• Elementary Literacy Fifth Grade Quarter 1 Unit 1


    Subject: Literacy
    Grade: Fifth
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 1 Unit 1 Overview: 

    In this 4-4 1/2 week unit students look at characters and activities that shape our culture.  Students will read We’ll Never Forget You, Roberto Clemente, The Boonsville Bomber, Anything is Possible (poem) and a choice of biographies.  They will study how text is organized (i.e. cause and effect, sequence, question/answer, compare/contrast, or problem and solution).  Students will identify the theme(s) and summarize the major points of a fiction or nonfiction piece.  They will practice conventions of standard English as they read and write with accuracy and clarity. During Word Study, students will be exposed to high frequency words and the following Nifty Thrifty Fifty words: composer, hopeless, richest, discovery, impossible, unfriendly, encouragement and musician.  The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.


     
    Quarter 1 Unit 1 Performance Task:
     

    RAFT:  You will write as if you are a tour guide in a hall of fame.  You will write a 3-5 minute speech to be heard by a group of visitors to the museum. Your piece of writing’s purpose will be to inform visitors of the new inductee and his or her contributions.

     

    Rafts

    Writer’s Role:

    You will write as though you are a tour guide of the ________ hall of fame:

    Writer’s Audience:

    To be heard by a group of visitors to the museum

    Format:

    The writing will take the format of a 3-5 minute speech

    Topic:

    Will be about inductees to the ________hall of fame

    *Your piece of writing’s purpose will be to inform visitors of the new inductee and his or her contributions.

    See rubric

    of writing’s purpose will be to inform visitors of the new inductee and his or her contributions.
    See rubric

     
    Focus Standards:

    CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inference.

    CC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text..

    CC.1.1.4.E Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language

    CC.1.3.4.A Determine the theme of a text from details in the text; summarize the text.

    CC.1.3.4.F Determine the meaning of words and phrases used in grade level text, including figurative language

    CC1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text

    CC.1.1.4.D Know and apply grade level phonics and word analysis skills in decoding words.

    CC.1.3.4.E Explain major differences between poems, drama and prose and refer to the structural elements of each when writing or speaking about a text.

    CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

    CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

    CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    CC.1.3.4.A Cite relevant details from text to support what the text says explicitly and make inference.

    CC1.4.4.M Write narratives to develop real or imagined experiences or events.

    CC.1.4.4.W Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

    CC.1.4.4.R Demonstrate a grade appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling.

    CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

    CC1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters.

    CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

     
     
     
     

     

    Student Objectives/Competencies:

    Students will be able to…

                    -Distinguish between components of fiction and nonfiction text

                    -Recognize how parts of speech within a sentence impact meaning and sentence structure

                    -Apply word analysis skills (e.g. syllabication, root words, prefixes, suffixes, inflectional ending) to read and unlock word meaning

                    -Locate credible sources of information, including information gathered from websites

                    -Use appropriate presentation skills (pacing, audibility, eye contact, etc.)

                    -Determine essential and nonessential information from text

                    -Determine main idea

                    -Determine how main idea is supported by details

                    -Summarize

                    -Cite textual evidence

                    -Quote accurately

                    -Identify and use root words/affixes

                    -Recognize text structure

                    -Compare and contrast characters, settings and events

                    -Produce sentence types

                    -Use punctuation in dialogue

     


     
    Assessments:
    Q1U1 Rubric                                                                                                                                                                     

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Speech contains many appropriate components (i.e. name, birthday, hometown, background, achievements, & other important facts)

    € Speech contains some appropriate components (i.e. name, birthday, hometown, background, achievements, & other important facts)

    € Speech contains few appropriate components (i.e. name, birthday, hometown, background, achievements, & other important facts)

    € Speech has no appropriate components

    ____ x 4 =

    ORGANIZATION

     

     

    € RAFT components to include: Role, Audience, Format, Topic

     

     

     

    € RAFT components to include3 of the following: Role, Audience, Format, Topic

     

    € RAFT components to include2 of the following: Role, Audience, Format, Topic

     

    € No attempt made to follow RAFT

     

    ____ x 3 =

     

     

     

     

    CONVENTIONS

     

    € Throughout the entire speech, student uses standard English grammar

    €    Throughout most of the speech, student uses standard English grammar

    €  Throughout some of the speech, student uses standard English grammar

    € Student does not use standard English grammar

    ____ x 2=

     

     

    TASK SPECIFIC REQUIREMENTS

    € Presentation includes all appropriate elements (pacing, audibility, eye contact and appropriate length)

    € Presentation includes many appropriate elements (pacing, audibility, eye contact and appropriate length)

    € Presentation includes some appropriate elements (pacing, audibility, eye contact and appropriate length)

    Presentation has no appropriate elements

     

     

    ____ x 3=

     

     

                  Total = ____ / 36

     
     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News