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Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015
Grade 3 Gr. 3 Module 1- Becoming a Close Reader and Writing to Learn: The Power of Reading Around the World
Gr. 3 Unit 1- Seeking the Power of Education and Reading
Lesson # Lesson Title Date(s) 1 Talking with My Peers: Carousel of Reading Superheroes around the World
Sept. 8-12
2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
4 Choosing a Book That Interests Me: Seeking the Superhero Reader in Me
5 Informative Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading? Sept. 15-19 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
7 Continued Close Reading of Nasreen’s Secret School: Discussion of Questions and Evidence
8 Paragraph Writing Instruction
9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States? Sept. 22-30 10 Continued Close Reading of That Book Woman: Text Dependent Questions and Vocabulary
11 End of Unit 1 Assessment: Close Reading and Powerful Note-Taking on My Own
Gr. 3 Unit 2- Building the Power of Reading
Lesson # Lesson Title Date(s) 1 Close Reading of Thank You, Mr. Faulker: Identifying the Superpowers of Reading Oct. 6-10
2 Continued Close Reading of Thank You, Mr. Faulker, Text Dependent Questions and Vocabulary
3 Close Reading of The Boy Who Loved Words: How Do People Build Their Word Power? Oct. 13-17
4 Vocabulary: Finding the Meaning of Words in Context in The Boy Who Loved Words
5 Independent Reading : Building the Power of Stamina
6 Reading Proficiently and Independently: The Power of Setting Goals Oct. 20-24
7 Mid-Unit 2 Assessment: On-Demand Informational Writing
8 Developing Reading Fluency: Criteria for Reading Aloud
9 Developing Reading Fluency: Selecting a Text and Practicing Reading Aloud
10 Developing Reading Fluency: Beginning the End of Unit 2 Assessment Oct. 27-31
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Gr. 3 Unit 3- Accessing Books around the World
Lesson # Lesson Title Date(s) 1 Building Background Knowledge about Physical Environment: What Makes it Hard for Some People to
Get Books?
Nov. 3-7
2 Reading Maps: Locating the Countries We Have Been Reading About
3 Close Reading of Waiting for the Biblioburro: Finding the Main Message and Taking Notes
Nov. 10-14
4 Continued Close Reading of Waiting for the Biblioburro: Comparing and Contrasting the Children in
Colombia, Appalachia, Chad, and Afghanistan
5 Paragraph Writing about Waiting for the Biblioburro
6 Determining Main Idea Using Text and Illustrations: Accessing Books around the World
7 Close Reading of Excerpts from My Librarian is a Camel: How Do People Access Books around the
World?
Nov. 17-21
8 Group Discussion: Accessing Books around the World
9 Mid-Unit Assessment: Answering Text-Dependent Questions about Librarians and Organizations around
the World
10 Planning Writing: Making Notes for the Accessing Books around the World Informative Paragraph
11 Writing a First Draft: Accessing Books around the World Informative Paragraph
Nov. 24-Dec. 5
12 Revising: Developing Topic Sentences fro My Accessing Books around the World Informative Paragraph
13 Revising: Strong Conclusions for My Accessing Books Around the World Informative Paragraph
14 Revising My Accessing Books around the World Informative Paragraph for a Hook to Captivate My
Reader (optional lesson)
15 Editing and Publishing: Accessing Books around the World Informative Paragraph Dec. 8-12
16 Illustrating: Geography Icon
17 On-Demand End of Unit Assessment and Bookmark Celebration
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Gr. 3 Module 2A- Researching to Build Knowledge and Teaching Others: Adaptations and the Wide World of Frogs
Gr. 3 Unit 1- Building Background Knowledge: Learning to Become an Expert (about Frogs)
Lesson # Lesson Title Date(s) 1 Reading and Talking With Peers: A Carousel of Photos and Texts about Frogs
Dec. 15-19 2 Close Reading of Pages 4-7 of Bullfrog at Magnolia Circle: Bullfrog Habitat
3 Continued Close Reading of Pages 4-7 and 12-15 of Bullfrog at Magnolia Circle: Text-Dependent Questions
and Vivid Words and Phrases
4 Close Reading of Pages 8-11 and 16-25 of Bullfrog at Magnolia Circle: Predators and Prey
Jan 5-9 5 Continued Close Reading of Pages 8-11 and 16-25 of Bullfrog at Magnolia Circle: Text-Dependent Questions
and Vivid Words and Phrases
6 Mid-Unit Assessment: Close Reading of Pages 26-31 of Bullfrog at Magnolia Circle: Bullfrog Life Cycle Jan. 12-16 7 Close Reading of Page 32 of Bullfrog at Magnolia Circle: Main Ideas about the Bullfrog
8 Continued Close Reading of Page 32 of Bullfrog at Magnolia Circle: Text-Dependent Questions, Main Ideas,
and Key Vocabulary about the Bullfrog
9 Science Talk: How Do Bullfrogs Survive? Jan. 19-23 10 Planning Writing: Bullfrog Informational Paragraph
11 End of Unit 1 Assessment: On-Demand Writing an Informational Paragraph about How a Bullfrog Survives
Gr. 3 Unit 2- Case Study: Reading to Build Expertise about Freaky Frogs
Lesson # Lesson Title Date(s) 1 Reading Closely to Expand Understanding of Adaptations Jan. 26-30 2 Using Informational Text Features and Learning Freaky Frog Vocabulary
3 Asking and Answering Questions: Studying the Life Cycle of a Frog Feb. 2-6 4 Asking and Answering Questions: Studying the Skin of a Frog
5 Asking and Answering Questions: Reading about a Frog’s Habitat
6 Mid-Unit Assessment: Close Reading of “The Spadefoot Toad”
Feb. 9-13
7 Reading about Freaky Frogs: “The Glass Frog”, Pages 32 and 33 of Everything You Need to Know about
Frogs
8 Reading about Freaky Frogs: “The Water-Holding Frog”, Pages 36 and 37 of Everything You Need to Know
about Frogs
9 Reading about Freaky Frogs: “The Amazon Horned Frog”, Pages 20 and 21 of Everything You Need to Know
about Frogs
10 Comparing and Contrasting Two Texts about Poison Dart Frogs: Poison! Feb. 23-27 11 Comparing and Contrasting Two Texts about Poison Dart Frogs: Legs and Toes
12 Comparing and Contrasting Two Texts about Poison Dart Frogs: Eggs and Tadpoles
13 End of Unit Assessment: On-Demand Informational Paragraph about How the Poison Dart Frog Survives
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Gr. 3 Unit 3- Culminating Project: Freaky Frog Trading Cards
Lesson # Lesson Title Date(s) 1 Reading New Texts about Freaky Frogs March 2-6
2 Research Synthesis and Science Talk: Freaky Frog Research Matrix and Science Talk about How Freaky
Frogs Survive
3 Writing a First Draft: Facts and Image Side of the Freaky Frog Trading Card March 9-13
4 Publishing: Facts and Image Side of the Freaky Frog Trading Card
5 Planning Writing: Generating Criteria and Making a Plan for the Paragraph Side of the Freaky Frog
Trading Card
6 First-Person Writing Using Vivid and Precise Words March 16-20
7 Mid-Unit Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph
8 Revising: Using Vivid and Precise Verbs and Adjectives
9 Final Revision: Using Feedback and Criteria
10 Editing: Polishing Our Writing March 23-27 11 Publishing: Writing the Final Draft of My Freaky Frog Trading Card
12 End of Unit Assessment: On-Demand Assessment and Freaky Frog Trading Card Celebration
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Gr. 3 Module 3A- Analyzing Narrative and Supporting Opinions: A Study of Peter Pan Gr. 3 Unit 1- How Authors Capture Readers’ Imaginations: A Study of Peter Pan
Lesson # Lesson Title Date(s) 1 Reading and Talking with Peers: A Carousel of Pictures and texts about Peter Pan
March 30-April 1
2 Reading for Main Idea in a Chapter Book (Chapter 2)
3 Reading for Details that Capture a Reader’s Imagination and Answering Questions (Chapter 2)
4 Identifying Character Traits: A Study of Tinker Bell (Chapter 3)
5 Identifying Character Motivations: Why Do Characters Do What They Do? (Chapter 4)
April 20-24 6 Character Actions: Looking Closely at How Characters’ Actions Move the Story Forward (Chapter 5)
7 Character Analysis: Looking Closely at One Character in Peter Pan (Revisiting Chapters 1-5)
8 On Demand Mid-Unit Assessment: Character Analysis of Peter Pan (Chapter 6)
9 Supporting Opinions with Reasons: Analyzing Character’s Actions (Chapter 7)
10 Sharing Opinions and Reasons: Peter Pan Discussion Groups (Chapters 7 and 8)
April 27-30 11 Considering an Author and Reader’s Point of View: Would You Have Offered Hook a Hand? (Chapter 9)
12 End of Unit Assessment: On-Demand Paragraph: Supporting Opinion with Reasons
Gr. 3 Unit 2- Reading Like a Writer: Crafting Imagined Scenes of Peter Pan
Lesson # Lesson Title Date(s) 1 A Close Look at Setting: Getting Lost in Neverland May 4-8
2 Figurative Language: Looking Closely at Author’s Craft in Peter Pan
3 Planning a Sequence of Events: Narrative Writing of a Scene in Neverland
May 11-15
4 Drafting an Imagined Narrative: Scenes from Neverland, Part 1
5 Drafting an Imagined Narrative: Scenes from Neverland, Part 2
6 Reading Like a Writer: Looking for Words and Phrases that Show a Character’s Thoughts, Feelings and Actions
7 Revising for Dialogue: Examining How an Author Develops a Character’s Feelings
8 Reading Like a Writer: Looking for Vivid and Precise Verbs in Chapter 14
May 18-22
9 Revising Scenes: Using Words That Work- Vivid and Precise Verbs
10 Looking Carefully at Conventions: Reviewing Quotation Marks and Editing our Scenes
11 Mid-Unit Assessment: On-Demand Writing: Crafting a New Scene
12 Learning from a New Type of Literature: An Introduction to Readers Theater Scripts
13 Staging a Readers Theater: “The Birds Leave the Nest”, Based on Chapter 4 of Peter Pan May 25-29
14 Characters’ Feelings and Reading Fluency: The Mermaid Lagoon, Based on Chapter 9 of Peter Pan
15 Staging a Readers Theater: The Mermaid Lagoon (Based on Chapter 9 of Peter Pan)
16 Planning and Performing: Beginning the End of Unit 2 Assessment
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Gr. 3 Unit 3- Writing Like a Reader: Developing Opinions about the Author’s Craft in Peter Pan
Lesson # Lesson Title Date(s) 1 Planning Writing: Generating Criteria and Making a Plan for a Summary of Peter Pan
June 1-5
2 Writing a First-Draft Peter Pan Summary
3 Revising and Editing: Simple and Compound Sentences and Connections
4 Mid-Unit Assessment: Writing a Summary about Peter Pan
5 Peter Pan Opinion Writing: Generating Criteria and Choosing a Favorite Character
6 Opinion Writing: Planning Opinion and Reasons
June 8-12
7 Opinion Writing: Introducing an Opinion and Providing a Conclusion Sentence
8 Revising Opinion Writing: Strengthening My Reasons by Using Specific Details about My Character
9 Final Revision: Using Feedback and Criteria
10 On-Demand End of Unit Assessment and Celebration of Opinion Writing
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Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015
Grade 4
Gr. 4 Module 1- Becoming a Close Reader and Writing to Learn: Native Americans in New York
Gr. 4 Unit 1- Building Background Knowledge about the Haudenosaunee: The Great Peacemakers
Lesson # Lesson Title Date(s) 1 Launching the Mystery: What’s That Symbol?
Sept. 8-12
2 Practicing Reading Closely: Solving the Mystery: What’s That Symbol?
3 Practicing Reading Closely: Section 1 of the Great Law of Peace
4 Reading Closely: Sections 4 and 7 of the Great Law of Peace
5 Mid-Unit 1 Assessment and Close Reading of Section 24 of the Great Law of Peace Sept. 15-19 6 Writing to Explain: Gathering Details and Organizing Paragraphs
7 Writing to Explain: Drafting Strong Paragraphs
8 Writing to Explain: Conducting and Polishing Strong Paragraphs
9 End of Unit 1 Assessment Paragraph to Explain My Symbols on my Flag Sept. 22-26
Gr. 4 Unit 2- What is Important to the Haudenosaunee (Iroquois) People?
Lesson # Lesson Title Date(s) 1 Text Features: Introduction to the Iroquois: The Six Nations Confederacy
Sept. 29-Oct. 3
2 Taking Notes Using a Graphic Organizer, Part 1: The Iroquois: The Six Nations Confederacy
3 Taking Notes Using a Graphic Organizer, Part 2: What Was Important to the Iroquois
4 Capturing Main Idea and Details: How Life is Changing for the Iroquois
Oct. 6-10
5 Paragraph Writing
6 Mid Unit Assessment: Reading, Note-taking, and Paragraph Writing
7 Close Reading and Charting, Part 1: The Iroquois People in Modern Times
8 Close Reading and Charting, Part 2: The Iroquois People in Modern Times
Oct. 13-17
9 Reading Literature: Introduction to Eagle Song
10 Central Conflict in Eagle Song (revisit chapter 1, begin chapter 2)
11 Comparing “The (Really) Great Law of Peace” and chapter 3 of Eagle Song
12 Rereading Portions of the Iroquois Constitution and Eagle Song: “Somebody In Wanted But So”
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13 Learning from Aionwahta to Danny’s Father (chapter 4: “The Visit”) Oct. 20-23
14 How Danny Responds to Conflict (chapter 5: “The Longest Day”)
15 Inferring Theme (chapter 7: “A Falling Eagle”)
Oct. 24-29 16 Explaining the Themes of Eagle Song (chapter 8: “Peace”)
17 End of Unit 2 Assessment: Evidence-Based Paragraph Writing
Gr. 4 Unit 3- Culminating Project: A Constitution for Our School Community
Lesson # Lesson Title Date(s) 1 Analyzing Data: Conflict in Schools
Nov. 3-10
2 Written Conversations: The Need for School Constitutions
3 Close Read: Communication and Conflict Resolution Strategies
4 Mid-Unit Assessment: Reading About Conflict Resolution to Determine Main Idea and Supporting
Details
5 Creating Our Parts of the Constitution
6 Revising Our Constitution Using Powerful Words
Nov. 11-17
7 Organizing the Sections of the Constitution
8 Our Constitution: Linking Words and Phrases
9 Examining Models: Criteria for Success for Our Explanatory Paragraphs
10 Planning and Drafting Explanatory Paragraphs
Nov. 18-25
11 Critiquing and Polishing Our Explanatory Paragraphs
12 End-of-Unit Assessment: On-Demand Paragraph Writing
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Gr. 4 Module 2A-Researching to Build Knowledge and Teaching Others: Interdependent Roles in Colonial Times
Gr. 4 Unit 1- Building Background Knowledge: Life in Colonial America
Lesson # Lesson Title Date(s) 1 Discovering the Topic: Inferring and Confirming Using Evidence
Dec. 1-5
2 Inferring from a Primary Source: Close Read of Colonial Times Inventory
3 Inferring: Who Was John Allen?
4 Learning about Farms in Colonial America: Explicit versus Inferred Information
5 Mid-Unit 1 Assessment: Inferring with Pictures and Text
Dec. 8-11 6 Taking Notes Using a Graphic Organizer: Inferring about the Importance of Religion in Colonial America
7 Paragraph Writing: The Role of Religion in Colonial America Dec. 12-19
8 Taking Notes Using a Graphic Organizer: Inferring about Work and Play in Colonial America
9 End of Unit 1 Assessment: Inferring and Synthesizing (from two texts) about Life in Colonial America
Gr. 4 Unit 2- Case Study: Conducting Research on Colonial Americans
Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Colonial Craftspeople
Jan. 5-9
2 Shared Reading: Learning about Colonial Trades
3 Writing to Inform: Colonial Trades
4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
5 Research: Identifying Categories for Our Research about the Wheelwright Jan. 12-16
6 Documenting Research: Sorting and Recording Information about the Wheelwright
7 Mid-Unit 2 Assessment: Inferring about the Silversmith Trade in Colonial Times
8 Researching and Note-Taking: Becoming an Expert on a Colonial Trade
9 Researching and Note-Taking: Building Expertise about a Colonial Trade Jan. 20-26
10 Reading and Taking Notes on Colonial Trades
11 Listening Closely and Taking Notes: Colonial Trade Podcast about the Wheelwright
12 Listening Closely and Taking Notes I Expert Groups: Colonial Trade Podcast
13 Summarizing and Synthesizing: Planning for Writing an Apprentice Wanted Ad
Jan. 27-Feb. 2
14 Synthesizing Information: Writing an Apprentice Wanted Ad
15 End of Unit 2 Assessment: Working with Two Texts- Reading, Listening, Summarizing, and Synthesizing
16 Synthesizing Research: How Colonists Were Interdependent
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Gr. 4 Unit 3- Culminating Project: Research-Based Narrative about an Event in Colonial America
Lesson # Lesson Title Date(s) 1 Preparing to Write Historical Fiction: Determining Characteristics of the Genre
Feb. 3-6
2 Planning Ideas: Developing a Colonial Character Profile
3 Practice Planning a Historical Narrative: The Wheelwright
4 Drafting a Historical Fiction Narrative: The Wheelwright
5 Planning a Historical Fiction Narrative Based on Expert Trades Feb. 9-13
6 Mid-Unit Assessment: Drafting a Historical Fiction Narrative Based on Expert Trades
7 Peer Critique: Historical Accuracy of Ideas and Vocabulary
8 Revising for Organization: Timely Transitions
9 Planning for When to Include Dialogue: Showing Character’s Thoughts and Feelings Feb. 23-27
10 Writing Dialogue: Revising Historical Narrative Drafts to Add Dialogue
11 Revising for Organization and Style: Bold Beginnings
12 Revising for Organization and Style: Exciting Endings
13 Peer Critique for Organization and Style March 2-6
14 Reviewing Conventions and Editing Peers’ Work
15 Publishing Historical Fiction Narratives
16 Writer’s Gallery and End of Unit 3 Assessment: On-Demand New Historical Fiction Narrative
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Gr. 4 Module 3A- Considering Perspectives and Supporting Opinions: Simple Machines
Gr. 4 Unit 1- Building Background Knowledge about Simple Machines through Informational Text and Literature
Lesson # Lesson Title Date(s) 1 Using Mystery Pictures and Text to Discover the Topic (Simple Machines)
March 9-13
2 Reading and Writing about Simple Machines
3 Mid-Unit Assessment and Introduction to Science Talks
4 Learning from Literature: Simple Machines Readers Theater
5 Learning from Literature Continued: Examining Text Structure, Vocabulary, and Information about
Simple Machines in the Readers Theater The Machine
March 16-20 6 Assessing Readers Theater and Performing The Machine
Gr. 4 Unit 2- Scientific Research: Researching Simple Machines: How They Help Do Work
Lesson # Lesson Title Date(s) 1 Setting Purpose for a Deeper Study of Simple Machines March 23-25
2 Reading a Scientific Experiment: The Inclined Plane
3 Reading a Scientific Text: Learning more about the Inclined Plane
March 26-April 1
4 Reading a Scientific Experiment: The Lever
5 Reading Scientific Text: Reading Closely about the Lever
6 Science Talk: Synthesizing What We Know about the Inclined Plane and Lever
7 Making Connections to Vocabulary and Mid-Unit Assessment: Interactive Word Wall and Reading and
Answering Questions about Screws
8 Reading Scientific Text: Reading Closely About the Pulley
April 27-May 1 9 Reading Scientific Text: Reading Closely about the Wheel and Axle
10 Reading a Scientific Experiment: The Pulley and Wheel and Axle
11 Science Talk: Synthesizing What We now about Simple Machines
12 Connecting Key Vocabulary and End-of-Unit Assessment Part 1: Reading and Answering Questions
about Wedges
May 4-6 13 Connecting Key Vocabulary and End-of-Unit Assessment Part 2: Reading and Answering Questions
about Experiments
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Gr. 4 Unit 3- Culminating Project: Sharing Opinions: The Most Helpful Simple Machines
Lesson # Lesson Title Date(s) 1 Reading Editorials, Part 1: Determining Authors’ Opinions
May 7-12 2 Reading Editorials, Part 2: How Authors Support Their Opinions with Reasons and Evidence
3 Reading as Writers: Identifying Characteristics of Editorials
May 13-22
4 Mid-Unit Assessment: Reading and Answering Questions about Editorials
5 Preparing to Write: Identifying Characteristics of Editorials and Determining Reasons to Support Our
Opinions about Simple Machines
6 Planning to Write Editorials: Grouping Reasons with Evidence That Supports My Opinion
7 Drafting an Editorial about a Simple Machine
8 Revising for Ideas: Interesting Introductions
May 26-June 3
9 Revising for Word Choice: Scientifically Accurate Vocabulary
10 Peer Critique: Scientific Accuracy of Ideas and Vocabulary
11 Revising for Organization: Catchy Conclusions
12 Revising for Sentence Fluency: Compound Sentences
13 Reviewing Conventions and Editing Peers’ Editorials June 4-12
14 Publishing Simple Machine Editorials
15 End of Unit Assessment, Part 1: Planning and Drafting an Editorial
16 End of Unit Assessment, Part 2: Revising to Create a Polished Editorial and Author’s Chair Celebration
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Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015
Grade 5
Gr. 5 Module 1- Becoming a Close Reader and Writing to Learn: Stories of Human Rights
Gr. 5 Unit 1- Building Background Knowledge on Human Rights
Lesson # Lesson Title Date(s) 1 Building Background Knowledge on Human Rights: Close Reading of Article 1 of the Universal Declaration
of Human Rights (UDHR)
Sept. 8-12
2 Building Background: A Short History of Human Rights
3 Vocabulary Introduction: Human Rights
4 Close Reading: The Introduction to the Universal Declaration of Human Rights
5 Mid-Unit 1 Assessment: Explaining Human Rights
Sept. 15-19
6 Close Reading: “Unpacking” Specific Articles of the UDHR
7 Close Reading: Becoming Experts on Specific Articles of the UDHR
8 Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version
9 Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account Sept. 22-23 10 Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific
Articles of the UDHR
11 End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account
Gr. 5 Unit 2- Case Study: Esperanza’s Story
Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Learning about the Historical and Geographical Setting of
Esperanza Rising (Chapter 1: “Aguascalientes, Mexico, 1924”)
Sept. 29-Oct. 6
2 Getting to Know Esperanza (Chapter 2: “Las Uvas/Grapes”)
3 Inferring about Characters Based on How They Respond to Challenges (Chapter 3: “Las
Papayas/Papayas”)
4 Inferring about Characters Based on How They Respond to Challenges (Chapter 4: “Los Higos/Figs”)
5 Connecting Informational Text with Literature: Building Background Knowledge about Mexican
Immigration, California, and the Great Depression (Chapter 5: “Las Guayabas/Guavas”)
6 Contrasting Two Settings (Chapter 6: “Los Melones/Cantaloupes”) Oct. 7-15
7 Point of View: Comparing Esperanza’s and Isabel’s Perspectives about Life in the Camp (Chapter 7: “Las
Cebollas/Onions”)
8 Understanding Themes in Esperanza Rising (Chapter 8: “Las Almendras/Almonds”)
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9 Mid-Unit 2 Assessment and Discussing Themes in Esperanza Rising: (Chapter 9: “Las Ciruelas/Plums”)
Oct. 7-15 10 Characters Changing Over Time: (Chapter 10: “Las Papas/Potatoes”)
11 Building Background Knowledge: Why do Workers Strike? (Chapter 11: “Los Aguacates/Avocados”) Oct. 16-22 12 Contrasting Perspectives: Should the Farmworkers in Esperanza Rising Go on Strike? (Chapter 12: “Los
Espárragos/Asparagus”)
13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: “Los Duraznos/Peaches”)
14 Writing, Critique, and Revising: Two- Voice Poems (Chapter 14: “Las Uvas/Grapes”)
Oct. 23-31
15 Revisiting Big Metaphors and Themes; Revising and Beginning to Perform Two Voice Poems
16 Paragraph Writing, Part I: How Esperanza Responds on the Train (revisiting Chapter 5: “Las
Guayabas/Guavas”)
17 Paragraph Writing, Part II
18 End of Unit 2 Assessment: On-Demand Analytical Essay about How Esperanza Changes Over Time
Gr. 5 Unit 3- Culminating Project: Readers Theater: Esperanza Rising, from Novel to Script
Lesson # Lesson Title Date(s) 1 Narratives as Theater, Part I: What is Readers Theater?
Nov. 3-7
2 Narratives as Theater: Esperanza Rising, from Novel to Script
3 Readers Theater and the UDHR
4 Mid-Unit Assessment: Evaluating a Novel versus a Script
5 Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights
Nov. 10-14
6 Launching Readers Theater Groups: Identifying Passages from Esperanza Rising for Readers Theater that
Connect to the UDHR
7 Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater
Scripts
8 Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and
Identifying Characters
9 End of Unit Assessment: Individual Sections of Readers Theater Script Nov. 17-25
10 Our Group Readers Theater: Managing the Sequence of Events in our Group Script
11 Our Group Readers Theater: Revising Scripts, Conclusion, and First Rehearsal
12 Performance Task: Readers Theater Second Rehearsal and Performance
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Gr. 5 Module 2A- Researching to Build Knowledge and Teaching Others: Biodiversity in Rainforests of the Western Hemisphere
Gr. 5 Unit 1- Building Background Knowledge: How Scientists Communicate about the Living Things of the Rainforest
Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Examining the Unique Living Things of the Rainforests and the Scientists
Who Study Them
Dec. 1-5
2 Reading an Interview: “Sloth Canopy Researcher: Bryson Voirin”
3 Continued Close Read of “Sloth Canopy Researcher: Bryson Voirin”
4 Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider”
5 Informational Text Features: Analyzing “Hawaii’s Endangered Happy Face Spider” Dec. 8-10
6 Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientist
7 Analyzing Documentary Videos: “Great Bear Rainforest Remote Camera Project: British Columbia, Canada Dec. 11-19
8 Synthesizing Information: Living Things in the Rainforest
9 End of Unit 1 Assessment: Comparing and Contrasting Texts about Biodiversity in the Rainforest
10 Science Talk
Gr. 5 Unit 2- The Most Beautiful Roof in the World and the Work of Rainforest Scientist Meg Lowman
Lesson # Lesson Title Date(s) 1 Introduction to The Most Beautiful Roof in the World: Why Does Meg Lowman Research the Rainforest? (p. 2-4)
Jan. 5-9
2 Reading and Writing about How to Perform a Process: How Meg Lowman Studies the Rainforest (p. 4-8)
3 Supporting an Opinion: Why Is the Rainforest Canopy a Difficult Place to Research? (p. 9-10)
4 Close-Read: Blue Creek, a Rainforest in Belize (p. 12)
5 Close Reading in Expert Groups: What Is It Like in the Rainforest Canopy? (p. 13-16) Jan. 12-16 6 Reading Informational Texts for Details: Meg’s Rainforest Experiment (p. 17-20)
7 Mid-Unit Assessment: Text-Dependent, Short Answer Quiz
8 Close- Read: Epiphytes of the Rainforest and the Creatures That Call Them Home (p. 24-26) Jan. 20-23
9 A Rainforest Folktale: Determining the Message of “The Wings of the Butterfly”, a Tukuna People Tale
10 Reading for Details: Taking an Inventory in the Rainforest (p. 28-31)
11 Reading for Fluency: Readers Theater about the Rainforest (p. 33)
12 Comparing Two Main Ideas in an Informational Text: Meg Lowman’s Methods for Researching the Rainforest
(p. 35-36)
Jan. 26-30
13 Interviewing Meg Lowman: What Does It Mean to be a Responsible Scientist? (p. 37-39)
14 Analyzing How Rainforest Scientists Communicate Their Research (p. 39-42)
15 End of Unit Assessment: On-Demand Analysis of Meg Lowman’s Research in the Rainforest
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Gr. 5 Unit 3- Reading and Writing Like a Scientist: Observing Nature, Conducting Research, and Creating a Field Journal Entry
Lesson # Lesson Title Date(s) 1 How to Write Like a Scientist in the Field: Introduction to the Elements of Field Journals
Feb. 2-5
2 Learning to Observe Closely and Record Accurately: How to Create a Field Journal
3 Writing Narratives from First-Person Point of View: Imagining Meg Lowman’s Rainforest Journal
4 Taking Notes and Citing Quotes from Text: Gathering Information on Our Rainforest Insects
Feb. 6-13
5 Structuring the Search: Categorizing Our Research
6 Conducting Research: Asking and Answering Our Questions about Rainforest Arthropods
7 Conducting Research: Analyzing a Variety of Sources to Capture Information about My Insect
8 Mid-Unit Assessment: On-Demand Note-Taking about Howler Monkeys
9 Making Inferences about Informational Text: Science Talk on How My Insect Contributes to the Rainforest
Ecosystem
Feb. 23-26
10 Blending Informative and Narrative Writing: Transforming Research Notes into Field Journal Entries
11 Writing and Revising Our Texts: Using Peer Critique to Improve First Drafts
12 Using Peer Feedback and Summarizing Our Research in Informational Text Boxes
Feb. 27-March 6
13 Revision and Illustration: Strengthening the Writing in my Rainforest Field Journal and Adding a Labeled
Drawing
14 Revising and Polishing Our Final Products
15 End of Unit Assessment: Writing a Rainforest Field Journal Entry about Howler Monkeys
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Gr. 5 Module 3A- Considering Perspectives and Supporting Opinions: Sports and Athletes’ Impact on Culture
Gr. 5 Unit 1- Building Background Knowledge: The Importance of Sports in American Culture
Lesson # Lesson Title Date(s) 1 Building Background Knowledge: Why Are Sports Important in American Culture?
March 9-13
2 Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part I
3 Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part II
4 Mid-Unit Assessment: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture
5 Identifying Opinions and Evidence: The Importance of Sports in American Society, Part I March 16-20 6 Organizing Evidence and Writing an Opinion Paragraph: The Importance of Sports in American Society, Part II
7 End of Unit Assessment: On-Demand Opinion and Evidence Paragraph about the Importance of Sports in
American Culture
Gr. 5 Unit 2- Case Study: Promises to Keep: How Jackie Robinson Changed America
Lesson # Lesson Title Date(s) 1 Introducing Promises to Keep and Drawing Inferences: Who Is Jackie Robinson and Why Is He Important?
(pgs. 6-7)
March 23-24 2 Synthesizing From Informational Texts: Main Idea and Key Details from Promises to Keep (pgs. 8-10)
3 Comparing Multiple Accounts of the Same Topic: Learning about the Great Migration (pgs. 10-13)
March 25-April 1
4 Determining Author’s Opinions, Reasons and Evidence: Signs of Hope and Progress for African Americans in
the 1920s (pgs. 14-15)
5 Reading to Determine Important Relationships between People and Events: The Importance of the 1936
Olympics for African Americans (pgs. 16-19)
6 Comparing Multiple Accounts of the Same Topic: The Story of Bus Desegregation (p. 21)
7 Inferring Author’s Opinions and Writing Opinion Statements: Journalists’ Opinions about Segregation Post-World
War II (pgs. 22-25)
8 Explaining the Relationships between Events in a Historical Text: Contextualizing the History of Baseball (pgs. 8-
9, 25)
April 27-May 6
9 Identifying Supporting Reasons and Evidence for an Opinion: Exploring Why Jackie Robinson Was the Right
Man to Break the Color Barrier (pgs. 26-29)
10 Mid-Unit Assessment: Identifying Author’s Opinion, Reasons, and Supporting Evidence: “Courage on the Field”
11 Letters as Informational Text: Comparing and Contrasting Three Accounts about Segregation (pgs. 38-39)
12 Identifying Supporting Reasons and Evidence for an Opinion: Exploring Jackie Robinson’s Promise (pgs. 38-45)
13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Role in the Civil Rights Movement
(pgs. 50-57)
May 6-May 15
14 Writing an Introduction and Body Paragraph That Support an Opinion: Jackie Robinson’s Role in the Civil Rights
Movemen
15 Writing a Second Body Paragraph and Conclusion for an Opinion Essay: Jackie Robinson’s Role in the Civil
Rights Movement (pgs. 50-57)
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16 Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Legacy (pgs. 58-63) May 6-May 15
17 End of Unit Assessment: Writing an Opinion Essay with Supporting Evidence about Jackie Robinson’s Legacy
Gr. 5 Unit 3- Culminating Project: Expert Groups Research and Writing an Opinion Letter
Lesson # Lesson Title Date(s) 1 Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
May 18-22
2 Research: Close Read of Text 1 for Each Expert Group
3 Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
4 Research: Close Read of Text 2 for Each Expert Group
May 26-June 3
5 Organizing an Opinion, Reasons, and Evidence: Text 2 for Each Expert Group
6 Research: Close Read of Text 3 for Each Expert Group
7 Organizing an Opinion, Reasons, and Evidence: Text 3 for Each Expert Group
8 Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
9 Whole Class Model Letter Writing: Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s
Legacy
June 4-10 10 Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
11 Whole Class Model Letter Writing: Concluding Statement and Preparing for End of Unit Assessment
12 End of Unit Assessment: Writing a Draft Letter to a Publisher about an Athlete’s Legacy June 11-19 13 Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
14 Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II
15 Author’s Read: Final Performance Task
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Suggested Pacing for Expeditionary Learning Module/Unit/Lesson Implementation: 2014-2015
Grade 6
Gr. 6 Module 1- Myths: Not Just Long Ago
Gr. 6 Unit 1- Building Background Knowledge: Percy Jackson and the Hero’s Journey
Lesson # Lesson Title Date(s) 1 Engaging the Reader: Close Reading Part 1 of “Shrouded in Myth”
Sept. 8-12
2 Building Background Knowledge: Close Reading Part 2 of “Shrouded in Myth”
3 Meeting the Mail Character: Launching The Lightening Thief (Chapter 1)
4 Inferring about Character: Getting to Know Percy (Chapters 1 and 2)
5 Inferring about Character: Close Reading of The Lightening Thief (Chapter 3)
Sept. 15-24
6 Vocabulary Strategies and Questions from the Text: Close Reading Part 2 of The Lightening Thief (Ch. 3, cont.)
7 Mid-Unit 1 Assessment: Making Inferences about Percy
8 The Hero’s Journey, Part 1: What Is a Hero?
9 Building Background Knowledge about the Hero’s Journey, Part 2: Acts 2 and 3 Plus Focusing on Key
Vocabulary in “The Hero’s Journey”
10 Selecting Evidence and Partner Writing: Aligning “The Hero’s Journey” and The Lightening Thief (Chapter 5)
Sept. 29-Oct. 7
11 Selecting Evidence: “The Hero’s Journey” and The Lightening Thief (Chapter 6)
12 Writing with Evidence: Percy and the Hero’s Journey (Chapter 7)
13 End of Unit 1 Assessment: Drawing Evidence from Text: Written Analysis of How Percy’s Experiences Align with
“The Hero’s Journey”
Gr. 6 Unit 2- Elements and Theme of Mythology in The Lightening Thief
Lesson # Lesson Title Date(s) 1 Reading Closely to Build Background Knowledge: “In Olden Times”
Oct. 8-17
2 Building Background Knowledge: The Myth of Cronus
3 Using Details to Determine Theme: The Myth of Cronus
4 What Makes a Myth a Myth? Comparing Cronus and “Shrouded in Myth”
5 Building Vocabulary: Working with Words about “The Key Elements of Mythology” Oct. 20-24
6 Connecting Literary and Informational Texts: Cronus and “The Key Elements of Mythology”
7 Analyzing the Model Analytical Mini-Essay: “Elements of Mythology and Theme of Cronus”
8 Exploring Allusions to Myths in The Lightening Thief: Close Reading Part 1 of Prometheus
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9 Analyzing Details in the Myth of Prometheus for Elements of Mythology and Theme Oct. 27-31
10 Drafting an Analytical Mini-Essay: Using Partner Talk and Graphic Organizers to Guide Thinking
11 Mid-Unit 2 Assessment: Writing an Analytical Mini-Essay about Mythological Elements and Theme
12 Determining Theme: Reading Myths in “Expert Groups”
Nov. 3-10
13 Connecting the Theme of the Expert Group Myth to a Theme in The Lightening Thief and to Life Lessons
14 Building Writing Skills: Receiving Feedback and Varying Sentence Structures
15 Planning for Writing: Revisiting “Key Elements of Mythology” and Determining a Theme in the Myth of Cronus
16 Planning for Writing: Studying Model Writing and Determining a Theme in The Lightening Thief
17 Planning for Writing: Introduction and Conclusion of a Literary Analysis
Nov. 12-21
18 Launching the End of Unit Assessment: Drafting Literary Analysis
19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
20 End of Unit Assessment, Part 2: Final Draft of Literary Analysis
Gr. 6 Unit 3- Culminating Project: My Hero’s Journey Narrative
Lesson # Lesson Title Date(s) 1 “The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a
New Hero’s Journey Narrative
Nov. 24-Dec. 5 2 “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative
3 Mid-Unit Assessment and Establishing a Context for My Hero’s Journey Narrative
4 Writing : Getting Feedback, Setting Goals, and Drafting Dec. 8-12
5 Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs
6 Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s
Journey Narrative
7 End of Unit Assessment- Final Draft of Hero’s Journey Narrative
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Gr. 6 Module 2A- “Rules to Live By…”
Gr. 6 Unit 1- Analyzing Figurative Language, Word Choice, Structure and Meaning: Bud, Not Buddy and
Steve Jobs’ Commencement Address
Lesson # Lesson Title Date(s) 1 Bud, Not Buddy: Launching the Novel and Understanding Its Context (Chapter 1)
Dec. 15-19 2 Figurative Language and Word Choice: A Closer Look at Bud, Not Buddy (Chapter 2)
3 Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)
4 Interpreting Figurative Language and Answering Selected Response Questions (Chapter 4) Jan. 5-9 5 Mid-Unit Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)
6 Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Ch. 6)
Jan. 12-16
7 Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6-8 of
Steve Jobs’ Commencement Address (and connecting to Chapter 7)
8 Getting the Gist and Determining Word Meaning: Paragraphs 12-14 of Steve Jobs’ Commencement Address
(and connecting to Chapter 8)
9 Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12-14 of Steve Jobs’
Commencement Address (and connecting to Chapter 9)
10 Getting the Gist and Determining Word Meaning: Paragraphs 20-22 of Steve Jobs’ Commencement Address
(and connecting to Chapter 10)
Jan. 20-23
11 Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20-22 of Steve Jobs’
Commencement Address (and connecting to Chapter 11)
12 End of Unit Assessment : Analyzing an Excerpt from Barack Obama’s Back-to-School Speech
Gr. 6 Unit 2- Analyzing Structure and Communicating Theme in Literature: “If” by Rudyard Kipling and Bud, Not Buddy
Lesson # Lesson Title Date(s) 1 How Does the Author Convey Themes in Bud, Not Buddy?
Jan. 26-30
2 Introducing “If” and Noting Notices and Wonders of the First Stanza
3 Looking Closely at Stanza 1- Identifying Rules to Live By Communicated in “If”
4 Notices and Wonders of the Second Stanza of “If”
5 Looking Closely at Stanza 2- Identifying Rules to Live By Communicated in “If”
Feb. 2-6
6 Notices, Wonders, and Vocabulary of the Third Stanza of “If”
7 Looking Closely at Stanza 3- Identifying Rules to Love By Communicated in “If”
8 Mid-Unit Assessment: Analyzing Structure and Theme in Stanza 4 of “If”
9 Qualities of a Strong Literary Argument Essay Feb. 9-13 10 Revisiting Bud’s Rules: Survive or Thrive?
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11 Pitching Your Claim with Best Evidence Feb. 9-13
12 Selecting Evidence to Logically Support Claims
13 Writing: Drafting Body Paragraphs and Revising for Language
Feb. 23-27
14 Planning for Writing: Introduction and Conclusion of a Literary Argument Essay
15 Asking Probing Questions and Choosing a Research Topic
16 Introducing Research Folders and Generating a Research Question
17 End of Unit 2 Assessment: Final Draft of Literary Argument Essay
Unit 3- My Rule to Live By
Lesson # Lesson Title Date(s) 1 Researching Part 1: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook March 2-6
2 Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
3 Mid-Unit 3 Assessment, Part 1: Summarizing, Analyzing and Discussing Research March 9-13
4 Mid-Unit 3 Assessment, Part 2: Summarizing, Analyzing and Discussing Research
5 Analyzing the Structure and Content of an Essay to Inform
6 End of Unit 3 Assessment, Part 1: Drafting Body paragraphs of an Essay to Inform
7 End of Unit 3 Assessment, Part 2: Drafting Introduction and Conclusion of an Evidence-Based Essay March 16-20
8 Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft
Evidence-Based Essay
9 Final Performance Task: Final Draft of Evidence-Based Essay
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Module 3A- Reading Closely and Writing to Learn: Point of View and Perspective
Unit 1- Narrator’s Point of View and Evidence of Author’s Perspective in Dragonwings
Lesson # Lesson Title Date(s) 1 Learning from the Narrator’s Point of View: Introducing Dragonwings
March 23-27
2 Analyzing Point of View and Figurative Language: Chapter 1
3 Analyzing Point of View and Figurative Language: Chapter 2
4 Analyzing Point of View and Figurative Language: Chapter 3
5 Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting
Passages across the novel Dragonwings
6 Introducing The Lost Garden and Finding Evidence of Laurence Yep’s Perspective on What It’s Like to Fit into
Another Culture on pages 66-67 of Dragonwings
March 30-April 30
7 Inferring Laurence Yep’s Perspective on the Police from the Crime in the Neighborhood Excerpt of The Lost
Garden
8 Finding Evidence of Laurence Yep’s Perspective of the Police in Dragonwings
9 Inferring Laurence Yep’s Perspective of Being Chinese from “Being Chinese” Excerpt of The Lost Garden May 1-5 10 End of Unit 1 Assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings
and Determining Connotative Language
Unit 2- Comparing Varying Points of View of the Same Topic or Event
Lesson # Lesson Title Date(s) 1 Launching the Performance Task: The 1906 San Francisco Earthquake and Fire
May 6-8 2 Introducing “Comprehending the Calamity”
3 Analyzing Author’s Point of View: Earthquake Excerpt of “Comprehending the Calamity”
May 11-15
4 Finding the Gist of the Immediate Aftermath of “Comprehending the Calamity”
5 Analyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity”
6 Mid-Unit 2 Assessment: Analyzing the Author’s Point of View: Relief Camps
7 Qualities of a Strong Literary Analysis Essay
8 Reading for Gist and Analyzing Point of View: Moon Shadow
May 18-26
9 Making a Claim: Emma Burke’s Point of View of the Immediate Aftermath of the Earthquake
10 Making a Claim: Moon Shadow’s Point of View of the Immediate Aftermath
11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
12 Analyzing the Purpose of a Newspaper Article
13 Researching Facts
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14 End of Unit 2 Assessment: Final Literary Analysis May 27-29
Unit 3- Writing a Newspaper Article about the 1906 San Francisco Earthquake and Fires
Lesson # Lesson Title Date(s) 1 Writing Interview Questions
June 1-5 2 Researching: Eyewitness Accounts, Part 1
3 Researching: Eyewitness Accounts, Part 2
June 8-12
4 Mid-Unit 3 Assessment Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and
Fires
5 Mid-Unit 3 Assessment Part 2: Explaining How New Information Connects to the Topic
6 The Five Ws
7 Analyzing the Features of a Newspaper Article
8 Evaluating Eyewitness Accounts
June 15-19
9 Organizing Research: The Inverted Pyramid
10 End of Unit 3 Assessment: Drafting the Newspaper Article
11 Revising the Newspaper Article: Sentence Structure and Transitions
12 Performance Task: Final Draft of the Newspaper Article