Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. My Personal Timeline
This module includes attachments. / Students will be able to:
quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. (5.RL.1)
determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize the text. (5.RL.2)
compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).(5.RL.3)
describe how a narrator’s or speaker’s point of view influences how events are described.(5.RL.6)
compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches in the point of view they represent.(5.RL.9)
produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (5.W.4a)
a. produce clear and coherent functional writing (e.g., formal letters, recipes, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes) in which the development and organization are appropriate to task and purpose.
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)
- come to a discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- follow agreed-upon rules for discussions and carry out assigned roles.
- pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- review the key ideas expressed draw conclusions in light of information and knowledge gained from the discussion.
Goin’ Someplace Special, Patricia C. Mckissack& Jerry Pinkney
Island of the Blue Dolphins, Scott O’Dell
Thank you, Mr. Falkner, Patricia Polacco
Multicultural Adoptions:
Quiet Hero:The Ira Hayes Story, S. D. Nelson
Instruction:
Students create a reading journal used with the book, Island of the Blue Dolphins, Scott O’Dell. / Formative Assessments:
Completed Venn Diagrams of the books read aloud
Students’ individual timelines / Read Aloud and Class Discussion
Venn Diagram
Reading Journal and Class Discussion
Small Group Discussion
Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 1-7
Vocabulary
Comprehension Questions, Island of the Blue Dolphins, Scott O’Dell
Personal Timeline
2. Figurative Language
This module includes attachments. / Students will be able to:
quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. (5.RL.1)
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)
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)
- come to a discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- follow agreed-upon rules for discussions and carry out assigned roles.
- pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- review the key ideas expressed draw conclusions in light of information and knowledge gained from the discussion.
Island of the Blue Dolphins, Scott O’Dell / Formative Assessments:
Students find figurative language from chapters 1-14, Island of the Blue Dolphins, Scott O’Dell and explain the meaning in their own words. / Figurative Language
Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 8-14
Vocabulary
Comprehension Questions, Island of the Blue Dolphins, Scott O’Dell
Reading Journal
Class Discussion
3. Point of View
This module includes attachments. / Students will be able to:
quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. (5.RL.1)
determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize the text. (5.RL.2)
compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. (5.RL.3)
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)
describe how a narrator’s or speaker’s point of view influences how events are described.(5.RL.6)
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)
- come to a discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- follow agreed-upon rules for discussions and carry out assigned roles.
- pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- review the key ideas expressed draw conclusions in light of information and knowledge gained from the discussion.
Island of the Blue Dolphins, Scott O’Dell
Electronic Resources and Alternative Media:
/ Formative Assessment:
Author’s Point of View,
Students rewrite of the passage told from their point of view / Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 15-21
Vocabulary
Comprehension Questions, Island of the Blue Dolphins, Scott O’Dell
Author’s Point of View
Reading Journal
4.Story Map
This module includes attachments. / Students will be able to:
quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. (5.RL.1)
compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (5.RL.3)
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)
explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. (5.RL.5)
describe how a narrator’s or speaker’s point of view influences how events are described.(5.RL.6)
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)
- come to a discussion prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- follow agreed-upon rules for discussions and carry out assigned roles.
- pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- review the key ideas expressed draw conclusions in light of information and knowledge gained from the discussion.
Island of the Blue Dolphins, Scott O’Dell
Electronic Resources and Alternative Media:
/ Formative Assessment:
Story Map components: characters, plot, setting, problem and solution / Class Read Aloud
Island of the Blue Dolphins, Scott O’Dell, chapters 22-28
Vocabulary
Comprehension Questions, Island of the Blue Dolphins, Scott O’Dell
Story Map
Reading Journal
5.Voicing Our Thoughts
This module includes attachments. / Students will be able to:
compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (5.RL.3)
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)
describe how a narrator’s or speaker’s point of view influences how events are described.(5.RL.6)
draw evidence from literary or informational texts to support analysis, reflection, and research.(5.W.9a)
- apply grade 5 Reading standards to literature (e.g.,"compare and contrast two ormore characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Island of the Blue Dolphins, Scott O’Dell / Formative Assessment:
Students write a paragraph to summarize their leaning from the What’s On My Mind strategy. / Vocabulary Review
Webbing What’s On My Mind strategy
6. Life of the Woman On San Nicolas Island
This module includes attachments. / Students will be able to:
compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).(5.RL.3)
draw evidence from literary or informational texts to support analysis, reflection, and research.(5.W.9a)
a. apply grade 5 Reading
standards to literature (e.g.,
"compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). / Extended/Short Text:
Island of the Blue Dolphins, Scott O’Dell
Instruction:
/ Formative Assessments:
Students compare and contrast the main character, Karana, in Island of the blue Dolphin to the woman in the text, Life of the Woman on San Nicolas Island. / Heart Maps
Venn Diagrams
7. In My Opinion
This module includes attachments. / Students will be able to:
write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5.W.1a-d)
- 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.
- provide logical ordered reasons that are supported by facts and details.
- link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
- provide a concluding statement or section related to the opinion presented.
a.explain the function 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 have walked) verb tenses.
c. use verb tense 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 topics sentence, supporting details, relevant information, and concluding sentences.
demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (5.L.2a-b)
a. use punctuation to separate items in a series.
b. use a comma to separate an introductory element from the rest of the sentence.
draw evidence from literary or informational texts to support analysis, reflection, and research.(5.W.9a)
a. apply grade 5 Reading
standards to literature (e.g.,
"compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). / Extended/Short Text:
Island of the Blue Dolphins, Scott O’Dell
Instruction:
Discuss components of the AzMerit opinion rubric. The writing guide and rubric are on the http://www.azed.gov/assessment/azmeritsupportmaterials/. / Formative Assessment:
Opinion Essay
In your opinion, compare and contrast your life with the main character’s life, Karana. What are the similarities and differences?
Students write an essay that compares their life with Karana’s including similarities and differences. / Sketch to Stretch
8. Life Changing
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. (5.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 techniques, 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 claises 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.
produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (5.W.4)
demonstrate command of the conventions of standard English and usage when writing.(5.L.1f)
f. construct one or more paragraphs that contain a topics sentence, supporting details, relevant information, and concluding sentences.
demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (5.L.2a-b)
a. use punctuation to separate items in a series.
b. use a comma to separate an introductory element from the rest of the sentence. / Instruction:
Discuss components of the AzMerit narrative rubric. The writing guide and rubric are on the http://www.azed.gov/assessment/azmeritsupportmaterials/. / Formative Assessment:
Students write a paragraph about an event in their life that had a profound effect and changed them as a person.
ELA, Office of Curriculum Development © Page 1 of 8
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.