mount vernon city school district master ela 5 module...

Mount Vernon City School District

MASTER ELA 5 Module 2B

Genre: Nonfiction

Major Theme: Inventions

Major Standards:

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

RL.5.7 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).

RL.5.11 Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas,

cultural perspectives, eras, personal events, and situations.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details;

summarize the text.

RI.5.3 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.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 5 topic or subject area.

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.7 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.



RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject

knowledgeably.

Major Reading Skills:

Identifying, analyzing, evaluating, and connecting story elements.

Explain how actions contribute to the sequence of events

Making Inferences

Main Ideas

Context Clues

Nonfiction Text Structure and Organization

Using text features to increase comprehension of text

Identifying, evaluating, and connecting details within a text

Research

5W’s and H Questions

Assessments:

Answering Text Dependent Questions

Using Quotes

On demand Writing Assessments

Final Performance Assessment: Graphic-Style Novelette. After researching informational texts

(on Garrett A. Morgan’s invention of the traffic light or the Wright brothers’ invention of the

airplane), students will write a short informational narrative in the graphic novel style in which

they describe how the invention was developed to meet societal needs and the ways the new

technology changed people’s lives.



Week of:

Lessons Intervention and Enrichment Activities

Lesson Modifications Explorations in Non Fiction Writing

and Grammar Lessons

Jan. 5-9

Unit 1 Lesson

1 Lesson

2 Lesson 3

Lesson 4

Direct Instruction/Intervention and Enrichment Activities

Making predictions

Inference

Informational Text Features

Context Clues

Basic Greek and Latin Roots

Paraphrasing

Visual Elements

Determine the main idea/gist

Ready Lessons: Lesson 21: Analyzing Visual Elements

in Literary Texts (RL.5.7) Lesson 10: Using details to support

inferences in literary texts (RL.5.1)

Four-Column Chart for Vocabulary: Column 1: Word, Column 2: Synonym, Column 3: Definition, Column 4:

Picture

Lesson 1A: SL.5.1, RL.5.7, RL.5.11

Complete Opening A

Complete Work Time A

Lesson 1B: SL.5.1, RL.5.7, RL.5.11

Complete Work Time B and C

Lesson 2: RL5.1, W.5.8, RL.

Complete Work Time A and B

Vocabulary: Model a four-

column chart

Ready CCLS Workbook Lessons

Lesson 10: Using Details to Support Inferences in Literary Texts

Lesson 3: W.5.8, RL.5.7, L.5.4

Begin lesson by asking students the gist of Section 2, in graphic

novel. Review vocabulary:

Language Handbook

Lesson 15: Using Context Clues

Lesson 16: Greek and Latin Word Parts



Suggestions for Standards-Based Instruction

To help students succeed with questions like this, 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.

Informational Text Features

Questioning the Illustrator. Which visual elements in ______

(a graphic novel) contribute to the novel’s meaning, tone or beauty? Use specific examples

from the text to support your answer or explanation. How do

the multimedia elements (animation, video, audio, still images) in ______ (a multimedia

presentation of fiction, folktale, myth or poem) contribute to its meaning, tone, beauty? Use

specific examples from the

Analyze, Visual Elements, Contribute


Lesson 4: RL.5.1, RL.5.7, W.5.8, L.5.4

Begin lesson by asking students

the gist of Section 3, in graphic novel.


Closing/Assessment

Ready CCLS Workbook Lessons

Lesson 4: Language Handbook L17



presentation to support your answer.

Display guiding questions to support all students, but

especially visual learners.

Model the process of viewing an

image and thinking of a hint or story.

Consider creating an anchor chart that includes a pictorial

example of each visual element.

Many of the descriptions of

visual elements contain high leverage vocabulary terms. Keep a word wall associated with this

module.

For students who struggle to

determine the gist of longer passages, encourage them to find the gist of facing pages to keep

track as they go and make it more manageable to determine

the gist of the entire section.

Additional Activities

Words Across Contexts. This strategy helps students add depth to a word

they may already know. The students are asked to examine how the context



influences the meaning of a word. The students may draw pictures, write

words, or provide examples and non-examples that assist them as they examine the same word with multiple

meanings. The students use a two column format to analyze a word in

several different contexts. For example:

Mathematics (pictures, words, examples, ect

Science



Week of:



and Grammar Lessons

Jan. 12-16

Unit 1 Lesson

5 Lesson

6 Lesson 7

Lesson 8

Direct Instruction/Intervention and Enrichment Activities o Text structure

o Paraphrasing o Making Inferences

o Interpreting quotes from texts

o Determine the main

idea/gist o Compare and Contrast

Ready Lessons: Lesson 3: Using Details to Support

Inferences (RI.5.1) Lesson 4A: Explaining Relationships in

Scientific and Technical Texts (RI.5.3)

Lesson 11: Unfamiliar Words (RI.5.4)


Provide sentence starters or frames to

support students during their

Lesson 5: RL.5.1, RL.5.7, W.5.8, W.5.9

Begin lesson by asking students

the gist of Section 4, in graphic novel.


Lesson 6: RL.5.7, W.5.9, L.5.4

Mid-Unit Assessment

Lesson 7: RL5.1, RI.5.3, RI.5.4


Small Group: Work Time C

Have students select Graphic

Novel Template A, B, or C

Ready CCLS Workbook Lessons Lesson 3: Using Details to Support Inferences

Lesson 4A: Explaining

Relationships in Scientific and Technical Texts

Persuasive Writing Unit

Lesson 1a: Analyze the features of a

persuasive text

Lesson 1b: Choose a topic for a persuasive letter

Lesson 1c: Write an

opinion statement

Language Handbook Lesson 17: Using a

dictionary or Glossary



discussions about a topic sentence, opinion statement, reason, evidence, or

conclusion. To help students succeed with

questions like this, 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.

Informational Text T-Chart. Create a

T-chart and on the left record text information that helps a student learn

about a topic or concept. On the right record the student’s answers to the following critical thinking questions.

Refer to text to support reasoning. What is the most important

information and why? What are the most important facts? Why did the author want the reader

to learn these?

Lesson 11: Unfamiliar Words

Lesson 8A: RI.5.1, RI.5.4, W.5.1


Lesson 8B: RI.5.1, RI.5.4, W.5.1

Complete Work Time C

Closing/Assessment



Inference Charades

Students role-play various feelings to practice making inferences based on actions. To model, the teacher may roll

eyes, breathe hard and slump in a chair. The teacher points out that

nothing was said about the feeling, but asks what they can infer. Students should support their inferences with

specific actions from your role-play. After role-playing several examples,

break the class into small groups and allow the groups to plan their own examples. Allow a few minutes for the

groups to plan and practice. During whole-group sharing, record inferences on a large two-column

inference-evidence chart.

INFERENCE EVIDENCE



Week of:



and Grammar Lessons

Jan 19-23

Unit 1 Lesson

9 Lesson

10 Unit 2

Lesson 1 Lesson

2

Direct Instruction/Intervention and Enrichment

Compare and contrast structure

Using quotes from the text to

explain

Determine the main idea/gist

Summarize

Ready Lessons: Lesson 12: Comparing Text Structures, Part 1: Chronology,

Problem/Solution (RI.5.5)

Lesson 13: Comparing Text Structures, Part 2: Cause/Effect,

Compare/Contrast (RI.5.5)

Suggestions for Standards-Based

Instruction

Activities

Vocabulary, four-column chart

Lesson 9: RI.5.1, RI.5.5


Small Group Instruction: Work Time C, Compare and Contrast

Ready CCLS Workbook Lessons Lesson 12: Comparing Text Structures Part 1

Lesson 13: Comparing Text Structures Part 2

Lesson 10: RI.5.1, RI.5.3, RI.5.4,

RI.5.5, W.5.1

End of Unit Assessment

Unit 2

Lesson 1: SL.5.1, RI.5.2 Review group norms if necessary.

Complete Opening A: Building Background Knowledge note-

catcher

Complete Work Time A, B, and C


Lesson 1a: Analyze the features of a

persuasive text

Lesson 1b: Choose a topic for a persuasive letter

Lesson 1c: Write an

opinion statement



Additional Activities Five Minute Inference Builder. Each

day, read a short passage out loud using the Think-Aloud (See On Target:

Reading Strategies to Guide Learning, page 12) to share your inferences. Have students decide what kinds of

inferences you are making as you model this process. The selections can

be short passages from a literature book, a magazine, or a novel you are reading. Author Kylene Beers (2003)

recommends Two Minute Mysteries by Donald Sobol and Five Minute Mysteries and Even More Five Minute Mysteries by Ken Weber. Make sure the

text chosen offers opportunities for students to draw inferences.

Ready CCLS Workbook Lessons Lesson 1: Finding Main Ideas

Lesson 2: Summarizing Informational Texts

Lesson 2a: RI.5.2, L.5.4, SL.5.1




Week of:



and Grammar Lessons

Jan 26-30

Unit 2 Lesson

2

Lesson 3

Lesson 4

Lesson

5


Determining the Main Idea/gist

Make inferences using quotes

Paraphrase details

Determine meaning of key words

Summarize

Ready Lessons: Lesson 2: Summarizing Informational

Texts

Additional Activities Tier One, Tier Two and Tier Three Words. Target and categorize words on

word walls into Tier one, Tier Two, and Tier Three words. (Beck, McKeown, and Kucan, 2002). Students must have

opportunities to have student friendly explanations, instructional talks, and

practice activities with multiple exposures vocabulary words. Dictionary practice may offer vague

language, or may not represent the most common meanings for a

Lesson 2b: RI.5.2, L.5.4, SL.5.1


Preview the Homework: Vocabulary Strategies handout

Lesson 3: SL.5.1, RI.5.1, L.5.4.

Complete Opening: Making

inferences graphic organizer


Work Time C: Vocabulary

Resource Page, Glossary

Preview graphic novel templates

Lesson 4a: RI.5.1, RI.5.4, RI.5.2

Complete Opening: Making Inferences graphic organizer


Lesson 4b: RI.5.1, RI.5.4, RI.5.2


Lesson 5: RI.5.1, RI.5.2, RI.5.4, L.5.4

Mid-Unit Assessment


Lesson 2: Ask open-ended questions that

focus their research Lesson 3a: Plan

letters and organize reasons

Lesson 3b: Plan facts used to support

reasons

Language Handbook Lesson 12: Revising

sentences Lesson 13: Combining sentences



vocabulary word. This may confuse students unnecessarily. Don’t pre-

teach words that are adequately defined in a selection that students can identify using their knowledge of

prefixes, suffixes and base or root words.



Week of:



and Grammar Lessons

Feb.2-6 Unit 2 Lesson

6

Lesson 7

Lesson 8

Lesson

9


Determine meaning of unknown

words

Using quotes from the text

Writing an introductory

paragraph Painted Essay template

Additional Activities Evaluation ladder. Students take a list

of eight vocabulary words and will rank them from most to least relevant to the

subject or text. They then defend their rank in writing or may do so in a group orally as the teacher

listens in. There is no correct rank, but student should be able to demonstrate their knowledge of the words by their

explanation of the ranking. Pair, individual

Lesson 6: RI.5.1, L.5.4


Lesson 7: RI.5.1, RI.5.3

Complete Work Time A, B,

. and C

Lesson 8: W.5.9, W.5.2


Lesson 9: W.5.2



Lesson 4: Write strong introductory

paragraph Lesson 5 (TWO DAYS

NEEDED): Use linking words to connect their reasons and facts



Word Sort. Students take a list of 8 or so vocabulary words from a text, write

them on slips of paper. Next they arrange the words in group, identifying a title for each group. Finally students

explain their product and in doing so, will demonstrate their understanding

of the terms and the relationships between them. Pair, individual



Week of:



and Grammar Lessons

Feb. 9-13

Unit 2 Lesson

10

Lesson 11

Lesson 12

Lesson

13

Intervention and Enrichment Activities

Determine reasons and evidence

Write a conclusion

Linking words Suggestions for Standards-Based

Instruction


Signal Words. The signal words that describe each type of structure are as follows:

Cause and Effect: since, hence, because, made, for this reason,

consequently, on that account. Chronology: first, second, third, before, after, when, later, until,

at, last, next. Compare and contrast: similar,

different, on the other hand, but, however, bigger than, smaller

than, in the same way.

Lesson 10a: W.5.2, W.5.9

Complete Work Time A, and B

Lesson 10b: W.5.2, W.5.9


Lesson 11: W.5.2, SL.5.1


Lesson 12:

End of Unit Assessment Part 1

Lesson 13:



Lesson 4: Write strong introductory

paragraph Lesson 5 (TWO DAYS

NEEDED): Use linking words to connect their reasons and facts



Problem and solution: problem, solution, dilemma, if and then,

puzzling. Teaching students to find these

words helps them identify the type of text structure and the reading strategies that will assist them

in comprehension.



Week of:



and Grammar Lessons

Feb. 23-27

Unit 3 Lesson

1

Lesson 2

Lesson 3

Lesson

4 Lesson

5


Conduct research

Quote accurately

Data from print and digital sources

Draw on information from multiple sources

Suggestions for Standards-Based

Instruction

To help students succeed with

questions like this, 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.

Reflective Questioning: The purpose

of reflective questions is to encourage

Lesson 1: RL.5.7, RL.5.11

Complete Opening A


Independently Work Time C

Lesson 2 (part 1): W.5.7, W.5.8,

RI.5.1, RI.5.4

Complete Work Time A, B

Vocabulary Task Card, Work Time C

Lesson 3 (part 2): W.5.7, W.5.8,

RI.5.1, RI.5.4


Lesson 4 (part 3): W.5.7, W.5.8, RI.5.1, RI.5.7


Work Time C: Small group (

traffic light group and airplane group)


Lesson 6: Drafting a strong conclusion

Lesson 7 (TWO DAYS NEEDED): Revising

for sentence variety Persuasive Writing

Unit Lesson 8: Using a

revision checklist Lesson 9: Editing the

letter



students to think carefully about material and to process information in

new ways. Examples of reflective questions, adapted from King (1992) are

provided below. What is the main idea of _____ ?

What is the meaning of _____ ? What is a new example of _____ ? Explain why or how____ ?

What conclusions can be drawn from _____ ?

What is the difference between _____ and _____ ?

How are _____ and _____ similar?

What are the strengths and weaknesses of _____ ?

What is the best _____ and why?

This idea is important because _____.


Provide students with a list of

questions at a variety of learning levels. Provide access to print as well as

internet sources. Given a set amount of time, see how many answers they are able to find. Students must cite their

Ready CCLS Workbook Lessons Lesson 18: Finding Information

from Multiple Sources Lesson 5:

Mid-Unit Assessment



sources. Include some fun questions as well as educational ones. For

example, include a riddle or math challenge. Pair, individual



Week of:



and Grammar Lessons

Mar. 2-6

Unit 3 Lesson

6

Lesson 7

Lesson 8

Lesson

9 Lesson

10


Summarize

Use narrative techniques

Integrate information from texts

use precise language and

scientific vocabulary


Underlining for Comprehension.

Students can use the following strategy to identifying 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

Lesson 6: W.5.2, W.5.3, W.5.8, L.5.3


Ready CCLS Workbook Lessons Lesson: L14 In Language

handbook

Lesson 7: RI.5.9, W.5.2, W.5.8


Linking words

Ready CCLS Workbook Lessons Lesson 20: Using Multiple Sources for Writing and

Speaking

Lesson 8: RI.5.9, W.5.2, W.5.8


Lesson 9:


Lesson 10:



for sentence variety Lesson 8: Using a


letter



Additional Activities 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.




Week of:



and Grammar Lessons

Mar. 9-13

Unit 3 Lesson

11

Lesson 12

Lesson 13

Lesson

14 Lesson

15


Use transitional words and phrases

Sensory details

Lesson 11:


Ready CCLS Workbook Lessons Lesson: Language Handbook

L12-13

Lesson 12: W.5.4, W.5.5, SL.5.1


Lesson 13: W.5.3, W.5.5


Lesson 14: W.5.3, W.5.5, W.5.6,

SL.5.1


Lesson 15: W.5.3, W.5.5, W.5.6,

SL.5.1




for sentence variety Lesson 8: Using a


letter

Lesson 10



Week of:



and Grammar Lessons

Mar. 16-17

Unit 3 Lesson

16

Lesson 17

Lesson 16: W.5.2, W.5.6, W.5.8, SL.5.1


Lesson 17: Presenting Graphic

Novelettes


ENSURE COMPLETION OF MODULE

MARCH 17, 2015

mount vernon city school district master ela 5 module...

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