/ Learning Targets / Essential Questions
Reading / RL.5.1/RI.5.1:
· Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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.5.2:
· Determine two or more ideas of a text and explain how they are supported by key details; summarize the text.
RI5.4:
· Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.9:
· Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. / RL.5.1/RI.5.1:
· I can quote accurately from a text.
· I can read closely and find answers explicitly in the text.
· I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion.
RL.5.9:
· I can define theme.
· I can identify similar themes and topic found in stories from the same genre.
· I can compare how stories in the same genre can communicate the same theme/topic.
RI.5.2:
· I can define the main idea.
· I can determine two or more main ideas of a text.
· I can identify key details in a text and explain how they support the main idea.
RI5.4:
· I can use various strategies to determine the meaning of general academic and domain specific words.
RI.5.9:
I can locate information from several texts on the same topic. / What do good readers do?
Am I clear about what I just read? How do I know?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
What makes a story a “great” story?
Writing/Language / W.5.2:
· Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
(a)Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
(b)Develop the topic with facts, definitions, and details.
(c)Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
(d)Provide a concluding statement or section.
W.5.4:
· Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.9:
· Draw evidence from literary or informational text 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. / W.5.2:
· I can introduce my topic and organize the information in my writing.
· I can use words to link information in my writing.
W.5.4
· I can use organizational/formatting structures (graphic organizers) to develop my writing ideas.
W.5.9
· I can use evidence from text to support my writing.
W.5.10
· I can write for an extended period of time.
· I can write for a variety of reasons. / What do good writers do?
What’s my purpose and how do I develop it?
Writing clearly: What makes a difference?
Final product: What does it take?
What do good researchers do?
How do I use what I know to figure out what I don’t know?
Additional Literacy / RF.5.4:
· Read with sufficient accuracy and fluency to support comprehension.
b): Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
SL.5.1:
· Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) one grade five topics and texts, building on others’ ideas and expressing their own clearly.
c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d) Review the key ideas expressed and draw conclusions in light on information and knowledge gained from the discus-sions.
L.5.1:
· Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of conjunctions, prepositions and interjections in general and their function in particular sentences.
Form and use the perfect (e.g., I had walked; I have walked) verb tenses.
L.5.2:
· Demonstrate command of the conventions of stand English, capitalization, punctuation and spelling when writing.
Use punctuation to separate items in a series.*
Use a comma to separate an introductory element from the rest of the sentence.
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles of works.
Spell grade-appropriate words correctly, consulting references as needed. / RF.5.4:
· I can read texts at my level fluently.
SL.5.1:
· I can effectively participate in group discussions.
L.5.1:
· I can define conjunction and explain its function in a sentence.
· I can define preposition and explain its function in a sentence.
L.5.2:
· I can use correct capitalization and punctuation in my writing. / How do sounds and letters create words?
What do good readers do?
Why does fluency matter?
What makes a presentation “great”?
Why is discussion important?
Suggested Learning Experiences
Reading Mini-Lessons/Shared Reading and Shared Writing LessonsSuggested Lesson Sequence
· 4 weeks: First 20 days lessons, running records and SSR free choice, instruction/practice with reading responses
· 2 weeks: Hugo Cabret read aloud infused with Comprehension toolkit lessons, guided reading groups/unit of study as guide
· 3 weeks: Study inventors using GR texts and historical fiction, using unit of study as guide; complete unit of study performance task
Resources for Launching Reading Workshop:
Utilize first 20+ days from Jan Richardson, Daily 5, or Kathy Bumgardner (www.kbumreading.com)
Fountas and Pinnell Guiding Readers and Writers
Suggested Read Aloud Books
Leonardo: Beautiful Dreamer (Robert Byrd)
Brian Selznick (Author Study) http://www.robertbyrdart.com/leonardo.html
The Invention of Hugo Cabret
http://theinventionofhugocabret.com/index.htm
Wonderstruck (New Sept 2011)
http://www.wonderstruckthebook.com/home.htm#
Comprehension Lessons
The Comprehension Toolkit Lessons
Monitoring
Cluster 1: Monitor Comprehension / Unit Texts / District Suggested Texts
1. Follow Your Inner Conversation
Listen to the voice in your head and leave tracks of your thinking / Hugo Cabret by Brian Selznick
*Any non-fiction text would be great to use with these lessons. / Train to Somewhere by Eve Bunting
Gleam and Glow
by Eve Bunting
2. Notice When You Lose Your Way
Monitoring your inner voice to focus your thinking / *Any non-fiction text would be great to use with these lessons. / ¯Stealing Beauty
Sourcebook
Any difficult text
3. Read, Write and Talk
Think your way through the text / *Any non-fiction text would be great to use with these lessons. / ¯Unicef and You: A Focus on Girls’ Education
Sourcebook
Ancient Mexico:
Where and When
Toolkit Texts 4/5
Connections
Cluster 2: Activate & Connect / Unit Texts / District Suggested Texts
4. Follow the Text Signposts
Use nonfiction features to guide learning / Toolkit Texts for Grades 4-5
· Firefighting Through the Ages
· Jack Roosevelt Robinson
*these are just a few suggestions J / ¯Lightning by Stephen Kramer
One if by Land, Two if by Sea
(A History of Us)
Sourcebook
Amazing Antarctica
Where in the World Did We Come From?
Toolkit Texts 4/5
5. Merge Your Thinking With New Learning
Read and think about new information / *To merge thinking in this lesson it would be good to find paired texts about an inventor (e.g. Thomas Edison) or other topic. / ¯Lightning by Stephen Kramer
One if by Land, Two if by Sea
(A History of Us)
Sourcebook
A River Ran Wild
by Lynne Cherry
Day of the Dead
Lightning
Toolkit Texts 2/3
Icebergs: Floating Snow Cones
Toolkit Texts 4/5
6. Connect the New to the Known
Activate and build background knowledge / *Use paired texts / My Name is Now…
Toolkit Texts 4/5
Jan Richardson Strategies
· Retell Strategies: STP/Beginning-Middle-End/Five Finger Retell/SWBS/Who? What? (pg. 160, 164, 171, 172, 211-214)
· Green Questions (pg.214)
· VIP (pg.215-217)
· Vocabulary Bookmark (PG.288)
Additional Reading Mini-Lesson/Shared Reading/Shared Writing Activities
Informational Text Graphic Organizer
As a class, we will keep a chart about the creative and inventive people we have read about; the chart will include the following information:
· Name of your person
· Where he/she lived
· When he/she lived
· What did he/she do that made him/her famous?
· What are some additional facts you found interesting?
· What adjectives would you use to describe this person? Why?
Your teacher may ask you to write your own responses on a Post-It note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. Be sure to include page numbers and the title of the book so you can refer back to the text if needed. (RI.5.4, RL.5.9)
Class Discussion Topics
· What are the common characteristics of the creative/inventive thinkers we have studied? How would we define creative/inventive thinkers? (SL.5.1a, b, RI.5.9)
· Read and compare what you learn about Leonardo da Vinci from fiction and nonfiction text (e.g., Leonardo the Beautiful Dreamer by Robert Byrd and The Usborne Book of Inventors from DaVinci to Biro by Struan Reid, Patricia Fara, and Ross Watton). How does knowing the historical information enhance your understanding of the fictional story? (RL.5.9, SL.5.1a, b, c, d)
· Usually pictures enhance a story, but sometimes pictures are part of the story, such as in The Invention of Hugo Cabret by Brian Selznick. How do pictures tell a story? Justify your answer by citing specific pages from the text during class discussion. (SL.5.1a, b, c, d, SL.5.5)
Writer’s Workshop
Launch Writer’s Workshop
· Calkins – 17 sessions (adapt lessons to meet non-fiction informative/explanatory text)
· http://curriculum.austinisd.org/la/elem/5th/documents/LA_Intermediate_1st_20_Days_Writing_1011_ENG.pdf
Informative Writing (W3):
Calkins
· Breathing Life into Essays (Unit 3)
Informative/Explanatory Writing Unit
· http://kvecelatln.weebly.com/uploads/1/3/6/6/13660466/4th-5th_informative-explanatory_writing_unit.pdf
Explorations in Nonfiction Writing
· Power Write
§ Diagram with Key p. 42
Journal Writing
Inventors are creative people who turn their ideas into reality. Leonardo da Vinci is one of many famous inventors who kept notebooks of ideas. Look at one of his original notebooks here. Start a section of your writing journal for ideas. What ideas for inventions do you have? Create lists and draw and label pictures. Share your ideas with a classmate to strengthen your ideas. (W.5.9b, W.5.5)
Reflective Essay
Write an essay response to the essential question (“How has inventive thinking, as revealed in fiction and nonfiction, changed our world?”) Your teacher may give you the opportunity to “Give one, get one” before writing your response. (W5.9.a, b, W.5.7, SL.5.4)
Word Study/Vocabulary Lessons
Begin vocabulary notebook.
http://randolphk-5instruction.wikispaces.com/Vocabulary+Resources
Use the results of the spelling inventory to plan word study sequence of instruction. Refer to Words Their Way or Word Journeys.
Word Study
As an individual and as a class, keep an index card file of words studied (e.g., Renaissance, inventiveness, inventor, innovation, creativity, creation, etc.). Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. How do the root words help us understand the meaning of the words? (Note: This will be an ongoing activity all year long.) You may also be asked to work in groups to create semantic maps of the words “creativity” and “innovation” in order to explore your understanding of these words. (RI.5.6, L.5.4a)
Music and Art
Listening/Musical Appreciation
Listen to music from the Renaissance (see Art, Music, and Media). How does this music reflect the time period in which it was written? How is it similar to and different from music you listen to today? Discuss as a class. (SL.5.1a, b)
Role Playing/Artistic Appreciation
To help you appreciate how difficult it was for Michelangelo to paint the Sistine Chapel ceiling, tape paper under your desk and then draw a detailed picture for thirty minutes without stopping. After thirty minutes, switch from pencil to paint. With your classmates, discuss the experience, and how it helps you to appreciate the work that went into creating the Sistine Chapel ceiling. Finally, write in your journal about what it must have been like to tackle a project that took years for Michelangelo to complete in difficult conditions. (SL.5.1a, b, W.5.1a, b, c, d, e, f)
Sample Performance Task and Scoring Guide/Rubric
Performance Task Example:Inventors are creative people who turn their ideas into reality.
-Think about the inventors we have studied. Choose one inventor that has inspired you the most and research more about that person and the inventions they created.
-What ideas for inventions do you have? Create lists and draw and label pictures. Share your ideas with a classmate to strengthen your ideas. Choose one invention.
-Produce a prototype or diagram of your invention.
-In an informative/explanatory essay, summarize the research about your inventor and how he/she inspired you. Explain the purpose of your invention and how it works.
-At the end of the task, you will present the information you researched and your invention to the class.
Sample Rubric for Student Invention Project
CRITERIA / EXCELLENT (4 PTS.) / PROFICIENT (3 PTS.) / DEVELOPING (2 PTS.) / LIMITED (1 PT.)
Research / Used 4 or more highly appropriate resources. / Used 3 highly appropriate resources. / Used 2 highly appropriate resources. / Used ONLY 1 highly appropriate resource.
Originality / Product shows a unique level of originality. Ideas are creative and inventive. / Product shows some original thought. / Student work lacked a sense of originality. / The piece shows little to no evidence of original thought.
Prototype/Diagram / Neat, attractive and clearly labeled. Shows exceptional effort in product. / Major parts are labeled and show effort. / Uses very few labels and shows some effort in product. / Messy and does not have labels. Shows no effort in product.