Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. What Makes a Sustainable Community?
This module includes attachments. / Students will be able to:
include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5.SL.5)
acquire and use accurately grade-appropriate academic and domain specific words and phrases, including those that signal contrasts, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (5.L.6) / Extended/Short Texts:
Serving Your Community,Christin Ditchfield
It’s Our World, Too!: Young People Who Are Making a Difference, Philip Hoose
Multicultural Adoptions:
If the World Were a Village: A Book About the Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities.
KWL-Introduction to the topic / Formative Assessments:
Community Poster
Students create a poster of the ideas from the Articles, Serving Your Community and It’s Our World, Too!: Young People Who Are Making a Difference about what makes up a sustainable community.
KWL Chart
What makes a sustainable community? / KWL Chart
What makes a sustainable community?
Jigsaw Activity
2. Types of Communities
This module includes attachments. / Students will be able to:
compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.(5.RI. 9) / Extended/Short Texts:
Grow, Juanita Hill
Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Electronic Resources and Alternative Media:
Community Gardens
More sea turtles are nesting in Florida; scientists would like to know why
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities.
Information about a type of community for the mini inquiry conducted by students is located on the site, / Formative Assessments:
Presentation from the inquiry project / Neighborhood Memory Map
Mini Inquiry Project
Types of Communities
3. Family Communities
This module includes attachments. / Students will be able to:
compare how a narrator’s or speaker’s point of view influences how events are described. (5.RL.6)
describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).(5.RL.3) / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities.
Synopsis of Salsa Stories
The book contains short stories told by family members that ultimately form a journal format. The girl in the story receives a blank journal as a gift. After hearing all the stories, she decides to make her journal a book of recipes that embody each family member’s personality / Formative Assessments:
Exit Ticket
From the book, Salsa Stories, students write two sentences. One on how the two stories are the same and the other on how they are different. / Venn Diagram
4.Analyzing Family Communities
This module includes attachments. / Students will be able to:
describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).(5.RL.3)
draw evidence from literary or informational texts to support analysis, reflection, and research. (5.W.9a)
a. apply grade 4 Readingstandards to literature (e.g., “Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (5.RL.5) / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities. / Formative Assessments:
Close Reading
Using a Venn Diagram, compare and contrast two characters from the Salsa Stories citing evidence from the text about how each character contributes to the final structure of the book. / T-chart
Using the text Salsa Stories, compare the character’s stories from their childhood, including the setting and food associated with the memories.
5. What Is Your Family Community?
This module includes attachments. / Students will be able to:
write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (4.W.3a-e)
a. orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. use narrative technique, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.
c. use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. use concrete words and phrases and sensory details to convey experiences and events precisely.
e. provide a conclusion that follows from the narrated experiences or events.
demonstrate knowledge of English when writing paragraphs. (5.L.1f)
f. construct one or more paragraphs that contain: a topic sentence, supporting details, relevant information, and concluding sentences. / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities. / Formative Assessment:
Student Journals / Journal Writing
Narrative Writing
Adult Interviews
Family Memory Map
6. What Makes Up a School Community?
This module includes attachments. / Students will be able to:
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.
(5.SL.1a-d)
a. come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. follow agreed-upon rules for discussions and carry out assigned roles.
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 of information and knowledge gained from the discussions. / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities.
Class discussion on what makes up a school community. / Formative Assessments:
Observations of informal dialogue between studentsabout what makes up a school community / School Memory Map
Graffiti board
7. How Can Our School Community Thrive?
This module includes attachments. / Students will be able to:
determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (5.RL.4)
analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (5.RI.6)
describe how a narrator’s or speaker’s point of view influences how events are described. (5.RL.6) / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities. / Formative Assessments:
Compare and Contrast the school community, as seen in the video with the ideals students wrote about on the graffiti board from module 6. Assess student work using a teacher/student created rubric / Community Video
8. Making a Difference in Our School Community
This module includes attachments. / Students will be able to:
write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (4.W.3a-e)
a. orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. use narrative technique, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.
c. use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. use concrete words and phrases and sensory details to convey experiences and events precisely.
e. provide a conclusion that follows from the narrated experiences or events. / Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The books listed above are used throughout the module to broaden student’s background knowledge on the various cultures and types of communities. / Formative Assessments:
Narrative Essay
Students write a five-paragraph essay to describe their school community and explain how they contribute to it.
Use the state adopted rubric to assess student’s writing / Graphic Organizer
ELA, Office of Curriculum Development© Page 1 of 6
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.