Fifth Grade - Deer Valley Unified School District · Main : A Summer’s Trade Skill: Author’s Purpose Strategy: Monitor and Clarify Point of view Unfamiliar Words/ Context Clues

Fifth Grade

Scope and Sequence

and

Curriculum Documents

Deer Valley Unified

School District

2017-2018

2 JC rev. 7/24/17

Contributors

Many thanks to our 2014-2015 K-5 Curriculum Document work team!

Teacher Position

Teacher Position

Angelina Bautista Kindergarten Teacher Laura Martinez 1st Grade Teacher

Jennifer Bender Reading Specialist Gayle Melvin Kindergarten Teacher

Megan Cameron 4th Grade Teacher Shelly Miller Kindergarten Teacher

Kim Caruso 2nd Grade Teacher Allyn Olson 5th Grade Teacher

Janet Cerjak Kindergarten Teacher Kim Piranio Gifted Teacher

Allison Chavez 5th Grade Teacher Melanie Poll 1st Grade Teacher

Karen Ciba 3rd Grade Teacher Kerri Scheffler Kindergarten Teacher

Tracy Conn Reading Specialist Mishelle Scragg Academic Facilitator

Wendy Dinsmore Special Education Teacher Beverly Shepard Reading Specialist

Lisa Foreman 2nd Grade Teacher April Smith 2nd Grade Teacher

Laura Heeb (Rodi) 1st Grade Teacher Gina Solomon 5th Grade Teacher

Lynn Hoernig 3rd Grade Teacher Veronica Teran Reading Specialist

Nancy Holly Reading Specialist Sara Troftgruben 2nd Grade Teacher

Lori Johnson Master Teacher Ashley Vickers 5th Grade Teacher

Anna Kramer 3rd Grade Teacher Mindi Wagner 3rd Grade Teacher

Pascale Lim-Monet Instructional Coach

Many thanks to our 2017-2018 K-5 Curriculum Document Revision work team!

Cindy Arthur 1st Grade Teacher Anna Kramer 3rd Grade Teacher

Jennifer Bender Reading Specialist Eileen Nguyen Teacher ELL Specialist

Kim Caruso 2nd Grade Teacher Nancy Scruggs Teacher ELL Specialist

Tasha Christean Kindergarten ELD Teacher Patti Wann ELL CIAS

Brittney Finch 1st/2nd Grade ELD Teacher

Color Coding Chart

Units covered during 1st Quarter Units covered during 2nd Quarter Units covered during 3rd Quarter Units covered during 4th Quarter

Recommendations:

Each week of instruction using Reading Street not to exceed a maximum of eight days.

Unit 6 may not be completed by the end of quarter 4. Focus should be on the AZCCRSS and not on the stories.

3 JC rev. 7/24/17

Fifth Grade Scope and Sequence

Assessments Administered Throughout the Year: Words Their Way Spelling Inventory, DRA, SRI, Reading Street Assessments, District Assessments

Unit 1: What kinds of challenges do people face and how do they meet them?

Story

Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 1

Story 1

Main: Red Kayak Skill: Character

and Plot

Strategy: Monitor

and Clarify

Point of

View

Homographs /

Context Clues/

Suffix -ly

Interview Four Kinds of

Sentences

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

Th

e B

eg

inn

ing

Pe

rso

na

l N

arr

ati

ve

s

Science:

CPR

Paired: What Will I Do in

an Emergency?

Sleuth: A Dream in her

Heart

Unit 1

Story 2

Main: Thunder Rose Skill: Cause and

Effect

Strategy:

Summarize

Hyperbole Homonyms /

Context Clues/

Greek and Latin

Roots

Storytelling Subjects and

Predicates

Science:

Unpredictable weather

and natural disasters Paired: Measuring

Tornadoes

Sleuth: Thunder,

Lightning, and Thor

Unit 1

Story 3

Main: Island of the Blue

Dolphins

Skill: Theme and

Setting

Strategy: Inferring

Imagery Unknown Words

/ Dictionary and

Glossary/

Compound

Words

How-To

Demonstration

Independent

and

Dependent

Clauses

Science:

Wilderness survival

Paired: Seven Survival

Questions

Sleuth: The World’s

Smallest Nation

Unit 1

Story 4

Main: Satchel Paige Skill: Fact and

Opinion

Strategy:

Questioning

Idioms Antonyms /

Context Clues/

Shades of

Meaning

Media

Literacy:

Sportscast

Compound and

Complex

Sentences

Social Studies:

Segregation and equal

rights Paired: Roberto Clemente

Sleuth: Major League

Dreams

Unit 1

Story 5

Main: Ten Mile Day Skill: Cause and

Effect

Strategy:

Text Structure

Sensory

Details

Multiple-

Meaning Words /

Context Clues/

Suffix -ing

Job Advertisement Common,

Proper

And Collective

Nouns

Social Studies:

Reasons for immigration

Paired: Working on the

Railroad

Sleuth: The Tree of

Heaven

Unit 1

Optional Unit Review/Assessment

4 JC rev. 7/24/17

Unit 2: What makes people want to do the right thing?

Story

Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 2

Story 1

Main: At the Beach Skill:

Compare and

Contrast

Strategy:

Visualize

Imagery Unfamiliar

Words/

Context Clues/

Spanish Word

Origins

Media

Literacy:

Talk Show

Regular and

Irregular

Plural Nouns

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

Th

e B

eg

inn

ing

Info

rma

tiv

e/E

xpla

na

tory

Social Studies:

Being honorable and

showing principles Paired: The Eagle and the

Bat

Sleuth: Jesse’s Perfect

Score

Unit 2

Story 2

Main: Hold the Flag High Skill:

Sequence

Strategy:

Inferring

Fore-

shadowing

Unfamiliar

Words/

Dictionary and

Glossary/

French Word

Origins

Informational

Speech

Possessive

Nouns

Social Studies: Showing

bravery and sacrifice to

ensure better lives for

others

Paired: How to Hold the

Flag

Sleuth: The Price of

Freedom

End of First Quarter

Unit 2

Story 3

Main: The Ch’i-lin Purse Skill:

Compare and

Contrast

Strategy:

Story Structure

Symbolism Greek and Latin

Roots/

Word Structure/

Suffixes -tion,

-ion

Readers’

Theater

Action and

Linking

Verbs

In

div

idu

ali

zed

Wo

rd S

tud

y

Wri

te F

rom

Th

e B

eg

inn

ing

In

form

ati

ve

/Exp

lan

ato

ry

Social Studies: Knowledge

of doing the right thing

and idea that favors may

be returned

Paired: The Story of Phan

Ku

Sleuth: Peanut Butter

Sandwiches

Unit 2

Story 4

Main: A Summer’s Trade Skill:

Author’s

Purpose

Strategy: Monitor

and Clarify

Point of

view

Unfamiliar

Words/

Context Clues/

Spanish Word

Origins

Panel

Discussion

Main and

Helping

verbs

Social Studies: Doing the

right thing, not the easy

thing

Paired: Thunderbird and

Killer Whale

Sleuth: The Swap

Unit 2

Story 5

Main: The Midnight Ride

of Paul Revere

Skill:

Author’s Purpose

Strategy:

Background

Knowledge

Rhyme,

Rhythm, and

Cadence

Endings –s, -ed,

-ing /

Word Structure/

Word Families

Media

Literacy:

Documentary

Subject-verb

Agreement

Science: Benefits and risks

of fighting for freedom

Paired: The Heroic Paul

Revere

Sleuth: On Loyalty to

Country

Unit 2 Optional Unit Review/Assessment

5 JC rev. 7/24/17

Unit 3: What do people gain from the work of inventors and artists?

Story

Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 3

Story 1

Main: The Fabulous

Perpetual Motion

Machine

Skill: Sequence

Strategy:

Summarize

Fore-

shadowing

Multiple-

Meaning

Words /

Context Clues/

Shades of

Meaning

Play Review Past, Present,

and Future

Tenses

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

Th

e B

eg

inn

ing

Info

rma

tiv

e/E

xpla

na

tory

Science:

Inventors and their

inspirations

Paired: The Toy Space

Shuttle is Here!

Sleuth: The Greatest

Invention?

Unit 3

Story 2

Main: Leonardo’s Horse Skill: Main Idea/

Supporting

Details

Strategy: Visualize

Tone Greek and Latin

Roots/

Word Structure/

Greek and Latin

Roots

Media

Literacy:

Newscast

Principal Parts

of

Regular verbs

Social Studies:

Impact of artists on future

generations Paired: A Job for

Michelangelo

Sleuth: Team “Sports”

Unit 3

Story 3

Main: Dinosaurs of

Waterhouse Hawkins

Skill: Fact and

Opinion

Strategy: Predict

and Set Purpose

Flashback Homonyms /

Context Clues/

Suffixes –tion

and -ion

Introduction Principal Parts

of

Irregular verbs

Science: Understanding

the past through work of

paleontologists and artists

Paired: A Model Scientist

Sleuth: The Bone and the

Tooth

Unit 3

Story 4

Main: Mahalia Jackson Skill: Main Idea

and Details

Strategy: Text

Structure

Imagery Antonyms /

Context Clues/

Suffix -ous

Give

Directions

Troublesome

Verbs

Social Studies:

Music as an inspiration

Paired: Perfect Harmony

Sleuth: A Week of the

Blues

Unit 3

Story 5

Main: Special Effects in

Film and TeleIIIision

Skill: Graphic

Sources

Strategy:

Important Ideas

Jargon Prefixes pre-,

re- /

Word Structure/

Compound

Words

Advertisement Prepositions

and

Prepositional

Phrases

Science:

Special effects in movies

Paired: Searching for

Animation

Sleuth: The Uncanny

IIIalley

Unit 3 Optional Unit Review/Assessment

End of Second Quarter

6 JC rev. 7/24/17

Unit 4: How do people and animals adapt to different situations?

Story

Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media

Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 4

Story 1

Main: Weslandia Skill: Draw

Conclusions

Strategy:

Questioning

Idioms Endings -ed, -ing, -s /

Word Structure/

Endings –ed, -ing, -s

How-to

Demonstration

Subject and

Object

Pronouns

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

Th

e B

eg

inn

ing

Lite

rary

An

aly

sis

Social Studies:

Adapting to difficult

situations by being flexible

and courageous

Paired: Under the

Back Porch / Keziah

Sleuth: A Green

Island?

Unit 4

Story 2

Main: Tripping OIIIer

the Lunch Lady

Skill: Generalize

Strategy: Predict

and Set Purpose

Hyperbole Unfamiliar

Words/Context

Clues/ Suffixes –ly, -

ian

Persuasive

Speech

Pronouns and

Antecedents

Social Studies:

Overcoming obstacles

through new ideas, being

resilient, and adapting Paired: Square

Dancing

Sleuth: Helping

Hands

Unit 4

Story 3

Main: Exploding

Ants

Skill: Graphic

Sources

Strategy:

Important Ideas

Metaphor Synonyms/ Context

Clues/ Suffix -ize

Description Possessive

Pronouns

Science:

Animal adaptations for

protection, eating, and

survival. Paired: The Art of

Mimicry

Sleuth: A ‘Coat’ of

Many Colors

Unit 4

Story 4

Main: The Stormi

Giovanni Club

Skill: Generalize

Strategy: Story

Structure

Dialogue Unfamiliar Words/

Context Clues/

Prefixes com-, pro-,

epi-

Give Advice Indefinite and

Reflexive

Pronouns

Social Studies:

Adapting to new place

through courage and

determination

Paired: The Extra

Credit Club

Sleuth: The Big

Move

Unit 4

Story 5

Main: The Gymnast Skill: Draw

Conclusions

Strategy: Visualize

Figurative

Language -

Simile

Suffixes -ion, -ish /

Word Structure/

Idioms

Interview a

Classmate

Using Who and

Whom

Social Studies:

Improving yourself

through fitness, practice,

and knowledge

Paired: All About

Gymnastics

Sleuth: You’ll Just

Flip for Circus School

Unit 4 Optional Unit ReIIIiew/ Assessment

7 JC rev. 7/24/17

Unit 5: Who goes seeking adventure and why?

Story Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media

Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 5

Story 1

Main: The Skunk

Ladder

Skill: Character

and Plot

Strategy:

Background

Knowledge

Humor Greek and Latin

Roots / Word

Structure/

Prefix im- , ate-

Dramatization Contractions

and

Negatives

Ind

ivid

ua

lize

d

Wo

rd S

tud

y

W

rite

Fro

m

Th

e B

eg

inn

ing

Lit.

An

aly

sis

Social Studies:

Adventures happen due

to surroundings, actions,

initiative

Paired: Books and

Adventure

Sleuth: Welcome to

the Neighborhood?

End of Third Quarter

Unit 5

Story 2

Main: The

Unsinkable Wreck

of the R.M.S. Titanic

Skill: Graphic

Sources

Strategy: Inferring

Jargon Unknown Words/

Dictionary and

Glossary/ Acronyms

Media Literacy:

Newscast

Adjectives

and Articles

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

th

e

Be

gin

nin

g

Lite

rary

An

aly

sis

Science:

Adventurers use

technology to explore

ocean floors, find

treasure, discover new

places

Paired: Shipwreck

Season

Sleuth: Technology

and Treasure

Unit 5

Story 3

Main: Talk with an

Astronaut

Skill: Author’s

Purpose

Strategy: Monitor

and Clarify

Idiom Multiple-Meaning

Words / Context

Clues/ Greek and

Latin Roots

Storytelling This, That,

These, and

Those

Science:

Adventures in space

mean learning about

spacecrafts, missions into

space, and understanding

weightlessness.

Paired: Women

Astronauts

Sleuth: Charlotte’s

Space Travel

Unit 5

Story 4

Main: Journey to

the Center of the

Earth

Skill: Cause and

Effect

Strategy:

Summarize

Figurative

Language –

Simile

Unfamiliar Words /

Context Clues/

Complex Spelling

Patterns –ous, -

ious, -eous

Interpret

Fiction

Comparative

and

Superlative

Adjectives

Science:

Adventures underground

teach us about caves and

Earth

Paired: The Sea

Battle

Sleuth: Escape from

the Mine

Unit 5 Story 5

Main: Ghost Towns

of the American

West

Skill: Generalize

Strategy:

Questioning

Sensory

Details

Prefixes over-, in- /

Word Structure/

Morphemes

Debate Adverbs Social Studies:

Western Expansion

included the California

Gold Rush in search of the

American Dream.

Paired: Gold

Dreams

Sleuth: The Ghost

Town


8 JC rev. 7/24/17

Unit 6: What can we learn from encounters with the unexpected?

Story

Text-Based

Comprehension

Literary

Terms

Vocabulary/

Word Study/

Word Analysis

Speaking &

Listening;

Media

Literacy

Conventions

Words

Their

Way

Writing

Focus

Interdisciplinary

Connection

Unit 6

Story 1

Main: The Truth

About Austin’s

Amazing Bats

Skill: Draw

Conclusions

Strategy:

Important Ideas

Sensory

Details

Unknown Words/

Dictionary and

Glossary/ Compound

Words

Debate Modifiers

Ind

ivid

ua

lize

d W

ord

Stu

dy

Wri

te F

rom

Th

e B

eg

inn

ing

Op

inio

n

Science:

Unexpected encounters

sometimes lead to

amazing inventions and

discoveries

Paired: The Animals

in My Life

Sleuth: A Matter of

Luck?

Unit 6

Story 2

Main: The Mystery

of Saint Matthew’s

Island

Skill: Main Idea

and Details

Strategy: Text

Structure

Word Choice Endings -s, -es /

Word Structure/

Russian Word

Origins

Interview Conjunctions Science:

Humans affect nature

both positively and

negatively. Paired: City Hawks

Sleuth: Fishy

Business

Unit 6

Story 3

Main: King Midas

and the Golden

Touch

Skill: Compare and

Contrast

Strategy: Story

Structure

Fore-

shadowing

Suffixes -less, -ful /

Word Structure

/ Complex Spelling

Patterns

Storytelling Commas Social Studies:

Results of our actions can

be both positive and

negative.

Paired:

Prometheus: The

Fire Bringer

Sleuth: Train Your

Dog

Unit 6

Story 4

Main: The

Hindenburg

Skill: Fact and

Opinion

Strategy: Predict

and Set Purpose

Symbolism Unfamiliar Words/

Context Clues/ Word

Families

Media Literacy:

Newscast

Quotations

and

Quotation

Marks

Social Studies:

Travel safety means using

safe vehicles, being aware

of where you are,

avoiding danger, being

prudent.

Paired: The Mystery

of the Hindenburg

Disaster

Sleuth: Birds and

Planes

Unit 6

Story 5

Main: Sweet Music

in Harlem

Skill: Sequence

Strategy:

Background

Knowledge

Point of

View

Homographs /

Context Clues/

Compound Words

Readers’

Theater

Punctuation Social Studies:

People are influenced by

careers, wealth/celebrity,

family/friends, and those

with talent.

Paired: Sweet

Music in Harlem:

Author’s Note

Sleuth: Making Up

Music


End of Fourth Quarter

9 JC rev. 7/24/17

Unit 1: Meeting Challenges Unit 1: AZCCRS

5th Grade Unit 1 Meeting Challenges

Arizona’s College and Career Ready Standards

(Grade.Unit.Week)

Reading Foundational Skills ELP Standards Alignment

Phonics and Word Recognition

5.RF.3 Know and apply phonics and word analysis skills in

decoding multisyllabic words in context and out of

context.

a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology to read unfamiliar multisyllabic words

in and out of context. ( 5.1.1)

III-R-2:LI-4

III-R-2:LI-5

III-R-2:LI-7

III-R-2:LI-8

Blending spoken phonemes with more than 3

sounds into one-syllable words, including

consonant blends and digraphs (/f/i/n/d/=find;

/fl/a/t/=flat).

Orally producing rhyming words in response to

given words (Cat rhymes with…hat).

Reading regularly spelled multisyllabic and

compound words, including consonant blends,

consonant/Vowel digraphs (th, sh, ck) and

dipthongs (ea, ee, ie) and r-controlled vowels.

Applying knowledge of syllabication rules when

decoding multi-syllabic and compound words.

Fluency

5.RF.4

Read with sufficient accuracy and fluency to support

accuracy. (5.1.1)

b. Read grade-level prose and poetry orally with

accuracy, appropriate rate, and expression ( 5.1.1,

5.1.2, 5.1.3, 5.1.4, 5.1.5)

III-R-3:LI-1 Reading aloud passages from unfamiliar

content area with fluency (i.e., accuracy,

appropriate phrasing, and attention to

punctuation).

Reading Literature ELP Standards Alignment

Key Ideas and Details

5.RL.1

5.RL.2

5.RL.3

Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the

text. 5.1.1, 5.1.3)

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; summarizes the text. (5.1.1,5.1.3)

Compare and contrast two or more characters, settings, or

events in a story or drama. (5.1.1)

III-R-4:LI-2

III-R-4:LI-3

III-R-4:LI-4

III-R-4:LI-5

Predicting what might happen next in a reading

selection.

Answering literal (i.e., yes/no, who, what,

where, when, why, which, and how) and/or

personal response questions about the text.

Asking who, what, where, when, why, which,

and how questions about the text.

Retelling a story with beginning, middle, and

end in complete sentences.

10 JC rev. 7/24/17

III-R-4:LI-7

III-R-4:LI-12

III-R-4:LI-14

III-R-4:LI-16

III-R-4:LI-17

III-R-4:LI-18

III-R-4:LI-19

III-R-4:LI-22

Summarizing the main idea and supporting

details from the text.

Identifying the cause-effect relationship of two

related events in a literary selection.

Describing the characters’ traits and their

motivations within a fictional text.

Identifying the plot (specific events, problems

and solutions) from a fictional text.

Relating illustrations to fictional text.

Comparing and contrasting two characters from

a fictional text.

Comparing and contrasting two settings from a

fictional text.

Locating information for a specific purpose

(e.g., atlas, glossary, textbook, indexes,

websites, podcast, webinars, etc.).

Craft and Structure

5.RL.5

5.RL.6

Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of a story, drama,

or poem. (5.1.1)

Describe how a narrator’s or speaker’s point of view

influences how elements are described. (5.1.1)

III-R-4:LI-11

Identifying structural elements of poetry (e.g.,

repetition, rhyme, rhythm, verse, meter, and

imagery, etc.)

Integration of Knowledge and Ideas

5.RL.9

Compare and contrast stories in the same genre on their

approaches to similar themes and topics (5.1.1)

III-R-4:LI-6

Making connections to text while reading (text-

to-text, text-to-self, text-to-the-world)

Range of Reading and LeIIIel of Text Complexity

5.RL.10 By the end of the year, proficiently and independently read

and comprehend literature, including stories, dramas, and

poetry, in a text complexity range determined by

qualitative and quantitative measures appropriate to grade

5. (5.1.1)

III-R-3:LI-1

Reading aloud passages from unfamiliar

content area text with fluency (i.e., accuracy,


punctuation).

Reading Informational Text ELP Standards Alignment


5.RI.1


text says explicitly and when drawing inferences from the

text. (5.1.2, 5.1.4)

III-R-4:LI-4

III-R-4:LI-5

Answering who, what, where, when, why,

which and how questions about a text.

Retelling a story or event with a beginning,

middle, and end in complete sentences.

11 JC rev. 7/24/17

5.RI.2

5.RI.3

Identify two or more main ideas of a text and explain how

they are supported by key details; summarize the text.

(5.1.2,5.1.4)

Explain the relationships or interactions between two or

more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information

in the text. (5.1.5)

III-R-4:LI-7

III-R-4:LI-13

III-R-4: LI-14

III-R-4:LI-16

III-R-4:LI-29


details from text in complete sentences.

Drawing conclusions from information implied

or inferred in a literary selection.





Interpreting information from functional

documents for a specific purpose (e.g., “Which

bus do I take to get home by 7 pm?”)

Craft and Structure

5.RI.4

5.RI.5

Determine the meaning of general academic and domain-

specific words and phrases in a text relevant to a grade 5

topic or subject area. (5.1.1)

Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, and

problem/solution) of events, ideas, concepts, or

information in two or more texts. (5.1.5)

III-R-4:LI-6

III-R-4:LI-20

Making connections to text while reading (text-

to-text, text-to-self, text-to-the-world).

Applying understanding of content-area

vocabulary within math, science, and social

studies texts.


5.RI.8

Explain how an author uses reasons and evidence to

support particular points in a text, identifying which

reasons and evidence support the point. (5.1.4)

III-R-4:LI-31 Distinguishing fact from opinion in persuasive

text (e.g., advertisements, product labels,

written communications, etc.)


5.RI.10 By the end of the year, proficiently and independently

read and comprehend informational text, including

history/social studies, science, and technological text, in a

text complexity range determined by qualitative and

quantitative measures appropriate to grade 5. (5.1.1)

III-R-3:LI-1

Reading aloud passages from unfamiliar

content area with fluency. (i.e., accuracy,


punctuation)

Speaking and Listening ELP Standards Alignment

Comprehension and Collaboration

5.SL.1

Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse

partners on grade 5 topics and texts building on others’

ideas and expressing their own clearly.

a. Come to discussions prepared, having read or

studied required material; explicitly draw on that

III-LS-1:LI-4

III-LS-1:LI-5

Paraphrasing main ideas/concept and key

points/details of a presentation using

complete sentences.

Responding to academic discussions by asking

questions and sharing one’s view on facts,

12 JC rev. 7/24/17

5.SL.2

preparation and other information known about

the topic to explore ideas under discussion.

(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)

Summarize a written text read aloud or information

presented in diverse media and formats. (5.1.1)

III-LS-1:LI-6

ideas, and/or events using academic

vocabulary.

Responding to comprehension questions by

analyzing the content for relationships among

facts, ideas or events using appropriate

vocabulary (e.g., problem/solution,

cause/effect, compare/contrast, chronological

order, sequencing, etc.)

Presentation of Knowledge and Ideas

5.SL.4 Report on a topic or text or present an opinion,

sequencing ideas logically and using appropriate facts and

relevant, descriptive details to support main ideas or

themes; speak clearly at an understandable pace.

(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)

III-LS-1:LI-4



complete sentences

Language ELP Standards Alignment

Conventions of Standard English

5.L.1

5.L.2

Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

(5.1.1,5.1.2,5.1.3,5.1.4)


English capitalization, punctuation, and spelling when

writing. (5.1.1,5.1.3,5.1.5)

e. Spell grade-appropriate words correctly,

consulting references as needed.

(5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)

III-L-1(SC):LI-2

III-L-1(SC):LI-3

III-L-1(SC):LI-4

III-L-1(SC):LI-5

III-L-1(SC):LI-6

III-L-1(SC):LI-7

III-L-1(SC):LI-8

Producing sentences using subjects and verbs,

with subject-verb agreement (S-V).

Producing sentences in the negative S-V

construction (subject + auxiliary verb + not +

verb), with instructional support.

Producing sentences using S-V-C construction,

with instructional support.

Producing sentences with a noun as the

subject using S-V-C construction, with

instructional support.

Producing sentences with a plural noun as the



Producing sentences with an adjective as the

complement using S-V-C construction, with


Producing sentences in the negative

construction with a subject + “to be” +

prepositional phrase, with instructional

support (S-V-P).

13 JC rev. 7/24/17

III-L-1(SC):LI-9

III-L-1(SC):LI-10

III-L-1(SC):LI-11

III-L-1(SC):LI-12

III-L-1(SC):LI-13

III-L-1(SC):LI-14

III-L-1(SC):LI-15

III-L-1(SC):LI-16

III-L-1(SC):LI-17

III-L-1(SC):LI-18

III-L-1(SC):LI-22

Producing sentences using subjects + “to be” +

prepositional phrase, with instructional

support. (S-V-P)

Producing sentences (S-V-O-P) using subjects,

verbs, and prepositional phrases, with


Producing sentences using “There” + “to be” +

subject + prepositional phrase, with


Producing sentences using subject + verb +

direct object (noun), with instructional

support.


object pronouns, with instructional support.

Producing sentences using adverbs to modify

verbs, with instructional support.

Producing imperative sentences with

instructional support (e.g., Put the markers in

the box.)

Producing compound sentences with



object (S-V-O), with instructional support.


object + indirect object (S-V-O-IO), with


Producing a compound sentence using an

independent clause + semicolon + conjunctive

adverb + independent clause, with

instructional support (e.g., “It has three sides;

therefore, it is a triangle.”)

Knowledge of Language

5.L.3

Use knowledge of language and its conventions when

writing, speaking, reading, or listening. (5.1.4)

III-L-2:LI-6

III-L-2:LI-8

Applying contractions in context with


Stating the words represented by

common/academic language abbreviations

and acronyms.

14 JC rev. 7/24/17

Vocabulary Acquisition and Use

5.L.4

Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 5

reading and content, choosing flexibly from a range of

strategies. (5.1.2,5.1.3,5.1.4)

b. Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a

word or phrase. (Stories 5.1.1,5.1.2,5.1.4,5.1.5)

c. Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to better

understand each of the words. (Stories

5.1.1,5.1.2,5.1.4)

III-L-2:LI-4

III-L-2:LI-5

III-L-2:LI-7

III-L-2:LI-10

III-L-2:LI-12

III-L-2:LI-13

Explaining the meaning of grade-level

academic vocabulary and symbols with


Determining the meaning of compound words

using knowledge using individual words (e.g.,

lunchtime, daydream, etc.).

Using knowledge of base/root words and

affixes (prefixes and suffixes) to determine the

meaning of unknown grade-level content

words with instructional support.

Using context clues in a variety of context texts

to determine the intended meaning of grade-

level homonyms and multiple meaning words


Using context clues in a variety of context texts


level content words, with instructional

support.


figurative language in a variety of texts.

Writing ELP Standards Alignment

Text Types and Purposes

5.W.2

Write informative/explanatory texts to examine a topic

and convey ideas and information clearly. (5.1.1, 5.1.2,

5.1.3,5.1.4, 5.1.5)

a. Introduce a topic clearly, provide a general

observation and focus, and group related

information logically; include formatting (e.g.,

headings), illustrations, and multimedia when

useful to aiding comprehension. (5.1.3, 5.1.4,

5.1.5)

d. Introduce a topic clearly, provide a general


information logically; include formatting,

illustrations, and multimedia when useful to aid in

comprehension (5.1.1)

III-W-1:LI-1

III-W-1:LI-4

III-W-1:LI-6

Writing one or more narrative paragraphs

based on imagined or real events that includes

characters, setting, and details to develop the

plot using appropriate transitional words and

varied sentence structure.

Writing expository essays and informational

reports that include topic sentences, main

ideas, and supporting details using transitions,

varied sentence structure and academic

vocabulary.

Writing a variety of functional text that

address audience, stated purpose, and context

letters, direction, graphs/tables, brochures.

15 JC rev. 7/24/17

5.W.3

Use precise language and domain-specific vocabulary to

inform about or explain the topic. (5.1.1)

Write narratives to develop real or imagined experiences

or events using effective technique, descriptive details,

and clear event sequences. (5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)

III-W-4:LI-1

III-W-4:LI-2

III-W-4:LI-3

Producing one or two paragraphs with an

identifiable main idea and supporting details

that reflect the purpose in a variety of genres.

Producing one or two paragraphs that reflect

an introductory statement, supporting details,

and a concluding statement, which are

connected by one-word transitions and

transitional phrases.

Choosing words, ideas, and details that reflect

audience and purpose (pragmatics) with


Production and Distribution of Writing

5.W.4

5.W.5

5.W.6

Produce clear and coherent writing in which the

development and organization are appropriate to task,

purpose, and audience. (5.1.1, 5.1.3, 5.1.5)

With guidance develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new

approach. (5.1.1)

With some guidance and support from adults, use

technology, including the Internet, to produce and publish

writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills in

order to complete a writing task. (5.1.1)

III-W-3:LI-1

III-W-3:LI-2

III-W-3:LI-3

III-W-3:LI-4

III-W-3:LI-5

III-3:LI-6

III-W-3:LI-7

Generating and organizing ideas to include a

prewriting plan using multiple teacher-

selected methods (brainstorming, webbing,

writer’s notebook, journal, etc.).

Organizing ideas to reflect audience and

intended purpose.

Using a prewriting plan to draft a paragraph or

essay with an introductory statement, body,

traditions, and concluding statement.

Revising a student draft as a class or in small

groups for word choice, sequence of ideas

(introduction, body, conclusion),

adding/deleting supporting details, effective

transitions, sentence structure (complete and

varied sentences) using revision tools

(checklists, rubrics, and reference materials).

Reviewing student drafts for errors in

conventions as a class or in small groups using

editing tools (e.g., checklists, rubrics, computer

spell check, and other reference materials).

Publishing products in a variety of formats

(oral presentation, manuscript, multimedia,

etc.).

Using a teacher-established timelines to

publish products in a variety of formats (e.g.,

16 JC rev. 7/24/17

III-W-4:LI-4

III-W-4:LI-5

oral presentation, manuscript, multimedia,

etc.).

Substituting accurate and specific synonyms

for adjectives, verbs, and nouns and

attempting to use figurative language with

instructional support or resources.

Varying sentence beginnings, lengths, and

patterns.

Research to Build and Present Knowledge

5.W.8

5.W.9

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. (5.1.1)

Draw evidence from literary or informational texts to

support analysis, reflection, and

research. (5.1.1,5.1.2,5.1.3,5.1.4,5.1.5)

III-W-5:LI-1

Recording and organizing information,

observations, or questions on a topic of

student interest from one or two sources

(experiment, textbook, guest speaker, video,

Internet, podcasts, etc.) for report research

purposes.

Writing Foundational Skills ELP Standards Alignment

Sound-letter Basics and Handwriting

5.WF.1

Demonstrate and apply handwriting skills.

a. Read and write cursive letters, upper and lower

case.

b. Transcribe ideas legibly and fluently with

appropriate spacing and indentation.

III-W-2:LI-1

III-W-2:LI-2

III-W-2:LI-3

III-W-2:LI-4

III-W-2:LI-5

Legibly writing cursive upper and lower case

letters of the alphabet.

Spelling multi-syllable words using knowledge

of syllabication and spelling patterns.

Spelling grade-appropriate words (i.e., high

frequency, common, academic, homonyms,

and plurals).

Using capitalization for proper nouns (i.e.,

names, place names, dates, holidays,

languages), titles (including book and poem

titles), and abbreviations.

Using punctuation for sentence endings, semi-

colons in a series, introductory clauses,

dialogue and direct address, quotation marks

for dialogue and titles, colons to punctuate

business letter salutations, apostrophes to

punctuate contractions, and plural possessives.

17 JC rev. 7/24/17

Unit 1: Enduring Understandings, Essential Questions & Key Concepts

Enduring Understandings

What kinds of challenges do people face and how do they meet them?

Essential Questions (Grade.Unit.Week) Key Concepts (Grade.Unit.Week)

5.1.1 Red Kayak

• What inspires people to act courageously?

5.1.2 Thunder Rose

• How can nature challenge us?

5.1.3 Island of the Blue Dolphins

• How do people survive in the wilderness?

5.1.4 Satchel Paige

• How do we face personal challenges?

5.1.5 Ten Mile Day

• What challenges do immigrants encounter?

Text-Based Comprehension Vocabulary Concepts/ Word

Analysis

Skills:

• 5.1.1 - Character and

Plot

• 5.1.2 - Cause and Effect

• 5.1.3- Theme and

Setting

• 5.1.4- Fact and Opinion

• 5.1.5 - Cause and Effect

Strategies:

• 5.1.1 - Monitor and

Clarify

• 5.1.2- Summarize

• 5.1.3- Inferring

• 5.1.4- Questioning

• 5.1.5 -Text Structure

Skills:

• 5.1.1- Homographs

• 5.1.2 - Homonyms

• 5.1.3 - Unknown Words

• 5.1.4- Antonyms

• 5.1.5 - Multiple-Meaning Words

Strategies:

• 5.1.1- Context Clues


• 5.1.3- Dictionary/Glossary

• 5.1.4 - Context Clues

• 5.1.5 - Context Clues

Word Analysis:

• 5.1.1 - Suffix -ly

• 5.1.2 – Greek / Latin Roots

• 5.1.3 - Compound Words

• 5.1.4 - Shades of Meaning

• 5.1.5 - Suffix -ing

18 JC rev. 7/24/17

Unit 1: Student Friendly Objectives

Student Friendly Objectives

Use the objectives/standards provided on the page above and begin with student directed phrases such as:

The student will…

I can…

You can also access “Student Friendly” language through the following website:

http://www.thecurriculumcorner.com/2012/12/03/i-can-common-core-standards-k-5/

• I can accurately quote from a text. 5.RL.1 (Stories 1, 3)

• I can draw inferences when reading. 5.RL.1 (Stories 1,3)

• I can find the theme in a story. 5.RL.2 (Stories 1,3)

• I can tell how characters respond to problems. 5.RL.2 (Stories 1,3)

• I can quote accurately from a text. 5.RI.1 (Stories 1,3)

• I can find the main idea. 5.RI.2 (Story 2)

• I can find how the main idea is supported by details. 5.RI.2 (Story 2)

• I can summarize what I have read. 5.RL.2 (Story 2)

• I can tell how people, events, ideas or concepts are related. 5.RI.3 (Story 5)

• I can compare and contrast texts. 5.RI.5 (Story 5)

• I can read fluently and accurately 5.RF.4 (Stories 1,2,3,4,5)

• I can write to teach. 5.W.2 (Stories 1,3,4)

• I can write to tell a story. 5.W.3 (Story 2)

• I can write for different purposes, audiences, and topics. 5.W.4 (Stories 1,3)

• I can use the four types of sentences correctly in my speaking and writing 5.L.1 (Stories 1,2,3,4)

• I can spell fifth grade words correctly. 5.L.2 (Stories 1,2,3,4,5)

• I can use context clues to help me understand new words. 5.L.4 (Stories 1,2,3,4,5)

• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. 5.L.5 (Stories 1,2,4)

19 JC rev. 7/24/17

Unit 1: Vocabulary

Vocabulary (Grade.Unit.Week)

Selection Vocabulary Academic Vocabulary

5.1.1 Red Kayak: compressions, grumbled, insistently, intentionally,

minute, neutral, normally

5.1.2 Thunder Rose: branded, constructed, daintily, devastation,

lullaby, pitch, resourceful, thieving, veins

5.1.3 Island of the Blue Dolphins: gnawed, headland, kelp, lair,

ravine, shellfish, sinew

5.1.4 Satchel Paige: confidence, fastball, mocking, outfield, unique,

weakness, windup

5.1.5 Ten Mile Day: barren, deafening, lurched, previous, prying,

surveying

5.1.1 Red Kayak: character, plot, monitor and clarify, declarative

sentence, interrogative sentence, imperative sentence, exclamatory

sentence, realistic fiction, how-to text

5.1.2 Thunder Rose: cause, effect, summarize, tall tale, hyperbole

5.1.3 Island of the Blue Dolphin : inferring, setting, theme,

independent clause, dependent clause, novel

5.1.4 Satchel Paige: fact, opinion, biography, complex sentences,

idiom

5.1.5 Ten Mile Day: text structure, proper noun, sensory details,

expository text, alliteration, author’s viewpoint

Amazing Words – Oral Vocabulary

5.1.1 Red Kayak: terrified, treacherous, bravery, heroine, revive, expedition, anticipate, trepidation, ferocity, audacity

5.1.2 Thunder Rose: roaring, stationed, meteorologist, twister, stamina, precipice, agriculture, disaster, unpredictable, wildfire

5.1.3 Island of the Blue Dolphins: gutted, quartz, flint, blazing, pursuit, prey, shipwreck, famished, wilderness, resourceful

5.1.4 Satchel Paige: barrier, hardships, hostility, endured, ambition, strive, vigor, devotion, resist, discipline

5.1.5 Ten Mile Day: immigration, Ellis Island, belongings, anxiously, allegiance, emblem, sustenance, adversity, established, homeland

20 JC rev. 7/24/17

Unit 1: DOK

Depth of Knowledge

Sample Unit Activities

Showing Progression of Thinking from DOK 1-4

DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

Use a Circle Map to

brainstorm a list of items

needed to survive in the

outdoors.

Use a Tree Map to categorize

the items by importance and

location (water, wilderness,

desert, etc.).

Formulate a possible survival

problem and research

solutions that justify your

listed survival items.

Create a survival guide for travelers

that outlines how to survive in the

outdoors. Use a problem solution

structure to organize your writing. Use

specific text features such as titles,

captions, labels, headings, bold text,

and bullets.

Additional DOK Activities

DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

Look back at “What Will I Do in an Emergency?” and “Seven

Survival Questions.” Both texts discuss the steps to take in

emergency situations. Being prepared for emergencies can

make the difference between surviving and not surviving. Write

a public safety advertisement designed to convince hikers to

prepare for possible emergencies when planning wilderness

hikes. Use evidence from each text to support your opinion, or

claim. (Writing to Sources More Connect to Text, p. 198)

Research the topic of outdoor survival. Create open ended questions to

guide the research. Make a list of things that you would need to survive

in the wilderness. Create a survival guide for travelers that outlines

how to survive in the wilderness. Use a problem solution structure to

organize your writing. Use specific text features such as titles, captions,

labels, headings, bold text, and bullets.

Look back at Island of the Blue Dolphins and “Seven Survival

Questions.” Did Karana follow any of the survival information

under the question “What makes a place safe?” In a short

explanatory essay, clarify if Karana uses any of this advice as she

builds her home. Carefully reread both texts to find facts,

concrete details, and accurate quotations to support your

explanation. (Write to Sources, p. 17)

Using a Circle map brainstorm a list of challenges that people are facing

today. Reflect on the different ways people overcame their particular

challenges in this unit. Select a current challenge and research the issues

related to that problem. Identify two or three ways this challenge can be

overcome. Create a presentation to demonstrate your understanding.

21 JC rev. 7/24/17

Unit 1: Assessment

Assessment

Screeners Diagnostic Formative Summative

SRI

Previous Standardized Test

Scores

DRA

Reading Street Baseline Test

Words Their Way Spelling

Inventory

SRI

SRI

CCI Cycle Data

Reading Street Monitor Progress

ELA05-DIII

Weekly Story Tests

Reading Street Unit Tests

Reading Street End of Year

ELA05-DIII

State Standardized Assessments

Assessment Rubric

Formative Summative

DIIIUSD Scoring Rubric

Write from the Beginning and Beyond Analytical Rubric

Reading Street Retell Rubric


22 JC rev. 7/24/17

Unit 1: Sample Performance Task

Sample Performance Tasks

5.1.1 Red Kayak

1. After reading A Dream in Her Heart (Sleuth), write a paragraph discussing Jessica’s voyage. Do you feel her voyage was more

courageous or reckless? Use at least 3 details from the text to support your viewpoint.

2. After reading “Red Kayak”, write a paragraph in which you discuss how people can be inspired to act courageously. Support your

position with evidence from the text.

5.1.2 Thunder Rose

1. After reading Thunder, Lightning, and Thor (Sleuth), write a paragraph that identifies how the Norse people used the story of Thor

to explain what caused thunder and lightning. Support your ideas with evidence from the text.

2. After reading “Thunder Rose”, think about the special traits and characteristics of the tall tale character Thunder Rose. Write a

journal entry asking yourself what kind of problem a character might get into because of his or her special traits.


1. After reading The World’s Smallest Island Nation (Sleuth), identify the economic and environmental problems facing Nauru.

Decide which is the most serious challenge facing the people of Nauru. Defend your position with evidence from the text.

2. After reading “Island of the Blue Dolphins” and identifying the theme, what clues does the text provide to support the theme?

5.1.4 Satchel Paige

1. After reading Major League Dreams (Sleuth), write a paragraph in which you discuss if there is ever a time to give up on a dream

and evaluate why or why not. Provide evidence from the text to support your position.

2. After reading “Satchel Paige”, use a Double Bubble Map to compare and contrast a player’s life in the Negro leagues to the white

leagues. Make an inference about which life was more challenging. Defend your inference with evidence from your Thinking

Map.

5.1.5 Ten Mile Day

1. After reading The Tree of Heaven, (Sleuth), decide if you think the parents or the children are more likely to be excited about

making the move. Record your evidence in a Thinking Map.

2. After reading “Ten Mile Day”, pretend you are an immigrant working on the Transcontinental Railroad. Create a journal entry

that describes a day in your life, using examples from the text to support your entry.

23 JC rev. 7/24/17

Unit 1: Thinking Maps and the Common Core

24 JC rev. 7/24/17

Unit 1: Suggested Activities

Suggested Activities

5.1.1 Red Kayak

• Create a concept map listing ways that people act courageously (p.20) DOK1

• Create a Flow Map to show the sequence in events in how Brady tries to keep Ben alive and then use the Flow Map to write a

summary using examples from the text. DOK2

• Create a Double Bubble to compare and contrast the instructions in the how to text What Will I Do in an Emergency with the

steps Brady used to revive Ben. Write a short summary to compare and contrast the information. DOK3

5.1.2 Thunder Rose

• Reread the section on pp. 63–73 and summarize Thunder Rose’s adventures with the longhorn herd and the tornadoes. Create a

list of metaphors and similes. Then write a one-paragraph explanation of what three or four of these metaphors and similes

mean. Use domain-specific vocabulary to explain how the figurative language adds to the tall tale’s meaning and tone. Support

your explanation with specific examples

from the text, including quotations. (Writing to Sources p. 12) DOK3

• Read “Thunder, Lightning, and Thor” (Sleuth). Partners should compile details from the text to explain how thunder and lightning

were created. Research how tornados are actually formed. Use a tree map to organize your information and write a brief

summary. DOK2

• Look back at Thunder Rose and “Measuring Tornadoes.” Using the Fujita scale, decide both the rating and the damage level of the

tornadoes described in Thunder Rose. Then write a short essay that explains your choices. Carefully reread both texts to find

facts, concrete details, and accurate quotations to support your explanation. (Write to Sources p.13) DOK3


• Use a Multi-Flow map to organize the problems Karana faced in the wilderness and how she solved them. Use this information to

write a paragraph discussing how Karana overcame the challenges she faced in the wilderness. DOK2

• Read the “World’s Smallest Island Nation” (Sleuth). Create a Tree Map of the life of the Nauru children. Compare and contrast

the life of a Nauru child to your own. DOK3

5.1.4 Satchel Paige

• Reread the section on pp. 124–128 and summarize the sequence of events in which Satchel Paige and Josh Gibson face each

other on the baseball field. Write a paragraph that examines the relationship between these individuals based on specific

information from the text. Use domain-specific vocabulary to develop your explanation with examples from the text, including

facts, concrete details, and accurate quotations.(Writing to Sources p. 21) DOK3

• Read “Major League Dreams” (Sleuth) and create a Bubble Map illustrating the characteristics of a good baseball player. Use

evidence from the text to support your answer. DOK2

• Create a list of questions a coach might ask to interview players that want to attend a baseball camp. DOK2

• Read “Roberto Clemente.” Use dates, ages, and clue words to create a timeline of Roberto Clemente’s life. DOK2

25 JC rev. 7/24/17

Suggested Activities Continued

5.1.5 Ten Mile Day

• Reread “Ten Mile Day” on pp. 146–159 and summarize the sequence of events. Take notes on how the illustrations correspond

with different parts of the text. Then use precise language to write a one-paragraph explanation that focuses on how the

illustrations clarify and contribute to the text’s meaning and tone. Support your explanation with examples from the text,

including specific facts, definitions, and

concrete details.(Writing to Sources, p. 23) DOK2

• Use the leveled readers and create a Tree Map distinguishing the facts from opinions in the text. DOK1

• Read “The Tree of Heaven” (Sleuth) and compare the experiences of the immigrants in “Ten Mile Day” to the experiences of Mei

Li’s family. Write a brief summary describing the challenges immigrants faced in both texts. DOK3

Poetry

• Teachers and students will engage in Close Reading of Poetry and examine alliteration, rhyme scheme, and author’s point of

view. DOK2

26 JC rev. 7/24/17

Unit 1: Necessary Vocabulary / Phrases for Writing

Unit 1: WFTBB / Writing Suggestions

Necessary Vocabulary/Phrases for Writing

Narrative: Opinion:

• effective technique • organizational structure/logically ordered reasons

• descriptive details/sensory details • writer’s purpose

• orient the reader/clear event sequence • point of view

• convey experiences • sample linking words/transitions: consequently, specifically

• use precise language

• narrative techniques (dialogue, description, and pacing)

Research: Informative/Explanatory:

• investigation of different aspects of the topic • explain how an author uses reasons and evidence

• relevant evidence • general observation and focus

• summarize • facts

• paraphrase • concrete details

• sources: cite sources/use multiple sources • quotations

• domain specific vocabulary/precise language

Response to Literature: • sample linking words/transitions: in contrast, especially

• draw evidence from literary or informational texts

• support analysis, reflection, research

• compare/contrast

• claims

27 JC rev. 7/24/17

Unit 1: WFTBB

Write from the Beginning and Beyond

Write from the Beginning: Modeling the Basic Personal Chronological Narrative (Yellow Binder beginning on page 290)

Step 1 - Brainstorm: Have students brainstorm their ideas using a Circle Map.

Step 2 - Sequence for Writing: Using a Flow Map have students construct a sequence of 3 main ideas/events. Write an opening paragraph

that tells who, did what, when, where, and why.

Step 3 – Extend with Details: Ask students to tell the reader more about each of the main ideas/events that you are going to write about.

Add three details for each idea/step to their Flow Map.

Step 4 – Select Transition Words and Phrases: Have students add transition words or phrases to tell the order of each idea/event. Add

these words to the top of the boxes of the Flow Map.

Step 5 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences that could tell how they felt, their opinion, what

they felt, etc.

Step 6 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their Flow/Flee Map to tell

what they are going to write about.

Step 7 – Write: Write your story by taking your information off of the Flow/Flee Map.

Mini Lessons: By using Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a focus based

on the needs of students related to the topics of:

• Motivation

• Basic Structure

• Transition

• Feelings/Emotions

• Step by Step Replay

• Inner Thoughts/Dialogue

• Well Thought Out Leads

• Suspense, Humor, and Drama

• Strong verbs

• Figurative Language

• Supporting Details

• Authentic voice

28 JC rev. 7/24/17

Write from the Beginning and Beyond Continued

� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DIIIUSD Portal. (Departments/Curriculum,

Instruction, & Assessment/ELA Reading)

� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as checkpoints

through the writing process.

Other Writing Activities (AZCCRS-like verbiage in bold)

Narrative Informative/Explanatory Literary Analysis

Convey your experience of a trip you went

on with your class using descriptive and

sensory details. (Example progression

provided in WFTB Yellow Binder p. 290)

Using precise language, write about a time

you faced a challenge that seemed

impossible to overcome.

From your point of View, where is the

best place to go on a class trip? Provide

logical reasons of why you think so.

(Example progression provided in WFTB

Expository/Informative p. 129)

Select a previously read story to complete.

How does (name of character) remind you of

someone you know? Draw evidence from

literary text to support your analysis.

29 JC rev. 7/24/17

Unit 1: Resources

DIIIUSD Adopted Resources Additional Resources

• Learn 360

Pearson Digital Resources

o www.pearsonrealize.com

o www.mypearsontraining.com

o www.pearsonschool.com

Common Core Resources

o www.commoncore.pearsoned.com

o www.corestandards.org

o www.parcconline.org

• NBC Learn

• Scholastic University

• Write From the Beginning / Write From the Beginning and

Beyond

Common Core Standards Appendix A- Glossary & Examples

http://www.corestandards.org/assets/Appendix_A.pdf

Common Core Standards Appendix B - All example stories

http://www.corestandards.org/assets/Appendix_B.pdf

Common Core Standards Appendix C - Samples of Student

Writing

http://www.corestandards.org/assets/Appendix_C.pdf

• Scoop It

• Edhelper.com

• National Geographic

• Read Works

• Read Write Think

• Scholastic Storyworks

• Online Leveled Readers

• Pinterest for Educators

• Teachers Pay Teachers

• Tween Tribune (differentiated current events and blogs)

• Newsela.com (differentiated current events)

• Brain Pop

• Scoot Pad (individualized skill study)

• Biblionasium.com

• Learn Zillion (ELA & Math support)

• IXL.com (ELA & Math support)

• RAZkids.com

• Time for Kids (current events and activities)

• Thinking Maps

• Great Source

• Write from the Beginning and Beyond

• Bridge to Common Core (pearsonsuccessnet.com)

• TechToolkit.com

• www.textproject.org

30 JC rev. 7/24/17

Unit 1: Interdisciplinary Connections

Interdisciplinary Connections

5.1.1 Red Kayak

Leveled Readers:

Advanced: The Signs

Connection: Social Studies

Activity: Students can use the library or the Internet to learn more about The Gila River Indian Community and the Maricopa and Pima

tribes. Have students prepare an oral presentation on what they learn and present it to the class.

On Level: The Long Trip Home

Connection: Science

ActiIIIity: Have students research wildlife found in rural Maine. Ask students to make a list of animals that they learned about.

Below Level: Jenna and the High Dive


Activity: Have students write a letter from Jenna to her family telling about her final impressions of her week at Camp Green Lake.

Review and have students follow the format of a friendly letter

5.1.2 Thunder Rose

Leveled Readers:

Advanced: Weather Forecasting

Connection: Science

Activity: Have students research the differences between the causes and effects of tornados and hurricanes.

On Level: Storm Chasing Challenges

Connection: Science

Activity: Have students research Hurricane Hunters, people who fly into the eye of a hurricane to study it.

Below Level: Dangerous Storms

Connection: Science

Activity: Have students research the causes/effects of a typhoon or monsoon. They can then create a list of ways to protect you in a

storm.

31 JC rev. 7/24/17

Interdisciplinary Connections Continued


Leveled Readers:

Advanced: The Medicine Harvest

Connection: Science

Activity: Students can learn more about the healing benefits of plants by researching them on the Internet or library. Use a circle map

to list plants they have learned about and their healing benefits.

On Level: Toby’s California Vacation


Activity: Research an endangered animal and find out how people are trying to preserve them. Students can get involved by

supporting the cause.

Below Level: Our Village


Activity: Select a Native American tribe and research how they live, what they eat, and what they traded.

5.1.4 Satchel Paige

Leveled Readers:

Advanced: The Journey of African American Athletes


Activity: Students can research an athlete of choice and share how he or she overcame challenges.

On Level: Famous Women in Sports


Activity: Have students pick one of the women from this book or any accomplished female sports figure, or research and compare

women’s sports of the past to what they know of women’s sports today.

Below Level: Rube Foster and the Chicago American Giants


Activity: Do research on one of the characters from the book, or another African American who played in the Negro League.

32 JC rev. 7/24/17

Interdisciplinary Connections Continued

5.1.5 Ten Mile Day

Leveled Readers:

Advanced: The Land of Opportunity


Activity: Encourage students to learn more about how immigrants become citizens today by finding a book or Internet article about

the subject. Encourage them to find samples of the test that immigrants must take to become citizens.

On Level: A Railroad Over the Sierra


Activity: Research the life of an immigrant group in the United States. Identify the problems they had in their former country, and the

kinds of challenges they face in the United States.

Below Level: The Golden Spike




33 JC rev. 7/24/17

Unit 1: Disability Awareness

Disability Awareness

Possible Read Alouds

5.1.1 Red Kayak: What inspires people to act courageously?

Lears, Laurie. Becky the Brave. Morton Grove, IL: Whitman, 2002. Summary: Becky is Sarah’s big sister. In many ways they are

alike, but as Sarah says, "Becky is brave…and I am not." Becky walks Sarah to her classroom each day. She is brave about going

to a new school, about standing up to a big dog, and even about having epilepsy.

Acting Courageously from Get Into It/Special Olympics

https://getintoit.specialolympics.org/educators/3-5

5.1.2 Thunder Rose: How do we face personal challenges?

Rotner, Shelley and Sheila Kelley. The A.D.D. Book for Kids. Brookfield, CT: Millbrook Press,

2000. Summary: In their own words, children explain what it’s like dealing with attention-deficit disorder. Bright, upbeat

photographs personalize their explanations.

Disability, Jillian Powel (DVUSD Library)

Discusses disabilities, who has them, the physical and social challenges faced by disabled people, how they can work and play,

and what kinds of help are available, with an emphasis on physical disabilities.

Rules by Cynthia Lord (2007) 4-7th Grade

Story of a 12 year old girl with an 8 year old brother with autism who wants her family to be normal. The rules of the title are

life skills Catherine is trying to teach him. When she meets someone else who cannot speak, she realizes the importance of

caring for people and family who are different. (DVUSD)

O'Connor, Barbara. Me and Rupert Goody. New York, NY: Farrar, Straus and Giroux, 1999. Summary: Jennalee's world is

turned upside-down when a stranger names Rupert comes to town. Rupert has a mental disability, and Jennalee must adjust to

sharing her friends and family with him. (DVUSD)

34 JC rev. 7/24/17

Unit 2: Doing the Right Thing Unit 2: AZCCRS

5th Grade Unit 2 Doing the Right Thing


(Grade.Unit.Week)



5.RF.3

Know and apply grade-level phonics and word analysis skills

in decoding words. (5.2.1)



morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context

and out of context. (5.2.5)

III-R-2:LI-4

III-R-2:LI-5

III-R-2:LI-7

III-R-2:LI-8



consonant blends and digraphs

(/f/i/n/d/=find;

/fl/a/t/=flat).

Orally producing rhyming words in response

to given words (Cat rhymes with…hat).


compound words, including consonant

blends, consonant/Vowel digraphs (th, sh, ck)

and dipthongs (ea, ee, ie) and r-controlled

vowels.

Applying knowledge of syllabication rules

when decoding multi-syllabic and compound

words.

Fluency

5.RF.4


comprehension. (5.2.3, 5.2.4)

a. Read grade-level text with purpose and

understanding. (5.2.4)


accuracy, appropriate rate, and expression on

successive readings. (5.2.1, 5.2.5, 5.2.3, 5.2.5)


content area with fluency (i.e., accuracy,


punctuation).



5.RL.1

Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.

(5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

III-R-4:LI-2

Predicting what might happen next in a

reading selection.

35 JC rev. 7/24/17

5.RL.2

5.RL.3


in the text, including how characters in story or drama

respond to challenges, how the speaker in a poem reflects

upon a topic, and a summary of the text.


events in a story or drama, drawing on specific details in the

text (e.g., how characters interact). (5.2.1, 5.2.3)

III-R-4:LI-3

III-R-4:LI-4

III-R-4:LI-5

III-R-4:LI-7

III-R-4:LI-12

III-R-4:LI-14

III-R-4:LI-16

III-R-4:LI-17

III-R-4:LI-18

III-R-4:LI-19

III-R-4:LI-22










Identifying the cause-effect relationship of

two related events in a literary selection.






Comparing and contrasting two characters

from a fictional text.

Comparing and contrasting two settings from

a fictional text.



websites, podcast, webinars, etc.)

Craft and Structure

5.RL.4

5.RL.5

5.RL.6

Determine the meanings of words and phrases as they are

used in text, including figurative language.

a. Use context as a clue to a meaning of a word or

phrase. (5.2.1)

b. Use common, grade appropriate Greek and Latin

affixes and roots as clues to the meaning of word.

(5.2.3)


together to provide the overall structure of a particular story,

drama, or poem. (Story 3)

Describe how a narrator’s point of view influences how

events are described. (5.2.1)

III-R-4:LI-13

III-R-4:LI-34

Drawing conclusions from information

implied or inferred in a literary selection.

Identifying structural elements of poetry.

(e.g., repetition, rhyme, rhythm, verse, meter,

and imagery, etc.)

36 JC rev. 7/24/17


5.RL.7

5.RL.9

Analyze how visual and multimedia elements contribute to

the meaning, tone, or beauty of a text. (5.2.3)

Compare and contrast stories in the same genre on their

approaches to similar themes and topics. (5.2.3)

III-R-4:LI-6

III-R-4:LI-17

Making connections to text (i.e., text-to-text

and text-to-self).


Range of Reading and Level of Text Complexity

5.RL.10 By the end of the year, proficiently and independently read

and comprehend literature, including stories, dramas, and

poetry, in a text complexity range determined by qualitative

and quantitative measures appropriate to grade 5.


content area text with fluency. (i.e., accuracy,


punctuation)



5.RI.1

5.RI.2

5.RI.3



(5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

Determine two or more main ideas of a text and explain how

they are supported by key details; summarize the text.

(5.2.2)

Explain the relationships or interactions between 2 or more

individuals, ideas, events, or concepts in a historical,

scientific, or technical text based on specific information in

the text. (5.2.2)

III-R-4:LI-2

III-R-4:LI-3

III-R-4:LI-4

III-R-4:LI-5

III-R-4:LI-7

III-R-4:LI-12

III-R-4: LI-14

III-R-4:LI-16

III-R-4:LI-17

III-R-4:LI-18

III-R-4:LI-19

III-R-4:LI-22


reading selection.










Identifying the cause-effect relationship of

two related events in a literary selection.







from a fictional text.

Comparing and contrasting two settings from

a fictional text.



websites, podcast, webinars, etc.).

37 JC rev. 7/24/17

Craft and Structure

5.RI.4

Determine or clarify the meaning of unknown words and

phrases in a text relevant to grade 5 topic or subject area.

(5.2.2)

III-R-4:LI-20 Applying understanding of content-area

vocabulary within math, science, and social

studies texts


5.RI.7

5.RI.9

Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question

quickly or solve a problem efficiently. (5.2.1)

Integrate information from several texts on the same topic in

order to write or speak knowledgeably. (5.2.1)

III-R-4:LI-22

III-R-4:LI-24

Locating information for a specific purpose.


websites, podcast, webinars, etc.)

Interpreting information from external text in

nonfiction text for a specific purpose. (e.g.,

"According to the population map, most

people live in the Northeast.")

Range of Reading and Level of Text Complexity

5.RI.10 By the end of the year, proficiently and independently read

and comprehend informational text, including history/social

studies, science and technological texts, in a text complexity

range determined by qualitative and quantitative measures

appropriate to grade 5. (5.2.2)




punctuation)



5.SL.1


(one-on-one, in groups, and teacher led) with diverse

partners on grade 5 topics and texts, building on others’


a. Follow agreed-upon rules for discussions and carry

out assigned roles. (5.2.4)

b. Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on remarks of others. (5.2.1)

III-LS-1-LI-4

III-LS-1:LI-5

III-LS-1:LI-6



complete sentences.



ideas, and/or events using academic

vocabulary.




vocabulary (e.g., problem/solution,

cause/effect, compare/contrast,

chronological order, sequencing, etc.)


5.SL.4

Report on a topic or text or present an opinion, sequencing

ideas logically and using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak

clearly at an understandable pace. (5.2.5)

III-LS-1:LI-4 Paraphrasing main ideas/concept and key


complete sentences

38 JC rev. 7/24/17

5.SL.6

Adapt speech to a variety of contexts and tasks, using formal

English when appropriate to task and situation. (See grade 5

Language standards 1 and 3 on pages 28 and 29 for specific

expectations.) (5.2.1, 5.2.2, 5.2.3)



5.L.1

5.L.2



(5.2.1, 5.2.2, 5.2.3,5.2.4, 5.2.5)

c. Use verb tenses to convey various times,

sequences, states, and conditions. (5.2.3)

Demonstrate command of conventions of standard English

capitalization, punctuation, and spelling when writing

(5.2.1)

e. Spell grade-appropriate words correctly, consulting

references as needed. (5.2.1, 5.2.2, 5.2.3, 5.2.4,

5.2.5)

III-L-1(SC):LI-2

III-L-1(V):LI-5

III-L-1(V):LI-6

III-L-1(V):LI-7

III-L-1(V):LI-9

III-L-1(V):LI-10

III-L-1(V):LI-11

Producing sentences using subjects and

verbs, with subject-verb agreement (S-V).

Using simple present tense irregular verbs to

be, to have, to do, and to go to produce

declarative, negative, and interrogative

simple sentences with instructional support.

Producing declarative, negative, and

interrogative simple sentences using simple

present tense verbs (subject-verb agreement)



interrogative simple sentences using present

progressive tense verbs (subject-verb

agreement) with instructional support.



past tense regular verbs (subject-verb


Using simple past tense irregular verbs to be,

to have, to do, and to go to produce


simple sentences (subject-verb agreement)

with instructional support using simple past

tense irregular verbs to be, to have, to do,

and to go to produce declarative, negative,

and interrogative simple sentences (subject-

verb agreement) with instructional support.


interrogative simple sentences using irregular

simple past tense verbs (subject-verb


39 JC rev. 7/24/17

III-L-1(V):LI-12

III-L-1(V):LI-13

III-L-1(V):LI-22


interrogative simple sentences using the

simple future tense (will) (subject-verb


Differentiating between past, present and

future verb tenses.

Differentiating between the use of simple

past tense and the present perfect tense by

responding to a prompt.


5.L.3


writing, speaking, reading, or listening. (5.2.1, 5.2.2)

a. Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style. (5.2.1)

b. Compare and contrast the varieties of English (e.g.,

dialects, registers) used in stories, dramas, or

poems. (5.2.1)

III-L-1:LI-6

III-L-1:LI-8

Applying contractions in context with


Stating the words represented by

common/academic language abbreviations

and acronyms.


5.L.4

5.L.5

5.L.6

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 5 reading and

content, choosing flexibly from a range of strategies. (

5.2.1, 5.2.2, 5.2.4, 5.2.5)

a. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to the meaning of a word

(e.g., photograph, photosynthesis). (5.2.3)



word or phrase. (5.2.1,5.2.4)

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 key words and phrases. (5.2.2)

Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (5.2.1)

Acquire and use accurately 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,

III-L-2:LI-4

III-L-2:LI-5

III-L-2:LI-7

III-L-2:LI-10

III-L-2:LI-12

III-L-2:LI-13




Determining the meaning of compound

words using knowledge using individual

words (e.g., lunchtime, daydream, etc.).


affixes (prefixes and suffixes) to determine

the meaning of unknown grade-level content


Using context clues in a variety of context

texts to determine the intended meaning of

grade-level homonyms and multiple meaning


Using context clues in a variety of context


grade-level content words, with instructional

support.


figurative language in a variety of texts.

40 JC rev. 7/24/17

similarly, moreover, in addition). (5.2.1, 5.2.2, 5.2.3, 5.2.3,

5.2.4, 5.2.5)

III-L-2:LI-14 Using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words with instructional support.



5.W.2

5.W.3

Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. (5.2.1, 5.2.2, 5.2.3,

5.2.3, 5.2.4, 5.2.5)

Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and

clear event sequences. (5.2.1, 5.2.2, 5.2.4)

a. Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize

an event sequence that unfolds naturally. (5.2.3,

5.2.5)

b. Use narrative techniques, such as dialogue and

description to develop experiences and events or

show the responses of characters to situations.

(5.2.1)

d. Use concrete words and phrases and sensory

details to convey experiences and events precisely.

(5.2.1, 5.2.2, 5.2.4, 5.5 5)

III-W-1:LI-1

III-W-4:LI-1

III-W-4:LI-2

III-W-4:LI-3

III-W-4:LI-4

III-W-4:LI-5

III-W-4:LI-6

III-W-4:LI-7

Writing a narrative or short story that

includes characters, setting, and sequence of

events, with instructional support.

Writing student-generated text that

expresses a main idea, with instructional

support.

Writing relevant details that support the main

idea in a student-generated text, with


Organizing student-generated text to include

a clear beginning, middle, and end, with


Organizing student-generated text to include

transitional words to indicate a beginning,

middle, and end, with instructional support.

Organizing a student-generated text in a

select format (e.g., friendly letter, narrative,

expository text, etc.) with instructional

support.

Selecting words to use in a student-generated

text to create a picture in the reader’s mind

and to convey the intended meaning (e.g.,

shades of meaning/big, large, enormous, etc.)


Selecting expressive or descriptive short

phrases/sentences to use in student-

generated text, with instructional support.


5.W.4



purpose, audience. (5.2.3)

III-W-3:LI-1

Generating and organizing ideas to include a

prewriting plan using multiple teacher-



41 JC rev. 7/24/17

5.W.5

5.W.6

With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach.

With guidance from adults, use technology to produce and

publish writing as well as to interact and collaborate with

others; demonstrate sufficient command of keyboarding

skills to type a minimum of two pages in a single sitting.

III-W-3:LI-2

III-W-3:LI-3

III-W-3:LI-4

III-W-3:LI-5

III-3:LI-6

III-W-3:LI-7

III-W-4:LI-4

III-W-4:LI-5

Organizing ideas to reflect audience and

intended purpose.

Using a prewriting plan to draft a paragraph

or essay with an introductory statement,

body, traditions, and concluding statement.

Revising a student draft as a class or in small

groups for word choice, sequence of ideas

(introduction, body, conclusion),

adding/deleting supporting details, effective

transitions, sentence structure (complete and

varied sentences) using revision tools

(checklists, rubrics, and reference materials).

Reviewing student drafts for errors in

conventions as a class or in small groups using

editing tools (e.g., checklists, rubrics,

computer spell check, and other reference

materials).

Publishing products in a variety of formats

(oral presentation, manuscript, multimedia,

etc.).

Using a teacher-established timelines to

publish products in a variety of formats (e.g.,

oral presentation, manuscript, multimedia,

etc.).

Substituting accurate and specific synonyms

for adjectives, verbs, and nouns and

attempting to use figurative language with

instructional support or resources.

Varying sentence beginnings, lengths, and

patterns.


5.W.7

5.W.8

Conduct short research projects that use several sources to

build knowledge through investigation of different aspects

of a topic and to answer a specific question. (5.2.2)



summarize information in notes and finished work and

provide a list of sources.

III-W-5:LI-1

III-W-5:LI-2

Formulating and writing questions about a

topic or event in order to gather research for

a report with instructional support.

Gathering information to ask questions about

a topic or event for a report, with


42 JC rev. 7/24/17

5.W.9


support analysis, reflection, and research. (5.2.1, 5.2.2,

5.2.3, 5.2.3, 5.2.4, 5.2.5)

III-W-5:LI-3 Writing phrases and simple sentences in a

one paragraph report based on collected data

about objects, people, or events with


Range of Writing

5.W.10 Write routinely over extended time frames and shorter

time frames for a range of discipline-specific tasks,

purposes, and audiences (5.2.1)

III-W-5:LI-3 Writing phrases and simple sentences in a

one paragraph report based on collected data

about objects, people, or events with




5.WF.1



case.



III-W-2:LI-1

III-W-2:LI-2

III-W-2:LI-3

III-W-2:LI-4

III-W-2:LI-5



Spelling multi-syllable words using knowledge

of syllabication and spelling patterns.

Spelling grade-appropriate words (i.e., high

frequency, common, academic, homonyms,

and plurals).

Using capitalization for proper nouns (i.e.,

names, place names, dates, holidays,

languages), titles (including book and poem

titles), and abbreviations.

Using punctuation for sentence endings,

semi-colons in a series, introductory clauses,

dialogue and direct address, quotation marks

for dialogue and titles, colons to punctuate

business letter salutations, apostrophes to

punctuate contractions, and plural

possessives

43 JC rev. 7/24/17



What makes people want to do the right thing?

Essential Questions (Grade. Unit. Week) Key Concepts (Grade. Unit. Week)

5.2.1: At the Beach

• Why is honesty important?

5.2.2: Hold the Flag High

• What are the risks in helping others?

5.2.3: The Ch i-lin Purse

• What are the rewards for helping others?

5.2.4 A Summer’s Trade

• Why do people make sacrifices for others?

5.2.5 The Midnight Ride of Paul Revere

• How can people promote freedom?

Text-Based Comprehension Vocabulary Concepts/

Word Analysis

Skills:

• 5.2.1 Compare and

Contrast

• 5.2.2 Sequence

• 5.2.3 Compare and

Contrast

• 5.2.4 Author’s Purpose

• 5.2.5 Author’s Purpose

Strategies:

• 5.2.1 Visualize

• 5.2.2 Inferring

• 5.2.3 Structure

• 5.2.4 Monitor and

Clarify

• 5.2.5 Background

Knowledge

Skills:

• 5.2.1 Unfamiliar Words

• 5.2.2 Unknown Words

• 5.2.3 Greek and Latin Roots

• 5.2.4 Unfamiliar Words

• 5.2.5 Endings –s, -ed, -ing

Strategies:

• 5.2.1 Context Clues

• 5.2.2 Dictionary/Glossary

• 5.2.3 Word Structure

• 5.2.4 Context Clues

• 5.2.5 Word Structure

Word Analysis:

• 5.2.1 Spanish Word Origins

• 5.2.2 French Word Origins

• 5.2.3 Suffixes –tion,-ion

• 5.2.4 Spanish Word Origins

• 5.2.5 Word Families

44 JC rev. 7/24/17




The student will…

I can…



• I can compare and contrast characters, setting or events. 5.RL.3 (5.2.1,5.2.3)

• I can quote accurately from a text. 5.RI.1 (5.2.2, 5.2.4, 5.2.5)

• I can find the main idea. 5.RI.2 (5.2.2)

• I can find how the main idea is supported by details. 5.RI.2 (5.2.2)

• I can summarize what I have read. 5.RL.2 (5.2.2)

• I can read and understand fifth grade fiction 5.RI.10 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can read and understand fifth grade nonfiction 5.RI.10 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can read fluently and accurately 5.RF.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can write to tell a story. 5.W.3 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can engage effectively in discussions. 5.SL.1 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can follow rules for discussions and complete my role. 5.SL.1 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can give a report in a logical sequence. 5.SL.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can compare and contrast English used in writing. 5.L.3 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can use affixes and roots to help me learn new words. 5.L.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

• I can use dictionaries, glossaries, thesauruses to help me understand and pronounce new words. 5.L.4 (5.2.1, 5.2.2, 5.2.3, 5.2.4,

5.2.5)

• I can use fifth grade words. 5.L.6 (5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5)

45 JC rev. 7/24/17

Unit 2: Vocabulary

Vocabulary (Grade. Unit. Week)


5.2.1 At the Beach: algae, concealed, driftwood,

hammocks, lamented, sea urchins, sternly, tweezers

5.2.2 Hold the Flag High: canteen, confederacy, glory,

quarrel, rebellion, stallion, union

5.2.3 The Ch i-lin Purse: astonished, behavior, benefactor,

distribution, gratitude, procession, recommend, sacred,

traditions

5.2.4 A Summer’s Trade: bandana, bracelet, Hogan,

jostled, mesa, Navajo, turquoise

5.2.5 The Midnight Ride of Paul Revere: fate, fearless,

glimmer, lingers, magnified, somber, steed

5.2.1 At the Beach::compare, contrast, Visualize, irregular plural nouns, imagery,

realistic fiction, legend

5.2.2 Hold the Flag High: sequence, possessive nouns, foreshadowing, literary

nonfiction, voice

5.2.3 The Ch i-lin Purse: compare, contrast, linking verbs, poetic techniques,

sensory language, symbolism, folk tale, stereotype, alliteration, assonance,

onomatopoeia

5.2.4 A Summer’s Trade: appropriate phrasing, author’s purpose, helping verbs,

personal narrative, point of view, realistic fiction, origin myth

5.2.5 The Midnight Ride of Paul Revere: background knowledge, subject-verb

agreement, cadence, poetry, rhyme, rhythm, drama, endings, internal rhyme,

rhyme scheme, author’s viewpoint


5.2.1 At the Beach: integrity, frank, honorable, moral, oath, principled, candid, guilt, justice, deceit

5.2.2 Hold the Flag High: poses, officers, unwavering, maneuver, cooperation, nation, trembling, sacrifice, audacity, brazen

5.2.3 The Ch i-lin Purse: stranded favor, panic, distress, praise, nurture, aid, selflessness, social worker, victim

5.2.4 A Summer’s Trade: committed, consequences, donated, underprivileged, gratifying, charitable, forfeit, relinquish, altruism, noble

5.2.5 The Midnight Ride of Paul Revere: battlefield, freedom, beloved, battle, vote, acquire, representation, revolution, liberty, government

46 JC rev. 7/24/17

Unit 2: DOK

Depth of Knowledge




Brainstorm in a Circle Map

different examples of non-

profit organizations which

benefit or help others.

Describe a present day need

or problem where a non-

profit would be necessary.

Create your own non-profit

organization that will

address a present-day need

or problem.

Design a brochure that persuades people

to donate to your organization. The

brochure should include a clear

explanation of how your organization is

working to solve the problems you have

identified.



In The Chí-lin Purse and A Summer’s Trade, the main characters

give up something of their own to help someone else. Write a

nomination letter telling why Hsiang-ling and Tony should be

honored with awards for their actions. Use evidence from the

texts to support your argument. (Writing to Sources More

Connect to Text, p. 200)

In a Circle Map, brainstorm different examples of non-profit organizations

which benefit or help others. Create your own non-profit organization that

will address a present-day need or problem. Design a brochure that

persuades people to donate to your organization. The brochure should

include a clear explanation of how your organization is working to solve

the problems you have identified.

Reread At the Beach and “Eagle and the Bat.” Look at the

character traits of Fernando and the Eagle. Create a double-

bubble map comparing their character traits. Make sure to use

evidence from the text. Evaluate the traits and determine

which character you feel is more admirable. Based on your

choice, participate in a class debate.

Reflect on the different reasons why people sacrificed themselves for others

in this unit. Write a hypothesis predicting your results. Create a survey to

determine the most influential factor as to why people sacrifice themselves

for others. Use to survey to collect data from students, family, and friends

outside the classroom. Analyze the data and create a graph to display your

results. Write a summary discussing your results.

47 JC rev. 7/24/17

Unit 2: Assessment

Assessment


SRI


Scores


DRA

SRI


Inventory

SRI

Reading Street Monitor Progress

ELA05-DIII

CCI Cycle Data

Weekly Story Assessments

Reading Street Unit/End of Year

Tests

ELA05-DIII

State Standardized Assessment

Assessment Rubric

Formative Summative





48 JC rev. 7/24/17



5.2.1 At the Beach

1. After reading Jesse’s Perfect Score (Sleuth), use a double bubble map to compare and contrast Jesse and Anton. Cite evidence from

the text to support similarities and differences.

2. After reading “At the Beach”, write a paragraph in which you discuss why it is important to always be honest. Support your position

with evidence from the text.

5.2.2 Hold the Flag High

1. After reading The Price of Freedom (Sleuth), create a flow map sequencing the events of Harriet Tubman’s goal to help those left

behind.

2. After reading “Hold the Flag High”, go back to pages 210 and 211. Identify hints and clues about events that will happen later in the

story (foreshadowing.) Cite text evidence to support your answer.

5.2.3 The Ch’i-lin Purse

1. After reading Peanut Butter Sandwiches (Sleuth), what conclusion can you draw about Jake’s character? How did he feel about

volunteering at the food pantry. List specific details to convince someone that your conclusion is correct.

2. After reading “ The Ch’i-lin Purse,” use a double bubble map to compare Hsiang-ling with girls in the U.S. today.

5.2.4 A Summer’s Trade

1. After reading The Swap (Sleuth), write a paragraph in which you discuss if Daniela’s actions were mainly foolish or mainly wise.

Support your answer with evidence from the story.

2. After reading “A Summer’s Trade,” identify the author’s reason for writing the story. Students should understand that there is more

than one main purpose (entertain and inform pages 268-269.) Create a tree map with the 2 main purposes and the text evidence to

support.

5.2.5 The Midnight Ride of Paul Revere

1. After reading On Loyalty to Country (Sleuth), decided whether you would have been a Loyalist or a Patriot. List three convincing

reasons and draw evidence from the text to support your choice in a paragraph.

2. After reading “The Midnight Ride,” pretend you are a colonist and create a journal entry that describes your reaction to Paul’s ride

and warning, using examples from the text to support your entry.

49 JC rev. 7/24/17


50 JC rev. 7/24/17


Suggested Activities (Grade. Unit. Week)

5.2.1 At the Beach

• Create a concept map differentiating traits comparing the difference between an honest person versus dishonest person (p.

176) DOK2

• Reread the section on pp. 188 – 192 and retell the sequence of events using a flow map. Make notes on the characters, setting,

and events. Then write a short skit based on details from the story. Introduce the story’s characters to orient readers. Use

dialogue to develop experiences and events. Make sure that the sequence of events unfolds naturally. (Writing to Sources

p.38) DOK1

• Reread At the Beach and the legend “The Eagle and the Bat” and focus on the lessons the characters learn about honorable

behavior. Create a tree map comparing the honorable behaviors discussed in each story. Use details from both texts to write a

short newspaper article that retells the events from both stories with emphasis on their differing outcomes. (Write to Sources

p. 40) DOK2

5.2.2 Hold the Flag High

• Reread the section on pp. 213 – 216 and retell the sequence of events using a flow map. Use details from the text to write a

one-paragraph fantasy retelling the experiences from the flag’s perspective. Establish the situation in the story and organize

the events in a natural way. Make sure to include pacing similar to that of the original text in your narrative. (Writing to

Sources p. 42) DOK3

• Read “The Price of Freedom.” Discuss students’ impressions of what it was like to travel on the Underground Railroad. Create a

circle map identifying the worries that slave would probably have had while traveling on the Underground Railroad. DOK1

• Reread Hold the Flag High and “How to Fold the American Flag” and pay attention to the facts and details both texts give about

how to treat the American flag. Create a comic strip about a fictional character who carries the flag and folds it up after he or

she is finished. Carefully reread both texts and include details from both texts in your narrative as you describe the events and

processes. DOK2

5.2.3 Ch’i-lin Purse

• Read paragraphs one through three on p. 238. Create a double-bubble map com compare Hsiang-ling with the girls in the

United States today.(p.238) DOK1

• Using the Leveled Readers, create a flow map of the important story events. Use the map to write a paragraph summarizing

the details of the story. (p. 230) DOK2

• Look back at The Chí-lin Purse and “The Story of Phan Ku” and consider what Hsiang-ling would say to Phan Ku if they met.

Compare and contrast each character’s story. Then write a one- or two-paragraph dialogue between Hsiang-ling and Phan Ku

that demonstrates how each character makes sacrifices. Include details from both texts to create your narrative. Carefully

reread both stories to find specific facts and sensory descriptions to include in your narrative. (Write to Sources p. 48) DOK3

51 JC rev. 7/24/17


5.2.4 A Summer’s Trade:

• Create a concept map listing various reasons people make sacrifices for others. (p. 258) DOK1

• Reread the story on pp. 266–277 and retell the sequence of events. Use details from the text to write a one-paragraph

journal entry retelling the experiences from Tony’s perspective, using first-person point of view. Introduce the narrator from

the story and organize the events logically. In the journal entry, make sure to include descriptions that show the characters’

responses to situations in the story. (Write to Sources p. 52) DOK3

• Look back at A Summer’s Trade and “Thunderbird and Killer Whale” and consider what Tony and Killer Whale might say

about sacrifices. Compare and contrast each character’s story. Then write a short dialogue between Tony and Killer Whale

that reveals how each character saved something important. Include details from both texts to create your dialogue.

Carefully reread both texts to find specific facts and sensory details to include in your dialogue. (Write to Sources p. 52)

DOK3

5.2.5 The Midnight Ride of Paul Revere:

• Create a concept map listing discussing how people can promote freedom. (p. 288) DOK1

• Using leveled readers, students will write a short paragraph that tells the author’s purpose and gives details that support

their thinking. DOK2

• Look back at The Midnight Ride of Paul Revere and “The Heroic Paul Revere.” Compare and contrast both versions of the

story and the way both texts organize and present similar information. Then write a one-paragraph letter from Paul

Revere’s perspective. Include details from both texts to create your narrative. Carefully reread the selections to find specific

facts and sensory descriptions to include in your narrative. (Writing to Sources p. 56) DOK2

Poetry

• Teachers and students will engage in close reading of poetry focusing on internal rhyme, rhyme scheme, and author’s

viewpoint. DOK3

52 JC rev. 7/24/17



Narrative: Opinion:


















• claims

53 JC rev. 7/24/17

Unit 2: WFTBB / Additional Writing Suggestions


Write from the Beginning: Modeling to Explain Why Basic Structure (Write From the Beginning and Beyond Expository/Informative

page 135)

Step 1 – Analyze the prompt: Help the students understand the prompt by focusing on key words. Stress the importance of

selecting only one topic and focuses attention on the purpose of the prompt: to explain why.

Step 2 - Brainstorm: Have students use a Circle Map to brainstorm a list of topics of different fields such as, sports, business,

government, and entertainment that have worked together to achieve a goal. Have students select two or three of his or her best

reasons and create a flow map.

Step 3 - Sequence for Writing: Using the flow map have students place their two or three reasons in the boxes of the map. Write

an opening paragraph that states an opinion and contains at least two sentences.

Step 4 – Extend with Details to clarify: Ask students to tell the students to add words or phrases that will form a sentence to clarify

how they worked together. Add three details for each event to their flow map.

Step 5 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to

tell what they are going to write about and rehearse possible transition words and phrases.

Step 6 – Select Transition Words and Phrases: Have students add transition words or phrases that move the reader from one

reason to the next.

Step 7 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences summarizing their opinion about the

prompt or restating their reasons.

Step 8 – Write: Write your expository piece by taking your information off of the Flow Map. Remember to edit for spelling,

grammar, punctuation, and capitalization.

54 JC rev. 7/24/17

Write from the Beginning and Beyond Continued

Mini Lessons: By using the Write from the Beginning Expository/Informational (Red Book - pages: 152-215) Teachers can provide

mini-lessons related to a focus based on the needs of students related to the topics of:

• Quality Reasons to Support your Opinion

• Multiple and varied Transition Words and Phrases

• Clarification Statements

• Personal Examples

• Well Thought Out Opening

• Well Thought Out Closing

� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DIIIUSD Portal.

(Departments/Curriculum, Instruction, & Assessment/ELA Reading)

� Use feedback and various rubrics including those from the Write from the Beginning (Yellow Binder - pages: 358-363) as

checkpoints through the writing process.


Narrative Explanatory/Informative Literary Analysis

Convey an experience you have had that

would be hard to forget using descriptive

and sensory details. Think about what

makes it so hard to forget.

Using precise/clear and concise

language, write about a time when you

have done the right thing (even if it

wasn’t what you wanted.)

Who is your hero? From your point

of view what makes a hero? What

character traits do heroes possess?

Support each trait with quality

reasons and examples.

Select a previously read story from Unit 2

and identify the lesson the author feels the

reader should learn. When you write your

essay, remember to show your

understanding of the story and draw

evidence from literary text to support your

analysis. (Refer to WFTB Response to

Literature page 131.)

55 JC rev. 7/24/17

Unit 2: Resources


• Learn 360

• www.pearsonrealize.com

• www.mypearsontraining.com

• www.pearsonschool.com

• www.commoncore.pearsoned.com

• www.corestandards.org

• NBC Learn



Beyond






Writing


• Scoop It

• Write From the Beginning-WFTBB

• Edhelper.com


• Read Works








• Brain Pop





• RAZkids.com



56 JC rev. 7/24/17


Interdisciplinary Connections (Grade. Unit. Week)

5.2.1 At the Beach

Leveled Readers:

Advanced Level: Our Essential Oceans


Activity: Students can learn more about ocean wind farms by going to the library or using the Internet. Have them find out where some

wind farms are actually located. Ask: How much electricity do these wind farms actually provide? Challenge them to find out what

ecological risks wind farms pose. Some students may wish to draw pictures of wind farms at sea.

On Level: Sea Life

Connections: Science

Activity: Students can learn more about hydrothermal vents and the sea life found around them by going to the library or using the

Internet. Have them research scientists who are exploring these deep sea places and the forms of life found there. Ask them why these

forms of life are considered so important.

Have them tell their findings to the class.

Below Level: The Oceans’ Treasures

Connection: Science

Activity: Students can learn more about what scientists are doing today to protect coral reefs at the library or on the Internet. Have

them look for reasons why coral reefs are threatened and ways that scientists are trying to protect them. Have them tell their findings

to the class.

5.2.2: Hold the Flag High

Leveled Readers:

Advanced Level: The Most Dangerous Woman in America


Activity: Have students use the internet and print sources to briefly research related topics such as the life and work of Eugene Debs

and Samuel Gompers, early and current child labor laws, and labor unions.

On Level: A Spy in Disguise


Activity: Provide a blank map of the eastern United States. Have students locate and label the places Emma Edmonds traveled and

trace the route she followed on the map.

57 JC rev. 7/24/17


Below Level: Slave Soldiers


Activity: Have students use internet or print sources to locate the text of the Emancipation Proclamation, as well as background

information about the document. Read sections of the proclamation together with students, pausing to discuss unfamiliar words and

concepts.

5.2.3: The Ch’i- lin Purse

Leveled Readers

Advanced: Moving to Mali


Activity: Ask students to brainstorm a list of ways they can help others in their own communities. Help them use the Internet or library to

find organizations that welcome student volunteers.

On Level: Abuela’s Gift


Activity: Review with students that celebrating the Three Kings is an important tradition in Lupe’s family. Ask students to research and

report on an important tradition that their own families celebrate.

Below Level: China: Today and Yesterday


Activity: Students can learn on the Internet or at the library about how Western cultures have borrowed aspects of Chinese culture.

Suggest they begin their research with the journey of Marco Polo.

5.2.4: A Summer’s Trade

Leveled Readers

Advanced: The Talker

Connection: Art

Activity: Have students research the photograph and sculpture depicting the raising of the flag on Iwo Jima. They can create a tableau of

the scene and share information about the event with classmates.

On Level: Helping Others

Connection: Music

Activity: Have students create a rap or song in which they detail ways of helping others. They can work with small groups to prepare,

practice and present their work to the class.

58 JC rev. 7/24/17


Below Level: A Visit to the Navajo Nation


Activity: Students may be interested in researching other Native Americans

who live in the southwestern United States. Have them use online and print sources to investigate topics such as geography, history,

and traditions of these other groups.

5.2.5: The Midnight Ride of Paul Revere

Leveled Readers

Advanced: The National Guard: Today’s Minutemen


Activity: Suggest to students that they may wish to go to the library to do additional research on the Minutemen. Ask: What questions

do you have about the Minutemen that were not answered by this book?

On Level: Paul Revere and The American Revolutionary War


Activity: Encourage students to find out information about the Boston Tea Party that describes the drama of the event. Suggest that

they check the Internet or the library to see whether any short stories, poems, or plays have been written about it.

Below Level: Paul Revere’s Ride


Activity: Encourage students to use the library or the Internet to find out more about people who worked for the freedom of Americans

during Revolutionary times. Suggest that students find information about people who are not well-known and share stories about them

with their classmates.

59 JC rev. 7/24/17




5.2.1 At the Beach - Why is honesty so important?

5.2.2 Hold the Flag High - What are the risks of helping others?

** Anti-bullying

http://whatdoyouchoose.org/

**Grade level lesson plans and resources to Stop Bullying from a disability resource PACER

http://www.pacer.org/bullying/resources/toolkits/classroom/

** I AM NORM Student driven group to including all students

www.Iamnorm.com Redefining normal

**volunteering- Project Unify in Special Olympics

5.2.3 The Ch’i-lin Purse – What are the rewards in helping others?

Special People, Special Ways Maguire, Arlene and Sheila Bailey Ages 9-12 New Jersey List

his funny and endearing book centers around four sixth graders and a paraplegic teacher who form a junior high Academic Bowl

team that sweeps away the competition. In a story composed of interwoven puzzles, each character has a tale to tell—in the

course of which all four witness acts of kindness and respect that teach them to find those qualities in themselves. "Eminently

worthwhile."—Kirkus

5.2.4 A Summer’s Trade - Why do people make sacrifices for others?

O'Connor, Barbara. Me and Rupert Goody. New York, NY: Farrar, Straus and Giroux, 1999. Summary: Jennalee's world is turned

upside-down when a stranger names Rupert comes to town. Rupert has a mental disability, and Jennalee must adjust to sharing

her friends and family with him. (DVUSD) (Lexile 680)

60 JC rev. 7/24/17

Unit 3: Inventors and Artists Unit 3: AZCCRS

5th Grade Unit 3 Inventors and Artists


(Grade. Unit. Week)


Fluency

5.RF.4


comprehension. (5.3.1, 5.3.2, 5.3.3)



successive readings. (5.3.1, 5.3.2, 5.3.3,

5.3.4,5.3.5)

III-R-3:LI-1 Reading aloud passages from unfamiliar content

area with fluency (i.e., accuracy, appropriate

phrasing, and attention to punctuation).


Craft and Structure

5.RL.5 Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of a particular

story, drama, or poem. (5.3.1)

III-R-3:LI-1 Identifying structural elements of poetry (e.g.,


imagery, etc.)



5.RI.1

5.RI.2

5.RI.3


text says explicitly and when drawing inferences from

the text. (5.3.1, 5.3.2, 5.3.3, 5.3.4)

Determine two or more main ideas of a text and explain

how they are supported by key details; summarize the

text. (5.3.1, 5.3.2, 5.3.4, 5.3.5)


more individuals, events, ideas, or concepts in a

historical, scientific, or technical text based on specific

information in the text. (5.3.1, 5.3.4)

III-R-4:LI-2

III-R-4:LI-3

III-R-4:LI-4

III-R-4:LI-5

III-R-4:LI-7

III-R-4:LI-12

III-R-4:LI-14

Predicting what might happen next in a reading

selection.

Answering literal (i.e., yes/no, who, what, where,

when, why, which, and how) and/or personal

response questions about the text.

Asking who, what, where, when, why, which, and

how questions about the text.

Retelling a story with beginning, middle, and end

in complete sentences.

Summarizing the main idea and supporting details

from the text.

Identifying the cause-effect relationship of two

related events in a literary selection.



61 JC rev. 7/24/17

III-R-4: LI-16

III-R-4:LI-17

III-R-4:LI-18

III-R-4:LI-19

III-R-4:LI-22

Identifying the plot (specific events, problems and

solutions) from a fictional text.


Comparing and contrasting two characters from a

fictional text.

Comparing and contrasting two settings from a

fictional text.

Locating information for a specific purpose (e.g.,

atlas, glossary, textbook, indexes, websites,

podcast, webinars, etc.).



5.SL.4 Report on a topic or text or present an opinion,

sequencing ideas logically and using appropriate facts

and relevant, descriptive details to support main ideas

or themes; speak clearly at an understandable pace.

(5.3.1, 5.3.2, 5.3.3, 5.3.4,5.3.5)

III-LS-1:LI-4 Paraphrasing main ideas/concept and key

points/details of a presentation using complete

sentences



5.L.1

5.L.2



(5.3.2, 5.3.3, 5.3.4)

a. Explain the function of conjunctions,

prepositions, and interjections in general and

their function in particular sentences. (5.3.5)



writing.

c. Use a comma to set off the words yes and no

(e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true,

isn’t it?), and to indicate direct address (e.g., Is

that you, Steve?). (5.3.1)

e. Spell grade-appropriate words correctly,

consulting references as needed. (5.3.1-5.3.5)

III-L-1(PREP):LI-1

III-L-1(PREP):LI-2

III-L-1(PREP):LI-3

III-L-1(PREP):LI-4

III-L-1(PREP):LI-5

III-L-1(PREP):LI-6

III-L-1(PREP):LI-7

III-L-1(PH/CL):LI-2

Using prepositions of location with instructional

support.

Using prepositions of direction with instructional

support.

Using prepositions of time with instructional

support.

Differentiating among prepositions of location,

direction and time with instructional support.

Selecting a preposition of action and movement

(including compound prepositions, in front of,

next to, on top of) to complete a given sentence.

Selecting a preposition of opposition to complete

a given sentence.

Selecting a preposition of exception (i.e., despite,

except) to complete a given sentence.

Defining and differentiating correlative

conjunctions both/and and either/or with


62 JC rev. 7/24/17

III-L-1(PH/CL):LI-3

III-L-1(PH/CL):LI-2

III-L-1(PH/CL):LI-5

III-L-1(PH/CL):LI-6

III-L-1(SC):LI-2

III-L-1(SC):LI-16

III-L-1(SC):LI-6

Defining and differentiating correlative

conjunctions not only…but also with instructional

support.

Using a joined noun phrase in a complete

sentence.

Using a joined verb phrase in a complete

sentence.

Using a prepositional phrase in a complete

sentence with instructional support.

Producing sentences using subjects and verbs,

with subject-verb agreement (S-V).

Producing compound sentences with


Producing sentences with a plural noun as the




5.L.3


writing, speaking, reading, or listening. (5.3.1, 5.3.5)

III-L-2:LI-14

Using a dictionary to identify meanings,

spellings, and pronunciations of grade-level

content words with instructional support.


5.L.4

5.L.5

Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 5

reading and content, choosing flexibly from a range of

strategies. (5.3.1)

a. Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of

a word or phrase. (5.3.1, 5.3.3, 5.3.4)

b. Use common, grade-appropriate Greek and

Latin affixes and roots as clues to the meaning

of a word (e.g., photograph, photosynthesis).

(5.3.2, 5.3.5)

Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.


(e.g., synonyms, antonyms, homographs) to

better understand each of the words. (5.3.4)

III-L-2:LI-7

III-L-2:LI-9

III-L-2:LI-10

III-L-2:LI-11

III-L-2:LI-12

Using knowledge of base/root words and affixes

(prefixes and suffixes) to determine the meaning

of unknown grade-level content words with


Explaining word pair/analogous relationships

(e.g., bravery courage : smooth sleek, etc).

Using context clues in a variety of content texts


level homonyms and multiple-meaning words


Pronouncing a homograph in context based on

meaning with instructional support.

Using context clues in a variety of content texts


level content words with instructional support.

63 JC rev. 7/24/17

5.L.6


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). (5.3.1,

5.3.2, 5.3.3, 5.3.4, 5.3.5)

III-L-2:LI-13 Explaining the meaning of figurative language

including in a variety of grade-level texts.



5.W.1

5.W.2

5.W.3

Write opinion pieces on topics or texts, supporting a

point of view with reasons and information. (5.3.1,

5.3.2, 5.3.3, 5.3.4, 5.3.5)

a. Introduce a topic or text clearly, state an

opinion, and create an organizational structure

in which ideas are logically grouped to support

the writer’s purpose. (5.3.2, 5.3.4)

b. Provide logically ordered reasons that are

supported by facts and details. (5.3.2, 5.3.3)

Write informative/explanatory texts to examine a topic

and convey ideas and information clearly. (5.3.5)

b. Develop the topic with facts, definitions,

concrete details, quotations, or other

information and examples related to the topic.

(5.3.4)

d. Use precise language and domain-specific

vocabulary to inform about or explain the topic.

(5.3.4)

Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences. (5.3.1,

5.3.2, 5.3.3, 5.3.4, 5.3.5)


introducing a narrator and/or characters;

organize an event sequence that unfolds

naturally.(5.3.1)


description to develop experiences and events

or show the responses of characters to

situations. (5.3.1)

III-W-1:LI-1

III-W-1:LI-4

III-W-1:LI-5

III-W-1:LI-6

III-W-1:LI-7

Writing one or more narrative paragraphs based

on imagined or real events that includes

characters, setting, and details to develop the

plot using appropriate transitional words and

varied sentence structure.


reports that include topic sentences, main ideas,

and supporting details using transitions, varied

sentence structure and academic vocabulary.

Writing a summary paragraph containing only

key ideas and relevant content vocabulary

summarizing a variety of text with instructional

support. (e.g., word bank, outline, etc.).

Writing a variety of functional text that address

audience, stated purpose, and context Letters,

Directions, Graphs/Tables, Brochures.

Writing one or more persuasive paragraphs, with

instructional support, that state a clear position

with supporting details using persuasive

vocabulary/strategies (e.g., loaded/emotional

words, exaggeration, euphemisms, bandwagon,

peer pressure, repetition, etc.).

64 JC rev. 7/24/17


details to convey experiences and events

precisely. (5.3.1, 5.3.5)


5.W.4



purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 1–3 above.)

(5.3.5)

III-W-1:LI-6

Writing a variety of functional text that address

audience, stated purpose, and context Letters,

Directions, Graphs/Tables, Brochures.


5.W.9 Draw evidence from literary or informational text to


5.3.3, 5.3.4, 5.3.5)

III-W-5:LI-1 Recording and organizing information,

observations or questions on a topic of student

interest from one or two sources (experiment,

textbook, guest speaker, video, Internet,

interview, podcasts, etc.) for report/research

purposes.



5.WF.1



case.



III-W-2:LI-1



65 JC rev. 7/24/17



What do people gain from the work of inventors and artists?


5.3.1: The Fabulous Perpetual Motion Machine

• How do inventors inspire our imaginations?

5.3.2: Leonardo’s Horse

• How do artists inspire future generations?

5.3.3:The Dinosaurs of Waterhouse Hawkins

• How can paleontologists help us understand the

past?

5.3.4: Mahalia Jackson

• How does an artist use music to inspire others?

5.3.5: Special Effects in Film and Television

• How do artists create special effects to entertain

us?

Text Based Comprehension Vocabulary Concepts/ Word

Analysis

Skills:

• 3.3.1 - Sequence

• 3.3.2 – Main Idea &

Supporting Details

• 3.3.3- Fact & Opinion

• 3.3.4- Main Idea &

Supporting Details

• 3.3.5 - Graphic

Sources

Strategies:

• 5.3.1 - Summarize

• 5.3.2- Visualize

• 5.3.3- Predict & Set

Purpose

• 5.3.4- Text Structure

• 5.3.5 – Important Ideas

Skills:

• 5.3.1- Multiple-Meaning Words

• 5.3.2 – Greek & Latin Roots

• 5.3.3 - Homonyms

• 5.3.4- Antonyms

• 5.3.5 -Affixes: Prefixes pre-, re-

Strategies:


• 5.3.2- Word Structure


• 5.3.4 – Context Clues

• 5.3.5 – Word Structure

Word Analysis:

• 5.3.1 – Shades of Meaning

• 5.3.2 – Greek & Latin Roots

• 5.3.3 – Suffixes –tion, -sion

• 5.3.4 – Suffix -ous

• 5.3.5 – Compound Words

66 JC rev. 7/24/17




The student will…

I can…



• I can accurately quote from a text. 5.RL.1 (Stores 3,5)

• I can draw inferences when reading. 5.RL.1 (Stories 1,3)

• I can find the theme in a story. 5.RL.2 (Stories 1,3)

• I can tell how characters respond to problems. 5.RL.2 (Stories 1,3)

• I can quote accurately from a text. 5.RI.1 (Stories 1,3)


• I can find how the main idea is supported by details. 5.RI.2 (Story 2)

• I can summarize what I have read. 5.RI.2 (Story 2)

• I can tell how people, events, ideas or concepts are related. 5.RI.3 (Story 5)

• I can compare and contrast texts. 5.RI.5 (Story 5)

• I can read fluently and accurately 5.RF.4 (Stories 1,2,3,4,5)

• I can write to teach. 5.W.2 (Stories 1,3,4)

• I can write to tell a story. 5.W.3 (Story 2)


• I can use the four types of sentences correctly in my speaking and writing 5.L.1 (Stories 1,2,3,4)


• I can use context clues to help me understand new words. 5.L.4 (Stories 1,2,3,4,5)

• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. . 5.L.5 (Stories 1,2,4)

67 JC rev. 7/24/17

Unit 3: Vocabulary



5.3.1 The Fabulous Perpetual Motion Machine

applauds, browsing, fabulous, inspecting, project

5.3.2 Leonardo’s Horse

achieved, architect, bronze, cannon, depressed, fashioned, midst,

philosopher, rival

5.3.3 The Dinosaurs of Waterhouse Hawkins

erected, foundations, mold, occasion, proportion, tidied, workshop

5.3.4 Mahalia Jackson

appreciate, barber, choir, released, religious, slavery, teenager

5.3.5 Special Effects in Film & Television

background, landscape, miniature, prehistoric, reassembled


paraphrase, sequence, summarize, verb tenses, schwa, tone of voice,

drama, persuasive text, product review


main idea, details, Greek & Latin Roots, present participle, past

participle, tone


predict & set purpose, irregular verb, morphemes, flashback,

biography, schedule, sound reasoning, interview


main idea, supporting details, troublesome verbs, precise words,

imagery, expository text, elaboration, rhyme


graphic sources, important ideas, prefix, prepositional phrases,

headings, expository text, transitional words, prefix, rhyme, scheme,

alliteration, symbolism


5.3.1 The Fabulous Perpetual Motion Machine:

experiment, theory, suggested, device, vehicle, enterprise, design, improvement, innovation, entrepreneur


easel, charcoal, canvas, gallery, marble, sculpture, projector, medium, muse, inspire


paleontologists, fossils, uncanny, sandstone, remains, model, extinct, illustration, replica, archaic


steady, jam session, beat, fiddle, symphony, digital music, melody, harmonize, tempo, movement


Illusion, digital effects, props, gruesome, realistic, three-dimensional, image, re-create, simulation, graphics

68 JC rev. 7/24/17

Unit 3: DOK

Depth of Knowledge




In your own words, define

“What is ART?”

Create a Tree Map

categorizing different forms of

art.

Develop a logical argument

which supports the claim that

art is inspirational. Be sure to

support your ideas with

details and evidence from the

texts.

Create a piece of “art” (picture, poem,

sculpture, song, film, multimedia

product) that you feel would be

inspirational to our youth today.

Include a reflective piece arguing why

you feel your particular piece of “art”

is inspirational.

Additional DOK ActiIIIities


Leonardo Da Vinci and Benjamin Waterhouse Hawkins each

faced the task of sculpting a large statue of

an animal. In preparation for the task, both took great care in

studying the animal they wanted to sculpt. Write a persuasive

essay in which you explain which sculptures you believe are

better and why. Use details from both selections to support

your claim. (Writing to Sources p. 214)

Conduct a research investigation on three artists you consider to be

“inspirational.” Based on your research, identify the traits of an artist

that make him or her an “inspiration.” Think about common themes

you find in their personal lives, work ethic, and the message of their

art. Create a media presentation that depicts the artists, samples of

their work, and the traits you have identified as “inspirational.”

Look back at The Dinosaurs of Waterhouse Hawkins and “A

Model

Scientist.” Based on your reading, which man shows more

dedication to research before he builds his models? Make sure

to use evidence from the text to support your position. Use your

research to participate in a class debate.

Think about problems that students face today. Reflect on what you have

read in this unit about the ways that artists have inspired people. Create

a piece of “art” (picture, poem, sculpture, song, film, multimedia

product) that you feel would be inspirational to our youth today. Include

a reflective piece arguing why you feel your particular piece of “art” is

inspirational.

69 JC rev. 7/24/17

Unit 3: Assessment

Assessment


SRI


Scores

DRA



Inventory

SRI

SRI

CCI Cycle Data

Reading Street Monitor

Progress

ELA05-DIII

Weekly Story Tests


Reading Street End of Year

ELA05-DIII

State Standardized Assessments

Assessment Rubric

Formative Summative





70 JC rev. 7/24/17

Unit 3: Sample Performance Tasks



1. After reading The Greatest Invention (Sleuth), write a paragraph in which you address the question and argue that the printing

press is the best invention. Support your opinion with evidence from the text.

2. After reading, “The Fabulous Perpetual Motion Machine,” create an invention out of raw materials, using precise language

explain how your creation was made using concrete details.


1. After reading Team “Sports” (Sleuth), write a paragraph in which you discuss whether Alec or Joey changed more from the

beginning to the end of the story. Support your opinion with evidence from the text.

2. After reading Leonardo’s Horse, create a Double Bubble Map comparing the similarities and differences of today’s society verses

that in which Leonardo da Vinci lived.


1. Read pp. 36 – 37 of “The Bone and the Tooth” in Sleuth. Which explanation is most likely to be accurate? Alice drew her

conclusions about the tooth from an allosaurus, Paula’s theory that an allosaurus killed and ate a stegosaurus, or a different theory

that wasn’t mentioned. Use details from the text to justify your answer in a paragraph.

2. After reading “The Dinosaurs of Waterhouse Hawkins,” create a graphic organizer that depicts how the author uses facts to show

the impact of the grand opening on the public. Support your answers with textual evidence.


1. After reading “A Week of the Blues” (Sleuth), write a paragraph in which you argue if it would be more helpful to choose a

summer camp for

your child based on talking to last year’s campers or the parents of last year’s campers. Give at least two convincing reasons to

support your choice using textual evidence.

2. Mahalia Jackson describes the voice of a talented singer. Think about music or another unique sound and create a circle map to

describe the

sound using vivid sensory words. Using your circle map, create a paragraph to describe this unique sound.


1. After reading The Uncanny Valley (Sleuth), write a paragraph which describes a movie or a video game character that you think

would be

frightening according to the uncanny valley theory. Support your opinion with evidence from the text.

2. After reading, “Special Effects in Film & Television,” create a film strip in which you summarize how animation works. Include

the main ideas of the text in an order that makes sense, citing textual evidence.

71 JC rev. 7/24/17


72 JC rev. 7/24/17




• Create a concept map to explain how inventors inspire our imaginations. (p. 324) DOK1

• Reread The Fabulous Perpetual Motion Machine and take careful notes about the construction and outcome of the project. Do

you agree or disagree that the perpetual motion machine should be called “fabulous”? Create a circle map identifying evidence

that supports your opinion. Write a paragraph that states your opinion, and support your claim with relevant evidence and

details from the text. Use linking phrases, such as for instance, in order to, and in addition, to make your reasoning clear.

(Writing to Sources p. 70) DOK2


• Reread Leonardo’s Horse and then look at p. 374, which states that Leonardo da Vinci wrote “I have wasted my hours” in one

of his notebooks. Do you agree or disagree with the artist’s statement? Write a paragraph that states your opinion. Use facts

and details from the text to support your claim. Use linking phrases, such as for instance, in order to, and in addition, to make

your reasoning clear. (Write to Sources p. 74) DOK2

• Look back at Leonardo’s Horse and “A Job for Michelangelo.” Compare and contrast the information about both artists. Which

one showed more dedication to achieving his goals? In a short essay, state your opinion. Use details and facts from both texts

to support your claim. Group your ideas in an organizational structure that clarifies your opinion and support. (Write to Source

p. 76) DOK3

• Using the leveled reader, create a comic strip sequencing the story’s events. (p. 354) DOK2


• Create a concept map that lists how paleontologists help us understand the past (p. 388) DOK1

• Reread the descriptions of how Waterhouse Hawkins builds dinosaur models on pp. 398–403. Then compare and contrast the

illustrations on these pages. Which illustration best clarifies the information in the text? Write a paragraph that states your

opinion. Support your opinion with relevant evidence, concrete details, and accurate descriptions and quotations. Conclude

your paragraph with a sentence that summarizes your opinion. (Write to Sources p. 78) DOK2

73 JC rev. 7/24/17



• After reading Mahalia Jackson, create a timeline which sequences the major events in Mahalia’s life. Students can get into small

groups/partners and compare their timelines, defending they chose to include specific events. DOK2

• Reread Mahalia Jackson and the poems in “Perfect Harmony.” Use a tree map to compare and contrast how the speakers or

narrators describe singing. Which text best describes how it feels to sing? Write your opinion in a paragraph. Use concrete

details, including quotations, from the expository text and the poems to support your opinion. Use linking words and phrases to

make your reasoning clear. (Write to Sources p. 84)DOK2

• Read “A Week of the Blues” in Sleuth. Play a blues song for the students. Have students discuss what they heard. Create a

double-bubble map to compare blues music to other types of music. DOK2

5.3.5 Special Effects in Film and Television

• Reread Special Effects in Film and Television and make careful notes on the text’s facts and details. In your opinion, which two

steps in the miniature model making process are the most important? Write a paragraph that states your opinion, and support

your claim with reasons and details from the text. Use linking phrases, such as for instance, in order to, and in addition, to make

your reasoning clear. (Write to Sources p. 86) DOK2

• Reread Special Effects in Film and Television and the online article “Searching for Animation.” Create a tree map listing the

important information about special effects from both articles. In your opinion, after reading the longer text, did the online

source give you useful new information about special effects? In one paragraph, state your opinion, give reasons, and use facts

and details from both texts to support your reasons. Conclude your paragraph with a sentence that clarifies your opinion. (Write

to Source p. 88) DOK3

• Using the leveled readers, create a tree map identifying the main idea and list at least 3 supporting details. Use your tree map to

create a paragraph which describes the main idea and important details from your reading. DOK1

Poetry

• Teachers and students will engage in close reading of poetry, focusing on rhyme scheme, alliteration, and symbolism. DOK2

74 JC rev. 7/24/17



Narrative: Opinion:


















• claims

75 JC rev. 7/24/17



Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) teachers can provide mini-lessons related to a

focus based on the needs of students related to the topics of:

• Motivation

• Basic Structure

• Transition






• Precise Language

• Strong verbs



• Authentic voice

� Final Writing pieces can be assessed using the provided DIIIUSD Scoring Rubric found on the DVUSD Portal.





Narrative Explanatory/Informative Literary Analysis

Using precise language, write about an

invention that you could not live without

and support your viewpoint with concrete

details.

From your point of view, which form

of entertainment do you prefer:

watching a movie or watching a

television program? Compare and

contrast the two and provide logical

reasons of why you prefer one over

the other.


Is (_______________) title of story, a suitable

title for this piece of writing? Draw evidence

from the text to support your response.

76 JC rev. 7/24/17

Unit 3: Resources


• Learn 360









• NBC Learn



Beyond






Writing


• Scoop It

• Edhelper.com


• Read Works








• Brain Pop





• RAZkids.com


• Thinking Maps

• Great Source

• Write from the Beginning and Beyond


• www.textproject.com

77 JC rev. 7/24/17



Below Level: The Designs of Da Vinci


Activity: Encourage students to look at other works of art by da Vinci. As a class or individually, have students find photos in a library

book or on the Internet.

5.3.3: The Dinosaurs of Waterhouse Hawkins

Leveled Readers:

Advanced Level: What’s New with Dinosaur Fossils?

Connection: Science

Activity: Invite students to read fantasy fiction or to watch a fictional film about dinosaurs. Then have them choose one of the

dinosaurs from the book or movie to research. Afterwards, have students compare what their research showed with how the book or

movie portrayed the dinosaur.

On Level: Searching for Dinosaurs?

Connection: Science

Activity: Have students further research dinosaurs and dinosaur fossils. Then invite them to use modeling clay to recreate a chosen

dinosaur or dinosaur

fossil. Have students label and display their creations.

Below Level: Paleontology: Digging for Dinosaurs and More


Activity: Have students pick one of the dinosaurs mentioned in the book and do more research on it. Create a diorama showing a

possible scene from the dinosaur’s life.

5.3.4: Mahalia Jackson

Leveled Readers:

Advanced Level: The Blues Evolution


Activity: Invite students to find out more about the roots of the blues. Have them do research to find out more about how African

music and culture influenced the blues. Then, have students create art to illustrate their written information.

78 JC rev. 7/24/17


On Level: Blues Legends


Activity: Ask students to find out more about other famous blues musicians and to write a brief biography of one of them. Post the

biographies on the bulletin board.

Below Level: The Root of the Blues


Activity: Invite students to find out more about the people who make the music talked about in Roots of the Blues. Students can do

research on rap, jazz, gospel, or blues musicians.

5.3.5: Special Effects in Film and Television

Leveled Readers

Advanced Level: Special Effects in Hollywood

Connection: Science

Activity: Have students use the Internet or library books to research The Jazz Singer, Frankenstein, Singin’ in the Rain, or any of the

other movies or special effects techniques discussed in the book. Have students prepare short reports, using at least two graphic

sources each, to present to the class.

On Level: Computers in Filmmaking: Very Special Effects

Connection: Science

Activity: Have students use the Internet to research movie studios that are using computer animation, such as Pixar, which has a

Web site with a detailed time line that explains the company’s humble beginnings and traces its development. Have students

prepare short reports on their findings.

Below Level: The Magic of Makeup: Going Behind the Mask


Activity: Have students use the Internet or library to research the process, created during the reign of Louis XIIII, of ventilating to

create wigs. Encourage students to find images to supplement their research. Students may also enjoy researching famous makeup

artists from the film industry.

79 JC rev. 7/24/17




5.3.1 The Fabulous Perpetual Motion Machine: How do artists and inventors inspire our imagination?

Link to Dad who invented something to help daughter walk

5.3.4 Mahalia Jackson: How does an artist use music to inspire others?

Niagara Falls, or Does It? (4.3) (2003) Grosset & Dunlap Henry Winkler and Lin Oliver

Hank Zipster's fourth-grade experience just gets worse and worse until a music teacher recognizes his learning difficulties and

suggests that he be tested (DVUSD)

80 JC rev. 7/24/17

Unit 4: Adapting Unit 4: AZCCRS

5th Grade Unit 4 Adapting


(Grade. Unit. Week)



5.RF.3

Know and apply phonics and word analysis skills in

decoding multisyllabic words in context and out of context.

(5.4.1)


correspondences to accurately read unfamiliar

multisyllabic words. (5.4.1)

b. Apply knowledge of the six syllable patterns to read

grade level words accurately. (5.4.1)

c. Use combined knowledge of morphology to read

grade level words accurately. (5.4.1)

d. Know and apply common, grade-appropriate Greek

and Latin affixes and roots to accurately read

unfamiliar words. (5.4.1)

III-R-2:LI:-4

III-R-2:LI:-5

III-R-2:LI-7

IIII-R-2:LI-8




(/f/i/n/d/=find;/fl/a/t/=flat).







vowels.



words.

Fluency

5.RF.4


comprehension. (5.4.1,5.4.5)

a. Read grade-level text with purpose and

understanding. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)


accuracy, appropriate rate, and expression.

(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)

III-R-3:HI-1 Reading aloud passages from unfamiliar



punctuation)



5.RL.1



(5.4.1,5.4.2,5.4.4)

III-R-4:LI-8

Locating sequential/ chronological order

signal words (i.e., first, next, finally today,

now, meanwhile, not long ago) in text.

81 JC rev. 7/24/17

III-R-4:LI-9

III-R-4:LI-10

III-R-4:LI-32

III-R-4:LI-33

Locating signal words that indicate

comparison/contrast. (i.e., similarly, on the

other hand, however, yet, in spite of)

Locating signal words that indicate cause and

effect. (i.e., as a result of, consequently, so

that, because of, since).

Identifying words (i.e., nouns and adjectives)

that the author selects in a literary selection to

create a graphic visual image with


Identifying words that the author selects to

create a rich auditory experience in a literary

selection with instructional support.

Craft and Structure

5.RL.5




III-R-4:LI-28 Identifying specific information by using the

organizational features of a book, a dictionary

and a newspaper. (i.e., title, author, table of

contents and glossary)


5.RL.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. (5.4.1)




punctuation).



5.RI.1

5.RI.2



(5.4.3,5.4.5)


how they are supported by key details; summarize the text.

(5.4.3)

III-R-4:LI-2

III-R-4:LI-3

III-R-4:LI-5

III-R-4:LI-7

III-R-4:LI-13


reading selection.

Answering literal (i.e., Yes/No, who, what,

where, when, why, which and how) and/or

personal response questions about text.




details from text.

Drawing conclusions from information

implied or inferred in a literary selection.

82 JC rev. 7/24/17



5.SL.1



partners on grade 5 topics and texts building on others’





the topic to explore ideas under discussion. (5.4.5)

III-LS-2:LI-5 Asking and responding to academic questions

(who, what, where, when, why, how, which,

whose) in complete sentences (e.g., making

comparisons, describing events, agreeing/

disagreeing with others, etc.).


5.SL.4

5.SL.5

5.SL.6




clearly at an understandable pace. (5.4.2,5.4.4)

Include multimedia components (e.g., graphics, sound) and

visual displays in presentations when appropriate to

enhance the development of main ideas or themes. (5.4.1)

Adapt speech to a variety of contexts and tasks, using

formal English when appropriate to task and

situation. (5.4.3)

III-LS-2:LI-8 Presenting a variety of oral reports (e.g.,

expository, cause and effect, persuasive, etc.)

containing specific and accurate academic

vocabulary, an introduction, body,

conclusion, transitions and visual aids, with




5.L.1

5.L.2



(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)



writing. (5.4.3)


references as needed. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)

III-L-1(SC):LI-2

III-L-1(V):LI-5

III-L-1(V):LI-6

III-L-1(V):LI-7















83 JC rev. 7/24/17

III-L-1(V):LI-9

III-L-1(V):LI-10

III-L-1(V):LI-11

III-L-1(V):LI-12

III-L-1(V):LI-13

III-L-1(V):LI-22























future verb tenses.


past tense and the present perfect tense by



5.L.3


writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style. (5.4.2)

III-L-2:LI-14 Using a dictionary to identify meanings,




5.L.4



content, choosing flexibly from an array of strategies.

(5.4.2,5.4.4,5.4.5)

III-L-2:LI-4

Explaining the meaning of grade-specific



84 JC rev. 7/24/17

5.L.5

5.L.6



word or phrase. (5.4.2,5.4.3,5.4.4,5.4.5)


relationships and nuances in word meanings.


(e.g., synonyms, antonyms, homographs) to better

understand each of the words. (5.4.3)





similarly, moreover, in addition).

(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)

III-L-2:LI-5

III-L-2:LI-7

III-L-2:LI-9

III-L-2:LI-10

III-L-2:LI-12

III-L-2:LI-13


words using knowledge of individual words.

(e.g., lunchtime, daydream).







Using context clues in a variety of content


grade-level homonyms and multiple-meaning




grade-level content words with instructional

support.

Explaining the meaning of figurative language




5.W.2

5.W.3


convey ideas and information clearly.

(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)



clear event sequences. (5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)



an event sequence that unfolds naturally.

(5.4.1,5.4.2,5.4.5)


description to develop experiences and events or

show the responses of characters to situations.

(5.4.4)



(5.4.4,5.4.5)

III-W-1:LI-1

III-W-1:LI-3

III-W-1:LI-4

Writing on or more narrative paragraphs

based on imagined or real events that

includes characters, setting, and details to

develop the plot using appropriate

transitional words and varied sentence

structure.

Taking notes using teacher or student

selected formats based upon knowledge of

oral or written text structures with

instructional support (e.g., Student selects

Venn Diagram for comparing and contrasting

text).



ideas, and supporting details using

transitions, varied sentence structure and

academic vocabulary.

85 JC rev. 7/24/17

III-W-1:LI-5 Writing a summary paragraph containing only


summarizing a variety of text with

instructional support. (e.g., word bank,

outline, etc.).


5.W.4



purpose, and audience. (5.4.1,5.4.3)

III-W-3:LI-1

III-W-3:LI-2

III-W-3:LI-3

Generating and organizing ideas to create a

prewriting plan using multiple teacher



Organizing ideas to reflect the audience and

intended purpose.

Using a prewriting plan to draft a paragraph

or essay with an introductory statement,

body, transitions and concluding statement.


5.W.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research.

(5.4.1,5.4.2,5.4.3,5.4.4,5.4.5)


observations or questions on a topic of



Internet, interview, podcasts, etc.) for

report/research purposes.



5.WF.1



case.



III-W-2:LI-1 Legibly writing cursive upper and lower case


86 JC rev. 7/24/17



How do people and animals adapt to different situations?

Essential Questions (Grade.Unit.Week) Key Concepts (Grade.Unit.Week)

5.4.1 Weslandia

• How do people adapt to difficult situations?

5.4.2 Tripping Over the Lunch Lady

• How do people overcome obstacles?

5.4.3 Exploding Ants

• How do animals adapt to survive?

5.4.4 The Stormi Giovanni Club

• How do people adapt to new places?

5.4.5 The Gymnast

• Why do people try to change themselves?

Text-Based Comprehension Vocabulary Concepts/ Word Analysis

Skills:

• 5.4.1 – Draw

Conclusions

• 5.4.2 - Generalize

• 5.4.3- Graphic Sources

• 5.4.4- Generalize

• 5.4.5 – Draw

Conclusions

Strategies:

• 5.4.1 - Questioning

• 5.4.2- Predict and Set

Purpose

• 5.4.3- Important Ideas

• 5.4.4- Story Structure

• 5.4.5 -Visualize

Skills:

• 5.4.1 – Endings –ed, -ing, -s

• 5.4.2 – Unfamiliar Words

• 5.4.3 - Synonyms

• 5.4.4- Unfamiliar Words

• 5.4.5 – Suffixes –ion, -ish

Strategies:






Word Analysis:

• 5.4.1 – Endings –ed, -ing

• 5.4.2 – Suffixes -ly, -ian

• 5.4.3 – Suffix -ize

• 5.4.4 – Prefixes com-, pro-,epi-

• 5.4.5 - Suffixes –ion, -ish

87 JC rev. 7/24/17




The student will…

I can…



• I can draw inferences when reading. 5.RL.1 (Stories 1,2,4)

• I can accurately quote from a text. 5.RL.1. (Stories 1,2,4)

• I can understand the structures of stories, plays and poems. 5.RL.5 (Story 4)

• I can read and understand fifth grade fiction. 5.RL.10 (Story 5)

• I can draw inferences when reading. 5.RI.1 (Stories 3,5)

• I can accurately quote from a text. 5.RI.1. (Stories 3,5)


• I can use phonics to help me read fifth grade words. 5.RF.3 (Story 1)

• I can read with accuracy and fluency (Stories 1,2,3,4,5)

• I can write to teach. 5.W.2 (Story 3)

• I can write to tell a story. 5.W.3 (Stories 1,2,4,5)


• I can use stories and nonfiction to research. 5.W.9 (Story 2)

• I can come to discussions prepared to share my ideas. 5.SL.1 (Story 5)

• I can give a report in a logical sequence. 5.SL.4 (Stories 2,4)

• I can use displays to help my presentations. 5.SL.5 (Story 1)

• I can use formal English when appropriate. 5.SL.6 (Story 3)

• I can use subject and object pronouns correctly. 5.L.1 (Stories 1,2,3,4,5)


• I can expand, combine and reduce sentences to make them more interesting. 5.L.3 (Story 2)

• I can use context clues to help me understand new words. 5.L.4 (Stories 2,3,4,5)

• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. . 5.L.5 (Story 3)

• I can use fifth grade words. 5.L.6 (Stories 1,2,3,4,5)

88 JC rev. 7/24/17

Unit 4: Vocabulary

Vocabulary

Selection Vocabulary (Grade. Unit. Week) Academic Vocabulary (Grade. Unit. Week)

5.4.1 Weslandia: blunders, civiIization, complex, envy, fleeing,

inspired, rustling, strategy

5.4.2 Tripping Over the Lunch Lady: Dalmation, frilly, promenading,

sprained, substitute

5.4.3 Exploding Ants: critical, enables, mucus, scarce, specialize,

sterile

5.4.4 The Stormi Giovanni Club: cavities, combination,

demonstrates, episode, profile, strict

5.4.5 The Gymnast: bluish, cartwheels, gymnastics, hesitation,

limelight, skidded, somersault, throbbing, wincing

5.4.1 Weslandia : draw conclusions, punctuation cues, object

pronoun, subject pronoun, fiction, instruction manual

5.4.2 Tripping Over the Lunch Lady: generalize, antecedent, friendly

letter, climax, compound sentences, essay

5.4.3 Exploding Ants: conventions, formal letters, figurative

language, metaphor, synonym, informational article

5.4.4 The Stormi Giovanni Club: story structure, indefinite pronoun,

reflexive pronoun, dialogue, drama, brochure

5.4.5 The Gymnast: suffix, simile, autobiography, bold text, graph,

voice, internal rhyme, alliteration, metaphor

Amazing Words – Oral Vocabulary (Grade. Unit. Week)

5.4.1 Weslandia : discovered, courage, determination, practice, exploration, customize, flexibility, transformation, advancement, dynamic

5.4.2 Tripping Over the Lunch Lady: confront, predicament, ingenious, triumphant, application, resilient, modify, conquer, acclimate,

persistence

5.4.3 Exploding Ants: adaptations, predators, defenses, fearsome, mimicry, camouflage, spiny, survival, protrude, formidable

5.4.4 The Stormi Giovanni Club: opportunities, courageous, obstacles, perseverance, familiarize, relocate, engrossed, adjust, surroundings,

wanderlust

5.4.5 The Gymnast : competitive, champion, develop, perfected, routine, rehearse, condition, enhance, fitness, aspire

89 JC rev. 7/24/17

Unit 4: DOK

Depth of Knowledge




Brainstorm a list of ways

using a Circle Map that

different animals adapt in

their environments.

Organize (using a Tree Map)

the animals and their

adaptations by habitat or

classification.

Select two animals from your

Tree Map and design a “super

animal” that combines the

traits of two different animals

and their adaptations.

Using your design, create a

“super animal” using recycled

materials, including the

environment in which the

animal could survive. Give

your animal a name, explain

the new habitat, and how

your animal will survive.



Look back at Weslandia and Tripping Over the Lunch Lady.

Wesley and Jinx both have traits that make them different from

the people around

them. Both come to happily accept their differences. Use

details from the two stories to write a persuasive speech about

the importance of realizing that it is okay to be different. (CSS

Writing to Sources, More Connect to Text page 202)

Think about a situation that might come up for a student in a

new school or place. Create a play that depicts how children in

fifth grade might adapt to this new school or place.

Brainstorm a list of challenges students face when moving to a

new school or place. Create a survey with these challenges for

other fifth grade students to complete that asks which challenge

was most difficult to overcome. Create a visual representation

of your data and

share your findings with your class.

Take everything you have learned about how animals adapt to

survive. Select two animals and combine their best traits to

create a “super animal” that can survive in a new environment.

90 JC rev. 7/24/17

Unit 4: Assessment

Assessment


SRI


Scores

DRA

Reading Street Baseline

Test


Inventory

SRI

SRI

CCI Cycle Data


Progress

ELA05-DIII

Weekly Tests


Reading Street End of

Year

ELA05-DIII

State Standardized Tests

Assessment Rubric

Formative Summative


WFBB Analytical Rubric



91 JC rev. 7/24/17



5.4.1 Weslandia

1. After reading A Green Island? (Sleuth), write a paragraph in which you address the question “Should the U.S. government

pass a national law to require individuals and businesses to recycle plastic?” List two convincing reasons to explain and

support your viewpoint.

2. After reading “Weslandia,” write a paragraph that tells what you have concluded from this selection about how people

adapt to difficult situations. Provide evidence from the text to support your conclusion.


1. After reading Helping Hands (Sleuth), write a paragraph in which you compare the service of capuchin monkeys and dogs.

Which one makes a better service animal? Cite three reasons from the text to support your argument.

2. After reading “Tripping Over the Lunch Lady,” make a generalization about the people around Jinx. Create a Tree Map that

lists the character, the generalization made about that character, and evidence from the text that supports the

generalization.


1. Suppose you were doing a presentation on animal camouflage to first graders. After reading A “Coat” of Many Colors

(Sleuth), what conclusion would you want first graders to draw about this subject? Select one type of animal camouflage

discussed in the article. Create a graphic representation that helps the first grader reach this conclusion.

2. After reading “Exploding Ants,” identify an important idea from the section, “Why do animals do gross things?” How do the

photographs in this section add to your understanding?


1. After reading The Big Move (Sleuth), write a paragraph in which you argue if it would be harder for someone your age to

move from the city to the country or from the country to the city. Support your position with evidence from the text.

2. After reading “The Stormi Giovanni Club,” create a Bubble Map listing Stormi’s characteristics. Provide evidence from the

text to support those characteristics. What generalization can you make about Stormi and her adaptability to new places?

5.4.5 The Gymnast

1. After reading You’ll Just Flip for Circus School (Sleuth), use a Thinking Map to list the pros and cons of becoming an acrobat.

Write a paragraph to discuss whether or not becoming an acrobat is worth the risks. Defend your position using text

evidence.

2. After reading “The Gymnast,” write a paragraph that discusses how the author really feels about his cousin. What clues in

the story help you reach that conclusion?

92 JC rev. 7/24/17


93 JC rev. 7/24/17



5.4.1 Weslandia

• Create a Concept Map that discusses “How do people adapt to difficult situations?” DOK1

• Reread the story on pp. 32–37 and summarize the things Wesley makes from “swist.” Then write a one-paragraph explanation

that tells how Wesley uses the plant to create his civilization, Weslandia. Use concrete details, such as facts and examples, from

the text to explain what makes up Wesley’s civilization. DOK2

• Look back at Weslandia, “Under the Back Porch,” and “Keziah.” Find evidence that explains why Wesley and the poems’

speakers want their own special places. Then write a short explanatory essay that compares and contrasts the speakers’ and

character’s perspectives and the challenges they face in finding their special places. Include details and imagery from all three

texts to support your explanation. DOK3


• Create a Concept Map that discusses “How do people overcome obstacles?” DOK1

• Reread Tripping Over the Lunch Lady on pp. 52–67 and focus on the illustrations. Take notes on how the illustrations

correspond to different parts of the story. Then write a one-paragraph explanation that focuses on how the illustrations

contribute to the meaning and tone of the text. Support your explanation with examples from the text, including concrete

details and precise language that describes the illustrations. DOK2

• Read “Square Dancing” and use a Circle Map to identify generalizations within the text. Create a persuasive paragraph that

exaggerates what is good about something they like to do. DOK2


• Create a Concept Map exploring “How do animals adapt to survive?” DOK1

• Reread the information on ants on pp. 86–89. Write down the main ideas, and make a list of the evidence Joanne Settel uses to

support these particular points. Then write a paragraph that explains how the structure of the section helps readers process

the information. Include examples of technical vocabulary and concrete details based on the original text. Also include accurate

quotations and facts to support your explanation. DOK2

• Create a Double Bubble Map comparing and contrasting the information presented in Exploding Ants and “The Art of Mimicry.”

DOK2

• Using the main ideas from “Exploding Ants”, students will research a particular animal and how it has adapted to survive in its

environment. Students will then present their findings in the form of a poster or other multi-media format that includes

graphics. DOK3

94 JC rev. 7/24/17



• Create a Concept Map discussing “How do people adapt to new places?” DOK1

• Create a Tree Map to identify the literary elements of The Stormi Giovanni Club. DOK1

• Look back at The Stormi Giovanni Club and “The Extra Credit Club.” Find evidence that explains why Stormi and Eduardo

Cabrera started their clubs and the purpose of each group. Then write a short explanatory essay that shows how the

perspective of each founder influences the description of the club’s events. Carefully reread both texts to find facts, concrete

details, and accurate quotations to support your explanation. DOK3

5.4.5 The Gymnast

• Create a Concept Map discussing “Why do people want to try to change themselves?” DOK1

• Reread the autobiography on pp. 144–151 and focus on the key events regarding gymnastics. Create a list of the events in

chronological order. Then write a paragraph that explains how the narrator’s viewpoint toward the sport changes. Include

transitions, such as first, next, and then to show the chronology of events. Also include accurate quotations and concrete

details based on the original text in your explanation. DOK2

• Look back at The Gymnast and “All About Gymnastics.” Based on information from both texts, explain why gymnastics requires

a lot of training. In a short explanatory essay, clarify the information from the online reference source for gymnastics and

explain why the narrator of The Gymnast fails to complete a backflip. Carefully reread both texts to find facts, concrete details,

and accurate quotations to support your explanation. DOK3

• Think about a goal you achieved or an improvement you made in your life. Write an autobiographical sketch about that

experience. DOK3

Poetry

• Teachers and students will engage in close reading of poetry, focusing on internal rhyme, alliteration, and metaphors. DOK2

95 JC rev. 7/24/17



Narrative: Opinion:


















• claims

96 JC rev. 7/24/17



Write From the Beginning and Beyond Response to Literature Modeling Formal Written Response to Literature (page 120-125)

Step 1: Look at all parts of the writing task. Keep these parts in your mind as you read the story.

Step 2: Plan the organizational structure of your essay. Be sure to include all the “parts” that are mentioned in the prompt.

Step 3: Write an opening paragraph. Be sure to name the piece of literature and to tell what it is about in a “nutshell” statement.

Step 4: Address the first question or direction in the prompt.

Step 5: Address the next question or directive in the prompt.

Step 6: Write a closing that makes connections to the author’s message.

Step 7: Read over your essay to make sure that you have included textual support and have answers or have written about every

question/directive in the prompt.



• Motivation

• Basic Structure

• Transition







• Strong verbs



• Authentic voice

97 JC rev. 7/24/17







Narrative Explanatory/Informational Literary Analysis

Using precise language, tell about a time

when you adapted to a new situation.

Based upon general observation, write

about a person, animal, or object in nature

that changes. Use concrete details and

specific evidence to explain the change

and how and why it happens.


How do the events in (story) remind you of the e

in another book or story? Draw evidence from literary

texts to support your analysis.

98 JC rev. 7/24/17

Unit 4: Resources

DVUSD Adopted Resources Additional Resources

• Learn 360









• NBC Learn



Beyond






Writing


• Scoop It

• Edhelper.com


• Read Works








• Brain Pop





• RAZkids.com



99 JC rev. 7/24/17



5.4.1 Weslandia

Leveled Readers:

Advanced: Cheaper, Faster, and Better


Activity: Have students identify a problem for which they would like to find a high-tech solution. They should research possible ideas

and create solution sharing a picture or model of their ideas.

On Level: Journey to the New World


Activity: Write a journal entry from the point of view of one of the characters from the story. Use factual information to support your

writing.

Below Level: Playing the Game


Activity: Have students write a paragraph about the first thing they would do to get comfortable in a new place. What skill or talent do

you have that would help you make friends? What kind of club could you join?


Leveled Readers:

Advanced: Operation Inspiration


Activity: Have students research a global or local problem. Write a persuasive paper encouraging others to help make a difference.

On Level: Wilma Rudolph: Running to Win


Activity: Students can research a hero or heroine and list challenges and successes the person faced, or they can write about a

particular challenge they had to overcome.

100 JC rev. 7/24/17


Below Level: Land of Plenty


Activity: Students can research a country they would like to live in, and create a poster that promotes their country including things

that are plentiful.


Leveled Readers:

Advanced: Can Human’s Make a Home in Outer Space?

Connection: Science

Activity: Students can research space travel and write an argumentative paper about whether we should or should not pursue

space travel.

On LeIIIel: Changing for Survival: Bird Adaptations

Connection: Science

Activity: Students can use the factual information in the text to create a poem about a bird of their choice.

Below Level: Surviving the Elements: Animals in Their Environments

Connection: Science

Activity: Research an endangered animal. Include information about the animal’s habitat and how that habitat may be changing.

Can the animal make a comeback? Why or why not?


Leveled Readers:

Advanced: Nathaniel Comes to Town


Activity: Students should review Three Famous Failures (p.28) and research one of the people in the text.

On Level: The New Kid in School


Activity: Students can brainstorm a list of things a new student would need to know about their school. They can create a welcome

kit to give to each new student that comes to class.

Below Level: Moving


Activity: Investigate a city that you would like to live in. Write a letter to a friend describing the language(s) spoken, the customs,

weather, and schools.

101 JC rev. 7/24/17


5.4.5 The Gymnast

Leveled Readers:

Advanced: What Makes Great Athletes?


Activity: Research the training requirements for a particular sport. Create a training schedule and a meal schedule for an athlete to train

for the event.

On Level: Strange Sports with Weird Gear


Activity: Research additional information about one of the sports in the text. Then write a brief description of what it would be like to

play the sport.

Below Level: Let the Games Begin: History of the Olympics?




102 JC rev. 7/24/17




5.4.1 Weslandia: How do people adapt to difficult situations?

Hugo, Victor. The Hunchback of Notre Dame, 5.8 New York, NY: Penguin Books Ltd.

Summary: Set in fifteenth-century Paris, Hugo's powerful novel evokes medieval life as it tells of the doomed love of Quasimodo,

the grotesque bell-ringer at the Cathedral of Notre Dame, for Esmeralda, the beautiful gypsy. (DVUSD)

Views From Our Shoes: Growing up with a Brother or Sister with Special Needs

Edited by Daniel Meyer (DVUSD Library)

A collection of essays in which siblings share their experiences as the brother of sister of someone with a disability. Children

between the ages of four and eighteen relate the good and bad things about having a sibling with a special need such as autism,

cerebral palsy, ADD, and Down syndrome.

5.4.2 Tripping Over the Lunch Lady: How do people overcome obstacles?

Hamilton, Bethany, Soul Surfer, A True Story of Faith, Life and Fighting To Get Back on the Board

Bethany is a competitive surfer who lost her arm in a shark attack and nearly died. This is the inspirational story of all she had to

overcome to return to competitive surfing. (DIIIUSD)

Abraham, Philip. Christopher Reeve. New York, NY: Scholastic Library Publishing, 2002.

Summary: An easy-to-read biography of the actor Christopher Reeve, noting the accident that left him paralyzed. (DIIIUSD)

Stephen Hawking, Revolutionary Physicist, Melissa Mc Daniel (DIIIUSD Library) 9.4

Text and accompanying photographs describe the life of the renowned theoretical physicist who has taken the study of cosmology

further than most in his field, despite his need for wheelchair and computer to travel and communicate.

Winkler , Henry, and Lin Oliver ,Niagra Falls, or Does It? 4.3 (2003) Grosset & Dunlap,

Hank Zipster's fourth-grade experience just gets worse and worse until a music teacher recognizes his learning difficulties and

suggests that he be tested (DIIIUSD)

Able to Play, Glenn Stout (DIIIUSD library)

The inspiring stories of four baseball players: Mordecai (Three Finger) Brown, Ron Santo, Jim Abbott, and Curtis Pride. They faced

physical challenges other players did not have, but with determination and guts, they didn't just overcome; they excelled. This

book is a celebration of differences.

103 JC rev. 7/24/17



My Brother Made Me Do It, Peg Kehred (DVUSD library)

In letters to an elderly pen pal, eleven-year-old Julie describes how her mischievous younger brother is always getting her in trouble,

how she is dealing with painful juvenile rheumatoid arthritis, and how she struggles to finish a fund-raising race on crutches.

5.4.5 The Gymnast: Why to people try to change themselves?

(Improve behavior or do better in school)

Gehret, Jeanne. Learning Disabilities and the Don't Give Up Kid. Fairport, NY: verbal Images

Press, 1990. Summary: A dyslexic boy wants to grow up to be an inventor like Thomas Edison but is constantly frustrated by problems

at school. He switches into a small special education class of children with auditory processing difficulties. The teacher gives him more

personal attention, using an example from Edison's life to inspire him. (DIIIUSD)

104 JC rev. 7/24/17

Unit 5: Adventures Unit 5: AZCCRS

5th Grade Unit 5 Adventurers


(Grade. Unit. Week)



5.RF.3

Know and apply grade-level phonics and word analysis skills

in decoding words.

b. Use combined knowledge of all letter-sound




and out of context (5.5.5)

III-R-2:LI-4

III-R-2:LI-5

III-R-2:LI-7

III-R-2:LI-8




(/f/i/n/d/=find;/fl/a/t/=flat).







vowels.



words.

Fluency

5.RF.4


comprehension. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)



successive readings. (5.5.1, 5.5.2, 5.5.3, 5.5.4,

5.5.5)




punctuation).



5.RL.1

5.RL.2


says explicitly and when drawing inferences from the

text. (5.5.1)



III-R-4:LI-8

III-R-4:LI-9







105 JC rev. 7/24/17

5.RL.3


reflects upon a topic; summarize the text. (5.5.1)


events in a story or drama, drawing on specific details in

the text (e.g., how

characters interact). (5.5.1)

III-R-4:LI-10

III-R-4:LI-18

III-R-4:LI-19

III-R-4:LI-32

III-R-4:LI-33





within a fictional text..

Comparing and contrasting two settings within

a fictional text.









5.RL.7 Analyze how visual and multimedia elements contribute to

the purpose, meaning, or tone of the text (e.g., graphic

novel, multimedia presentation of fiction, folktale, myth,

and poem). (5.5.1)



5.RI.1

5.RI.2

5.RI.3


says explicitly and when drawing inferences from the text (

5.5.2, 5.5.3, 5.5.4, and 5.5.5) Determine two or more main ideas of a text and explain

how they are supported by key details; summarize the text

(5.5.4 and 5.5.5)


more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in

the text (5.5.4)

III-R-4:LI-8

III-R-4:LI-9

III-R-4:LI-10

III-R-4:LI-30

III-R-4:LI-32














Comparing and contrasting two items within

an expository text.

106 JC rev. 7/24/17

III-R-4:LI-33 Identifying words that the author selects to




5.RI.7

5.RI.8

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.(5.5.2)

Explain how an author uses reasons and evidence to support

particular points in a text, identifying which reasons and

evidence support which point(s). (5.5.3 and 5.5.5)



5.SL.1



partners on grade 5 topics and texts, building on others’

ideas and expressing their own clearly (5.5.1)




the topic to explore ideas under discussion. (5.5.4)

b. Follow agreed-upon rules for discussions and carry

out assigned roles. (5.5.5)

III-LS-2:LI-4

III-LS-2:LI-5

Participating in formal and informal socio-

functional communication tasks using

complete sentences (e.g., comparing personal

information and experiences; providing

alternate solutions to a problem; and

extending invitations to others, etc.) with


Asking and responding to academic questions




disagreeing with others, etc.)


5.SL.4

5.SL.6




clearly at an understandable pace. (5.5.2)

Adapt speech to a variety of contexts and tasks, using

formal English when appropriate to task and situation. (See

grade 5 Language standards 1 and 3 on pages 28 and 29 for

specific expectations.) (5.5.3)

III-LS-2:LI-4

III-LS-2:LI-5

Participating in formal and informal socio-

functional communication tasks using

complete sentences (e.g., comparing personal

information and experiences; providing

alternate solutions to a problem; and

extending invitations to others, etc.) with


Asking and responding to academic questions




disagreeing with others, etc.)

107 JC rev. 7/24/17



5.L.1

5.L.2


English grammar and usage when writing or

speaking. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)



writing.

e. Spell grade-level words correctly, consulting

references as needed.

III-L-1(SC):LI-2

III-L-1(V):LI-5

III-L-1(V):LI-6

III-L-1(V):LI-7

III-L-1(V):LI-9

III-L-1(V):LI-10

III-L-1(V):LI-11

III-L-1(V):LI-12




































108 JC rev. 7/24/17

III-L-1(V):LI-13

III-L-1(V):LI-22


future verb tenses.


past tense and the perfect tense by



5.L.3


writing, speaking, reading, or listening. (5.5.1)


5.L.4

5.L.5

5.L.6



content, choosing flexibly from a range of strategies ( 5.5.2,

5.5.3, 5.5.4)

a. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to the meaning of a word

(e.g., photograph, photosynthesis). (5.1, 5.2, 5.3,

5.5)



word or phrase. (5.5.3, 5.5.4)




precise meaning of key words and phrases. (5.2,

5.4)


relationships, and nuances in word meanings. (5.1)





similarly, moreover, in addition). (5.1, 5.2, 5.3, 5.4, 5.5)

III-L-2:LI-7

III-L-2:LI-9

III-L-2:LI-10

III-L-2:LI-11

III-L-2:LI-12

III-L-2:LI-13

III-L-2:LI-14




















support.








5.W.1

Write opinion pieces on topics or texts, supporting a point

of view with reasons and information. (5.5.4)

III-W-1:LI-1



109 JC rev. 7/24/17

5.W.2

5.W.3

a. Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which

ideas are logically grouped to support the writer’s

purpose. (5.5.4)

d. Provide a concluding statement or section related

to the opinion presented. (5.5.4)



5.5.4, 5.5.5)

a. Introduce a topic clearly, provide a general


information logically; include formatting (e.g.,

headings), illustrations, and multimedia when

useful to aiding comprehension. (5.5.2, 5.5.5)

b. Develop the topic with facts, definitions, concrete

details, quotations, or other (5.5.3)



clear event sequences. (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)


details to convey experiences and events

precisely (5.5.1, 5.5.4)

III-W-1:LI-3

III-W-1:LI-4

III-W-1:LI-5

III-W-1:LI-7




structure.






text).










outline, etc.).

Writing one or more persuasive paragraphs,

with instructional support, that state a clear

position with supporting details using

persuasive vocabulary/strategies (e.g.,

loaded/emotional words, exaggeration,

euphemisms, bandwagon, peer pressure,

repetition, etc.).


5.W.4



purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 1–3 above.) (5.5.2,

5.5.3, 5.5.5)

III-W-3:LI-2 Organizing ideas to reflect the audience and

intended purpose.


5.W.8






110 JC rev. 7/24/17

5.W.9

summarize or paraphrase information in notes and finished

work, and provide a list of sources. (5.5.2)



5.5.3, 5.5.4, 5.5.5)






5.WF.1



case.





111 JC rev. 7/24/17



Who goes seeking adventure and why?


5.5.1 The Skunk Ladder

• How can we find adventure in ordinary events?

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic

• How does technology help adventurers reach new

places?

5.5.3 Talk With an Astronaut

• What is life like for an astronaut?

5.5.4 Journey to the Center of the Earth

• How do we explore places underground?

5.5.5 Ghost Towns of the American West

• What adventures helped drive westward expansion?

Text-Based

Comprehension

Vocabulary Concepts/ Word Analysis

Skills:

• 5.5.1 - Character and

Plot

• 5.5.2 – Graphic

Sources

• 5.5.3 – Author’s

Purpose

• 5.5.4 – Cause and

Effect

• 5.5.5 - Generalize

Strategies:

• 5.5.1 –Background

Knowledge

• 5.5.2- Inferring

• 5.5.3- Monitor and

Clarify

• 5.5.4- Summarize

• 5.5.5 -Questioning

Skills:

• 5.5.1- Greek and Latin Roots

• 5.5.2 –Unknown Words

• 5.5.3 – Multiple Meaning Words


• 5.5.5 – Prefixes over-, in-

Strategies:


• 5.5.2- Dictionary/Glossary




Word Analysis:

• 5.5.1 – Prefix -im

• 5.5.2 - Acronyms

• 5.5.3 – Greek and Latin Roots

• 5.5.4 –Complex Spelling Patterns –ous, -

ious, -eous

• 5.5.5 – Morphemes

112 JC rev. 7/24/17


Student Friendly Objectives (Grade. Unit. Week)


The student will…

I can…



• I can compare and contrast characters, setting or events. 5.RL.3 (5.5.1)

• I can quote accurately from a text.5. RI.1 (5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can summarize what I have read. 5.IL.2 (5.5.4, 5.5.5)

• I Can Use Phonics to Help Me Read Fifth Grade Words 5.RF.3 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I Can Read Fluently and Accurately 5.RF.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can write to persuade. 5.W.1 (5.5.2, 5.5.3, 5.5.5)

• I can edit and revise my writing with peers and teachers. 5.W.5 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can write to teach. 5.W.2 (5.5.2, 5.5.3, 5.5.5)

• I can speak clearly and at a good pace. 5.SL.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can use formal English when appropriate. 5.SL.6 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can come to discussions prepared to share my ideas. 5.SL.1 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can use context clues to help me understand new words. 5.L.4 (5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can explain adjectives and adverbs and how they are used 5.L.1 ( 5.5.1, 5.5.2, 5.5.3, 5.5.4, 5.5.5)

• I can use root words to help me learn new words. 5.L.4 (5.5.2, 5.5.3, 5.5.4)

113 JC rev. 7/24/17

Unit 5: Vocabulary



5.5.1 The Skunk Ladder: abandoned, attempt, bellow, cavern, feat,

immensely, savage

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: cramped, debris,

interior, ooze, robotic, sediment, sonar

5.5.3 Talk with an Astronaut: accomplishments, focus, gravity,

monitors, role, specific

5.5.4 Journey to the Center of the Earth: armor, encases, extinct,

hideous, plunged, serpent

5.5.5 Ghost Towns of the American West: economic,

independence, overrun, scrawled, vacant

5.5.1 The Skunk Ladder: volume, multisyllabic word, contraction,

negative, humor, humorous fiction, rhythm

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: emotion,

adjective, article, jargon, captions, expository text

5.5.3 Talk with an Astronaut: accuracy, demonstrative pronouns,

spacing, expository text, Reader’s Guide to Periodical Literature,

quotations, online dictionary

5.5.4 Journey to the Center of the Earth: scale drawing,

comparative adjective, superlative adjective, letter slant, purpose,

science fiction, audience

5.5.5 Ghost Towns of the American West: outline, adverbs,

smoothness, summary, sensory details, expository text, focus,

alliteration, mood

Amazing Words - Oral Vocabulary

5.5.1 The Skunk Ladder: prairie, desert, carefree, relish, vanish, unassuming, sinister, embark, mundane, antics

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic: trunk, foreign, seafaring, treasure, submersible, pinnacle, vessel, marvel, apparatus,

analyze

5.5.3 Talk with an Astronaut: manned, launch, command module, lunar module, endeavor, propulsion, weightlessness, orbit, momentum,

solar

5.5.4 Journey to the Center of the Earth: chambers, caverns, stalactites, stalagmites, spelunking, tremor, unfathomable, coexist, roam,

excavate

5.5.5 Ghost Towns of the American West: exuberance, claim, miners, sluice box, trailblaze, panning, deserted, frontier, migration, exploit

114 JC rev. 7/24/17

Unit 5: DOK

Depth of Knowledge

Sample Unit ActiIIIities



Use a Bubble Map to list

character traits of

adIIIenturers featured in one

story from this unit. Defend

these traits by proIIIiding

supporting eIIIidence from the

text.

InIIIestigate from another

source a real-life adIIIenturer.

Compile a list of his or her

character traits and proIIIide

eIIIidence from your research

to support those traits.

Synthesize your research to

draw conclusions as to what

common characteristics giIIIe

adIIIenturers the courage to

leaIIIe home and IIIenture into

the unknown.

Write a speech using the

following claim: It takes

courage to leaIIIe the security

of home and IIIenture into the

unknown. Use eIIIidence from

your research as support.

Additional DOK ActiIIIities


Imagine Eddie Muldoon went to Lenny’s camp. Write a journal

entry for Eddie about his camp experience.

Create a newscast that synthesizes the research findings of

shipwrecks, the Titanic, and technology. Students will take

notes, create a report addressing the five W’s, and use visuals to

support the presentation.

Research an adventurer of your choice. Determine the

characteristics necessary to be successful in their field. Create a

help wanted advertisement depicting these characteristics.

Adventurers are found in every time in history. Modern

astronauts and the people who moved out West in the

nineteenth century share a common trait—courage. Write a

speech using the following claim: It takes courage to leave the

security of home and venture into the unknown. Draw

evidence from Talk with an Astronaut, Ghost Towns of the

American West, and your own research to write the speech.

115 JC rev. 7/24/17

Unit 5: Assessment

Assessment


SRI

Previous Standardized Test Scores



InIIIentory

SRI

SRI

CCI Cycle Data


Progress

ELA05-DIII

Weekly Tests

Unit/End of Year Tests

ELA05-DIII

State Standardized

Assessments

Assessment Rubric

Formative Summative

DIIIUSDvioring Rubricic

WFBB Analytical Rubr



116 JC rev. 7/24/17




1. After reading Welcome to the Neighborhood (Sleuth), list key details in a Thinking Map concerning problems wild animals can cause

for humans and problems that humans can cause for animals. With your group, create a Consensus Map of your findings. Share your

results with other groups and make a generalization of your data.

2. After reading “The Skunk Ladder,” explain the friendship between the characters and how Eddie’s character differs from that of the

narrator. Use evidence from the text to support your answer.

5.5.2 The Unsinkable Wreck of the R.M.S. Titanic

1. After reading Technology and Treasure (Sleuth), identity the author’s purpose for writing the text. Find clues from the text that lead

you to your decision.

2. After reading “The Unsinkable Wreck of the R.M.S. Titanic,” how well do the photographs and captions support the author’s opinion

that the Titanic was the greatest shipwreck of all time? Provide evidence from the text to support your answer.

5.5.3 Talk with an Astronaut

1. After reading Charlotte’s Space Travel (Sleuth), find clues in the story that suggest why Charlotte decides she wants to be an

astronaut when she grows up.

2. After reading “Talk with an Astronaut,” Ochoa flew into space on the Discovery and on the Atlantis. Closely examine the photo on

pages 240-241 to determine which of these crafts is shown. Explain how you can tell.


1. After reading Escape from the Mine (Sleuth), decide which you think was more difficult for the trapped miners – the period between

the collapse and the first contact with the rescuers or the period between first contact and the actual rescue? Explain your answer,

giving information from the text to support your opinion.

2. After reading “Journey to the Center of the Earth,” predict the next challenge the characters may face. Use a Multi-Flow Map to

identify the challenge, possible causes of the challenge, and possible effects of overcoming this challenge.

5.5.5 Ghost Towns of the American West

1. After reading The Ghost Town (Sleuth), what lesson do you think the author of the story is trying to teach? Cite specific text details

to explain and support your answer.

2. After reading “Ghost Towns of the American West,” create a list of generalizations the Leyden family made about life in the West.

117 JC rev. 7/24/17


118 JC rev. 7/24/17




• Create a Thinking Map that answers “How can we find adventure in ordinary events?” DOK1

• Reread the story sections on p. 176 and pp. 183–187. Make a list of the boys’ plans and their outcomes. Then write an

argumentative paragraph that states your opinion about whether the skunk ladder plot had a better or worse outcome than

the boys’ other adventures. Use concrete details from the text to support your opinion. Include linking words, such as

consequently and specifically, to make connections between your opinion and your evidence. DOK3

• Compare and contrast “The Skunk Ladder” and “Books and Adventure”, what was the author’s purpose for writing each? DOK2

• Use a Thinking Map to do a character analysis of one of the main characters. Discuss how their traits influence the events of

the story. DOK2

5.5.2 Titanic

• Create a Thinking Map that answers “How technology helps adventures?” DOK1

• Reread the description of the ship’s remains on pp. 210–215. Take notes on the text’s details and review the photographs. In

your opinion, which artifact best highlights the tragedy of the wreck? Write an argumentative paragraph that states the

reasons for your opinion. Include accurate quotations and facts to support your opinion. Also include persuasive words and

phrases, such as therefore and most importantly, to link and clarify your opinion to your reasons. DOK3

• Reread The Unsinkable Wreck of the R.M.S Titanic and “Shipwreck Season.” Based on the details in each text, do you agree with

Daniel’s opinion that “it was no small thing to be a surfman”? Write a short essay that states your opinion. Carefully reread

both texts to find evidence that supports your claim. Remember to include specific facts, accurate quotations, and concrete

details from both texts. DOK3

• Read “Technology and Treasure” in Sleuth. Students will write a two page story about a crew that is using modern technology

to find a shipwreck on the bottom of the ocean. Students should include in their stories at least three distinct characters,

dialogue, and vivid descriptions. DOK2

5.5.3 Talk with an Astronaut

• Create a Thinking Map that answers “What is life like for an astronaut?” DOK1

• Use a Tree Tap to organize the biographical information. Write a summary on how Ochoa’s childhood, heritage, and life

experiences influenced her decision to become an astronaut. DOK2

• Look back at Talk with an Astronaut and “Women Astronauts” and pay attention to how each woman became an astronaut.

Which do you think contributed more to each astronaut’s success: her educational background or a positive attitude? Write a

short essay that states your opinion. Carefully reread both texts to find evidence that supports your claim. Remember to

include specific facts, accurate quotations, and concrete details from both texts. DOK3

119 JC rev. 7/24/17



• Create a Thinking Map that answers “How we explore places underground?” DOK1

• Create a six panel comic strip that summarizes the main events in the story, including the cause/effect relationships. Be prepared

to orally retell to a partner. DOK2

• Reread Journey to the Center of the Earth and “The Sea Battle.” Compare and contrast both versions of the story using a double

bubble map. Do you think the drama accurately represents the events and character interactions from the novel? Write a short

essay that states your opinion. Reread both texts carefully and find evidence that supports your claim. Remember to include

accurate quotations and concrete details from both texts. DOK3

5.5.5 Ghosts Towns of the American West

• Create a Thinking Map that answers “What adventures helped drive western expansion?” DOK1

• Create a Tree Map for “Ghost Towns of the American West” that includes the most important facts and details. Write a

summary of this information. DOK2

• Look back at “Ghost Towns of the American West” and Gold Dreams. Compare and contrast both portrayals of the American

gold rush. Do you think John made the right decision to stay in Goldfield? Using concrete details from the nonfiction account,

write a short persuasive essay that states your opinion about John. Reread both texts carefully and find evidence that supports

your opinion. Remember to include accurate quotations and concrete details from both texts. DOK3

Poetry

• Teachers and students will engage in close reading of poetry focusing on alliteration, onomatopoeia, and mood. DOK2

120 JC rev. 7/24/17



Narrative: Opinion:


















• claims

121 JC rev. 7/24/17





• Motivation

• Basic Structure

• Transition







• Strong verbs



• Authentic voice





Other Writing Activities (PARCC-like verbiage in bold)

Narrative Explanatory / Informative Literary Analysis

Convey your experience of an adventure

you have experienced using descriptive

and sensory details. (Example progression

of narrative provided in WFTB Yellow

Binder p. 290)

Describe to your classmates an

adventure you have enjoyed and

convince them that this is an

adventure they would also enjoy.

Support your argument with specific

details.


Choose a character from (select story) and

identify 3 character traits that best describe

this character. Provide at least one detail

from the text to support each trait. (WFTBB

Response to Literature, page 107)

122 JC rev. 7/24/17

Unit 5: Resources


• Learn 360









• NBC Learn



Beyond






Writing


• Scoop It

• Edhelper.com


• Read Works








• Brain Pop





• RAZkids.com



123 JC rev. 7/24/17




Leveled Readers:

Advanced: The Sandwich Brigade


Activity: Students can learn more about what volunteers do by going to the library or using the Internet. Suggest they research volunteer

activities that clean up the environment or work with seniors. Have them find out about volunteer activities in their region and report their

findings to the class.

On Level: Bill Lucks Out


Activity: Students can learn about the Vietnam Veterans Memorial in Washington, D.C., by using the Internet or going to the library. Suggest

they find out about Maya Lin, who designed the memorial, or read the accounts of veterans who have visited the memorial. Have students

tell about their research.

Below level: Giant Pumpkin on the Loose


Activity: Students can find out more about state fairs and weigh-offs by using the Internet or by going to the library and looking at

newspapers, magazines, or books. Suggest that students look up actual events and competitions that take place at state fairs.

5.5.2 The Unsinkable Wreck of the R. M.S. Titanic

Leveled Readers:

Advanced: Space Travel Inventions

Connection: Science

Activity: Students can learn more about digital imaging on the Internet or at the library. Suggest they find a digital image of their local area

as seen from space at http://images.jsc.nasa.goIII/. They might also want to take a look at NASA ’s digital images of the solar system.

124 JC rev. 7/24/17


On Level: Explore with Science

Connection: Science

Activity: Students can learn more about the McMurdo Station by researching on the Internet or going to the library. Suggest they learn more about

the kinds of research being conducted there. They can take a virtual tour at http://astro.uchicago.edu/cara/IIItour/mcmurdo/.

Below Level: Titanic: The “Unsinkable” Ship

Connection: Science

Activity: Students can learn more about the expedition to find the Titanic or about icebergs by researching on the Internet or going to the library.

Suggest they learn more about the size of icebergs, how they form, and why they present such a danger to ships.

5.5.3 Talk With an Astronaut

Leveled Readers:

Advanced: Astronauts and Cosmonauts

Connection: Science

Activity: Have students research a current science project overseen by NASA. Suggest they use NASA’s official Website: www.nasa.goIII. Ask them to

present a brief summary of this project.

On Level: Sailing the Stars


Activity: Have students research a pioneer in a field of their choosing, whether in science or the arts and humanities. Remind them that a pioneer is a

person who breaks new ground. Ask them to share their research, including such details as what motivated or inspired the person.

Below Level: Aim High Astronaut Training

Connection: Science

Activity: Have students research a recent event or development that they find interesting in the history of space travel. Encourage them to use

NASA’s official Web site or other up-to- date sources. Ask them to present a brief summary, including pictures or other graphic aids, of what they

learned.


Leveled Readers:

Advanced: The Shaping of the Continents

Connection: Science

Activity: Students can learn more about plate tectonics on the Internet or at the library. Suggest they find out about significant earthquakes such as

the underwater quake that was responsible for the tsunami in the Indian Ocean or the eruption of Mount St. Helens in Washington State. Have them

report their findings to the class.

125 JC rev. 7/24/17


On Level: The Journey Through Earth

Connection: Science

Activity: Students can learn more about the layers of Earth on the Internet or at the library. Suggest they learn more about Earth’s inner

core.

Below Level: The Inside Story of Earth

Connection: Science

Activity: Students can learn more about plate tectonics on the Internet or at the library. Suggest they look for a map of the Earth’s plate or

make a map of their own based on their research.

5.5.5.Ghost Towns of the American West

Leveled Readers:

Advanced: From Territory to Statehood


Activity: Have students pick one of the western states listed on a chart in the selection and research it on the Internet or in the library. What

is unique about the history of that state before and after statehood? What are the state flower and bird?

On Level: The United States Move West


Activity: Have students research the Lewis and Clark Expedition using the Internet or the library. Have them go into detail about one aspect

of the journey, such as the winter in Oregon, the size of the crew, or some of the Native American tribes they met.

Below Level: The California Gold Rush


Activity: Have students research the history of the California-Oregon Trail. When did people start crossing to the West on this trail. How

long did the journey take? They can use the Internet or the library.

126 JC rev. 7/24/17




5.5. The Skunk Ladder: How do we find adventures in ordinary life?

Little Rainman

Recommended by world-renowned author and speaker Dr. Temple Grandin, this children's book paints a picture of what life is

like for children with autism. Unique illustrations accompany a child's voice as he explains the different ways he thinks, sees,

hears, and feels. This book is great for reading to children with or without autism to encourage acceptance and understanding.

Written by Karen Simmons-Sicoli, mother of a son with autism, this was one of the first books of its kind and it continues to be

a classic in the autism community.

127 JC rev. 7/24/17

Unit 6: The Unexpected Unit 6: AZCCRS

5th Grade Unit 6 The Unexpected




5.RF.3





and out of context. (5.6.2)

III-L-2:LI-5

III-L-2:LI-7








Fluency

5.RF.4


comprehension. (5.6.2, 5.6.4)



successive readings. (5.6.1, 5.6.2 ,5.6.3 ,5.6.4, 5.6.5)




punctuation).



5.RL.2

5.RL.3




reflects upon a topic; summarize the text. (5.6. 5)


events in a story or drama, drawing on specific details in

the text (e.g., how characters interact). ( 5.6.3)

III-R-4:LI-5

III-R-4:LI-7

III-R-4:LI-11

III-R-4: LI-13

III-R-4:LI-16

III-R-4:LI-18




details from text.

Identifying the author’s purpose for writing a

book. (i.e., to entertain, to inform, to

persuade).

Drawing conclusions from information implied

or inferred in a literary selection.




within a fictional text.

128 JC rev. 7/24/17

III-R-4:LI-19

III-R-4:LI-32

Comparing and contrasting two settings within

a fictional text.





Craft and Structure

5.RL.5




III-R-4:LI-34 Identifying structural elements of poetry. (e.g.,


imagery, etc.).



5.RI.1

5.RI.2



( 5.6.1, 5.6.2, 5.6.4 ,5.6.5)


how they are supported by key details; summarize the text.

(5.6.1 , 5.6.2, 5.6.4)

III-R-4:LI-32

III-R-4:LI-33

III-R-4:LI-34


that the author selects in a literary selection

to create a graphic visual image with





Identifying structural elements of poetry.

(e.g., repetition, rhyme, rhythm, verse, meter,

and imagery, etc.)

Craft and Structure

5.RI.5

Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in two or more

texts. (5.6.2)

III-R-1:LI-3

III-R-4:LI-6

Comparing and contrasting two or more print

sources based on their organizational

features.

Making connections to text (i.e., text-to-text

and text-to-self).



5.SL.1

c. Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on the remarks of others. (5.6.2)

d. Review the key ideas expressed and draw

conclusions based on information and knowledge

gained from the discussions. (5.6.1)

III-LS-1:LI-2

III-LS-1:LI-3

Paraphrasing main ideas/concepts and

supporting details from read-alouds (fiction

and nonfiction) in complete sentences.

Sequencing events from read-alouds,

presentations and conversations in complete

sentences with instructional support.

129 JC rev. 7/24/17

5.SI.2

Summarize a written text read aloud or information

presented in diverse media and formats, including visually,

quantitatively, and orally. (5.6. 5)

III-LS-1:LI-4

III-LS-1:LI-5

III-LS-1:LI-6

Paraphrasing the main idea/concept and key


complete sentences.



ideas and/or events using academic

vocabulary.




academic vocabulary. (e.g., problem/solution,

cause/effect, compare/contrast,

chronological order, sequencing, etc.)


5.SI.4 Report on a topic or text or present an opinion, sequencing



clearly at an understandable pace. (5.6.3, 5.6.4)

III-LS-1:LI-4 Paraphrasing the main idea/concept and key


complete sentences.



5.L.1

5.L.2



(5.6.1)

a. Explain the function of conjunctions, prepositions,

and interjections in general and their function in

particular sentences. ( 5.6.2)



writing. ( 5.6.3, 5.6.4,

5.6.5)

d. Use underlining, quotation marks, or italics to

indicate titles of works. (5.6.4)


references as needed. (5.6.1, 5.6.2, 5.6.3, 5.6.4,

5.6.5)

III-L-1(SC):LI-2

III-L-1(V):LI-5

III-L-1(V):LI-6

III-L-1(V):LI-7

III-L-1(V):LI-9



















130 JC rev. 7/24/17

III-L-1(V):LI-10

III-L-1(V):LI-11

III-L-1(V):LI-12

III-L-1(V):LI-13

III-L-1(V):LI-22



















future verb tenses.


past tense and the perfect tense by



5.L.4

5.L.5



content, choosing flexibly from a range of strategies. (5.6.1,

5.6.3, 5.6.4)



word or phrase. (5.6.4, 5.6.5)




precise meaning of key words and phrases. (5.6.1 ,

5.6.5)


relationships, and nuances in word meanings. (5.6.5)

III-L-2:LI-4

III-L-2:LI-5

III-L-2:LI-7

III-L-2:LI-9











pronouncing a homograph in context based

on meaning with instructional support.



131 JC rev. 7/24/17

5.L.6





similarly, moreover, in addition) (5.6.1, 5.6.2, 5.6.3,

5.6.4,5.6.5)

III-L-2:LI-10

III-L-2:LI-12

III-L-2:LI-13

III-L-2:LI-14








support.





content words with instructional support



5.W.1

5.W.2

5.W.3

Write opinion pieces on topics or texts, supporting a point

of view with reasons and information. (5.6.1)

a. Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which

ideas are logically grouped to support the writer’s

purpose. ( 5.6.1, 5.6.4)

b. Provide logically ordered reasons that are

supported by facts and details. (5.6. 4)

d. Provide a concluding statement or section related

to the opinion presented. (5.6. 1, 5.6.3)



5.6.4, 5.6.5)



clear event sequences. (5.6.1, 5.6.2, 5.6.3, 5.6.4, 5.6.5)



an event sequence that unfolds naturally. (

5.6.3,5.6.5)

c. Use narrative techniques, such as dialogue,

description, and pacing, to develop experiences

III-W-1:LI-1

III-W-1:LI-2

III-W-1:LI-3

III-W-1:LI-4

III-W-1:LI-5






structure.






text).










outline, etc.).

132 JC rev. 7/24/17

and events or show the responses of characters to

situations. (5.6.2, 5.6.3)



(5.6.2, 5.6.5)

III-W-1:LI-6

III-W-1:LI-7

Writing a variety of functional text that

address audience, stated purpose, and

context Letters, Directions, Graphs/Tables,

Brochures.

Writing one or more persuasive paragraphs,

with instructional support, that state a clear

position with supporting details using

persuasive vocabulary/strategies (e.g.,

loaded/emotional words, exaggeration,

euphemisms, bandwagon, peer pressure,

repetition, etc.).


5.W.4



purpose, and audience. (5.6.2)

III-W-:LI-2 Organizing ideas to reflect the audience and

intended purpose.


5.W.9



5.6.3, 5.6.4, 5.6.5)









5.WF.1



case.





133 JC rev. 7/24/17



What can we learn from encounters with the unexpected?


5.6.1 The Truth About Austin’s Amazing Bats

• How can unplanned situations have positive outcomes?

5.6.2 The Mystery of Saint Matthew Island

• What unexpected effects can humans have on nature?

5.6.3 King Midas and the Golden Touch

• How can we learn from the results of our actions?

5.6.4 The Hindenburg

• How can unexpected encounters reveal hidden dangers?

5.6.5 Sweet Music in Harlem

• What unexpected influence do we have on those around

us?

Text-Based Comprehension Vocabulary Concepts/ Word Analysis

Skills:

• 5.6.1 – Draw

Conclusions

• 5.6.2 – Main Idea and

Details

• 5.6.3- Compare and

Contrast

• 5.6.4- Fact and Opinion

• 5.6.5 - Sequence

Strategies:

• 5.6.1 – Important Ideas

• 5.6.2- Text Structure

• 5.6.3- Story Structure

• 5.6.4- Predict and Set

Purpose

• 5.6.5 – Background

Knowledge

Skills:

• 5.6.1- Unknown Words

• 5.6.2 – Endings –s,-es

• 5.6.3 – Suffixes –less, -ful


• 5.6.5 - Homographs

Strategies:

• 5.6.1- Dictionary/glossary





Word Analysis:


• 5.6.2 – Russian Word Origins

• 5.6.3 – Suffixes –less, -ful

• 5.6.4 – Word Families


134 JC rev. 7/24/17




The student will…

I can…



• I can find the theme in a story. 5.RL.2 (Story 5)

• I can compare and contrast stories in the same genre on their approaches to similar themes and topics. 5.RL.3 (Story 3)

• I can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or

poem. 5.RL.5 (Story 3)

• I can accurately quote from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.1

(Stories 1,2,4,5)

• I can determine two or more main ideas of a text and explain how they are supported by key details: summarize the text. 5.RI.2

(Stories 1,2,4)

• I can compare and contrast the overall structure (chronology, comparison, cause/effect, and problem/solution) of events, ideas,

concepts, or information in two or more texts. 5.RI.5 (Story 2)

• I can apply grade level phonics and word analysis skills in decoding words. 5.RF.3 (Story 2)

• I can read with accuracy and fluency to support comprehension. 5.RF.4 (Stories 1, 2,3,4,5)

• I can write to persuade. 5.W.1 (Stories 1,3,4)

• I can write to tell a story. 5.W.3 (Stories 2,3,5)

• I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.W.4 (Story 2)

• I can use stories and nonfiction to research. 5.W.9 (Story 4)

• I can come to class prepared to discuss my story. 5.SL.1 (Stories 2,5)

• I can pose and respond to questions in a discussion. 5.SL.2 (Story 5)

• I can summarize what I read, see, and hear. 5.SL.2 (Story 5)

• I can speak clearly and at a good pace. 5.SL.4 (Stories 3,4)

• I can explain the use of conjunctions, prepositions, and interjections. 5.L.1 (Stories 1,2)

• I can use underlining, quotation marks, or italics to indicate titles of words. 5.L.2 (Story 2)


• I can use dictionaries, glossaries, thesauruses to help me understand and pronounce new words. 5.L.4 (Stories 1,3,4,5)

• I can use the relationship of synonyms, antonyms, and homographs to help me understand each word. 5.L.5 (Story 5)

• I can use grade appropriate words. 5.L.6 (Stories 1,2,3,4,5)

135 JC rev. 7/24/17

Unit 6: Vocabulary



5.6.1 The Truth About Austin’s Amazing Bats: bizarre, breathtaking,

headline, high-pitched, roost, vital

5.6.2 The Mystery of Saint Matthew Island: bleached, carcasses,

decay, parasites, scrawny, starvation, suspicions, tundra

5.6.3 King Midas and the Golden Touch: adorn, cleanse, lifeless,

precious, realm, spoonful

5.6.4 The Hindenburg: criticizing, cruised, drenching, era, explosion,

hydrogen

5.6.5 Sweet Music in Harlem: bass, clarinet, fidgety, forgetful,

jammed, nighttime, secondhand

5.6.1 The Truth About Austin’s Amazing Bats: draw

conclusions, modifier, letter size, journal entry, cause and

effect, expository text, directions, writer’s personality

5.6.2 The Mystery of Saint Matthew Island: coordinating

conjunction, subordinating conjunction, syllable, word

choice, expository text, timeline

5.6.3 King Midas and the Golden Touch: commas in series,

appositives, parody, climax, myth, rhythmic patterns of

language

5.6.4 The Hindenburg: illustration, atlas, related words,

critique, word families, expository text, paragraphing

5.6.5 Sweet Music in Harlem: expression, colon, realistic

fiction, topic sentence, onomatopoeia, alliteration, rhyme

scheme


5.6.1 The Truth About Austin’s Amazing Bats: unintended, fortuitous, advantageous, potential, spontaneous, perspective,

happenstance, occurrences, perceptive, unaware

5.6.2 The Mystery of Saint Matthew Island: accommodates, refuge, domesticated, contaminated, grandiose, prune, composition,

depletion, natural resource, aggravate

5.6.3 King Midas and the Golden Touch: specimen, valuable, geologist, rare, deplorable, outcome, victor, unforeseen, repercussion,

penitence

5.6.4 The Hindenburg: updrafts, waterlogged, destination, calamity, suitable, locale, traction, prudent, passport, augment

5.6.5 Ten Mile Day: career, inspired, wealth, celebrity, fervor, malevolent, foster, renown, coerce, predispose

136 JC rev. 7/24/17

Unit 6: DOK

Depth of Knowledge




Identify a jazz artist that

interests you and choose a

recording that appeals to you.

Interpret the mood and tone

of the recording.

Develop lyrics or a poem that

interprets the mood of the

recording.

Create a multi-media

presentation that presents

your lyrics or poem and

justifies your interpretation

and choice of words.



Work with your partner to debate one side of the following

issue: The bridge bats should be forced to move elsewhere.

Decide which side to take. Then prepare your arguments and

hold a debate.

Students will conduct research on a type of natural disaster and

determine possible causes and effects of this disaster. They will

create a brochure outlining their information, what people have

learned from these events, and ways to prepare for future

unexpected events.

Reread the expository text on pp. 416–420 and retell the

sequence

of events. Pay attention to the chronology of events and take

notes on the details, facts, and setting. Then write a one-

paragraph postcard telling the story from Werner Franz’s

perspective. Use a first-person point of view to establish the

situation onboard. Organize

events in a natural way, and use narrative techniques, such as

description and pacing, to develop events.

Select a jazz artist and investigate their life and music style.

Choose one of their recordings and create either lyrics or

poetry for the recording, depicting the mood and tone of the

piece. Create a multi-media presentation that presents your

lyrics or poem and justifies your interpretation and choice of

words.

137 JC rev. 7/24/17

Unit 6: Assessments

Assessment


SRI


Scores

DRA

Reading Street Baseline

Test


Inventory

SRI

SRI

CCI Cycle Data


Progress

ELA05-DIII

Weekly Story Tests


Reading Street End-of-Year

ELA05-DIII

State Standardized

Assessments

Assessment Rubric

Formative Summative


Write From the Beginning and Beyond Analytical Rubric



138 JC rev. 7/24/17



5.6.1. The Truth About Austin’s Amazing Bats

3. After reading A Matter of Luck (Sleuth), think about physical structures or situations in your community that need “fixing.”

Work with a partner to create a poster that details that need. Use both words and graphics to explain the problem and the

proposed solution. The poster should show a clear message of both problem and solution.

4. After reading “The Truth About Austin’s Amazing Bats”, use evidence from the text to tell what you learned about positive

outcomes that come from unplanned events.

5.6.2. The Mystery of Saint Matthew Island

1. After reading Fishy Business (Sleuth), have students use print and digital resources to research how dams positively and

negatively affect people as well as the environment. Use a Thinking Map to list at least four pros and cons of dams.

2. After reading “The Mystery of Saint Matthew Island”, study the bone diagram and its labels on page 357. Then reread the first

column of text on that same page. Use a Double Bubble Map to compare and contrast the information that both sources give

the reader.

5.6.3. King Midas and the Golden Touch

1. After reading Train Your Dog (Sleuth), research what specific skills dogs learn in obedience classes. In small group, create an ad

for a dog training school. The ad may be print, video, or audio. If your ad is audio or video, create a script before recording.

The recording should be 4 minutes long and should explain why their dog training school is better than the others.

2. After reading “King Midas and the Golden Touch”, use a Thinking Map to compare how the language the characters use in this

myth are similar to or different from the language characters in a realistic fiction story might use.

5.6.4. The Hindenburg

1. After reading Birds and Planes: An Unhappy Rendezvous in the Sky (Sleuth), research to find out the methods airports use to

keep birds away from runways. Use credible, current print and online sources. Write a 4-paragraph essay on the topic and

illustrate it with photos or other graphics. Record your sources.

2. After reading “The Hindenburg”, use the illustrations and captions to explain how the author uses text features to support the

statement that “The Hindenburg was the biggest thing that ever flew”? Use text evidence to support your answer.

5.6.1. Sweet Music in Harlem

1. After reading Making Up Music (Sleuth), find recordings of jazz improvisation. Select a recording and research one of the

musicians who plays the improvised section of the music. Write a 3-paragraph essay about that musician’s life and work.

2. After reading “Sweet Music in Harlem”, determine the theme of the text. Support your claim with evidence.

139 JC rev. 7/24/17


140 JC rev. 7/24/17




• Create a Thinking Map discussing “How can unplanned situations have positive outcomes?” DOK1

• Reread the section on pp. 326–335 and retell the facts. Take notes on the details about bats, such as behavioral traits and

eating habits. Then write a one-paragraph story from a bat’s perspective. Establish the situation by explaining why some

people might be afraid of bats. Then use description to develop a narrative of the bats’ positive experience in Austin. Include

transitional words and phrases to clarify the sequence of events. DOK2

• Create a Double Bubble Map comparing and contrasting The Truth About Austin’s Amazing Bats and “The Animals in My Life.”

What conclusions can you draw about Ron Fridell? Use the information to write about what a member of BCI would consider

challenging and rewarding about helping bats. DOK3

6.6.2 The Mystery of Saint Matthew Island

• Create a Thinking Map discussing “What unexpected effects can humans have on nature?” DOK1

• Using a Flow Map, create a timeline that sequences the events of Saint Matthew Island. DOK2

• Look back at The Mystery of Saint Matthew Island and “City Hawks” and compare and contrast the factors that threaten the

animals’ survival. Then write a two-paragraph newspaper article that retells the animals’ experiences. Reread both texts

carefully to find details to include in your narrative. Remember to organize your narrative so that events unfold naturally and

use concrete words and phrases in your descriptions. DOK2

• After reading both selections and the Sleuth article, think of questions concerning how people or animals are overusing

resources. Research a problem (for example, overfishing), pick one aspect of the issue (how the problem occurred or ways

people help) and prepare a report on the topic. DOK3

5.6.3 King Midas and the Golden Touch

• Create a Thinking Map discussing “How can we learn from the results of our actions?” DOK1

• Create a Tree Map organizing the literary elements of King Midas. DOK2

• Reread the myth on pp. 378–392 and retell the story’s plot. Make a list of events as they occur in chronological order and take

notes on the details, facts, and setting. Then write a one-paragraph narrative retelling of the story from Aurelia’s perspective.

Use first-person point of view to introduce Aurelia as the narrator. Organize the events in a natural way, and use narrative

techniques, such as dialogue and pacing, to develop events. DOK3

• Look back at King Midas and the Golden Touch and “Prometheus, the Fire-Bringer” and compare and contrast the main

characters’ attitudes and motivations using a Double Bubble Map. Then write a short dialogue between King Midas and

Prometheus that reveals each character’s main motivation and the outcome of their stories. Reread both texts carefully to find

concrete words and phrases and sensory details to include in your narrative. DOK3

141 JC rev. 7/24/17


5.6.4 The Hindenburg

• Create a Thinking Map discussing “How can unexpected encounters reveal hidden dangers?” DOK1

• Use a Thinking Map to identify facts and opinions within the story, listing support for each from the text. Determine whether the

opinions are valid or faulty by using prior knowledge. DOK2

• Look back at The Hindenburg and “The Mystery of the Hindenburg Disaster” and compare and contrast the eyewitness accounts

given by Helmut Lau and Werner Franz. Then write a short newspaper article that retells the story of the Hindenburg disaster using

the most effective details. Reread both texts carefully to find concrete words and phrases to include in your narrative. DOK2

5.6.5 Sweet Music in Harlem

• Create a Thinking Map discussing “What unexpected influence do we have on those around us?” DOK1

• Reread the text on pp. 443–451 and retell the sequence of events. Keep track of events as they occur in chronological order, and

take notes on the details, facts, and settings. Then write a one-paragraph journal entry from C. J.’s perspective. Use first-person

point of view to establish C. J. as the narrator. Use transitions, such as first, next, and last, to clarify the order of events. Also use

description and pacing to develop events. DOK2

• Look back at Sweet Music in Harlem and “Author’s Note,” and consider the ways author Debbie A. Taylor and fictional character C.

J. draw inspiration from the world around them. Then write a short dialogue between the author and the character that reveals

how these sources of inspiration influence their creativity. Reread both texts carefully to find concrete words and phrases to

include in your narrative. DOK3

i

Poetry

• Teachers and students will engage in close reading of poetry, focusing on onomatopoeia, alliteration, and rhyme scheme. DOK2

142 JC rev. 7/24/17



Narrative: Opinion:


















• claims

143 JC rev. 7/24/17





• Motivation

• Basic Structure

• Transition







• Strong Verbs



• Authentic Voice






Narrative Explanatory/Informative Response to Literature

Orient the reader to a time when you

encountered an unexpected event using

descriptive and sensory details and clear

event sequence.

Using domain specific vocabulary

and precise language, write about

an event in history or nature that

was unexpected.


Draw evidence from the text to explain what

the author meant in saying, “insert quote

from story.”

144 JC rev. 7/24/17

Unit 6: Resources


• Learn 360









• NBC Learn



Beyond






Writing


• Scoop It

• Edhelper.com


• Read Works








• Brain Pop





• RAZkids.com


• Thinking Maps

• Great Source

• Write From the Beginning and Beyond



145 JC rev. 7/24/17




Leveled Readers:

Advanced: How the Wolves Saved Yellowstone

Connection: Science

Activity: Have students research other National Parks, on the internet or in the library. Have them gather information about the wildlife

and vegetation found in those parks. Students can write a report about what they learned.

On- Level: Driven to Change


Activity: Have students develop a plan to encourage others to take a “healthier

route” to school. Students can create posters, fliers, and awards to promote their plan. With approval from the school’s administration,

help students implement the plan and drive change at your school.

Below-Level: A Happy Accident

Connection: Science

Activity: Students can learn more about bacteria and antibiotic medicines by researching them on the internet or in the library.

Encourage students to research more than one bacteria or antibiotic and make comparisons.

5.6.2: The Mystery of Saint Matthew Island

Leveled Readers:

Advanced: Mixed Up Vegetables

Connection: Science

Activity: Have students research the Flavr Savr tomato on the Internet or at the library. Students should try to find out as much as they

can about the development of this new tomato. They should check at their local supermarket to see if that brand of tomato is

available. Ask the grocer if any of the genetically modified foods are marked as such. Can seeds for this tomato be brought at the local

nursery?

146 JC rev. 7/24/17


On-Level: The Kudzu Invasion

Connection: Science

Activity: Students can learn more about the kudzu plant or other plants that interest them by researching it on the Internet or in the

library. Suggest that they find another invasive plant like the kudzu and compare the two.

Below-Level: Saving an American Symbol


Activity: Students can learn more about the buffalo or an endangered species by researching it on the Internet or in the library.

Suggest that they find one endangered species that interests them and find out ways to help save it.

5.6.3: King Midas and the Golden Touch

Leveled Readers:

Advanced: Precious Goods: From Salt to Silk


Activity: Ask students to pick a precious commodity not mentioned in this selection, such as water, and research its current uses and

trade routes. Invite students to research the trade of a resource found in their region. Encourage students to share their research with

others.

On –Level: The Golden Journey

Connection: Music

Activity: Have students write the words to a song similar to the campfire song on page 9. Ask whether they know any traditional

American songs. Invite students to get ideas for their own lyrics and melodies by using the Internet or asking older family members or

neighbors if they know any historic folk songs. Invite volunteers to share their songs

Below-Level: Ancient Gold

Connection: Art

Activity: Bring in or have students bring in examples from books or the Internet of how gold has been used by artists throughout

different eras. Encourage students to look at art in such cultures as ancient Egypt, but also closer to home, such as the art of Native

Americans or of Africans today

147 JC rev. 7/24/17


5.6.4: The Hindenburg

Leveled Readers:

Advanced: Traveling by Plane


Activity: Students can find out more about the earliest flying machines or about the future of commercial space travel by visiting the

library or using the Internet. Have them draw pictures of early airplanes or futuristic spacecraft. Have them label their pictures and

exhibit them to the class.

On-Level: Stop That Train!


Activity: Have students research what it was like to work on the railroads in the 1800s. Assign related topics to groups, such as living

and working conditions for railroad workers or tactics used by railroad companies to recruit workers. Have groups prepare reports on

their topics and share them with the class.

Below-Level: The Flight Over the Ocean: Yesterday and Today


Activity: Ask students to pick a famous plane or airship, such as the Hindenburg, and research how it was built, including who financed

it, and what innovations it used. Invite them to share their research with other students.

5.6.5: Sweet Music in Harlem

Leveled Readers:

Advanced: Unexpected Music


Activity: Have students plot the instruments discussed in the book on a map of the world. Invite them to find out about even more

instruments on the Internet or at a library and add them to the map.

148 JC rev. 7/24/17


On-Level: Grandma Betty’s Banjo


Activity: Invite students to record an oral history. Have students interview an elder member of their family or community about the

kinds of music that were popular when they were young.

Below-Level: Jazz, Jazz, Jazz


Activity: Many aspects of the Roaring Twenties will interest students to research further on the Internet or at a library. Spark their

interest by briefly discussing inventions, fashion, and popular culture of the 1920s.

149 JC rev. 7/24/17




5.6.1 The Truth About Austin’s Amazing Bats: How can unplanned situations have positive outcomes?

The View from Saturday (DIIIUSD Library)

A decade after an automobile accident leads her to use a wheelchair.

his funny and endearing book centers around four sixth graders and a paraplegic teacher who forms a junior high Academic

Bowl team that sweeps away the competition. In a story composed of interwoven puzzles, each character has a tale to tell—in

the course of which all four witness acts of kindness and respect that teach them to find those qualities in themselves.

"Eminently worthwhile."—Kirkus

5.6.5 Sweet Music in Harlem: What unexpected influence do we have on those around us?

From Disability to Possibility, Patrick Schwartz (DIIIUSD Library)

Discusses the inclusion of students with special or physical needs in regular classrooms, and offers strategies for teachers,

administrators, and related service professionals for building a successful inclusion program.

** Encouraging words shown on TIII ads from IIIalues.com

http://www.IIIalues.com/inspirational-stories-tIII-spots

**Anti-Bullying Awareness PACER Classroom Toolkits

http://www.pacer.org/bullying/resources/toolkits/actiIIIities/

150 JC rev. 7/24/17

Grade 4-5 Expanded Scoring Rubric For Analytic and Narrative Writing

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension

Key Ideas & Details

**Do not use this section

for Narrative Task**

* Accurately references

the text

* Cites text evidence

* Shows extensive

comprehension of text

* Mostly accurate

reference of the text

* Cites text evidence

* Shows basic

comprehension of the text

* Minimal accurate

reference of the text

*Cites text evidence

* Shows limited


* Inaccurate or no analysis

of text

* Shows little to no


Writing

Written Expression

Development of Ideas

* Effectively addresses the

prompt

* Effective development of

claim

* Reasoning, details,

description

* Largely appropriate

purpose, audience

* Addresses the prompt

* Some development of

claim

* Reasoning, details,

description

* Somewhat appropriate

purpose, audience

* Addresses the prompt

* Limited development of

claim

*Limited in

appropriateness purpose,

audience

* Under-

developed and

inappropriate task,

purpose, audience

Writing

Written Expression

Organization

* Coherent, clear, cohesive

*Strong intro and

conclusion

* Logical progression

* Somewhat coherent,

clear, cohesive

*Intro and conclusion

* Logically grouped ideas

* Not very coherent, clear,

cohesive

* Unclear progression

* Lack of coherence,

clarity, cohesion

Writing

Written Expression

Clarity of Language

* Effective style & tone

* Mostly precise language

* Descriptive words,

sensory details,

transitions, domain

vocabulary

* Mostly effective style &

tone

* Some precise language

* Descriptive words,

sensory details,

transitions, domain

vocabulary

* Limited effective style &

tone

*Limited descriptions,

sensory details,

transitions, domain

vocabulary

*Inappropriate style &

tone

* Lacks precise language

Writing

Knowledge of

Language and

Conventions

*Effectively edited

*Minor errors

*Edited

*Few errors

*Inconsistent

*Patterns of errors

*Limited command

*Multiple errors that are

distracting

*No command of

conventions

*Frequent and varied

errors

*Difficult to understand

151 JC rev. 7/24/17

District Rubric Conversion Charts Grades 4-5

Research and Literary Analysis Conversion Chart Narrative Task Conversion Chart

Point

Totals

3 Criteria

Percentage

13 95-100%

12 92%

11 85%

10 77%

9 70%

8 65%

7 60%

6 55%

5 50%

Point Totals 5 Criteria

Percentage

16 95- 100%

15 94%

14 88%

13 84%

12 80%

11 76%

10 72%

9 68%

8 64%

7 60%

6 56%

5 52%

This Conversion Chart has a heavy curve. To prevent a negative impact on

student scores, the top tier of scores is calculated by direct math and the lower

two-thirds of the scores are calculated with the curve. Please note: If student

receives a perfect rubric score of 20 or 16 respectively, it is up to teacher

discretion to assign the grade between 96% and 100%.