• Elementary Literacy Fifth Grade, Quarter 1 Unit 2


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

     
    Quarter 1 Unit 2 Overview: 

    This 4-4 ½ week unit, students focus on people and activities that shape our lives by reading texts such as Sees Behind Trees, and Dear Mrs. Parks.  They focus on characters and activities that shape our culture.  Learners quote accurately from a text when explaining what the text says and when drawing inferences.  Students determine the meaning of words and phrases as they are used figuratively in text.  They study cause and effect as well as how text is organized (i.e. sequence, question/answer, compare/contrast, or problem and solution).  Students determine a theme of a story or poem summarizing the major points of a fiction or nonfiction piece. Students demonstrate a command of the 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: expensive, independence, unfinished, governor, submarine, impression, and transportation.  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 2 Performance Task:
     
    The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity.  There will also be a District Assessment.

     
    Focus Standards:
    RF.5.3-Know and apply grade level phonics and word analysis skills in decoding words.
    RF.5.4-Read with sufficient accuracy and fluency to support comprehension.
    RL.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    RL.5.2-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
    RL.5.3-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).
    RL.5.4-Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 
    RL.5.5-Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama or poem.
    RL.5.9-Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics
    RL.5.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
    W.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    W.5.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above).
    W.5.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29).
    W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list o sources.
    W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
    W.5.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    SL.5.1-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.
    SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    SL.5.4-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.5.6-Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.   (See grade 5 Language standards 1 and 3 for specific expectations.)
    L.5.1-Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
    L.5.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening
    L.5.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
    L.5.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.
     

     

    Student Objectives/Competencies:

    Students will be able to…

     

    -Summarize relevant information from a variety of sources to draw a conclusion

    -Make inferences

    -identify character traits

    -Identify conflict, theme, and/or point of view within and among text

    -Distinguish between components of fiction and nonfiction text

    -Recognize how parts of speech within a sentence impact meaning

    -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

    -Cite textual evidence

    -Compare and contrast texts

    -Quoting and paraphrasing

    -Identify text structure

    -Understand use of conjunctions

    -Identify and use root words/affixes


     
    Assessments:
    District Assessment

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

     
    Interdisciplinary Connections:
    -Scholastic News
    -Social Studies , United States History, Unit 1, Lesson 2, p. 50