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HURON MIDDLE SCHOOL

TEACHER__5 th Grade Classroom Teacher __ SUBJECT/GRADE __Becoming a Writer / LA

SIOP Model (research based) August/SeptemberUnit/Theme:

Common Core Standards:Learning outcomes…

Unit 1 – The Writing Community

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Content Objective(s):Identify what students should know and be able to do….

Language Objective(s):

Students will be able to: Build a caring community and get to know one another

Get ideas for writing from read-aloud materials

Establish procedures for silent writing time

Write Freely

Enhance their analytical grammar skills through practice using their Being a Writer Skills practice booklet

Students will:

Give examples of caring community actions Explain the process of generating writing ideas from read-aloud books Compose free writing through describing, restating, and creating

Key Vocabulary:Technical terms, concept words, and other words….

Building Background:Provide a real-life context and enable students to bridge prior experiences with new learning…

Content Words Academic Wordsfuriously, consoled, family’s custom genre, text, nouns, verbs, idealiniment, ascent, descent, panorama adverbs, routinely, elaborate, themeveil, palisades sequences, compare, contrast

Building background will be done through introduction to text while making connections through whole group and partner discussion.

”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Understanding ‘quick writes’

Practice/Applications:Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities….

Read aloud books:The True Story of the 3 Little Pigs The Frog Prince Continued My Rotten Redheaded Older Brother Meteor If You Hopped Like A Frog Water Dance Musical Instruments from A to Z Scranimals “Lemonade” “Backyard Bubbles” Can It Rain Cats and Dogs? Activities:“Two True, One False” Generating ideas for writing“Retelling a Fairytale” Create an Alphabet book“Quick Writes”Being a Writer / skill practice and grammar booklet pp. (1-8)

Review/Assessment:Review objectives & vocabulary assess learning….

Individual _X__Group _X____

Reading __X___Writing __X___Listening __X___Speaking __X___

Formative: individual student conferencing for grammar, analytical writing, and fluency writing journals / notebooks NWEA Write to Learn Being a Writer / grammar booklets and skills practice

Summative: NWEA Spring language test Write to Learn Smarter Balance

SIOP Model (research based) OctoberUnit/Theme:


Unit 2 – The Writing Process

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics, texts, building on others’ ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of

two pages in a single sitting.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



Students will be able to:

Select a draft to develop and publish Revise their drafts Proofread for spelling and conventions using the word bank and proofreading

notes Write final versions and publish

Students will:

participate through speaking and listening as part of collaborating during procedures for read-aloud books.

write for varied time lengths utilizing a wide range of tasks, purposes, and audiences.

Paraphrase what an author is stating in their writing



Content Words Academic Words longhand, “in the zone”, phrases revising, proofreading, draft, final version, conventions, publishing, pronoun, possessive, preposition, writing process, clarify

Building background will be done through introduction to new text while making connections through whole group and partner discussion.

”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Utilize ‘quick writes’


Read aloud books:“More About Jon Scieszka”

Activities: confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (9-18) Writing Journals Guided revision Questioning skills “pair conferencing” Quick writes Author’s Chair sharing of published materials






SIOP Model (research based) November / December

Unit/Theme:


Unit 3 – Personal Narrative

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.RL.5.1 Quote Accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Include how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2c Link ideas within and across categories of information using words, phrases, and clauses.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 reading standards to literature.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



Students will be able to: Write about significant events that resulted in learning or change Use sensory details and write engaging openings

Write about significant experiences from own lives Explore how those experiences result in learning or change

Students will:

Use sensory details in their writing Write engaging openings Add information about learning or change Identify and correct commonly misused words

Recognize and rewrite very long sentences Key Vocabulary:Technical terms, concept words, and other words….


Content Words

cherished memento, Hartranft, shortstop, avalanche, cellar, bombardment, racket, flanking the ice, castanet, relishing, restoring ancient icons, traveling salesman, scrambles, geodes, diabetes, insulin reaction, migrant workers, renovating,

Academic Words

revision, proofreading, drafting, publication, commonly misused words, personal narrative, conventions, run-on sentences, participle phrase, sensory details, feedback, compassion,respect, autobiography


”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Utilizing ‘quick writes’


Read aloud book:Knots in My Yo-yo String: The Autobiography of a Kid Firetalking “On Respect” “On Helping Others”

Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (19-28) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Write personal narrative






SIOP Model (research based) January

Unit/Theme:


Unit 4 Fiction

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d Use concrete words and phrases and sensory details to convey experiences

and events precisely.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 reading standards to literature.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.L.5.1c Use verb tense to convey various times, sequences, states, and conditions.L.5.1d Recognize and correct appropriate shifts in verb tense. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.



Students will be able to: Develop interesting plots that make sense Informally explore conflict in plot Use descriptive, sensory details to convey character and setting Explore tense and point of view, and apply these consistently Develop interesting plots that make sense Continue to develop characters

Students will: Use descriptive details to convey character and setting Connect things that happen in the plot to what comes before and after Identify pronouns, past and present tense, first- and third-person points of view Listen for periods (pauses)


Content Wordsdescriptive language, ominous, boom, treacherous reef, towing, mousse,

Academic Wordscharacter, plot, setting, clarity, pronounfirst-person, third-person, point of view


embarked, promenade, mocha, jammed, secondhand, brownstone, altar, unfurling, dormant

tense (past, present, and future)


”think, pair, share” procedure text-to-text connections text-to-world connections

”stop and question” Utilizing ‘quick writes’


Read aloud books:The Wreck of the Zephyr Moira’s Birthday Nothing Ever Happens on 90 th Street Sweet Music in Harlem The Sweetest Fig Uncle Jed’s Barbershop The Lotus Seed Just a Dream The Summer My Father Was Ten

Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (29-38) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Writing fiction Developing character, setting, and plot


Individual __X__Group __X__




SIOP Model (research based) February

Unit/Theme: Unit 5 Expository Nonfiction


SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.5.2a Introduce a topic clearly provide a general observation and focus, and group related information logically; include formatting, headings, illustrations, and multimedia when useful to aiding comprehension.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 reading standards to literature.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.



Students will be able to:

Write persuasively about topics they care about Explore formats for persuasive essays Explore audience and purpose Select any nonfiction topic to research and write about Explore different ways to communicate information Successfully utilize sidebars and glossaries

Students will: Pre-research writing Narrow research focus Take notes and organize information by subtopic Utilize transition words (conjunctions) Cite resources Listen for periods


Content Wordstropical, sand dunes, tides, debris, fringed, sheltered, stranded, friction, rare,

Academic Wordsconjunctions, sidebars, glossaries, cultivating and expressing, pre-research, drafting, transition words, expository text features, conferring



”think, pair, share” procedure text-to-text connections text-to-world connections

”stop and question” ”Heads Together” Utilizing ‘quick writes’ Taking notes


Read aloud text:I Wonder Why the Sun Rises The Seashore Life in the Rainforest EarthquakesWildfires Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (39-47) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Writing nonfiction Pre-researching and note taking Drafting “Does it all make sense?”

Review/Assessment:

Review objectives & vocabulary assess learning….





SIOP Model (research based) March

Unit/Theme:


Unit 6 Persuasive Nonfiction

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.L.5.3 Use knowledge of language and its conventions when writing speaking, reading, or listening.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.W.5.1b Provide logically ordered reasons that are supported by facts and details.W.5.1d Provide a concluding statement or section related to the opinion presented. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


Students will be able to: Research and write about a nonfiction topic of choice Explore text features such as sidebars, glossaries, and indexes


Take research notes and organize them in a way that makes sense Use heading, transitions, and citations Generate opinions and choose topics Identifying the purpose and audience of persuasive nonfiction Use reasons to support opinions

Students will: Write clear statements of opinion Explore strong opening and conclusions Explore the use of commas in direct quotations Listen for periods Proofread drafts for spelling, punctuation, and grammar



Content Words negative consequences, excessive, sedentary lifestyles, obesity, decade, diminished, promotes, positive correlation, audio-visual stimuli, most efficient means of mass communication, Tiananmen Square incident, fall of the Berlin Wall, Vietnam, appliance, vaccines, polio epidemic, sacrifice, priorities, detergents, cosmetics, advantageous, cloned, FDA

Academic Wordspurpose, audience, persuasive , quotations, brainstorm, conclusion,conjunctions, commas in a series


”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Utilize ‘quick writes’ Generate questions and review sources of information Pre-research topics for writing


Read aloud articles and essays:

“WARNING: too Much TV is Hazardous to Your Health” “Television: The Most Disparaged Resource of the Information Age” “Animal Experimentation Saves Lives” “Animal Testing: Here Is the Truth”

Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (48-56) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Writing nonfiction

Pre-researching and note taking Drafting “Does it all make sense?”

Review/Assessment:

Review objectives & vocabulary assess learning….





SIOP Model (research based) April

Unit/Theme:


Unit 7 Poetry

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL. 5.4 Determine the meaning of the words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.10 By the end of the year read and comprehends literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.



Students will be able to: Create imagery using sensory details, metaphors Explore sounds and forms in poems Explore how poets intentionally break punctuation rules

Students will: identify text structures of poetry restate each other’s thinking create and share poetry through writing and orally verbally share reactions to poetry use metaphor and simile, personification, rhythm, rhyme, and repetition in their

poetry vary stanza and line length explore how poets follow or intentionally break punctuation rules for poetic

effectKey Vocabulary:Technical terms, concept words, and other words….


Content Wordsbrush, well-honeyed, chrysanthemums, suds, slack, moping, hatching a plot, furious, peonies, shears, nested, bouquets, flare, invisible, lingers, ponders, downpour, macintosh, sledges, foretells, crystalline, Runic rhyme, tintinnabulation, skillet, perfuming

Academic Wordsrevising, image, sound, form, ‘intentionally breaking the rules’immersion, drafting, poetic license, rhythm, rhyme, repetition, metaphor, simile, personification, line length,onomatopoeia, alliteration, stanza, proper nouns, cite, parentheses


”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Utilize ‘quick writes’ KWL on poetry

Practice/Applications: Read aloud text: Poetry

Meaningful activities, interaction, strategies, feedback….Reading, writing, listening, &/or speaking opportunities….

“September” “Umbrella” “Safety Pin” “Child Frightened by a Thunderstorm”“Fireworks” “Flamingo” “Crickets” “Windshield Wiper” Excerpt from “The Bells”“I Love the Look of Words”

Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (57-66) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Writing various forms of poetry Drafting “Does it all make sense?”






SIOP Model (research based) MayUnit/Theme:


Unit 8 Revisiting the Writing Community

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.5.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audience.


Students will be able to: Reflect on growth as writers and as community members Plan summer writing


Students will: Take responsibility for their own learning during group work Include one another and contribute to group work Explain their thinking Listen respectfully to others’ thinking Use self-monitoring questions State the main idea of stories, include supporting details and be able to

summarize their ideas. Reflect on writing



Content Words

self-monitoring, reflect, respect, summarize, express, appreciation, responsibility

Academic Words

colon, semicolon, proofread, grammar usage, punctuation, capitalization


”think, pair, share” procedure text-to-text connections text-to-self connections text-to-world connections Utilize ‘quick writes’ Review editing practices


Activities:

confer with Student Writing Handbook Being a Writer / skill practice and grammar booklet pp. (67-76) Writing Journals Guided revision Questioning skills “pair conferencing” Author’s Chair sharing of published materials Drafting “Does it all make sense?”

Reflect on growth as community members; thank classmates

Reflect on growth as writers

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