5.3.2LA

** Grade: 5 Unit: 3 Week: 2 Content:ELADates: 11/5-11/7 **

** 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. **

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

** Essential Questions: How can fiction and nonfiction text be utilized to compare and contrast cultural differences? **

** Standards **   ** Objectives: **   ** Assessment **
 * ** RL.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * ** RI.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * ** 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.
 * ** RF.5.4: ** Read with sufficient accuracy and fluency to support comprehension.
 * ** 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: 15px; line-height: 22px;">Compare fiction and nonfiction books about a specific topic (e.g.Native American nations in America)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Write responses to a variety of literature and poetry.
 * Product: **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Compare and contrast the cultures represented in two chosen texts; one being fiction and one being non-fiction. Utilize a Venn Diagram.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Write a brief response piece comparing and contrasting two stories using correct verb tense and conventions of grammar.

<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Key Questions:** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">What are the tools we can use to show similarities and differences of two pieces of literature?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">When writing similarities and differences of two pieces of literature or the information it is presenting, what tools as a writer must be used? (For example: verb tense to determine various times, sequences and conditions, grammar usage)

<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Observable Student Behaviors:** (Performance)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Students will be engaged in simulateous study of two different texts on similar topics.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Students will be managing one venn diagram to incorporate these texts.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Students will practice proper editing skills in the creation of their final copy of their response piece.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Vocabulary ** Personification Perspective Point of view || <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] Utilize Unit 3 chosen text (both literary and informational text) to do activities below
 * ** ELA ** ||
 * Culture
 * <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;">Compare and contrast the cultures represented in two chosen texts based elements previously taught; one being fiction and one being non-fiction. Utilize a Venn Diagram. (MCO – EC& HYS – SD, CL)(Unit 3 Venn)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students will use their Venn diagram to write a brief response to the following: Compare the cultures in the two stories you read using your Venn diagram. Be certain to use correct verb tense and correct conventions of grammar. (MCO – EC& HYS – SD, CQO)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Read The Birchbark House by Louise Erdrich. This book is a realistic and sympathetic portrayal of a Native American culture during the westward expansion period. Compare pioneer life as presented from Omakayas’ perspective in The Birchbark House with another pioneer/native American text. This could be a two-way or a three-way comparison. Write a brief piece comparing and contrasting the two or three stories. Quote passages from the texts to support your thoughts. Provide a strong conclusion. Use colorful descriptive language to describe the event, the characters, and the setting, etc. (MCO – EC& HYS – SD,CQO)

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

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers ** ** 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 **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Professional Texts ** <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;">** 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: 11pt;">Speeches **<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;"> Manipulatives ** **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Games ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Videos** **<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Segment Description: **<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> 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: **<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">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: **<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">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: **<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">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 **<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">: 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. **<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. <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**SMART Board Lessons, Promethean Lessons** <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. <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: 11pt;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Other Activities, etc.**
 * 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: 15px; line-height: 22px;">“Dream Catchers” (Ojibway, Traditional)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">“You are Part of Me” (Cherokee, Lloyd Carl Owle)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Birchbark House // byLouiseErdrich
 * <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;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> A History of US: First Americans, Prehistory-1600 //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">(Book 1) by Joy Hakim
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> If You Were a Pioneer on the Prairie //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">(If You…Series) by Anne Kamma and James Watling
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Black Frontiers: A History of African-American Heroes in the Old West //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">by Lillian Schlissel
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> If You Lived with the Cherokee //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (If You…Series) by Peter and Connie Roop and Kevin Smith
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> If You Lived with the Sioux Indians //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">(If You…Series) by Ann McGovern and Jean Syverud Drew
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<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;"> //<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 //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (You Wouldn’t Want To…Series) by Jacqueline Morley and David Antram
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> The Nez Perce //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">(Scholastic, A True Book) by Stefanie Takacs
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Sequoyah: The Cherokee Man Who Gave His People Writing //<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">by James Rumford
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif;"> * // The Earth Under Sky Bear’s Feet // by <span style="color: black; font-family: arial,helvetica,sans-serif; font-size: 11pt;">Joseph Bruchac
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> *Indicates book not in unit packet purchased by PCSSD **
 * “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)
 * __<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Haida mask __<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (1879)
 * __<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Hopi Girl with Jar __<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (no date)
 * __<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Indian Village Alaska __<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (1897)
 * Noah H. Rose, __ View of two Native American Apache women outside their cloth-coveredwickiups in a camp in Arizona __ (1880)
 * __<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Wooden Hopi Kachina doll __<span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;"> (1925)
 * 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
 * FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * **Native American Cultural Regions**[SMART Notebook lesson]
 * **Native Americans**[SMART Notebook lesson]
 * A guided Reading resource for struggling readers, that will help them practice the strategies taught in Shared reading. Compare and contrast the American Girl stories about Kaya by Janet Shaw, a Native American and Kirsten by Janet Shaw, a pioneer girl. The text complexity is lower than the level it should be for grade level instruction in fifth grade.


 * = ===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"]]