mount vernon city school district calendarized fifth grade...

Mount Vernon City School District

Calendarized Fifth Grade Map Expeditionary Learning Module 1 Week of: Lessons Intervention and Enrichment Activities

Lesson Modifications

September 8-12 Unit 1 Lesson 1 Lesson 2

Direct Instruction/Mini-Lessons

Non-fiction Text Structures-see attachment for ideas

Conjunctions and Prepositions

Suggestions for Standards-Based Instruction

To help students succeed with questions like this, instruction can focus on making connections in the text between individuals, events, ideas, or concepts and then analyzing similarities and differences between them. Instruction can also focus on evaluating the importance of variables or elements pertaining to the topics within a text.

To help students succeed with questions like this, instruction can focus on building students’ capacity to comprehend grade-level complex texts, making connections within texts between individuals, events, ideas, or concepts and then analyzing similarities and differences between them. Instruction can also focus on evaluating how ideas may build upon other ideas.

To help students succeed with questions assessing standard RI.5.2, instruction can focus on determining

Lesson 1A : (SL.5.1), (SL.5.2), (RI.4)

Complete Opening Complete Work Time A Provide students with a mini-lesson on text structure. (see

attached also refer to Craft and Structure Lessons in Ready NYCCLS Books)

Lesson 1B:

Guided practice mini-lesson on text structure. (see attached also refer to Craft and Structure Lessons in Ready NYCCLS Books)

Work Time B and C and D

Lesson 2:

(SL.5.1), (RI.5.2), (RI.5.3 )

Begin with Work Time A use the UNICEF video for your

motivation Complete Work Time B Complete Work Time C

Grammar:


Calendarized Fifth Grade Map Expeditionary Learning Module 1

different main ideas within a text, including overall main ideas and ones from specific sections of a text. Students can practice identifying textual details and the ways they support the main ideas.

To help students succeed with questions assessing standard RI.5.3, instruction can focus on relating two or more ideas, concepts, events, or people. Students can practice finding aspects that relate to each other within a text and citing details that explain the relationships or interactions between them.

Additional Activities

Students in a group are given different passages on the same general subject to read and write a brief summary. After they complete the task, all students read all of the passages and decide which summary matches which passage.

Students will then discuss what they thought

was the correct summary, what was strong and what could be improved. The teacher will review the summaries prior to the discussion and then listen to the discussion.

Students read a nonfiction text. Without using

words they create a picture, illustrating the main ideas and key details for support. They

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Ready NY CCLS Lesson: Language Handbook

Lesson 1

Lesson 2

Writing Lesson: Exploration in Nonfiction Writing

Power Write Summary with Headings Opening with a gist statement Headings Descriptive Words



may have the option of using clipart images for their illustrations. Students then meet in small groups to discuss their pictures with classmates.



Week of: Lessons Intervention and Enrichment Activities


September 15-19 Unit 1 Lesson 3 Lesson 4

Direct Instruction/Mini-Lessons Main Idea and Details Context Clues Basic Greek and Latin Roots Prepositions and Interjections Suggestions for Standards-Based Instruction To help students succeed with questions

assessing standard RI.5.2, instruction can focus on determining different main ideas within a text, including overall main ideas and ones from specific sections of a text.

Students can practice identifying textual details and the ways they support the main ideas.

To help students succeed with questions

measuring RI.5.4, instruction can focus on using language skills, such as finding context clues within text, analyzing parts of speech, studying Latin and Greek word parts, and discussing words with multiple meanings. Practice in each of these skills may help students to determine domain-specific, grade-level words or phrases.

Instruction can focus on close reading of text

contained before, near, and after vocabulary words or phrases

Lesson 3A:

(RI.5.2), (RL.5.4), (RI.5.4), (RI.5.4)

Opening A and B Mini-lesson/Direct Instruction Context Clues Guided Instruction in Word Work and Main Idea

Lesson 3B:

Work Time A Routine Writing Explicit Word Work/Vocabulary Activities/Instruction

Basic Greek and Latin Roots

Lesson 4A:

(RI.5.2), (RI.5.3), (RI.5.4), (RI.5.4), (L.5.4)

Begin with Work Time A. During Work Time A have

students read paragraph 1 for the first time independently (skip read aloud).

Continue to Work Time B. Lesson 4B:

Begin with Work Time C



Additional Activities: Tell Me Why. In order to truly explain

relationships at an independent level, students must be able to pull out main ideas, details and make a summarization. In order to help students see the relationship between two or more individuals, events, ideas or concepts, careful questions must be posed. The answers to these questions can be generated while working in small groups, in pairs or as an individual. With any new standard/task, students must have the strategy modeled for them by the teacher. As students feel more comfortable with the task, they can move from completing the work in small groups to completing the work individually.

The following examples of Tell Me Why questions that would correspond to RI.5.3: “Can you tell me the reasons why your group thinks…..?” “Can you find at least two of the main ideas of this text and key details that support them?” Can you summarize the main points? “Can you tell me how these ideas, people, and events are the same?”“Can you tell me how they are different?” “Show me in the text.” “Think about these events.” “Tell me how they are connected.”

Underlining for Comprehension. Students can use the following strategy to identifying

Guided Word Work/Vocabulary Activities/Instruction Basic Greek and Latin Roots

Grammar:

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.


Lesson 1

Lesson 2

Lesson 16


Power Write Summary with Headings Opening with a gist statement Headings Descriptive Words



main ideas and key details. Pauk (1974) suggests the students underline with double lines the main ideas. Details are to be underlined with one line. Key words and terms should be circled. Students can also use colored pencils to link details with the main idea that it describes. Students can jot a brief summary in the side margin.

Students read a nonfiction text. Without using

words they create a picture, illustrating the main ideas and key details for support. They may have the option of using clipart images for their illustrations. Students then meet in small groups to discuss their pictures with classmates.





September 22-24

Unit 1: Lesson 5

Mini-lessons Text Structure

Lesson 5:

(L.5.4), (L.5.6), (W.5.10)

Maintain Lesson Integrity

September 29-October 3

Unit 1: Lesson 6 Lesson 7 Lesson 8

Mini-lessons

Form and use regular and irregular plural nouns.

Produce simple, compound, and complex sentences.


Students can practice the ability to make

inferential claims and draw conclusions based on specific details included in a text or portions of a text.


After reading several texts about the same topic, compare and contrast the different points of view that are represented in each text. Using a graphic organizer such as a compare and contrast map to allow whole group, small group and finally individuals to

Lesson 6:

(SL.5.1b), (RI.5.2), (RI.5.1), (RI.5.4), (RI.5.3)

Begin with Work Time B Complete Closing and Assessment Guided Reading Groups Ready NY CCLS Lesson:

Lesson 3: Using Details to Support Inferences

Lesson 4B: Explaining Relationships in Historical Text

Lesson 7:

(SL.5.1b), (RI.5.2), (RI.4), (RI.5.3)

Work Time A and B

Ready NY CCLS Lesson:





note the similarities and differences in the points of view that are represented from a particular time period or concept.

Lesson 2: Summarizing Informational Text Lesson 8:

(RI.5.1), (RI.5.6), (L.5.4), (W.5.10)

Complete Work Time B Activities ONLY Complete Closing and Assessment writing piece (formative assessment)




Lesson 2: Summarizing Informational Text

Grammar: Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences.


Lesson 1

Lesson 2

Lesson 3

Writing Lesson: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Exploration in Nonfiction Writing Power Write Summary with Headings



Opening with a gist statement Headings Descriptive Words



October 8-October 12

Unit 1 Lesson 9

Lesson 10 Lesson 11

Mini-Lesson

What is Close Reading? Determine the main idea of a text, recount the

key details and explain how they support the main idea

Form and use of perfect verb tenses


Lesson 9A:

(RI.5.2), (RI.5.3), (RI.5.4)

Mini-lesson/Direct Instruction about Close Reading Begin with Work Time A Work Time B should be done in Guided Reading Groups

Lesson 9B:

Mini-lesson/Direct Instruction about Close Reading Work Time C should be done in Guided Reading Group or as

Independent Work



Students can practice these types of questions by locating information in a story that provides a reason for a character’s thoughts or words.

Instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill by correctly identifying a main idea and identifying details in the story that support that main idea.

Students can practice this skill by identifying

what a character is feeling and locating evidence in the text to support that description.

Instruction can focus on making connections in the text between individuals, events, ideas, or concepts and then analyzing similarities and differences between them. Instruction can also focus on evaluating the importance of variables or elements pertaining to the topics within a text.

Instruction should focus on how to identify a similar topic in different texts, and then use details from each text to discuss the ways each text speaks to this common topic. Students can practice by finding common themes in different texts and explaining why they consider these themes similar based on textual evidence.

Lesson 10:

(RI.5.2), (RI.5.3), (RI.5.9)

Begin with Work Time B (this activity may need to be

scaffolded or done with a small group at a time) Complete Work Time C and D

Lesson 11: End of Unit Assessment This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

(RI.5.1), (RI.5.2), (RI.5.3), (RI.5.9), (W.5.9)


Grammar:

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.


Lesson 4

Lesson 5

Lesson 6


Power Write Summary with Headings Title




Inquiry Chart. (see attachment) The Inquiry Chart (I-chart) is a strategy that enables students to gather information about a topic from several sources. Teachers design the Ichart around several questions about a topic. Students read or listen to several sources on the topic and record answers to the posed questions within the I-chart. Students generate a summary in the final row. Different answers from various perspectives can be explored as a class (Hoffman, 1992).

Students read a passage. They use a graphic organizer to determine the main ideas of the passage and under each main idea list key details. Finally students write a one or two sentence summary of the passage. They can either turn this in, or compare it with a partner to see if they found similar information. Pair, individual students in a group are given different passages on the same general subject to read and write a brief summary. After they complete the task, all students read all of the passages and decide which summary matches which passage. Students will then discuss what they thought was the correct summary, what was strong and what could be improved. The teacher will review the summaries prior to the discussion and then listen to the discussion.

Conclusion Linking Words Photographs



Students read a nonfiction text. Without using words they create a picture, illustrating the main ideas and key details for support. They may have the option of using clipart images for their illustrations. Students then meet in small groups to discuss their pictures with classmates.



October 14-17 Unit 2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Mini-Lesson o Answering Text Dependent Questions o Figurative Language o Form and use of the perfect verb tenses o Summarizing (see writing) o Literary Elements


Instruction could focus on identifying different

kinds of figurative language and the meanings

Lesson 1:

(RL.5.2), (RL.5.4), (RI.5.5), (RI.5.5)

Engaging the Reader: Instead of the Opening presented by the module. Use the strategy Tea Party to introduce the text. (See protocols)



associated with the comparisons or other uses of figurative word choices. Students could also practice using similes, metaphors, personification, and idioms to suggest connotative meanings.

Instruction can focus on identifying different

kinds of figurative language and using textual details to determine the intended meanings behind the word choices. Students can practice analyzing parts of figurative language phrases within context.

Instruction could focus on finding repeated thematic elements or details of texts which provide clues to a main lesson or message of stories. Students could determine major and minor themes and practice searching for context that expresses or supports each theme.


Students could practice analyzing word choices within descriptions of characters’ actions, making inferences as to the thoughts and motivations of the characters in a story.

Executive Summaries: Using an index card students use one side to summarize the event as concisely as possible. On the other side, they

Maintain Lesson Integrity for Work Time Activities and Lesson Closure

Word Work Chapters 1-3 Vocabulary Ready NY CCLS Lesson:

Lesson 9: Summarizing Literary Texts

Lesson 15: Language and Meaning

Lesson 2:

(SL.5.1), (RL.5.1), (RL.5.1), (RL.5.3), (RL.5.4)

Minilesson/Direct Instruction on Answering Text Dependent Questions

Complete Work Time B and C Word Work Chapters 1-3 Vocabulary Ready NY CCLS Lesson:

Lesson 9: Summarizing Literary Texts

Lesson 15: Language and Meaning

Lesson 10 : Using Details to Support Inferences in Literary Text

Lesson 3:

(RL.5.1), (RL.5.1), (RL.5.4), (W.5.2)



make a statement about the vent and the reasons it happened.

Figurative Language Bookmark. Students are given a bookmark with specific figurative language listed, such as metaphors and similes. When they come across one, they list it on their bookmark, with the phrase, page number and what is meant by the figurative language used. The students can discuss their findings in small groups to compare results and check for accuracy of meanings. Students are evaluated on their ability to identify and determine meaning types of figurative language. Small group, pairs, individual

Tongue Twisters. Student locates several

tongue twisters, which demonstrate alliteration. They rewrite them to show what the meaning of the phrases are and then try to see how fast they can repeat them. Students are evaluated on their ability to locate and determine the meaning of phrases with alliteration. Small group, pair, individual.Clichés Collection. Students gather various clichés to form a personal collection notebook from their reading. On each page, they list the cliché, and then write what is means. Students are evaluated on their ability to determine the meaning of words and phrases as used in clichés. Small group, pairs, individual.

Distribute Quiz as Entrance Ticket (formative assessment) Begin with Work Time B Complete Work Time C Minilesson Direct Instruction: Literary Elements Ready NY CCLS Lesson:

Lesson 22W: Writing and Extended Response Essay *Students Read Chapter 4 at home independently give students entrance ticket as homework Lesson 4:

(RL.5.1), (RL.5.1), (RL.5.3), (RL.5.4), (W.5.2)

Complete Work Time A and Work Time B Lesson 5: Completed by Library Media Specialist Assign Chapter 6 and the Entrance Ticket from Lesson 6 for homework

(RL.5.1), (RI.5.2), (RI.5.2)

Grammar:

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.



Show What You Think. Students fold a sheet

of paper into 3 vertical columns. The center column is labeled Quotation, and here they place a quotation with figurative language from an assigned text. In the column to the left, students draw a picture to illustrate the quote as written and in the

column on the right, students explain what the figure of speech really means. Students are evaluated on their ability to determine the meaning of text containing figurative language. Small group, pair


Lesson 4

Lesson 5

Lesson 6


Power Write Summary with Headings

Title

Conclusion

Linking Words

Photographs

Assessment

Administer Common Assessment Number 1 Forward answer sheets to Office of Curriculum and Instruction Attn: Lori Renna

Lessons Intervention and Enrichment Activities


October 20-24 Unit 2 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Mini-Lesson Interpreting quotes from texts Making Inferences Figurative Language Verb Tenses

Suggestions for Standards-Based Instruction Students could practice finding details which

convey feelings or thoughts and connect those details to the plot events, determining how and why characters respond to challenges.

Lesson 6: Small Group Instruction

(RL.5.1), (RL.5.1), (RL.5.3), (RL.5.4), (SL.5.1)

Students work in small groups to complete the task in Work

Time A using Reciprocal Teaching Strategy. Text Dependent Questions are answered during this time. Entrance Quiz is given at the end of ELA block

Teacher facilitates small group instruction and mini lessons



Instruction can focus on using details, including

description, action, and dialogue, to compare and contrast aspects of two or more characters. Students can practice summarizing the ways in which characters interact with each other and ways they react to plot events in stories.

Instruction could focus on using details,

including dialogue and actions, to draw and defend inferences about the text. Students could practice finding specific evidence that conveys the thoughts and feelings of characters, including interpreting the meanings behind characters’ words and actions.

Instruction could focus on identifying different kinds of figurative language and the meanings associated with the comparisons or other uses of figurative word choices. Students could also practice using similes, metaphors, personification, and idioms to suggest connotative meanings.

Instruction can focus on identifying different

kinds of figurative language and using textual details to determine the intended meanings behind the word choices. Students can practice analyzing parts of figurative language phrases within context.

Instruction could focus on finding repeated thematic elements or details of texts which

The teacher facilitates Work Time B with Small Group Teacher may facilitate small group work on Making

Inferences Assign half of chapter 7 for homework


Lesson 6:Comparing and Contrasting Settings and Events

Lesson 7A :

(RL.5.3), (RL.5.4), (L.5.4)

Read chapter 7 together as a class work on Point of View

and Figurative Language Independently read portions of chapter 7 closely work on

Point of View and Figurative Language (Work Time A) Teacher may facilitate small group mini lessons on POV,

Figurative Language Ready NY CCLS Lesson:

Lesson 5:Comparing and Contrasting Characters in Drama

Lesson 7B:

Work Time C Teacher may facilitate small group mini lessons on POV,

Figurative Language Assign half of chapter 8 for homework Ready NY CCLS Lesson:




provide clues to a main lesson or message of stories. Students could determine major and minor themes and practice searching for context that expresses or supports each theme.

Students can practice this skill by describing a

photograph using words or ideas from the passage it accompanies


Use sentence frames to support student thinking and writing

Happy Birthday. Students select a perfect birthday gift for the main characters of a story, by drawing on the specific details of the story. They defend their choices with details from the text and compare and contrast the characters in this way. They could meet in a small group, tell their gift and see if fellow classmates can predict who the gift is for, using details from the text and their understanding of the characters. Students are evaluated on their ability to defend their choice of gift, based on the specific details of the story. Small group, pair, individual

Character Comparison. After reading a story, students make a foldable graphic organizer where they fold a sheet of construction paper horizontally, open it up, take the short edges and bring each edge to the center fold,

Lesson 8:

(RL.5.4), (RL.5.1), (RL.5.2), (RL.5.1)

Read the remaining half of chapter 8 in class Teacher may facilitate small group work on Making

Inferences\ Complete Work Time B Activity Assign Entrance Ticket as Homework or End of Lesson

Closure Assignment Ready NY CCLS Lesson:

Lesson 7:Finding the Theme of A Story or a Poem or a Drama

Lesson 9:

(RL.5.1), (RL.5.1), (RL.5.2), (RL.5.3), (RL.5.4)

Administer Mid Unit Assessment ONLY Use the remainder of the ELA Block for small group

instruction Read Chapter



Lesson 7:Finding the Theme of A Story or a Poem or a Drama



creating 2 doors that open from the center. On each side write the name of a main character. Open the doors and inside, student list 3 – 4 characteristics of the character, drawing on specific details from the text, to compare and contrast the 2 characters. They will then meet with a small group and share their details and observations. Small group, pairs

Different Same Different. Attributes from two different texts are compared and contrasted using three-columns (different-same-different). The students are to compare and contrast the attributes of two stories such as characters, settings, subjects or topics, events, etc by taking notes underneath the columns. The students share their notes with the class, and may extend the activity by putting their information into paragraph form. Different Same Different

Sticky Note Strategy. Have students write the following questions on small sticky notes: 1. What is the theme of _____ (text title)? What details in the story/poem/drama help the reader determine this theme? 2. How does the author use the way ____(character) responds to his/her situation to develop the theme of the story? While reading, have students place the sticky note where the text answers the question. The student may

Grammar:

Use verb tense to convey various times, sequences, states, and conditions. Ready NY CCLS Lesson: Language Handbook

Lesson 4

Lesson 5

Lesson 6 Writing Lesson: Exploration in Nonfiction Writing

Power Write Explanation Focused on Why and How

Focus on Why and How

Shows relationship between ideas

Opening statement gist



want to make more than one sticky note per question to note multiple places that references or answers the question. Color coded sticky notes to represent each question could also be used.



October 27-October 31

Unit 2 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14

Mini-lesson: Text Dependent Questions Making Inferences Theme- Lesson 7:Finding the Theme of A Story

or a Poem or a Drama Verb Tenses


Lesson 10:

(RL.5.1), (RL.5.1), (RL.5.3), (RL.5.4), (RL.5.2)

Students will work in small groups to read chapter 10 using

Reciprocal Teaching Strategy. Text Dependent Questions are answered during this time. Entrance Quiz is given at the end of ELA block

Teacher facilitates small group instruction and mini lessons



Students could practice finding text evidence to support the themes and then evaluate the strength of each, determining which best supports each theme.

Instruction could focus on finding repeated thematic elements or details of texts which provide clues to a main lesson or message of stories. Students could determine major and minor themes and practice searching for context that expresses or supports each theme.

Instruction could focus on using details, including dialogue and actions, to draw and defend inferences about the text. Students could practice finding specific evidence that conveys the thoughts and feelings of characters, including interpreting the meanings behind characters’ words and actions.

Instruction can focus on analyzing portions of

text which contain a point or claim and identifying which evidence supports which point(s). Students can evaluate details and other ways authors use statements to support and build specific claims. Instruction can also ask students to formulate claims or main points based on information in portions or entire texts.


Lesson 11:

(RI.5.2), (RI.5.2), (RL.5.2)


Lesson 12:

(RL.5.1), (RL.5.1), (RL.5.3), (W.5.2)

Students read chapter 12 Complete Work Time B and C Activities Assign Chapter 13 for homework Teacher facilitates small group instruction and mini lessons

Lesson 13:

(RL.5.1), (RL.5.3), (RL.5.4), (RL.5.6), (SL.1)

Complete Work Time A, B, and C Students read chapter 14 at Home Teacher facilitates small group instruction and mini lessons

Lesson 14:

(W.5.5)



Theme Match. Half the class is given cards with samples of poetry, stories and drama excerpts. The rest of the students are given cards with various themes. Students circulate and locate their partner and then explain or write why they believe that their match is the best they could make, including summarizing the example and the reason the theme matches the literary selection, using quotes to substantiate their opinion. Students are evaluated on their ability to find an appropriate sample/theme and to defend the choice through summary of the text and use of details and quotations from the text. Grouping: Whole group, small group, pairs

Read-Pair-Share. The Read-Pair-Share strategy is based on research that suggests students summarize more effectively with added peer support. Teachers should assign students a text that is closely aligned to their skill set and ability. Divide the text into portions and mark the places where students will pause to discuss. Distribute the text to the students. Assign students into partners. Assign one student to be the summarizer and the other student to be the clarifier. The summarizer restates the important ideas briefly while the clarifier listens and asks clarifying questions. Then the clarifier asks any important questions that may have been

Work Time A Students read chapter 14 for Homework

Grammar:

Use verb tense to convey various times, sequences, states, and conditions.


Lesson 4

Lesson 5

Lesson 6



Focus on Why and How

Shows relationship between ideas

Opening statement gist

Linking Words



omitted. Have student pairs continue to read, pause, and summarize while reading, in order to clarify important key ideas and details. After several portions have been read and discussed, the students can switch roles. Students should continue until the text has been completed. Students can also draw, chart, diagram or summarize the text with their partner or independently (Dansereau & Larson, 1986).

Three Points to a Summary. Students read a story. As students are reading, they are to note the “most important point” from the beginning of the story, the “most important point” from the middle of the story and the “most important point” from the end of the story. Next to each point, they write a quote from the story that supports it. Students then meet in small groups and discuss their “important points” and the supporting text. They are then to come to agreement on what are the 3 most important points of the story and the text to support it. The group then makes a poster with a summary of the points and presents it to the class. Students are evaluated on their ability to quote accurately from a text to explain what the text says explicitly and by inference. Grouping: Small group, pairs

Sticky Note Strategy. Have students write the following questions on small sticky notes:



1. What is the theme of _____ (text title)? What details in the story/poem/drama help the reader determine this theme? 2. How does the author use the way ____(character) responds to his/her situation to develop the theme of the story? While reading, have students place the sticky note where the text answers the question. The student may want to make more than one sticky note per question to note multiple places that references or answers the question. Color coded sticky notes to represent each question could also be used.



November 3-7 Unit 2 Lesson 14 Lesson 15 Lesson 16 Lesson 17

Mini-lessons

Text Dependent Questions Verb Tenses Correlative Conjunctions


Lesson 14:

(W.5.5)

Work Time B and Work Time C Read Chapter 15 independently, in groups, or for

homework



Instruction can focus on analyzing portions of text which contain a point or claim and identifying which evidence supports which point(s). Students can evaluate details and other ways authors use statements to support and build specific claims. Instruction can also ask students to formulate claims or main points based on information in portions or entire texts.



Through Their Eyes. 1. The teacher prepares a simple face drawing with prominent glasses. 2. Underneath the face put a box in which the student will write a quote they have chosen. 3. Draw a box in the upper right where the student will write what the quote means. 4. Draw a "thought" balloon/bubble into which the student will write what the inference is from the quote

Skeleton Outline. Students read a story. Using the general arrangement of a skeleton, students determine parts of the text: the spine is the theme of the story; the limbs are the details such as how characters respond to challenges.

Lesson 15:

(RL.5.4), (RL.5.2), (RL.5.1), (SL.5.6)

Complete at perform poems Text Dependent Questions completed in small groups Read Chapter 15 independently, in groups, or for

homework Lesson 16:

(RL.5.1), (RL.5.1), (RL.5.2), (RL.5.2), (RL.5.3), (W.5.2), (W5.5)

Mini Lessons facilitated by teacher Work Time B, C, and D

Lesson 17:

(RL.5.1), (RL.5.1), (RL.5.2), (RL.5.3), (W.5.2), (W.5.5)


*This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Grammar:

Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor).



Under the skeleton students write a brief summary of the story. Students are evaluated by their ability to determine the theme of the story and using details to explain how characters respond to challenges. Grouping: Small group, pairs, individual

Window Paning with Critical Questioning. Window paning is a strategy for organizing steps to a process or helping students to remember important concepts. It basically operates with a few simple rules:

1. A window pane should have no more than nine cells. (If you need ten cells, then make two five-cell posters.) 2. Each cell should contain a simple picture/icon and only one word. 3. The pane should involve a lot of color. After students have drawn/written a pane for each chapter, scene or stanza, students can write about how the chapters, scenes or stanzas fit together. The teacher may need to provide questions for the students as a springboard for critical thinking. Such questions could be: 1. Why are chapters 1-3 important? How do these chapters contribute to the story? 2. Why is scene 2 important in the drama? How does it provide the connection between scenes 1 and 3?


Lesson 4

Lesson 5

Lesson 6

Lesson 7 Writing Lesson: Exploration in Nonfiction Writing


Linking Words

Headings

Conclusion

Quote



3. How do the stanzas in _____ (text title) fit together so the poem flows from beginning to end? (Pike, 1994)



November 10-14

Unit 2 Lesson 17 Lesson 18

Mini-lessons Recognize and correct inappropriate shifts in

verb tense. Use correlative conjunctions (e.g., either/or,

neither/nor). Text Dependent Questions Verb Tenses

Lesson 17:

(RL.5.1), (RL.5.1), (RL.5.2), (RL.5.3), (W.5.2), (W.5.5)




Correlative Conjunctions


Instruction can focus on analyzing portions of text which contain a point or claim and identifying which evidence supports which point(s). Students can evaluate details and other ways authors use statements to support and build specific claims. Instruction can also ask students to formulate claims or main points based on information in portions or entire texts.


From Another Direction. Small groups are each given a chapter or section of a short story. They are to re-read the selection, and then retell the events of the selection from the point of view of a different character in the selection than the one acting as narrator. Students may work together to decide how the new storyteller’s viewpoint will/could change the story/outcome, but each student should rewrite that segment on their own. Students are evaluated on their ability to describe how a narrator’s point of view influences how events are described. Grouping: Small group

Clothesline Series. This strategy is a

cooperative learning strategy to help students

Lesson 18:

(RL.5.1), (RL.5.1), (RL.5.2), (RL.5.2), (RL.5.3), (W.5.2), (W.5.4), (W.5.5), (W.5.9)

Maintain Lesson Integrity *This document will be a part of the students’ portfolio.*

Student assessment and scored rubric must be attached

Grammar: Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). Ready NY CCLS Lesson: Language Handbook

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Extended Writing Unit: Informational Narrative Lessons: Purpose Features Third Person Point of View Choosing and Narrowing Topic



explain how a series of chapters, scenes or stanzas fit together to

provide a structure. After students have read a story, drama or poem, assign each small group a chapter, scene or stanza to illustrate and describe. When the groups have completed their task, each group hangs their illustration/description on the clothesline to show the order of the text. Once the text is in order, have each group explain the purpose of their section and how it fits with the one previously shown. After groups share, each student can then be assigned to write about how two or more sections of the clothesline fit together.



November 17-21

Unit 3 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Complete Writing, Grammar, and Comprehension Lessons Suggested


Lesson 1:

(RI.5.9), (RI.5.9), (SL.5.6), (W.5.11)




Instruction can focus on using textual details to explain how a narrator changes the mood of a text based on the way events are described.

Lesson 2:

(SL.5.6), (SL.5.1), (RL.5.5), (W.5.11)

Maintain Lesson Integrity Ready NY CCLS Lesson:

Lesson 16 Understanding Literary Structure Lesson 3:

(W.5.8), (SL.5.1), (W.5.1)

Complete Work Time A Only

Lesson 4: Mid-Unit Assessment is Optional

(RL.5.1), (RL.5.1), (RL.5.4), (RL.5.5), (RL.5.6), (RL.5.9)


Lesson 22: Comparing and Contrast Stories in the Same

Genre Lesson 5:

(RL.5.2), (RL.5.2), (W.5.8), (W.5.8)

Complete Work Time A and B activities



Grammar: Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor).


Lesson 4

Lesson 5

Lesson 6

Lesson 7

Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Extended Writing Unit: Informational Narrative Choosing and Narrowing Topic Researching multiple source Taking brief notes Citing Sources Organizing information in time order





November 24-26

Unit 3 Lesson 6 Lesson 7 Lesson 8

Utilize Guided Reading and Group Intervention Time to complete lesson in Ready CCLS Book and/or other

instruction based on current disaggregated data


Lesson 6:

(RL.5.1), (RL.5.1), (SL.5.1), (SL.5.1a), (SL.5.1b), (RL.5.2), (RL.5.5)

Maintain Lesson Integrity Lesson 7:

(RL.5.2), (RL.5.5), (SL.5.1), (SL.5.1a), (SL.5.1b)

Work Time B and C only

Lesson 8:

(RL.5.5), (W.5.3), (W.5.3a), (W.5.3b), (W.5.3c), (W.5.5)



Work Time A, B,C

Grammar:

Recognize and correct inappropriate shifts in verb tense.

Use correlative conjunctions (e.g., either/or, neither/nor).


Lesson 4

Lesson 5

Lesson 6

Lesson 7

Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached Extended Writing Unit: Informational Narrative Organizing information in time order Time line Turning Notes into Running Text Writing and Inviting Lead Infusing descriptions and Details



December 1- December 5

Unit 3 Lesson 9

Lesson 10 Lesson 11 Lesson 12

Utilize Guided Reading and Group Intervention Time to complete lesson in Ready CCLS Book and/or other instruction needed based on current disaggregated

data


Lesson 9:

(W.5.3), (W.5.3a), (W.5.3b), (W.5.3c), (W.5.3d), (W.5.4), (W.5.9)

Work Time A Optional Complete Work Time B



Lesson 10:

(W.5.3), (W.5.3a), (W.5.3b), (W.5.3d), (W.5.5)

Work Time A and B Work Time C is optional

Lesson 11:

(W.5.3), (W.5.3a), (W.5.3b), (W.5.3c), (W.5.3d), (W.5.3e), (W.5.3f), (SL.5.6)

Work Time A and B only

Lesson 12:

(SL.5.6), (W.5.11)

Maintain Integrity Perform for lower grade students in classroom or

auditorium Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached Extended Writing Unit: Informational Narrative Writing and Inviting Lead Infusing descriptions and Details Crafting a Satisfying Ending Revising for Sentence Variety and Fluency Editing Checklist

mount vernon city school district calendarized fifth grade...

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