.

For students who understand that sub- means “below, under, near” and super- means “above, beyond, over,” include the following Challenge Words with the spelling list.

Challenge Words superfluous substantiate superimpose

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Language and Conventions

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Lesson 2

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Preview Vocabulary

convention

ratification

delegates

petition

violations

Page 290

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First Read Strategies

Page 290

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First Read – The Bill of Rights

Page 291

Turn to page 291 in your Student Interactive.

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First Read – The Bill of Rights

Pages 292, 293

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First Read – The Bill of Rights

Pages 294, 295

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First Read – The Bill of Rights

Pages 296, 297

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First Read – The Bill of Rights

Pages 298, 299

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First Read – The Bill of Rights

Pages 300, 301

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First Read – The Bill of Rights

Pages 302, 303

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First Read – The Bill of Rights

Pages 304, 305

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Check for Understanding

Turn to page 307 in your Student Interactive and complete the activity.

Page 307

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Develop Vocabulary

Page 306

Turn to page 306 in your Student Interactive and complete the activity.

Tell students that authors sometimes use words that give specific information about a topic. The vocabulary words convention, delegates, ratification, petition, and violations tell us about important concepts in The Bill of Rights.
Say: Remind yourself of the word’s meaning.
Say: Ask yourself what the author is trying to convey by using the word.
Model filling out the activity on p. 306 in the Student Interactive by identifying the main idea with students, and then using the word convention as a related word.
Say: I read in the text that citizens of the newly formed United States did not have enough freedoms or rights. Leaders wanted to preserve those freedoms and help people have more rights. This is the main idea.
Say: When I think about how the word convention relates to preserving freedom, I think about the leaders setting up a convention to talk about freedom and rights in the United States.
Have students respond using newly acquired vocabulary as they complete p. 306 of the Student Interactive. They should explain how each word relates to the main idea.

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Word Study

Page 308

Turn to page 308 in your Student Interactive and complete the activity.

Review the meanings of the word parts sub- and super-. Then, use The Bill of Rights on p. 304 of the Student Interactive to help students decode words with word parts sub- or super- using their knowledge of word parts. Tell students they will be identifying the meanings of words with these word parts.
Model for students how to read and determine the meaning of words with sub- or super-.
Say: In the starred list on page 304, the word subjected is used twice.
Write the word on the board and draw a line between the syllables: sub/ject.
Say: This word has the word part sub- and the root ject, which means “to throw.” Combining them produces subject—a word that can be a verb meaning “to throw under” or “to forcefully control.”
Have students work with a partner to use a print or digital resource to find additional words with the word parts sub- or super- that they can use in three new sentences about The Bill of Rights. Then, have volunteer pairs take turns reading aloud their sentences. Have other volunteers identify and determine the meaning of the word in each sentence that includes the word part sub- or super-.
Have partners use words from the Word Parts sub-, super- activity on p. 308 of the Student Interactive in sentences and take turns reading their sentences aloud.
Connect to Spelling: Tell students to listen as you read aloud the first sentence. Ask students to repeat the sentence and then write it. After students have completed their sentences, display the correctly written sentence on the board. Have students check their work and correct any errors. Repeat with the second sentence.
He had to read the movie’s subtitles to know what the actors were saying.
She was promoted to supervisor at the supermarket.
Practice encoding words with word parts sub- and super- by using instruction in Spelling, p. T388.

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Turn to page 309 in your Student Interactive and complete the activity.

Writing – Draft Organize a Sequence of Events

Page 309

Say: Most science fiction stories are organized in clear chronological order.
Say: Science fiction writers often
use transitions (e.g., first, second, before, after, finally) to clarify the order of events.
include flashbacks, or scenes that are set in a time before the main narrative. Flashbacks are usually clearly indicated with a transition (e.g., “two weeks ago”).
Read aloud a mentor text and then prompt students to help you make a timeline of events in the story. Ask: What happens first in the story? What happens next? What happens last?
Draw students’ attention to specific parts of the story that use transition words or phrases indicating the passage of time. Ask questions such as these: What words or phrases does the writer use to let you know that happens before? Why does the writer use the word (first) here?
Draw students’ attention to any flashbacks in the story, if applicable. Ask questions such as these: When did this event happen? How do you know? Why do you think the writer mentions this event from the past?
Direct students to p. 309 in the Student Interactive and have them complete the activity.
Then have students work independently, developing drafts that clearly show a logical sequence of events.
SHARE Ask a few students to respond to the following question: How did you make sure that the sequence of events in your story is organized and clear?

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Spelling

Page 310

sub

subatomic

super

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Language and Conventions

We left.

He waved.

though

because

when

while

before

after

and

but

so

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Lesson 3

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Close Read – Interpret Text Structure

Say: Authors use text structures, or organizational patterns, to organize events and guide readers through a text. The author’s purpose and, sometimes, the topic influence the structure an author chooses. Common text structures in historical texts include comparison and contrast, cause and effect, and chronology.
Say: Look for transition words such as but to show comparison and contrast, because to show cause and effect, and first to show chronology.
Say: Identify text features, such as headings and subheadings, in the text.
Say: Analyze why the author might choose one text structure over another.
Use the Close Read note on p. 292 of the Student Interactive to model how to interpret text structure.
Say: I notice text structures as I read. In the first paragraph, I read details about a newly formed United States government. To put it all together, the author chose a descriptive heading: “A New Government.”
Say: As I read, I will look for transition words and other clues that help me understand the organizational patterns used in the text. This will help me better understand the text.
Have pairs find another indicator of text structure on the following page. Then have them write how it helps them understand what they read.
Guide students to choose an informational text to compare with The Bill of Rights.
Remind students to use text features, such as headings, and transition words to help them determine the text structure.
As students compare the text structures, have them consider each author’s purpose for writing and how that purpose might have affected text structure.

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Turn to page 292 in your Student Interactive.