Unit Plan

Unit Theme: 5.2 Leaders in my Community Date: Period: 5 weeks Teacher:

Subject: ______

Reform Strategy (PCEA):

Grade:  1 2 3 4 5 6 7 8 9 10 11 12

Transversal Theme:  Cultural Identity  Civic and Ethic Education Education for Peace Environmental Education Technology and Education  Education for Work

Integration:  Spanish  Social Studies Science  Math  Fine Arts  Physical Education  Health Sciences  Technology

Transfer Objective (T) and Acquisition (A)
The student will leave the class able to use his/her knowledge of leadership characteristics to better understand what it takes to be a leader and to make leadership goals for his/her own lives.
Essential Questions
What creates community? What qualities make a good leader? How do good writers keep your attention?, How do I figure out a word I do not know?
,

PERFORMANCE TASK ACTIVITIES

Days / Monday / Tuesday / Wednesday / Thursday / Friday
Standards and Expectations
5.LA.4b – use of common Greek and Latin affixes to determine meaning
5.R.FS.12 –decoding words
  • Brainstorms words he or she already knows that use this prefix.
  • Practice prefixes
  • The students will identify the problem/solution in a fictional reading about leaders
/ Standards and Expectations
5.LA.4b – use of common Greek and Latin affixes to determine meaning
5.R.1 – use depth-critical reading to describe
5.R.FS.12 –decoding words
  • Practice decoding using Attachment 5.1- Blends
  • Practice prefixes
  • The students find the most exciting part of the story
/ Standards and Expectations
5.LA.4b – use of common Greek and Latin affixes to determine meaning
5.R.3L – describe in depth character, setting and events
5.S.1 – contribute to class by following rules
5.R.FS.12 –decoding words
  • Practice decoding using Attachment 5.1- Blends
  • Practice prefixes
  • The students will work with the Plot of the reading
/ Standards and Expectations
5.R.3L – describe in depth character, setting and events
5.S.1 – contribute to class by following rules
5.S.5 – describe and explain ideas, concept using appropriate vocabulary
5.R.FS.12 –decoding words
  • Practice decoding using Attachment 5.1- Blends
  • Practice prefixes
  • The students will practice using transitional words.
. / Standards and Expectations
5.S.1 – contribute to class by following rules
5.S.5 – describe and explain ideas, concept using appropriate vocabulary
5.L.1a – listen, stay focused, ask/answer detailed questions
  • Blend spelling test
  • Practice prefixes
  • Create a word wall with transitions
  • Make a list of transitions from the reading.

1
week
Standards and expectations
5.R.3L – describe depth-character, setting, events in a story
5.L.1b – interact in socially appropriate manner
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Introduce 3 prefixes to work this week
  • Journal Writing
  • The students will select a story to read with a partner or group (of 3 or 4).
/ Standards and expectations
5.W.8 – Routine Writing
5.R.3L – describe depth-character, setting, events in a story
5.S.1 – contribute to class by following rules
5.S.5 – describe and explain ideas using appropriate vocabulary
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • Journal Writing
  • The student retells the story with a partner using time transition words. 5.2 Transition Words
/ Standards and expectations
5.W.8 – Routine Writing
5.R.3L – describe depth-character, setting, events in a story
5.R.9L – compare and contrast the treatment of similar themes
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • The students will compare and contrast the main characters of the stories read on leaders 5.2 Character Comparison Chart
/ Standards and expectations
5.W.8 – Routine Writing
5.L.1b – interact in a socially appropriate manner
5.R.9L – compare and contrast the treatment of similar themes
5.S.5 – describe and explain ideas using appropriate vocabulary
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
Attachment: 5.2
Dialogue Journal
  • The students have a small group discussion based on an essential question and use transition words from the word wall to articulate their thoughts and to comment on their peers’ ideas Attachment: 5.2 Transition Words and 5.2 Dialogue Journal
/ Standards and expectations
5.W.8 – Routine Writing
5.R.3L – describe depth-character, setting, events in a story
5.R.9L – compare and contrast the treatment of similar themes
  • Spelling tests based on blends
  • Practice prefixes
  • The students have a small group discussion based on an essential question and use transition words from the word wall to articulate their thoughts and to comment on their peers’ ideas on the similarities between a fiction and a biography 5.2 Venn Diagram

2
week.
Standards and expectations
5.W.8 – write routinely
5.S.1 – contribute to the class
5.S.3 – use appropriate vocabulary
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Introduce 3 prefixes to work this week
  • The teacher and students will discuss the qualities of a leader and the differences between a leader and a hero. Use 5.1 Graphic Organizer Word Wed to summarize leader traits
  • The students brainstorm as a class and then free write about who they consider to be a good leader.
/ Standards and expectations
5.R.1 – use depth-critical reading
5.R.3I – explain events
5.S.1 – contribute to the class
The teacher reads aloud a book (a biography) of a leader. (Abraham Lincoln or Rose Parks)
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • Ask and answer questions for reading comprehension
/ Standards and expectations
5.R.1 – use depth-critical reading
5.R.3I – explain events
5.S.1 – contribute to the class
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
Read fiction or biography about a leader
  • List the events of the story
/ Standards and expectations
5.R.1 – use depth-critical reading
5.R.3I – explain events
5.S.1 – contribute to the class
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • Read fiction or biography about a leader
  • Analyze the story using the 5.2 Story Map 2
5.2 Dialogue Journal / Standards and expectations
5.R.3I – explain events
5.R9I – integrate information from two informational text on the same topic
5.S.4 – persuade in conversation using appropriate vocabulary
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Spelling tests based on blends
  • The student compares and contrasts two books of leaders, one where the leader is a famous figures 5.2 Graphic Organizer – Character Comparison Chart
  • How are the leaders similar or different 5.2 Graphic Organizer – Venn Lines).

3
week
Standards and expectations
5.R.3I – explain events, ideas
5.R.1 – use depth-critical reading to describe
5.S.4 – persuade in conversation using appropriate vocabulary
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Introduce 3 prefixes to work this week
Performance Task - Community Leaders Interview
  • Introduce to interview by peer interview among students
  • Interview a relative you think is a leader or hero in your family.
/ Standards and expectations
5.R.1 – use depth-critical reading to describe
5.R.1 – use depth-critical reading to describe
5.S.3 – use appropriate vocabulary
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • Oral discussion about the experience of interview
  • The students discuss the findings of the interview to see the connections between them
  • The students will list the leaders traits using a Word Web
/ Standards and expectations
5.R.3I – explain events, ideas
5.R.1 – use depth-critical reading to describe
5.R.9L – compare and contrast the treatment of similar themes
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • The student brainstorms a list of leadership qualities from the characters in his/her readings.
  • Compare and contrast characteristics found in the interview in connections to the characteristics of other leaders or heroes read or discussed in class.
/ Standards and expectations
5.L.1a – ask/answer detailed questions
5.S.3 – use appropriate vocabulary
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • The students will write a two paragraph or more of the findings in the interview including the discussions done in class. Also about why this person is a leader and how he/she overcomes problems.
Prewriting
  • The student’s writing must include three to five transition words: 5.2 Transition Words).
/ Standards and expectations
5.L.1a – ask detailed questions
5.S.3 – use appropriate vocabulary
5.W.8 – Routine Writing
5.R.FS.12- decoding words
  • Practice prefixes
  • Spelling tests based on blends
Revise and edit
  • The student revises and edits his/her work or with a partner, using the 5.1 Editing Checklist

4
week
Standards and expectations
5.L.1a – ask detailed questions
5.S.4 – persuade in conversation using appropriate vocabulary
5.W.8 – write routinely
5.R.FS.12- decoding words
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Introduce 3 prefixes to work this week
Performance Task
Final Draft- Publishing
  • The students will write the final draft by editing and checking the correction made in the revision and editing process. 5.2 Writing Tool – Paragraph Checklist
/ Standards and expectations
5.S.5 – describe and explain ideas using appropriate vocabulary
5.S.4 – persuade in conversation using appropriate vocabulary
5.S.3 – use appropriate vocabulary
5.R.FS.12- decoding words
  • The students will present their work orally. They will answer questions based on their presentations.
/ Standards and expectations
5.S.4 – persuade in conversation using appropriate vocabulary
5.R.3I – explain events
5.R.FS.12- decoding words
  • The students will have a test review.
  • Practice a blend pattern form the 5.2 Blend Words list.
  • Practice prefixes
  • Transitions
  • Use of the writing process
/ Standards and expectations
5.R.3I – explain events
5.R.FS.12- decoding words
5.R.9L – compare and contrast the treatment of similar themes
5.W.8 – write routinely
Unit Test
  • Spelling tests based on blends
  • Prefixes
  • Writing process
  • Use of vocabulary
  • Transitions
/ Standards and expectations
5.S.3 – use appropriate vocabulary
5.R.3I – explain events
5.R.FS.12- decoding words
Review Blends
Performance Task – Prefix Word Tree
The student selects three major prefixes and creates a prefix tree poster that has words sharing the same meaning of the prefix. The student uses a dictionary to find example words and gives definitions in his or her own words.
5
week