5.3.1LA

** Grade: 5 Unit: 3Week: 1 Content:ELADates: 10/29-11/2 **

** Theme: Clues to a Culture **
 * This six-week unit focuses on aspects of Native American nations/cultures as revealed through pairings of literature and informational text. **

** Essential Question: **
 * ** How does literature provide insight into to a culture? **

** Essential Questions: **
 * ** What is culture defined by in a group of people? **

** Standards **   ** Objectives **   ** Assessment **   ** Key Questions ** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** RL.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** RI.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** RF.5.4: ** Read with sufficient accuracy and fluency to support comprehension.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** RF.5.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** W.5.1: ** Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SL.5.3: ** Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.1: ** Observe conventions of grammar and usage when writing or speaking.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.1(c): ** Use verb tense to convey various times, sequences, states, and conditions.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.1(d): ** Recognize and correct inappropriate shifts in verb tense.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.4: ** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.4(c): ** Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Define “culture.”
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Write responses to a variety of literature and poetry.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Participate in group discussions.
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Create a “seven elements of culture” chart.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Write an opinion response to the question: Does learning about the music and arts of a particular culture deepen your understanding of that culture?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Students will produce a collage and create a definition of one cultural element that exist in the U.S. today. They will do this by collaborating in small groupswhich will be assigned to a cultural element.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The whole class will successfully define culture by incorporating all small group in-depth studies.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">What are the elements that define a culture?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">What aspects of a culture help you understand it better to write an opinion piece that is supported with the information found in your reading?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">How would you describe the elements of culture in the United States?

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Observable Student Behaviors ** (Performance) <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Vocabulary ** Personification Perspective Point of view Sound imagery Trickster tale ||
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The students will work cooperatively in small groups.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The students will collect ideas to analyze the information to form an opinion.
 * ** ELA ** ||
 * Culture

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Literacy Block ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Reading Workshop <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writing Workshop <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Suggested Activities ** [see Legend to highlight MCO and HYS] <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Familiar Reading (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Phonics/Word Study (30 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Read Aloud (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Book Talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writer’s talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Writing/Guided Writing/Investigations (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Explicitly teach the meaning of the word “culture”? Ask students to think of elements they may look at to determine particular cultures. Have students write ideas down on a Post-It note and place it on the board. Review them and determine about seven that you will use when analyzing Native American Nations Cultures. (MCO – EC, IC, S& HYS – SD, CL) These should include:
 * <span style="font-family: arial,helvetica,sans-serif;">Language
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Norms (customs/traditions)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Values (arts, music, and symbols)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Religion and beliefs
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Social collectives (social groups, classes, and institutions)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Statuses and roles
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Cultural Integration (harmony of the various elements within the culture)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Place the seven elements at the top of a seven-column running chart. As you read about the various nations, list the tribe on the left side and fill in the boxes with information to describe them. (MCO – EC, IC, S& HYS – SN, CL, OF)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students choose a tribe to do a more in-depth study of the art and music. Ask students to determine if art and music provide an insight into a culture. Does learning about the music and arts of a particular culture deepen your understanding of that culture? Have students write their own opinion responses. Have them include reasons with facts from their own life to support their opinion. Divide students into small groups and let them have a class discussion. Review the proper rules of conversation, listening skills, speaking skills, and the skills of asking and answering questions based on information. (MCO – EC, IC, S& HYS – SD, CL)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Use a variety of informational texts to acquaint students with the components of culture: social groups, language, religion, daily life, history, arts, government, and economy. (Informational texts B1) (MCO – EC, IC, S& HYS – SD, CL)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Divide the class into seven small groups, and assign each group one of the elements of culture (that are on the chart) to investigate more thoroughly our U.S. culture today. Use old magazines, books, computer graphics, and construction paper to create a collage representing the assigned element. Each group will write their own definition of their own element of culture. Student will share their collages and definitions. The whole class will then write a definition of “culture” which includes the elements. (MCO – EC, IC, S& HYS – SD, CL)
 * <span style="font-family: arial,helvetica,sans-serif;">Utilize a dictionary to determine definition of culture.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Extension: celebrate diversity by studying and recognizing the different cultures of students in the class. (MCO – EC, IC, S )

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers ** Culture Personification Perspective Point of view Sound imagery Trickster tale ** 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 ||   || <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Lesson Plan in Word Format** (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2-5 **
 * Professional Texts for 2011-2013 ** (ISBN#)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Bringing Words to Life // by Beck et al (9781572307537)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Fluent Reader // by Rasinski (9780439332088)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Common Core State Standards Literacy Handbook, McGraw Hill (978002117093-7)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Literary Texts ** Poems: <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Novels & Picture Books: <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** *Indicates book not in unit packet purchased by PCSSD ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Speeches <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Art, Music, and Media **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">“Dream Catchers” (Ojibway, Traditional)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">“You are Part of Me” (Cherokee, Lloyd Carl Owle)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Birchbark House // by LouiseErdrich
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Little House on the Prairie // by Laura Ingalls Wilder and Garth Williams
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Knots on a Counting Rope // by John Archambault, Bill Martin, Jr., and Ted Rand
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// * //// Dreamcatcher // by Audrey Osofsky and Ed Young
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Walk Two Moons // by Sharon Creech
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Coyote: A Trickster Tale from the American Southwest // by Gerald McDermott
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Raven: A Trickster Tale from the Pacific Northwest // by Gerald McDermott
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Trickster Tales : Forty Folk Stories from Around the World // by Josepha Sherman
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guests // byMichaelDorris
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A Boy Called Slow // by Joseph Bruchac and Rocco Baviera
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Julie of the Wolves // by Jean Craighead George and John Schoenherr
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Sign of the Beaver // by Elizabeth George Speare
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// *American Girl Series books for this unit: //
 * // Kaya //// by // Janet Shaw
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Kirsten //// by // Janet Shaw
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A History of US: The New Nation, 1789-1859 // (Book 4) by Joy Hakim
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A History of US: First Americans, Prehistory-1600 // (Book 1) by Joy Hakim
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Were a Pioneer on the Prairie // (If You…Series) by Anne Kamma and James Watling
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Black Frontiers: A History of African-American Heroes in the Old West // by Lillian Schlissel
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Lived with the Cherokee // (If You…Series) by Peter and Connie Roop and Kevin Smith
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Lived with the Sioux Indians // (If You…Series) by Ann McGovern and Jean Syverud Drew
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// *If You Lived with the Iroquios (If You …. Series) by Marina, Wayne, Randy, and Faith //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// You Wouldn’t Want to be an American Pioneer! A Wilderness You’d Rather Not Tame // (You Wouldn’t Want To…Series) by Jacqueline Morley and David Antram
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Nez Perce // (Scholastic, A True Book) by Stefanie Takacs
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Sequoyah: The Cherokee Man Who Gave His People Writing // by James Rumford
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">*//The Earth Under Sky Bear’s Feet// by Joseph Bruchac
 * “I Will Fight No More Forever” (Chief Joseph the Younger, October 5, 1877)
 * Artist Unknown, __San Juan, A Mescalero Apache Chief__ (no date)
 * Bill Hupe, __Dedication Potlatch: the Honoring of Ancient Traditions__ (2006)
 * Edward S. Curtis, __Apache Still Life__ (1907)
 * Edward S. Curtis, __East Side of Walpi__ (1921)
 * __ Haida mask __ (1879)
 * __ Hopi Girl with Jar __ (no date)
 * __ Indian Village Alaska __ (1897)
 * Noah H. Rose, __View of two Native American Apache women outside their cloth-coveredwickiups in a camp in Arizona__ (1880)
 * __ Wooden Hopi Kachina doll __ (1925)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** In the early days of film, Native Americans were often portrayed as blood-thirsty savages or ignorant sidekicks. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** The young United States government passed the Indian Removal Act in 1830, which resulted in the migration of thousands of Native Americans to the "Indian territory" (modern-day Oklahoma). <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** Native Americans had different views, but all had a deep reverence for the earth. Some of the first Europeans to arrive were Christian missionaries. The religion of natives to the Washington area was based on salmon. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** Despite the differences between Native Americans, Europeans called all Native Americans Indians. Indian cultures varied in language, how they sustained themselves, and the groups in which they lived. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description ** : Experience the rich history of the Native Americans through the eyes of young Suzy Redhawk as she recounts the stories told to her by her wise grandmother. From the rocky northwest coastline through the desert mesas, across the Great Plains to the eastern woodlands, Suzy visits the magnificent tribal cultures as they commune with nature and provide valuable lessons in life.
 * Games **
 * Portrayal of Native Americans in Film (Discovery Education) 1:35 minutes
 * Indian Removal Act (Discovery Education) 3:10 minutes
 * Similarities in Native American Cultures (Discovery Education) 3:16 minutes
 * Differences in Native American Cultures (Discovery Education) 1:30 minutes
 * American Heritage: Native Americans (Discovery Education) 20:00 minutes

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">The expectation for fifth grade is for students to learn the first 600 words by the end of the year.
 * FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SMART Board Lessons, Promethean Lessons **


 * **Native American Cultural Regions** [SMART Notebook lesson]

<span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11pt;">This map is linked to different aspects of Native American life in the different regions and names of different tribes that live in those areas.


 * **Native Americans** [SMART Notebook lesson]

<span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students will be able to describe how early Native American cultures developed in North America, locate their settlements on a map, and discuss how they used their environments influenced their food, clothing, and shelter.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Other Activities, etc. **


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = ===Math=== ||=  ||=   ||= [[image:commoncorepcssd3/math.png link="5.3.1Ma"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]