Suggested Pacing for Expeditionary Learning Module/Unit ... · 1 Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015 Grade 3 Gr. 3 Module 1-Becoming

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Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015

Grade 3 Gr. 3 Module 1- Becoming a Close Reader and Writing to Learn: The Power of Reading Around the World

Gr. 3 Unit 1- Seeking the Power of Education and Reading

Lesson # Lesson Title Date(s) 1 Talking with My Peers: Carousel of Reading Superheroes around the World

Sept. 8-12

2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School

3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary

4 Choosing a Book That Interests Me: Seeking the Superhero Reader in Me

5 Informative Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading? Sept. 15-19 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?

7 Continued Close Reading of Nasreen’s Secret School: Discussion of Questions and Evidence

8 Paragraph Writing Instruction

9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States? Sept. 22-30 10 Continued Close Reading of That Book Woman: Text Dependent Questions and Vocabulary

11 End of Unit 1 Assessment: Close Reading and Powerful Note-Taking on My Own

Gr. 3 Unit 2- Building the Power of Reading

Lesson # Lesson Title Date(s) 1 Close Reading of Thank You, Mr. Faulker: Identifying the Superpowers of Reading Oct. 6-10

2 Continued Close Reading of Thank You, Mr. Faulker, Text Dependent Questions and Vocabulary

3 Close Reading of The Boy Who Loved Words: How Do People Build Their Word Power? Oct. 13-17

4 Vocabulary: Finding the Meaning of Words in Context in The Boy Who Loved Words

5 Independent Reading : Building the Power of Stamina

6 Reading Proficiently and Independently: The Power of Setting Goals Oct. 20-24

7 Mid-Unit 2 Assessment: On-Demand Informational Writing

8 Developing Reading Fluency: Criteria for Reading Aloud

9 Developing Reading Fluency: Selecting a Text and Practicing Reading Aloud

10 Developing Reading Fluency: Beginning the End of Unit 2 Assessment Oct. 27-31

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Gr. 3 Unit 3- Accessing Books around the World

Lesson # Lesson Title Date(s) 1 Building Background Knowledge about Physical Environment: What Makes it Hard for Some People to

Get Books?

Nov. 3-7

2 Reading Maps: Locating the Countries We Have Been Reading About

3 Close Reading of Waiting for the Biblioburro: Finding the Main Message and Taking Notes

Nov. 10-14

4 Continued Close Reading of Waiting for the Biblioburro: Comparing and Contrasting the Children in

Colombia, Appalachia, Chad, and Afghanistan

5 Paragraph Writing about Waiting for the Biblioburro

6 Determining Main Idea Using Text and Illustrations: Accessing Books around the World

7 Close Reading of Excerpts from My Librarian is a Camel: How Do People Access Books around the

World?

Nov. 17-21

8 Group Discussion: Accessing Books around the World

9 Mid-Unit Assessment: Answering Text-Dependent Questions about Librarians and Organizations around

the World

10 Planning Writing: Making Notes for the Accessing Books around the World Informative Paragraph

11 Writing a First Draft: Accessing Books around the World Informative Paragraph

Nov. 24-Dec. 5

12 Revising: Developing Topic Sentences fro My Accessing Books around the World Informative Paragraph

13 Revising: Strong Conclusions for My Accessing Books Around the World Informative Paragraph

14 Revising My Accessing Books around the World Informative Paragraph for a Hook to Captivate My

Reader (optional lesson)

15 Editing and Publishing: Accessing Books around the World Informative Paragraph Dec. 8-12

16 Illustrating: Geography Icon

17 On-Demand End of Unit Assessment and Bookmark Celebration

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Gr. 3 Module 2A- Researching to Build Knowledge and Teaching Others: Adaptations and the Wide World of Frogs

Gr. 3 Unit 1- Building Background Knowledge: Learning to Become an Expert (about Frogs)

Lesson # Lesson Title Date(s) 1 Reading and Talking With Peers: A Carousel of Photos and Texts about Frogs

Dec. 15-19 2 Close Reading of Pages 4-7 of Bullfrog at Magnolia Circle: Bullfrog Habitat

3 Continued Close Reading of Pages 4-7 and 12-15 of Bullfrog at Magnolia Circle: Text-Dependent Questions

and Vivid Words and Phrases

4 Close Reading of Pages 8-11 and 16-25 of Bullfrog at Magnolia Circle: Predators and Prey

Jan 5-9 5 Continued Close Reading of Pages 8-11 and 16-25 of Bullfrog at Magnolia Circle: Text-Dependent Questions

and Vivid Words and Phrases

6 Mid-Unit Assessment: Close Reading of Pages 26-31 of Bullfrog at Magnolia Circle: Bullfrog Life Cycle Jan. 12-16 7 Close Reading of Page 32 of Bullfrog at Magnolia Circle: Main Ideas about the Bullfrog

8 Continued Close Reading of Page 32 of Bullfrog at Magnolia Circle: Text-Dependent Questions, Main Ideas,

and Key Vocabulary about the Bullfrog

9 Science Talk: How Do Bullfrogs Survive? Jan. 19-23 10 Planning Writing: Bullfrog Informational Paragraph

11 End of Unit 1 Assessment: On-Demand Writing an Informational Paragraph about How a Bullfrog Survives

Gr. 3 Unit 2- Case Study: Reading to Build Expertise about Freaky Frogs

Lesson # Lesson Title Date(s) 1 Reading Closely to Expand Understanding of Adaptations Jan. 26-30 2 Using Informational Text Features and Learning Freaky Frog Vocabulary

3 Asking and Answering Questions: Studying the Life Cycle of a Frog Feb. 2-6 4 Asking and Answering Questions: Studying the Skin of a Frog

5 Asking and Answering Questions: Reading about a Frog’s Habitat

6 Mid-Unit Assessment: Close Reading of “The Spadefoot Toad”

Feb. 9-13

7 Reading about Freaky Frogs: “The Glass Frog”, Pages 32 and 33 of Everything You Need to Know about

Frogs

8 Reading about Freaky Frogs: “The Water-Holding Frog”, Pages 36 and 37 of Everything You Need to Know

about Frogs

9 Reading about Freaky Frogs: “The Amazon Horned Frog”, Pages 20 and 21 of Everything You Need to Know

about Frogs

10 Comparing and Contrasting Two Texts about Poison Dart Frogs: Poison! Feb. 23-27 11 Comparing and Contrasting Two Texts about Poison Dart Frogs: Legs and Toes

12 Comparing and Contrasting Two Texts about Poison Dart Frogs: Eggs and Tadpoles

13 End of Unit Assessment: On-Demand Informational Paragraph about How the Poison Dart Frog Survives

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Gr. 3 Unit 3- Culminating Project: Freaky Frog Trading Cards

Lesson # Lesson Title Date(s) 1 Reading New Texts about Freaky Frogs March 2-6

2 Research Synthesis and Science Talk: Freaky Frog Research Matrix and Science Talk about How Freaky

Frogs Survive

3 Writing a First Draft: Facts and Image Side of the Freaky Frog Trading Card March 9-13

4 Publishing: Facts and Image Side of the Freaky Frog Trading Card

5 Planning Writing: Generating Criteria and Making a Plan for the Paragraph Side of the Freaky Frog

Trading Card

6 First-Person Writing Using Vivid and Precise Words March 16-20

7 Mid-Unit Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph

8 Revising: Using Vivid and Precise Verbs and Adjectives

9 Final Revision: Using Feedback and Criteria

10 Editing: Polishing Our Writing March 23-27 11 Publishing: Writing the Final Draft of My Freaky Frog Trading Card

12 End of Unit Assessment: On-Demand Assessment and Freaky Frog Trading Card Celebration

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Gr. 3 Module 3A- Analyzing Narrative and Supporting Opinions: A Study of Peter Pan Gr. 3 Unit 1- How Authors Capture Readers’ Imaginations: A Study of Peter Pan

Lesson # Lesson Title Date(s) 1 Reading and Talking with Peers: A Carousel of Pictures and texts about Peter Pan

March 30-April 1

2 Reading for Main Idea in a Chapter Book (Chapter 2)

3 Reading for Details that Capture a Reader’s Imagination and Answering Questions (Chapter 2)

4 Identifying Character Traits: A Study of Tinker Bell (Chapter 3)

5 Identifying Character Motivations: Why Do Characters Do What They Do? (Chapter 4)

April 20-24 6 Character Actions: Looking Closely at How Characters’ Actions Move the Story Forward (Chapter 5)

7 Character Analysis: Looking Closely at One Character in Peter Pan (Revisiting Chapters 1-5)

8 On Demand Mid-Unit Assessment: Character Analysis of Peter Pan (Chapter 6)

9 Supporting Opinions with Reasons: Analyzing Character’s Actions (Chapter 7)

10 Sharing Opinions and Reasons: Peter Pan Discussion Groups (Chapters 7 and 8)

April 27-30 11 Considering an Author and Reader’s Point of View: Would You Have Offered Hook a Hand? (Chapter 9)

12 End of Unit Assessment: On-Demand Paragraph: Supporting Opinion with Reasons

Gr. 3 Unit 2- Reading Like a Writer: Crafting Imagined Scenes of Peter Pan

Lesson # Lesson Title Date(s) 1 A Close Look at Setting: Getting Lost in Neverland May 4-8

2 Figurative Language: Looking Closely at Author’s Craft in Peter Pan

3 Planning a Sequence of Events: Narrative Writing of a Scene in Neverland

May 11-15

4 Drafting an Imagined Narrative: Scenes from Neverland, Part 1

5 Drafting an Imagined Narrative: Scenes from Neverland, Part 2

6 Reading Like a Writer: Looking for Words and Phrases that Show a Character’s Thoughts, Feelings and Actions

7 Revising for Dialogue: Examining How an Author Develops a Character’s Feelings

8 Reading Like a Writer: Looking for Vivid and Precise Verbs in Chapter 14

May 18-22

9 Revising Scenes: Using Words That Work- Vivid and Precise Verbs

10 Looking Carefully at Conventions: Reviewing Quotation Marks and Editing our Scenes

11 Mid-Unit Assessment: On-Demand Writing: Crafting a New Scene

12 Learning from a New Type of Literature: An Introduction to Readers Theater Scripts

13 Staging a Readers Theater: “The Birds Leave the Nest”, Based on Chapter 4 of Peter Pan May 25-29

14 Characters’ Feelings and Reading Fluency: The Mermaid Lagoon, Based on Chapter 9 of Peter Pan

15 Staging a Readers Theater: The Mermaid Lagoon (Based on Chapter 9 of Peter Pan)

16 Planning and Performing: Beginning the End of Unit 2 Assessment

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Gr. 3 Unit 3- Writing Like a Reader: Developing Opinions about the Author’s Craft in Peter Pan

Lesson # Lesson Title Date(s) 1 Planning Writing: Generating Criteria and Making a Plan for a Summary of Peter Pan

June 1-5

2 Writing a First-Draft Peter Pan Summary

3 Revising and Editing: Simple and Compound Sentences and Connections

4 Mid-Unit Assessment: Writing a Summary about Peter Pan

5 Peter Pan Opinion Writing: Generating Criteria and Choosing a Favorite Character

6 Opinion Writing: Planning Opinion and Reasons

June 8-12

7 Opinion Writing: Introducing an Opinion and Providing a Conclusion Sentence

8 Revising Opinion Writing: Strengthening My Reasons by Using Specific Details about My Character

9 Final Revision: Using Feedback and Criteria

10 On-Demand End of Unit Assessment and Celebration of Opinion Writing

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Grade 4

Gr. 4 Module 1- Becoming a Close Reader and Writing to Learn: Native Americans in New York

Gr. 4 Unit 1- Building Background Knowledge about the Haudenosaunee: The Great Peacemakers

Lesson # Lesson Title Date(s) 1 Launching the Mystery: What’s That Symbol?

Sept. 8-12

2 Practicing Reading Closely: Solving the Mystery: What’s That Symbol?

3 Practicing Reading Closely: Section 1 of the Great Law of Peace

4 Reading Closely: Sections 4 and 7 of the Great Law of Peace

5 Mid-Unit 1 Assessment and Close Reading of Section 24 of the Great Law of Peace Sept. 15-19 6 Writing to Explain: Gathering Details and Organizing Paragraphs

7 Writing to Explain: Drafting Strong Paragraphs

8 Writing to Explain: Conducting and Polishing Strong Paragraphs

9 End of Unit 1 Assessment Paragraph to Explain My Symbols on my Flag Sept. 22-26

Gr. 4 Unit 2- What is Important to the Haudenosaunee (Iroquois) People?

Lesson # Lesson Title Date(s) 1 Text Features: Introduction to the Iroquois: The Six Nations Confederacy

Sept. 29-Oct. 3

2 Taking Notes Using a Graphic Organizer, Part 1: The Iroquois: The Six Nations Confederacy

3 Taking Notes Using a Graphic Organizer, Part 2: What Was Important to the Iroquois

4 Capturing Main Idea and Details: How Life is Changing for the Iroquois

Oct. 6-10

5 Paragraph Writing

6 Mid Unit Assessment: Reading, Note-taking, and Paragraph Writing

7 Close Reading and Charting, Part 1: The Iroquois People in Modern Times

8 Close Reading and Charting, Part 2: The Iroquois People in Modern Times

Oct. 13-17

9 Reading Literature: Introduction to Eagle Song

10 Central Conflict in Eagle Song (revisit chapter 1, begin chapter 2)

11 Comparing “The (Really) Great Law of Peace” and chapter 3 of Eagle Song

12 Rereading Portions of the Iroquois Constitution and Eagle Song: “Somebody In Wanted But So”

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13 Learning from Aionwahta to Danny’s Father (chapter 4: “The Visit”) Oct. 20-23

14 How Danny Responds to Conflict (chapter 5: “The Longest Day”)

15 Inferring Theme (chapter 7: “A Falling Eagle”)

Oct. 24-29 16 Explaining the Themes of Eagle Song (chapter 8: “Peace”)

17 End of Unit 2 Assessment: Evidence-Based Paragraph Writing

Gr. 4 Unit 3- Culminating Project: A Constitution for Our School Community

Lesson # Lesson Title Date(s) 1 Analyzing Data: Conflict in Schools

Nov. 3-10

2 Written Conversations: The Need for School Constitutions

3 Close Read: Communication and Conflict Resolution Strategies

4 Mid-Unit Assessment: Reading About Conflict Resolution to Determine Main Idea and Supporting

Details

5 Creating Our Parts of the Constitution

6 Revising Our Constitution Using Powerful Words

Nov. 11-17

7 Organizing the Sections of the Constitution

8 Our Constitution: Linking Words and Phrases

9 Examining Models: Criteria for Success for Our Explanatory Paragraphs

10 Planning and Drafting Explanatory Paragraphs

Nov. 18-25

11 Critiquing and Polishing Our Explanatory Paragraphs

12 End-of-Unit Assessment: On-Demand Paragraph Writing

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Gr. 4 Module 2A-Researching to Build Knowledge and Teaching Others: Interdependent Roles in Colonial Times

Gr. 4 Unit 1- Building Background Knowledge: Life in Colonial America

Lesson # Lesson Title Date(s) 1 Discovering the Topic: Inferring and Confirming Using Evidence

Dec. 1-5

2 Inferring from a Primary Source: Close Read of Colonial Times Inventory

3 Inferring: Who Was John Allen?

4 Learning about Farms in Colonial America: Explicit versus Inferred Information

5 Mid-Unit 1 Assessment: Inferring with Pictures and Text

Dec. 8-11 6 Taking Notes Using a Graphic Organizer: Inferring about the Importance of Religion in Colonial America

7 Paragraph Writing: The Role of Religion in Colonial America Dec. 12-19

8 Taking Notes Using a Graphic Organizer: Inferring about Work and Play in Colonial America

9 End of Unit 1 Assessment: Inferring and Synthesizing (from two texts) about Life in Colonial America

Gr. 4 Unit 2- Case Study: Conducting Research on Colonial Americans

Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Colonial Craftspeople

Jan. 5-9

2 Shared Reading: Learning about Colonial Trades

3 Writing to Inform: Colonial Trades

4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job

5 Research: Identifying Categories for Our Research about the Wheelwright Jan. 12-16

6 Documenting Research: Sorting and Recording Information about the Wheelwright

7 Mid-Unit 2 Assessment: Inferring about the Silversmith Trade in Colonial Times

8 Researching and Note-Taking: Becoming an Expert on a Colonial Trade

9 Researching and Note-Taking: Building Expertise about a Colonial Trade Jan. 20-26

10 Reading and Taking Notes on Colonial Trades

11 Listening Closely and Taking Notes: Colonial Trade Podcast about the Wheelwright

12 Listening Closely and Taking Notes I Expert Groups: Colonial Trade Podcast

13 Summarizing and Synthesizing: Planning for Writing an Apprentice Wanted Ad

Jan. 27-Feb. 2

14 Synthesizing Information: Writing an Apprentice Wanted Ad

15 End of Unit 2 Assessment: Working with Two Texts- Reading, Listening, Summarizing, and Synthesizing

16 Synthesizing Research: How Colonists Were Interdependent

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Gr. 4 Unit 3- Culminating Project: Research-Based Narrative about an Event in Colonial America

Lesson # Lesson Title Date(s) 1 Preparing to Write Historical Fiction: Determining Characteristics of the Genre

Feb. 3-6

2 Planning Ideas: Developing a Colonial Character Profile

3 Practice Planning a Historical Narrative: The Wheelwright

4 Drafting a Historical Fiction Narrative: The Wheelwright

5 Planning a Historical Fiction Narrative Based on Expert Trades Feb. 9-13

6 Mid-Unit Assessment: Drafting a Historical Fiction Narrative Based on Expert Trades

7 Peer Critique: Historical Accuracy of Ideas and Vocabulary

8 Revising for Organization: Timely Transitions

9 Planning for When to Include Dialogue: Showing Character’s Thoughts and Feelings Feb. 23-27

10 Writing Dialogue: Revising Historical Narrative Drafts to Add Dialogue

11 Revising for Organization and Style: Bold Beginnings

12 Revising for Organization and Style: Exciting Endings

13 Peer Critique for Organization and Style March 2-6

14 Reviewing Conventions and Editing Peers’ Work

15 Publishing Historical Fiction Narratives

16 Writer’s Gallery and End of Unit 3 Assessment: On-Demand New Historical Fiction Narrative

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Gr. 4 Module 3A- Considering Perspectives and Supporting Opinions: Simple Machines

Gr. 4 Unit 1- Building Background Knowledge about Simple Machines through Informational Text and Literature

Lesson # Lesson Title Date(s) 1 Using Mystery Pictures and Text to Discover the Topic (Simple Machines)

March 9-13

2 Reading and Writing about Simple Machines

3 Mid-Unit Assessment and Introduction to Science Talks

4 Learning from Literature: Simple Machines Readers Theater

5 Learning from Literature Continued: Examining Text Structure, Vocabulary, and Information about

Simple Machines in the Readers Theater The Machine

March 16-20 6 Assessing Readers Theater and Performing The Machine

Gr. 4 Unit 2- Scientific Research: Researching Simple Machines: How They Help Do Work

Lesson # Lesson Title Date(s) 1 Setting Purpose for a Deeper Study of Simple Machines March 23-25

2 Reading a Scientific Experiment: The Inclined Plane

3 Reading a Scientific Text: Learning more about the Inclined Plane

March 26-April 1

4 Reading a Scientific Experiment: The Lever

5 Reading Scientific Text: Reading Closely about the Lever

6 Science Talk: Synthesizing What We Know about the Inclined Plane and Lever

7 Making Connections to Vocabulary and Mid-Unit Assessment: Interactive Word Wall and Reading and

Answering Questions about Screws

8 Reading Scientific Text: Reading Closely About the Pulley

April 27-May 1 9 Reading Scientific Text: Reading Closely about the Wheel and Axle

10 Reading a Scientific Experiment: The Pulley and Wheel and Axle

11 Science Talk: Synthesizing What We now about Simple Machines

12 Connecting Key Vocabulary and End-of-Unit Assessment Part 1: Reading and Answering Questions

about Wedges

May 4-6 13 Connecting Key Vocabulary and End-of-Unit Assessment Part 2: Reading and Answering Questions

about Experiments

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Gr. 4 Unit 3- Culminating Project: Sharing Opinions: The Most Helpful Simple Machines

Lesson # Lesson Title Date(s) 1 Reading Editorials, Part 1: Determining Authors’ Opinions

May 7-12 2 Reading Editorials, Part 2: How Authors Support Their Opinions with Reasons and Evidence

3 Reading as Writers: Identifying Characteristics of Editorials

May 13-22

4 Mid-Unit Assessment: Reading and Answering Questions about Editorials

5 Preparing to Write: Identifying Characteristics of Editorials and Determining Reasons to Support Our

Opinions about Simple Machines

6 Planning to Write Editorials: Grouping Reasons with Evidence That Supports My Opinion

7 Drafting an Editorial about a Simple Machine

8 Revising for Ideas: Interesting Introductions

May 26-June 3

9 Revising for Word Choice: Scientifically Accurate Vocabulary

10 Peer Critique: Scientific Accuracy of Ideas and Vocabulary

11 Revising for Organization: Catchy Conclusions

12 Revising for Sentence Fluency: Compound Sentences

13 Reviewing Conventions and Editing Peers’ Editorials June 4-12

14 Publishing Simple Machine Editorials

15 End of Unit Assessment, Part 1: Planning and Drafting an Editorial

16 End of Unit Assessment, Part 2: Revising to Create a Polished Editorial and Author’s Chair Celebration

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Grade 5

Gr. 5 Module 1- Becoming a Close Reader and Writing to Learn: Stories of Human Rights

Gr. 5 Unit 1- Building Background Knowledge on Human Rights

Lesson # Lesson Title Date(s) 1 Building Background Knowledge on Human Rights: Close Reading of Article 1 of the Universal Declaration

of Human Rights (UDHR)

Sept. 8-12

2 Building Background: A Short History of Human Rights

3 Vocabulary Introduction: Human Rights

4 Close Reading: The Introduction to the Universal Declaration of Human Rights

5 Mid-Unit 1 Assessment: Explaining Human Rights

Sept. 15-19

6 Close Reading: “Unpacking” Specific Articles of the UDHR

7 Close Reading: Becoming Experts on Specific Articles of the UDHR

8 Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version

9 Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account Sept. 22-23 10 Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific

Articles of the UDHR

11 End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account

Gr. 5 Unit 2- Case Study: Esperanza’s Story

Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Learning about the Historical and Geographical Setting of

Esperanza Rising (Chapter 1: “Aguascalientes, Mexico, 1924”)

Sept. 29-Oct. 6

2 Getting to Know Esperanza (Chapter 2: “Las Uvas/Grapes”)

3 Inferring about Characters Based on How They Respond to Challenges (Chapter 3: “Las

Papayas/Papayas”)

4 Inferring about Characters Based on How They Respond to Challenges (Chapter 4: “Los Higos/Figs”)

5 Connecting Informational Text with Literature: Building Background Knowledge about Mexican

Immigration, California, and the Great Depression (Chapter 5: “Las Guayabas/Guavas”)

6 Contrasting Two Settings (Chapter 6: “Los Melones/Cantaloupes”) Oct. 7-15

7 Point of View: Comparing Esperanza’s and Isabel’s Perspectives about Life in the Camp (Chapter 7: “Las

Cebollas/Onions”)

8 Understanding Themes in Esperanza Rising (Chapter 8: “Las Almendras/Almonds”)

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9 Mid-Unit 2 Assessment and Discussing Themes in Esperanza Rising: (Chapter 9: “Las Ciruelas/Plums”)

Oct. 7-15 10 Characters Changing Over Time: (Chapter 10: “Las Papas/Potatoes”)

11 Building Background Knowledge: Why do Workers Strike? (Chapter 11: “Los Aguacates/Avocados”) Oct. 16-22 12 Contrasting Perspectives: Should the Farmworkers in Esperanza Rising Go on Strike? (Chapter 12: “Los

Espárragos/Asparagus”)

13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: “Los Duraznos/Peaches”)

14 Writing, Critique, and Revising: Two- Voice Poems (Chapter 14: “Las Uvas/Grapes”)

Oct. 23-31

15 Revisiting Big Metaphors and Themes; Revising and Beginning to Perform Two Voice Poems

16 Paragraph Writing, Part I: How Esperanza Responds on the Train (revisiting Chapter 5: “Las

Guayabas/Guavas”)

17 Paragraph Writing, Part II

18 End of Unit 2 Assessment: On-Demand Analytical Essay about How Esperanza Changes Over Time

Gr. 5 Unit 3- Culminating Project: Readers Theater: Esperanza Rising, from Novel to Script

Lesson # Lesson Title Date(s) 1 Narratives as Theater, Part I: What is Readers Theater?

Nov. 3-7

2 Narratives as Theater: Esperanza Rising, from Novel to Script

3 Readers Theater and the UDHR

4 Mid-Unit Assessment: Evaluating a Novel versus a Script

5 Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights

Nov. 10-14

6 Launching Readers Theater Groups: Identifying Passages from Esperanza Rising for Readers Theater that

Connect to the UDHR

7 Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater

Scripts

8 Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and

Identifying Characters

9 End of Unit Assessment: Individual Sections of Readers Theater Script Nov. 17-25

10 Our Group Readers Theater: Managing the Sequence of Events in our Group Script

11 Our Group Readers Theater: Revising Scripts, Conclusion, and First Rehearsal

12 Performance Task: Readers Theater Second Rehearsal and Performance

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Gr. 5 Module 2A- Researching to Build Knowledge and Teaching Others: Biodiversity in Rainforests of the Western Hemisphere

Gr. 5 Unit 1- Building Background Knowledge: How Scientists Communicate about the Living Things of the Rainforest

Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Examining the Unique Living Things of the Rainforests and the Scientists

Who Study Them

Dec. 1-5

2 Reading an Interview: “Sloth Canopy Researcher: Bryson Voirin”

3 Continued Close Read of “Sloth Canopy Researcher: Bryson Voirin”

4 Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider”

5 Informational Text Features: Analyzing “Hawaii’s Endangered Happy Face Spider” Dec. 8-10

6 Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientist

7 Analyzing Documentary Videos: “Great Bear Rainforest Remote Camera Project: British Columbia, Canada Dec. 11-19

8 Synthesizing Information: Living Things in the Rainforest

9 End of Unit 1 Assessment: Comparing and Contrasting Texts about Biodiversity in the Rainforest

10 Science Talk

Gr. 5 Unit 2- The Most Beautiful Roof in the World and the Work of Rainforest Scientist Meg Lowman

Lesson # Lesson Title Date(s) 1 Introduction to The Most Beautiful Roof in the World: Why Does Meg Lowman Research the Rainforest? (p. 2-4)

Jan. 5-9

2 Reading and Writing about How to Perform a Process: How Meg Lowman Studies the Rainforest (p. 4-8)

3 Supporting an Opinion: Why Is the Rainforest Canopy a Difficult Place to Research? (p. 9-10)

4 Close-Read: Blue Creek, a Rainforest in Belize (p. 12)

5 Close Reading in Expert Groups: What Is It Like in the Rainforest Canopy? (p. 13-16) Jan. 12-16 6 Reading Informational Texts for Details: Meg’s Rainforest Experiment (p. 17-20)

7 Mid-Unit Assessment: Text-Dependent, Short Answer Quiz

8 Close- Read: Epiphytes of the Rainforest and the Creatures That Call Them Home (p. 24-26) Jan. 20-23

9 A Rainforest Folktale: Determining the Message of “The Wings of the Butterfly”, a Tukuna People Tale

10 Reading for Details: Taking an Inventory in the Rainforest (p. 28-31)

11 Reading for Fluency: Readers Theater about the Rainforest (p. 33)

12 Comparing Two Main Ideas in an Informational Text: Meg Lowman’s Methods for Researching the Rainforest

(p. 35-36)

Jan. 26-30

13 Interviewing Meg Lowman: What Does It Mean to be a Responsible Scientist? (p. 37-39)

14 Analyzing How Rainforest Scientists Communicate Their Research (p. 39-42)

15 End of Unit Assessment: On-Demand Analysis of Meg Lowman’s Research in the Rainforest

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Gr. 5 Unit 3- Reading and Writing Like a Scientist: Observing Nature, Conducting Research, and Creating a Field Journal Entry

Lesson # Lesson Title Date(s) 1 How to Write Like a Scientist in the Field: Introduction to the Elements of Field Journals

Feb. 2-5

2 Learning to Observe Closely and Record Accurately: How to Create a Field Journal

3 Writing Narratives from First-Person Point of View: Imagining Meg Lowman’s Rainforest Journal

4 Taking Notes and Citing Quotes from Text: Gathering Information on Our Rainforest Insects

Feb. 6-13

5 Structuring the Search: Categorizing Our Research

6 Conducting Research: Asking and Answering Our Questions about Rainforest Arthropods

7 Conducting Research: Analyzing a Variety of Sources to Capture Information about My Insect

8 Mid-Unit Assessment: On-Demand Note-Taking about Howler Monkeys

9 Making Inferences about Informational Text: Science Talk on How My Insect Contributes to the Rainforest

Ecosystem

Feb. 23-26

10 Blending Informative and Narrative Writing: Transforming Research Notes into Field Journal Entries

11 Writing and Revising Our Texts: Using Peer Critique to Improve First Drafts

12 Using Peer Feedback and Summarizing Our Research in Informational Text Boxes

Feb. 27-March 6

13 Revision and Illustration: Strengthening the Writing in my Rainforest Field Journal and Adding a Labeled

Drawing

14 Revising and Polishing Our Final Products

15 End of Unit Assessment: Writing a Rainforest Field Journal Entry about Howler Monkeys

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Gr. 5 Module 3A- Considering Perspectives and Supporting Opinions: Sports and Athletes’ Impact on Culture

Gr. 5 Unit 1- Building Background Knowledge: The Importance of Sports in American Culture

Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Why Are Sports Important in American Culture?

March 9-13

2 Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part I

3 Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part II

4 Mid-Unit Assessment: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture

5 Identifying Opinions and Evidence: The Importance of Sports in American Society, Part I March 16-20 6 Organizing Evidence and Writing an Opinion Paragraph: The Importance of Sports in American Society, Part II

7 End of Unit Assessment: On-Demand Opinion and Evidence Paragraph about the Importance of Sports in

American Culture

Gr. 5 Unit 2- Case Study: Promises to Keep: How Jackie Robinson Changed America

Lesson # Lesson Title Date(s) 1 Introducing Promises to Keep and Drawing Inferences: Who Is Jackie Robinson and Why Is He Important?

(pgs. 6-7)

March 23-24 2 Synthesizing From Informational Texts: Main Idea and Key Details from Promises to Keep (pgs. 8-10)

3 Comparing Multiple Accounts of the Same Topic: Learning about the Great Migration (pgs. 10-13)

March 25-April 1

4 Determining Author’s Opinions, Reasons and Evidence: Signs of Hope and Progress for African Americans in

the 1920s (pgs. 14-15)

5 Reading to Determine Important Relationships between People and Events: The Importance of the 1936

Olympics for African Americans (pgs. 16-19)

6 Comparing Multiple Accounts of the Same Topic: The Story of Bus Desegregation (p. 21)

7 Inferring Author’s Opinions and Writing Opinion Statements: Journalists’ Opinions about Segregation Post-World

War II (pgs. 22-25)

8 Explaining the Relationships between Events in a Historical Text: Contextualizing the History of Baseball (pgs. 8-

9, 25)

April 27-May 6

9 Identifying Supporting Reasons and Evidence for an Opinion: Exploring Why Jackie Robinson Was the Right

Man to Break the Color Barrier (pgs. 26-29)

10 Mid-Unit Assessment: Identifying Author’s Opinion, Reasons, and Supporting Evidence: “Courage on the Field”

11 Letters as Informational Text: Comparing and Contrasting Three Accounts about Segregation (pgs. 38-39)

12 Identifying Supporting Reasons and Evidence for an Opinion: Exploring Jackie Robinson’s Promise (pgs. 38-45)

13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Role in the Civil Rights Movement

(pgs. 50-57)

May 6-May 15

14 Writing an Introduction and Body Paragraph That Support an Opinion: Jackie Robinson’s Role in the Civil Rights

Movemen

15 Writing a Second Body Paragraph and Conclusion for an Opinion Essay: Jackie Robinson’s Role in the Civil

Rights Movement (pgs. 50-57)

18

16 Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Legacy (pgs. 58-63) May 6-May 15

17 End of Unit Assessment: Writing an Opinion Essay with Supporting Evidence about Jackie Robinson’s Legacy

Gr. 5 Unit 3- Culminating Project: Expert Groups Research and Writing an Opinion Letter

Lesson # Lesson Title Date(s) 1 Introducing New Athletes to Research: Althea Gibson and Roberto Clemente

May 18-22

2 Research: Close Read of Text 1 for Each Expert Group

3 Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group


May 26-June 3




8 Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher

9 Whole Class Model Letter Writing: Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s

Legacy

June 4-10 10 Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words

11 Whole Class Model Letter Writing: Concluding Statement and Preparing for End of Unit Assessment

12 End of Unit Assessment: Writing a Draft Letter to a Publisher about an Athlete’s Legacy June 11-19 13 Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I

14 Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II

15 Author’s Read: Final Performance Task

19


Grade 6

Gr. 6 Module 1- Myths: Not Just Long Ago

Gr. 6 Unit 1- Building Background Knowledge: Percy Jackson and the Hero’s Journey

Lesson # Lesson Title Date(s) 1 Engaging the Reader: Close Reading Part 1 of “Shrouded in Myth”

Sept. 8-12

2 Building Background Knowledge: Close Reading Part 2 of “Shrouded in Myth”

3 Meeting the Mail Character: Launching The Lightening Thief (Chapter 1)

4 Inferring about Character: Getting to Know Percy (Chapters 1 and 2)

5 Inferring about Character: Close Reading of The Lightening Thief (Chapter 3)

Sept. 15-24

6 Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightening Thief (Ch. 3, cont.)

7 Mid-Unit 1 Assessment: Making Inferences about Percy

8 The Hero’s Journey, Part 1: What Is a Hero?

9 Building Background Knowledge about the Hero’s Journey, Part 2: Acts 2 and 3 Plus Focusing on Key

Vocabulary in “The Hero’s Journey”

10 Selecting Evidence and Partner Writing: Aligning “The Hero’s Journey” and The Lightening Thief (Chapter 5)

Sept. 29-Oct. 7

11 Selecting Evidence: “The Hero’s Journey” and The Lightening Thief (Chapter 6)

12 Writing with Evidence: Percy and the Hero’s Journey (Chapter 7)

13 End of Unit 1 Assessment: Drawing Evidence from Text: Written Analysis of How Percy’s Experiences Align with

“The Hero’s Journey”

Gr. 6 Unit 2- Elements and Theme of Mythology in The Lightening Thief

Lesson # Lesson Title Date(s) 1 Reading Closely to Build Background Knowledge: “In Olden Times”

Oct. 8-17

2 Building Background Knowledge: The Myth of Cronus

3 Using Details to Determine Theme: The Myth of Cronus

4 What Makes a Myth a Myth? Comparing Cronus and “Shrouded in Myth”

5 Building Vocabulary: Working with Words about “The Key Elements of Mythology” Oct. 20-24

6 Connecting Literary and Informational Texts: Cronus and “The Key Elements of Mythology”

7 Analyzing the Model Analytical Mini-Essay: “Elements of Mythology and Theme of Cronus”

8 Exploring Allusions to Myths in The Lightening Thief: Close Reading Part 1 of Prometheus

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9 Analyzing Details in the Myth of Prometheus for Elements of Mythology and Theme Oct. 27-31

10 Drafting an Analytical Mini-Essay: Using Partner Talk and Graphic Organizers to Guide Thinking

11 Mid-Unit 2 Assessment: Writing an Analytical Mini-Essay about Mythological Elements and Theme

12 Determining Theme: Reading Myths in “Expert Groups”

Nov. 3-10

13 Connecting the Theme of the Expert Group Myth to a Theme in The Lightening Thief and to Life Lessons

14 Building Writing Skills: Receiving Feedback and Varying Sentence Structures

15 Planning for Writing: Revisiting “Key Elements of Mythology” and Determining a Theme in the Myth of Cronus

16 Planning for Writing: Studying Model Writing and Determining a Theme in The Lightening Thief

17 Planning for Writing: Introduction and Conclusion of a Literary Analysis

Nov. 12-21

18 Launching the End of Unit Assessment: Drafting Literary Analysis

19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis

20 End of Unit Assessment, Part 2: Final Draft of Literary Analysis

Gr. 6 Unit 3- Culminating Project: My Hero’s Journey Narrative

Lesson # Lesson Title Date(s) 1 “The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a

New Hero’s Journey Narrative

Nov. 24-Dec. 5 2 “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative

3 Mid-Unit Assessment and Establishing a Context for My Hero’s Journey Narrative

4 Writing : Getting Feedback, Setting Goals, and Drafting Dec. 8-12

5 Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs

6 Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s

Journey Narrative

7 End of Unit Assessment- Final Draft of Hero’s Journey Narrative

21

Gr. 6 Module 2A- “Rules to Live By…”

Gr. 6 Unit 1- Analyzing Figurative Language, Word Choice, Structure and Meaning: Bud, Not Buddy and

Steve Jobs’ Commencement Address

Lesson # Lesson Title Date(s) 1 Bud, Not Buddy: Launching the Novel and Understanding Its Context (Chapter 1)

Dec. 15-19 2 Figurative Language and Word Choice: A Closer Look at Bud, Not Buddy (Chapter 2)

3 Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)

4 Interpreting Figurative Language and Answering Selected Response Questions (Chapter 4) Jan. 5-9 5 Mid-Unit Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)

6 Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Ch. 6)

Jan. 12-16

7 Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6-8 of

Steve Jobs’ Commencement Address (and connecting to Chapter 7)

8 Getting the Gist and Determining Word Meaning: Paragraphs 12-14 of Steve Jobs’ Commencement Address

(and connecting to Chapter 8)

9 Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12-14 of Steve Jobs’

Commencement Address (and connecting to Chapter 9)

10 Getting the Gist and Determining Word Meaning: Paragraphs 20-22 of Steve Jobs’ Commencement Address

(and connecting to Chapter 10)

Jan. 20-23

11 Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20-22 of Steve Jobs’

Commencement Address (and connecting to Chapter 11)

12 End of Unit Assessment : Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

Gr. 6 Unit 2- Analyzing Structure and Communicating Theme in Literature: “If” by Rudyard Kipling and Bud, Not Buddy

Lesson # Lesson Title Date(s) 1 How Does the Author Convey Themes in Bud, Not Buddy?

Jan. 26-30

2 Introducing “If” and Noting Notices and Wonders of the First Stanza

3 Looking Closely at Stanza 1- Identifying Rules to Live By Communicated in “If”

4 Notices and Wonders of the Second Stanza of “If”

5 Looking Closely at Stanza 2- Identifying Rules to Live By Communicated in “If”

Feb. 2-6

6 Notices, Wonders, and Vocabulary of the Third Stanza of “If”

7 Looking Closely at Stanza 3- Identifying Rules to Love By Communicated in “If”

8 Mid-Unit Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

9 Qualities of a Strong Literary Argument Essay Feb. 9-13 10 Revisiting Bud’s Rules: Survive or Thrive?

22

11 Pitching Your Claim with Best Evidence Feb. 9-13

12 Selecting Evidence to Logically Support Claims

13 Writing: Drafting Body Paragraphs and Revising for Language

Feb. 23-27

14 Planning for Writing: Introduction and Conclusion of a Literary Argument Essay

15 Asking Probing Questions and Choosing a Research Topic

16 Introducing Research Folders and Generating a Research Question

17 End of Unit 2 Assessment: Final Draft of Literary Argument Essay

Unit 3- My Rule to Live By

Lesson # Lesson Title Date(s) 1 Researching Part 1: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook March 2-6

2 Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook

3 Mid-Unit 3 Assessment, Part 1: Summarizing, Analyzing and Discussing Research March 9-13

4 Mid-Unit 3 Assessment, Part 2: Summarizing, Analyzing and Discussing Research

5 Analyzing the Structure and Content of an Essay to Inform

6 End of Unit 3 Assessment, Part 1: Drafting Body paragraphs of an Essay to Inform

7 End of Unit 3 Assessment, Part 2: Drafting Introduction and Conclusion of an Evidence-Based Essay March 16-20

8 Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft

Evidence-Based Essay

9 Final Performance Task: Final Draft of Evidence-Based Essay

23

Module 3A- Reading Closely and Writing to Learn: Point of View and Perspective

Unit 1- Narrator’s Point of View and Evidence of Author’s Perspective in Dragonwings

Lesson # Lesson Title Date(s) 1 Learning from the Narrator’s Point of View: Introducing Dragonwings

March 23-27

2 Analyzing Point of View and Figurative Language: Chapter 1



5 Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting

Passages across the novel Dragonwings

6 Introducing The Lost Garden and Finding Evidence of Laurence Yep’s Perspective on What It’s Like to Fit into

Another Culture on pages 66-67 of Dragonwings

March 30-April 30

7 Inferring Laurence Yep’s Perspective on the Police from the Crime in the Neighborhood Excerpt of The Lost

Garden

8 Finding Evidence of Laurence Yep’s Perspective of the Police in Dragonwings

9 Inferring Laurence Yep’s Perspective of Being Chinese from “Being Chinese” Excerpt of The Lost Garden May 1-5 10 End of Unit 1 Assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings

and Determining Connotative Language

Unit 2- Comparing Varying Points of View of the Same Topic or Event

Lesson # Lesson Title Date(s) 1 Launching the Performance Task: The 1906 San Francisco Earthquake and Fire

May 6-8 2 Introducing “Comprehending the Calamity”

3 Analyzing Author’s Point of View: Earthquake Excerpt of “Comprehending the Calamity”

May 11-15

4 Finding the Gist of the Immediate Aftermath of “Comprehending the Calamity”

5 Analyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity”

6 Mid-Unit 2 Assessment: Analyzing the Author’s Point of View: Relief Camps

7 Qualities of a Strong Literary Analysis Essay

8 Reading for Gist and Analyzing Point of View: Moon Shadow

May 18-26

9 Making a Claim: Emma Burke’s Point of View of the Immediate Aftermath of the Earthquake

10 Making a Claim: Moon Shadow’s Point of View of the Immediate Aftermath

11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay

12 Analyzing the Purpose of a Newspaper Article

13 Researching Facts

24

14 End of Unit 2 Assessment: Final Literary Analysis May 27-29

Unit 3- Writing a Newspaper Article about the 1906 San Francisco Earthquake and Fires

Lesson # Lesson Title Date(s) 1 Writing Interview Questions

June 1-5 2 Researching: Eyewitness Accounts, Part 1

3 Researching: Eyewitness Accounts, Part 2

June 8-12

4 Mid-Unit 3 Assessment Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and

Fires

5 Mid-Unit 3 Assessment Part 2: Explaining How New Information Connects to the Topic

6 The Five Ws

7 Analyzing the Features of a Newspaper Article

8 Evaluating Eyewitness Accounts

June 15-19

9 Organizing Research: The Inverted Pyramid

10 End of Unit 3 Assessment: Drafting the Newspaper Article

11 Revising the Newspaper Article: Sentence Structure and Transitions

12 Performance Task: Final Draft of the Newspaper Article

Suggested Pacing for Expeditionary Learning Module/Unit ... · 1 Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015 Grade 3 Gr. 3 Module 1-Becoming

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