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Revised: 10/6/2016

SYRACUSE CITY SCHOOL DISTRICT Grade 05 Unit 04 Literary & Informational Text Unit

Westward Expansion Reading Standards:RL.5.4, RL.5.5, RL.5.6, RI.5.4, RI.5.1, RI.5.2, RI.5.6, RI.5.9

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

Unit Description: In this unit, fifth grade students learn that the lives of Americans were impacted greatly by the Westward

Expansion of the United States. Readers use non-fiction reading skills to learn about a time period, draw evidence from

literary or informational text to support analysis, reflection, and research. Students will be expected to use non-fiction text

and historical fiction to extract information from text. Students need a Readers Notebook where they can show evidence

of their thinking and learning. The checks for understanding provide many turn and talk opportunities that can be

transferred into a writing response. Students need to write everyday about what they are reading.

For one week during the unit, teachers should lead students through a close reading mini-unit from the ACT Now

Resources; remember, these serve as a resource and not a script and should be used to inform teacher planning. In order

to fit this into your current unit pacing, you will need to work with your team and coach to consider which teaching points

you could consolidate or incorporate into the close reading mini-unit.

*Close Reading Mini-Unit “The Expedition of Lewis and Clark”

Common Core Learning Standards:

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.

Teaching Points:

4.2 Readers learn about a time period when reading a nonfiction text by asking “What is the setting and what is this teaching me about the

time period?”

4.3 Readers identify the main idea when reading nonfiction by reading a chunk of text and jotting down the important details.

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CCLS Coded Standard Concept Elaboration Assessment Questions

RL.5.4 Determine the meaning of words and

phrases as they are used in a text, including

figurative language such as metaphors

and similes.

To determine the meaning of words and phrases as they

are used in a text including figurative language such as

metaphors and similes, 5th grade students need to combine

these skills/concepts:

Actively seek meaning of unknown words by reading

and rereading other sentences/paragraphs to identify

context clues

Use context clues to determine meaning of unknown

words and phrases to deepen their understanding of

literary text

Differentiate between literal and non-literal meaning

Identify and interpret figurative language in

text (simile, metaphor, personification, hyperbole,

exaggeration, idiom)

Analyze how the author uses figurative language to

enhance and extend meaning

Determine how specific word choices shape the

meaning and tone of a text

What does _____ mean?

RL.5.5 Explain how a series of chapters, scenes, or

stanzas fits together to provide the overall

structure of a particular story, drama, or

poem.

To explain how a series of chapters, scenes, or stanzas fit

together to provide the overall structure of a particular

story, drama or poem, 5th Grade students will need to

combine the following skills and concepts:

Identify and describe the text structures of various

genres

Describe the structural elements of stories, drama, and

poems

Explain the relationship between parts of text and

whole text

Explain how a series of chapters fit together to provide

the overall structure of a story

Explain how a series of scenes fit together to provide

the overall structure of a drama

Explain how the stanzas fit together to provide the

Why does Anna tell Papa to ask

Sarah if she sings? What earlier parts

of the text help you understand the

meaning of this line? (RL.5.5)

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CCLS Coded Standard Concept Elaboration Assessment Questions

overall structure of a poem

Use knowledge of the different ways to organize text in

[text structures] stories, drama, and poems to interpret

text and build understanding of the text (flashback,

foreshadow, etc.)

Determine and explain relationships between parts of

text and whole text (e.g., series of scenes, chapters,

stanzas)

Follow the message of a story, poem, or drama across

chapters, stanzas or scenes

Understand that stories have beginnings,

conflicts/problems and conclusions

Know that often poems have stanzas or verses that

provide additional details for the reader.

RL.5.6 Describe how a narrator’s or speaker’s

point of view influences how events are

described.

To describe how a narrator or speakers point of view

influences how events are described, 5th Grade students

will need to combine the following skills and concepts:

Understand and define point of view

Understand what types of things effect a person’s

point of view (where does our POV come from? Our

Life experiences)

Compare and contrast different points of view

(characters or authors)

Identify points of view

Determine who is telling the story ( 1st person, 3rd person

Omniscient, 3rd Person Limited)

Follow the message of a story, poem, or drama across

chapters, stanzas or scenes

How does Anna feel about Sarah’s

letter? How do you know? (RL.5.6,

RL.5.1)

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CCLS Coded Standard Concept Elaboration Assessment Questions

RI.5.1

Quote accurately from a text when

explaining what the text says explicitly and

when drawing inferences from the text.

To quote accurately from a text when explaining what the

text says explicitly, fifth grade students need to combine

these skills/concepts:

Knowledge of text structure

Strategies for determining unknown words

Recall details

To draw inferences from a text, fifth grade students need

to:

Make and revise predictions as they read

Use the combination of explicitly stated information,

background knowledge, and connections to the text

to answer questions they have as they read

Identify vocabulary and how it is important to

understanding the text (content vocabulary and

vocabulary connected to inferences)

Draw conclusions & make judgments from the facts in

the text.

Summarize the article in a way that

teaches others the central idea.

RI.5.2

Determine two or more main ideas of a text

and explain how they are supported by key

details; summarize the text.

To determine two or more main ideas of a text and explain

how they are supported by key details, fifth grade students

need to combine these skills/concepts:

Identify relevant/irrelevant details that support main

idea

Identify 2 or more main ideas within sections of text

(structure)

Explain the main ideas by providing 2 or 3 examples

from the text that support the main idea

To summarize the text, fifth grade students need to:

Identify key details connected to the main idea

Include overarching them

Determine important details

Summarize the article in a way that

teaches others the central idea.

RI.5.4 Determine the meaning of general

academic and domain-specific words and

phrases in a text relevant to a grade 5

To determine the meaning of general academic and

domain-specific words and phrases in a text relevant to

a grade 5 topic or subject area, 5th Grade students will

What does ____ mean in this

sentence?

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CCLS Coded Standard Concept Elaboration Assessment Questions

topics or subject area. need to combine the following skills and concepts:

Utilize context clues to figure out unknown words

(students need understanding of the process in using

context clues) Clicks and clunks

Use word parts (prefixes, suffixes and root words) to

determine meaning of unknown words

Use Greek and Latin roots to determine unknown

words

RI.5.6 Analyze multiple accounts of the same

event or topic, noting important similarities

and differences in the point of view they

represent.

To analyze multiple accounts of the same event or topic,

noting important similarities and differences in the point of

view they represent, 5th Grade students will need to

combine the following skills and concepts:.

Understand and identify point of view

Think about an event from a variety of perspectives

Put themselves “in another person’s shoes”

Compare and contrast accounts

Highlight / make note of important similarities and

differences

Give examples from the text that support the points of

view

Complete a graphic organizer to aid in identifying

information collected

(not assessed at this time)

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.

To 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 5th Grade students

will need to combine the following skills and concept, 5th

Grade students will need to combine the following skills and

concepts:

Identify key words in questions and go back into article

and find the section of text that supports the question

Underline key words in question

Skim and Scan for key words and concepts in text

(italicized or bolded text, definition on side margin

etc.)

Read, interpret, and manipulate charts, graphs, and

timelines in order to answer questions.

Assessed in writing research project

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CCLS Coded Standard Concept Elaboration Assessment Questions

RI.5.9 Integrate information from several texts on

the same topic in order to write or speak

about the subject knowledgeably.

To Integrate information from several texts on the same

topic in order to write or speak about the subject

knowledgeably 5th Grade students will need to combine

the following skills and concepts, 5th Grade students will

need to combine the following skills and concepts:

Locate and or determine important information each

text

Organize information from several texts on one topic

(i.e. graphic organizer, highlighter text, etc.)

Analyze (synthesize) information found within each text

and determining similarities between both texts

(information from both texts that support similar ideas)

Based on the article “Women’s Life

on the Great Plains,” what are some

reasons Papa might be interested in

finding a new wife? (RI.5.9)

Spiraled Reading Standards:

RL.5.1, RL.5.2, RL.5.3, RI.5.3

Embedded Writing Standards:

W.5.9: 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]”).

Assessment Links Rubrics and Scoring Guide Links

Unit Assessment Unit Assessment Rubric

Recommended Texts Treasures Resources

Historical fiction novel:

The Great Horn Spoon

The Sign of the Beaver

The Ballad of Lucy Whipple

Sarah, Plain and Tall*(this text is used in the assessment)

Skylark

Dear Levi, Letters from the Overland Trail by Elvira Woodruff

Informational text:

Children of the Wild West by Russell

Treasures Unit 5 – Main Selection

Valley of the Moon by Sherry Garland

Black Cowboy Wild Horses: A True Story by Julius Lester

A Historic Journey (Lewis and Clark Expedition) Time for Kids

Davy Crockett Saves the World by Rosalyn Schanzer

When Esther Morris Headed West by Connie Nordhielm

Wooldridge

Leveled Readers from Unit 5

-Johnny Appleseed

-African American Voting Rights

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Social Studies Textbook

Scott Foresman, Grade 5 – Westward Expansion

-The Oregon Trail: Westward Ho!

-Nat Love: A man of the Old and New West

-Cowgirl Alice Greenough

William F. Cody: Showman of the Old West

Pre-teaching Vocabulary &Comprehension and Paired Selections

Leveled Classroom Library:

Tallchief: America’s Prima Ballerina by Maria Tallchief with

Rosemary Wells

Coolies by Yin

In the Days of the Vaqueros: America’s First True Cowboys

Big Ideas Essential Questions

● Characters’ lives are affected by the historical setting in which

they live

● The Westward Expansion movement in the U.S. had very different

impacts on the lives of different groups of people

● How can we use multiple text sources to better understand

Westward Expansion and deepen our appreciation of historical

fiction?

Vocabulary Anchor Charts

● Historical fiction Prairie

● Central Idea Pioneer

● Compare/contrast Westward Expansion

● Differ

● Integrate

● Physical setting

● Emotional Setting

● Interdependent

T-Chart (Comparison of Then and Now)

5 Column Chart [Physical Setting/Emotional Setting/ Text

Evidence]

Know/Wonder charts

Setting Graphic Organizer

QAR Chart

QAR Concept Map

5 W’s and H chart

Outcome Assessment #1

Outcome Assessment #2:

Outcome Assessment #3

1. Reread this excerpt from the text:

The settlers made the difficult trek over 2000

miles of harsh land following the famous trail.

In your own words, define the word trek. (R.I. 5.4)

2. Summarize this text in a way that teaches

others the central ideas. (RI.5.2, RI.5.1)

3. Based on the article “Westward Expansion”,

what are some reasons Austin might have

gone with the Morrison Family to California?

(RI.5.9)

(RL.5.1) (RL.5.5) (RL.5.6)

Use the passage from Dear Levi, Letters from

the Overland Trail, to answer question 4.

4. Why does Austin say:

“The Morrison’s are fine people, Levi, and we’d

be part of a real family. I’m thinking about the

rainbow, and in my mind I can see it stretching

clear across this prairie and on over to

Oregon!”?

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What earlier parts of the text help you

understand the meaning of these lines? (RL.5.5)

5. Based on the excerpt Dear Levi, Letters from

the Overland Trail, How does Austin feel about

Mrs. Morrison? How do you know? Use details

from the text in your answer. (RL.5.6, RL.5.1)

Teaching Points

4.12,4.13.4.14

4.1,4.2,4.3

Teaching Points

4.4, 4.5, 4.6, 4.7, 4.8

Teaching Points

4.4, 4.5, 4.6, 4.7, 4.8

4.9,4.10,4.11

CCLS

RI.5.1, RI.5.2, 5.4

CCLS

RI.5.7, RI.5.9

CCLS

RL.5.1, RL.5.5, RL.5.6

Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

SWBAT find the

main ideas in

nonfiction text

to build

historical

background

knowledge.

(RI.5.1, RI.5.2)

4.1(Launching/Building

Background – historical

content)

The Louisiana Purchase

was a turning point in

American history; the west

was opened.

Exit Slip:

What was the importance of the

Louisiana Purchase?

Teacher resource materials –

Unit Plan on Westward

Expansion

Westward Expansion PPT

4.2 Readers learn about a

time period when reading

nonfiction text by asking:

what is the setting and

what is this teaching me

about the time period?

Read a chunk of text

How does the author describe the

setting and what does this teach you

about this time period?

Turn and talk

Using the text “Children of

the Wild West” to infer and

retrieve information about

children from the wild west.

(see pages 31-32)

T-Chart (Model Comparison

of Then and Now T-chart

using “Children of the Wild

Page 31-32 Children of the Wild

West

Link to Westward Expansion Unit

Plan

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

West” text)

4.3 Readers identify the

main idea when reading

nonfiction.

Here’s how:

Read a chunk of text and

jot down the important

details (who and what the

section is about).

Reread the details and ask:

how do these details

connect?

What is the author

teaching us in this section

of text?

Teacher models this in her notebook

then circulates around classroom as

student jot in their own notebooks:

students read a section of text, jot

down the important details (who and

what is it about?) and then look at

the details and ask:

How do the details connect?

What is the author teaching

us in this whole text?

Some student will need

extensive support in

distinguishing between

important and unimportant

details. Additional lessons in

small groups may be helpful.

Laura Robb-

pose/skim/connect

Practical Ways to Weave

Comprehension Strategies Into

Your Content Area Teaching

Laura Robb

Learnzillion lesson – how

readers find the main idea

The teaching points 4.4-4.8 were designed to build upon one another and should be taught in the order that they were written

SWBAT analyze

the physical

and emotional

setting of a

historical fiction

novel

(RL.5.1, RL.5.3)

4.4 Readers learn about

the genre of Historical

Fiction by:

Thinking about what they

know about fiction

Thinking about what they

know about nonfiction and

asking:

How do I combine these

two to understand the

genre of Historical fiction?

What are the key characteristics of

Historical Fiction?

Generate a list of characteristics of

historical fiction.

-Characters

-Problem solution

-Setting is real

-Characters could be real or

made up

-Problem could be real or

made up based on historical

facts during that time period

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

SWBAT analyze

the physical

and emotional

setting of a

historical fiction

novel

(RL.5.1, RL.5.3)

4.5 Readers identify the

characters and setting of a

text by tracking characters

(names and details) and

identify the setting of the

story.

Who are the characters and list

important details about them

What is the setting of this story?

Are there any clues yet that tell us

in what time period this story

takes place?

4.6 Readers think about

their characters physical

setting

Here’s How: Make a

mental picture as you

read.

-Look for small clues the

author gives to show the

time and place

-Think, “This seems like it is

taking place in ______I think

this because ______”

“Where is this character right now in

the story? Where are the characters

and why is it important? When is this

taking place? Does the time period

give me any clues about the

characters or the events?

Stop and Jot – Visualize and list

attributes of the physical setting.

Turn and talk:

Where are the characters and how

might they be feeling based on the

setting?

3 Column Chart [Physical

Setting/Emotional Setting/ Text

Evidence]

4.7 Historical Fiction readers

analyze the physical and

emotional setting and its

effect on the characters.

Here’s How:

Ask, What problems do I

know people faced in this

time period?

How are the characters

feeling in this part?

Are these feelings caused

What is this character’s emotional

state of mind right now and why?

How is the setting impacting the

character’s point of view?

Is the physical setting having an

impact on the characters emotional

state of mind? Why or why not?

Turn and talk

What is going on with the character

right now? How does this connect

with the time period?

Using a graphic organizer

(5w’s and H) Stop and Jot –

what clues have you

collected about the time

period so far? Using pages __

of the text, underline

information about the time

period. (see Time For Kids,

Grade 5, America in 1850 or

The Trail of Tears)

The emotional setting of a story

is the series of emotions that the

character deals with

throughout the story. Setting is

not just the background but is

almost like an additional

character to the story. The

setting itself can have physical

and emotional characteristics.

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

by something happening

in the time period?

Stop and Jot - Chart a character’s

physical setting/evidence/emotional

setting/evidence/inference

4.8 Historical Fiction readers

analyze the emotional

setting and its effect on the

characters.

What problem is the character facing

right now?

What do I know about the time

period that helps me understand the

character’s problem AND his

reaction to the problem?

Stop and Jot: Readers ask and

answer questions in readers’ response

journals

Turn and Talk: share your writing with

a partner.

Use Mentor Text Skylark or Dear

Levi

SWBAT

determine who

is telling a story

and what

factors may

influence the

narrator’s point

of view (RL.5.6)

4.9 Readers describe first

person, third person limited

and third person

omniscient points of view.

Here’s how: Identify POV in

multiple passages. Write

sentences from different

POV. (see POV lesson)

Use any of the mentor text to model

this teaching point or the suggested

lessons in the scaffolds and supports

section…

Why would an author choose to write

a story in the perspective of first

person (or other point of view)? What

effect might the POV have on the

reader?

Turn and talk – Who is telling the story

in this passage?

Use POV Chart

Link to POV Lesson

POV Chart

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

Stop and Jot – Write sentences from

different points of view.

SWBAT

determine who

is telling a story

and what

factors may

influence the

narrator’s point

of view (RL.5.6)

4.10 Readers identify the

challenges that their

characters are facing and

how these challenges

affect how they tell their

story.

Who is telling the story and what

challenges are they facing? How are

these challenges impacting how they

tell the story?

Turn and Talk:

I can explain to my partner…

-who is the narrator of the story

- a challenge that the character

faces

-how the challenge affects how the

narrator tells the story

Ask: What are some clues that show

you who is telling the story?

What might we hear if we were

reading this through (another

character’s) point of view?

Use 3 Column chart to write

this information down with a

partner – teach it to another

pair.

Readers ask themselves:

“What has happened to my

narrator that would affect how

they are telling the story?”

“What is the author’s purpose

for writing the story?”

“Can I find any details that

support my thinking?”

E-reading lesson on Point of

View

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

SWBAT

determine who

is telling a story

and what

factors may

influence the

narrator’s point

of view (RL.5.6)

4.11 Readers analyze the

author’s choice of point of

view.

Here’s How: Ask: How

would the story be different

if it was told from a

different point of view?

How would a different character tell

this story? What factors would

influence the different narrator? If this

story was told in third person, who

would tell the story?

Turn and Talk: Readers discuss how

the story would be different if it was

told from a different point of view

Try it out! Have partner pairs

come up with a section of

text rewritten in another

POV. (Third person/First

person from another

character’s

perspective…how would a

different character tell this

story? What factors would

influence the different

narrator? If this was a third

person, who would tell the

story? )

Readers make a T-chart in their

notebooks to track the events

that have an impact on the

point of view

Students work in small groups to

identify POV of stories from

Treasures (or other text)

Title/POV/evidence/genre - 4-

column chart –

SWBAT solve

new, unknown

words

(RL.5.4, RI.5.4)

4.12 Readers use context

clues to determine the

meaning of unknown

words in a text.

Here’s how:

Think about what is

happening in the

paragraph.

“What is the character

thinking, doing or saying

that could help me

determine the meaning of

the unknown word?

“What is the character thinking, doing

or saying that could help me

determine the meaning of the

unknown word?

Readers keep track of unknown

words by jotting on index card or in a

vocabulary journal:

-A word they don’t know

-A possible definition

-A brief explanation of how they tried

to figure it out

Clunk strategies #1 and #2

Click and Clunk Posters 4-12

Context Clues Teaching Points

Learn Zillion Lesson on using

context clues to figure out

unknown words

4.13 Readers use text

features to determine the

meaning of unknown

words in a text:

How are the context clues/text

features helping me understand the

unknown word?

Turn and Talk: Readers identify

Clunk Strategy #5

Click and Clunk Posters 4-12

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Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

Here’s how: Think about

what is happening in the

paragraph/text features.

How are the context

clues/text features helping

me understand the

unknown word?

features in a text that help them

understand and define words. Use of

charts, graphs, bold headings, italic

text, highlighted words.

SWBAT solve

new, unknown

words

(RL.5.4, RI.5.4)

4.14 Readers use their

knowledge of word parts,

specifically prefixes/suffixes

and Greek/Latin Roots to

figure out unknown words.

Here’s how: Readers ask

themselves…

Does this word have a

prefix or suffix? What is the

base word? What does

each part mean?”

Does this word have a prefix or suffix?

What is the base word? What does

each part mean?”

Readers create a list of vocabulary

words they do not know from select

text (social studies, science or ELA

Text). Readers work in partner pairs

to break apart the words based on

roots, prefixes and suffixes. Partners

also use strategies for using context

to identify unknown words. (see

lesson)

Clunk strategies # 3 and #4

Lesson for identifying unknown

words

Click and Clunk Posters 4-12

Teaching points 4.15 -4.16 should be use during the Launch of the Unit as well as throughout the unit when studying about Westward Expansion and the

time period from 1860’s – 1890’s.

SWBAT use

informational

text to deepen

understanding

of historical

fiction (RI.5.7,

RI.5.9)

4.15 Readers deepen their

understanding of historical

fiction by cross checking

with an informational text.

Here’s how:

--Select and read a historical fiction

text from the Westward Expansion

time period(Ex: Coolies by Yin –

Treasures Unit 5, classroom libraries)

-Select a section of informational text

about the Westward Expansion time

period to explore. (For example: 1865

Using ‘reading journal’

students track their thinking

Confusing part in novel

/what I learn from

informational text/ what I

now know about the novel

Strategies to Engage the Mind

of the Learner by Rachel

Billmeyer (QAR Strategy)

QAR chart

QAR Graphic organizer

QAR#2

Page 15

Standard/

Outcome

Teaching Points

(Lesson Objectives)

*note teaching point

numbers – some will be out

of chronological order

Checks for Understanding

(This usually comes at the end of the whole

group lesson – there are multiple ways to

check for student understanding: Turn and

Talk, Stop and Jot, etc. but includes students

processing what you taught during whole

group)

Supports & Scaffolds Instructional Resources & Tools

& Transcontinental Railroad; see

Grade 5 SS textbook)

Ask: How did reading both texts help

me understand The Westward

Expansion during the 1860’s

Readers return to the novel and read,

asking: What do I understand now

(after reading the SS text) that I didn’t

before?

Readers return with their partner and

explain what they learned and what

they now understand that they didn’t

before.

SWBAT use

informational

text to deepen

understanding

of historical

fiction (RI.5.9)

4.16 Readers analyze

artifacts from a time period

to build their

understanding of events in

history. Here’s how:

Analyze information and

find common details about

the same topic.

How do the artifacts help me

understand this time period better?

Readers use information from multiple

sources to show understanding of

historical event: photograph, maps,

charts, advertisements, articles and

teach their topic/information to a

partner or group.

Complete QAR chart

Strategies to Engage the Mind

of the Learner by Rachel

Billmeyer (QAR Strategy) QAR

Chart: QAR Graphic organizer

Westward Expansion Topics:

Louisiana Purchase, Lewis and

Clark, Erie Canal completed,

Indian Removal Act, Alamo, US

Troops remove Cherokee,

Oregon Settlement, Gold Rush,

California Gold Rush,

Telegraph, Transcontinental

Railroad, Abolitionist,

Inventers/inventions, Manifest

Destiny

Page 16

Small Group Teaching Points and Resources

Students who need support with literary text (as determined by Unit 1 assessment):

Determining the theme of a story: LearnZillion lesson

Develop ideas about characters: LearnZillion lesson

Identifying the narrator: LearnZillion lesson

Find and paraphrase text evidence: LearnZillion lesson

Students who need support with informational text (as determined by Unit 2 assessment):

Determining the main idea of a text Learnzillion lesson, Learnzillion lesson, Learnzillion lesson

Ask and answer questions about a text Learnzillion lesson

Analyze Text structures Learnzillion lesson

Suggested Pacing calendar for 5th grade

January 27, 2014 – March 7, 2014

Jan 27 Jan 28 Jan 29 Jan 30 Jan 31

4.1, 4.15, 4.16 Lesson Launch

4.2, 4.15, 4.16 Lesson Launch

4.3, 4.15, 4.16 Lesson Launch

4.11, 4.12, 4.13

Solving new and unknown

words

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional

Setting due to the

changes throughout the

text

Feb 3 Feb 4 Feb 5 Feb 6 Feb 7

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional Setting

due to the changes throughout

the text

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional Setting

due to the changes

throughout the text

4.4, 4.5, 4.6 ,4.7

Please revisit these TP’s on

Physical and Emotional Setting

due to the changes

throughout the text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout the

text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout

the text

Feb 10 Feb 11 Feb 12 Feb 13 Feb 14

4.8, 4.9, 4.10

Please revisit these TP’s on Point

of View throughout the text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout the

text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout the

text

4.11, 4.12, 4.13

Please revisit these TP’s on

using informational text to

deepen understanding of

historical fiction as needed to

understand novel.

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional

Setting due to the

changes throughout the

text

Feb 17 Feb 18 Feb 19 Feb 20 Feb 21

Winter Break

Page 17

Feb 24 Feb 25 Feb 26 Feb 27 Feb 28

4.11, 4.12, 4.13

Please revisit these TP’s on

Solving new and unknown words

4.14, 4.15

Please revisit these TP’s on using

informational text to deepen

understanding of historical

fiction as needed to understand

novel.

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional Setting

due to the changes

throughout the text

4.4, 4.5, 4.6, 4.7

Please revisit these TP’s on

Physical and Emotional Setting

due to the changes

throughout the text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout the

text

4.8, 4.9, 4.10

Please revisit these TP’s on

Point of View throughout

the text

Mar 3 Mar 4 Mar 5 Mar 6 Mar 7

4.4,4.5,4.6,4.7

Please revisit these TP’s on Physical

and Emotional Setting due to the

changes throughout the text

4.8,4.9,4.10

Please revisit these TP’s on Point of

View throughout the text

3.11,3.12,3.13

Please revisit these TP’s on using

informational text to deepen

understanding of historical fiction

as needed to understand novel.

Unit Assessment

Unit Assessment

Blank Pacing calendar for 5th grade

January 27, 2014 – March 7, 2014

Jan 27 Jan 28 Jan 29 Jan 30 Jan 31

4.1 Lesson Launch

.

4.2 Lesson Launch

4.3 Lesson Launch

Feb 3 Feb 4 Feb 5 Feb 6 Feb 7

Feb 10 Feb 11 Feb 12 Feb 13 Feb 14

Feb 17 Feb 18 Feb 19 Feb 20 Feb 21

Winter Break

Feb 24 Feb 25 Feb 26 Feb 27 Feb 28

Page 18

Mar 3 Mar 4 Mar 5 Mar 6 Mar 7

Unit Assessment Unit Assessment