In this unit, students will summarize text and determine the theme of a story, drama, or poem, and how characters respond to challenges using details from the text. Students will pay close attention to how the theme is shaped and how the narrator’s/speaker’s point of view influences how events are described. Students will determine multiple main ideas of a text and explain how they are supported by key details. Students will read multiple passages on the same topic, carefully noting important similarities and differences in the points of view represented in each. They will also explain how an author uses reasons and evidence to support specific points in text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will be able to determine two or more main ideas of a text and explain how key details support them. 5.RI.1.2 Scale
Students will be able to determine the theme of a story and identify how characters respond to challenges.5.RL.1.2 Scale
Students will be able to determine point of view of a text and analyze multiple accounts of the same topic. 5.R.2.6 Scale
Students willexplain how an author uses reasons and evidence to support particular points in a text5.RI.3.8 Scale / Suggested Essential Questions to Choose From
How do supporting details help a reader determine the main idea of a text?
How can a reader determine the main ideas of a text?
How does a logical argument help to support a point of view?
How do reasons and evidence support an author's particular point in a text?
Why would an event or topic be described in different ways by different authors?
How does an author effectively convey theme?
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standard. Use Literary Tasks to scaffold learning that will prepare students for the Published Product.
After reading the texts in this unit identify the most negative effect captivity has on animals. Write an opinion piece in which you identify the most detrimental effect captivity has on zoo animals using support for your opinions with reasons, information and quotes from the text. Give examples of possible solutions to the problem you identified. / Focus Writing Standard
5.W.1.1 (DOK 3) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
WRITING:
5.W.2.4 (DOK 3) 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.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5)
5.W.2.6 (DOK 2) 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.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
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]”).
b. 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.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
5.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SPEAKING AND LISTENING:
5.SL.1.1 (DOK 3) 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.
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.
5.SL.1.2 (DOK 2) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.2.6 (DOK 2) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3)
READING:
5.RL/RI.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
5.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RL.3.7 (DOK 3) Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem)
• Define analyze
• Identify multimedia and visual elements
• Recognize meaning, tone and beauty
• Analyze how visual elements contribute to meaning, tone, and beauty
• Analyze how multimedia contributes to meaning, tone, and beauty
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
5.RI.3.7 (DOK 2) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
•Obtain information from sources.
•Recognize digital sources.
•Identify problem solving steps.
•Collect information/data.
•Locate an answer or solve problem efficiently from various print and digital sources.
•Organize information to answer efficiently.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
6th: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
5.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas, poetry, and informational texts, including history/social studies, science, and technical texts at the high end of the grades 4–5 text complexity band independently and proficiently.
5.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards
5.RL.1.2 (DOK 3)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.
• Determine the theme of a story, drama, or poem
• Summarize text
• Explain how characters respond to challenges
• Explain how the speaker reflects upon a topic
• Summarize key ideas and details
• Summarize how characters respond to challenges
• Summarize how the speaker reflects upon a topic
4th:Determine a theme of a story, drama, or poem from details in the text; Summarize the text
6th:Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
5.RI.1.2 (DOK 3)Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
• Explain how supporting details determine the main idea
• Determine two or more ideas
• Explain how multiple ideas are supported by key ideas
- Summarize the multiple ideas using key details
6th: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
5.RL.2.6 (DOK 2) Describe how a narrator’s or speaker’s point of view influences how events are described.
•Define influences.
•Identify narrator’s or speaker’s point of view.
•Describe narrator’s or speakers point of view.
•Identify relevant events.
•Infer the characteristics of the narrator or speaker.
•Describe how the narrator’s point of view influences descriptions.
•Describe how the speaker’s point of view influences descriptions.
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
6th: Explain how an author develops the point of view of the narrator or speaker in a text.
5.RI.2.6 (DOK 4) Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
• Define influences
• Identify narrator’s or speaker’s point of view
• Describe narrator’s point of view
• Identify relevant events
• Infer the characteristics of the narrator or speaker
• Describe how a narrator’s point of view influence the descriptions
• Describe how the speaker’s point of view influences how the events are described
4th: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
6th: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
LAFS.5.RI.3.8 (DOK 3) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- Identify an author’s particular points.
- Identify which evidence and reasons support each point.
- Explain how to use reasons to support points.
- Explain how to use evidence to support points.
6th: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Speaking and Listening Standards
5.SL.1.3 (DOK 2) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. / Language Standards
5.L.2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Recommended Paired Texts
Teach and Model
- Zoo the Historical Debate (1170L)
- Zoochosis (1050L
- The Phoenix Zoo Helps Save Endangered Animals Video
- The Arguments for and Against Zoos
- Looking into the Eyes of a Caged Tiger ( 1010L)
- The Swazi Eleven (750L)
All video clips are located on Safari Montage. Your login is the same as your district login.
Jamestown 1607
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 4-5 Template Tasks
RI.2.6 (DOK 3) After reading Zoochosis, discuss with a partner how the author’s point of view affects what you learned about keeping animals free ranged.
5.RI.2.6 (DOK 3) Write 2-3 sentences about what similarities you see between the authors’ point of view inZoochosisand Look Into the Eyes of a caged Tiger. Use specific words and phrases from the text to support your writing.
5.RI.2.6 (DOK 4) What information does the student learn from watching Phoenix Zoo that they do not learn in Swazi Eleven? Use a graphic organizer to compare the two. Students will share and discuss to adjust their thinking.
5.RI.3.7 (DOK 2) After readingthe article Arguments For and Against Zoos, write a paragraph summarizing both claims of the negative effects of pollution on the Earth’s environment. Select evidence from the text that the author makes of pros and cons of zoos.
5.RI.3.7 (DOK 2) Zoochosis. Have students create a graphic organizer showing the causes and effects of the negative and positive changes in zoos. Use information from the Historical Debate and digital sources on zoos. As a final group project, have the students use their organizer to create a power point presentation.
5.RI.3.9 (DOK 4) Write a letter to a peer, parent, or influential person stating your opinion on the best ways to prevent zoochosis in animals in captivity. Support your opinion with specific evidence from the texts or digital sources.
5.RI.3.9 (DOK 4) Class Debate – Is it more important to bring animals into a safe environment (zoo) to protect them from poachers and habitat loss or support breeding programs for end species? What is the best way to protect animals?
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
R.1.2
- Which dialogue/quotes/sections help in determining the author’s message to the readers?
- How might you summarize this text?
- What key ideas/details would be included in a summarization?
- How did the character respond to __?
- How does the speaker reflect on __?
- How is the theme of the story, drama, poem shaped by specific details from the text?
- How does your analysis of __ (character) contribute to the theme of the text?
- What is the narrator’s or speaker’s point of view? How do you know?
- Based on evidence from the text how would you describe the narrator or speaker? Infer characteristics of the narrator or speaker.
- How does the narrator’s/speaker’s point of view influence the descriptions/events/perception of characters in the text?
- Based on the text, how would the story be different if another character was telling the story?
- What type of evidence and reasons does the author use to support the particular point __?
- What are the author’s main points? What reasons and/or evidence does the author provide to support these main points?
- Explain how the author uses reasons and evidence to support the particular point __?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
10/05/2016