5th Grade ELA Units (Stage 1)
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Content Area: LA Integrated Unit
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Unit 1: One Land Many Trails
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Grade Level: 5
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Stage 1 - Desired Results
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Transfer
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Students will be able to independently use their learning to...
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• Combine knowledge from fiction and nonfiction texts to better understand the challenges people faced when moving west.
• Convey personal feelings through writing.
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Meaning
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Enduring Understandings:Essential Questions:
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Students will understand that...Students will keep considering...
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• Reading literature can provide historical facts to increase ones understanding of a time period
• Good writers use a variety of strategies that enables them to vary form and style in order to write for different purposes, audiences, and contexts.
• Using reading strategies increases student comprehension

• How does literature convey the challenges and obstacles the people had to overcome while moving west?
• How do writers develop a well written product?
• How could using reading strategies help you comprehend text?

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Acquisition
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Students will know...Students will be able to...
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Literature:
• Accurate inferences use text evidence and background knowledge
• Elements of a literary summary include main characters, setting, plot, events, problem, solution, and climax.
• Context clues can be used to determine word meaning
• A relevant prediction is a combination of background knowledge and story clues.
• A good reader uses the following strategies: predict, infer, summarize, question, evaluate, monitor, and clarify.

Informational:
• Accurate inferences use text evidence and background knowledge
• Elements of an informational summary include topic, main ideas and supporting details
• Context clues can be used to determine word meaning
• How relevant text evidence supports one’s point of view
• Informational text features include pictures, captions, glossary, headings, subheadings, index, maps and table of contents

Foundational:
• The meaning of the 5th grade root words and affixes as written in LA binder to determine word meaning
• A fluent reader reads with accuracy, appropriate rate, and expression
• A fluent reader self-corrects and re-reads if necessary
• The definition of fluency

Writing:
• An opinion piece is organized using a topic, an opinion, support (facts and details), logical structure, and a conclusion
• A narrative piece is organized using characters, events, descriptions/sensory details, transitional words, and a conclusion
• Proofreading marks for capitalization, spelling and punctuation are used during the editing process
• Revising means making improvements to writing based on feedback
• The difference between relevant and irrelevant sources

Speaking and Listening
• Appropriate audience and speaker roles in discussions or presentations
• Structured note-taking to record information presented, in order to summarize
• An effective presentation includes, eye contact, appropriate speaking volume and rate, and expression
• An audience member gives eye contact, participates when appropriate, and stays seated
• Multimedia components should be used to enhance a presentation

Language
• The use of prepositions and interjections
• The function of a comma
• The correct spelling for fifth grade high-frequency words
• Reference materials can be used to determine the meaning and pronunciation of words
• The definition of synonym and antonym

Literature:
• Quoting accurately from a text when making inferences and interpretations
• Summarizing the text
• Explaining how characters respond to challenges by summarizing the text.
• Determining the meaning of words and phrases as they are used in a text including figurative language.
• Describing how a narrator’s point of view influences how events are described
• Analyzing how visual elements contribute to the text
• Using reading strategies to read and comprehend literature and informational text

Informational:
• Quoting accurately from a text when making inferences and interpretations
• Determining two or more main ideas and explaining how they are supported by details in a summary
• Explaining the interactions between two or more individuals based on information in the text
• Determining the meaning of grade level vocabulary in content
• Analyzing multiple accounts of the same event or topic focusing on point of view
• Locating information from multiple sources to answer a question or solve a problem
• Explaining how an author uses reasons and evidence to support a point
• Using reading strategies to read and comprehend literature and informational text

Foundational:
• Applying phonics and word analysis to decode words by using letter sound correspondence, syllabication patterns, roots, and affixes
• Reading with accuracy and fluency to comprehend


Writing:
• Writing an opinion piece using information as support (WW poster and writing)
• Writing narratives to develop real or imagined experiences or events
• Producing organized writing that is coherent for task, purpose and audience
• Revising and editing a piece of writing with support from peers and adults
• Using technology when writing
• Typing a one page document in a single sitting
• Using multiple resources to conduct research
• Drawing evidence from literary or informational texts for support
• Writing over an extended time and in a single sitting

Speaking and Listening
• Engaging in discussions in a multitude of settings
• Summarizing written, oral or visual information noting the support provided
• Giving a clear and organized oral presentation using multimedia components when appropriate






Language
• Demonstrating appropriate grammar and usage when writing or speaking
• Demonstrating appropriate conventions when writing (capitalization, punctuation, and spelling)
• Determining or clarifying the meaning of unknown and multiple- meaning words and phrases
• Using grade-appropriate general academic and domain-specific words and phrases

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Unit 3
Unit 4
Unit 5