Researching to Build Knowledge and Teaching Others
Grade Level: 5th
Subject: ELA
Time Frame: Quarter 2- 8 weeks
Essential Questions
Speaking and Listening
- how can we actively listen when working in a group?
- why is it difficult to accept someone else's point of view?
- how is eye contact used to persuade others who are listening?
- when is it important to use volume as a tool for communication?
- why is it difficult to accept someone else's point of view?
- what can speakers do to make people want to listen to what they have to say?
- how does body language tell a speaker that he/she is having the desired effect on the audience?
Reading
- How do readers adjust reading strategies to better understand different texts?
- How are literary texts similar, and how are they different?
- Why does point of view matter? How does it contribute to conflict? How can understanding point of view reduce conflict?
- How do the visual and/or multimedia elements contribute to the meaning of a text?
- How and when do readers adjust reading strategies to better understand different types of text?
- What text features are most helpful and why? How do text features help readers access information?
- Why do authors use specific text features to convey a message?
- Why is it important to draw on information from multiple resources?
- How does our understanding morphology help us effectively decode and understand multi-syllabic words?
- How might context clue support us in understanding an unknown word?
- What is the difference between literary and figurative language?
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Writing
- What is the purpose of writing for different audiences?
- How do we select evidence to best support our claims?
- What is the purpose of writing for different audiences?
- How do we write to effectively explain complex topics?
- How do we use text features to convey meaning?
- How does a writer effectively structure a narrative?
- How do transition words help readers?
- How do we create visuals based on research?
- How do we cite our research?
Language Usage
- How can the use of correct vocabulary, grammar, usage, and mechanics add clarity to writing?
- How can various tools help a writer edit and revise written work?
- What do authors do to ensure they have a topic and supporting details?
- How do graphic organizers or planning guides increase the effectiveness of a writer?
By the end of the unit, students will know/be able to:
Speaking and Listening
• I can engage effectively in a range of collaborative discussions with diverse partners about fifth-grade topics and texts.
Reading
• I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
• I can analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.
• I can recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations.
- I can self-select texts to develop personal preferences regarding favorite authors.
- I can use established criteria to categorize, select, and assess texts to make informed judgments about the quality of the pieces.
• I can quote accurately from a text when explaining what the text says explicitly.
• I can determine two or more main ideas from a text and explain how they are supported by key details.
• I can summarize the text.
• I can explain the relationship between two or more individuals, events, ideas, or concepts in a scientific text based on specific information in the text.
• I can determine the meaning of general academic and domain-specific words and phrases.
• I can compare and contrast the structure of information in two or more texts.
• I can draw on information from multiple print sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• I can integrate information from several texts on the same topic in order to write about the subject knowledgeably
• I can apply my understanding of phonics and word analysis to read unfamiliar words
• I can better comprehend texts by reading with sufficient accuracy and fluency
Writing
• I can write opinion pieces, supporting a point of view with reasons and information.
- I can introduce a topic clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support my purpose.
- I can provide logically ordered reasons that are supported by facts and details
• I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• I can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
• I can produce clear and coherent writing in which the development and organization are appropriate to the purpose and audience
• With guidance and support from peers and adults, I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• I can use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
• I can conduct short research projects that use several sources to build knowledge through the investigation of different aspects of a topic.
• I can recall relevant information from experiences or gather relevant information from print and digital sources.
• I can summarize or paraphrase information in notes and finished work.
• I can provide a list of sources
Language Usage
• I can use knowledge of language and its conventions when writing
• I can determine the meaning of unfamiliar words and phrases, using a variety of strategies
Assessments
• Text Dependent Questions
• Using Quotes to Explain Relationships and Support an Opinion
• Text-Dependent Short-Answer Quiz
• Informational Writing on chosen topic
• Note Taking and Text-Dependent Questions
• Storyboard Draft
• Graphic-Style Novelette
Topics
• Revisiting norms that support group work.
• Introduction to fluency criteria and independent reading options and routines.
• Analyzing how visual elements in a graphic novel support readers’ understanding of complex ideas.
• Using quotes and paraphrased information from the text to support explanations and draw inferences.
• Using a variety of strategies to determine the meaning of unfamiliar terms.
• Using context clues and other strategies to determine the meaning of unfamiliar terms
• Recognizing and explaining relationships between people and ideas.
• Comparing and contrasting how authors structure text to support readers’ understanding of complex ideas.
• Writing to share an opinion
• Choose a new independent reading book and continue practicing fluent reading skills.
• Determining two or more main ideas in a text.
• Summarizing the ideas presented in a text.
• Read informational articles and view a video to collect information
• Using evidence from texts to support analysis and write an informative essay
• Taking notes from informational articles to use in the creation of a graphic novelette for the final performance task.
• Locating answers to a question quickly by drawing on information from multiple sources.
• Evaluating and summarizing notes to create a storyboard draft of a graphic novelette
• Adding illustrations and other graphic novel elements to storyboards that support readers’ understanding of the information presented.
• Creating informational-narrative graphic novelettes using revised and edited storyboards
• Using technology and other sources to integrate visual elements found in a graphic novel that support readers’ understanding of complex ideas.
• Use peer critique to revise and strengthen written work.
• Presentation of graphic novelettes in triads
Common Core Standards:
RL.5.1, RL.5.7, RL.5.11
RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.7,RI.5.9
RF.5.3, RF.5.4
W.5.1, W.5.2, W.5.3, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8
SL.5.1
L.5.3, L.5.4