5th grade Unit 1

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					Unit 1 Heritage                                                                Grade 5
Suggested Timeframe: 4-6 weeks
                                                                               Essential Skills and Strategies
Unit Essential Question:                                                               Making Connections
                                                                                       Visualizing
Imagine It! Big Idea: How has your heritage influenced your life?                      Summarizing
                                                                                       Author’s Purpose
Selections                                                                             Author’s Point of View
     The Land I Lost (autobiography)                                                  Asking Questions
     Our Song (realistic fiction)                                                     Drawing Conclusions
     The Dancing Bird of Paradise (expository text)                                   Cause and Effect
     From Miss Ida’s Porch (realistic fiction)                                        Adjusting Reading Rate
     In Two Worlds (expository text)                                                  Clarifying
     “I Look at You” (poem)                                                           Making Inferences
     “Mama’s Glory” (poem)
                                                                               Supporting Questions
                                                                                What are the customs my family
Writing Process                                                                   follows?
Writing Workshop-Units of Study                                                 Why do people immigrate from
Book 1-Launching the Writing Workshop                                             different countries?
                                                                                Who has taught your heritage to
Common Core State Standards (CCSS)                                                you?
CCSS Reading Standards for Literature                                           How will you keep your heritage
RL.5.1 Quote accurately from a text; make inferences                              alive?
RL.5.2 Determine the theme and summarize the text
RL.5.3 Compare and contrast two or more characters, settings, or events
RL.5.4 Determine meaning of words and phrases as they are used in a text       Include Text Dependent Questions
RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to
        provide overall structure of a particular story, drama, or poem        Additional Resources:
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how         Guided Reading Texts
        events are described                                                       Differentiation Instruction
RL.5.7 Analyze how visual and multimedia elements contribute to                        Planner in Imagine It
        meaning, tone, or beauty of the text                                       Intervention Guide
RL.5.9 Compare and contrast stories in the same genre on their approaches          Mentor texts for writing
        to similar themes and topics                                               Novel Sets
RL.5.10 Read and comprehend literature at or above grade level
                                                                                   Inquiry Projects
                                                                                   William and Mary (TD
CCSS Reading Standards for Informational Text
                                                                                       Program)
RI.5.1 Quote accurately from a text; make inferences
RI.5.2 Determine 2 or more main ideas of a text and summarize the text             Discovery Ed
RI.5.3 Explain relationships or interactions between two or more                   E suites
        individuals, events, ideas, or concepts                                    Lucy Calkins
RI.5.4 Determine the meaning of general academic and domain-specific               Paideia Seminars
        words or phrases
RI.5.5 Compare and contrast the overall structure of events, ideas,
        concepts, or information in two or more texts
RL.5.6 Analyze multiple accounts of the same event/topic, noting
        similarities and differences in the point of view they are presented
RI.5.7 Draw on information from multiple print or digital sources
RL.5.8 Explain how an author uses reasons and evidence
RL.5.9 Integrate information from several texts
RI.5.10 Summarize, interpret, synthesize, evaluate a variety of texts

CCSS Reading Foundational Skills
RF.5.3 Know and apply grade level phonics, word analysis and decoding
        skills
RF.5.3a Use combined knowledge to read accurately multisyllabic words in
        and out of context
Transition Curriculum Guides 2011-2012
RF.5.4 Read fluently on grade level
RF.5.4a Read on level text with purpose and understanding
RF.5.4b Read on level prose and poetry fluently and with expression


CCSS Writing
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
       descriptive detail, and clear event sequences.
W.5.4 Produce clear and coherent writing
W.5.5 Develop and strengthen writing by planning, revising and editing by demonstrating command of Language standards
W.5.7 Conduct short research projects
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources
W.5.9 Draw evidence from literacy or informational texts to support analysis, reflection, and reesearch
W.5.10 Write routinely over extended time frames


CCSS Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions
SL.5.1a Come to discussions prepared
SL.5.1b Followed agreed-upon rules
SL.5.1c Pose and respond to specific questions to clarify
SL.5.1d Review and explain the key elements
SL.5.2 Summarize a text read aloud or information presented
SL.5.3 Identify reasons and evidence a speaker provides
SL.5.4 Report on a topic or text
SL.5.5 Include multimedia components presentations

CCSS Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
      spelling
L.5.3 Use knowledge of language and conventions when writing, speaking, reading, or listening
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
      phrases

Common Task
    Create an opinion piece that includes an introduction, a clearly stated opinion, reasons to support the
     opinion, linking words, and a concluding statement or section. (W1)

Possible Tasks / Products
(Please note that additional standards will be addressed when completing these tasks (Speaking and
Listening, Language, and Reading)

       The students create a photo essay of various customs recent immigrants have brought to America.
        (W8)
       Students research a custom, using multiple sources, and present their findings. (W7)




Transition Curriculum Guides 2011-2012

				
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