• Elementary Literacy Fifth Grade, Quarter 3 Unit 1


    Subject: Literacy
    Grade: Fifth
    Timeline4 - 4 1/2 weeks

     
    Quarter 3 Unit 1 Overview: 

    In the Valley of Fruitless Mountain, a young girl named Minli lives in a ramshackle hut with her parents.  In the evenings, her father regales her with old folktales of Jade Dragon and the Old Man of the Moon, who knows the answers to all of life’s questions.  Inspired by these stories, Minli sets off on an extraordinary journey to find the Old Man of the Moon, who knows the answers to all of life’s questions.  Inspired by these stories, Minli sets off on an extraordinary journey to find the Old Man of the Moon to ask him how she can change her family’s fortune.  She encounters an assorted cast of characters and magical creatures along the way, including a dragon who accompanies her on her quest for the ultimate answer.

     

     

     
    Quarter 3 Unit 1 Performance Task:
     
    Why did Minli pose the Dragon’s question to the Old Man of the Moon?  After reading Where the Mountain Meets the Moon, write an essay that describes the lessons Minli learned and addresses the question.  Support your discussion with evidence (ie. Reader’s Notebook) from the text.  Your work will be judged according to attached rubric.
     
    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.5.4-Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
    RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
    RI.5.5-Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
    RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
    RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
    W.5.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    W.5.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    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 here.)
    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.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
    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 here for specific expectations.)
    L.5.1-Demonstrate command of the conventions of standard English grammar and usage when writing or 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.


     

    Student Competencies:

    Students will be able to…

                    -Write an essay

                    -Identify statements of fact and opinion

                    -Use figurative language, including similes and metaphors

                    -Interpret multiple meaning words in text

                    -Identify or interpret synonyms and antonyms

                    -Know and apply grade level phonics and word analysis skills

                    -Identify how the meaning of a word changes when prefix or suffix is added

                    -Use context clues to determine meaning

                    -Uses punctuation to denote dialogue  

                    -Communicates effectively in written and oral language

                    -Orally respond using text

                    -Understand and use formal vs. informal dictation

                    -Determine connotation

                    -Determine denotation

                    -Compare and analyze characters

     


     
    Assessments:
      

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Thoroughly explains why Minli poses the Dragon’s question

     

    € Describes 3 lessons Minli learned throughout the book

    € Adequately explains why Minli poses the Dragon’s question

     

    € Describes 2 lessons Minli learned throughout the book

    € Minimally explains why Minli poses the Dragon’s question

     

    €  Describes 1 lesson Minli learned throughout the book

    € Does not explains why Minli poses the Dragon’s question

     

    € Describes no lessons Minli learned throughout the book

    ____ x 4 =

     

    ____ x 4 =

     

    ORGANIZATION

     

    €    Each paragraph contains a well-developed topic sentence and supporting details.

     

    €    Essay includes title and introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

     

    €    Most paragraphs contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and 4 of the 5 following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

     

    €    Some paragraphs contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and 3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

     

    € Paragraphs do not contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and less than 3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

     

    ____ x 2 =

     

     

     

    ____ x 2 =

     

     

     

     

    CONVENTIONS

     

    € Writing contains very few errors for the amount written

     

     

     

    € Writing contains some errors for the amount written

     

     

     

    €  Writing contains many errors for the amount written

     

     

    € Contains serious and distracting grammatical errors

     

    ____ x 2=

    TASK SPECIFIC REQUIREMENTS

     

    €   All entries into Reader’s Notebook are complete and accurate

    €   Most entries into Reader’s Notebook are complete and accurate

    €   Some entries into Reader’s Notebook are complete and accurate

    €   No entries into Reader’s Notebook are complete and accurate

    ___ x 1 =

     

     

     

                                Total = ____ / 45

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

     
    Interdisciplinary Connections:
    -Scholastic News