5_1_4_ELA


 * Grade: 5 Unit: 1 Week: 4 Content: ELA Dates: 9/10-9/14 **


 * Theme Essential Question: Why and how do we play with language? **
 * Essential Questions: How can information gathered be presented in an interesting and organized fashion? **


 * Standards **
 * RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
 * RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
 * RF.5.3(a): Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 * W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
 * SL.5.1(a): Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * SL.5.1(b): Follow agreed-upon rules for discussions and carry out assigned roles.
 * L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Objective **
 * Students will devise ways to present research using available digital resources (i.e., multimedia presentations); present findings to the class or to a wider audience.


 * Assessment **
 * Products **
 * Students will orally present information on their chosen topic after researching several sources. (This presentation can be in the form of a PowerPoint presentation, display board, report, poem, etc.)


 * Key Questions **
 * What way or ways excite you as a learner when you are presented to?
 * How can you make your presentation interesting to others?


 * Observable Student Behaviors **
 * Students will be engaged in a variety of media to develop a presentation that best suits their skills, research topic and thoughts on audience interest.


 * Vocabulary **
 * ** ELA ** ||
 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s Talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes)
 * Sharing/Reflection/Feedback (5minutes)
 * Sharing/Reflection/Feedback (5minutes)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Biographies for Children (Pitara Kids Network) With your class, explore other famous firsts. Begin by brainstorming a list of people who have done something "first" (i.e., the first person on the moon, the first woman to run for national elected office, the first Latino to win the Nobel Prize). To start your list, check out Amelia Earhart and Jackie Robinson. Once you've collected a list of firsts, divide your class into small groups to conduct some research into the lives of one of these people. Have each group design a multimedia presentation to report their research results to the rest of the class.) (MCO – S& HYS – SN, CL, CQO)
 * Usborne Book of Scientists from Archimedes to Einstein, provides a list of famous scientists for students to use in their research. When conducting research, students need to be taught that they should use at least two different sources. They can be print and/or digital. An idea for a presentation would be to transfer biography report information into a biography poster and use to present information to the class. See an example of a biography poster(MCO – IC& HYS – SN,CQO)
 * Elizabeth Blackwell became the first woman to earn a MD degree in 1849 (ReadWriteThink) In this unit, the students will discover other great firsts. Have students work in small groups to gather information on one of History’s firsts. Then create an Acrostic poem with the name of their person, using descriptive words about them and their contribution(s). (MCO – IC& HYS – SN,CQO)
 * Explicitly teach what a biopoem is, create one or two in shared writing, before they create one on their own. Student will create a Biopoems about a favorite sports hero, author, poet, illustrator, artist, notable person in U.S. history, scientist, or musician. They will research their chosen person, record the information (in their journals or on a graphic organize), which will be used to write their Biopoem: They will explain why they chose the words that were used in their poetry. With guidance and support, students will create a digital presentation of their Biopoem. (Informative/Explanatory) (MCO – IC& HYS – SN,CQO)
 * Odyssey Lesson: Writing a Research Paper (Found in Assignment Archives Under District)


 * Homework **

Biography
 * Terminology **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination
 * High Yield Strategies **
 * S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice |
 * N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback |
 * G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers   ||   ||


 * Resources **
 * Professional Texts **
 * Common Core State Standards Literacy Handbook, McGraw Hill (ISBN# 978002117093-7)
 * // Bringing Words to Life // by Beck et al (9781572307537)
 * // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * // The Fluent Reader // by Rasinski (9780439332088)
 * // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

** Literary Texts ** Poems Stories
 * // Carver: A Life in Poems // (Marilyn Nelson)
 * "Casey at the Bat" (Ernest Lawrence Thayer) (E)
 * “Eletelephony” (Laura Richards)
 * // Joyful Noise: Poems for Two Voices // (Paul Fleischman and Eric Beddows)
 * “Little Red Riding Hood and the Wolf” (Roald Dahl) (E)
 * “My Shadow” (Robert Louis Stevenson)
 * // Runny Babbit: A Billy Sook // (Shel Silverstein)
 * "The Echoing Green" (William Blake) (E)
 * // The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from Mexico with Paintings by Mexican Artists // (Naomi Shihab Nye) (Read Aloud)
 * // A Picture Book of George Washington Carver // (Picture Book Biography) (David Adler and Dan Brown)
 * // Baseball Saved Us // (Ken Mochizuki)
 * // In a Pickle and Other Funny Idioms // or // Mad as a Wet Hen! and Other Funny Idioms // (Marvin Terban)
 * // My Teacher Likes to Say // (Denise Brennan-Nelson)
 * // The Disappearing Alphabet // (Richard Wilbur and David Diaz)
 * // The King Who Rained // (Fred Gwynne)
 * // The Phantom Tollbooth // (Norton Juster and Jules Feiffer) (Read Aloud) **(Literacy Skills Test in Ren Place)**
 * // What Are You Figuring Now? A Story about Benjamin Banneker // (Creative Minds Biography) (Jeri Ferris)
 * // What's the Big Idea, Ben Franklin // (Jean Fritz)

** Informational Texts **

Biographies

 * // Alexander Graham Bell: An Inventive Life // (Snapshots: Images of People and Places in History) (Elizabeth MacLeod)
 * // Amelia to Zora: Twenty-Six Women Who Changed the World // (Cynthia Chin-Lee, Megan Halsey, and Sean Addy)
 * // In Their Own Words: Thomas Edison // (George Sullivan)
 * // John Muir: Young Naturalist // (Childhood of Famous Americans) (Montrew Dunham)
 * // Meet the Authors and Illustrators Volume 1: 60 Creators of Favorite Children’s Books Talk About Their Work // (Grades K-6) (Deborah Kovacs and James Preller)
 * // Musicians // (Women in Profile) (Leslie Strudwick)
 * // Rachel Carson: Pioneer of Ecology // (Women of Our Time) (Kathleen V. Kudlinski)
 * // Tales of Famous Americans // (Peter and Connie Roop)
 * // The World at His Fingertips: A Story about Louis Braille // (Creative Minds Biographies) (Barbara O’Connor and Rochelle Draper)
 * // Visual and Performing Artists // (Women in Profile) (Shaun Hunter)
 * // We Are The Ship: The Story of Negro League Baseball // (Kadir Nelson) (E)
 * // Who Was Albert Einstein? // (Jess M. Brallier and Robert Andrew Parker)
 * // Who Was Dr. Seuss? // (Janet Pascal and Nancy Harrison)
 * // Who Was Jackie Robinson? // (Gail Herman, Nancy Harrison and John O'Brien)
 * // Who Was Louis Armstrong? // (Yona Zeblis McDonough, John O'Brien and Nancy Harrison)
 * // Who Was Pablo Picasso? // (True Kelley)
 * // Who Was Thomas Alva Edison? // (Margaret Frith, John O’Brien, and Nancy Harrison)
 * // Who Was William Shakespeare? // (Celeste Mannis)

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
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