Bowling Green

Grade 5

A Reading/Writing Curriculum Map using AUSSIE

2011

Developed by

Anthony Cariati

Rich Santer

Marilyn Scala

Consultant

Table of Contents

Abstract / 3
Rationale / 4
An Overview of Reading/Writing Workshop Units / 5
Unit: Science - Space Science / 6
Space Science Vocabulary / 8
Space Science – Planetary Focused Note Taking Form / 9
Space Science - Features of Nonfiction Focused Notes Form / 10
Author Study Focused Notes Form / 11
Unit: Social Studies – Expansion & Change / 12
Expansion & Change - Unit Assignment / 14
Expansion & Change - Unit Vocabulary / 15
Expansion & Change - Roles / 16
Expansion & Change - Your Role Focused Note Taking Form / 17
Expansion & Change -Role Played Journal Rubric / 18

Abstract

This Reading/Writing Curriculum Map using AUSSIE for Grade 5 provides an annual overview as well as 2 fully developed units.

The first unit integrates science content and AUSSIE instructional methodology to address space science. This unit focuses students on exploring the feature of nonfiction and culminates in a science fair presentation.

The second unit integrates social studies content and AUSSIE instructional methodology to examine expansion and change in the United States during the late 19th century. This unit uses journals and diaries to engage students in a discussion of key issues through role playing.

Rationale

These units use AUSSIE methods to develop students’ critical thinking by growing ideas and gathering evidence from a variety of primary and secondary texts. Students will use features of nonfiction and historical fiction to comprehend content and build background knowledge. Students use their newly acquired understandings and the writing process to write a meaningful, published work for use in Reader’s Theater and science presentations.

An Overview of Reading/Writing Workshop Units – Bowling Green Grade 5

MonthReadingWriting

September - October / Exploring Nonfiction Features Through Space Science / Feature Articles
November / Analyzing Character (Fiction & NonFiction) / Poetry
December / Author Study (ie Betsy Byars, Gary Paulsen, Roald Dahl, Jerry Spinelli, Jean Craighead George, Jacqueline Woodsong, William Shakespeare) / Writing in an Author’s Style
January -February / Exploring Expansion & Change in the Late 19th Century through Journals & Diaries / Journal Writing
March / Building Comprehension through Short Texts & Guided Test Prep / DBQs
April / Examining World War II through Historical Fiction (ie Holocaust, Great Depression) / Newspaper Articles
May / Myth & Legends (ie Aztec, Inca & Maya) / Informational Picture Book
June / Biographies / Autobiography
  • Poetry integrated in various units throughout the year

Unit: Science - Space Science September - October

Reading / Possible Mini-lessons / Writing / Possible Mini-lessons
Essential Questions
  • How do forces affect motion in the solar system and life on planet earth?
  • How does a star’s size and/or age affect its system?
  • How have star patterns been interpreted by humankind?
  • What celestial bodies make up our solar system?
  • How have various types of tools and technology added to our knowledge of the universe?
Goals for Students
  • Develop critical thinking by growing ideas and gathering evidence from a variety of primary & secondary texts
  • Immerse students in text about our world, solar system, galaxy and universe
  • Notice the features of nonfiction that help us understand content & build background knowledge
  • Take focused notes to share during discussions of the essential questions
  • Access information through reading, writing, listening, speaking and multimedia
  • Use text to form hypotheses and engage in scientific inquiry
/
  • Use Forces in Space ESP kit to have student explore forces in toys in microgravity
  • Use Rocks & Minerals ESP kit to explore the geology of the Earth & Moon
  • Use text pp 522-523 and other resources to create a paper plate wheel depicting the life cycle of a star
  • Research a constellation and re-tell the myth associated with it
  • Use Planetary Focused Note Taking Form to gather notes about the planets of the Solar System
  • Use sunspotter telescopes to track sunspots and solar motion
/ Goals
  • Take guided reading notes
  • Use notes to develop hypotheses to guide scientific inquiry and form conclusions
  • Use content appropriate vocabulary in lab reporting and in published writing related to science presentations
  • Use notes to develop well-written explanations, labels and/or captions for your presentation and visual-aid
  • Use notes to develop feature articles addressing essential questions related to other groups’ topics incorporating at least 5 features of nonfiction
/
  • Take focused notes using a graphic organizer/bullet notes
  • Using Features of Nonfiction Form, identify features from a selection of non-fiction books and explain how they assist readers
  • Confer with teacher to revise initial draft of project presentation for content and clarity of explanation
  • Peer edit reports and visual-aids to determine peer understanding and spelling
  • Students take focused notes during the presentations of other groups and use the notes to write feature articles to address the essential questions

Assessment / Instructional Practices / Resources
  • Note taking
  • Lab Report
  • Science Project Presentation
  • Unit Test
/
  • Interactive Read-Alouds
  • Conferring during Guided Reading Groups
  • Independent Reading
  • Lab Report Writing
  • Conferring duringWriters’ Workshops
/
  • Science – Scott Foresman (Textbook)
  • Leveled Readers (Back of Kathy Kane–Pesant’s Room)
Level 1 – Stars & Galaxies by Martin E. Lee
Level 2 – Exploring the Universe by Annie Cambat
Level 3 – Telescopes by Barbara Fierman
Level 1 – Earth in Space by Donna Latham
Level 2 – Earth & its Neighbors by Donna Latham
Level 3 – Moon Landings by Barbara Fierman
  • Kids Discover Telescopes (LC) Mentor text for features
  • Reading Safari Magazine Our Solar System (LC) Mentor text for features
  • The Sea of Tranquility by Mark Haddon (Read-Aloud)
  • The Sky’s the Limit by Catherine Timmesh pp.10-13 Dark Matter (Read-Aloud) (LC)
  • ESP Kit - Forces in Space (BG Science Lab or Rich Santer)
  • Bill Nye Gravity (Video)
  • Bill Nye Moon (Video)
  • Science Exploration DVD Series (BG Library)
  • Discovering Space Series (BG Science Lab)

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Space Science Vocabulary

GravityLight Year

Sir Isaac NewtonAsteroids

InertiaComets

AccelerationMeteors

OrbitsMeteorites

RotationGalileo

RevolutionRefractor

NebulaReflector

SupernovaAstrolabe

Red GiantElectro-magnetic Spectrum

Black Hole

Main Sequence

Sunspots

Constellation

Galaxy

Solar Flares (Prominences)

Corona

Eclipse

Solar Wind

Solar Max

Astronomical Unit

Name: ______

Space Science – Planetary Focused Note Taking Form

Planet Distance from the Sun in AU Distance from the Sun in Miles Gravity at surface in m/s # of Moons # of Rings 2 Other interesting Facts

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto (dwarf planet)

Name: ______

Space Science - Features of Nonfiction Focused Notes Form

Feature / How it helps us as readers

Name: ______

Author Study Focused Notes Form

Book
Setting
Characters
Problem
Solution
Things You Noticed

Unit: Social Studies – Expansion & Change January - February

Reading / Possible Mini-lessons / Writing / Possible Mini-lessons
Essential Questions
  • What led to immigrants to leave their native lands?
  • How did immigration affect the westward expansion of the United States during the late 1800’s through the early 1900’s?
  • How did the government promote this expansion?
  • What inventions and developments influenced change in the United States?
  • Who are the people who influenced changes in the UnitedState during this time period?
  • How did these changes allow the United States to emerge as a world power?
Goals for Students
  • Develop critical thinking by growing ideas and gathering evidence from a variety of primary & secondary texts
  • Immerse students in text about immigration and westward movement
  • Take focused notes to share during discussions of the essential questions
  • Access information through reading, writing, listening, speaking and multimedia
/
  • Support students’ note taking through graphic organizers in guided reading groups
  • Topics may include:
-Immigration
-Transportation
-Life on the Great Plains
-Communication
-Native Americans
-Life in Cities
  • Develop a chronological outline covering key events during the time period
  • Develop a word bank/treasure chest of content appropriate vocabulary
  • Read/Discuss the text to synthesize understanding of essential questions and analyze how the various assigned role interconnect
/ Goals
  • Take guided reading notes
  • Use notes to determine assigned role’s point of view on the key issues
  • Use content appropriate vocabulary
  • Publish a role played journal
  • Participate in readers’ theater performance
/
  • Take focused notes using a graphic organizer/bullet notes
  • Use resources to illustrate journal entries
  • Confer with teacher to revise initial draft for content and voice
  • Peer edit role played journals to determine the use of content appropriate vocabulary and spelling

Assessment / Instructional Practices / Resources
  • Note-taking
  • Journal presentation
  • Reader’s Theater participation
  • Unit Test
/
  • Interactive Read-Alouds
  • Conferring during Guided Reading Groups
  • Independent Reading
  • Journal Writing
  • Conferring during Writers’ Workshops
/
  • The United States – Scott Foresman (Textbook)
  • Fire at the Triangle Factory by Holly Littlefield (LiteracyCenter - LC)
  • Life in America’s First Cities by Sally Senzell Isaacs (LC)
  • The Wright Brothers and the History of Aviation – Cobblestone December 2003 (LC)
  • New Roads, Canals and Railroads in Early-19th-Century America by Kurt Ray (LC)
  • Hour of Freedom: American History in Poetry compiled by Milton Meltzer (LC)
  • My America: A Poetry Atlas of the United States selected by Lee Bennett Hopkins (LC)
  • Children of the Wild West by Russell Freedman
  • Ten Mile Day by Mary Ann Fraser (Read-Aloud)
  • Mailing May by Michael O. Tunnell (Read-Aloud)
  • Of Thee I Sing by Barack Obama (Read-Aloud)
  • The Journal of Sean Sullivan by William Durbin
  • The Great Railroad Race by Kristina Gregory
  • Great Locomotive Chase (Walt Disney Video)
  • Felicity (American Girl Tales Video)

Expansion & Change

Unit Assignment

Your have been assigned the role of ______. You will research your role while working with the ______group.

Your task is to gather information about your role using the Focused Note Taking Form in your Focus Group as well as independent research. In your focus group you will take notes from both historic fiction and non-fiction books.

You will use your notes to create a Role Played Journal and a visual aid for use during your journal presentation. You may also wish to dress as your role would have during the late 19th century.

Your journal will be graded based on your accurate depiction of your role, your use of content appropriate vocabulary, your understanding of issues affecting your role and this period of history, the effort put forth in the creation of your visual-aid and your ability to respond to questions from your audience.

Following your journal presentation you will be re-grouped to create a Readers’ Theater based on a Key Issue facing people in the late 19th century.

Expansion & Change Unit Vocabulary

Pony ExpressRough Riders

Telegraph Buffalo Soldiers

Transcontinental RailroadStrike

Time ZonesSpanish American War

Homestead Act

Homesteaders

Sodbusters

Exodusters

Cattle Drives

Barbed Wire

Great Plains

Sitting Bull

Black Hills

Reservation

Battle of Little Big Horn

Interdependence

Corporation

Monopoly

Prejudice

Tenements

Settlement house

Labor Unions

Samuel Gompers

Expansion & Change Roles

George ShimaProspector

Chinese Immigrant in CaliforniaJohn Philip Souza

Farmer in MissouriUS Congressman

Farmer in KansasLewis Lattimer

Freed Slave Union Worker

Surveyor Teddy Roosevelt

Sodbuster Elizabeth Cady Stanton

Cattle Rancher Lucretia Mott

CowboyAndrew Carnegie

Jesse JamesJane Addams

Wyatt EarpCoal Miner

General Store Owner

Native American Chief

Buffalo Bill

Annie Oakley

Crazy Horse

US Calvary Officer

Pony Express Rider

Telegraph operator

Train Engineer

Railroad Conductor

Railroad Tycoon

Name: ______

Expansion & Change - Your Role Focused Note Taking Form

Biographical Information of Your Role
Describe your Life & Conditions?
How Does Your Role Feel About US Expansion?
How Is Your Life Changing?
What
Problems Do You Face?

Role Played Journal Rubric

Presenter’s Name:______

Role Played: ______

Accuracy of Depiction of Role / 0-25
Use of Content Appropriate Vocabulary / 0-25
Sufficient Information Provided / 0-15
Demonstration of Understanding of the Role Depicted and Issues Facing Your Role / 0-15
Visual Aid Provided to Enhance Presentation (ie maps, charts, models costume etc) / 0-15
Response to Audience Questions / 0-10

Total Score: ______

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