unit 1 september‐november november‐february february grade/gr 5 reading.pdf · totowa ela...

Totowa ELA Curriculum Project Aligned to the NJDOE Model Curriculum

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and

the N.J. Principals and Supervisors Association.

Content Area: ELA

Course Title: Reading Grade Level: 5

Unit 1 September‐November

Unit 2 November‐February

Unit 3 February-March

Unit 4 March‐April

Unit 5 May‐June

Revised by: Anna DeBellonia





Unit Overview Content Area: Reading/ELA Unit 1 Title: Journeys Unit 1 Target Course/Grade Level: Grade 5 Unit Summary: Students will be able to answer a question about the text with strong support by quoting the text directly and making inferences from the text if necessary. Students will need to pay attention to author’s word choice as well as understand the meaning of words and the author’s use of figurative language to paint a clear picture in the reader’s mind. Students will understand that literature contains themes and they can be based on characters interactions or conflicts. Students will understand that there are interactions between story elements and events within a text as well as between differing texts throughout different genres. Students will be able to act out scripts, or theatrical productions to better understand how the usage of words support a clear picture. Point of view also plays a role in how events are described in a text and readers need to analyze different views of the same topic in order to completely understand. Interdisciplinary Connections: Visual and Performing Arts: 1.1.5.C.3 Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created. 1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 1.3.5.C.2 Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.1.5.D.2 Analyze the resource citations in online materials for proper use.





Unit Rationale: Students will determine themes from a variety of texts in varying genres and compare and contrast literary elements consisting of historical and/or scientific concepts after reading multiple texts. Students will support answers by quoting accurately from the text and summarize texts to form opinions.

Learning Targets SLO # NJSLS 1. Quote accurately from a text, and make relevant connections when explaining what

the text says explicitly and when drawing inferences from the text. RL.5.1

2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text.

RL.5.2

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL5.3

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.4

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL5.5

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

RL5.6

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL5.7

8. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL5.9

9. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RL5.10

10. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.1

11. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.2

12. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.4

13. 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.5.7

14. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.9

15. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RI.5.10

16. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.3.a

17. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally

RF.5.4.a,b,c





with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

18. 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. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.1.a,b,c,d

19. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

SL.5.2

20. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.5.3

21. 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.5.4

22. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5

23. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

SL.5.6

Unit Essential Questions: • How can an experiment clarify an idea? • How can art and performance help people

understand text? • Why is determination a good quality for a

politician to have? • How can being active in sports improve

someone’s attitude? • How can overcoming a challenge change

someone’s life? • What is the integration of ELA in Theatre?

Unit Enduring Understandings: • Good readers will identify theme of a text. • Good readers will compare and contrast literary

elements from differing texts and genres. • Good readers will support answers using evidence

from the text. • Good readers will form opinions based on

information they have read and summarize this information to support this opinion.

Unit Learning Targets: Students will ... • Be able to determine a theme of a story. • Distinguish the different elements of drama. • Practice the skills of characterization. • Compare and contrast characters, settings, and events in a story. • Be able to find and use figurative language, specifically idioms. • Distinguish between formal and informal language. • Explain how a series of events fit together.

Evidence of Learning





Summative Assessment: • Comprehension checks • Open ended questions • Rubric • LinkIt Quizzes Formative Assessments: • Exit Tickets • Observations • Pre-reading • Discussion questions • Second reading with directed questions • Vocabulary Do Now and Boxes • Comprehension check and tests • Open ended questions

Teacher Resources: Houghton Mifflin Harcourt Journeys Common Core

Integration of Technology: • LinkIt • Laptops • Internet Curriculum Development Resources: • https://www.state.nj.us/education/cccs/2016/ela/g05.pdf • https://www.state.nj.us/education/cccs/2014/career/9.pdf • https://www.state.nj.us/education/cccs/2014/tech/8.pdf • https://www.state.nj.us/education/cccs/2014/arts/standards.pdf

https://www.state.nj.us/education/cccs/2016/ela/g05.pdf

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.state.nj.us/education/cccs/2014/arts/standards.pdf





Unit Overview

Content Area: Reading/ELA Unit 2 Title: Journeys Unit 2 Target Course/Grade Level: Grade 5 Unit Summary: Readers will understand how to answer a question about the text with support by quoting directly from the text and making inferences about the text when necessary. Being able to read on an instructional level requires the reader to pay close attention to the author’s word choice, understand the meaning of these words, especially words specific to particular content areas and allow the author’s use of figurative language to draw a clear picture in their mind. Students will continue to understand how point of view has an impact on the way events are told both in literature and informational text. Students will be able to use theatre techniques to also relay information from a text. Students can use acting skills to portray what was read. Students will analyze different accounts of the same event to understand a topic completely and acknowledge that authors include evidence that support their ideas. Reading different texts on the same topic will allow students to work on comparing and contrasting as well as synthesizing information from multiple sources. Interdisciplinary Connections: Social Studies: 6.3.8.C.1 Examine the perspectives of multiple stakeholders involved in the local budget process (e.g., obtaining information, discussing priorities). Visual and Performing Arts: 1.1.5.C.1 Evaluate the characteristics of a well-made play in a variety of scripts and performances. 1.1.5.C.3 Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created. 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.3.5.C.2 Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Technology: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks





including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.1.5.D.2 Analyze the resource citations in online materials for proper use. Unit Rationale: Students will answer questions citing specific information from texts and form answers based on information read from different texts in different genres or points of view. In order to synthesize a reader’s ideas, they must distinguish between main and supporting details and be able to summarize from different sources. Students will support or oppose arguments based on information gathered from multiple sources and use this evidence to support their stance.

Learning Targets SLO # NJSLS 1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

RL5.1


RL5.2


RL.5.3


RL.5.4


RL5.5


RL5.6


RL.5.7


RL.5.10


RI.5.1


RI.5.2

11. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.3


RI.5.4

13. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.5

14. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.6






RI.5.7

16. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.8


RI.5.9


RI.5.10


SL.5.1


SL.5.2


SL.5.3


SL.5.4


SL.5.6


RF.5.3.a

25. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.5.4.a,b,c

Unit Learning Targets: Students will ... • Understand cause and effect • Quote accurately from a text and understand descriptions • Define domain-specific vocabulary • Understand characters, author’s word choice, dialect, and author’s purpose • Explain scientific ideas • Make own conclusions and generalizations • Continue working with point of view, characterization, and main ideas and details





Unit Essential Questions: • Why is it important to research and protect

endangered animals? • How can dangerous situations bring people

together? • What reasons do people have for protecting

the environment? • How can an act of courage reveal a person’s

true nature? • What can a scientist learn by observing the

behaviors of a particular animal?

Unit Enduring Understandings: • Good readers will be able to answer questions

citing specific information from texts and form answers based on information read from different texts in different genres or points of view.

• Good readers will synthesize their ideas by distinguishing between main and supporting details and be able to summarize from different sources.

• Good readers will support or oppose arguments based on information gathered from multiple sources and use this evidence to support their stance.

Summative Assessment: • Comprehension checks • Open ended questions • Rubric • LinkIt Quizzes

Formative Assessments: • Exit Tickets • Observations • Pre-reading • Discussion questions • Second reading with directed questions • Vocabulary Do Now and Boxes • Comprehension check and tests • Open ended questions


Integration of Technology: • LinkIt • Laptops • Internet Curriculum Development Resources: • https://www.state.nj.us/education/cccs/2016/ela/g05.pdf • https://www.state.nj.us/education/cccs/2014/career/9.pdf • https://www.state.nj.us/education/cccs/2014/tech/8.pdf • https://www.state.nj.us/education/cccs/2014/ss/standards.pdf • https://www.state.nj.us/education/cccs/2014/arts/standards.pdf




https://www.state.nj.us/education/cccs/2014/ss/standards.pdf






Unit Overview

Content Area: Reading/ELA Unit 3 Title: Journeys Unit 3 Target Course/Grade Level: Grade 5 Unit Summary: Students will answer questions about the text with strong support by quoting from the text directly or making inferences from the text when necessary. Students will pay attention to the author’s word choice, understand the meaning of those words, and determine meaning of figurative language used by the author to paint a picture in the reader’s mind. Students will gain an understanding of historical events and read about them in different genres (such as plays or scripts) and from different points of view. Students will continue to build skills with quoting directly from a text, but will begin pulling information from multiple sources to defend their opinion. Interdisciplinary Connections: Social Studies: 6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the Colonial era. 6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World. 6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems. 6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups. 6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed. Visual and Performing Arts: 1.1.5.C.4 Explain the function of sensory recall and apply it to character development. 1.1.5.D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.





Technology: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.1.5.D.2 Analyze the resource citations in online materials for proper use. Unit Rationale: Students will be able to summarize and determine important information and answer questions by synthesizing information from multiple sources. Students will be able to explain historical events that occurred during the American Revolution. Students will determine which text best supports their ideas and compare and contrast differing structures of texts looking at sequence of events, problem and solution, and cause and effect.


the text says explicitly and when drawing inferences from the text. RL5.1


RL5.2


RL.5.3


RL.5.4


RL5.5


RL5.6


RL5.7


RL.5.10


RI.5.1


RI.5.2


RI.5.3


RI.5.4


RI.5.5

14. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.6






RI.5.7


RI.5.9


RI.5.10


RF.5.3.a


RF.5.4


SL.5.1


SL.5.2


SL.5.4

23. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5


SL.5.6

Unit Essential Questions: • What can individuals do to help shape a new

government? • How can people’s differences of opinion lead

to a revolution? • How do individual acts of bravery shape

history? • What events or feelings would lead someone

to fight for freedom? • How are patriotism and courage related? • How has the performing arts been influenced

by history?

Unit Enduring Understandings: • Good readers will summarize and determine

important information to synthesize. • Good readers will explain the relationship

between several characters and events in history. • Good readers will answer questions by

synthesizing information from various sources. • Good readers will compare and contrast the

structure of texts looking at the sequence of events, the problem and solution, and the cause and effect.





Unit Learning Targets: Students will • Determine the cause and effect within a text • Find roles of visual elements and text and graphic features • Determine and understand fact and opinion • Identify and properly use tone • Identify and correctly use idioms • Understand how theatre and plays portray historical events. • Continue working with conclusions and generalizations and domain-specific vocabulary • Compare and contrast the structure of texts looking at the sequence of events, the problem and

solution, and the cause and effect • Explain historical events in a comprehensive way • Distinguish between main ideas and details

Evidence of Learning Summative Assessment: • Comprehension checks • Open ended questions • Rubric • LinkIt Quizzes Formative Assessments: • Exit Tickets • Observations • Pre-reading • Discussion questions • Second reading with directed questions • Vocabulary Do Now and Boxes • Comprehension check and tests • Open ended questions












Unit Overview

Content Area: Reading/ELA Unit 4 Title: Reading Literature Target Course/Grade Level: Grade 5 Unit Summary: Students will understand that a good response to a question includes quoting directly from the text, paraphrasing information, and making inferences. When using multiple texts, students must determine which text has the best information to support their ideas. Students will continue to analyze the author’s word choice, domain-specific vocabulary, and figurative language used within the text. When reading, students will also take note of the author’s tone as well as the theme the author wants you to learn from the story. Students will read different genres (theatre, historical texts, etc.) for context, character development, plot, and context clues to develop the story. Students will continue to compare and contrast characters, settings, and events on the same topic to gain a deeper understanding. With this comprehension, students will be able to utilize skills such as determining important information and summarizing to synthesize multiple passages. Interdisciplinary Connections: Visual and Performing Arts: 1.1.5.C.4 Explain the function of sensory recall and apply it to character development. 1.1.5.D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP11. Use technology to enhance productivity. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.1.5.D.2 Analyze the resource citations in online materials for proper use.





Unit Rationale: Students will be able to determine the theme of a passage and decipher the author’s tone within a passage. Students will understand and use content specific vocabulary and put together ideas from different sources in order to properly defend an answer with appropriate support. Students will be able to explain how and why visuals contribute to a story. Students will compare and contrast characters, settings, and events as well as determine the author’s purpose for writing.

Learning Targets SLO # NJSLS 1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

RL5.1


RL5.2


RL.5.3


RL.5.4


RL.5.5


RL.5.6


RL.5.7


RL5.9


RL.5.10


RI.5.1


RI.5.2


RI.5.4


RI.5.7


RI.5.8


RF.5.3.a

16. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word

RF.5.4





recognition and understanding, rereading as necessary. 17. 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. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.1.a,b,c,d


SL.5.2


SL.5.3


SL.5.4


SL.5.6

22. Explain the function of sensory recall and apply it to character development. 1.1.5.C.4

23. Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

1.2.5.A.2

24. Compare and contrast works of art in various mediums that use the same art elements and principles of design

1.1.5.D.2

25. Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.

1.4.5.A.1

Unit Essential Questions: • In what ways can illustrations enhance a

reader’s experience? • What role does imagination play in the

invention process? • What do facts and opinions contribute to a

story? • Why is it important to be aware of your

community’s needs? • What can a person learn by building a

relationship with an animal?

Unit Enduring Understandings: • Good readers will determine the theme of a story

and can infer the author’s tone. • Good readers can determine between main idea

and supporting details. • Good readers can determine the author’s purpose

for writing a specific passage. • Good readers can support their answer with

appropriate support.

Unit Learning Targets: Students will ... • Understand the author’s purpose and voice within a text • Understand the importance of visual elements, and literary devices • Determine the story structure to enhance understanding • Distinguish point of view, main ideas and supporting details, characterization, and theme • Decipher between fact and opinion • Understand the use an importance of dialogue within the text





• Preform theatrical tasks to demonstrate understanding of reading.



Integration of Technology: • LinkIt • Laptops • Internet Curriculum Development Resources: • https://www.state.nj.us/education/cccs/2016/ela/g05.pdf • https://www.state.nj.us/education/cccs/2014/career/9.pdf • https://www.state.nj.us/education/cccs/2014/tech/8.pdf • https://www.state.nj.us/education/cccs/2014/arts/standards.pdf









Unit Overview

Content Area: Reading/ELA Unit 5 Title: Reading Literature/Informational Text Target Course/Grade Level: Grade 5 Unit Summary: Students will continue answer questions with support by quoting directly from the text, paraphrasing, or making inferences. Students will use multiple texts and determine which provides the strongest support when answering a question. Students will understand that texts can have multiple themes and main ideas. Students continue to compare and contrast text on a deeper level by focusing on multiple characters, events, and settings and text structure to gain a stronger understanding of the text. Students will also analyze several points of view on the same topic as well as the importance of visual effects within the text. Interdisciplinary Connections: Social Studies: 6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World. 6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed. Visual and Performing Arts: 1.1.5.C.3 Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created. 1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. Technology: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.





8.1.5.D.2 Analyze the resource citations in online materials for proper use. 8.2.5.B.6 Compare and discuss how technologies have influenced history in the past century. Unit Rationale: Students will explain how visuals contribute to the text and how to use them to better understand a passage. Students can perform theatrical tasks to display their understanding of the text. Students will compare and contrast characters, settings, and events through different stories and put together ideas from different sources in order to support their opinion. Students will identify cause and effect and problem and solution in multiple texts.


the text says explicitly and when drawing inferences from the text. RL.5.1


RL.5.2


RL.5.3


RL.5.4


RL.5.5


RL.5.6


RL.5.7


RL.5.9


RL.5.10


RI.5.1


RI.5.2


RI.5.3


RI.5.4


RI.5.5


RI.5.8






RI.5.9


RI.5.10


RF.5.3.a


RF.5.4


SL.5.1.a,b,c,d


SL.5.2


SL.5.4


SL.5.6

Unit Essential Questions: • What does it mean to have good instincts? • How can traditions influence a person’s thoughts

and feelings? • What kinds of lessons were learned by people

who lived in the old West? • Why would a pioneer traveler record events in a

journal? • How did explorers help America become the

country it is today?

Unit Enduring Understandings: • Good readers can compare and contrast different

texts on the same topic. • Good readers can differentiate between different

accounts of the same historical event.

Unit Learning Targets: Students will ... • Understand the importance and significance of event sequence within a story • Determine the meaning of figurative language and use within their own writing • Analyze author’s word choice as well as point of view and theme • Determine the significance of visual elements and text and graphic features • Distinguish between main idea and details and cause and effect • Locate adages within the text and understand their meaning • Explain historical events





MODIFICATIONS

Based on Students’ Individual Needs

(Special Education Students, English Language Learners, Students at-Risk)

Time/General

• Allow extra time • Repeat and clarify

directions • Provide breaks in

between tasks • Have student

verbalize directions • Provide

timelines/due dates for reports and projects

Processing

• Provide extra response time

• Have student verbalize steps

• Repeat directions • Provide small group

instruction • Include partner work

Comprehension

• Provide reading material on student’s level

• Have student underline important points

• Assist student on how to use context clues to identify words/phrases

• Ensure short manageable tasks

Tests/Quizzes/Grading

• Provide extended time

• Provide study guides • Limit number of

responses

Behavior/Attention

• Establish classroom rules

• Write a contract with the student specifying expected behaviors

• Provide preferential seating

• Re-focus student as needed

• Reinforce student for staying on task

Organization

• Monitor the student and provide reinforcement of directions

• Verify the accurateness of homework assignments

• Display a written agenda





ELL Strategies

• Provide explicit, systematic instruction in vocabulary. • Ensure that ELLs have ample opportunities to talk with both adults and peers and provide

ongoing feedback and encouragement. • Expose ELLs to rich language input. • Scaffolding for ELLs language learning. • Encourage continued L1 language development. • Alphabet knowledge • Phonological awareness • Print awareness • Design instruction that focuses on all of the foundational literacy skills. • Recognize that many literacy skills can transfer across languages. • English literacy development by helping ELLs make the connection between what they know in

their first language and what they need to know in English.

• Graphic organizers • Modified texts • Modified assessments • Written/audio instruction • Shorter paragraph/essay length • Homogeneously grouped by level

Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Evaluate vocabulary • Elevate Text Complexity • Incorporate inquiry based assignments and projects • Extend curriculum • Balance individual, small group and whole group instruction • Provide tiered/multi-level activities • Include purposeful learning centers • Provide open-ended activities and projects • Offer opportunities for heterogeneous grouping to work with age and social peers as well as

homogeneous grouping to provide time to work with individual peers • Provide pupils with experiences outside the ‘regular’ curriculum • Alter the pace the student uses to cover regular curriculum in order to explore topics of interest in

greater depth/breadth within their own grade level





• Require a higher quality of work than the norm for the given age group • Promote higher level of thinking and making connections. • Focus on process learning skills such as brainstorming, decision making and social skills • Use supplementary materials in addition to the normal range of resources. • Encourage peer to peer mentoring • Integrate cross-curricular lessons • Incorporate real-world problem solving activities • Facilitate student-led questioning and discussions

unit 1 september‐november november‐february february grade/gr 5 reading.pdf · totowa ela...

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