Reading Standards for Literature

Standard

Slide Link

RL.5.4

Slide 2

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Figurative Language: Similes, Metaphors, and Personification

Intended Grade: Five

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Materials:

Teacher: Prerequisite practice worksheets and videos, Google Classroom, Scratch account

Students: Prerequisite practice worksheets and videos, paper, pencils, Google Classroom, Scratch account, imaginations!

Learning Targets:

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• Students will identify similes and metaphors, and explain how they differentiate between the two types of figurative language.
• Students will identify examples of personification, and explain how human characteristics are represented by something that is nonhuman.
• Given examples of similes, metaphors, and personification, students will be able to identify or explain the literal meaning of the figurative language.
• Students will use Scratch to create visual examples of common similes and metaphors.
• Students will use Scratch to create visual examples of personification.

CS Standards:

Grade Span 3-5:

1B-AP-09: Create programs that use variables to store and modify data.

1B-AP-10:: Create programs that include sequences, events, loops, and conditionals.

1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

1B-15-15: Test and debug (identify and fix errors) a program or algorithm to ensure that it runs as intended.

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Core Standards:

Grade Five Literacy: 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.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Watch the video “Similes and Metaphors:” Award Winning Similes and Metaphors Video
2. Ask students to sketch a common simile without words; exchange with other students and identify the simile. Repeat the activity for metaphors.
3. Watch the video “Personification:” Award Winning Personification Video
4. Ask students to sketch an example of personification; exchange with other students and ask them to write a brief description of their interpretation of their partners’ examples.

EXPLORE:

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1. Play Kahoot Games: “Similes and Metaphors:” Kahoot: "Similes and Metaphors" and Kahoot: "Personification". Students should be encouraged to

explain responses.

• Scratch: Ask students to watch these tutorials: “Create a Story” and “Talking Tales.” Allow students to explore, encouraging them to apply the concepts demonstrated in the tutorials: Scratch

EXPLAIN:

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1. Give students these formative assessments:
1. Assessment 1: Identifying Similes and Metaphors
2. Assessment 2: Similes and Metaphors: Literal Meanings
3. Assessment 3: Personification
2. After students have completed the assessments, discuss the responses and clarify any misunderstandings. Make corrections as needed.
3. Explain that students will be integrating their Scratch coding skills with their understanding of figurative language.

ELABORATE/APPLY: Figurative Language Meets Scratch: Scratch

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1. Students will use Scratch to create three projects that illustrate one example of each:
1. Simile
2. Metaphor
3. Personification
2. Students will be encouraged to use dialogue features in their Scratch projects.

EVALUATE:

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1. Students will share and explain their projects with peers.
2. Students will complete a written response for these questions:
1. Give one example of each of these types of figurative language: simile, metaphor, and personification.
2. Explain the literal meaning of each example.
3. Answer this question: How does figurative language make literature more interesting for the reader?

Reading Standards for Speaking and Listening

Standard

Slide Link

SL.5.1

Slide 5

SL.5.5

Slide 8

SL.5.5

Slide 10

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Intended Grade: 5th Grade Materials: 8x8 Grid large size (classroom floor tiles), Copied 8x8 Grid, Computer

Learning Targets:

Students will be able to:

· Actively listen to the feedback and debug the program.

· Communicate when the code isn’t correct so that the person knows what needs debugging.

· Explain why it’s important to give very exact instructions.

· Give accurate instructions at a pace that the person can follow.

· Give a set of precise instructions that programs an object to move efficiently from one point to another.

· Identify where a bug has occurred and be able to correct the code to allow the object to move to the desired destination.

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CS Standard: 1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

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Core Standard:

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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.

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5.NF.1 Use equivalent fractions as a strategy to add and subtract fractions.

5.G.1 Graph points on the coordinate plane to solve real-world and mathematical problems.

ENGAGE: Use Unplugged lesson Sending a Rocket to Mars from on CS Unplugged.

Link: https://csunplugged.org/en/topics/kidbots/unit-plan/sending-a-rocket-to-mars/

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CS Unplugged

CS Unplugged. (2020). Csunplugged.Org. https://csunplugged.org/en/

Begin by asking questions:

Why is it important to give very clear instructions?

Have you ever been given unclear instructions and ended up doing the wrong thing?

Why do you think computers need clear instructions?

Allow time for discussion.

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Ask for two volunteers and give yourself and them the roles of:

Role 1: The Developer (who writes the program) - The teacher will model this initially

Role 2: The Tester (who instructs the Bot and looks for bugs)

Role 3: The Bot (who runs the program)

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You need a large 8x8 grid, I plan to sure the floor tiles in my room.

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Explain the rules:

Teacher: "Our first goal is for the Bot to reach the ball. I’m going to be the programmer, but I’m going to need your help. We are programming the Bot, not just remote controlling it, because ALL the instructions are written before the Bot can follow those instructions. It’s our job to write down clear instructions for the Bot, who is going to be (say the person’s name). (Student's name) will be the Tester and is going to give the instructions to the Bot. The Tester will be on the lookout for bugs.

First of all we need to decide, what programming language are we are going to use for this? I’ve chosen arrows to represent move forward, turn left and turn right. (Draw these symbols on the whiteboard). Debugging is fun because you get a chance to change your program after it’s finished when you notice it’s not working how you thought it should.

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Work with the class to program the Bot to reach the ball.

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EXPLORE:

Give give each student a printed 8x8 grid. Have them write 2 fractions that add up to a whole and one other fraction, that doesn’t make a whole fraction with either of the 2 other fractions. Make sure they know the fractions cannot be next to each other. They want to make it tricky. Now have them partner up and exchange papers. They are now the programmer and need to create the code to get a whole fraction, using forward, turn left, turn right commands we used earlier. Once they have the code correct, have them hand the grids and code back to the owner for Testing. See if the code works, if not trade back and debug code.

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EXPLAIN:

Bring the class back together and discuss how the programming, testing and debugging went. What was hard? What was easy? What could we have changed to make it even better? Could you use different code to get to the same place?

ELABORATE/APPLY:

Plugged Activity: Assign Functions in Minecraft on code.org.

EVALUATE: Students will reflect on the lesson and include what they learned about coding and debugging. They should also include why it is important to have clear and precise instructions. I will also collect the grids and coding to evaluate student understanding.

Digital Citizenship

Intended Grade: Four or Five

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Materials:

Teacher: Code.org account, Code.org Lesson 13: Code.org Level 5, Lesson 6; Common Sense Passport: Multitasking - Cell Phones; SMART Board; Google Slides; Google Docs

Students: Code.org Level 5, Lesson 6 handout "The Power of Words"; Lesson 6 Quiz: Level 5, Lesson 6 Quiz Link, pencils; paper; note cards; Google Slides; Google Docs

Learning Targets:

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• Students will demonstrate understanding of appropriate digital communication.
• Students will demonstrate understanding of appropriate use of cell phones, and develop proposed school policies for cell phone use.
• Students will create a persuasive presentation using Google Slides.

CS Standards:

Grade Span 3-5:

1B-NI-05: Discuss real-world cybersecurity problems and how personal information can be protected.

1B-IC-19: Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

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Core Standards:

Grade Five Literacy: 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.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Provide each student with a notecard, and direct students to draw a “Pros” and “Cons” t-chart on their cards.
2. Introduce the idea of updating the school’s cell phone policy.
3. Direct students to write the “Pros” and “Cons” of cell phone usage at school.
4. On a large t-chart or shared Google doc, record all students’ ideas.
5. Complete the “Warm Up” section of Code.org Level 5, Lesson 6.

EXPLORE:

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1. Follow the lesson plan for “Watch” from Code.org Level 5, Lesson 6.
2. Follow the lesson plan for “Investigate” and “Wrap Up” from Code.org Level 5, Lesson 6.

EXPLAIN:

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1. Ask students to discuss the connection between the Code.org Digital Citizenship lesson and their thoughts about a school cell phone policy.
2. Explain that if students would like the policy to allow for cell phone usage in school, it is important for them to demonstrate understanding of the responsibilities that go with having and using a cell phone in school.
3. Explain to students that they will have the opportunity to provide input into the development of a new cell phone policy for our school, and that the policy must be approved as a student handbook revision by the Board of Directors.

ELABORATE/APPLY: Digital Citizenship Meets Google Slides

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1. Prerequisite: Students will have had some time to explore Google Slides prior to this lesson.
2. Each student will work collaboratively to create a slideshow presentation that illustrates an evidence based proposal for an updated school cell phone policy:
1. Students will work in pairs.
2. Slideshows will include proposed policy and evidence of understanding of digital citizenship associated with cell phone use.
3. Students will cite sources of information for their presentations.

EVALUATE:

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1. Students will share and explain their slide projects with peers.
2. Students will also share their slide projects with the principal and the Teacher Leadership Team.
3. Students will complete the Code.org Internet Assessment for Level 5, Lesson 6: Level 5, Lesson 6 Quiz Link

Computer Networking and the Internet

Intended Grade: Four or Five

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Materials:

Teacher: Code.org account, Code.org Lesson 13: Code.org Level 5, Lesson 13, SMART Board, Google Slides

Students: Prerequisite textbook: Hello Ruby: Expedition to the Internet by Linda Liukas, pencils, Chromebooks, Google Slides, Code.org Lesson 13 handouts:

IP Address Cards, The Internet Assessment, Thinkspot Journal

Learning Targets:

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• Students will learn about the complexity of sending messages through the Internet.
• Students will translate URLs into IP addresses.
• Students will create a Google slide for a class slide deck to show what they have learned.

CS Standards:

Grade Span 3-5:

1B-NI-04: Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

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Core Standards:

Grade Five Literacy: 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.

Grade Span 3-5 21st Century Employability Skill 21.3-5.ES.5: Demonstrate productivity and accountability by producing quality work.

ENGAGE:

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1. Follow the lesson plan for the “Warm Up” section of Code.org Level 5, Lesson 13: Code.org Level 5, Lesson 13
2. Students may share their favorite websites, if time permits.
3. Watch the video: Unplugged: The Internet

EXPLORE:

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1. Complete the “Main Activity” from Code.org Level 5, Lesson 13: Code.org Level 5, Lesson 13
2. Students will also be given time to explore Google Slides; this may occur as a prerequisite lesson.
3. Students will need copies of this handout: IP Address Cards

EXPLAIN:

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1. Complete the “Wrap Up” section of Code.org Level 5, Lesson 13: Code.org Level 5, Lesson 13
2. Allow students time complete their journal entries, and also to share their responses.
3. Students will need copies of their Thinkspot Journals: Thinkspot Journal

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ELABORATE/APPLY: Computer Networking and the Internet Meets Google Slides

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1. Prerequisite: Students will have had some time to explore Google Slides prior to this lesson.
2. Each student will create a slide that represents their understanding of sending messages through the Internet:
1. The slide will be added to a common slide deck created and shared by the teacher.
2. The terms IP Address, URL (Universal Resource Locator), and DNS (Domain Name Service) should be defined and shown in the slide.
3. Students will present and explain their slides to the class.

EVALUATE:

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1. Students will share and explain their slide projects with peers.
2. Students will complete the Code.org Internet Assessment for Level 5, Lesson 13: The Internet Assessment

Reading Standards for Informational Text

Standard

Slide Link

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Reading Standards for Foundational Skills

Standard

Slide Link

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Language Standards

Standard

Slide Link

L.5.5a

Slide 15

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Intended Grade: 5th Grade Materials: Computer Science Journal, colored pencils, markers, scissors, Chromebooks

Learning Targets:

Students will be able to:

· Understand the basics of how the internet works and how data is transferred from one place to another on the internet..

· Identify the basic part of the internet such as .

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CS Standard: 1B-NI-04 Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

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Core Standard: L.5.5A Interpret figurative language, including similes and metaphors, in context.

ENGAGE:

Begin by asking questions:

Why is it important to give very clear instructions?

Have you ever been given unclear instructions and ended up doing the wrong thing?

Why do you think computers need clear instructions?

Allow time for discussion.

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Watch video → What is the Internet?

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Discuss video.

EXPLORE: So how does the internet work? Have the students partner up and use their Chromebooks to answer this question. Give them about 5-10 minutes to work with their partner and come up with a quick sketchnote for what they learned. Group share their learning. Watch the video → The Internet: Wires, Cables and WiFi

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Have students work with their partners to revise or add to their sketchnotes.

EXPLAIN: Bring the class back together and discuss their learning. Have a few student explain their sketchnotes to the class. How could they make their better? What suggestions could they make to other groups? What was hard? What was easy? Was their sketchnote perfect the first time? What did they have changed to make it even better?

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ELABORATE/APPLY: Have students individually create a new sketchnote. They should include a metaphor for the internet in the sketchnote to tie the whole project back to the internet. (ie The Cloud, Internet Super Highway) They can use paper, colored pencils and/or markers, or they can use an online tool such as, Google Docs, Google Slides, Canva or Google Drawing for their sketchnote. Once they have their drawing complete have them use the metaphor for the internet as their title.

EVALUATE: .Students will reflect on the lesson and include what they learned about the internet in their journals. Their sketchnote project will also be graded on the attached rubric. https://drive.google.com/file/d/1K_ScVk1IdahqbAl_TgOiJAm0R30BkwZ1/view?usp=sharing

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Writing Standards

Standard

Slide Link

W.5.3

Slide 18

W.5.6

Slide 20

W.5.6

Slide 22

W.5.10

Slide 24

Intended Grade: 5th

Materials: Scratch, headphones with microphones

Lesson: Dialogue

Learning Targets:

Students will create a program with a sequence.

Students will create a program with an event.

Students will understand the importance of sequencing.

Students will use looks blocks, like “say” to construct a dialogue between two characters (sprites) in Scratch.

Students will use wait blocks to construct a dialogue between two characters (sprites) in Scratch

CS Standard:

1B-AP-10 Create programs that include sequences, events, loops, and conditionals.

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Core Standard:

ELA W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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ENGAGE:

• Teacher: What one character says and how another character responds can tell your audience a lot about the characters and move the action or plot of your story forward.
• After reading a chapter in a story review the characters in the story including their traits, motivations, or feelings.
• Think-Pair-Share: Brainstorm ideas for a new character or new conversation based on the book.

EXPLORE:

Ask students to watch the two videos of Dialogue g.co/csfirst/dialogue. ~15 minutes to watch and play

EXPLAIN:

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• Review the ELA concept: Dialogue - a conversation between two characters. What one character says and how another character responds can tell your audience a lot about the characters and move the action or plot of your story forward.
• Invite students to share/model new blocks they learned.

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ELABORATE/APPLY:

• Students will create a story with at least 2 characters, a background, and at least 4 exchanges.
• Optional: have students pre-write the dialog.

EVALUATE:

1. Students share their projects in Scratch.
2. Pair students and ask them to review their partner’s project. Answer the following questions in writing.
1. What are the characters talking about?
2. Are they arguing? Are they planning to do something or telling a story?
3. What can you tell about these characters by their conversation (traits, motivations, feelings)?
3. Students may volunteer to share their project.

Intended Grade: 5th Grade Materials: Chromebook and Computer Science Journal

Learning Targets:

Students will be able to:

· Understand how technologies have changed the world

· Identify different technologies that have influenced our culture and changed the way we perceive our world .

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CS Standard: 1B-IC-18 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

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Core Standard: W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

ENGAGE:

Begin by asking questions:

What is technology? Can you list some examples?

How does technology change over time?

How has technology changed your lives?

Allow time for discussion.

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Have student take out their Computer Science journal and list as many different gadgets they would classify as technology. Set a timer for 2 minutes. When time is up, allow students to share some of their items. Why is this item technology? What does it do? How does it do it? Why do we need/want it? Who has one or wants one?

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Watch video → A Briefer History of Time: How technology changes us in unexpected ways.

Discuss video.

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EXPLORE:

Have student take out their Computer Science journal and list as many different gadgets they would classify as technology. Set a timer for 2 minutes. When time is up, allow students to share some of their items. Why is this item technology? What does it do? How does it do it? Why do we need/want it? Who has one or wants one?

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Discuss their thinking.

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EXPLAIN:

Watch video → A Briefer History of Time: How technology changes us in unexpected ways.

Discuss video.

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Explain to class that as new technology is created it changes the way we behave, react, work, and play. Technology is all around us and is always changing. So, they need to be prepared for the future.

ELABORATE/APPLY: Create and share a Google jamboard with the class. The jam should have 3 pages with one word on each page representing 3 different technological devices. (Phone, Computer, Car, ect) Have students add images and sticky notes to the jam pages.

They should include information about this technology such as when it was invented, how it changed lives, why it is important, and any statistics that help with the understanding of this technology. Students should include at least on image and 2 sticky notes each, and not duplicate information.

EVALUATE: In their Computer Science journals students will write about technology and how it has changed and will continue to change. This should give them the opportunity to reflect on the impact technology has had on their lives.

Intended Grade: 5th Grade Materials: Computer or Chromebook

Learning Targets:

Students will be able to:

· Actively listen to the feedback and debug a program.

· Understand when the code isn’t correct so that the student knows what needs debugging.

· Identify where a bug has occurred and be able to correct the code to achieve the desired effect.

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CS Standard: 1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

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Core Standard: W.5.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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ENGAGE:

Begin by asking questions to get students thinking:

1. Has anyone ever seen a movie about book? Can you name a few?
2. How/why do you think people create movies about books?
3. Can you think of one of your stories you would like to see made into a movie or animated?

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Watch video: https://scratch.mit.edu/projects/66182634/ a student animated story

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EXPLORE: Have students login to scratch and watch the tutorial on Creating a Story https://scratch.mit.edu/projects/415219419/editor. Allow students to create a short story and experiment collaboratively. Give students time to try new things and share what they learn. Share big ideas and/or discoveries with class. Share and discuss some of their code.( How and why it works) Discuss what was fun, what was easy, what was hard. Did it work perfectly the first time? What did they do to fix it?

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EXPLAIN: Bring the class back together and discuss how the programming, testing and debugging went. What was hard? What was easy? Did it work perfectly the first time? What could we have changed to make it even better? Could you use different code to get to the same place?

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ELABORATE/APPLY: Have students select one of their narrative writings with dialog to animate using Scratch. Encourage them to try new things and actively collaborate with their peers. Remind them that when trying new things they may need to spend extra time debugging to get their desired effect.

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EVALUATE: Students will reflect on the lesson and include what they learned about coding and debugging in their journals. They will also be graded on the attached rubric. https://drive.google.com/file/d/1HqYi79i8nxGWf_x5krEpRjcbUiPwBwt9/view?usp=sharing

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Intended Grade: 5th Grade Materials: Computer Science Writing Journals

Learning Targets: Students will know the importance of using strong passwords. Student will complete an activity and create a line-plot graph to help them understand how to create strong passwords.

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CS Standard: 1B-NI-05 Discuss real-world cybersecurity problems and how personal information can be protected.

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

ENGAGE: Begin by writing the word Password in large letters on the board. Engage students prior knowledge by having them jot down in their journals everything they think they know about passwords. Allow them a few minutes to get their thoughts down. Then begin discussion by asking questions:

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1. What is a password?
2. Why do we need them?
3. What makes a good password? What makes a bad password?
4. Who should I share my password with?

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Lead the initial discussion but allow students to add their comments and ask questions.

EXPLORE: [Have the students break off in pairs. They each need to pick a password which is a single digit (0-9) and write it in their journal. Then students will take turns trying to guess the partners password, and keeping track of how many guesses it takes. When both students are done they will add their guess total to the line-plot graph in the front of the room. This visual representation should be quite evident.

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EXPLAIN: When the entire class is done discuss what they see on the line plot. Discuss password length and complexity.

Watch the video → https://www.youtube.com/watch?v=IhlXtBNNuKs

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Discuss video and what they learned.

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ELABORATE/APPLY: Have students come up with a 8-12 character password that they think they would be able to remember and is still cyber safe. Have them write this in their journals and explain why they think this would be a good password.

EVALUATE: Students will journal what they learned about strong complex passwords why they are important.