Sequence / Skills / Resources / Assessments / Instructional
Strategies /
1. What is a journey?
This module includes attachments. / Students will be able to:
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5.W.8) / Extended/Short Texts:
Arrival, The, Shaun Tan
Watsons Go To Birmingham, The, Christopher Paul Curtis
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
Using an Anchor Chart, the class generates a list of the journeys characters are embarking on in each story. The list includes physical, mental and a combination of both physical and mental journeys.
As a class generate a definition of journey, with a focus on a journey is more than physically getting from point A to point B.
Read a portion of The Arrival, it is a wordless picture book. Facilitate a close reading of The Arrival, over a couple of days. The anchor chart is created over that time period.
As a class, begin reading The Watson’s Go to Birmingham. In order to complete the book by module 6, decide how much of the book will be read each day. / Formative Assessments:
Exit Ticket
Students write three different types of journeys and examples of each journey found in the texts, The Watsons Go to Birmingham and The Arrival. / Anchor Chart-Physical Journey, Mental Journey, or a Combination of both journeys
Close Reading
The Arrival
Read Aloud
Reading Journal
2. Physical Journeys
This module includes attachments. / Students will be able to:
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5.RI.9)
apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (5.W.9b) / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Multicultural Adoptions:
Going Home, Eve Bunting
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class adds examples of physical journeys after the read aloud Going Home to the original class anchor chart started in Module 1.
Continue reading The Watsons Go to Birmingham / Summative Assessments:
Students write an opinion essay justifying the character’s feelings about their physical journey. Students support their justification with evidence from the story, Going Home. Use state adopted rubric to assess essay.
Prompt:
Decide how the characters feel about their journey: happiness, excitement, mad, sad, upset etc. about having to make. Do you agree or disagree with the characters reasons for those feelings. Use evidence from the text to support your opinion. Also, include what a physical journey is with examples from the texts read. / Read Aloud
Anchor Chart – Physical Journeys
Reading Journal
3. Mental Journeys
This module includes attachments. / Students will be able to:
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5.RI.9)
apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (5.W.9b)
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). (5.W.4) / Extended/Short Texts:
The Watsons Go To Birmingham, Christopher Paul Curtis
Multicultural Adoptions:
If the Bus Could Talk: The Story of Rosa Parks, Faith Ringgold
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class adds examples of mental journeys after the teacher reads aloud If the Bus Could Talk: The Story of Rosa Parks to the original class anchor chart started in Module 1.
Student’s select one chapter previously read from The Watsons Go to Birmingham and use post-its to write notices and thoughts about what a journey. Afterwards, students use their post-its to discuss points they found interesting or questions that were sparked. / Formative:
Students write an opinion essay justifying the character’s feelings about their physical journey. Students support their justification with evidence from the story, If the Bus Could Talk: The Story of Rosa Parks. Use state adopted rubric to assess essay.
Prompt:
Decide how the characters feel about their journey: happiness, excitement, mad, sad, upset etc. about having to make. Do you agree or disagree with the characters reasons for those feelings. Use evidence from the text to support your opinion. Also, include what a physical journey is with examples from the texts read. / Read Aloud
Anchor Chart-Mental Journeys
Reading Journal
4. Mental and Physical Journeys
This module includes attachments. / Students will be able to:
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (5.W.9b)
explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5.RI.3) / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Multicultural Adoptions:
This is the Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class adds example of mental and physical journeys after the teacher reads aloud This is the Rope: A Story from the Great Migration to the original class anchor chart started in Module 1.
Continue reading The Watsons Go to Birmingham. / Summative Assessments:
Write a friendly letter about the journeys experienced in the story to a person from This is the Rope. The friendly letter assesses student’s knowledge and the ability to provide evidence from the text to support their beliefs. / Read Aloud
Where do you stand?
Reading Journal
5. Comparing Journeys
This module includes attachments. / Students will be able to:
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5.W.1a-d)
a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. provide logically ordered reasons that are supported by facts and details.
c. link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. provide a concluding statement or section related to the opinion presented.
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(5.L.2a-e)
a. use punctuation to separate items in a series.
b. use a comma to separate an introductory element from the rest of the sentence.
c. 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?).
d. use underlining, quotation marks, or italics to indicate titles of works.
e. spell grade-appropriate words correctly, consulting references as needed. / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Multicultural Adoptions:
Dia’s Story Cloth: The Hmong People’s Journey of Freedom , Dia Cha and Cha Chue
Henry’s Freedom Box: A True Story from the Underground Railroad, Ellen Levine
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class will examples of mental and physical journeys to the class anchor chart and participate in a Silent Conversation Protocol after the teacher reads aloud Dia’s Story Cloth: The Hmong People’s Journey of Freedom and Henry’s Freedom Box: A True Story from the Underground Railroad to the original class anchor chart started in Module 1.
Continue reading The Watsons Go to Birmingham. / Formative Assessments:
Students compare and contrast Dia’s Story Cloth and Henry’s Freedom Box using a Venn Diagram. Include at least three details about the character’s journey in each section of the diagram.
Mid-Unit Summative Assessment:
In a first person narrative, students write about a forced move (Examples: changing schools, losing a home, parent’s divorce or separation, loss of a loved one, parents changing jobs, leaving your country for safety reasons) they have experienced. If he/she has not experienced a forced move, imagine being placed in that circumstance. Students describe his/her feelings about leaving their belongings, friends, family, and/or pets behind knowing that they do not have a voice in this decision. Student explain how they will handle this situation. / Read Aloud
Silent Conversation Protocol
Reading Journal
6. Learning to Look at Others’ Journeys from Their Perspective
This module includes attachments. / Students will be able to:
describe how a narrator’s or speaker’s point of view influences how events are described. (5.RL.6) / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Multicultural Adoptions:
Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom, Tim Tingle
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class will add examples of mental and physical journeys after the teacher reads aloud Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom.
Students create a T-Chart focusing on perspective and evidence from the text Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom to the original class anchor chart started in Module 1.
Finish The Watsons Go to Birmingham. / Formative Assessments:
Select a text from the module. Students explain the author’s point of view providing evidence that supports the author’s point of view. / T-Chart
Read Aloud
Reading Journal
7. Looking at the World from Different Perspectives
This module includes attachments. / Students will be able to:
describe how a narrator’s or speaker’s point of view influences how events are described. (5.RL.6)
quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade5 topics and texts, building on others’ ideas and expressing their own clearly.. (5.SL.1a-d)
a. come to discussions prepared having rea 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 under discussion.
c. pose and respond to specific questions by making comments that contribute to the discussions and carry out assigned roles. / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Multicultural Adoptions:
Indian Shoes, Cynthia Leitich Smith
Encounter, Jane Yolen
Scholastic Bookroom Adoptions:
See Module Attachment
Instruction:
The class adds examples of mental and physical journeys to the original class anchor chart started in Module 1.
Have a classroom discussion after the teacher reads aloud Indian Shoes and Encounter.
Students brainstorm ideas in small groups, for a script summarizing a pivotal scene from The Watsons Go To Birmingham as told from a perspective different than the narrator’s for use in Module 8. / Formative Assessments:
Classroom Discussion
Discuss the journeys experienced in Indian Shoes and Encounter with a rubric to analyze student responses. The rubric is in the Module Attachment. / Read Aloud
Classroom Discussion
8. Writing from an Alternative Perspective
This module includes attachments. / Students will be able to:
describe how a narrator’s or speaker’s point of view influences how events are described. (5.RL.6)
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). (5.W.4)
demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (5.L.1a-f)
a. explain the functions of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. form and use the perfect (e.g., I had walked; I have walked; I will walk walked) verb tenses.
c. use verb tenses to convey various times, sequences, states, and conditions.
d. recognize and correct inappropriate shifts in verb tense.
e. use correlative conjunctions (e.g., either/or, neither/nor).
f. construct one or more paragraphs that contain a topic sentence, supporting details, relevant information, and concluding sentences.
with some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.. (5.W.6) / Extended/Short Texts:
Watsons Go To Birmingham, The, Christopher Paul Curtis
Instruction:
Students participate in Character Interviews to support students understanding of the different characters personalities in The Watsons Go To Birmingham, in preparation for writing their script from a different character’s perspective of a pivotal scene from the book. The students then participate in Scene Writing. / Summative Assessments:
Completed script of The Watson’s Go to Birmingham written by students from a perspective other than the narrator of the text. / Character Interviews
Scene Writing
ELA, Office of Curriculum Development© Page 7 of 7
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.