UbD Grade 5 Unit 1
Stage 1 – Desired Results
Students analyze story structure to predict and construct meaning and deepen
Students use context clues to infer meaning of homophones.
Students identify character and setting.
Students read with expression.
Students present ideas relevant to their purpose in their own writing.
Students understand that idioms represent non-literal meanings.
Students make inferences to strengthen comprehension.
Students create personal narratives with a strong voice.
Students apply knowledge of correct mechanics in complex sentences.
Students paraphrase or summarize in sequence.
Students locate relevant details in text to support the main idea.
Students use problem/solution text structure to predict and construct meaning and
Understandings: Essential Questions:
Sometimes conditions or situations in What makes people take action?
life force people to take action.
Good readers think about the settings, What conflicts did the main character
functions, and relationships of have, and how were they affected by
characters in a story. the setting?
Good readers make inferences and What details help you make inferences
identify incidents that advance the story about events in the plot?
or foreshadow future events.
Good readers think about what the What do all the important details in this
sentences in a passage have in common selection have in common?
to determine the main idea.
Good readers can identify the problem What problem do the characters in this
and solution in a story plot. story have, and how does it affect their
Good readers look for clues that tell How can drawing conclusions help you
why the author wrote the story. to sequence the plot’s main events and
explain their influence on future
Students will know… Students will be able to…
That homophones sound the same but Analyze story structure
have different meanings Identify character and setting
What a complex sentence is Read with expression
People who have taken action Present clear ideas in their writing
Why people take action Write personal narratives
UbD Grade 5 Unit 1
Stage 2 – Assessment Evidence
Performance Tasks: Other Evidence:
Personal Narrative (post on personal Diagnostic Assessment
blog) Running Records
Research pamphlet Weekly (or Selection) Test
Graphic organizers Unit Assessment
Stage 3 – Learning Plan
Activities that are collaborative:
Blogging about the Big Question and other discussion questions (p. 7, 11, 13, etc.)
Think/Pair/Share re: “Mother of the Movement”
Talk About It Slide Shows & Activities (Oral Language Activities)
Leveled Reader Activities
Complete leveled reader comprehension checks with partner
Activities that enable students to direct their own learning:
Use the Unit 1 Research Road Map.
Research a cause that a person or group has chosen to take a stand. Create a pamphlet
Accountable independent reading (could be for research project)
Activities that expand methods for producing, distributing, exchanging, and receiving
Digital Graphic Organizers
Daily journal prompts (on class blog)
Personal Narrative (on personal blog); comment on others’ narratives
Blog or submit electronically “Connect & Compare, p. 31
Activities using netbooks to enhance learning across the content areas:
Unit One Famous Person Place Link (Biographies)
Log On Weekly Links (Civil Rights, Careers, Astronomy)
Research Links (Mandela, China’s Boxer Rebellion, American Civil Rights)
Additional activities that incorporate technology:
Animated Comprehension Lessons for Character, Setting, and Plot; Make Inferences;
Main Idea and Details, and Problem and Solution.
Animated Phonics & Word Study Lessons
Unit 1 Theme Slideshow
Listening Library (for anthology selection)
Leveled Reader Database