Gathering Evidence and Speaking to Others
Grade Level: 5th
Subject: ELA
Time Frame: Quarter 4- 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 multisyllabic 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 effectively engage in discussions with diverse partners about fifth-grade topics and texts.
- I can prepare myself to participate in discussions.
- I can follow our class norms when I participate in a conversation.
- I can connect my questions and responses to what others say.
- After a discussion, I can explain key ideas about the topic being discussed.
• I can summarize the points a speaker provides.
• I can explain how the evidence a speaker provides supports the points he or she is trying to make.
• I can report on a topic or text using organized facts and details.
• I can speak clearly and at an understandable pace.
• I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate.
Reading
• I can explain what a text says using quotes from the text.
• I can describe how a narrator’s point of view influences the description of events.
- I can recognize and describe how an author’s background affects his or her perspective.
• I can analyze how visual and multimedia elements add to the meaning, tone, or beauty of literary text.
• I can read grade-level literary texts proficiently and independently.
• I can make connections between texts and other texts, my personal experience, different cultural perspectives.
• I can explain what a text says using quotes from the text.
• I can make inferences using quotes from the text.
• I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text
• I can determine the meaning of academic words or phrases in an informational text.
• I can determine the meaning of content words or phrases in an informational text.
• I can compare and contrast multiple accounts of the same event or topic.
• I can locate an answer or solve a problem efficiently, drawing from multiple informational sources.
• I can accurately synthesize information from multiple texts on the same topic.
• I can read grade-level informational texts proficiently and independently
Writing:
• I can write an opinion piece that supports a point of view with reasons and information.
- I can introduce the topic of my opinion piece.
- I can create an organizational structure in which I group together related ideas.
- I can identify reasons that support my opinion.
- I can use linking words to connect my opinion and reasons.
- I can construct a concluding statement or section for my opinion piece.
• I can write informative/explanatory texts that convey ideas and information clearly.
- I can group supporting facts together about a topic in an informative/explanatory text
- I can use text, formatting, illustrations, and multimedia to support my topic.
- I can develop the topic with facts, definitions, details, and quotations.
- I can use precise, content-specific vocabulary to inform or explain about a topic.
• I can produce clear and coherent writing that is appropriate to task, purpose, and audience.
• With support from peers and adults, I can use a writing process to produce clear and coherent writing
• With support from adults, I can use technology to publish a piece of writing.
• I can use technology to collaborate with others to produce a piece of writing.
• I can type a minimum of two pages in a single sitting.
I can build knowledge about multiple aspects of a topic by conducting research.
• I can use several sources to build my knowledge about a topic.
• I can recall information that is important to a topic.
• I can document what I learn about a topic by taking notes.
• I can summarize or paraphrase information in my notes and in finished work.
• I can provide a list of sources I used to gather information
• I can choose evidence from literary or informational texts to support analysis, reflection, and research.
• I can write for a variety of reasons
• I can create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed.
Language Usage
• I can use grammar conventions to send a clear message to a reader or listener.
- I can use verb tense to convey various times, sequences, states, and conditions.
• I can use conventions to send a clear message to my reader.
- I can use punctuation to separate items in a series.
- I can use a comma to separate an introductory word or phrase 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.
- I can consult reference materials to check and correct my spelling.
• I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.
- I can use a variety of sentence structures in my writing
• I can use a variety of strategies to read grade appropriate words and phrases I don’t know.
- I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase.
- I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means (e.g., photograph, photosynthesis).
- I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation and meaning of key words and phrases
• I can analyze the meaning of figurative and complex language.
- Interpret figurative language, including similes and metaphors, in context.
- Recognize and explain the meaning of common idioms, adages, and proverbs.
- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Assessments
• Text-Dependent Short-Answer Questions
• Essay on chosen topic
• Analyzing a New Narrative
• Taking and Organizing Notes for a Public Speech
- Opinion Speech on chosen topic
Topics
• Building Background Knowledge and Making Inferences
• Synthesizing Information from Texts
• Organizing Evidence from Multiple Informational Texts to Prepare for Writing
• How a Narrator’s Point of View Influences the Description of Events
• Analyzing Imagery in Literature
• Analyzing Figurative Language
• Analyzing Author’s Background
• Creating Artwork in Response to a Guiding Question
• Researching Using Multiple Texts
Common Core Standards:
RL.5.1, RL.5.6, RL.5.7, RL.5.10, RL.5.11
RI.5.1, RI.5.3, RI.5.4, RI.5.6, RI.5.7, RI.5.9, RI.5.10
W.5.1, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, W.5.11
SL.5.1, SL.5.3, SL.5.4, SL.5.6
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5