1 Mount Vernon City School District Fifth Grade ELA Pacing Guide 2019-2020 Superintendent of Schools Dr. Kenneth R. Hamilton Board of Education Arlene Torres President Darcy Miller Vice President Board Members Dr. Seringne M. Gningue Micah J. B. McOwen Warren Mitchell Melissa Muñoz Patterson Adriane Saunders Wanda White Israel Williams
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Mount Vernon City School District
Fifth Grade ELA Pacing Guide
2019-2020
Superintendent of Schools
Dr. Kenneth R. Hamilton
Board of Education
Arlene Torres
President
Darcy Miller Vice President
Board Members
Dr. Seringne M. Gningue Micah J. B. McOwen
Warren Mitchell Melissa Muñoz Patterson
Adriane Saunders Wanda White Israel Williams
2
MARK REPORTING SCHEDULE
The Parent Notification Policy states, “ Parent(s)/guardian(s) or adult students are to be notified, in
writing, at an time during a grading period when it is apparent -that the student may fail or is
performing unsatisfactorily in any course or grade level. Parent(s)/guardian(s) are also to be
notified, in writing, at any time during the grading period when it becomes evident that the student’s
conduct or effort grades are unsatisfactory.
* ALL CHANGES TO THIS GUIDE ARE HIGHLIGHTED IN YELLOW.
Assessments: Attach writing samples with RUBRIC OR CHECKLIST.
Include at least ONE short response & ONE extended (paired response) with evidence that students
used the writing process (IE: RACE organizer)
*Include
Samples
Rubric
Score
(attach
Rubric)
Unit 1 Performance Assessment: Lesson 3: If you were a member of the fifth grade
class in “Off and Running” which candidates would you vote for? Why? Compare and
contrast both characters.
Date Score
Unit 2: Performance Assessment: Lesson 7: How does Travis act when his brother is in
trouble? Write a paragraph explaining how Travis’s actions reveal a general message
about life and people. (Theme)
Unit 2: Informative Writing: The Research Report Lesson 9 and Lesson 10
Unit 3: Performance Assessment: Lesson 11 Write a paragraph explaining which cause
and effects help you understand setting, historical context, and how the character’s
actions affect the story. (Cause and Effect)
Unit 3: Persuasive Essay Lessons 14 and 15
Unit 4: Performance Assessment: Lesson 18 Write a paragraph explaining whether or
not you agree with the author’s claim in “The Dog Newspaper”.
Unit 4: Narrative Essay Lessons 19 and Lesson 20
Social Studies Big Idea Project December Descriptive Journal Entry Use Networks Big
Idea Rubric
Social Studies May Big Idea Expository Essay Why do civilizations change?
Short (2 point) text-based response using informational text
Extended (4 point) paired text-based response using informational text
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Literacy Block
Word Study:
(Vocab vs Phonics)
Mini Lesson:
Variety of Exposure
Readers
Visuals/ Video
Stations
Interactive Read Aloud
Shared Reading
Access to Grade
Level Text
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Small Group:
Writing:
Independent Reading Text
Written Response
Word Work
Guided Reading
iReady ( Online)
Conferencing
Mini Lesson
Shared Writing/ Modeling
Conferencing
Independent Writing
Independent Reading
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Instruction
Time Frame
Vocabulary/Phonics Critical Reading Writing Accountable Talk and
Discussion
Double
Period
Daily work with vocabulary
from the text
Day 1: Projection of Vocabulary
Cards review of words
Day 2: Read Aloud Text use of
words in context
Day 3: LLG Activity
Day 4: LLG Activity
Day 5: LLG Activity
Mini lessons on the Skill
Interactive Whiteboard Lessons
Standards -based resource: Introduction
Portion of Lesson (First Read Days)
Standards -based resource: Modeled and
Guided Portion of the Lesson (Second
Read Days)
First Read of Text: Read of the entire
text, with a focus on the Cite Text
Evidence Questions and Prompts. Shared
Reading Occurs at this time. First read
could be in the form of shared reading,
read aloud, paired reading, guided
reading, audio recording reading, and/or
Lit Circle Format.
Second Read: Read of the targeted
sections of the text, with a focus on the
Analyze Text Questions and Key Ideas
from Text X-ray.
Paired Reading:
Using the Close Reader
Standards Based Practice
Daily Writing in Response to Text or
Response from Text
First Read: Writing on a day where
students engage in the first read will be a
Quick Write about the Essential Question.
Students may also engage in writing
based on the skill (i.e. summarizing)
Second Read: Writing on a day where
students engage in the second read
focuses on Analyzing the Text, a short
response from the text, completing the
graphic organizer for the skill/strategy, or
students may engage in the Performance
Task.
Paired Reading:
Close Reader
Standards Based Practice
Throughout the lesson students should
engage in accountable talk and
discussion about the text.
First Read: Discussion prompts and
opportunities are centered around the
essential question and text based
evidence.
Second Read: Discussion prompts and
opportunities are centered around the
Your Turn Activity and prompts that
require students to analyze the text.
Paired Reading:
Close Reader
Standards Based Practice
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Instruction
Time Frame
Vocabulary Critical Reading Writing Accountable Talk and
Discussion
Floating
Period
Fifth Grade: Word Study
Instruction (phonics) 10-15
minutes
Tier 2 students may work with the
teacher in small group using the
Write in Reader. (as needed)
Extended Writing Pieces Mini
lessons and Instruction (25)
REQUIRED
Brainstorming, drafting, and
editing writing about or from
text.
Response to
Intervention
(RTI) Period
Vocabulary Workstation: Students engage in activities to support the development and usage of vocabulary words. Word Study: Third Grade students engage in word study activities (phonics) students who need assistance with phonics in grades 4-6 may
also engage in Word Study activities. Writing: Students work on scaffolded writing activities to support the writing pieces for the unit. Students work on writing skills. Comprehension: Students work on target comprehension skill and strategy work. Ready books independent practice. Independent Reading: Students independently choose books from the classroom libraries are their independent level to engage in reading,
discussion, and writing activities. Technology: Students complete prescribed iReady Lessons Teacher Led Station: Tier 2 students work with the teacher in small group using the Write in Reader. Students in Tier 1 may work with
teacher on guided reading text, Ready, or Standards Mastery text.
Assessments Weekly Selection Tests are OPTIONAL Weekly Standards Based Assessments are MANDATORY for students End of Novel Assessment is mandatory
Homework Grab and Go Resources Reader’s Notebook Guiding Questions
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6 Day Instructional Cycle
Journeys (Non-integrated classes)
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
• Introduce academic vocabulary for skill
• Explicit Direct Instruction of Skill/Strategy
• Scaffolding and Background Knowledge
Independent Reading
• Word Work/Vocabulary Language Support Cards
• • Skill/Strategy
Instruction
• • Close Reading of
Anchor Text • (Read aloud)
Independent Reading
Skill/Strategy Instruction
Close Reading of Anchor Text
Independent
Reading
• Word Work/Vocabulary Language Support Cards
• Paired Text (Whole Group) Independent Reading & annotating practice
• Word Work/Vocabulary Language Support Cards Paired Text (Whole Group) Independent Reading
Weekly Standard Test is to be administered at the end of this lesson.
Reading Skill:
Story Structure
Point of View
Irony
Students will learn how to identify the problem in a story and to analyze what the characters do to solve the problem.
Students will think about how the events in a story lead the characters to solve the problem.
Students will explain how a story's elements fit together to provide its structure.
Students will analyze how point of view influences descriptions of events in a story.
Reading Strategy:
Summarize
Students will summarize, retell the important parts of the story, in their own words.
Students can use a story map to record the most important parts of the story and to retell events in the order in which they occur.
Text (s):
Anchor: A Package for Mrs. Jewls
Paired: Questioning Gravity
Novel:
A Package for Mrs. Jewls - Ask:
1. What makes the passage about Miss Mush funny?
2. What details show Louis's dedication to his job? Quote accurately from the text.
3. How does Mrs. Jewls' decision to hold a spelling bee contribute to the conflict in this story?
4. Why do you think Mrs. Jewls taught her students about gravity in the way that she did?
Questioning Gravity – Ask:
1. What type of questions do the students ask in this interview?
2. Why are astronauts able to float around in space when they leave their spacecraft?
3. What is Dr. Gene E. Us's explanation of why Earth has not stopped spinning?
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4. How would you describe the students in this class? Turn and talk with a partner about how they are similar to and
different from students you know.
5. Are you surprised that Dr. Gene E. Us admits that there are questions he cannot answer? Explain why or why not.
Vocabulary Strategy: Using Context Day 1: Identify words ending with /-ing/. Day 2: Answer riddles using vocabulary cards. Day 3: Use the prefix /inter-/ to
determine the meaning of new words. Day 4: Students will write a paragraph retelling an adventure they have had using at least
3 target vocabulary words. Day 5: Students will build a “root web” using “rupt” in the center of the web.
Vocabulary: disturbing, staggered,
interrupted, wobbled, squashing,
collapsed, specialty, numb, struggled,
shifted
TIER1
Collapsed
Disturbing
Interrupted
TIER 2
Staggered
Wobbled
Squashing
Shifted
Struggled
Numb
TIER 3
Specialty
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Short Story/Purpose
SHORT STORY
Vocabulary
Narrative: a story
Details: specific words that give interesting information about people, places, and events in a story
Plot: story events, including a problem and a solution
Day 1: Analyze the Model; Essential Question: What is a short story?
I can identify the Beginning, Middle, End of a short story. (W.5.3a W.53b, W.5.3d)
Day 2: Teach; Writing Focus: Purpose
I can use vivid details to convey what happens and how the characters feel about it. (W.5.3b,
W.5.3d) Day 3: Prewriting; Teach planning a short story
I can plan a short story using graphic organizer (flow chart). (w.5.5)
Prompt: Write a short story that shows someone doing a difficult task. Day 4: Draft; Review success criteria: Establish situation, Organize events, Include problem/solution, Describe
events and Conclude with resolution
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I can write a draft with clear ideas and vivid details using flow chart. (W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4
Day 5: Analyze the Model; Revise and Edit model on pg. 42,
I can revise and edit using Writing Checklist. (W.5.5) Genre Writing
2 Point Questions
1. From what point of view is the story told? Why does the author use this point of view? Use two details from
the story to support your response? (CCLS: RL.5.6)
2. On page 25, reread the following line
Miss Zarves taught the class on the nineteeth story. There was no Miss Zarves.
Is this detail about the school ironic? Why or why not? Use two details from the story to support your
Weekly Standard Test should be administered at the end of this lesson.
Reading Skill:
Compare and Contrast
Idioms
Formal and Informal Language
Students will compare and contrast characters in order to better understand what the characters are like. Explain to the
students that what the characters do and say are clues to what they are like.
Students will be able to identify idioms in the passage and explain what they mean.
Reading Strategy:
Infer/Predict
Is the author trying to persuade you to think or act in a certain way?
Text (s):
Anchor: Off and Running
Paired: Vote for Me!
Novel:
Off and Running - Ask:
1. What does each candidate think about the other’s suggestions for improving the school?
2. Miata and Rudy acted very differently during their speeches. What did their behavior tell you about what they are like?
**Students should record their ideas in a Venn diagram.
3. Would you describe Miata's language in her speech as more formal or informal? Quote examples from the text
to support your answer.
4. What can you tell about Rudy based on the way he speaks to Carlos and Jaime?
Vote for Me! - Ask:
1. Why might a candidate reach more voters with a poster than with a debate?
2. Do you think the voters will pay attention to Natasha’s poster?
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3. How is Jared’s poster like Natasha’s? How is it different? Turn and talk with a partner about which poster is more
appealing to you
Vocabulary Strategy: Using
Context
Day 1: Explore words with the prefix /in-/. Day 2: Word Associations-students will hold up the correct word to answer teacher’s
questions. Students should explain their reasoning for answering as they did. Day 3: Explore words with the suffix /-en/. Day 4:
Twenty questions- students work in small groups to play a game of 2 questions. Day 5: Four Square Map (Put vocabulary word in
the center, its definition in top left corner, a sentence in top right corner, an example in bottom left corner, and a non-example in
bottom right corner.)
Vocabulary: debate, hesitated,
inflated, scanned, shaken, stalled,
decorated, beckoned, gradually,
prodded
TIER1
Decorated
Hesitated
Inflated
TIER 2
Shaken
Scanned
Gradually
Stalled
Beckoned
TIER 3
Debate
Prodded
Writing to Text:
Skill Genre: Narrative Writing
Short Response:
Performance Task:
Dialogue/Elaboration
Dialogue Vocabulary
Dialogue: conversation between characters in a story
Point of view: the way an author or character thinks or feels about something
Cause and effect: how one event influences another
Day 1: Analyze the Model; Essential Question: What is a Dialogue?
I can identify a dialogue between characters and cause and effect relationship in dialogue.
(W.5.3b)
Day 2: Teach; Writing Focus: ELABORATION
I can choose the right words when writing a dialogue that a character’s words should express his or her feelings
and personality. (W.5.3b, W.5.5, W.5.10)
Day 3: Prewriting;
I can plan a narrative including dialogue using a graphic organizer (flow chart). (W.5.3b, W.5.5, W.5.10)
Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other. Day 4: Draft; Review Success Criteria: Introduce, Organized, Include dialogue that is natural, choose words and phrases and conclude by
solving the problem.
I can draft dialogue for a scene in as story using the flow chart. (W.5.3a, W.5.3d, W.5.5) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am creating interesting dialogue. (W.5.3b, W.5.5,
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W.5.10)
Genre Writing 2 Point Questions
1. Think about “Off and Running” Miata participates in a debate to persuade her classmates to vote for her as
class president. Imagine that Miata decides to revise her posters, what message would Miata write to advertise
her strengths? Use text evidence to support your answer. (CCLS: RL.5.1)
2. How is the audience’s reaction to Rudy different from its reaction to Miata? Use text evidence to support your
answer. (CCLS: RL.5.3)
Standards Review Comparing and Contrasting Settings and Events (RL.5.3)
Lesson 10: Using Details to Support Inferences in Literary Texts (RL.5.1)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led Students should
complete the prescribed
i-Ready Lessons
Tier 2 Students:
Reach Higher Use a dictionary to find
two meanings for each
of the following words.
Worn, drove, shaken,
stuffed.
Write a silly sentence
for each word. Use
both meanings in the
sentence. An example
might be: I was stuffed
after eating the turkey
that was stuffed with
apples and more.
Share your silly
sentences with a
partner. Discuss the
Tier 2 students:
Reach Higher The story Off and
Running focuses on
Miata, but Rudy is
another important
character in the story.
Work with a partner to
write a character sketch
that describes Rudy.
To prepare for writing,
brainstorm a list of
Rudy’s strengths and
weaknesses. Use a two-
column chart.
In your character
sketch, describe how
effective a leader you
think Rudy would be if
elected. Include the
Students should select
a book of their choice
at their reading level.
Students can do a Stop,
Think, and Write in
their writing notebook
about what they read.
Tier 3 students:
Pull-out with reading
specialist.
Tier 2 students:
Write-In Reader with
teacher.
Tier 1students: Guided
reading.
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context clues in the
sentences.
Tier 1 students:
Challenge Yourself
Review the Context
Cards for Off and
Running. Choose the
cards with words that
have more than one
meaning.
• Use the words to
write a short poem. Be
sure to use context
clues in your poem.
Remember that a poem
does not have to
rhyme.
Share your poem with
the class or a small
group. Have other
students identify the
context clues that you
used
qualities that you think
would make him
succeed or fail.
Tier 1 students:
Challenge Yourself
Candidates often rely
on other people to help
them get votes.
Sometimes newspapers
will endorse a
candidate in an
editorial. Look up the
word endorse in the
dictionary.
Think about which
candidate in Off and
Running you would
endorse in the race for
president of the student
body. Write an editorial
that explains your
choice and why others
should vote as you
recommend.
Your editorial should
be persuasive, and it
should include facts
that support your
opinion.
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Week of:
October 3
Above Level:
Fountas and Pinnell Level: V
Lexile Level: 770
On Level:
Fountas and Pinnell Level: S
Lexile Level: 550
Below Level:
Fountas and Pinnell Level: Q
Lexile Level: 520
Title of Text:
"The Geography Bee"
"The Presentation"
"The Mighty, Mighty Daffodils"
Characteristics of
the Text:
(Based on Level)
Realistic Fiction
Realistic Fiction
Realistic Fiction
Vocabulary: Debate Hesitated
Inflated Scanned
Shaken Stalled
Decorated Beckoned
Gradually Prodded
Debate Hesitated
Inflated Scanned
Shaken Stalled
Decorated Beckoned
Gradually Prodded
Debate Hesitated
Inflated Scanned
Shaken Stalled
Decorated Beckoned
Gradually Prodded
Text Preview
Activity:
Discuss Vocabulary.
Explain that a geography bee is like a
spelling bee. Students take turns
answering questions and are eliminated
when they answer incorrectly.
Use a Venn Diagram to determine the
similarities and differences between the
characters.
Discuss Vocabulary.
Explain that a debate is a public
discussion. In order to win a debate, the
speaker needs to convince the audience
that his or her ideas are the best by
supporting them with facts.
Discuss Vocabulary.
Explain that the Venus Flytrap is a
carnivorous plant that can tell if what
lands on it is alive.
Use a Venn Diagram to compare &
contrast story elements.
Target Strategy:
Infer / Predict
Infer/ Predict
Infer / Predict
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Target
Comprehension
Skill:
Compare & Contrast
Compare & Contrast
Compare & Contrast
Questions for
Comprehension:
Possible Writing:
How did detention change Hector as a
student? (Pages 6-7):
Before detention, he was a lazy student
who spent time watching tv, sending text
messages, and playing practical jokes.
After detention, he became motivated and
found himself participating at school and
reading his textbooks.
Hector confesses to having cheated. How
can you predict how Mr. Adler will react?
(pages 15 – 16):
The kids like Mr. Adler, so it seems as
though he might understand and be glad
Hector told him the truth.
Think of a time when you were faced with
a difficult decision about right and wrong.
Write at least 3 paragraphs explaining
what happened.
How do Alvin's and Robbie's ideas
compare? (Pages 9 – 10):
Alvin's idea of new laptops is really
expensive. Robbie's ideas is cheaper and
more useful, since the students really need
new sports equipment.
The class decides to combine Yadira's and
Robbie's ideas. What idea will be
presented to the school board? (Pages 16-
17):
The school will have an after - school
program for kids. The kids will participate
in sports using the new equipment.
What have people done to improve your
school or neighborhood? Write a
paragraph or two describing what
happened.
Why does Mr. Novak say the Venus
flytrap is different from the daffodil?
(Page 7):
It craves flesh.
How does Amanda predict that the classan
help protect the Venus flytrap? (Page 12):
If the students make the Venus Flytrap
their mascot, it will get the word out that
it is endangered and needs protection
Think of a park you have visited. Write a
paragraph telling what you did and saw on
that trip.
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Time Frame: October 11-October 18
Unit: 1, Lesson 4 Grade Level: 5 Essential Question: How can being active in sports
improve someone’s attitude?
Standards: Reading: Writing: Listening and Speaking:
W W5.5, 5.7
Assessment(s): Formative:
Summative:
Weekly Standard Test should be administered at the end of this lesson.
Reading Skill:
Sequence of Events
Narrative Pacing
Rhythm
Students will learn how clue words can help them understand the sequence of events in a selection.
Students will learn how rhyming words give poems rhythm. Rhythm is the beat of how the words are read.
Reading Strategy:
Monitor/Clarify
Guide students to identify the most important events in the selection. Have them tell you in which order to write the events in
a flow chart.
Ask students to retell part of a book they have read, using clue words to explain the order of events.
**Create a chart listing time order words - Remember to include dates and times such as in the evening, on April 1st.
Text (s):
Anchor: Double Dutch: A Celebration of
Jump Rope, Rhyme, and Sisterhood Paired: “Score!”
Novel:
Double Dutch – Ask:
1. Why did the author begin the selection by telling the day of the week and the time of day?
2. What clue word does the author use to explain events that happened before the day described in the first part of the
selection?
3. What clue words does the author use and what do these words help you understand?
4. How are the girls like "rowers on the same boat"?
5. List the steps in sequential order that Coach Rockett took to create the team.
Score! – Ask:
1. Why does the poet say that you have to lose to show good sportsmanship?
2. Have students identify the rhyming words in “karate Kid.” Discuss how the rhyming words help to give the poem its
rhythm.
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Vocabulary Strategy: Suffixes –ion,
-tion
Day 1: Explore words with the prefix /re-/. Day 2: “Relating Word questions”-students will answer questions by displaying
the appropriate vocabulary word. Day 3: Explore words with the suffix /-ation/ and /-ition/. Day 4: “Multiple Meaning
Words”- Students will use context clues to determine how a word is being used in a sentence. Day 5: Vocabulary Web
Vocabulary: unison, element, uniform,
routine, mastered, intimidated,
competition, recite, identical, qualifying
TIER1
Uniform
Routine
Recite
Competing
TIER 2
Mastered
Unison
Intimidated
TIER 3
Identical
Element
Qualifying
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Prewrite a Fictional
Narrative/Purpose
Prewrite a Fictional Narrative – Lesson 4
Vocabulary
Fictional narrative: an imaginative story in which characters solve a problem
plot: story events, including a problem and its solution
dialogue: conversation between characters
Day 1: Analyze the Model; Essential Question: What is a fictional narrative?
I can identify examples of dialogue and identify the ending of the fictional narrative. (W.5.3e)
Day 2: Teach; Writing Focus: PURPOSE
I can include ideas that are clear, focused and interesting to make sure that readers understanding their purpose for
writing. (W.5.5) Day 3: Prewriting;
I can brainstorm ideas for characters, settings, and plot events using who, where and what questions. (W.5.3a,
W.5.5)
Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other. Day 4: Prewrite;
I can organize my ideas when planning a fictional narrative, which will help develop the topic and generate more
ideas. (W.5.3) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am creating interesting dialogue. (W.5.3)
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Genre Writing 2 Point Questions
1. How did the girl’s attitude during and after their competition in Harlem affect their physical performance?
Use text evidence to support your answer. (CCLS: RL.5.1)
2. Notice the rhythm, or the way words are stressed, in the poem above. Why is rhythm important in double-
Dutch rhymes? How do the double-Dutch rhymes add to the text? Use text evidence to support your
At the close of this lesson, teachers should administer the Standards-Based Assessment.
Reading Skill:
Theme
Dialogue
Sequence of Events
Students will analyze how an author conveys a theme. (Theme is a message that an author or poet wants to share.)
Students will identify clue words that help understand the sequence of events in a selection.
Students will examine the use of dialogue in a story.
Students will examine the use of imagery in poetry.
Reading Strategy:
Visualize
When you read a poem, think about the way it makes you feel.
Visualizing the characters, settings, and events in a story will make the story come alive.
Text (s):
Anchor: Elisa’s Diary
Paired: “Words Free as Confetti”
Novel:
Elisa’s Diary- Ask:
1. Think about what Elisa learned from her friendship with Jose. How did she use that lesson many years later when she
taught her own students?
2. What was the message of Elisa’s story about the quetzal and the lamb?
3. How are Elisa and Francisco different?
4. What does Francisco do when he can't express something in perfect English?
5. How does Elisa's change over the course of the story support the theme?
Words Free As Confetti- Ask:
1. Why do you think the poet says that words are like confetti?
2. What messages does the poet want to share?
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Vocabulary Strategy: Suffixes –ly, -ful Day 1: Explore words that have the suffix /-ly/. Day 2: “Glossary Snapshots”- create a glossary entry for 5 vocabulary words.
Day 3: Students will use the prefix /pre-/ to determine the meanings of new words. Day 4: Write About a Sporting Event –
Students will write a paragraph describing an experience they have had at a sporting event including as many vocabulary
words as possible. Day 5: “Shades of Meaning”- students place synonyms and antonyms of a word line.
Vocabulary: officially, typically,
preliminary, gorgeous, opponents,
supposedly, brutal, sweeping,
embarrassed, obvious
TIER1
Gorgeous
Embarrassed
Obvious
TIER 2
Opponents
Brutal
Supposedly
Officially
Typically
TIER 3
Preliminary
Sweeping
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Write a Fictional
Narrative/Conventions
Performance Task: Write a Story: In the essay “Consider This” at the end of Off and Running, you read about some of the requirements for running for school office and
pursuing a career in politics. In Vote for Me, you read tips for using election advertisements to run a successful campaign for school
office.
Reread these two text and look for important details about running for office in a school election. Now, write a story about what might
happen if you were to run for class president. Use ideas from “Consider This” and Vote for Me in your story. Remember that the audience
for your story is your teacher and your classmates and, perhaps, your family.
Write a Fictional Narrative
Vocabulary
Sensory details: words that appeal to readers’ senses
Voice: the way a character sounds, often in dialogue
dialogue: the words spoken by story characters
point of view: The perspective from which the narrator views events in a story
Day 1: Draft; Essential Question: What is a fictional narrative?
I can write a fictional narrative that introduces the characters in a way that draws readers in,
making them want to find out what happens next. (W.5.3a, W.5.4, W.5.10)
Day 2: Draft; Writing Focus: Convention
I can create characters and use dialogue to show how the character sounds. (W.5.3a, W.5.3b,
W.5.4)
Day 3: Draft;
I can use sensory words and details in my story to help convey experiences and events precisely. (W.5.3d)
Prompt: Write a narrative, including dialogue, in which two characters provoke a reaction in each other.
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Day 4: Revise;
I can revise my draft to include vivid language, lively dialogue, and other devices that will help readers understand the
Weekly Standard Test should be administered at the close of this lesson.
Reading Skill:
Cause and Effect
Quotes and Description
Domain-Specific
Vocabulary
Cause makes something else happen. The effect is what happens as a result of the cause.
Reading Strategy:
Question
When you read, think about how people's actions affect the things around them.
Ask students to share an example of a cause-and –effect relationship form their independent reading.
Text (s):
Anchor: Quest for the Tree
Kangaroo
Paired: Why Koala Has No
Tail
Novel:
Quest for the Tree Kangaroo – Ask:
1. What did being in the burlap cause the kangaroos to do?
2. How did the radio collars help the team learn more about the kangaroos?
Why Koal Has No Tail – Ask:
1. What problem did Tree Kangaroo and Koala have?
2. How did the problem get solved?
Vocabulary Strategy:
Synonyms and Antonyms
Day 1: Explore words with the Prefix /trans-/. Day 2: "Because" sentences. Day 3: Explore words with the suffix /-ic/. Day 4: Students
will identify eponyms – words named after a place, person, or thing. Day 5: Students will complete a four square map.
Vocabulary: dwarfed,
calculate, presence, snug,
procedure, perch, outfitted,
enthusiastic, transferred,
beaming
TIER1
Snug
TIER 2
Beaming
Presence
Enthusiastic
Dwarfed
Transferred
TIER 3
Procedure
Calculate
Outfitted
Perch
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Writing to Text: Skill Genre: Informative Writing
Short Response:
Performance Task: Procedural
Composition/ Organization
PROCEDURAL COMPOSITION
Vocabulary
Procedural Composition: text that describes a process or a series of events or steps
Day 1: Analyze the Model; Essential Question: What is a procedural composition?
I can identify features of a procedural composition. (W.5.2) Day 2: Teach; Introduce the Writing Focus: Organization
I can use transition words such as first, next, then, and finally that signal order. (W.5.4, W.5.5, W.5.10, L.5.1c) Day 3: Prewrite: Teach Planning a Procedural Composition:
I can use a flow chart to help me identify the steps of a procedure and arrange them in sequence in order to plan my
writing. (W.5.2a, W.5.4, W.5.5, W.5.10)
Prompt: Identify a topic for a procedure or process about which you would like to write. Then, identify the key steps in that
process.
Day 4: Draft: Review success criteria: Introduction, Develop topic, Organize steps in sequence, Include illustrations, Conclude
with statement
I can write a draft using flow chart. (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.2e, W.5.4, W.5.10, L.5.1c)
Day 5: Analyze the Model; Revise and Edit model on pg. 202.
I can revise and edit using Proofreading Checklist. (W.5.4, W.5.5)
Genre Writing 2 Point Questions
1. Think about Quest for the Tree Kangaroo what point of view does the author present? How does the point of view in
each selection affect the reader’s understanding of the topic? Use evidence from both texts to support your answer.
(CCLS: RI.5.1, RI.5.3, RI.5.6)
2. Why does the author include quotes from the research team and detailed descriptions of their work? Use evidence from
both texts to support your answer. (CCLS: RI.5.1, RI.5.3, RI.5.6)
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Standard Review Finding Main Ideas and Details (RI.5.2)
Lesson 13: Comparing Text Structures, Part 2: Cause-Effect, Compare-Contrast (RI.5.5
RTI/Small Group Instruction Technology Word Study Writing Independent
Reading
Teacher Led
Students should complete
prescribed i-Ready Lessons
Tier 2 students:
Use the following words to
make an antonym-matching
game: together, group,
seldom, solution,
something, preceding,
destroy, and never. Write
each word on an index
card. Write its antonym on
another index card.
Mix up the cards and play
the game with a partner.
Place all the cards face
down on a table. Turn over
two cards at a time to try to
find the antonym pairs.
The person with the most
matches at the end of the
game wins.
Tier 1 Students:
Reread “Why Koala Has
No Tail.” Write a
paragraph about the story.
Then choose five words
from your paragraph that
Tier 2 students:
The loss of habitat and
ecosystems can
threaten wild animals
throughout the United
States. The U.S. Fish
and Wildlife Service is
a government agency
dedicated to the
protection of wildlife,
fish, and plants, as well
as their habitats.
Explore the
Endangered Species
Act, which is enforced
by the U.S. Fish and
Wildlife Service.
Report on practices and
procedures for
determining and listing
endangered and
threatened animal
species.
Take notes on index
cards to use in an oral
presentation. If time
allows, present your
Students should
select books from
the class library on
their level.
Students can do a
Stop Think Write in
their writing
notebook about
what they read in
their book of
choice.
Tier 3: Pull-out by reading
specialist.
Tier 2: Write-In Reader with
teacher.
Tier 1: Guided Reading
with teacher.
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could have synonyms and
antonyms.
Rewrite the paragraph
using synonyms for the five
words. Then write the
paragraph again, but use
antonyms for the five
words.
Which changed the
paragraph’s meaning more,
synonyms or antonyms?
Did both paragraphs still
make sense? Did they
sound silly?
report to the class.
Field questions from
your audience and lead
a discussion of the
Endangered Species
Act.
Tier 1 students:
Learn more about
protecting wild
animals. Use the
Internet to do your
research.
Prepare a poster of
tools and technologies
currently being used by
environmentalists to
help wild animals.
Illustrate your chart
with drawings or
magazine clippings.
Share your poster with
classmates and discuss
ways you can help wild
animals.
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Week of:
November 25
Above Level:
Fountas and Pinnell Level: U
Lexile Level: 1040
On Level:
Fountas and Pinnell Level: T
Lexile Level: 1230
Below Level:
Fountas and Pinnell Level: S
Lexile Level: 850
Title of Text:
"Mad for Marsupials" "On the Trail of Rain Forest Wildlife" "Kangaroos"
Characteristics of
the Text:
(Based on Level)
Informational Text
Informational Text
Informational Text
Vocabulary: Dwarfed Calculate
Presence Snug
Procedure Perch
Outfitted Enthusiastic
Transferred Beaming
Dwarfed Calculate
Presence Snug
Procedure Perch
Outfitted Enthusiastic
Transferred Beaming
Dwarfed Calculate
Presence Snug
Procedure Perch
Outfitted Enthusiastic
Transferred Beaming
Text Preview
Activity:
Discuss vocabulary.
Explain to students that marsupials are a
category of mammals known for carrying
their babies in pouches.
Discuss vocabulary.
Explain to students that the Amazon basin
in South America has the world's largest
rain forest.
On a map, point out the Amazon River
and its tributaries, which define the basin.
Discuss vocabulary.
Tell students that kangaroos come in
many varieties and sizes.
They eat plants and often live in groups.
Target Strategy: Question Question
Question
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Target
Comprehension
Skill:
Cause and Effect Cause and Effect
Cause and Effect
Questions for
Comprehension:
Possible Writing:
Why do kangaroos have a name from the
Aboriginal language? (Page 6):
The Aboriginal people were the first
humans to encounter the animals.
What causes koalas to be able to eat
poisonous eucalyptus leaves? (page 8):
Special bacteria in their intestines allow
them to digest the leaves.
Write a paragraph about an interesting
animal that you have read about in another
book. Include details and descriptive
words that tell about the animal and how
it behaves.
Why is the rainforest floor a "dark and
shadowy" place? (Page 4):
The tops of the trees create a canopy that
blocks sunlight.
What effect do the red-eyed tree frog's
eyes have on predators? (Page 11):
The big red eyes startle predators and
may give the frog time to escape.
Write a paragraph about an interesting
animal that you have read about in another
book. Include details and descriptive
words that tell about what the animal
looks like and where it lives.
What might cause a kangaroo to stomp its
feet loudly? (Page 5):
A kangaroo might stomp if it saw a
dangerous animal, to warn other
kangaroos.
How did people's burning of forests affect
kangaroos? (Page 12):
More grass grew in the areas where trees
had been burned. This created more food
for kangaroos, so their numbers grew.
Write a paragraph about an interesting
animal that you have read about in another
book. Include details and descriptive
words that tell about what the animal
looks like and where it lives.
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Time Frame: December 2-December 6
Unit: 2, Lesson 7 Grade Level: 5 Essential Question: How can dangerous situations bring
people closer together?
Standards: Reading: Writing: Listening and Speaking:
Weekly Standard Assessment should be administered at the close of this lesson.
Reading Skill:
Understanding Characters
Author’s Word Choice
Dialect
Details such as what the characters say and do are clues that can help you understand the reasons for the character's actions.
Students will notice what characters say and do to understand the reasons for their actions.
Reading Strategy:
Visualize
Students will learn to think about how an author tries to persuade readers to think or act in a certain way.
Old Yeller: What words and phrases does the author use to help you see the fight between Old Yeller and the Bear?
Text (s):
Anchor: Old Yeller
Paired: What Makes It Good?
Novel:
Old Yeller: Students will create a T-Chart with the heading: Character Actions Reasons
What Makes it Good? - Ask:
1. What kind of person do you think Kay Nyne is? Turn and talk with a partner about words that describe her.
2. Which expert do you agree with? Turn & talk about why you think that.
Vocabulary Strategy: Adages and
Proverbs
Day 1: Explore words with the ending /-ing/. Day 2: Word association – Students will use the vocabulary word cards to answer
questions. Day 3: Identify synonyms and antonyms for the vocabulary words, then write a sentence for each word. Day 4: "Act
out the words"- one student acts out a vocabulary word while others try to guess the word. Day 5: Vocabulary web
Vocabulary: frantic, bounding,
lunging, shouldered, stride, strained,
checking, romp, wheeled, picturing
TIER1
Picturing
Stride
Checking
TIER 2
Frantic
Romp
Shouldered
Lunging
TIER 3
Bounding
Wheeled
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Strained
Writing to Text: Skill Genre: Informative Writing
Short Response:
Performance Task: Compare-Contrast Essay/
Elaboration
Compare-Contrast Essay
Vocabulary
Compare: identify ways in which two subjects are alike
Contrast: identify ways in which two subjects are different
Direct quotation: another person’s exact written or spoken words
Day 1: Analyze the Model; Essential Question: What is a Compare-Contrast Essay?
I can identify and label the topic sentence, details, direct quotations, and transitions which will help distinguish if
the author is comparing or contrasting. (W.5.2b, W.5.2d) Day 2: Teach; Writing Focus: ELABORATION
I can write a compare and contrast essay that includes precise details and direct quotations to support my ideas.
(W.5.2b, W.5.2d) Day 3: Prewriting;
I can compare and contrast two parts of a story. (W.5.5, W.5.10)
Prompt: Write an essay comparing and contrasting two parts of a story you have read. Day 4: Draft; Review Success Criteria: Introduce topic, Organize essay logically, Include direct quotations, and
conclude
I can draft my compare-contrast essay using a Venn Diagrams. (W.5.2a, W.5.2c, W.5.4) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am including direct quotations to
bring out important ideas in my comparisons. (W.5.2b, W.5.2d, W.5.2e, W.5.5, W.5.10)
Genre Writing 2 Point Questions
1. In Old Yeller Travis struggles with a problem that challenges his ideas about something. What is the theme of
the story? What lesson did you learn from how Travis responded to his problem? Use evidence from both texts
to support your answer. (CCLS: RL.5.1, RL.5.2)
2. Why does the author include the first paragraph on p. 217? Why do you think this paragraph is important to the
story? What events does it connect? Use evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.5)
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Standards Review Comparing and Contrasting Characters in a Drama (RL.5.3)
Point of View (RL.5.6)
Analyzing Visual Elements in the Literary Texts (RL.5.7)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete prescribed i-
Ready Lessons
Tier 2 Students:
Reach Higher Read these sayings.
Waste not, want not.
Actions speak louder
than words. Two heads
are better than one.
Work in groups of three.
Discuss the sayings and
what you think they
mean.
Divide the poster paper
into three columns.
Then have each group
member choose a
saying, write it at the top
of a column, and write
an explanation in that
column.
Illustrate your poster
and share it with the
class.
Tier 1 students:
Challenge Yourself
Search the Internet for
four proverbs or other
wise sayings.
Tier 2 students:
Reach Higher
Old Yeller is a
responsible farm dog
that instinctively
comes to his family’s
rescue. Many animals
are trained to be
helpers, not only on
farms, but also for
people with
disabilities.
Choose one type of
animal helper, such as
a sheepherding border
collie, a guide animal
for the blind, or a
trained capuchin
monkey. Research to
find out about the
training programs for
the animal of your
choice.
Write a report about
the animal’s training in
the form of a first-
person narrative by the
animal. Read your
narration to other
classmates.
Students should select
books from the class
library at their level.
Students can do a Stop,
Think, and Write in their
writing notebook about
what they read.
Tier 3: Pull-out by
reading specialist.
Tier 2: Write-In
Reader with teacher.
Tier 1: Guided
Reading with teacher.
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Write them on a sheet of
paper. Then make up
your own saying.
Read the sayings to the
class and challenge your
classmates to figure out
which is the saying that
you wrote.
Tier 1 students:
Challenge Yourself
Animals like Old
Yeller are memorable
and often act as we
would expect people to
act in a crisis. We
sometimes even
imagine them as
responsible people.
Put yourself in Old
Yeller’s shoes, and
imagine what he might
have been thinking as
he acted to save little
Arliss from the mother
bear. Write your
account from Old
Yeller’s point of view.
What observations
about people do you
think Old Yeller might
make? Do you think he
might have taken
responsibility for
letting Arliss out of his
sight in the first place?
Stick to the facts of the
story, but be creative
in your interpretation
of Old Yeller’s point
of view. Share your
story with another
classmate.
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Week of:
December 3
Above Level:
Fountas and Pinnell Level: W
Lexile Level: 770
On Level:
Fountas and Pinnell Level: T
Lexile Level: 750
Below Level:
Fountas and Pinnell Level: Q
Lexile Level: 580
Title of Text:
"Riding with the Camel Corps" "On the Long Drive" "Young Eagle and His Horse"
Characteristics of
the Text:
(Based on Level)
Historical Fiction
Historical Fiction
Historical Fiction
Vocabulary: Frantic Bounding
Lunging Shouldered
Stride Strained
Checking Romp
Wheeled Picturing
Frantic Bounding
Lunging Shouldered
Stride Strained
Checking Romp
Wheeled Picturing
Frantic Bounding
Lunging Shouldered
Stride Strained
Checking Romp
Wheeled Picturing
Text Preview
Activity:
Discuss vocabulary.
Explain that the Camel Corps was part of
a U.S. Army experiment for exploring the
West. People believed that camels'
strength and ability to go without food or
water for days would make them well-
suited to the dry, rugged desert terrain.
Focus on what the characters say, think,
and do to better understand the characters'
motives and relationships.
Discuss vocabulary.
Explain that a cattle drive could take
months and involved thousands of cattle.
The cowboys encountered many dangers
along the way.
Use a graphic organizer to focus on what
the characters say, think, and do to
understand characters' motives and
relationships.
Discuss vocabulary.
Explain that the Nez Perce Native
American tribe is from the Western
United States.
Horses were an important part of their
lives in the 1800s, when this story takes
place.
Use a graphic organizer to record the
characters' thoughts, actions, and words.
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Target Strategy:
Visualize
Visualize
Visualize
Target
Comprehension
Skill:
Understanding Characters
Understanding Characters
Understanding Characters
Questions for
Comprehension:
Possible Writing:
Why does Roy feel disappointed when the
camels eat his cactus fence? (Page 7):
He had wanted to impress the captain.
He's embarrassed because everything
seems to go wrong.
When Roy goes after the stray camel,
what is he able to finally see? (Page 16):
He sees patches of green grass and a
creek with reeds.
Roy Henry wants to prove his worth to
Captain Marsh by learning everything he
can about how to handle camels. Write
several paragraphs describing a time when
you wanted to prove your ability to
perform a task.
James looked forward to making friends
on the cattle drive. How does Ben's
reaction to the rattlesnake make him feel?
(Page7):
James is humiliated and embarrassed.
James was shocked to find another
rattlesnake, this time in his boot. After
realizing Ben was playing a joke on him,
how does James react? (Pages 9-10):
He is angry. After making a sarcastic
remark to Ben, James cuts off the rattle
and puts it in his hatband.
Ben is surprised when James thanks him
for putting a dead rattlesnake in his boot.
Write a few paragraphs describing an
experience you have had in which your
reaction to something surprised someone
you were with.
What character traits can we infer about
Young Eagle from the description of his
search for the horse after it runs off?
(Page 8):
Young Eagle is smart, and he knows and
cares about horses.
How does Young Eagle look and act when
he finds Leaping Water? (Page9):
He acts calmly. He talks to the horse
quietly and moves slowly so that he won't
scare him.
Young Eagle loves horses and wants to
learn how to train them. Write a paragraph
describing your favorite animal. Tell what
you would like to learn about that animal.
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Time Frame: December 9-December 13
Unit: 2, Lesson 8 Grade Level: 5 Essential Question: What reasons do people have for
protecting the environment?
Standards: Reading: Writing: Listening and Speaking:
RI, W, SL RI5.3, 5.4, 5.5, 5.8, 5.10 W5.9b SL5.3
Assessment(s): Formative:
Summative:
Weekly Standard Test should be administered at the close of this lesson.
Reading Skill:
Author’s Purpose
Explain Scientific Ideas
Domain-Specific Vocabulary
Authors write to inform, to entertain, or to persuade.
Reading Strategy:
Analyze/Evaluate
Students will determine an author's reason for writing and decide whether the author achieved that purpose.
Readers will notice headings and captions to help them locate information.
Text (s):
Anchor: Everglades Forever:
Restoring America’s Great
Wetland
Paired: National Parks of the West
Novel:
Students will identify details that tell more about the Everglades, such as how the swamps provide a place where many marine
animals can safely grow.
Vocabulary Strategy: Prefixes en-,
re-, pre-, pro-
Day 1: Students will explore words with the prefix /en-/. Day 2: Relating word questions.
Day 3: Explore words with the suffix /-ian/.
Day 4: Word Sort based on parts of speech – Nouns, Verbs, and Adjectives. Day 5: Root Web
Vocabulary: endangered, restore,
unique, guardians, adapted,
attracted, vegetation, regulate,
conserving, responsibility
TIER1
Responsibility
Guardians
Unique
TIER 2
Adapted
Attracted
Restore
TIER 3
Conserving
Regulate
Endangered
Vegetation
Writing to Text: Cause-and-Effect Essay
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Skill Genre: Informative Writing
Short Response:
Performance Task: Cause-and-Effect
Essay/ Evidence
Vocabulary
cause: an event or circumstance that leads to another event
effect: something that happens as the result of an earlier event Day 1: Analyze the Model; Essential Question: What is a cause-and-effect essay?
I can identify cause, effects, facts and details in a text. (W.5.2c, W.5.2d)) Day 2: Teach; Writing Focus: EVIDENCE
I can present supporting evidences in a logical order. (W.5.2b) Day 3: Prewriting;
I can use the cause-and-effect chart to organize the cause-and-effects that I want to explain in my essay. (W.5.4,
W.5.5, W.5.10)
Prompt: Write an essay explaining a cause-and-effect relationship that you think is important or interesting. Day 4: Draft; Review Success Criteria: Introduce topic, Organized logically, Include specific facts,
conclude.
I can draft my cause and effect essay using the cause-and-effect chart. (W.52a, W.5.2b, W.5.2e, W.5.4) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am showing the significance of the cause and
effect
relationship chosen. (W.5.2b, W.5.5, W.5.10)
Genre Writing 2 Point Questions
1. In Everglades Forever, what do you think the author believes people should do in taking responsibility for the
Everglades? Why do people value and want to preserve these areas? Use evidence from both texts to support your
answer. (CCLS: RI.5.2)
2. On pages 240-241, what domain-specific words does the author use on these two pages? How do these words help
deepen your knowledge of the topic? Use evidence from both texts to support your answer. (CCLS: RI.5.4)
Standards Review Explaining Relationships in the Scientific and Technical Texts (RI.5.3)
Using Multiple Sources for Writing and Speaking (RI.5.9)
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RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete prescribed i-
Ready Lessons
Tier 2 students:
Reach Higher
Read aloud the words
below.
flew flower made there
pear poor paws right
tense told
Each of the words has
at least one homophone,
a word that sounds the
same but is spelled
differently and has a
different meaning.
Write a homophone for
each word. Make a list
of each homophone
pair. If necessary, check
the spelling of the
words in a dictionary.
Work with a partner.
Read each word pair on
your list. Tell the
difference in meaning
between the original
word and its
homophone.
Tier 1 students:
Challenge Yourself
Make a list of ten
homophone pairs. Then
take five of your word
pairs and write a poem
Tier 2 students:
Reach Higher Ecology is a field of
science that combines
knowledge from
different areas of study.
Ecologists study the
relationships between
plant and animal habitats
to learn how they work.
When those relationships
have been harmed,
ecologists work to
reduce and repair the
damage.
Work with a partner to
find out what you need
to study to be an
ecologist. Use library
books and other resource
books to do your
research.
Write a five-paragraph
essay, explaining the
different areas of study
that make up the field of
ecology.
Tier 1 students:
Challenge Yourself
The Florida Everglades
is an ecosystem in need
of repair and restoration.
Students should select
a book from the class
library at their level.
Students can do a Stop,
Think, and Write in
their writing notebook
about what they read.
Tier 3:
Pull-out by reading
teacher.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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with them. Try to make
your poem funny!
Choose another area
being targeted for
restoration and research
the status of work in that
field.
For example, you might
focus on coral reefs or
mangrove systems. Find
out what is causing
damage to them and
what is being done, or
what needs to be done,
to repair them.
Assemble your
information and present
it as an appeal to
continue the work for
restoring these
ecosystems
Week of:
December 9
Above Level:
Fountas and Pinnell Level: V
Lexile Level: 980
On Level:
Fountas and Pinnell Level: U
Lexile Level: 830
Below Level:
Fountas and Pinnell Level: R
Lexile Level: 590
Title of Text:
"The Salton Sea"
"America's Urban Parks"
"Guardians of the Everglades"
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Characteristics of the
Text:
(Based on Level)
Informational Text
Informational Text
Informational Text
Vocabulary: Endangered Restore
Unique Guardians
Adapted Attracted
Vegetation Regulate
Conserving Responsibility
Endangered Restore
Unique Guardians
Adapted Attracted
Vegetation Regulate
Conserving Responsibility
Endangered Restore
Unique Guardians
Adapted Attracted
Vegetation Regulate
Conserving Responsibility
Text Preview Activity: Discuss vocabulary.
Explain that the Salton Sea's water
source is excess irrigation water that is
naturally salty. When the water
evaporates, the salt remains since the
sea has no outlet. This endangers the
fish that live there.
Remind students that when an author's
purpose is to persuade, the author may
express personal opinions, which
should be supported by convincing
facts.
Discuss vocabulary.
Explain that some urban parks have been
shaped by people over time, while other
parks are natural habitats.
Remind students that when an author's
purpose is to persuade, the author may
express personal opinions, which should
be supported by convincing facts.
Discuss vocabulary.
Explain that the Everglades area is
important because it provides both
drinking water for people living in Florida
and habitats for many animals.
Have students use a graphic organizer to
collect clues in the text to understand the
author's purpose for writing. (To entertain,
inform, persuade, or to express an
opinion.)
Target Strategy:
Analyze / Evaluate
Analyze / Evaluate
Analyze / Evaluate
Target Comprehension
Skill:
Author's Purpose
Author's Purpose
Author's Purpose
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Questions for
Comprehension:
Possible Writing:
What reasons suggest that the author's
purpose is to persuade readers that the
Salton Sea should be saved? (Page 13):
If something is not done soon, the fish
will die, the birds will disappear, and
people will be exposed to the salt,
blown by desert winds.
Why isn't there more public awareness
about this threat to the Salton Sea?
(Page 14):
The location of the Salton Sea is
isolated, so many people cannot see its
beauty or relate its problems to their
own lives.
Think of another selection that you
have read that convinced you to do
something about a particular issue.
Write several paragraphs explaining
why you think the issue is important.
Why does the author ask you to imagine
that you are hiking in an urban park?
(Page 4):
It brings the reader deeper into the story,
letting the reader visualize the author's
point and better understand the author's
purpose for writing.
Why do most cities require experts to
examine a site before construction begins?
(Page 17):
Sometimes there are archaeological
discoveries, such as a burial ground, that
will put a halt to construction.
Think of another selection you have read
that tells about an environmental issue
you support. Write several paragraphs
explaining why that issue is important.
What reasons suggest that the author's
purpose is to persuade readers of the
Everglade's importance? (Page 7):
The author states that the Everglades
region is a huge source of water and that
Earth only has a limited amount of water.
What will happen to the animals of the
Everglades if they lose their habitats?
(Page 8):
The animals will disappear. Right now the
Florida panther, the American crocodile,
and the manatee are endangered.
Marjory Stoneman Douglas's work
inspired people to protect the Everglades.
Think about another book you have read
about someone you think is inspiring.
Write a paragraph explaining the reasons
why you think that person is inspiring.
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Time Frame: December 16-December 20
Unit: 2, Lesson 9 Grade Level: 5 Essential Question: How can an act of courage reveal a
person’s true nature?
Standards: Reading: Writing: Listening and Speaking:
Weekly Standard Assessment should be administered at the close of this lesson.
Reading Skill:
Conclusions and Generalizations
Point of View
Characterization
When reading a story, students should look for clues that help you determine things the author does not tell you.
Reading Strategy:
Infer/Predict
Guide students to draw conclusions about what hypothermia is. Help students recognize clues to determine that it is a condition
that happens when a person gets very cold and wet.
Text (s):
Anchor: Storm Warriors
Paired: Pea Island’s Forgotten Heroes
Novel:
Storm Warriors- Ask:
1. What strong words does the author use to help you see and feel the scene?
2. Where and when does the story take place?
Have students identify the clues the author provided about the relationship between Mrs. Gardner and the captain.
Pea's Island's Forgotten Heroes – Explain to students:
1. The photos in the selection can help a reader believe what the author says.
Vocabulary Strategy: Greek and Latin
Roots
Day 1: Explore words with the suffix /-ance/. Day 2: Word Pairs-students use 2 vocabulary words to write a sentence. Day 3:
Students will us the prefix /non-/ to determine the meaning of new words. Day 4: Riddles. Day 5: Students will identify synonyms
and antonyms for the vocabulary words .
Vocabulary: critical, clammy, secured,
squalling, realization, commotion,
annoyance, demolished, bundle, elite
TIER1
Demolished
Commotion
Annoyance
Realization
TIER 2
Critical
Elite
Squalling
Clammy
Secured
Bundle
TIER 3
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Writing to Text: Skill Genre: Informative Writing
Short Response:
Performance Task: Prewrite a Research
Report/Evidence
Prewrite: Research Report
Vocabulary
Paraphrase: a quotation or an idea restated in your own words
summary: the main ideas of a text, retold in your own words
Source: anything that supplies information
Source list: the names of all the resources from which information is taken for a report Day 1: Analyze the Model; Essential Question: What is a Research Report?
I can identify and label important ideas, supporting facts and direct quotations. (W.5.5) Day 2: Teach; Writing Focus: Evidence
I can organize my notes in a way that will help me present my evidence clearly to support my main idea. (W.5.5) Day 3: Prewriting;
I can brainstorm topics collaboratively with my group and identify research questions. (W.5.5, W.5.8)
Day 4: Prewrite;
I can sort my notes into groups and then write an outline. (W.5.5, W.5.8) Day 5: Prewrite; Revise and edit;
I can revise and edit my outline to ensure that I have provided enough supporting details to fully develop my topic.
(W.5.5, W.5.7, W.5.8)
Genre Writing 2 Point Questions
1. In the beginning of Storm Warriors Nathan doesn’t believe he can be a surf man. Which details best
demonstrates that Nathan is courageous? Give examples of Nathan’s courage to support your opinion. (CCLS:
RL.5.1, RL.5.3)
2. How would the description of the story’s events change if it were told from Mr. Meekin’s third-person limited
point of view? Use evidence from both texts to support your answer. (CCLS: RL.5.6)
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Standards Review Using Details to Support Inferences in Literary Texts (RL.5.1)
Comparing and Contrasting Stories in the Same Genre (RL.5.9)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete prescribed I-
Ready lessons.
Tier 2 students:
Reach Higher Compound words are
made up of two words
put together. Match the
following ten words to
make five compound
words.
burn room comb road
sun snake rattle rail
honey wash
Read aloud your
compound words. Be
sure they all make
sense.
With a partner, write
sentences using each of
your compound words.
Tier 1 students:
Challenge Yourself Two compound words
from the selection are
surfmen and fisherman.
A word puzzle for
fisherman might be a
picture of a fish, a plus
sign, a picture of a
man, an equal sign, and
the word fisherman.
Tier 2 students:
Reach Higher
Emergency situations
can arise at any
moment at home or in
school. Work with a
partner to prepare a
report on how to
courageously handle an
emergency situation
even though you might
be frightened.
Choose the emergency
situation—for example,
a kitchen fire, an
allergy attack, a
choking child, a bad
cut, or an automobile
accident. If you need
information for your
report, do research in
the library.
In your report, be sure
to describe what you
can safely do to help in
the situation and what
to do if you are waiting
for professional help.
Tier 1 students:
Students should select
a book of their choice
and at their level from
the class library to read
at this time.
Students can complete
a Stop, Think, and
Write in their
notebooks about what
they read.
Tier 3:
Pull-out by reading
specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1: Guided Reading
with teacher.
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Make a list of ten more
compound words.
Then work with a
partner to make word
puzzles for five of the
words. Use colored
markers or pencils to
draw your puzzles. Use
the same format you
see in the puzzle for the
word earring above.
Challenge Yourself First-aid training
should be a basic part
of everyone’s
education. Choose an
emergency situation for
which first aid would
be appropriate and
write a set of directions
for handling the
situation. Discuss how
to be courageous in an
emergency.
Consult library books
for information on
treating the emergency
situation you are
describing. For
example, you might
look for instructions on
how to perform
cardiopulmonary
resuscitation (CPR).
Share your written
report with classmates.
Answer any questions
to be sure your
information is clearly
understood.
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Week of:
December 16
Above Level:
Fountas and Pinnell Level: V
Lexile Level: 860
On Level:
Fountas and Pinnell Level: T
Lexile Level: 840
Below Level:
Fountas and Pinnell Level: R
Lexile Level: 660
Title of Text:
"Night of the Killer Waves"
"The River Kept Rising"
"Sugaring Weather"
Characteristics of
the Text:
(Based on Level)
Historical Fiction
Historical Fiction
Historical Fiction
Vocabulary: Critical Clammy
Secured Squalling
Realization Commotion
Annoyance Demolished
Bundle Elite
Critical Clammy
Secured Squalling
Realization Commotion
Annoyance Demolished
Bundle Elite
Critical Clammy
Secured Squalling
Realization Commotion
Annoyance Demolished
Bundle Elite
Text Preview
Activity:
Discuss vocabulary.
Explain that the people of Crescent City
knew about the first wave hours before it
hit. They did not realize that more waves
would come, the fourth being the
deadliest.
Remind students that sometimes an author
supplies details to support a conclusion
that may not be stated directly in the story.
Discuss vocabulary.
Explain that the Great Flood of 1927 was
the most destructive river flood in U.S.
history.
Sometimes an author supplies details to
explain ideas that may not be stated
directly in the story.
Discuss vocabulary.
Explain that to gather maple sap, a farmer
cuts holes in the tree trunks of sugar
maples and then puts spiles, or wooden
spouts, into the holes. After several days,
buckets hanging from the spiles fill with
sap.
Students should use a graphic organizer to
record details to help them draw a
conclusion.
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Target Strategy:
Infer / Predict
Infer / Predict
Infer / Predict
Target
Comprehension
Skill:
Conclusions & Generalizations
Conclusions & Generalizations
Conclusions & Generalizations
Questions for
Comprehension:
Possible Writing:
Why do you think Pete is hesitant to go
downtown toward the flood? (page 4):
He doesn't want to damage his car.
When the sea was pulling back, what was
about to happen? (Pages 13-14):
A bigger wave was coming. It caused a lot
of destruction and then retreated, taking
cars, buildings, and boats out to sea.
Think about how Lindy and her friends
first reacted to the news that a huge wave
had hit downtown Crescent City. Write
several paragraphs about how you and
your community might react to such news.
How difficult will it be to restore the town
to its regular condition after the flood
waters fall off? Why? (Page 6):
It will take a long time; much of the town
is destroyed, and you can only see the
roofs of some houses.
What do you think Jimmy and Jess will
find when they go out on the boat? (Page
14):
Injured people who need to be rescued.
Think about how the Travers family
responded to the Great Flood of 1927. Do
you agree with the generalization that
helping others during a natural disaster is
rewarding work? Write 3 paragraphs
explaining and supporting your opinion.
What can you conclude about Sam's
relationship with his sister Phoebe? Why?
(Page 3):
They like to tease each other, but they're
friendly; Sam kindly pats Phoebe on the
head.
Why do Pa and Samuel decide to find
shelter? (Page 8):
They need to find shelter to stay safe from
the storm. If they don't, they might freeze
or get lost in the snow.
Do you agree with the generalization that
7 year old children are not big enough or
patient enough to go sugaring? Write a
paragraph explaining your opinion.
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Time Frame: January 6-January 10
Unit: 2, Lesson 10 Grade Level: 5 Essential Question: What can a scientist learn by observing the
behaviors of a particular animal?
Standards: Reading: Writing: Listening and Speaking:
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Cause and Effect
Visual Elements
Primary Sources
Students will explore the relationship between cause and effect.
Readers will notice how events in a story cause other events to happen.
Reading Strategy:
Visualize
Students will examine how visual elements can enhance a story.
Text (s):
Anchor: Dangerous Crossing
Paired: Revolution and Rights
Novel:
Dangerous Crossing – This text tells about an important ocean voyage during the American Revolution. Ask:
1. How does Johnny's father's diary help you to know that this story tells about a real event?
2. What words does the author use to help you experience what it was like on the ship during the storm?
3. What did the captain do when the British ships approached his ship? Why did he do this?
Revolution and Rights – This informational text explains important events in the founding of the United States. It contains
subheadings and graphic aids. Ask:
1. Why were the colonists unhappy about the Stamp Act?
2. What event marked the beginning of the American Revolution?
3. Look at the timeline on the last page. How are the dates on the timeline related to the dates in the text?
Vocabulary Strategy: Reference
Materials
Day 1: Students will explore words with the prefix /dis-/. Day 2: "Because" Sentences. Day 3: Students will use the root /duct/ to
determine the meanings of unfamiliar words (in + duct, de + duct). Day 4: Similes – comparing 2 things using the words like or
as. Day 5: Vocabulary web.
Vocabulary: cramped, pressing,
distracted, representatives, viewpoint,
embark, shattered, bracing, surveyed,
conduct
TIER1
Conduct
Cramped
Distracted
Shattered
TIER 2
Pressing
Viewpoint
Bracing
TIER 3
Representative
Embark
Surveyed
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Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Essay/Elaboration
OPINION ESSAY
Vocabulary
Topic sentence: clearly states the writer’s opinion
Conclusion: statement or section at the end of the essay that restates and emphasizes the opinion or argument
Voice: an author’s attitude or feelings about a topic, revealed by precise words and vivid details
Day 1: Analyze the Model; Essential Question: What is an Opinion Essay?
I can identify and label the parts of an opinion essay. (W.5.1)
Day 2: Teach; Writing Focus: Elaborations
I can use clear and convincing language that elaborates on my attitude/feelings towards my topic. (W.5.1b) Day 3: Prewrite: Teach Planning an Opinion Essay:
I can use an idea-support map to help plan my writing by choosing a topic while keeping in mind my audience
(W.5.4, W.5.5, W.5.10)
Prompt: Write an essay that answers this question: Can one person change history?
Day 4: Draft: Review success criteria: Introduce opinion, Organize reasons, Include vivid details, Conclude by
restating opinion.
I can write a draft using the idea-support map. (W.5.1a, W.5.1b, W.5.1d, W.5.4, W.5.10)
Day 5: Analyze the Model; Revise and Edit model on pg. 352.
I can revise and edit using a writing checklist to ensure that vivid details and precise words are used to
communicate
my opinion clearly and convincingly. (W.5.1, W.5.10)
Genre Writing 2 Point Questions
1. In the text Dangerous Crossing, based on the narrator’s description of Johnny’s thoughts, how did he feel about
being in a possible battle? Compare his feelings to when he watched the Battle of Bunker Hill? What was the
difference? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.6, RL.5.9)
2. What caused Johnny to think the crack he heard was cannon fire? What really caused the crack? Use evidence
from the text to support your answer. (CCLS: RL.5.1, RL.5.6, RL.5.9)
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Standards Review Summarizing Literary Text (RL.5.2)
Using Details to Support Inferences in Literary Texts (RL.5.1)
Analyzing Visual Elements in Literary Texts (RL.5.7)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students are to
complete the prescribed
I-Ready Lessons
Tier 2 students:
Reach Higher
Make a four-column
chart on a sheet of
paper. Label the
columns 1, 2, 3, and 4
or more. The numbers
stand for the number of
syllables in words you
will read.
Choose a paragraph
from Dangerous
Crossing. Write each
word from the
paragraph in the
appropriate column on
your chart.
Read the words and the
number of syllables
with a partner or in a
small group. Check the
syllabication of any
words that you are
unsure of in a
dictionary.
Tier 1 students:
Challenge Yourself
Use the Context Cards
for Dangerous
Crossing. Choose two
of the following
activities:
Tier 2 students:
Reach Higher
In Dangerous Crossing,
you read about not just
one future president of
the United States, but
two. The son of John
Adams became the
nation’s sixth
president, John Quincy
Adams.
With a partner, write a
news article about John
Quincy Adams. Use
details from the story,
as well as information
from library books and
encyclopedias.
Describe how young
Johnny’s experience
with his father helped
build the character of
the future president.
Tier 1students:
Challenge Yourself
Work with a partner to
find out more about the
Adams family. Use
library books to search
Students should choose
a book of their choice,
and on their level from
the class library.
Students can complete
a Stop, Think, and
Write in their
notebooks on what they
read.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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Write one dictionary
entry for each word.
Write each word with
syllable breaks and
indicate its stressed
syllable.
Write a paragraph
using five of the words.
for information about
John Adams and his
son, John Quincy
Adams.
Write an essay about
the two men that
compares and contrasts
their strengths and
weaknesses as
presidents.
What generalizations
can you make about the
contributions each man
made to the developing
nation? Based upon
what you learned,
evaluate the effects of
each man’s leadership.
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Week of:
February 3
Above Level (Blue Square)
Guided Reading Level: W
Lexile Level: 790L
DRA Level: 44
On Level (Red Triangle)
Guided Reading Level: U
Lexile Level: 770L
DRA Level: 44
Below Level (Green Circle)
Guided Reading Level: S
Lexile Level: 500L DRA Level: 40
Title of Text:
"An Artist for the Revolution" "A Night to Remember" "Fife and Drum Boys"
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Fact and Opinion
Tone
Similes
Students will notice the difference between facts and the author's thoughts, feeling, or beliefs.
Facts can be proved.
Opinions are someone's thoughts, feelings or beliefs about something and cannot be proved.
A simile is a comparison between two things using the words like or as.
Reading Strategy:
Question
Have students name other facts and opinions from the text and explain how they know.
Have students ask themselves - Can this information be proved? Does this tell what someone thinks, feels, or believes?
After reading "Tea Time!" ask: How did this story of first - hand accounts help you understand the Boston Tea Party?
What questions would you still like to have answered?
Text (s):
Anchor: Can’t You Make Them
Behave, King George?
Paired: Tea Time!
Novel:
Can't You Make Them Behave, King George? Ask:
1. Why does King George want to tax the colonists?
2. Why are the colonists against the king's tax?
3. Do you think King George was a good king? Turn & talk with a partner about why you think that way.
Tea Time! Ask:
1. Why do you think the author included first – hand accounts?
2. What was the author's purpose for writing this story?
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Vocabulary Strategy: Figurative
Language
Day 1: Students will explore words that end with the suffix /-ary/. Day 2: Word Pairs– Students will use to (2) vocabulary
words to write a sentence. Day 3: Students will use the root /ject/ to determine the meaning of unfamiliar words (ob + ject).
Day 4: Multiple Meaning Words. Day 5: Vocabulary Web.
Vocabulary: benefit, prohibit, repeal,
previously, advantages, midst, temporary,
objected, contrary, rebellious
TIER1
Previously
Temporary
Advantages
TIER 2
Prohibit
Benefit
Midst
Rebellious
Objected
Contrary
TIER 3
Repeal
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Problem-Solution
Composition/Organization
Problem-Solution Composition
Vocabulary
position: point of view or belief about something
evidence: facts or examples that support an opinion
Day 1: Analyze the Model; Essential Question: What is a Problem-Solution Composition?
I can identify and label the problem, supporting facts and details of a problem solution composition. (W.5.1a)
Day 2: Teach; Writing Focus: Organization
I can write a problem-solution composition which identifies a problem and show how the problem can be
solved.
(W.5.1a, W.5.1b) Day 3: Prewriting; Teach Planning a composition
I can use an idea-support map to generate ideas about the problem and propose how to solve it. (W.5.5,
W.5.10)
Prompt: Write a composition that states a problem in your community and a possible solution. Day 4: Draft; Review Success Criteria: Introduce problem, Organize reasons logically, Include evidence, and
conclude by restating position.
I can draft my problem-solution composition using an idea-Support map. (W.5.1a, W.5.1b, W.5.1d, W.5.4) Day 5: Analyze the Model; Revise and edit;
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I can revise and edit using Proofreading Checklist to ensure that I am organizing my thoughts and opinions
clearly so that they are understandable and convincing. (W.5.1c, W.5.5, W.5.10) Genre Writing 2 Point Questions
1. Think about the text “Can’t You Make Them Behave, King George?” describe the tone, or the author’s
attitude toward the subject. In what way does the tone affect your understanding of the topic? Use evidence
from the text to support your answer. (CCLS: RI.5.1, RI.5.6)
2. Which evidence best supports the author’s statement “King George III was the worst ruler in British
history”? Do you agree with it? Use evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.6)
Standards Review Explaining Relationships in Historical Texts (RI.5.3)
Understanding Supporting Evidence (RI.5.8)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready Lessons
Tier 2 students:
Reach Higher
Read these sentences
His hands were as cold
as ice.
Our dog eats like a
pig!
My arm feels as stiff as
a board.
These slippers fit like a
glove.
Work with a partner.
Discuss what you
picture when you read
the phrases.
Draw a cartoon that
illustrates each simile.
Then write the simile
as a caption below your
picture.
Tier 2 students:
Reach Higher
King George III played
a major role in the
American Revolution.
Find out what history
has to say about his
character.
Use encyclopedias and
the Internet to learn
more about King
George. Discuss with
your partner the
mistakes George made
and why he made them.
Record your analysis of
George’s mistakes in a
two-column chart,
listing the mistakes he
made and why he made
them. Post your chart
Students should choose
a book of their choice,
and at their level from
the class library.
Students can complete
a Stop Think and Write
in their notebook about
what they read.
Tier 3:
Pull-out by reading
specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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Compare your pictures
with your partner’s
pictures. How are they
the same or different.
Tier 1 students:
Challenge Yourself Compare your pictures
with your partner’s
pictures. How are they
the same or different
Pretend that you were
there when the
colonists dumped the
tea into Boston Harbor.
Write a paragraph that
describes what it was
like. Use at least one
simile in your
paragraph.
on a classroom bulletin
board.
Tier 1 students:
Challenge Yourself
There is a brief
mention in the
selection that, in
November 1781, news
reached London that
the English army had
surrendered at
Yorktown to General
Washington.
Use encyclopedias and
the Internet to learn
more about the “other”
George -George
Washington. Find out
about his life. Write a
brief report about what
happened to George
Washington after the
Revolutionary War.
Share your report with
classmates. If time
permits, do an oral
presentation for your
class.
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Week of:
February 10
Above Level (Blue Square)
Guided Reading Level: W
Lexile Level: 930L
DRA Level: 60
On Level (Red Triangle)
Guided Reading Level: V
Lexile Level: 880L
DRA Level: 50
Below Level (Green Circle)
Guided Reading Level: T
Lexile Level: 770L DRA Level: 44
Title of Text:
" A Home at Mount Vernon" "Pamphleteers of the Revolution" "A Song Heard "Round the
Weekly Assessments should be administered at the close of this lesson.
Reading Skill:
Conclusions and Generalizations
Domain-Specific Vocabulary
Text Structure
When drawing conclusions, students will make judgments based on details in the text and their own prior knowledge.
A generalization is a broad statement about people, ideas, or things that is mostly true.
Reading Strategy:
Analyze/Evaluate
Students will analyze details in the text to identify and evaluate the author's purpose.
Text (s):
Anchor: They Called Her Molly Pitcher
Paired: A Spy for Freedom
Novel:
They Called Her Molly Pitcher – Ask:
1. What problem did General Washington and his army have?
2. In what ways does Molly show courage?
A Spy for Freedom – Ask:
1. What information does the narrator give readers? (Ask after reading first page)
2. Based on what happens in this play, do you agree with Ann Darragh when she says that Lydia Darragh was a hero of
the American Revolution? Turn and share your thinking with a partner.
Vocabulary Strategy: Reference
Materials Day 1: Students will explore words that end with the suffix /-tion/ or / -ation/. Day 2: Word Associations – Students hold up
the correct vocabulary card to answer questions. Day 3: Glossary Snapshots. Day 4: Write about a Historical Event using at
least five (5) vocabulary words. Day 5: Create a list of synonyms for each vocabulary word.
Vocabulary: legendary, foes, formal,
shimmering, gushed, magnificent,
strategy, revolution, retreat, plunged
TIER1
Strategy
Legendary
TIER 2
Foes
Formal
Magnificent
TIER 3 revolution
Retreat
Shimmering
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Gushed
Plunged
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Persuasive Letter/Purpose
Persuasive Letter
Vocabulary
persuade: to convince a person or organization to think or act in a certain way
opinion: a person’s position on or belief about a topic
Reasons: the explanation for why readers should think or act in a certain way
Day 1: Analyze the Model; Essential Question: What is a Persuasive Letter?
I can identify the lead, supporting and closing sentences in a persuasive letter. (W.5.1)
Day 2: Teach; Writing Focus: Purpose
I can write a sentence that clearly states my opinion clearly. (W.5.1a)
Day 3: Prewriting; Teach planning a persuasive letter
I can use the Idea-Support Map in order to plan my reasons that support my opinion. (W.5.1b, W.5.5, W.5.10)
Prompt: Write a letter that convinces the Continental Congress to do something. Day 4: Draft; Review Success Criteria: Introduce opinion, Organize supporting reasons, Include facts, link opinion
to reasons, conclude by reinforcing opinion.
I can draft my persuasive letter using the prewritten Idea-Support Map. (W.5.1a, W.5.1b, W.5.1c, W.5.1d,
W.5.4) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am stating my opinion and support it with
reasons backed up by facts and examples. (W.5.5) Genre Writing 2 Point Questions
1. In the text They Called Her Molly Pitcher, Molly finds a way to be part of the American Revolution. How
did Molly contribute to her sides' success in the revolution? Identify two examples from the text. (CCLS:
RL.5.1, RL.5.3, RI.5.1, RI.5.3)
2. Based on text evidence, what can you conclude about what life was like for Washington’s soldiers? Identify
two examples from the text. (CCLS: RI.5.1)
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Standards Review Using Details to Support Inferences (RI.5.1)
Explaining Relationships in Historical Texts (RI.5.3)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready lessons.
Tier 2 students:
Reach Higher Read the words below.
example supply
empty illustrate
function conscience
complex filthy
collapse terrifying
Look up the words in a
thesaurus.
Write at least one
synonym for each
Read aloud the word
and its synonym.
Then write a sentence
for each word.
Tier 1 students:
Challenge Yourself Use the vocabulary
words from the Context
Cards for They Called
Her Molly Pitcher.
Make your own
thesaurus to use for
creative writing. Write
three synonyms for
each word. Put each
word and its synonyms
on a separate sheet of
paper.
Tier 2 students:
Reach Higher American history has
generated tales of great
heroism that have
become legendary.
Think about people you
have read about in your
studies of the American
Revolution and select
one to focus on.
Research facts about
the accomplishments of
the person you have
chosen.
Use the following
writing prompts for
your research: What
role did this hero play
in the revolution? What
act or acts made this
person legendary? How
is he or she
remembered today?
With your partner, use
the information you
discovered to write a
paragraph describing
this hero.
Students should choose
a book of their choice,
and on their level from
the class library.
Students should
complete a Stop,
Think, and Write in
their notebooks about
what they read.
Tier 3:
Pull-out by the
reading specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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Use colored markers or
pencils to draw pictures
to go along with some
of the entries. Add to your thesaurus
when you learn new
words and their
synonyms. Consult
your thesaurus when
you are looking for
new words to use in
your writing.
Tier 1 students:
Challenge Yourself
Use They Called Her
Molly Pitcher as a
model for writing a
dialogue about a
legendary figure of
American history.
Choose from the major
figures in your study of
the American
Revolution. Research
in library books to
learn facts about this
person.
Imagine the person in
conversation with
another historical
figure. Write a dialogue
between the two. Share
your dialogue with
other classmates.
Mount Vernon City School District English Language Arts Curriculum Map
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Sequence of Events
Explain Historical Events
Main Ideas and Details
Sequence of Events allows an author to present events in chronological order.
Students will be able to recognize and explain the sequence of events in a story.
Words such as first, then, next, & finally show readers the sequence in which events happen.
Reading Strategy:
Summarize
Summarizing involves retelling a story with only the major ideas and events from the story.
The summary explains how those ideas and events are related to each other.
Text (s):
Anchor: James Forten
Paired: Modern Minute Man
Novel:
James Forten – Ask:
1. Why do you think James was so impressed by the black soldiers?
2. James Forten is a biography. Why do you think the author presents events in the order in which they happened?
Modern Minute Man – Ask:
1. How is an interview different from a regular informational text?
2. What is the role of children in the reenactments?
3. What does Charles Price mean when he says, "every one of those people was a hero"? Cite evidence from the text to
support your answer.
Vocabulary Strategy: Greek and Latin
Roots
Day 1: Explore words that begin with the prefix /pro-/. Day 2: Relating Word Questions. Day 3: Use the suffix /-ial/ to determine
the meaning of unfamiliar words. Day 4: Twenty Questions. Day 5: Vocabulary Web.
Vocabulary: persuade, authorities,
apprentice, bondage, contributions,
provisions, influential, dexterity,
aspects, tentative
TIER1
Persuade
Authorities
TIER 2
Influential
Contributions
Dexterity
Tentative
Aspects
TIER 3
Apprentice
Provisions
Bondage
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Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Prewrite a Persuasive
Essay/Organization
Prewrite: Persuasive Essay
Vocabulary
Persuasive: written for the purpose of urging somebody to do or believe something
opinion: a statement that cannot be proved true
logical order: a way of arranging ideas so that they make sense
Day 1: Analyze the Model; Essential Question: What is a Persuasive Essay?
I can identify and label the lead sentence, supporting sentences, and closing in a persuasive essay. (W.5.1a)
Day 2: Teach; Writing Focus: Organization
I can organize my notes in a way that will help me present my evidence clearly to support my main points.
(W.5.5) Day 3: Prewriting; Teach Exploring a topic
I can use the Idea-Support Map in order to plan my reasons that support my opinion. (W.5.5) Day 4: Prewrite; Teach planning a persuasive essay, Review Success Criteria: Introduce opinion, Organize ideas,
Include details, conclude by restate opinion.
I can draft my persuasive essay using the prewritten Idea-Support Map. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4) Day 5: Prewrite; Revise and edit;
I can revise and edit my outline to ensure that I have provided enough supporting relevant facts, details,
quotations,
and examples. (W.5.5, W.5.8)
Genre Writing 2 Point Questions
1. In the text “James Forten” why are the black soldiers James sees marching on the American side special? What
was happening during this time period in history that made their positions in the military unusual? Use
evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.3, RL.5.8)
2. Which evidence best supports Forten’s point of view, that the decision to surrender to the British is a good one?
Use evidence from both texts to support your answer. (CCLS: RI.5.1, RI.5.3, RL.5.8)
Standard Base Assessment should be administered at the close of this lesson.
Reading Skill:
Compare and Contrast
Text and Graphic Features
Text Structure
Students will compare and contrast actions of historical figures in a text to determine how they are alike and different.
Students will analyze how text and graphic features can work together.
Reading Strategy:
Monitor/Clarify
Students will learn to stop periodically to monitor, or check, their understanding of what they have read. Teach students that if
they are unsure of details they should clarify their understanding. Ways to do this include:
Re-reading the passage
Asking questions
Using context clues
Text (s):
Anchor: We Were There, Too!
Paired: Patriotic Poetry
Novel:
We Were There, Too! -
Students should compare and contrast how Sybil and Joseph contributed to the American Revolution.
Ask:
1. What did Joseph learn from his experiences in the army?
2. Why was Sybil's role in the American Revolution so important?
3. Why do you think the author mentions George Washington at the end of this selection?
Patriotic Poetry -
Ask:
1. What did you learn from the introduction to the poem?
2. Why do you think the poem became so popular?
3. What words does the poet use to help you see and hear what was happening during Paul Revere's ride?
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Vocabulary Strategy: Prefixes in-,
im-, il-, ir-
Day 1: Students will explore words that have the suffix /-ient/. Day 2: Word Pairs- students will write a sentence using two
vocabulary words. Day 3: "Because sentences" Day 4: "Act out the words" -Students will work with a small group to take turns
acting out and guessing vocabulary words. Day 5: Shade of Meaning-Students will place synonyms and antonyms on a word line.
Vocabulary: mimic, rural, mocking,
tedious, efficient, organize,
personally, summons, lacked, peal
TIER1
Organize
Mimic
personally
TIER 2
Tedious
Mocking
Summons
Lacked
Peal
TIER 3
Rural
Efficient
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Write a Persuasive Essay/
Evidence
Performance Task: Write an Opinion Essay:
In Can’t You Make Them Behave, King George?, you learned about the role King George played in the American
Revolution, from his point of view. In Tea Time, you learned about the Boston Tea Party, an event that occurred
before the war, by reading the eyewitness accounts of two colonists.
Reread these two text and look for important details about King George’s and the colonists’ motives and actions. Now,
choose either King George’s side or the colonists’ side and write an opinion essay to persuade others to agree with
your viewpoint on this period in history. Use text evidence, such as details and quotes, from Can’t You Make Them
Behave, King George? and Tea Time to support your opinion. Remember that your audience is your teacher and your
classmates and, perhaps, your family.
Write a Persuasive Essay
Vocabulary
opinion: a view or belief based on what a person thinks and not necessarily based on facts
Paraphrasing: restating something in your own words
reason: statement that supports an opinion
Day 1: Draft; Essential Question: What is a Persuasive Essay?
I can write a compelling lead sentence that clearly states my opinion. (W.5.1a)
I can write a multi-paragraph essay and keep in mind my audience and purpose of my essay. (W.5.4) Day 2: Draft; Writing Focus: Evidence
I can strengthen my writing by using precise words and phrases to cite evidence that supports my opinion. (L.5.3a,
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L.5.4c) Day 3: Draft; Teach Paraphrasing
I can paraphrase sources used during my research instead of including long quotes. (W.5.1c)
Day 4: Revise;
I can revise my draft to reduce or deleting sentences that contain irrelevant details and vague language. (W.5.5)
I can work with a partner to evaluate their writing and use guiding questions in order to assist in revision.
(W.5.10) Day 5: Revise, Edit and Publish;
I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing. (W.5.4, W.5.6)
Genre Writing 2 Point Questions
1. In the text We Were There, Too!, events of the American Revolution impacted Sybil. Why would Sybil be
consider as an unsung American hero that shaped the historical time they lived in? Use evidence from the text
to support your answer. (CCLS: RI.5.1, RI.5.2, RI.5.3, RI.5.6)
2. What similarities and differences do you see between Joseph’s and Sybil’s actions during the Revolution? Use
evidence from the text to support your answer. (CCLS: RI.5.1, RI.5.3)
Standards Review Finding the Theme of a Poem (RL.5.2)
Unfamiliar Words (RI.5.4)
Analyzing Accounts of the Same Topic (RI.5.6)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready lessons.
Tier 2 students:
Reach Higher Read the words below.
Listen to the ending
sound. Note that each
ending sounds the
same.
global needle
whistle pupil
Tier 2 students:
Reach Higher In We Were There,
Too! both Joseph
Plumb Martin and
Sybil Ludington faced
problems and great
danger. How did they
solve the problems that
they encountered?
Students should read a
book of their choice,
and at their level from
the class library.
Students can complete
a Stop, Think, and
Write about what they
read about.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
the teacher.
Tier 1:
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label bicycle
puzzle quarrel
Identify the different
ways of spelling the
same ending sound. On
index cards, list the
words with the same
ending spellings.
Place the index cards
face down and work
with a partner to take
turns drawing a card.
Each person names
another word that
matches the ending
spelling of the words
on that card.
Tier 1 students:
Challenge Yourself
Make a list of fifteen
words that end with the
same sound as nickel.
Be sure to spell them
correctly. Then use ten
of the words to write a
rhyming poem.
Use examples from
each character’s story
to describe the
difficulties that they
encountered and how
they were able to
overcome these
obstacles.
With your partner,
think of a problem that
you both find
challenging. Write
about some of the ways
that you could solve
this problem.
Tier 1 students:
Challenge Yourself
Use a dictionary to find
a definition of
patriotism that you
agree with. Apply your
definition to the
characters of Joseph
Plumb Martin and
Sybil Ludington.
Write a character
sketch for both in
which you evaluate
their patriotism. Weigh
the strength of one
character’s patriotism
Guided Reading with
teacher.
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against that of the
other.
What conclusions can
you draw about the
people who contributed
to the cause of the
American Revolution?
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Time Frame: April 14 – April 20
Unit: 4, Lesson 16 Grade Level: 5 Essential Question: In what ways can illustrations enhance a
reader’s experience?
Standards: Reading: Writing: Listening and Speaking:
RL, W, SL RL5.4, 5.7, 5.10 W5.4, 5.8, 5.9a SL5.2
Assessment(s): Formative:
Summative:
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Author’s Purpose
Voice
Visual Elements
Students will analyze an author's purpose for writing a story: To persuade, inform, or entertain. (PIE)
Students will examine an author's use of voice.
Students will analyze how visual elements contribute to the understanding of a story.
Reading Strategy:
Monitor/Clarify
One way for students to monitor, or pay attention to, text details is to pause every now and then and ask themselves:
1. Who are the main characters?
2. Where does the story takes place?
3. What events are occurring?
**Point out to students that the genre of a piece of writing can help them determine the author's purpose. For example, fiction
stories are usually written to entertain.
Text (s):
Anchor: Lunch Money
Paired: Zap! Pow! A History of the
Comics
Novel:
Lunch Money - Ask:
1. What is Greg trying to do? What does that tell you about the kind of boy he is?
2. Why does Greg say the pictures in the comic book had to be good enough to sell?
3. What do you think will happen with Greg's business?
4. How do you think the author feels about young people coming up with a great idea and following through with it?
5. The author included many details about Greg and his process for making comic books. Knowing that Greg was a made up
character and the events came from the author's imagination, what do you think the author's purpose for writing was?
Zap! Pow! A History of the Comics – Ask:
1. What does the author mean by the word funnies?
2. How have comics changed over time?
3. What are some reasons people enjoy comic books?
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4. What do the headings tell you? What section would you read to learn about the most popular time in comics history?
Vocabulary Strategy: Word Origins Day 1: Students will explore words that have the root /cred/. Day 2: Students will learn the multiple meanings of the vocabulary
words. Day 3: Students will write dialogue using the vocabulary words correctly. Day 4: "Clipped Words" Example- Luncheon /
Lunch, Mathematics / Math. Day 5: Four Square Map
Vocabulary: record, developed,
mental, feature, launch, incredibly,
assuming, villains, episodes, thumbed
TIER1
Feature
Incredibly
Villains
Record
TIER 2
Developed
Mental
Assuming
Episodes
Thumbed
TIER 3
Launch
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Friendly Letter/
Development
Friendly Letter- Lesson 16
Vocabulary
Friendly: informal and showing kind interest
heading: includes the writer’s address and the date
salutation: a word of greeting to begin a letter
closing: the ending part of a letter, just before the signature
Day 1: Analyze the Model; Essential Question: What is a Friendly Letter?
I can identify and label the heading, body, and words that show my thoughts and feelings. (W.5.1)
Day 2: Teach; Writing Focus: Development
I can use informal language when writing a friendly letter. (W.5.4) Day 3: Prewrite: Teach Planning a Friendly Letter:
I can use an idea-support map to help me plan a friendly letter. ( W.5.8, W.5.10)
Prompt: Write a friendly letter that describes a creative, artistic, or personal achievement.
Day 4: Draft: Review success criteria: Introduce letter format, Organize main ideas, Include informal words, Conclude
using an informal closing.
I can write a draft using the idea-support map. (W.5.4, W.5.8, W.5.10)
Day 5: Analyze the Model; Revise and Edit model on pg. 352.
I can revise and edit using a proofreading checklist to ensure that I keep in mind my audience and
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establish a voice by using informal language. (W.5.1, W.5.5) Genre Writing 2 Point Questions
1. Why do you think the author uses such detail to explain how the comic books are made? What do these details
reveal about the main character? Use evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.2, RL.5.9)
2. How does the text on pages 488-489 compare with the way the text is presented on previous pages? Use
evidence from both texts to support your answer. (CCLS: RL.5.1, RL.5.5)
Standards Review Language and Meaning (RL.5.4
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete prescribed I-
ready lessons.
Tier 2 students:
Reach Higher Each of the words or
phrases below is a
proper noun now used
in standard American
speech. Find where
each word comes from
by looking it up in a
dictionary.
Rottweiler
August
Chihuahua
Broadway
Richter
scale
Salisbury steak
Make a four-column
chart. List words that
come from places in
the first column. In the
second column, write
the name of the country
Tier 2 students:
Reach Higher
Write a business plan
for the business you
created in the Get
Started! Activity.
Your business plan
should
–describe your product
or service and provide
a visual,
–tell about your target
customers,
– give details about
how you plan to
advertise and sell your
product or service, and
–include pricing
information.
Share your plan with a
friend.
Tier 1 students:
Challenge Yourself
Students should select
a book from the class
library at their level.
Students can do a Stop
Think Write in their
writing notebook about
what they read.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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or place. In the third
column, list words
named after people.
Write the person’s
name in column four.
Add other words or
phrases that are named
after people or places
to your chart.
Tier 1 students:
Challenge Yourself
The words and phrases
below originated in the
United States. Use a
dictionary to learn
about where the words
come from and when
they were first used.
cakewalk
smoke jumper
bathing suit
prairie
schooner
raccoon
assembly line
barn dance
ponytail
rust belt
Sloppy joe
Choose three of the
words or phrases. Use
them to write a
paragraph about a town
In Lunch Money, Greg
plans to create three
volumes of his comic
book, featuring three
very different heroes:
Creon, Eeon, and Leon.
Choose one of Greg’s
three heroes and write
an illustrated short
story about one of his
adventures. The story
can be set in the past,
present, or future.
If time allows, share
your story with the
whole class.
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Week of:
April 14-20
Above Level:
Fountas and Pinnell Level: U
Lexile Level: 810
On Level:
Fountas and Pinnell Level: S
Lexile Level: 720
Below Level:
Fountas and Pinnell Level: P
Lexile Level: 530
Title of Text
"The Three R's"
"Incognito"
"Dog Walker, Inc."
Characteristics of
the Text:
(Based on Level)
Realistic Fiction
Realistic Fiction
Realistic Fiction
Vocabulary: Record Developed
Mental Feature
Launch Assuming
Incredibly Villains
Episodes Thumbed
Record Developed
Mental Feature
Launch Assuming
Incredibly Villains
Episodes Thumbed
Record Developed
Mental Feature
Launch Assuming
Incredibly Villains
Episodes Thumbed
Text Preview
Activity:
Discuss vocabulary.
Explain to students that recycling protects
Earth's resources and reduces the amount
of waste people throw away as garbage.
Remind students that authors write with a
purpose in mind. Good readers are able to
infer the author's viewpoint.
Discuss vocabulary.
Explain that interest in comic books
increased in the 1940s because of the
popularity of superheroes. By the 1960s,
collecting and trading comic books had
become common.
Discuss vocabulary.
Explain that adopting a pet costs money.
If Connor can show that he is responsible
and can earn the money, his mom will
consider getting a pet.
Use an inference map to help the students
understand the author's purpose for
writing the story.
or city. Describe what
the people there do.
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Use an inference map to help the students
understand the author's purpose for
writing the story.
Target Strategy:
Monitor / Clarify
Monitor / Clarify
Monitor / Clarify
Target
Comprehension
Skill:
Author's purpose
Author's purpose
Author's purpose
Questions for
Comprehension:
Possible Writing:
Carmen and her friends discover a rusty
tricycle and an old barbecue that people
have thrown away. What is the author's
viewpoint? (Pages 8-9):
The author thinks fixing up old stuff is
worthwhile.
How is the group able to pool their talents
when presenting their community service
project? (pages 16 –17):
Carmen does the illustration: Lee comes
up with the mascot; Marcus takes care of
the computer work; and Toni organizes
the group and sums up their idea.
Think about a community services project
you have participated in. Write a letter to
a friend telling about the project and your
role in it.
Why does the author write the scene in
which the clerk tries to trick Ava? (Pages
13-14):
Ava is smart and a good researcher.
What does Ava do when her mother
mentions they may have left some
summer clothes at Grandma's house?
(Pages 15-16):
She wonders if they might have left
something besides clothes there. She finds
the missing comic book when she searches
inside a box.
Think about a time when you or someone
you know lost and then found a treasured
item. Write a letter to a friend that
describes what happened.
Why does the author describe Connor
imagining his life with a pet? (Page 4):
The author wants us to know how much
Connor wants a dog. He even has a name
picked out.
How does the woman at the park use the
cheese crackers to help Connor? (Page
13):
She uses them to coax the dogs to come
back to Connor after they run away.
Think of a plan to earn money for
something you want to buy. Write a letter
to a friend describing your plan.
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Time Frame: April 24 – May 1
Unit: 4, Lesson 17 Grade Level: 5 Essential Question: What role does imagination play in the
invention process?
Standards: Reading: Writing: Listening and Speaking:
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Story Structure
Literary Devices
Point of View: First Person
Students will learn how elements of a story fit together to provide its structure.
**Teacher should explain to students that a story's structure is the way a story is organized. It usually begins by introducing the
main characters. The characters face a conflict or a problem. The Character's actions are the events in the story. Finally, the story
ends when there is a resolution to the conflict.
Reading Strategy:
Infer/Predict
Students will use story details to make inferences and predictions.
**Teacher should explain that to make an inference a student needs to combine evidence from the text with their own background
knowledge in order to make a logical guess about something the author has not stated.
Text (s):
Anchor: lafff
Paired: From Dreams to Reality
Novel:
LAFFF – Ask:
1. What does the narrator think about Peter Lu?
2. What is Angela's problem in the story?
3. How does Peter help Angela solve her problem?
4. What does Angela think about Peter at the end of the story? Use examples from the story to support your answer.
From Dreams to Reality – Ask:
1. What special features in the text did the author use to help you understand the topic?
2. What is the section "Manned Flight to the Moon" about?
3. How do you think the author feels about science fiction? How can you tell?
4. How is the illustration on the first page different from the photographs?
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Vocabulary Strategy: Reference
Materials
Day 1: Students will explore words that have the prefix /im-/. Day 2: "Riddles" Students will hold up word cards that answer each
riddle. Day 3: Students will explore words that have the root /mit/ and /miss/. Day 4: Students will determine the meaning of
homophones ( words that sound the same but have different spellings and different meanings). Day 5: Vocabulary Web
Vocabulary: impressed, concrete,
admitted, collected, produced, rumor,
destination, suspense, original,
compliment
TIER1
Impressed
Admitted
Collected
Suspense
TIER 2
Concrete
Produced
Rumor
Compliment
TIER 3
Destination
Original
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Character Description/
Elaboration
Character Description
Vocabulary
character: a person’s qualities and personality
concrete words: words that name things you can see, hear, touch, taste, or feel
dialogue: the words spoken by people or characters
Day 1: Analyze the Model; Essential Question: What is a Character Description?
I can identify and label concrete words, sensory details, and dialogue. (W.5.3a, W.5.3b, W.5.3d)
Day 2: Teach; Writing Focus: ELABORATION
I can write a vivid description to help the reader imagine exactly what is happening. (W.5.3d) Day 3: Prewriting; Teach Planning a Character Description
I can use a three column chart to generate details about appearance, actions, and personality in order to reveal
character traits. (W.5.3d, W.5.5, W.5.10, L.5.4c)
Prompt: Write a description of a friend, told in the first person. Use concrete words, sensory details, and dialogue to
describe the friend’s appearance, actions, and personality. Day 4: Draft; Review Success Criteria: Introduce subject, Organize details, Include concrete words, and conclude
action or dialogue.
I can draft my character description using the three column charts. (W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4,
W.5.10) Day 5: Analyze the Model; Revise and edit;
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I can revise and edit using Proofreading Checklist to ensure that I am using more exact words to create clearer
images
for the readers (W.5.5)
Genre Writing 2 Point Questions
1. How do the events on page 520 intensify the conflict? Use evidence from the text to support your answer. (CCLS: RI.5.1)
2. How did Angela react to Peter’s invention? What important lesson did she learn by using the invention? Use
evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2, RI.5.3)
Standards Review Using Details to Support Inferences in Literary Texts (RL.5.1)
Understanding Literary Structure (RL.5.5)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready lessons
Tier 2 students:
Reach Higher
In English, we use
many words that we
have borrowed from
one language. Read the
words in the box.
piano alto trio
cello a cappella
virtuoso concerto
maestro opera
Use a dictionary to find
out the language from
which each word
comes and its
definition. What do all
the words have in
common?
Tier 2 students:
Reach Higher
Review “From Dreams
to Reality” with a
partner.
Research the use of
robots in a particular
industry. What kinds of
things do robots do?
How do they make
work easier or harder
for people? Use
magazines, journals,
and books to research
the answers.
Research the use of
robots in a particular
industry. What kinds of
things do robots do?
How do they make
Students should select
a book of their choice
at their level from the
class library.
Students can complete
a Stop, Think, and
Write about their
reading.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
the teacher
Tier 1:
Guided Reading with
the teacher.
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Then use all the words
to write a paragraph.
Share your paragraph
with a partner.
Tier 1students:
Challenge Yourself!
A glossary is a list of
terms along with the
definitions for those
terms. A glossary
usually appears at the
end of a book and
includes terms from the
book that are either
uncommon or newly
introduced.
Make a glossary for
LAFFF. Select ten new
or uncommon words
from the story. Then
use a dictionary and a
thesaurus to find a
definition and a more-
common synonym for
each word
work easier or harder
for people? Use
magazines, journals,
and books to research
the answers.
Write your answer in
three short paragraphs.
Write introductory,
middle, and ending
paragraphs.
Add photographs or
illustrations to support
the information you
find. Write captions for
each photo or
illustration. Write a
title for your three
paragraphs.
Tier 1 students:
Challenge Yourself!
If you could travel to
any time in the past or
the future, which time
period would you visit?
Write a story about
time travel that
includes you as a
character.
As you write, have
your characters invent
a time machine to
move back and forth
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between time periods.
Show how time travel
changes the characters.
If your story takes
place in the past, use
magazines or journals
to research the customs
and cultures of that
time period. If your
story takes place in the
future, use a mix of
reality and fantasy in
your writing. This will
give readers the feeling
that time travel might
one day become a
reality.
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Week of:
April 27
Above Level:
Fountas and Pinnell Level: W
Lexile Level: 770
On Level:
Fountas and Pinnell Level: S
Lexile Level: 620
Below Level:
Fountas and Pinnell Level: R
Lexile Level: 400
Title of Text
"Pancakes"
"The Watch Girl"
"Robot Rescue"
Characteristics of
the Text:
(Based on Level)
Science Fiction
Science Fiction
Science Fiction
Vocabulary: Impressed Concentrate
Admitted Collected
Produced Rumor
Destination Suspense
Original Compliment
Impressed Concentrate
Admitted Collected
Produced Rumor
Destination Suspense
Original Compliment
Impressed Concentrate
Admitted Collected
Produced Rumor
Destination Suspense
Original Compliment
Text Preview
Activity:
Discuss vocabulary.
Explain that science fiction is often set in
the future. In this story, people eat nutrient
pellets because they consider food
preparation time consuming.
Remind students that recognizing a story's
structure, including its conflict, main
events, and resolution, will help them to
understand the text.
Discuss vocabulary.
Explain to students that Kendria has a
reputation for being sneaky and an
eavesdropper.
Remind students that all stories have a
structure, including a conflict, important
plot events, and a resolution.
Have students use a story map.
Discuss vocabulary.
Explain that sometimes science fiction
stories take place in the future. This
selection takes place in 2040, when robots
are everywhere.
Have students use a story map to help
them keep track of the conflict, or
problem, and resolution of a story.
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Target Strategy:
Infer / Predict
Infer / Predict
Infer / Predict
Target
Comprehension
Skill:
Story Structure
Story Structure
Story Structure
Questions for
Comprehension:
Possible Writing:
What does Ari learn about Nikko, the new
boy at school? (Pages 4-5):
He's from the Hinterlands, a "backward"
area where people still cook.
Although everyone enjoys the pancakes,
Ari realizes a lot of preparation goes into
a meal. What can we infer Ari will do?
(Pages 17 – 18):
She will still take the pellets, since life in
the future is so fast-paced.
Ari learns the almost- forgotten art of
cooking real food. Think of another skill
that most people no longer know how to
do. Write several paragraphs describing
this skill.
What does Kendria do that causes conflict
at school? (Pages 8 –9):
She sneaks up on little kids on the
playground, goes through the cafeteria
line a second time, and overhears her
friends talking about her.
What might the blue and yellow buttons
on Kendria's watch do? (Page 18):
The blue button will allow her to travel in
time, and the yellow button will probably
bring her back to the present.
What is the most unusual gift you have
heard about? Write several paragraphs
describing the gift and explaining what
makes it so unusual.
Why does Milo want to win the contest so
much? (Pages 5 –6):
His mom can't afford robot camp, and the
contest winner gets 2 free weeks there.
What do you predict will happen when
Xterminator's head goes up in flames?
(Page 14):
Squirt will help put out the fire, and Milo
will win the competition.
Think of a camp that you would like to
attend. Write a paragraph describing the
camp and what people do and learn there.
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Time Frame: May 4-May 8
Unit: 4, Lesson 18 Grade Level: 5 Essential Question: What do facts and opinions contribute to a
story?
Standards: Reading: Writing: Listening and Speaking:
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Fact and Opinion
Main Ideas and Details
Narrative Pacing
Students will be able to explain the difference between facts and opinions.
Students will be ab le to identify main ideas and details.
Students will explore the techniques used to control narrative pacing.
Reading Strategy:
Analyze/Evaluate
When students analyze, they closely examine a text and the details the author provides.
When students evaluate, they judge how well the author uses evidence and reasons to support his opinions.
Text (s):
Anchor: The Dog Newspaper
Paired: Poetry About Poetry
Novel:
The Dog Newspaper – Ask:
1. What is the author writing about?
2. Why do you think the author couldn't sell her newspaper after the first two issues? Turn and talk with a partner about your
thinking.
3. How and why did the author use flashbacks?
Poetry About Poetry – Ask:
1. What dos the poet mean by saying that to write a poem we must touch, smell, and taste every word?
2. Each poet expressed ideas about poetry in a different way. How are the three poets' ideas about poetry different?
3. What is different about the way the poems look?
4. What kind of rhythm does each poem have?
5. What images do the poems create in your mind?
Vocabulary Strategy: Homophones
and Homographs
Day 1: Students will explore words that have the suffix/-ion/. Day 2: "Glossary Snapshots" - students will create their own
glossary entries in their notebooks for their vocabulary words. Day 3: Students will explore words that have the suffix /-ful/. Day
4: Compound Words- students will write sentences using compound words. Day 5: Synonyms- Students will use a T-Map to
create a list of synonyms for the vocabulary words.
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Vocabulary: career, formula,
publication, background, household,
insights, edition, uneventful, required,
destruction
TIER1
Career
Background
Household
TIER 2
Insights
Uneventful
Destruction
TIER 3
Edition
Formula
Publication
Required
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task:
Autobiography/Development
Autobiography
Vocabulary
autobiography: the story of someone’s life written by that person
sensory details: details that help readers see, hear, feel, taste, and smell what is being described
Day 1: Analyze the Model; Essential Question: What is an Autobiography?
I can identify the introduction, descriptive details, and concluding sentence in an autobiography. Day 2: Teach; Writing Focus: Development
I can write a sentence using concrete words and sensory details. Day 3: Prewriting; Teach planning an autobiography
I can use a flow chart to establish sequence of events and add description. (W.5.8)
Prompt: Write about an experience you would like to share with others. Day 4: Draft; Review Success Criteria: Introduce topic, Organize details, Include concrete words, conclude
I can draft the autobiography using the prewritten flow chart. (W.5.3a, W.5.3b, W.5.3c, W.5.3d, W.5.4) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am establishing a strong voice and use concrete
words and sensory details. (W.5.5)
Genre Writing 2 Point Questions
1. Peg pursues a goal. How persistently did she pursue her goal? Which details in the text support the idea that
being persistent can help someone achieve a goal? Use evidence from the text to support your answer. (CCLS:
RI.5.1, RI.5.2, RI.5.3)
2. What does the phrase fresh insight mean? Why might fresh insights make people want to read a story? Use
evidence from the text to support your answer. (CCLS: RI.5.4, L.5.6)
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Standards Review Using Details to Support Inferences (RI.5.1)
Finding the Theme of a Poem (RL.5.2)
Understanding Supporting Evidence (RI.5.8)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready lessons
Tier 2 students:
Reach Higher
Read these
homographs.
bit mine block article
slip
Work in a small group.
Discuss the different
definitions you can
think of for each word.
Use a dictionary to
check your definitions.
Are there any
definitions that you
didn’t think of?
Take turns making
sentences for each
meaning.
Tier 1 students:
Challenge Yourself! Make a list of five
homophone pairs.
Exchange lists with a
partner.
Then take your
partner’s homophone
pairs and use them to
write a poem. How
Tier 2 students:
Reach Higher
If you could have any
career when you grow
up, which career would
you choose? Write
three words that
describe what excites
you about the career
you chose.
Then write a paragraph
about the career, using
the three words. Write
an introductory
sentence to your
paragraph. Write two
or three sentences that
support the
introductory sentence.
Then write a closing
sentence to your
paragraph.
When you have
finished, use clip art or
photographs to
illustrate the page.
Then share your
paragraph with a
friend.
Students should select
a book of their choice,
and that their level to
read.
Students can complete
a Stop, Think, and
Write on their reading.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
the teacher.
Tier 1:
Guided Reading with
teacher.
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silly can you make
your poem?
Share your poem with
the class.
Tier 1 students:
Challenge Yourself! Think about an issue in
your school that
interests or concerns
you. Research the issue
and interview people in
your school who are
involved with the issue.
To prepare for the
interviews, write
questions to ask each
person
Write a brief editorial
about the issue. Include
comments from the
people you
interviewed. Be sure to
use persuasive
language.
When you have
finished, give your
editorial to the students
and teachers you
interviewed. Did they
agree, or disagree, with
what you wrote?
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Week of:
May 4
Above Level:
Fountas and Pinnell Level: X
Lexile Level: 770
On Level:
Fountas and Pinnell Level: U
Lexile Level: 910
Below Level:
Fountas and Pinnell Level: P
Lexile Level: 610
Title of Text
"Isabel Allende"
" B. B. King"
"Maria Tallchief: American Ballerina"
Characteristics of
the Text:
(Based on Level)
Biography
Biography
Biography
Vocabulary: Career Formula
Publication Background
Household Insights
Edition Uneventful
Required Destruction
Career Formula
Publication Background
Household Insights
Edition Uneventful
Required Destruction
Career Formula
Publication Background
Household Insights
Edition Uneventful
Required Destruction
Text Preview
Activity:
Discuss vocabulary
Explain that Chile, a country in South
America, has had a history of changing
and overturning governments
Remind students that authors often
express their own opinions in their
writing. A reader's opinion may be the
same or different from the author's.
Discuss vocabulary.
Explain that working in the cotton fields
was hard, and that young Riley B. King
would have been eager to find different
work.
Have students use facts in a text and their
own experiences to decide whether they
agree or disagree with an author's opinion.
Discuss vocabulary.
Explain that ballet began in Europe in the
1500s. It came to the United States in
1900, which meant Americans were new
to ballet.
Have students use a T-map to help them
keep track of facts and opinions while
reading.
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Target Strategy:
Analyze / Evaluate
Analyze / Evaluate
Analyze / Evaluate
Target
Comprehension
Skill:
Fact and Opinion
Fact and Opinion
Fact and Opinion
Questions for
Comprehension:
Possible Writing:
Evaluate the effect of Isabel's upbringing
on her writing. Do you think it helped or
hindered her? (Page 4):
It helped because the members of her
family and her reading provided her with
ideas.
What was Neruda's opinion of Isabel
Allende? Why? (Page 11):
She was a terrible journalist, because she
inserted her own views into her writing.
She was better at writing fiction because
her characters could offer their opinions.
Isabel Allende uses adventures from her
own life to help inspire some of her
books. Think of a fun adventure from
your life that would make an interesting
book. Write several paragraphs telling the
story of the adventure.
What was one fact that made it difficult
for African Americans to become well-
known musicians? (Page 7):
Radio stations didn't play their music.
Evaluate King's style. Do you agree with
the author? (Pages 8 – 11):
Yes, B.B. King worked hard to overcome
many obstacles; he has a unique style that
influenced other musicians; he has a
likable personality.
B. B. King loves to play and sing the
blues. Think of an activity that you enjoy.
Write a few paragraphs that tell a story
showing how much you enjoy the activity.
What is the director's opinion of Betty
Marie's name? (Page 8):
She needs to change it to a Russian
sounding name to be successful.
Evaluate Maria's accomplishments. Did
she deserve awards? (Page 12):
Yes, because she proved that American
dancers could become great ballerinas.
Maria was proud of her Native American
background. Think of something about
yourself that you are proud of. Write a
paragraph that tells what makes you proud
of that part of yourself.
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Time Frame: May 11 – May 15
Unit: 4, Lesson 19 Grade Level: 5 Essential Question: Why is it important to be aware of your
community’s needs?
Standards: Reading: Writing: Listening and Speaking:
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Author’s Purpose
Dialogue
Characterization
Students will be able to identify the author's purpose.
Students will explore the use of dialogue.
Students will examine how an author achieves characterization.
Reading Strategy:
Summarize
Students will summarize the main events in a text by retelling important ideas or parts of the text in their own words
Text (s):
Anchor: Darnell Rock Reporting
Paired: Volunteer!
Novel:
Darnell Rock Reporting – Ask:
After reading the 2 school newspaper articles at the beginning of the story, ask:
1. Which student do you agree with? Turn and talk with a partner about why you feel that way?
2. How did Darnell feel when he saw the crowd of people at the meeting?
3. Why does Miss Seldes tell Darnell that he still did a good job?
Volunteer! - Ask:
1. What are some ways the author suggests that kids can become volunteers/
2. Which of these volunteering efforts would you most enjoy doing?
3. How do community drives help many people?
4. Does the author's tone sound enthusiastic or does it sound like a lecture? How can you tell?
Vocabulary Strategy: Greek and Latin
Suffixes –ism, -ist, -able, -ible
Day 1: Students will explore words that have the root /mini/. Day 2: Relating Words Questions Day 3: Students will learn to
distinguish commonly confused words (except, accept) Day 4: Students will learn the multiple meanings of words. Day 5:
Students will complete a four square map to demonstrate their understanding of the Vocabulary words.
Vocabulary: issue, effective,
deteriorating, urge, dependent, violations,
exception, ordinance, granted, minimum
TIER1
Issue
Effective
TIER 2
Deteriorating
Urge
Exception
TIER 3
Dependent
Granted
Minimum
Ordinance
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Violations
Writing to Text: Skill Genre: Narrative Writing
Short Response:
Performance Task: Prewrite a Personal
Narrative/Purpose
Prewrite: Personal Narrative
Vocabulary
Personal narrative: a story in which the writer expresses his or her own experiences, thoughts, or feelings
body: the part of an extended piece of writing that contains most of the details and content; it falls between the
beginning and the ending
Day 1: Analyze the Model; Essential Question: What is a Personal Narrative?
I can identify and label thoughts, feelings, and descriptive details. Day 2: Teach; Writing Focus: Purpose
I can brainstorm with classmates of a list of related ideas and descriptive details. (W.5.5) Day 3: Prewriting; Teach Exploring a topic
I can use an event chart in order to brainstorm a list of ideas, events, and details. (W.5.5, W.5.8)
Prompt: Write a personal narrative about a time when you did something that was very important to you. Day 4: Prewrite; Teach planning a personal narrative
I can draft about an important event and use a flow chart. (W.5.5, W.5.8) Day 5: Prewrite; Revise and edit;
I can revise and edit my personal narrative. (W.5.5, W.5.8)
Genre Writing 2 Point Questions
1. What is the theme of Darnell Rock Reporting? Which details best expresses the theme of the story? Use
evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)
2. Darnell speaks to the board about how both students and people who are homeless sometimes give up because
they feel left behind. What does this comparison reveal about Darnell’s character? Use evidence from the text
Weekly Assessment should be administered at the close of this lesson.
Reading Skill:
Theme
Author’s Word Choice
Visual Elements
Students will be able to identify the theme of a story using text details.
Students will examine an author's word choice.
Students will study how visual elements contribute to a text.
Reading Strategy:
Infer/Predict
Students will use details to make inferences and predictions.
Tell students that the theme of a work of fiction is the message about life or human nature that the author wants readers to
understand. The theme is not usually stated, but must be inferred from the text evidence and the elements of the story.
WICOR Strategy:
Writing, Inquiry,
Collaboration, Organization, Reading
Text (s):
Anchor: The Birchbark House
Paired: Four Seasons of Food
Novel:
The Birchbark House- Ask:
1. Based on details the author has given so far about Omakayas, what kind of person does she seem to be?
2. What is Omakayas's mood at the beginning of the story?
3. After she realized she frightened the bear cubs by standing, Omakayas crouched back down immediately. How would you
describe the lesson she learned?
4. What is the author trying to say to readers by sharing this lesson about respect for other creatures?
5. Have students examine the illustration on page 675. Ask: How would you characterize the portrayal of the bear?
Four Seasons of Food – Ask:
1. How do you think moving to reservations affected the Obibwe's traditional ways of gathering their food?
2. What can you tell about the Ojibwe people from the types of food they gathered?
3. Have students point out the time order words and phrases throughout the selection. Remind them to look at the headings!
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4. Why do you think that the author ends the selection with a recipe using traditional Ojibwe ingredients?
Vocabulary Strategy: Reference
Materials
Day 1: Students will explore words that have the suffix /-ous/. Day 2: ""Idea Completion"-Students complete sentence frames by
holding up a word card to demonstrate their understanding of the vocabulary words. Day 3: Students will explore words that have
the ending /-ed/. Day 4: Students will determine the meaning of homographs. Day 5: Students will complete a column chart with
synonyms and antonyms to deepen their understanding of the vocabulary words.
Vocabulary: spared, reasoned, nerve,
margins, banish, envy, astonished,
upright, deserted, bared
TIER1
Astonished
Reasoned
Upright
TIER 2
Nerve
Envy
Bared
Banish
TIER 3
Margins
Deserted
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Response to Literature/
Organization
Character Description
Vocabulary
structure: the way in which a text is arranged
opinion: an idea based on personal thoughts and feelings
reasons: ideas that support the writer’s opinion
Day 1: Analyze the Model; Essential Question: What is a Response to Literature?
I can identify and label the introduction, body, and conclusion of a literary response. (W.5.1a, W.5.1b, W.5.1c) Day 2: Teach; Writing Focus: Organization
I can organize evidence that will help readers understand the writer’s thoughts and feelings about the work of
literature (W.5.1b) Day 3: Prewriting; Teach Planning a Response to Literature
I can use an Idea-Support map to form an opinion for a response to literature and identify supporting details.
(W.5.1a, W.5.1b, W.5.5)
Prompt: What is your opinion of Omakayas from “The Birchbark House”? Do you like or admire her? Why or why
not?
Day 4: Draft; Review Success Criteria: State opinion, Organize reasons, Include facts and details, and conclude
restating opinion.
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I can draft my response to literature using an idea-support. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5) Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I am organizing my arguments clearly so that it is
understandable and convincing. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5)
Genre Writing 2 Point Questions
1. How does Omakayas respond during the mother bear encounter? How do her reactions relate to the theme of
this story? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)
2. Reread page 671. How does Omakayas react to having her feelings hurt by her sister? What is her reaction Use
evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.2)
Standards Review Finding the Theme of a Story or Drama (RL.5.2)
Using Details to Support Inferences in Literary Texts (RL.5.1)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready Lessons.
Tier 2 students:
Reach Higher
Read the words
below.
beverage cowardice
notice heritage
cooperative manage
justice native
village courage
Look up the words in a
thesaurus. Write at
least one synonym for
each.
Read both the word and
its synonym aloud.
Tier 2 students:
Reach Higher Think about The
Birchbark House to
recall information
about the Ojibwe way
of life. Then read “Four
Seasons of Food” to
learn about the foods
they ate.
Write a short report
about the Ojibwe
people. Use the library
to learn more about
their history and their
culture. Where did they
live? What traditions
did they practice? Why
were animals, such as
Students should select
a book of their choice,
and at their level from
the class library.
Students can complete
a Stop, Think, and
Write about their
reading.
Tier 3:
Pull-out by the reading
specialist.
Tier 2:
Write-In Reader with
teacher.
Tier 1:
Guided Reading with
teacher.
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Then write a sentence
for each word.
Tier 1 students:
Challenge Yourself!
Use the vocabulary
words from the Context
Cards for The
Birchbark House.
Make your own
thesaurus to use for
creative writing. Write
three synonyms for
each word. Put each
word and its synonyms
on a separate sheet of
paper.
Use colored markers or
pencils to draw pictures
to go along with some
of the entries.
Add to your thesaurus
when you learn new
words and their
synonyms. Consult
your thesaurus when
you are looking for
new words to use in
your writing.
bears, important to
their culture?
Create a cover page
and title for your
report.
When you have
finished, post your
report on the class
bulletin board.
Tier 1 students:
Challenge Yourself!
In the 1800s,
American settlements
pushed the Ojibwe
people out of their
homeland and onto
reservations. How did
this move affect their
way of life? Use the
library to find firsthand
accounts that tell about
their move to the
reservations.
Write a report that
compares and contrasts
the Ojibwe people
before and after they
were moved to
reservations.
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Week of:
June 8
Above Level:
Fountas and Pinnell Level: X
Lexile Level: 770
On Level:
Fountas and Pinnell Level: S
Lexile Level: 770
Below Level:
Fountas and Pinnell Level: Q
Lexile Level: 530
Title of Text:
"Old Bark's Cure"
"Buffalo Hunt"
"City in the Cliffs"
Characteristics of
the Text:
(Based on Level)
Historical Fiction
Historical Fiction
Historical Fiction
Vocabulary: Reasoned Spared
Margins Nerve
Envy Banish
Upright Astonished
Bared Deserted
Reasoned Spared
Margins Nerve
Envy Banish
Upright Astonished
Bared Deserted
Reasoned Spared
Margins Nerve
Envy Banish
Upright Astonished
Bared Deserted
Text Preview
Activity:
Discuss vocabulary.
Explain that settlers brought many
diseases with them on the Oregon
Trail. These diseases often were
deadly for Native Americans, who
lacked defenses for them.
Students should use a graphic
organizer to help them determine the
theme of a story by focusing on key
character details.
Discuss vocabulary.
Explain that the U. S. government
slaughtered the buffalo to end Native
American resistance to the country's
western expansion, or growth.
Students should focus on a character's
words, thoughts, and actions in order
to determine the theme, or main
lesson, of a story.
Discuss vocabulary.
Explain that the narrator is a Native
American living in the Southwest.
Have students use a graphic organizer
to record character details in order to
determine the theme, or main lesson,
of a story.
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Target Strategy:
Infer / Predict
Infer / Predict
Infer / Predict
Target
Comprehension
Skill:
Theme
Theme
Theme
Questions for
Comprehension:
Possible Writing:
Red Hair left the Cheyenne camp after
winter. How did he feel toward the
people there? (Page 5):
Red Hair was grateful to the people for
saving his life and teaching him their
ways.
When Old Bark died, Wolf would not
be allowed to follow in his footsteps.
What do you think the author means?
(Page 7):
Wolf did not complete his
apprenticeship, so he could not be a
medicine man.
Think of another story you have read
about a character like Old Bark, who
passed on knowledge to others. Write
several paragraphs comparing and
contrasting Old Bark with the
character you have chosen.
What motivates Sharp Eyes to teach
Sean hunting skills? (Page 7):
Sharp Eyes wants to learn about the
railroad ad about the places Sean has
seen.
After Sharp Eyes tells Sean that "his
people" slaughtered the buffalo, what
do you think will happen to their
friendship? (Pages 10 –11):
Their friendship may end if Sharp
Eyes blames Sean for the slaughter.
Think of a story you have read about
two friends like Sean and Sharp Eyes
who come from different cultures.
Write a few paragraphs comparing and
contrasting Sean and Sharp Eyes with
the characters you have chosen.
What do you learn about the
characters when they are looking for a
place to sleep at night? (Page 8):
They are both afraid, but are trying to
be brave.
How do you think Grandmother will
react when they return? (Pages 13-
14):
She will probably be upset that the
girls didn't come home, but she will be
excited to hear about the town in the
cliffs.
Think about a story you have read
about a character who learns
something as Lomasi does. Write a
paragraph comparing and contrasting
Lomasi with the character you have
chosen.
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Time Frame: June 15-June 19
Unit: 5, Lesson 23 Grade Level: 5 Essential Question: What kinds of lessons were learned by
people who lived in the old West?
Standards: Reading: Writing: Listening and Speaking:
Weekly Assessment should be administer at the close of this lesson
Reading Skill:
Text and Graphic Features
Main Ideas and Details
Adages
Students will analyze how text and graphic features contribute to a text and increase understanding of an informational text.
Students will summarize the main ideas and details in a text.
Students will identify and understand adages.
Reading Strategy:
Summarize
Students should pause periodically to summarize what they have read. When they summarize they identify the Main Idea and
most important details in a text and retell them in their own words. A summary is shorter than the original text, but the ideas
should appear in the same order.
WICOR Strategy:
Writing, Inquiry,
Collaboration, Organization, Reading
Text (s):
Anchor: Vaqueros: America’s First
Cowboys
Paired: Rhyme on the Range
Novel:
Vaqueros: America's First Cowboys – Ask:
1. What was the motive behind Spanish exploration of the Americas?
2. How were the impacts of Columbus and Cortes on the Americas similar?
3. Summarize the methods the Spanish used to colonize territories in North America.
4. Have students summarize the text on pages 704-705. Ask: What do the details in these paragraphs show about the rise
and fall of the Vaquero culture?
5. Ask students to identify other text or graphic features in the book that helped them understand the topic. Record on a
graphic organizer with the headings: Text/Graphic Feature Information it Gives
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Rhyme on the Range – Ask:
1. Why does the poet compare cowboys to kings?
2. Why do you think Jack Thorpe decided to compile a book of cowboy songs and poems?
3. What words and phrases in this poem help you hear the sounds the cowboy hears on the Yaso Range?
Vocabulary Strategy: Adages and
Proverbs
Day 1: Students will explore words that have the prefix /ac-/. Day 2: "Relating Word Questions"- Students will answer
questions that include related words. Day 3: "Word Pairs"- students use 2 target vocabulary words to write a sentence. Day 4:
"Glossary Snapshots" Day 5: Students will observe and participate in the building of a Root Web.
Vocabulary: extending, prospered,
dominated, hostile, residents,
acknowledged, flourished, sprawling,
acquainted, decline
TIER1
Acknowledged
Hostile
Residents
TIER 2
Acquainted
Dominated
Extending
Flourished
Sprawling
TIER 3
Decline
Prospered
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Persuasive Argument/
Organization
Persuasive Argument
Vocabulary
opinion: a view or belief based on what a person thinks and not necessarily based on facts
persuasive argument: writing that uses reasons to prove that one idea is better than another
claim: Day 1: Analyze the Model; Essential Question: What is a Persuasive Argument?
I can identify and label the author’s topic sentence, reasons, facts, and concluding statement of a persuasive
argument.
(W.5.1) Day 2: Teach; Writing Focus: ORGANIZATION
I can write a variety of details and reasons that logically support the writer’s opinion and are linked with
transitions.
(W.5.1b, W.5.1c) Day 3: Prewriting; Teach planning a persuasive argument
I can write an outline of the opinion statement, reasons and supporting facts. (W.5.1a, W.5.1b, W.5.10)
Prompt: Write one or more paragraphs explaining your opinion on why the cowboy became the hero of the West.
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Day 4: Draft; Review Success Criteria: Introduce topic, Provide reasons, Choose audience, Write with strong voice,
Conclusion
I can draft a persuasive argument using the graphic organizer. (W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4)
Day 5: Analyze the Model; Revise and edit;
I can revise and edit using Proofreading Checklist to ensure that I showing a connection between the reasons
for my
opinion and the facts and details that support the reasons. (W.5.5)
Genre Writing 2 Point Questions
1. Summarize the sections “The Journeys” and “The Expanding Colony” on pages 698-701. What is the main
idea of each section? What details does the author use to support these main ideas? Use evidence from the
text to support your answer. (CCLS: RI.5.1, RI.5.2)
2. The author uses an adage, or a traditional saying, in the third paragraph on page 707. Why do you think he
chooses to end the selection this way? What do you think the author means when he says “the idea is pure
cowboys” Use evidence from the text to support your answer. (CCLS: RI.5.1, L.5.5b)
Standards Review Summarizing Informational Text (RI.5.2)
Finding the Theme of a Poem (RL.5.2)
Finding Information from Multiple Sources (RI.5.7)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready lessons
Tier 2 students:
Reach Higher
Read each word in the
box aloud. Divide the
word into two syllables
and write each syllable
on a different index
card.
spinach event limit
decline adapt entry
extend somber disturb
honest frighten entire
Tier 2 students:
Reach Higher
Work with a partner to
write a short story
about vaqueros.
Review Vaqueros:
America’s First
Cowboys to get story
ideas. You may also
use these plot lines to
spark your own story
ideas:
Students should select
a book of their choice,
and at their level from
the class library.
Students can complete
a Stop, Think, and
Write about their
reading.
Tier 3:
Pull-out by reading
specialist.
Tier 2:
Write-In Reading
with teacher.
Tier 1: Guided
Reading with teacher.
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Hand the syllable cards
to two different
classmates and have
them stand next to each
other. Have one person
say the first stressed
syllable loudly and
hold it up high. Have
the other person say the
unstressed syllable
softly and hold it down
low.
Continue the activity
until you have
completed saying and
gesturing each word.
Tier 1 students:
Challenge Yourself!
Read “Rhyme on the
Range."
Find challenging words
with more than one
syllable. Write them on
index cards and sort
them according to
number of syllables, as
well as stressed and
unstressed syllables.
-a young vaquero heads
off on his first cattle
roundup.
-a group of vaqueros
rushes to save a mother
cow and her young calf
from an attacking
grizzly.
-a stampede of
panicked cattle races
toward a small family
farm.
Use the selection and
library books to find
interesting facts and
information about
vaqueros. Review
“Rhyme on the Range”
for more details about
cowboy life. Create
interesting characters
and make your story as
realistic as possible.
Illustrate the events in
your story.
Tier 1 students:
Challenge Yourself!
Write a research report
about vaqueros.
Review Vaqueros:
America’s First
Cowboys. As you do
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so, create an outline to
organize the main
ideas. Include details
that support each of the
main ideas.
Include an
introduction, body, and
conclusion. The
introduction presents
the main topic in an
interesting way. The
body of the paper
provides a few
paragraphs that develop
your main ideas. The
conclusion summarizes
your points and restates
your main idea.
Use library books to
find information and to
help you create
illustrations for your
report. Create a title
page for your report.
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Week of:
June 15
Above Level:
Fountas and Pinnell Level: V
Lexile Level: 970
On Level:
Fountas and Pinnell Level: U
Lexile Level: 780
Below Level:
Fountas and Pinnell Level: R
Lexile Level: 680
Title of Text:
"How Barbed Wire Changed the
West"
"The Goodnight -Loving Trail"
"Rodeo!"
Characteristics of
the Text:
(Based on Level)
Informational Text
Informational Text
Informational Text
Vocabulary: Extending Prospered
Dominated Hostile
Residents Acknowledged
Flourished Sprawling
Acquainted Decline
Extending Prospered
Dominated Hostile
Residents Acknowledged
Flourished Sprawling
Acquainted Decline
Extending Prospered
Dominated Hostile
Residents Acknowledged
Flourished Sprawling
Acquainted Decline
Text Preview
Activity:
Discuss vocabulary.
Explain that materials were scarce on
the Great Plains and that wood and
stone to build fences were not readily
available.
Students should use a graphic
organizer to help them identify text
and graphic features that clarify and
explain ideas and provide additional
information about the topic.
Discuss vocabulary.
Explain that Texas longhorn cattle
were a mix of Mexican and Anglo
cattle.
Students should use a graphic
organizer to help them identify text
and graphic features that clarify and
explain ideas and provide additional
information about the topic
Discuss vocabulary.
Explain that the invention of barbed
wire fences helped eliminate the need
for cowboys. Rodeos, however,
continued to be a popular spectator
sport.
Students should use a graphic
organizer to help them identify text
and graphic features, such as headings
and charts, that provide important
information.
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Target Strategy:
Summarize
Summarize
Summarize
Target
Comprehension
Skill:
Text and graphic features
Text and graphic features
Text and graphic features
Questions for
Comprehension:
Possible Writing:
According to the information in the
boxed text feature, what did the
Homestead Act allow? (Page 5):
Anyone could get 160 acres of
unclaimed land free as long as they
lived on the land for 5 years and
improved it.
What arguments did ranchers make
against the use of barbed wire? (Page
11):
Cattle could no longer roam in search
of food and water, and cowboys didn't
want their routes for cattle drives
blocked.
Barbed wire was important to the
cattle ranching industry. Think of a
tool or device that is important to your
life. Then write a few paragraphs
giving your opinion about why it is
important.
What can you learn from studying the
map of cattle trails used during the era
of the Long Drive? (Page 8):
The map shows that the Goodnight-
Loving Trail was the furthest trail west
and followed a river. It was very long,
likely making for a difficult journey.
Why was the cattle drive in 1867
doomed? (Page 17):
There were heavy rains, stampedes,
and attacks by Native Americans.
Oliver Loving was killed.
Charles Goodnight and Oliver Loving
were a good team. Think of 2 people
you know who have worked together
to accomplish something. Write a
paragraph or two explaining why you
think they work well together.
What information can you learn from
the illustration of Annie Oakley?
(Page 9):
She looks confident and strong, which
were important qualities for
performing trick shooting so skillfully.
What is bronco riding? (Page 13):
Broncos are untamed horses that try to
throw off the rider by jumping,
kicking, and bucking. The cowboy who
hangs on the longest is the winner.
Look back at the photographs of rodeo
events. Would you be interested in
trying one of those events? Why?
Write a paragraph to tell what you
think.
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Time Frame:
Unit: 5, Lesson 24 Grade Level: 5 Essential Question: Why would a pioneer traveler record
events in a journal?
Standards: Reading: Writing: Listening and Speaking:
RL, RI, W, SL RL5.4, 5.6; RI5.6, 5.9 W5.5
Assessment(s): Formative:
Summative:
Weekly Selected Assessment should be administered at the close of this lesson.
Reading Skill:
Cause and Effect
Figurative Language
Point of View
Students will analyze cause and effect.
Students will examine an author's use of figurative language.
Students will study the role of point of view in a story.
Students will examine how time lines can aid in comprehension.
Students will acquire information about African American pioneers.
Reading Strategy:
Analyze/Evaluate
Some cause and effect relationships are indicated by signal words such as since and because. Other signal words must be
inferred using text evidence and prior knowledge..
Cause and effect helps build the plot and structure of the story.
One way to analyze story events is to ask why they happen or how they influence other events.
WICOR Strategy:
Writing, Inquiry,
Collaboration, Organization, Reading
Text (s):
Anchor: Rachel’s Journal: The Story
of a Pioneer Girl
Paired: Westward to Freedom
Novel:
Rachel's Journal – Ask:
1. How does the author's use of dates provide a structure to the story?
2. What does "you could have heard a pin drop" say about how quiet the children were when the brave approached
them?
3. How does the first person Point of View influence how the river crossing is described?
4. Have students read the "Analyze the Text" box on page 732. Distribute graphic organizer and ask students to
identify the effect.
5. Ask students to list the causes of Will landing on the sandbar.
Westward to Freedom – Ask:
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1. What does the author men when she says that Clara Brown "overcame the disadvantage?"
2. What details support the idea that many African American Pioneers became successful in business and used their
wealth to help others?
3. What skills do you think Buddy Mason and Clara Brown had to have to become successful in the West?
Vocabulary Strategy: Using Context Day 1: Students will explore words that have the prefix /dis-/. Day 2: "Word Associations" - Students will identify a target
vocabulary word that they associate with related words. Day 3: Students will use the prefix /mis-/ to determine the meaning
of new words.
Day 4: "Idea Completion" - Students will complete sentence frames to demonstrate understanding of the target vocabulary
words.
Day 5: Students will complete a Four Square Map.
Vocabulary: rustling, beacon, balked,
mishap, lectured, surged,
disadvantage, torment, quaking, fared
TIER1
Mishap
Disadvantage
TIER 2
Rustling
Lectured
Torment
Surged
Balked
Fared
TIER 3
Beacon
Quaking
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Prewrite a Response
Essay/Evidence
Prewrite: Response Essay
Vocabulary
Response essay: writing that involves stating an opinion about a topic
Journal format: a type of writing in which a person regularly records thoughts, feelings, and observations
Day 1: Analyze the Model; Essential Question: What is a Response Essay?
I can identify and label opinion, supporting reasons, and conclusion in a response essay. (W.5.1a, W.5.1b) Day 2: Teach; Writing Focus: Evidence
I can identify the structure of a response essay, which can be organized in main idea and details. (W.5.5)
Day 3: Prewriting; Teach Exploring a topic
I can support my opinion with at least two strong reasons. (W.5.5)
Day 4: Prewrite; Teach planning a response essay
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I can identify supporting details for the reasons of my opinion using two column notes. (W.5.5) Day 5: Prewrite; Revise and edit;
I can revise and my two column chart to ensure that I have provided strong reasons with specific details from
the
story. (W.5.5, W.5.9a)
Genre Writing 2 Point Questions
1. How does Rachel interact with other characters on her journey? How do these interactions affect her
decisions? Use evidence from the text to support your answer. (CCLS: RL.5.1, RL.5.3, RL.5.9)
2. The author uses first-person point of view to tell this story. How does it affect the way the crossing of the
river is described? Use evidence from the text to support your answer. (CCLS: RL.5.6)
Standards Review Comparing and Contrasting Settings and Events 9RL5.3)
Using Details to Support Inferences in Literary Texts (RL.5.1)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready Lessons
Tier 2 students:
Reach Higher
Use the Context Cards
for Rachel’s Journal
and the definitions
from the Get Started!
activity.
Create a crossword
puzzle using the
vocabulary words and
what you know about
them. Use graph paper
and a pencil to make
your puzzle.
Use all of the
vocabulary words and
Tier 2 students:
Reach Higher
Read “Westward to
Freedom” with a
partner. Review the
timeline, Milestones in
the Westward
Movement of African
Americans. Each
partner chooses a
different topic from the
timeline to research.
Use the library or the
Internet to find facts,
details, and events
connected with the
topic.
Students should select
a book of their choice,
and at their level from
the classroom library.
Students can complete
a Stop, Think, and
Write in their notebook
about their reading.
Tier 3:
Pull-out by the
reading specialist.
Tier 2:
Write-In Reader
with teacher.
Tier 1:
Guided Reading
with teacher.
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any additional words
that you need to fill out
the puzzle. Be sure that
each word in the puzzle
has a well-written clue.
Check to be sure that
the words and clues are
numbered correctly.
Trade puzzles with a
partner and complete
each other’s puzzles.
Tier 1 students:
Challenge Yourself
Write a paragraph
using at least five of
the vocabulary words.
Use different kinds of
context clues in your
writing. You may use
synonyms, antonyms,
definitions, or
descriptions within the
same sentence—or in
nearby sentences—as
context clues
Exchange your
paragraph with a
partner. Read your
partner’s work and
underline the context
clues as you read.
Then make a new
timeline for your topic.
Use the timeline in the
selection as a model.
Add captions, a title,
dates.
Talk about your
timeline with your
partner. How are your
timelines different?
How are they the
same? After you have
finished, post your
timelines on the class
bulletin board.
Tier 1 students:
Challenge Yourself!
Read “Westward to
Freedom”
independently. Review
the text about Biddy
Mason and Clara
Brown. Use the library
or Internet to find more
information about these
African American
pioneers.
Use a Venn diagram to
compare and contrast
Biddy Mason and Clara
Brown.
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Then write a personal
response under the
diagram.
Week of: Above Level:
Fountas and Pinnell Level: W
Lexile Level: 790
On Level:
Fountas and Pinnell Level: T
Lexile Level: 920
Below Level:
Fountas and Pinnell Level: R
Lexile Level: 570
Title of Text:
"Dear Cousin"
"Gold for Chan Li"
"Down the Columbia"
Characteristics of
the Text:
(Based on Level)
Historical Fiction
Historical Fiction
Historical Fiction
Vocabulary: Rustling Beacon
Balked Mishap
Lectured Surged
Disadvantage Torment
Quaking Fared
Rustling Beacon
Balked Mishap
Lectured Surged
Disadvantage Torment
Quaking Fared
Rustling Beacon
Balked Mishap
Lectured Surged
Disadvantage Torment
Quaking Fared
Text Preview
Activity:
Discuss vocabulary.
Explain that the Great Chicago Fire of
1871 burned for several days and
destroyed about 4 square miles of the
city.
Explain that a cause may generate
more than one effect and an effect may
have more than one cause.
Discuss vocabulary.
Explain that the population of gold-
mining towns increased quickly, and
selling food and provisions to the
miners was a good way to earn a
fortune.
Understanding how an event (cause)
makes something else happen (effect)
helps readers infer relationships
between ideas.
Discuss vocabulary.
Explain that rapids and waterfalls
along the Columbia River could make
travel by boat dangerous.
Have students use a graphic organizer
to help them recognize causes and
their effects, in order to strengthen
their understanding of the text.
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Target Strategy:
Analyze / Evaluate
Analyze / Evaluate
Analyze / Evaluate
Target
Comprehension
Skill:
Cause and Effect
Cause and Effect
Cause and Effect
Questions for
Comprehension:
Possible Writing:
What were the effects of Anna's Mama
having a new baby? (Page 8):
Anna's mama became ill, which made
it necessary for Anna to care for the
baby, prepare meals, and clean. By the
end of each day Anna was exhausted.
Evaluate why Sarah's family decided
to stay in Chicago. Do you agree with
their decision? (Page 17):
Sarah's family saw that there were job
opportunities in Chicago.
Think of an event you have read or
heard about recently that has had an
effect on man people. Write a few
paragraphs in which you describe the
event and explain its multiple effects.
What caused Chan Jin to lie in a tent
on a cot? (Page 14):
Chan Jin fell while working in the gold
fields and could no longer work. With
no work, he had no money to buy food.
Analyze why Chan Jin said that Chan
Li cooked up a pot of gold. (Page 17):
Chan Li made a big pot of delicious
soup and miners were buying it with
gold.
Think of a new business in your
neighborhood that has been very
successful. Write a few paragraphs in
which you describe the causes of that
success.
What made it possible for Minnie's
family to get to Oregon City? (Page
12):
Minnie helped an injured Native
American boy. He learned that her
family was having trouble getting to
Oregon City and he offered his
family's help.
Evaluate Minnie's decision to help the
injured boy when Ma and Pa had told
her to stay away from Native
Americans. (Pages 9 -22):
It was a good idea because the boy's
family helped Minnie's family get to
Oregon City. Also, it proved that it
isn't smart to judge someone based on
outward appearances.
Pioneers faced many challenges during
the long trip west. Think of some of
the challenges faced by pioneers.
Write a paragraph describing one
challenge. What were the causes of
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this challenge? What were the effects
of this challenge?
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Time Frame:
Unit: 5, Lesson 25 Grade Level: 5 Essential Question: How did explorers help America
become the country it is today?
Standards: Reading: Writing: Listening and Speaking:
Standard Base Assessment should be administered at the close of this lesson.
Reading Skill:
Main Ideas and Details
Primary Sources
Explain Historical Events
Students will identify the main idea and details in a text.
Students will explore the use of primary sources in a text.
Students will examine how an author explains historical events.
Students will examine dialogue and theme in a play.
Reading Strategy:
Monitor/Clarify
When reading non-fiction it is important for students to monitor their understanding.
To clarify parts of the text that students find confusing, they should identify main ideas and supporting details.
Students should also re-read the text and ask questions.
WICOR Strategy:
Writing, Inquiry,
Collaboration, Organization, Reading
Text (s):
Anchor: Lewis and Clark
Paired: A Surprise Reunion
Novel:
Lewis and Clark – Ask:
1. Why did Lewis show the American Flag?
2. What would the trek over the Rockies have been like without Chief Cameahwait's horses?
3. Why were Lewis and Clark treated as heroes when they returned to Washington, D.C.?
4. How does the author feel about the accomplishments of the Lewis and Clark expedition? How do you know?
A Surprise Reunion – Ask:
1. How does the scene between Lewis and Cameahwait set up the other scenes of the play?
2. How does the last exchange between Sacagawea and Cameahwait help to reveal the theme of the play?
3. What does the narrator's last statement tell us about his or her point of view of the expedition?
Vocabulary Strategy: Analogies Day 1: Students will explore words that have the suffix /-ible/. Day 2: Students will solve analogies by analyzing how word
pairs are related. Day 3: Students will use the root "techn" to determine the meaning of words. Day 4: Students will write a
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paragraph describing a trip they took incorporating as many vocabulary words as possible. Day 5: Students will list synonyms
for each vocabulary word.
Vocabulary: expedition, techniques,
barrier, resumed, despite, edible,
fulfilled, tributaries, range, trek
TIER1
Fulfilled
TIER 2
Trek
Despite
Resumed
Edible
TIER 3
Expedition
Barrier
Techniques
Tributaries
Range
Writing to Text: Skill Genre: Opinion Writing
Short Response:
Performance Task: Write a Response Essay/
Elaboration
Performance Task: Write a Response to Literature:
You have read two historical fiction stories about young pioneers traveling west during the mid-1800s. In Tucket’s
Travel, you read about three children who endure dangerous conditions as they travel west. In Rachel’s Journal, you
read about a pioneer girl and her family traveling to California in a wagon train.
Think about the way the authors tell these two stories. Which format do you think is a better way of telling a story?
Now, write a response-to-literature essay in which you explain which format you think is more effective. Use ideas
in both stories to support your opinion. Remember that the audience for your essay is your teacher and your
classmates.
Write a Response Essay
Vocabulary
Concluding statement: the final paragraph of an essay, in which the writer sums up his or her ideas
opinion: an idea based on personal thoughts and feelings
topic sentence: the sentence that states the main idea of a paragraph
Day 1: Draft; Essential Question: What is a Response Essay?
I can draft a response essay and ensure that my opinion is clearly stated, logically ordered reasons and
concluding
statement. (W.5.1) Day 2: Draft; Writing Focus: Elaboration
I can write facts and examples using words that are both clear and appropriate to the task and audience. (W5.4)
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Day 3: Draft; Teach Introductions
I can write a strong introduction that includes a topic sentence which states my opinion/claim about the text.
(W.5.1a) Day 4: Revise;
I can revise my draft to organize my evidence by order of importance.(W.5.1b)
I can work with a partner to evaluate their writing and use guiding questions in order to assist in revision.
(W.5.10) Day 5: Revise, Edit and Publish;
I can revise and edit using Proofreading Checklist to ensure that I am publishing my writing as a speech.
(W.5.5,
W.5.6)
Genre Writing 2 Point Questions
1. Think about Lewis and Clark and History of the Fur Trade. What effects did the Lewis and Clark expedition
have on the development of the West? Give your opinion about the effect on the West. Use evidence from
the text to support your answer. (CCLS: RI.5.1, RI.5.2, RI.5.3)
2. What evidence does the author use to support his belief that Lewis and Clark found the experience
something that “they would cherish for the rest of their lives”? Use evidence from the text to support your
answer. (CCLS: RI.5.8)
Standards Review Finding Main Ideas and Details (RI.5.2)
Unfamiliar Words (RI.5.4)
RTI/Small Group Instruction Technology Word Study Writing Independent Reading Teacher Led
Students should
complete the prescribed
I-Ready Lessons.
Tier 2 students:
Reach Higher
The words in analogies
show different
relationships like
synonyms, antonyms,
size, and part of a
whole. Match the
Tier 2 students:
Reach Higher
With a small group,
talk about Lewis and
Clark. Then work
independently to list
important events that
Students should select
a book of their choice,
and at their level from
the classroom library.
Students can complete
a Stop, Think, and
Tier 3:
Pull-out by the
reading specialist.
Tier 2:
Write-In Reader with
the teacher.
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beginning of each
analogy with the
correct ending. Then
tell what kind of
relationship the words
have.
wrong is to false as
engine is to car
tiny is to tremendous
right is to true
terror is to fear
rage is to anger as
motor is to boat as
small is to large as
Tier 1 students:
Challenge Yourself!
Use the Context Cards
for the selection Lewis
and Clark.
Choose four
vocabulary words. On a
sheet of paper, make up
four sets of analogies.
Write one for each
category: synonyms,
antonyms, degree, and
part/whole or
categorize/classify.
Using index cards,
write the first part of
happened during the
expedition to the West.
Put your list in order of
importance. For
example, list the event
you think is the most
important as number
one, the next important
event as number two,
and so on.
Then compare lists as a
group. How are your
lists different? How are
they the same?
Tier 1 students:
Challenge Yourself!
Think about Lewis and
Clark. Use library
books or the Internet to
find more information
about Sacagawea.
Write a biography of
Sacagawea. Answer
these questions: What
kind of person was
Sacagawea? What
character traits did she
have? What
contributions did she
make to the Lewis and
Clark expedition?
Write in their notebook
about their reading.
Tier 1:
Guided Reading with
the teacher.
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the analogy on one card
and the second part on
another card. Do this
with all four analogies.
Invite a classmate to
match the cards to
make the analogies.
Create a cover page
with a title for your
biography. Include an
image of Sacagawea.
Post your biography on
the bulletin board.
Week of: Above Level:
Fountas and Pinnell Level: W
Lexile Level: 910
On Level:
Fountas and Pinnell Level: V
Lexile Level: 860
Below Level:
Fountas and Pinnell Level: S
Lexile Level: 700
Title of Text:
"Friends Along the Way"
"History of the Fur Trade"
"The Corps of Discovery"
Characteristics of
the Text:
(Based on Level)
Informational Text
Informational Text
Informational Text
Vocabulary: Expedition Techniques
Barrier Resumed
Despite Edible
Fulfilled Tributaries
Range Trek
Expedition Techniques
Barrier Resumed
Despite Edible
Fulfilled Tributaries
Range Trek
Expedition Techniques
Barrier Resumed
Despite Edible
Fulfilled Tributaries
Range Trek
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Text Preview
Activity:
Discuss vocabulary.
Explain that the Lewis & Clark
expedition was long and dangerous.
President Jefferson worked to ensure
the explorers had the supplies they
needed to succeed.
Remind students that for each main
idea, the author presents supporting
details.
Discuss vocabulary.
Explain that fur trappers hunted
beavers in dangerous conditions for
more than 3 decades. Some trappers
became legends.
Remind students that an author
organizes a text around main ideas,
each of which are supported by details.
Discuss vocabulary.
Explain that the journey was 3,700
miles over dangerous and uncharted
territory. Many people thought the
explorers would never return.
Realizing how an author describes a
subject can help readers identify a
main idea and provide supporting
details.
Target Strategy:
Monitor / Clarify
Monitor / Clarify
Monitor / Clarify
Target
Comprehension
Skill:
Main Ideas and Details
Main Ideas and Details
Main Ideas and Details
Questions for
Comprehension:
How does the last paragraph on page
14 help the reader understand the trip?
(Page 6):
It uses details, such as drawings of
maps and plants, that show the
importance of the explorers and their
debt to Native Americans.
What details does the author include to
support the idea that there were
problems between the Chinook and
Clatsop nations? (Page 12):
They spoke different languages and
had different cultures.
Why does the author provide details
about the Lewis and Clark
expeditions? (Page 8):
To support the main idea that it was
one of the most important expeditions
for discovery and commerce.
Why did General William Ashley
create the "Rendezvous"? (Pages 14-
15):
To allow the trappers a summertime
meeting place for trading.
What does the author's exclamation,
"What an ordeal that must have been!"
reveal about the main idea of this
passage? (Page 6):
The Corps endured severe hardships.
How does the author reinforce the idea
that the journey was dangerous? (Page
12):
dangerous rapids; waterfalls;
sickness; a bear had to be faced down.
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