5th ELA Unit 1: Perseverance

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1	Unit Name: Perseverance							Unit pacing: August 4- Oct. 3
2	Unit Overview and Enduring Understandings	In this unit, students will delve into the world of folk literature, exploring the differences and similarities between fairytales, folktales, and talltales. They will analyze the themes, characters, and cultural contexts of these stories, developing critical thinking skills and a deeper understanding of the literary devices used in these tales.
3	Essential Questions	1. What can you do to get information you need? 2. When has a plan helped you accomplish a task? 3. How can learning about nature be useful? 4. What kinds of stories do we tell? Why do we tell them?
4	Content Domain	Essential Standards	Supporting Standards	Concepts/Skills	Models/Strategies	Vocabulary	District Aligned Resources	Evidence of Mastery	Assessments
5	Foundational Skills		5.RF.4: Read with sufficient accuracy and fluency to support comprehension. 5.RF.4a: Read grade-level text with purpose and understanding.	5th Concepts and Skills	Models/ Strategies : 5th - Reading Strategies and Models Practice fluent silent and oral reading. Read in phrases, not word-by-word (chunking text meaningfully). Example of Purposeful reading: Before reading a science article, ask: “What do I want to learn from this?” After reading: “Did I understand the key points about the topic?” Use fix-up strategies (e.g., rephrase, use context clues, chunk text). Answer questions about what was just read. Retell or summarize key ideas after reading.	Getting Started substantial scarcely fresh bridle chaise dreadful fancying mash cryptic manuscript distortions facets flailing dared fragments spurted plunged scalded fruitless heartily Lesson 1 waterwheel weary boasted afford marvelous contraption buzzing incandescent cylinder patents chanced fumed rmmaged reluctantly slate nerves quivering instinct glumly association commotion privacy Lesson 2 vaulted relays rescue worker athletics tuition campus toll hardship proclaimed clear dainty segregration anonymous Lesson 3 onboard glitches descending ventures rendezvoused fatigue resounding esteemed thrusters capsule awry magnitude Lesson 4 symptons quarantine serum freight mushers wade twilight eerie plight epidemic treacherous perished Lesson 5 skittered rasping pointed segment wincing glancing regostered tendrils painstaking quantity tensed flue Lesson 6 interior banked weathered swarmed dusk handle intervals regulate freshwater dormant leathery convulse	Lesson1: Journey to the Center of the Earth: by Frederick Amadeus Malleson (Pg 2) The Marble Camp by Gary Soto (Pg 18) Lesson 2: Queen of the Track: Alice Coachman, Olympic High-Jump Champion by Heather Lang (Pg 32) Mother to Son by Langston Hughes (Pg 42) Lesson 3: One Small Step by Vidas Barzdukas (Pg 48) Lesson 4: The Great Serum Race: Blazing the Iditarod Trail by Debbie S. Miller (Pg 66) Stopping by Woods on a Snowy Evening by Robert Frost (Pg 80) Lesson 5: Hatchet, Part 1 excerpted from a larger work by Gary Paulsen (Pg 86) Lesson 6: Hatchet, Part 2 excerpted from a larger work by Gary Paulsen (Pg 104)	See: Performance Level Descriptors Students should read a grade level passage at 139+ wpm or more with 96% accuracy. ORF GOALS: Core Support / Negligible Risk: 139+wpm 96% accuracy Core Support / Minimal Risk: 103-138 wpm 96% accuracy Strategic Support: 81-102 wpm 91-95% accuracy Intensive Support: 0-80 wpm 0-90% accuracy	Every two weeks students will complete a verbal reading assessment with 2 comphrehension questions.
6		5.RL.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.2: Determine the theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker ina poem reflects upon a topic, and a summary of the text. 5.RL.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific detials in the text.	5.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.RL.5: Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. 5.RL.6: Describe how a narrator's or speaker's point of view influences how events are described. 5.RL.7: Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem.) 5.RL.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. 5.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5. 5.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.					Students will read grade level passages and answer comprehension questions on Galileo. Mastery: 80-100% Approaching: 60- 79% Developing: 40- 59% Emerging: 0- 39%	Week two (or the halfway point of the unit) Galileo quiz on summarizing and drawing information from the text. Week four (end of unit) Galileo End of Unit test on summarizing text, determining theme, and referring to the text, and identifying figurative language.
7	Writing	5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 5.W.4: Produce clear and coherent writing in which the development and organization to taks, purpose, and audience. 5.L.1: Demonstrate command of the conentions of Standard English grammar and usage when writing or speaking. 5.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation,and spelling when writing.	5.W.1.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. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 5.W.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 in order to complete a writing task. 5.SL.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. 5.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.		Opinion Writing Strategies - 5th - Opinion Writing Strategies			AASA 3-5 Opinion Writing Rubric	In week two (or the halfway point of the unit) students will produce a 5 sentence paragraph using the correct Standards of English Conventions and 1 example of figurative language that they can identify. By the end of the unit, students will produce a writing piece with 3 or more paragraphs. The students will write using correct Standards of English Conventions and at least 3 examples of figurative language that they can identify.
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