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FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Course Title: English Language Arts
Grade: 5
Board of Education Adoption Date: April 25, 2016
ii
Freehold Borough Board of Education
Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President
Mr. Paul Ceppi
Mr. Paul Jensen
Mrs. Annette Jordan
Mr. James Keelan
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent
Joseph Howe, School Business Administrator
Cheryl Romano, Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Director of Technology & Assessment
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
William Smith, Principal – Freehold Learning Center
Curriculum Committee
Nancy Maresca
Jennifer Michal
Joshua A. Goldberg
iii
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as
knowledgeable, skillful, and confident learners who flourish and contribute willingly in a
changing world.
Core Beliefs
We believe that:
● All people have inherent worth.
● Life-long learning is basic to the survival and advancement of society.
● The primary influence on the individual's development is the family in all its forms.
● Valuing diversity is essential to individual growth and the advancement of society.
● All individuals have strengths and human potential has no known limits.
● Democracy thrives when individuals accept responsibility for their choices.
● Being trustworthy builds trust.
● Creativity and imagination are essential for society to flourish.
● A safe environment is essential for the well-being of the individual and for society to
flourish
iv
Freehold Borough School District
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values.
Believing that our students deserve the best education, our curriculum is aligned to the most
current New Jersey Core Curriculum Content Standards and current statewide assessments. Our
scope and sequence is vertically and horizontally aligned. The progression of objectives
embraces decades of rigorous research, conducted both independently and at the university level,
and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and
spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common
expectations that are rigorous and student centered, and teachers, who are most proximal to the
children, will use this document as an instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum
document, our staff will continuously collaborate on this living document. We will develop
purposeful and effective formative and summative assessments which measure growth of our
curriculum and inform our instruction. Finally, we will continuously seek to grow professionally
through professional development, which is aligned to statewide regulations, but specifically
geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
● Teachers will employ lessons that are aligned to our curriculum and framed utilizing
current research-based methods and techniques that focus on student achievement
● Our lessons will be structured according to statewide and district standards and our
teachers will have flexibility to ensure that lessons meet the needs of all learners
● Units and lessons will be differentiated
● Curriculum is be student focused on success and balances developmental theory and
psychometric standards
● Democratically developed benchmarks and assessments will be utilized to gauge student
and curricular growth. Assessment will be multidimensional and developed according to
student need.
v
Table of Contents
Unit/Section Page
Educational Outcomes 1
Core Materials 2
Pacing Guide 4
Unit Launch 5
Unit 1: Realistic Fiction/Narrative Writing 22
Unit 2: Mystery and Adventure/Opinion 34
Unit 3: Myths, Legends, Folktales,
Fables/Narrative Writing
46
Unit 4: Historical Fiction/Informational and
Explanatory
58
Unit 5: Autobiography and Biography/
Informational and Explanatory
70
1
Educational Outcome Goals/Course Overview
The students in the Freehold Borough Public Schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension and
critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and demonstrate
safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting
information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)
and the Common Core State Standards (CCSS).
Develop the ability to understand their world and to have an appreciation for the heritage of
America with a high degree of literacy in civics, history, economics and geography.
Develop a respect for different cultures and demonstrate trustworthiness, responsibility,
fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural aspects
and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication, with a
focus on character development.
Understand and practice the skills of family living, health, wellness and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of society.
Develop the ability to be creative, inventive decision-makers with skills in communicating
ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills, which are
significant to many aspects of life and work.
2
Core Materials
Supplemental workbook used for all units.
Reader’s and Writer’s Notebook (Reading Street)
www.superteacherworksheets.com subscription
Unit Launch
Texts:
● Use of class novels
Unit 1:
Texts:
● Island of the Blue Dolphins
● Red Kayak
● Sweet Music in Harlem
Unit 2:
Texts:
● The Mystery of St. Matthew Island
● Talk with an Astronaut
● Journey to the Center of the Earth
● The Hindenburg
● The Mystery of the Hindenburg
Unit 3:
Texts:
● The Midnight Ride of Paul Revere
● The Ch’i-lin Purse
● King Midas and the Golden Touch
3
Unit 4:
Texts:
● Ghost Towns of American West
● The Hindenburg
● The Unsinkable Wreck of the R.M.S. Titanic
● A Job for Michelangelo
Unit 5:
Texts:
● The Gymnast
● The Animals in My Life
● Books and Adventure
● Anne Frank’s Diary
4
Pacing Guide
Unit Anticipated Timeframe
Unit Launch 10 Days
Unit 1: Realistic Fiction/Narrative Writing 34 Days
Unit 2: Mystery and Adventure/Opinion 34 Days
Unit 3: Myths, Legends, Folktales,
Fables/Narrative Writing
34 Days
Unit 4: Historical Fiction/Informational and
Explanatory
34 Days
Unit 5: Autobiography/Informational and
Explanatory
34 Days
5
Unit Plan Title Unit Launch – Launching Reading and Writing Workshop
Suggested Time Frame 10 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
This month, we lay the foundation of the reading and writing workshop. We teach our students the routines and rituals of the workshop
and we help them set goals for a successful year. We use this launching unit to create a strong community of learners.
Through informal surveys and individualized conferences, formal assessments and on-demand writing pieces we begin to assess the needs
of our students and begin formulating plans for instruction.
Our classroom libraries are set up with engaging books at appropriate levels for all students in the class. In this beginning unit, we teach
students to choose appropriate books so that reading is joyful, and then teach them reading strategies that will help them become more
powerful and independent readers.
The Writer’s Workshop invites us to enter the Writerly Life with our students. When we participate and demonstrate our commitment to
writing as a form of self-expression, we can inspire them to struggle through the process with us and feel proud of their final works. We
kick off the year with personal narratives because students are able to write best from what they already know – themselves.
This unit is intended to last six weeks. By the end of this unit, students will be ready to delve deeper into different reading and writing
genres with more agency and independence.
6
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.1 Quote accurately from a text when explaining the text says explicitly and when drawing inferences from the text.
RL.5.3Compare 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, well chosen details, and well-
structured event sequences.
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, texts, and issues, building on others’ ideas and expressing their own clearly.
Enduring Understandings:
● In this beginning unit, we teach students to choose appropriate
books so that reading is joyful, and then teach them reading
strategies that will help them become more powerful and
independent readers.
● Writers will participate and demonstrate in their commitment to
writing as a form of self-expression, teachers can inspire them to
struggle through the process with them and feel proud of their
final works.
Essential Questions:
● What are some strategies I can use to make sense of
what I'm reading?
● How can I make reading a big part of my life?
● How can I set and achieve reading goals?
● What can I do to make my writing more readable?
● How can I be a good reading and writing in all areas of
my life?
● How can my own experiences help me to create
engaging personal narratives?
7
Knowledge:
Students will know…
● Compose a personal narrative
● Identify their role in reader’s and writer’s workshop
● Identify textual evidence is to back up thoughts and ideas about
text
Skills:
Students will be able to…
● Effectively compose a personal narrative using
descriptive details and a well structured sequence of
events.
● Participate and clearly express my thoughts, as well as
build upon other’s ideas in collaborative book and
writing discussions
● Make inferences about a literary text and provide text
evidence to support my ideas.
● Determine how stories unfold from beginning to end
and recognize that characters change throughout the
story.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T, A CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions.
8
Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership and effective management.
Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation E CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
Student Resources
Primary Source
Readings
Reading Street Short Stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
On Demand Writing Prompt
Reading Survey
Writing Survey
9
Reading Record
Reading Log (optional)
**Teachers will need to choose at least three picture books to use for mentor texts. We suggest picture books because of their shortness
and easy to comprehend story; this in turn make it easier for students to grasp the reading skills being taught.
Supplemental Workbooks:
Websites:
Worksheets:
● Reader’s Survey
● Writer’s Survey
● Conference Sheet
Videos:
Stage 2 – Assessment Evidence
Performance Task(s):
Pre-Write
Personal Narrative writing piece
Reading Notebook
Other Evidence:
Pre-Assessments, Formative Assessments, Summative Assessments
Teacher’s College Reading Assessment (Based on Fountas and Pinnell)
On Demand Writing Prompt
10
Writing Notebook
Conferences
Teacher Observations
Narrative Rubric
Writing Process
Teacher Observations
Independent Reading & Writing
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
Read Aloud
Partner Reading
Turn and Talk
Stop and Jot
Reading Log
Free-Writing
Think-Aloud
11
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Standards
Next to
Each Day
Spelling
Program
Reading Workshop Writing Workshop
Day 1
SL 5.1
W 5.3
Objective: Readers will identify a text that
they are able to read independently with
support from the teacher.
● Introduction to classroom library
lending system.
● Mini-Lesson: Readers choose books
wisely using a variety of strategies to
ensure that they have a book they
can and will read.
● Introduction to Reading Log
Objective: Writers will independently
generate a heart map to brainstorm
things, people, and places nearest and
dearest to their hearts.
Collecting Ideas: Heart Map – Writers
think about the things and people and
places nearest and dearest to their
hearts.
Day 1
SL 5.1
W 5.3
Objective: Readers will define their role
within a read aloud through the use of stop
and jots and turn and talks.
● Introduction to Instructional Read
Aloud – Readers will understand the
role of the teacher and their own role
during the read aloud:
**Choose class novels used with past
Objective: Writers will independently
produce short narratives through the
use of photographs.
Collecting Ideas: Writing off of
photographs. Writers bring in pictures
of their lives and write about the
memories.
12
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Readers will think freely by using
open-ended stop and jot to record
their thoughts:
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
Day 2
RL 5.1
W5.3
Objective: Readers will read
independently recognizing and jotting
the main character, setting, and
conflict in their reading notebook.
● Introduction to Independent Reading
● Readers will understand their role in
independent reading
● Readers will jot the main character
and setting; conflict if possible
● Reading Survey/Timeline
Objective: Writers will independently
compose a narrative piece on an
account of a school memory.
On Demand Writing Assessment:
Write a narrative account of a school
memory. All students write from
prompt – 30 minutes.
Day 2
RL 5.2,3
Objective: Readers will independently
respond to their text in their notebook
using “I think, I wonder, I notice” and
share these with a partner.
Objective: Writers will with partners
analyze the word choice within their
essay to replace weak verbs with
stronger ones.
13
W 5.3d ● Mini-Lesson: Readers stop and jot
while independent reading so that
they can hold onto ideas and
thought as they read – so they can
share with a partner.
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Share their thoughts on their book
Drafting – How do I breathe life into
my writing? Students pay attention to
word choice – using strong action verbs
as they continue to draft.
Day 3
RL 5.1
W 5.3
Objective: Readers will independently read
and provide the teacher with a summary
during conferencing.
● Introduction to Mini-Lesson: What
is a mini-lesson, what is your role
during a mini-lesson?
● Mini-Lesson: Readers can stop and
retell as they read as a way to make
sure they understand their book.
Objective: Writers will independently
recall moments of their lives when they
overcame odds and record in their
notebook.
Collecting Ideas: Writers remember the
moments in their lives when they
overcame great odds or when they
accomplished something because they
worked really hard.
Day 3
RL 5.1
Objective: Readers will independently
record small details about characters from
their reading book in their notebook.
● Review – What is a conference?
Objective: Writers will independently
select a memory for a narrative essay
and begin drafting in their notebook.
Choosing a Topic – Students choose
14
W 5.3 Readers learn the role of the teacher
and their role as they are reading
independently.
● Mini-Lesson: Readers track
characters and record small details
about them as a way to hold onto
who they are. **Choose class
novels used with past classes for
mentor text; know that you only
read excerpts that apply to the
lesson being taught for the day.
and commit to a memory they would
like to develop across the writing
process.
Planning – Students plan for the draft
Day 3
SL 5.1
RL 5.1
W 5.3
Objective: Readers will actively participate
in a read aloud and respond to text using
“I think, I wonder, I notice…”
● Instructional Read Aloud – Readers
share their ideas using prompts ―I
think…,‖ ―I wonder…,‖ ―I
notice…‖ during stop and jot and
turn and talk:
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Independent Reading: Readers
respond to read aloud by writing
freely in their reader’s notebook
Objective: Writers will in partners
generate leads for their narrative
essays in their notebooks.
Drafting – How do I use my draft plan
to begin drafting? Students get started
by crafting the leads of their stories.
15
either on their own book or the
instructional read aloud Day 4
SL 5.1
RL 5.1
W 5.3e
Objective: Readers will actively participate
in a read aloud and respond to text using
“I think, I wonder, I notice…”
● Instructional Read Aloud using ―I
think…,‖ ―I feel…,‖ ―I wonder…‖:
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Independent Reading – Readers
continue to use ―I think,‖ ―I feel,‖
and ―I wonder‖ as they read
independently – and then they
practice talking to a reading partner.
Objective: Writers will compose a
stronger closure to their narrative and
receive partner feedback.
Drafting & Revising – Providing
Closure – Students craft the ending to
their narrative.
Writers swap drafts to help give ideas
for revision to partners.
Day 4
RL 5.1,2,3
W 5.4
Objective: Readers will independently
distinguish time and setting shifts within
their stories and record in their notebook.
● Mini-Lesson – Readers think about
the setting of a story and notice
where a character is and when time
shifts or changes.
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
Objective: Writers will independently
revise their narrative essays
highlighting setting and dialogue
within the piece.
Revision – Writers add to their drafts by
using techniques such as setting and
dialogue.
16
lesson being taught for the day.
● Setting goals for building stamina
as readers: in class reading with
pages, envelop with personal goal,
at home goal back up books Day 5
RL 5.1,2,3
W 5.4
Objective: Readers will identify the
characteristics of a strong read and apply
these to their independent reading.
● Mini-Lesson – Readers work really
hard at being a strong reader. What
does this mean? What do good
readers do to work really hard?
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Setting goals for building stamina
as readers: in class reading with
pages, envelop with personal goal,
at home goal back up books
Objective: Writers will edit their
narrative essay by swapping drafts with
a partner to identify misspelled words.
Editing – Writers edit by circling all
possibly misspelled words. Writers
swap drafts to help one another edit.
Day 6
RL 5.3
Objective: Readers will independently
compose a summary of the read aloud
through the use of turn and talks and stop
and jots.
● Instructional Read Aloud – Turn
Objective: Writers will
independently edit their narrative
essay examining the sentence
structure throughout.
Hand out and Review the Student
17
SL 5.1c, 2
W5.4
and Talk and Stop and Jot with a
focus on Retell and Summary:
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Independent Reading – Readers
stop every so often and jot a retell.
When they are finished with a
chapter, they write a summary.
Friendly Rubric for Narrative
Writing
Editing – The four sentence types
and end punctuation
Day 7
RL 5.3
W 5.4
Objective: Readers will independently
compose a summary of their reading book
focusing on the key events in their
notebook.
● Mini-Lesson – Readers don’t give
long drawn out summaries of their
books; they focus on the key events
of the chapter
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Independent Reading – free write in
their reader’s notebook to
summarize what they had read the
day before
Objective: Writers will
independently edit their narrative
essay reviewing capitalization and
punctuation.
Editing – Making sure writers
include end punctuation as well as
capitalize beginnings of sentences.
18
Day 8
RL 5.3
W 5.4
Objective: Readers will independently
compose a summary of the read aloud
through the use of turn and talks and stop
and jots.
● Instructional Read Aloud – Turn
and Talk and Stop and Jot with a
focus on Retell and Summary and
also opinions, feelings, and
wondering:
**Choose class novels used with past
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Independent Reading – Readers jot
their opinion and feelings after they
have written a retell or summary of
what they have read
Objective: Writers will create a
final copy of their narrative essay
and consult the rubric before
submission.
Final Copy – Students finish final
copying the personal narrative.
Day 9
RL 5.2,3
W 5.4
Objective: Readers will independently
analyze how characters evolve throughout
stories in their notebook.
● Mini-Lesson – Reader’s think about
the scenes in a story. They track the
scenes and notice how the
character changes from scene to
scene
**Choose class novels used with past
Objective: Writers will
independently examine their “On
Demand” piece and begin revising.
On Demand Assessment – Students
revisit their original ―On Demand‖
piece about a school memory.
Students think about the revisions
they would make and begin
rewriting.
19
classes for mentor text; know that you
only read excerpts that apply to the
lesson being taught for the day.
● Share – Building Talk – How our
partners add more to writing?
Prompts to support elaboration.
Day 10
RL 5.2,3
W 5.4
SL 5.1a
Objective: Readers will independently
analyze how characters evolve throughout
stories in their notebook.
● Mini-Lesson – Readers think about
how a main character changes
across a book. Readers go back and
track the page numbers of the
scenes in the story that show how
the character is changing.
● Share – Building Talk – Fishbowl
good book talk
Objective: Writers will
independently compose a final copy
of their “On Demand” consulting
the narrative rubric before
submission.
On Demand Assessment – Students
continue to finish the final ―On
Demand‖ about a school memory.
Modifications Special Education Students:
● Students read books appropriate to their independent reading level
● Students can work at different paces
● Small strategy groups will support students to reach goals
● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing ● 1:1 conferences offer extra individualized support to readers and writers
● Charts display examples and instructions ● Pictorial charts and prompts used for students who need
20
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
● Reword and have them repeat back.
● put work in smaller chunks.
● Cover any cultural background needed to clarify information.
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
● Guided reading
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
**G & T should strongly consider teaching the 6 sign posts from Notice and Note to start out the
Launch Unit**
21
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to write a longer personal narrative demonstrating a higher
understanding and use of additional literary skills (figurative language, dialogue, sensory details, hooks/leads
and strong conclusions)-or- a collection of shorter personal narratives that all fit a specific theme.
D indicates differentiation at the lesson level
22
Unit Plan Title Unit 1 – Reading: Realistic Fiction
Writing: Narrative
Suggested Time Frame 34 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
The purpose of this unit is to show students how they can use published well-known authors as models for their own writing. Students
should master the idea that they are responsible for creating unique, vivid stories that are interesting and appealing to their audience. At
the beginning of the unit, students will be introduced to various realistic short stories where they can imagine life in that story. After
discussing, analyzing, and writing about the reading, students will be prepared to create their own realistic fiction stories that include
dynamic characters, a strong setting, and a clear plot.
Overview:
Bend One
During the first portion of the unit, you will invite readers to build on the work they began last month, using their growing complexity in
thinking to now think about their books from an interpretive stance. Fifth graders will naturally continue to predict and envision, just as
they did earlier in the year, but they’ll now do so with an eye toward theorizing about the characters in their books. You will ask them to
formalize this thinking, generating theories about the characters they encounter. By doing this work, readers will develop skills in synthesis
and inference. You will want to make sure you clearly envision the pathway for this skill development. In writer’s workshop, students will
begin collecting ideas for their own short, realistic fiction stories. They will use their writer’s notebooks to try out different story ideas.
23
They will also use their reader’s notebook for collecting ideas about characters as they read – using the stop and jot strategy.
Bend Two
In the next portion of the unit, you will teach students to turn their ideas about characters into larger theories, all the while developing
thinking that is both more precise and more complex. As encouraged by the Common Core (RL 5.3) you’ll want them to not just observe
these characters in isolation, but to compare and contrast at least two, noting their interactions and relationships. In this part of the
writer’s workshop, students will commit to a story idea and begin drafting. Students will use what they are learning about the different
story elements and literary devices to influence their own choices as writers, employing these craft moves into their own writing. Students
will finish a short, realistic piece for publication.
Bend Three
Finally, during the third portion of the unit, you will set students up to think interpretively across texts, considering how two or more
authors explore similar themes, each in particular ways. Across this bend, your students’ fledgling theories will build in complexity. Rather
than focusing merely on cross-text character similarities and differences, in this final part students will think about larger perspectives and
messages, determining a story’s theme and comparing and contrasting the distinct ways in which several authors (or several texts) address
like themes. In writer’s workshop, students will flash draft several one-day literary essays – learning how to extend a thesis statement and
create an organizational structure around it. One of those drafts will go to final publication.
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.1 Quote accurately from a text when explaining the text says explicitly and when drawing inferences from the text.
24
RL.5.2 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 the text.
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.
RL.5.6 Describe how a narrator's or speaker’s point of view influences how events are described.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 4-5 text
complexity band and independently and proficiently.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-
structured event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of
characters to situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.4 Produce clear and coherent writing in which the development and oraganization are appropriate to task, purpose, and audience.
25
Enduring Understandings:
● Reading realistic fiction allows readers to understand that
problems in life are not isolated to just them. Others have
problems too and solve them in many different ways.
● At the beginning of the unit, students will be introduced to various
realistic short stories where they can imagine life in that story.
After discussing, analyzing, and writing about the reading,
students will be prepared to create their own realistic fiction
stories that include dynamic characters, a strong setting, and a
clear plot.
Essential Questions:
● What do we gain from reading and writing realistic
fiction?
● What is realistic fiction?
● How does the content of realistic fiction relate to real
life?
● What is the author’s purpose for writing realistic
fiction?
● What makes realistic fiction a distinct genre?
● How does a good reader use the author’s choice of
words/phrases to analyze character(s)?
● What literary techniques do writers use to create
realistic fiction?
Knowledge:
Students will know…
● How to make inferences.
● Determine how characters change from the beginning to the end.
● Summarize without personal opinion or judgement.
● Use context clues to determine meaning of words.
● Effectively explain the author’s point of view.
● Effectively compose a narrative using descriptive details, effective
word choice, sequence of events, and strong conclusion.
Skills:
Students will be able to…
● Make inferences about a literary text and provide text
evidence to support my ideas.
● Determine how stories unfold from beginning to end
and recognize that characters change throughout the
story.
● Compose a summary of a text without personal
judgment or opinion.
● Determine the meaning of unknown words through the
use of context clues, and decide how it impacts the
text.
● Effectively explain how the author develops the point
26
of view/narrator of a text and how it impacts the story.
● Effectively compose a narrative using descriptive
details, effective word choice, structured sequence of
events, and a strong conclusion.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.
Income and Careers T,A CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management T,A CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical leadership and effective management.
Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence.
27
Interdisciplinary Connections
Other standards covered:
Student Resources
Primary Source
Readings
Reading Street Short Stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
● Unit 1: Week 1: Red Kayak
● Unit 1: Week 3: Island of the Blue Dolphins
● Unit 6: Week 5: Sweet Music in Harlem
Supplemental Workbooks:
Websites:
Reading and Writing Project
Read Works
NewsELA
Learn Zillion
Worksheets: ● Conference Sheet
28
Videos:
Stage 2 – Assessment Evidence
Performance Task(s):
Pre-Write
Narrative writing piece
Reading Notebook
Writing Notebook
Conferences
Teacher Observations
Other Evidence:
Pre-Assessments, Formative Assessments, Summative Assessments
Narrative Writing Rubric
Notebook Rubrics
Reading Log
Writing Process
Teacher Observations
Independent Reading & Writing
Close Reading
Guided Reading
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
Read Aloud
Partner Reading
29
Turn and Talk
Stop and Jot
Reading Log
Free-Writing
Think-Aloud
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Standards
Next to
Each Day
Reading Workshop
**Please look at your Scott Foresman Reading
Street for the reading passages
*Read Alouds 10 minutes
*Mini Lesson 10-15 minutes
*Independent Reading/Guided Reading 40-45
minutes
*Sharing 5 minutes
Writing Workshop
**Mini lessons will vary when
drafting/revising/editing based on the needs
of the students when conferencing
*Mini Lesson/Modeling 15 minutes
*Independent Writing 25 minutes
*Sharing 10 minutes
Week 1
RL5.1 RL5.2
● Administer Unit Pre Assessment (1 day
only; select a grade level read works
passage of this genre)
● Introduction to the Unit (1 day only; can be
done after or before the pre-assessment)
● Review the elements of a narrative story
30
RL5.6
W5.3.a
● discuss essential question to gather ideas of
what the answer could be
● Review point of view
● Focus on point of view and how it impacts a
text (Read Aloud)
● Find direct quotes that impact the feelings of
the narrator of the text
● Examine how the point of view impacts the
description of the text (Read Aloud; same
text if wanted)
● Brainstorm different conflicts present
within stories, characters, settings, etc…
● Examine the different manners in which
authors introduce a narrative story (examine
text used for read alouds in addition to
others)
● Students select a conflict to use to create a
narrative story
● draft two different introductions for the
same story
● Conference with children as they are
working independently
Week 2
RL5.2
RL5.5 RL5.6
W5.3.b
● Review what themes are
● Examine the theme of the text; back up with
evidence to support the idea (Read Aloud)
● Discuss how a point of a new text and its
impact on the story/theme
● Examine scenes from a novel (Island of the
Blue Dolphin) discuss how the scenes
impact the structure/theme of the text. What
is the author trying to prove
● Summarize; teach how to summarizes a
passage free of personal opinion or thoughts
● Draft out a narrative story; storyboard
creation to assist in the story flowing in
sequential order
● Review elements of a narrative; dialogue
and how it effects a piece
● Examine the pacing of a story to build up to
the climax
● How author’s show and don’t tell their
stories
● Conference with children as they are
working independently; mini lessons may
be added in as they are working if problem
areas are noticed
Week 3 ● Examine quotes from a text; why do authors
use certain words; what do these quotes
● Examine word choice with narratives and
it’s impact; transitions between events
31
RL5.1
RL5.2
RI5.1
W5.3.d
W5.3.e
mean; infer the meaning of the words
● Draw inferences from the text based on
author's word choice; explain inferences
thoroughly with textual evidence to back up
thoughts
● Review the theme of another text; use
quotes to explain why this theme was
selected
● Summarize the text; graphic organizer can
be used to assist students
● Examine the conclusion of text; stories just
don’t end the character learns something or
reflects on what took place
● Revise draft accordingly; will vary
depending on the skills of the students.
Conferences will give a better picture was
to mini lessons that can be reviewed to
enhance their work
● Revise; work in pairs to review one
another’s work, use a revision checklist
Week 4
RL5.2 RL5.6
W5.3 W5.4
● Examine the point of view of an additional
text
● How does this point of view differ from the
others?
● If the point of view was from a different
character; how would the story change.
● Write the story from another character’s
point of view
● Continue to revise as needed
● Review figurative language and how it
helps to show author’s ideas
● Teach editing; what is the difference
between revising and editing
● provide an editing checklist for students
Week 5
RL5.10
W5.4
● Share their favorite book read with their
peers
● review the essential question
● Administer Post Assessment
● Create a published copy; can be
handwritten or typed
● Final Draft Published
● Share their story with their peers
Modifications Special Education Students:
● Students read books appropriate to their independent reading level
32
● Students can work at different paces
● Small strategy groups will support students to reach goals ● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing ● 1:1 conferences offer extra individualized support to readers and writers
● Charts display examples and instructions
● Pictorial charts and prompts used for students who need
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
● Reword and have them repeat back.
● put work in smaller chunks.
● Cover any cultural background needed to clarify information.
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
33
● Guided reading
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to write a longer narrative demonstrating a higher
understanding and use of additional literary skills (figurative language, dialogue, sensory details, hooks/leads
and strong conclusions).
D indicates differentiation at the lesson level
34
Unit Plan Title Unit 2 – Reading: Mystery/Adventure
Writing: Opinion
Suggested Time Frame 34 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Mystery stories and novels are a perfect vehicle for encouraging students to read for pleasure and also to practice second order thinking
skills. This unit does requires imaginative thinking, and unfortunately today's students are more used to being entertained visually, with no
imagination or effort required. This is also a good opportunity to teach and reinforce the elements of a story. Mysteries provide excellent
examples of conflict as well as the other elements. Applying knowledge of the elements of a book is using a higher order thinking skills
and should result in better retention of this required knowledge; students will deepen their understanding of reading elements in order to
better comprehend stories of any genre.
This unit allows for students to explore their opinion and create a mini-presentation to share with the class. Exploring their opinion will
also allow for students to dig deep into the text and provide proof of their opinion.
35
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.3 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.
RL.5.4 Determine the meaning of words and phrases, including figurative language, such as metaphors and similes that are used in a text.
RL.5.7 Analyze how the graphics or the media in a multi-media presentation help the reader to understand more about the meaning, tone,
or beauty of a text.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and
topics.
RL.5.10 Read increasingly complex texts at the grades 4–5 text complexity band independently and proficiently.
W.5.1.a Create an introduction that states an opinion in which ideas are logically grouped to support the writer’s purpose. Introduce a topic
or text clearly and state an opinion.
W.5.1.b Provide logically ordered reasons that are supported by facts and details to support an opinion.
W.5.1.c Link opinion and reasons using words (e.g., consequently, specifically).
W.5.1.d Write a concluding statement or section related to the opinion presented.
W.5.2.a Introduce a topic clearly when writing informative/explanatory text. Provide a general observation and focus when writing
informational/expository text.
36
W.5.2.b Develop a topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
W.5.2.c Link ideas within and across categories of information using words (e.g. especially, consequently, furthermore).
W.5.2.d Express ideas using precise language and domain-specific vocabulary to explain topic.
W.5.2.e Provide a concluding statement or section related to the information or explanation presented.
W. 5.3.c Use a variety of transitional words to manage the sequence of events.
W. 5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W. 5.3.e Create a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing, appropriate to task, purpose, and audience.
W 5.5 With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying
a new approach.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.10 Create writing pieces routinely over extended (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.
L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you).
Enduring Understandings:
● How do readers make meaning out of text.
● How does background and culture influence reading text.
Essential Questions:
● How do literary devices enhance literature?
● How do you determine an author’s purpose and
37
● Implement reading strategies in order to comprehend the text.
● How to infer and make connections.
● The elements of a story.
● Communicate through choice of words.
theme?
● How do readers find meaning in a text?
● How does background and culture influence the
reading of a text? How do readers make meaning?
● How do readers effectively choose strategies to help
read text?
● How do readers use clues to understand different types
of text? How do readers make inferences about the
text?
● How do readers make connections with the text and
beyond?
● How do writers determine purpose to fit the audience?
● How do writers communicate ideas clearly?
Knowledge:
Students will know…
● How to compose an opinion piece with evidence to back up their
claim.
● How to write to a specific audience.
● Write clearly and accurately.
● Use appropriate conventions of English.
● How to make inferences.
● Determine how characters change from the beginning to the end.
● Summarize without personal opinion or judgment.
● Use context clues to determine meaning of words.
● Effectively explain the author’s point of view.
● Effectively compose a narrative using descriptive details, effective
word choice, sequence of events, and strong conclusion.
Skills:
Students will be able to…
● Demonstrate the ability to read and understand text.
Summarize and critically analyze keys points of text,
events, issues, phenomena or problems, distinguishing
factual from non-factual and literal from inferential
elements.
● Write clearly and accurately.
● Adapt writing to different audiences, purposes, and
contexts in a variety of formats and media, using
appropriate technology.
● Develop organized, well-reasoned, supported, and
focused opinion piece.
● Write to explain, summarize, and inform, including
business, professional, technical, and personal
38
communications.
● Use appropriate conventions to write clearly and
coherently, including correct use of grammar,
punctuation, capitalization, spelling, sentence
construction, and formatting.
● Listen actively to understand verbal and non-verbal
communication.
● Give and follow spoken instructions to perform a task,
ask and answer questions, and solve problems.
● Use language appropriate to particular audiences and
contexts.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T,A CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions. Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in
39
solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical leadership and effective management.
Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
Student Resources
Primary Source
Readings
Reading Street Short Stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
● Unit 6: Week 2: The Mystery of Saint Matthew Island
● Unit 5: Week 3: Talk With an Astronaut
● Unit 5: Week 4: Journey to the Center of the Earth
● Unit 6: Week 4: The Hindenburg
● Unit 6: Week 4: The Mystery of the Hindenburg
Supplemental Workbooks:
40
Websites: ● http://unsolved.com/archives/missing (select appropriate passages for the children to read or to be used as read alouds)
● Reading and Writing Project
● Read Works
● NewsELA
● Learn Zillion
Worksheets:
Videos:
Please locate a mystery/adventure clip (use a grade appropriate movie; short clip)
Stage 2 – Assessment Evidence
Performance Task(s):
Pre-Write
Opinion writing piece
Reading Notebook
Writing Notebook
Conferences
Teacher Observations
Other Evidence:
Pre-Assessments, Formative Assessments, Summative Assessments
OPINION Rubric
Writing Process
Teacher Observations
Independent Reading & Writing
Close Reading
Guided Reading
41
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
Read Aloud
Partner Reading
Turn and Talk
Stop and Jot
Reading Log
Free-Writing
Think-Aloud
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Standards
Next to
Each Day
Reading Workshop
**Please look at your Scott Foresman Reading
Street for the reading passages
*Read Alouds 10 minutes
Writing Workshop
**Mini lessons will vary when
drafting/revising/editing based on the needs
of the students when conferencing
42
*Mini Lesson 10-15 minutes
*Independent Reading/Guided Reading 40-45
minutes
*Sharing 5 minutes
*Mini Lesson/Modeling 15 minutes
*Independent Writing 25 minutes
*Sharing 10 minutes
Week 1
RL5.7 L5.2c
● Administer Pre Assessment (1 day; select a
Read Works passage that is on grade level in
this genre)
● Review the essential question and possible
answers
● Examine a small text of a
mystery/adventure; see if the children are
able to tell it’s a mystery/adventure; how do
they know?
● Show a clip of a mystery/adventure movie;
examine the graphics and tone add to the
mystery; how did they know this was a
mystery/adventure?
● Review what a mystery/adventure is and
how it’s different from other fiction text
● Introduction to the Unit
● Draft a mini mystery or adventure
● review dialogue and showing not telling in
writing
● have children share their mini stories with a
partner
● from this work; review how to use a comma
correctly when writing
● add using a comma correctly to the revision
checklist
Week 2
RL5.3 RL5.4
W5.1 W5.2b
● Examine a reading passage with multiple
characters; compare and contrast these
characters (traits, actions, etc…) use textual
evidence to support (Venn Diagram) (break
across two days in the week; one day create
a diagram another day write a quick reader’s
response explaining the the differences)
● Examine how authors give insight into the
differences in characters through word
● Introduction to opinion writing; show
examples from media, text, etc…
● Review the components of opinion writing
● Have students in pairs create a paragraph
explaining their opinion on a provided idea
(best book, movie, types of pizza, etc…)
● Create a mini presentation through the use
of google presentation and present to
partners (can be done in a round robin style
43
choice, action, dialogue, thoughts (have
students look for in their own text)Examine
the figurative language within a passage;
similes, metaphors, etc...what are these, why
are they used, what do they mean, etc....
● Examine how figurative language adds in
the description of a story; cite examples and
what this does for a reader/how it helps a
reader understand
to save time)
Week 3
RL5.9 W5.1a
W5.1b
W5.2b
W5.2c
● Read either two new or revisit to previously
read mysteries/adventures
● Create a Venn Diagram comparing and
contrasting them on their approaches to a
similar theme/topic
● From the Venn Diagram have the students
explain the similarities and differences
between the two works citing textual
evidence as support
● Have the students write a reader’s response
using the Venn Diagram explaining the
similarities and differences by using textual
evidence
● Discuss how you can create opinion of
characters in books; these opinion are their
character traits; weak, strong, brave, bossy,
etc… review character traits also
● Model how to write an opening paragraph
for an opinion piece; allow students to write
their opening paragraph for their character.
(model using a different character from a
text)
● Students may select their own character or
can be done whole group; just don’t model
the same person.
● Model how to write body paragraphs;
graphic organizer can be used to help
organize the paragraphs. Textual evidence
is needed to back up opinions. Students
then try on their own
Week 4 ● Using the website, select reading passages
for the students; in either whole group or
● Model how to write a conclusion for an
opinion essay
44
RL5.4 RI5.5
W5.1d
W5.2d
W5.3e
small groups read the passages. first discuss
why these are non-fiction (do this at least
twice, make sure to select passages in the
different real life mystery categories)
● Students can compare and contrast two
non-fiction mystery
● Students then try on their own
● Model how precise language can enhance
their work; students then try
● Model transition words and how they help
an essay flow smoothly
Week 5
RL5.10
W5.1
● Unit Post Assessment (Read Works grade
level passage; same as pre assessment)
● Review of the essential question
● Reader’s response of the essential question
to be graded
● Publish final copy of opinion piece
● Share published copy with
partner/table/class
Modifications Special Education Students:
● Students read books appropriate to their independent reading level
● Students can work at different paces
● Small strategy groups will support students to reach goals
● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing
● 1:1 conferences offer extra individualized support to readers and writers
● Charts display examples and instructions
● Pictorial charts and prompts used for students who need
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
45
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
● Reword and have them repeat back.
● Put work in smaller chunks.
● Cover any cultural background needed to clarify information.
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
● Guided reading
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to compose both an opinion piece and a mystery/adventure
demonstrating a higher understanding and use of additional literary skills (figurative language, dialogue,
sensory details, hooks/leads and strong conclusions).
46
Unit Plan Title Unit 3 – Reading: Legends, Folktales, Fables
Writing: Narrative
Suggested Time Frame 34 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Fables, Folktales, Myths and Legends
Myths, legends, fables and folktales are types of stories originally passed by word-of-mouth, but are now found in writing. They vary in
their subject matter, from explaining the natural world and delivering life lessons, to exaggerated events and people grounded in history.
What they have in common, though, is their durability as both forms of entertainment and as teaching tools.
Fables are short tales that usually feature animals (real or mythical) given human-like qualities to deliver a specific moral or lesson.
Folktales also stem from an oral tradition, passed down by the 'folk' who told them. The term 'folktale' is often used interchangeably with
fable, since folktales can have a lesson at the end. Folktales are different from fables because they feature people as their main characters,
Myths are stories from every culture, that, for centuries, have explained natural phenomena and answered questions people have about the
human condition: origin and creation stories, stories about life, death and life after death.
(Study.com,2015)
47
Legends are stories, sometimes of a national or folk hero, which have a basis in fact but also include imaginative material.Legends often
explain the reason for a natural occurrence. Native American legends are available in picture book format. Pourquoi stories explain why
natural events occur.
(http://www.ux1.eiu.edu/~cfder/GenreCharacteristicsChart.pdf)
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.3 Compare and contrast two or more characters, setting or events in a story or drama and compare and contrast using specific details
from the text.
RL.5.4, L.5.5.a Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors
and similes.
RL.5.7 Analyze how the graphics or the media in a multimedia presentation help the reader to understand more about the meaning, tone, or
beauty of a text.
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and
topics.
RL.5.10 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of concepts or
48
information in two or more texts.
RF.5.3.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.a Read grade-level text with purpose and understanding.
RF.5.4.b Read grade-level prose and poetry aloud with appropriate rate, expression, and accuracy.
RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Enduring Understandings:
● How do readers make meaning out of text.
● How does background and culture influence reading text.
● Implement reading strategies in order to comprehend the text.
● How to infer and make connections.
● The elements of a story.
● Communicate through choice of words.
Essential Questions:
● How do literary devices enhance literature?
● How do you determine an author’s purpose and
theme?
● How do readers find meaning in a text?
● How does background and culture influence the
reading of a text? How do readers make meaning?
● How do readers effectively choose strategies to help
read text?
● How do readers use clues to understand different types
of text? How do readers make inferences about the
text?
● How do readers make connections with the text and
beyond?
● How do writers determine purpose to fit the audience?
49
● How do writers communicate ideas clearly?
Knowledge:
Students will know…
● How to make inferences.
● Determine how characters change from the beginning to the end.
● Summarize without personal opinion or judgement.
● Use context clues to determine meaning of words.
● Effectively explain the author’s point of view.
● Effectively compose a narrative using descriptive details, effective
word choice, sequence of events, and strong conclusion.
Skills:
Students will be able to…
● Demonstrate the ability to read and understand text.
Summarize and critically analyze keys points of text,
events, issues, phenomena or problems, distinguishing
factual from non-factual and literal from inferential
elements.
● Write clearly and accurately.
● Adapt writing to different audiences, purposes, and
contexts in a variety of formats and media, using
appropriate technology.
● Develop organized, well-reasoned, and focused
narrative piece.
● Use appropriate conventions to write clearly and
coherently, including correct use of grammar,
punctuation, capitalization, spelling, sentence
construction, and formatting.
● Listen actively to understand verbal and non-verbal
communication.
● Give and follow spoken instructions to perform a task,
ask and answer questions, and solve problems.
● Use language appropriate to particular audiences and
contexts.
50
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.
Income and Careers T,A CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting T,A CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical leadership and effective management.
Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
51
Student Resources
Primary Source
Readings
Reading Street Short Stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
● Unit 2: Week 5: The Midnight Ride of Paul Revere (Poem)
● Unit 2: Week 3: The Ch’i-lin Purse (Folk Tale)
● Unit 6: Week 3: King Midas and the Golden Touch (Myth)
Supplemental Workbooks:
Websites: ● http://weirdnj.com/category/stories/ use for informative sources (select stories you feel would be appropriate)
● http://www.americanfolklore.net/sindex.html
● Reading and Writing Project
● Read Works
● NewsELA
● Learn Zillion
Worksheets:
Videos:
52
Stage 2 – Assessment Evidence
Performance Task(s):
Pre-Write
Narrative writing piece
Reading Notebook
Writing Notebook
Conferences
Teacher Observations
Other Evidence:
Pre-Assessments, Formative Assessments, Summative Assessments
Narrative Rubric
Writing Process
Teacher Observations
Independent Reading & Writing
Close Reading
Guided Reading
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
Read Aloud
Partner Reading
Turn and Talk
53
Stop and Jot
Reading Log
Free-Writing
Think-Aloud
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Standards
Next to
Each Day
Reading Workshop
**Please look at your Scott Foresman Reading
Street for the reading passages
*Read Alouds 10 minutes
*Mini Lesson 10-15 minutes
*Independent Reading/Guided Reading 40-45
minutes
*Sharing 5 minutes
Writing Workshop
**Mini lessons will vary when
drafting/revising/editing based on the needs
of the students when conferencing
*Mini Lesson/Modeling 15 minutes
*Independent Writing 25 minutes
*Sharing 10 minutes
Week 1
RL5.7
W5.3.a
● Administer Pre Assessment (1 day;
select a Read Works passage that is on
grade level in this genre)
● Review the essential question and
possible answers
● Examine a short
myth/fable/legend/folktale; see if the
● Introduction to the Unit (1 day only;
can be done after or before the pre-
assessment)
● Review the elements of a
myth/fable/legend/folktale
● Students select which they would like
54
children are able to tell it’s a myth, how
do they know?
● Show a clip of a myth movie; examine
the graphics and tone add to the
mystery; how did they know this was a
myth/fable/legend/folktale?
● Review what myth/fable/legend/folktale
are and how it’s different from other
fiction text
to write myth/fable/legend/folktale
● Brainstorm different ideas for
composing the story of their choice
(change be altered to whole class writes
one kind and choice is given to G&T)
● Refer back to different manners in
which stories are opened
● Students select characters; lesson to be
learned, what came out, etc…graphic
organizer can be used
● draft two different introductions for the
same story
● Conference with children as they are
working independently
Week 2
RL5.3 RL5.4
W5.3.b
● Examine a reading passage with
multiple characters; compare and
contrast these characters (traits, actions,
etc…) use textual evidence to support
(Venn Diagram) (break across two days
in the week; one day create a diagram
another day write a quick reader’s
response explaining the the differences)
● Examine how authors give insight into
the differences in characters through
word choice, action, dialogue, thoughts
(have students look for in their own text)
● Examine the figurative language within
a passage; similes, metaphors, etc...what
● Draft out the myth/fable/legend/folktale
● storyboard creation to assist in the story
flowing in sequential order
● Review elements of a narrative; dialogue
and how it effects a piece
● Examine the pacing of a story to build up to
the climax
● How author’s show and don’t tell their
stories
● Conference with children as they are
working independently; mini lessons may
be added in as they are working if problem
areas are noticed
55
are these, why are they used, what do
they mean, etc....
● Examine how figurative language adds
in the description of a story; cite
examples and what this does for a
reader/how it helps a reader understand Week 3
RL5.9
W5.3.d
W5.3.e
● Read either two new or revisit to
previously read
myth/fable/legend/folktale
● Create a Venn Diagram comparing and
contrasting them on their approaches to
a similar theme/topic
● From the Venn Diagram have the
students explain the similarities and
differences between the two works
citing textual evidence as support
● Have the students write a reader’s
response using the Venn Diagram
explaining the similarities and
differences by using textual evidence
● Examine word choice with narratives and
it’s impact; transitions between events
● Examine the conclusion of text; stories just
don’t end the character learns something or
reflects on what took place
● Revise draft accordingly; will vary
depending on the skills of the students.
Conferences will give a better picture was
to mini lessons that can be reviewed to
enhance their work
● Revise; work in pairs to review one
another’s work, use a revision checklist
Week 4
RL5.4 RI5.5
W5.3 W5.4
● Using the website, select reading
passages for the students; in either
whole group or small groups read the
passages. first discuss why these are
fiction
● Students can compare and contrast two
myth/fable/legend/folktale; what are
these tales trying to prove to the reader;
how do they approach their story in
● Continue to revise as needed
● Review figurative language and how it
helps to show author’s ideas
● Teach editing; what is the difference
between revising and editing
● provide an editing checklist for students
56
similar and different manners Week 5
RL5.10
W5.4
● Unit Post Assessment (Read Works
grade level passage; same as pre
assessment)
● Review of the essential question
● Reader’s response of the essential
question to be graded
● Create a published copy; can be
handwritten or typed
● Final Draft Published
● Share their story with their peers
Modifications Special Education Students:
● Students read books appropriate to their independent reading level
● Students can work at different paces
● Small strategy groups will support students to reach goals ● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing
● 1:1 conferences offer extra individualized support to readers and writers ● Charts display examples and instructions
● Pictorial charts and prompts used for students who need
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
● Reword and have them repeat back.
● put work in smaller chunks.
● Cover any cultural background needed to clarify information.
57
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
● Guided reading
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to write multiple writing pieces (myth/fable/legend/folktale)
demonstrating a higher understanding and use of additional literary skills (figurative language, dialogue,
sensory details, hooks/leads and strong conclusions)
D indicates differentiation at the lesson level
58
Unit Plan Title Unit 4 – Reading: Historical
Writing: Informational/Explanatory
Suggested Time Frame 34 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
Historical fiction offers us the opportunity to be lifted out of ordinary lives and imagine lives of great adventure and heroism. It’s an
exciting genre for any age, replete with dramatic plotlines and adventures, yet with characters and issues that somehow manage to resonate
with us now, years later, in the twenty-first century.
Historical fiction also creates an opportunity for you to teach your students to tackle complex texts, through close reading and in the
company of friends. Because historical fiction is inherently complicated—it happens in a time and a place the reader has never inhabited,
the characters are entangled in historical and social issues of great significance, and the events of the story are intimately related to real
historical events—students have opportunities to harness all the teaching you’ve done up to this point in the year. Your goal is for your
kids to emerge from this unit of study as knowledgeable readers who have new confidence in tackling complicated literature.
59
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.3 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.
RL.5.4 Determine the meaning of words and phrases, including figurative language, such as metaphors and similes that are used in a text.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.
RF.5.4a Read grade-level text with purpose and understanding.
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.5.1.c Link opinion and reasons using clauses when writing.
W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically. When writing, include
formatting (e.g., headings, illustrations, and multimedia) when useful to aiding comprehension.
W.5.2b Use facts, definitions, concrete details, quotations, or other information and examples related to a topic when writing.
W.5.2c Link ideas within and across categories of information using phrases.
60
W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2e Provide a concluding statement or section related to the information or explanation presented.
W 5.4 Produce clear and coherent writing, appropriate to task, purpose, and audience.
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.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
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.
L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.3a Expand, combine, and reduce sentences for style.
L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
61
Enduring Understandings:
● Students will have new confidence in tackling complicated
literature.
● Students will come away with the understanding that many people
became entangled in historical and social issues of great
significance and their stories are intimately related to real
historical events.
● Students will deepen their understanding of comparing and
contrasting.
● Students will be able to summarize without personal opinion.
● Determine the main idea.
● Determine the important facts from non-important facts and what
to include in their writing.
● Effectively compose an opinion writing piece with personal
opinion; however, backed up with facts.
Essential Questions:
● Why is historical fiction a good vehicle for sharing
stories?
● How is truth or accuracy included in historical
fiction?
● What strategies can you use to read literary and
informational complex texts?
● What is the relationship between historical fiction and
truth?
● What truths are best communicated through the
historical fiction genre?
● How do writers create, extend and support a claim?
Knowledge:
Students will know…
● How to read through challenging texts.
● How historical fiction is based on true events.
● Why historical fiction is a good vehicle to share our history.
● Effectively develop a topic with relevant facts, definitions, details
and other information and examples.
● Determine credible sources that can be used to highlight
information on my topic.
● Determine central idea of text and how it is conveyed through
particular details.
Skills:
Students will be able to…
● I can effectively compose an opinion writing piece
backing up my claim with textual evidence.
● I can effectively explain how the author develops the
point of view/narrator of a text and how it impacts the
story.
● I can determine the central idea of a text and how it is
conveyed through particular details.
● I can effectively develop a topic with relevant facts,
definitions, details and other information and
62
● Compose summary without personal judgment or opinion.
● Determine the meaning of unknown words through the use of
context clues, and decide how it impacts the text.
● Analyze text using specific ideas and how they impact the text
examples.
● I can use precise language when explaining my topic.
● I can determine credible sources that can be used to
highlight information on my topic.
● I can determine the central idea of a text and how it is
conveyed through particular details.
● I can compose a summary of a text without personal
judgment or opinion.
● I can determine the meaning of unknown words
through the use of context clues, and decide how it
impacts the text.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T,A CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being.
Credit and Debt Management E,T,A CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in
63
solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical leadership and effective management.
Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
Student Resources
Primary Source
Readings
Reading Street short stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
● Unit 5: Week 5: Ghost Towns of the American West
● Unit 6: Week 4: The Hindenburg
● Unit 5: Week 2: The Unsinkable Wreck of the R.M.S. Titanic
● Unit 3: Week 2: A Job for Michelangelo
Supplemental Workbooks:
Websites:
64
Reading and Writing Project
Read Works
NewsELA
Learn Zillion
Worksheets:
Videos:
Stage 2 – Assessment Evidence
Performance Task(s):
Opinion Writing piece
Pre-Write
Informational/Explanatory writing piece
Reading Notebook
Writing Notebook
Conferences
Other Evidence:
Writing Process
Opinion writing piece rubric
Teacher Observations
Independent Reading & Writing
Close Reading
Guided Reading
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
65
Read Aloud
Partner Reading
Turn and Talk
Stop and Jot
Reading Log
Free-Writing
Think-Aloud
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Standards
Next to
Each Day
Reading Workshop
**Please look at your Scott Foresman Reading
Street for the reading passages
*Read Alouds 10 minutes
*Mini Lesson 10-15 minutes
*Independent Reading/Guided Reading 40-45
minutes
*Sharing 5 minutes
Writing Workshop
**Mini lessons will vary when
drafting/revising/editing based on the needs
of the students when conferencing
*Mini Lesson/Modeling 15 minutes
*Independent Writing 25 minutes
*Sharing 10 minutes
Week 1 ● Administer Pre Assessment (on grade level
genre text; 1 day to complete)
● Introduction to the unit; why is
66
RI5.6 W5.1
W5.2
● Examine the essential question; discuss
● Read a text to the children, have them listen
to the story; read a nonfiction text on the
same time period and have them listen; ask
if they noticed a difference between the two
and what it was.
Historical fiction different from other
text?
● Look at Social Studies time periods
● Have the students write a paper
explaining what makes this time period
different from today.
● Students will need to gather facts on a
time period from Social Studies; use a
graphic organizer
● Model how to gather the facts
● Model how to record information in
their own words
Week 2
RI5.9 RL5.4
W5.2a
W5.2b
W5.2d
● Examine what is the message the author is
trying to send to the reader from the text
● Examine how the author creates the mood
through scene details and how this impacts
the story
● Model to students that readers consult
nonfiction text to find additional
information to aid in the comprehension of a
fiction piece
● Model how to write an opening
paragraph for an
informative/explanatory
brochure/paper on a time period
● Model how to create different sections
with a topic and information to support
the topic
● Model how language affects a time
period; domain specific words need to
be used
Week 3 ● Examine what the characters are fighting for
in a historical fiction piece
● Model how to write a conclusion for
the time period; can be done after each
67
RL5.3 W5.e
● Examine how the setting affects the main
character
● Examine how the mood and tone are
affected by the setting
● Compare the situation of the character to
other situations covered in other text; how
are similar and different.
section
● using a revising checklist, allow
children to work with their partner to
help one another revise their word
● Mini lesson can be conducted if you
notice similar mistakes across
students**these can be done at any
time
Week 4
RL5.3 RL5.4
W5.2 W5.4
● Examine how perspective impacts the
novel, how would a story change if told
from a different point of view; compare
with stories told from different points of
view to analyze the difference
● Compare characters/themes/obstacles/
across text to see how authors present
information differently
● Analyze how word choice may be
representative of the time period and affect
the mood, tone, setting, etc...
● Begin publishing sections on the
computer to be pasted into a brochure;
model how to put it together
● Begin putting brochure together;
images can be gathered or drawings
done for the time period
Week 5
RI5.6 RI5.9
RI5.10 W5.1
● Examine both a fiction and nonfiction piece
to see how authors gather information; what
is historical vs. what is created by the
author
● Administer Post Assessment
● Have students answer the essential question
for a grade
● Compose an opinion on which time
period they would rather live in and
why; use evidence from their project to
support their opinion
● Publish final copy
● Share published piece
Modifications Special Education Students:
68
● Students read books appropriate to their independent reading level
● Students can work at different paces
● Small strategy groups will support students to reach goals
● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing
● 1:1 conferences offer extra individualized support to readers and writers
● Charts display examples and instructions
● Pictorial charts and prompts used for students who need
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
● Reword and have them repeat back.
● put work in smaller chunks.
● Cover any cultural background needed to clarify information.
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
● Guided reading
69
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to write a longer informational/explanatory writing piece
demonstrating a higher understanding and use of additional literary skills (figurative language, dialogue,
sensory details, hooks/leads and strong conclusions).
D indicates differentiation at the lesson level
70
Unit Plan Title Unit 5 Reading: Autobiography
Writing: Informational/ Explanatory
Suggested Time Frame 34 Days
Overview / Rationale
What is this unit about? What will students be able to independently use their learning to do?
The Common Core Standards place incredible emphasis on reading and writing nonfiction. In this unit, students will read narrative
nonfiction. Students will learn how autobiographies are structured and how good readers can predict those structures and even come to rely
on them.
Students will read preselected mentor texts in order to both deepen comprehension of literary nonfiction texts as well as to study an
author’s style to get ideas for their own writing. In the first bend of this unit, students will be immersed in the genre of autobiography by
participating in read aloud sessions. Students will collect and record details in sequential order. In the second bend of this unit, writers will
write their life story and organize information about their life in order to create a mini-autobiography and present it to the class. The third
bend of writing will be organizing and recording information, deciphering what important facts they should include and what they should
leave out.
71
Stage 1 – Desired Results
Established Goals:
Standards to be covered…
RL.5.1 Refer to a text using direct quotes to explain what the text says explicitly and when drawing inferences from the text.
RL.5.7 Analyze how the graphics or the media in a multimedia presentation help the reader to understand the meaning, tone, or beauty of a
text.
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5
text complexity band independently and proficiently.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
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.
RI.5.9 Integrate 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 the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at
the high end of the grades 4–5 text complexity band independently and proficiently.
RF.5.4.a Read grade-level text with purpose and understanding.
RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.5.2.c Link ideas within and across categories of information using clauses (e.g., in contrast, especially).
W.5.4 Produce clear and coherent writing, appropriate to the task, purpose, and audience.
72
W.5.5 With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying
a new approach.
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.
W.5.6 Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
L.5.4.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.
L.5.6 Obtain and use correctly 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).
Enduring Understandings:
● Students will be exposed to the lives of people who have done
something extraordinary or perhaps contributed to society in a
productive way allowing their world to expand.
Essential Questions:
● How do writers organize their ideas?
● How do writers plan effectively?
● How do writers decide which facts to include and
which not include?
73
● Writing their own life stories will help readers internalize the
different features of texts and decisions that go on when creating
informational texts.
● How do writers elaborate their ideas?
● Who is the author of an autobiography and why do
they write their biographies?
● What is autobiography?
● What are the predictable patterns and sections of an
autobiography?
● How does audience determine what facts are included
and excluded?
Knowledge:
Students will know…
● Effectively develop a topic with relevant facts, definitions, details
and other information and examples.
● Determine credible sources that can be used to highlight
information on my topic.
● Determine central idea of text and how it is conveyed through
particular details.
● Compose summary without personal judgment or opinion.
● Determine the meaning of unknown words through the use of
context clues, and decide how it impacts the text.
● Analyze text using specific ideas and how they impact the text
Skills:
Students will be able to…
● I can effectively develop a topic with relevant facts,
definitions, details and other information and
examples.
● I can use precise language when explaining my topic.
● I can determine credible sources that can be used to
highlight information on my topic.
● I can determine the central idea of a text and how it is
conveyed through particular details.
● I can compose a summary of a text without personal
judgment or opinion.
● I can determine the meaning of unknown words
through the use of context clues, and decide how it
impacts the text.
74
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.
E Income and Careers T,A CRP2. Apply appropriate academic and technical skills.
Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management T,A CRP4. Communicate clearly and effectively and with reason.
Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of
decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration, and
Preparation
CRP9. Model integrity, ethical leadership and effective management.
E Career Awareness CRP10. Plan education and career paths aligned to personal goals. E Career Exploration CRP11. Use technology to enhance productivity. Career Preparation E CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary Connections
Other standards covered:
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Student Resources
Primary Source
Readings
Reading Street short stories
Independent Reading Books on Student’s Reading Level
Secondary Source
Readings
Supporting Text pages
Teacher Resources
Texts: (All text were taken from the Scott Foresman Reading Street)
● Unit 4: Week 5: The Gymnast
● Unit 6: Week 1: The Animals in My Life
● Unit 5: Week 1: Books and Adventure
● http://www2.burlingame.org/pdf/library/PDF/MiddleReaderNonfictionBooklists/AutobiographyBooklist.pdf list of
autobiographies
● Anne Frank’s Diary
Supplemental Workbooks:
Websites:
Reading and Writing Project
Read Works
NewsELA
Learn Zillion
Worksheets:
● Interview Questions for an autobiography (students will answer about themselves)
● Follow 5th Grade Autobiography Project (see resource folder modify as needed; rubric needed)
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Videos:
Stage 2 – Assessment Evidence
Performance Task(s):
Pre-Write
Informative/Explanatory writing piece
Reading Notebook
Writing Notebook
Conferences
Teacher Observations
Other Evidence:
Pre-Assessments, Formative Assessments, Summative Assessments
Writing Process
Informational/Explanatory rubric
Independent Reading & Writing
Close Reading
Guided Reading
Small-Group Strategy Lessons
Explicit, Whole-Group Mini-Lessons
Explicit Strategy Instruction
Read Aloud
Partner Reading
Turn and Talk
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Stop and Jot
Reading Log
Free-Writing
Writing Process
Think-Aloud
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Standards
Next to
Each Day
Reading Workshop
**Please look at your Scott Foresman Reading
Street for the reading passages
*Read Alouds 10 minutes
*Mini Lesson 10-15 minutes
*Independent Reading/Guided Reading 40-45
minutes
*Sharing 5 minutes
Writing Workshop
**Mini lessons will vary when
drafting/revising/editing based on the needs
of the students when conferencing
*Mini Lesson/Modeling 15 minutes
*Independent Writing 25 minutes
*Sharing 10 minutes
Week 1
RL5.10
W5.2c W5.4
● Administer Pre Assessment (1 day;
select a Read Works passage that is on
grade level in this genre)
● Review the essential question and
possible answers
● Introduction to the Unit (1 day only;
can be done after or before the pre-
assessment)
● Introduce the Autobiography project (it
is 24 chapters; modify as needed; or
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W5.5 W5.6
● Review what an autobiography is and
how it’s different from other text
● Teacher read part of Anne Frank’s
Autobiography
● Discuss why this is an autobiography
plan for 5 chapters a week)
Week 2
RL5.1 W5.2c
W5.4 W5.5
W5.6
● Examine a text; read it once through; jot
what makes this an autobiography
● read a second time; focus on the feelings
and thoughts conveyed in the autobiography
● what inferences can be gathered about the
narrator and other characters within the text;
support with textual evidence
● Autobiography project
Week 3
RL5.1 RL5.6
RI5.4 W5.2c
W5.4 W5.5
W5.6
● Use The Animals in My Life
● Read the text once alone; students jot why
this is an autobiography
● Examine the language within this
autobiography; how does this impact the
events
● Examine the order of the events within the
text; how does this impact the text
● Autobiography project
Week 4 ● Use Books and Adventures
● Examine differences from other text read
● Autobiography project
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RL5.1 RL5.6
RI5.4 W5.2c
W5.4 W5.5
W5.6
● Examine literary devices used to present
events within the text
● Quotes/specific sections of text lead to
inferences of the characters life
● Character traits that can be discovered from
text
Week 5
RL5.10
W5.2c W5.4
W5.5 W5.6
● Unit Post Assessment (Read Works
grade level passage; same as pre
assessment)
● Review of the essential question
● Reader’s response of the essential
question to be graded
● Autobiography project
● Published and present!
Modifications Special Education Students:
● Students read books appropriate to their independent reading level
● Students can work at different paces
● Small strategy groups will support students to reach goals
● Questions embedded into read aloud are multi-leveled
● Graphic organizers may be provided to scaffold essay writing ● 1:1 conferences offer extra individualized support to readers and writers
● Charts display examples and instructions
● Pictorial charts and prompts used for students who need
English Language Learners:
● Repeat, reword, and clarify.
● One on one conferencing as needed
● Directions and or questions read out loud.
● Repeat, reword, and clarify.
● Notes and handouts provided to any student absent.
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● Reword and have them repeat back.
● put work in smaller chunks.
● Cover any cultural background needed to clarify information.
Students at Risk of Failure:
Struggling Writers
Publish one piece of writing with focus on grammar, punctuation, and capitalization.
Sentence structure
Create lists of nouns, verbs, and adjectives
Use of sentence starters
Struggling Readers
● Read just right books
● Guided reading
● Phonics instruction, enrichment
● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial
than various chapters in multiple novels.
Gifted Students:
In addition to the general education requirements, G & T will have the following options for suggested
reading and writing pieces:
Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.
Writing: Students should be given the option to write a longer autobiography demonstrating a higher
understanding and use of additional literary skills (figurative language, dialogue, sensory details, hooks/leads
and strong conclusions).
D indicates differentiation at the lesson level