Considering Perspectives and Supporting Opinions
Grade Level: 5th
Subject: ELA
Time Frame: Quarter 3- 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.
• I can summarize information presented in diverse media and formats, including visually, quantitatively, and orally
• I can summarize ideas shared during group discussions and explain how speakers’ ideas are supported by reasons and evidence.
Reading
• 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 analyze multiple accounts of the same topic, noting important similarities and differences in the point of view they represent.
• I can explain how the author uses reasons and evidence to support particular points in a text.
• I can integrate information from several texts on the same topic in order to write about the subject knowledgeably.
• I can read and comprehend informational texts independently and proficiently
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 link opinion and reasons using words, phrases, and clauses.
- I can provide a concluding section related to the opinion presented.
• 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 conduct short research projects that use several sources to build knowledge through 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.
• I can draw evidence from literary or informational texts to support analysis, reflection, and research.
Language Usage
• I can demonstrate command of the conventions of standard English grammar and usage when writing.
- I can use verb tense to convey various times, sequences, states, and conditions.
- I can recognize and correct inappropriate shifts in verb tense.
• I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- I can use punctuation to separate items in a series
- I can use a comma to separate an introductory element from the rest of the sentence.
- I can use underlining, quotation marks, or italics to indicate titles of works.
- I can spell grade-appropriate words correctly, consulting references as needed.
• I can determine the meaning of unfamiliar words and phrases, using a variety of strategies.
- I can use context as a clue to the meaning of a word or phrase.
- I can use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
- I can consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
• I can demonstrate understanding of word relationships and nuances in word meaning.
- I can use relationships between words to better understand the meaning of words.
Assessments
• Text-Dependent and Short Answer Questions
• Note-Taking and Summarizing
• Research and Response on a chosen topic
• Note-Taking, Analysis, and Reflection
- Editorial Essay
Topics
• Revisiting norms that support group work
• Summarizing a text read aloud
• Analyzing the relationships between words to better understand their meaning
• Using a variety of strategies to determine the meaning of unfamiliar words and phrases
- Selecting texts for independent reading, based on established criteria
• Determining two main ideas, based on key details
• Summarizing text.
• Identifying and explaining relationships, by quoting accurately from the text
• Using a variety of strategies to determine the meaning of unfamiliar words and phrases
• Explaining what a text says and making inferences by quoting accurately from the text
• Determining the meaning of unfamiliar words and phrases using context and reference materials
• Integrating information from several texts on the same topic to speak knowledgeably about a subject
• Conducting short research projects, using a variety of sources, to build knowledge about a topic
• Gathering information from print and digital sources
• Paraphrasing information in notes
• Citing sources
• Engaging in collaborative discussions with peers, effectively
• Summarizing information presented in diverse formats
• Analyzing different points of view regarding an issue, noting similarities and differences
• Explaining how an author used reasons and evidence to support particular points
• Paraphrasing information in notes
• Drawing on evidence to support research, analysis, and reflection
• Determining the meaning of unfamiliar
words and phrases using context and reference materials
• Analyzing the relationships between words to better understand their meaning
• Engaging in collaborative discussions with peers
• Developing a well-organized opinion piece
• Gathering relevant information from sources to summarize notes in finished work
Common Core Standards:
RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.6, RI.5.8, RI.5.9, RI.5.10
W.5.1, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9a
SL.5.1, SL.5.2, SL.5.3
L.5.1, L.5.2, L.5.4, L.5.5