2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

Unit 1 - Launching: Raising the Level of Personal Narrative August 19, 2013 – September 27, 2013 (28 days)

OVERVIEW This unit serves as the foundation of your yearlong work with your writers and addresses the Common Core State Standards (CCSS) text type of narrative writing. During this unit, you will establish the structures and routines of writing workshop. Students will make their first cycle through the writing process- being immersed in the genre they are going to write, and collecting, selecting and developing seed ideas using their writing notebooks. Then they will draft, revise, edit and publish their work. Daily minilessons will provide the support for students to engage in independent writing for an extended period, usually 45 minutes. As students write for extended periods of time, they will build their writing stamina. In this unit, students will learn that personal narratives are stories that come from their everyday lives. You will teach students to reflect on themselves as writers and use that understanding to make decisions about what to write and how to develop a focused personal narrative that clearly communicates their ideas, aligning to the CCSS, which asks students to develop real experiences using descriptive details and a clear sequence of events as well as to produce text that considers their audience. Students will use their notebooks as a workbench to collect and think around possible ideas to take through the writing process. Then they will gather ideas and choose one to develop, draft, revise, edit and publish outside the notebook. As students engage in the writing process, you will teach them possible methods for revision that will support creating a strong personal narrative. You will also provide students opportunities to study mentor authors and collaborate with their peers in order to support them in crafting their own pieces.

CCSS LACC.5.W.1.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

LACC.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events

precisely. e. Provide a conclusion that follows from the narrated experiences or events.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.3.8 - Recall relevant information from experiences or gather relevant information from print

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

Unit 2 - Once Upon a Time…Adapting and Writing Fairy Tales September 30, 2013 – November 7, 2013 (28 days)

OVERVIEW The second unit will build on the work of the first by asking students to reflect on their use of the qualities of good writing that they used in the first unit, and consider the impact it had on their writing in order to make decisions about how to incorporate or deepen the effectiveness of that work in this new narrative unit. In alignment with the CCSS, the unit will maintain a focus on developing characters and important events in student narratives throughout each piece in order to show their reader how their character is impacted or somehow changed as a result of the experience. Teaching will focus on showing students how to dramatize their stories and write using a distinct point of view, angling their stories to communicate their true meaning. Students will produce multiple drafts during this unit, practicing all they know about narrative craft, studying mentor texts and participating in close reading around it in order to lift the level of their own narrative writing.

CCSS LACC.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

f. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

g. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

h. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. i. Use concrete words and phrases and sensory details to convey experiences and events

precisely. j. Provide a conclusion that follows from the narrated experiences or events.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LACC.5.W.3.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LACC.5.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).

LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

their own clearly. e. 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. f. Follow agreed-upon rules for discussions and carry out assigned roles. g. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. h. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.SL.2.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

f. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

g. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. h. Use verb tense to convey various times, sequences, states, and conditions. i. Recognize and correct inappropriate shifts in verb tense. j. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

b. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. c. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or

poems. LACC.5.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context.

Unit 3 - Information Writing: Feature Articles on Personal Experience November 8, 2013 – December 20, 2013 (27 days)

OVERVIEW Students will transfer what they know from narrative writing into information writing in this unit. In the last unit, students have been writing from their own experience, writing to clearly communicate ideas to an audience, and considering ways to craft leads and endings in their pieces-all necessary skills for

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

information writing. Students will identify topics of expertise and write about those topics in order to teach others, conducting outside research once they have collected entries around their topics. Ultimately, students will produce an information/explanatory text, in alignment with the CCSS as they write these expository pieces. As students move through the writing process, you will support them in constructing expository text by teaching students the ways writers organize information and structure a text in order to teach readers about a topic, including ways to categorize information into subtopics and consider planning across both the larger topic and the subtopics. Drafting and revision work will include elaboration, use of transitions and vocabulary relevant to the topic. Students will learn how to use text features to support their intended meaning and communicate clearly to their audience. Conventions will be addressed through the editing process, working on spelling and the use of commas in their writing. You will provide your students with mentor texts to support these craft moves. You will want to collect texts that represent the type of writing students are producing in this unit and gather texts that reflect student topics of interest in order to provide opportunities for students to gather new information and knowledge around their topics.

CCSS LACC.5.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.2.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. LACC.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LACC.5.W.3.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LACC.5.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

evidence support which point*s+”). LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.SL.2.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or

poems. LACC.5.L.3.4 - 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.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a

word (e.g., photograph, photosynthesis). 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. LACC.5.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to

better understand each of the words. LACC.5.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Unit 4 - The Research-Based Argument Essay January 7, 2014 – February 11, 2014 (25 days)

OVERVIEW This unit will continue to address the qualities of good writing as you lead students in the work of deeper research, which will include both digital and print sources, in order to build a strong argument around a topic that has opposing views. You will provide a heavy scaffold in the first part of the unit as you provide a topic and ask students to research both sides of an argument and consider it from multiple angles. Then students will develop their own arguments in the form of a persuasive letter in which you will teach them how to gather factual information and evidence to support their argument. As you move through the unit, you will teach students how to compose their own argument essay based on a response to their letters. This will move students into further research and learning systems for note taking, reading and thinking as they learn more about the topic. Throughout the unit, you will ask students to look critically at their arguments as well as the arguments of others and write in such a way that conveys an understanding of multiple perspectives. You will ask them to revise their arguments to strengthen them while keeping their audience in mind as well. Ultimately, students will use what you teach them in the earlier parts of the unit to select a topic that they wish to research and build an argument around, drawing on the repertoire of strategies that you have taught them thus far.

CCSS LACC.5.W.1.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

e. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

f. Provide logically ordered reasons that are supported by facts and details. g. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). h. Provide a concluding statement or section related to the opinion presented.

LACC.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

k. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

l. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

events or show the responses of characters to situations. m. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. n. Use concrete words and phrases and sensory details to convey experiences and events

precisely. o. Provide a conclusion that follows from the narrated experiences or events.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.2.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. LACC.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LACC.5.W.3.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LACC.5.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

c. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

d. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).

LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.6.W.1.1 - Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.SL.2.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or

poems. LACC.5.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Unit 5 - Lens of History: Research Reports February 12, 2014 – March 28, 2014 (25 days)

(FCAT 2.0 Writing: February 25th and 26th, 2014)

OVERVIEW This unit merges reading, writing and the content areas as students engage in both reading and writing related to historical topics in order to compose multiple research reports. It also draws on the CCSS as students utilize multimedia- reading books, watching video clips and using other sources of text, including primary source documents, to gather information and use it to produce research reports. They will cite evidence and resources as they determine which information to include in their reports. In this unit, students will build on previous work from information and argument writing, considering ways to organize their writing, as well as produce multiple pieces of writing and write in a way that considers multiple perspectives. Reading and writing will remain closely connected throughout this unit, as students research initial topics, as well as subsequent topics, across the unit. The work of this unit will require students to determine significant ideas and the information that supports them, synthesize information and make comparisons across texts, paying attention to both the structure and craft of the texts. Texts studied will serve as mentor texts in order to support their writing development throughout

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

this unit. Again in this unit, students will produce multiple drafts, cycling through various stages of the writing process more than one time. For example, their first piece of writing will be on a broader historical topic and their second will be composed around a narrower topic within that time frame. As always, during the second cycle of the process, students will transfer what they know about the qualities of good information writing into their new drafts.

CCSS LACC.5.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

f. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

g. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

h. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

i. Use precise language and domain-specific vocabulary to inform about or explain the topic. j. Provide a concluding statement or section related to the information or explanation presented.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.2.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. LACC.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LACC.5.W.3.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. LACC.5.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).

LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.6.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation

presented. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.SL.2.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or

poems. LACC.5.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

based on grade 5 reading and content, choosing flexibly from a range of strategies. d. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning

of a word or phrase. e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a

word (e.g., photograph, photosynthesis). f. 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. LACC.5.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to

better understand each of the words. LACC.5.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Unit 6 - Fantasy March 31, 2014 – May 5, 2014 (25 days)

(FCAT: April 22nd – May 7th, 2014)

OVERVIEW Students will revisit narrative writing in this unit as they produce fantasy stories. You will have students collect and develop ideas and draft and revise their stories, remembering to write in a way that shows readers what is happening and what the characters are saying, thinking and feeling, as well as focusing on communicating the central message of the story. Students will focus on the qualities of good writing in this unit as they develop their narrative craft: writing with description, elaborating on the most important parts of the story, and communicating meaning to their readers by adding dialogue, actions and internal thinking of characters. You will teach students how to apply what they know about the genre of fantasy in reading in order to support the construction of these stories. The CCSS English Language Arts Standards expect students to be knowledgeable about the craft choices an author makes and be able to think and talk about those choices. For example, students need to consider multiple perspectives, symbolism and metaphor. By composing pieces with an eye on making specific craft decisions, students are supported in developing their understanding of these standards and author’s intent. You will have students cycle through the process twice in this unit before selecting a piece to publish.

CCSS LACC.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events

precisely. e. Provide a conclusion that follows from the narrated experiences or events.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.2.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. LACC.5.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).

LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.6.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. LACC.5.SL.2.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

LACC.5.SL.2.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to

better understand each of the words.

Unit 7 - Shaping Texts: From Essays and Narratives to Memoir & Making Summer Writing Plans May 6, 2014 – June 5, 2014 (22 days)

(FCAT: May 6th and 7th, 2014)

OVERVIEW In this unit, students will draw on what they know about both narrative and opinion writing to make decisions about how to compose their own memoirs. They will cycle through the writing process twice in this unit. The first time more quickly and the second, spending a bit more time on revising, editing and publishing in the second cycle. Students will collect entries in their notebooks in the first part of the unit, and you will also ask students to research in multiple ways, first by reflecting on their own experiences in order to determine topics for writing and then by considering the possible structures of memoir in order to compose their own. For example, you will provide students with multiple examples of memoirs in a variety of forms so they can choose the one that meets their needs for their piece of writing. As students consider and develop seed ideas, you will teach them the characteristics of memoir and provide them opportunities to write deeply about the topics they select. The CCSS work you have done up to this point will support all you ask students to do in this unit. Throughout the year, students have selected meaningful topics, learned to write with a clear opinion or central message and been taught to convey experiences and events precisely. As students cycle through the process the second time in this unit, either revising their first piece or writing a new one, they will transfer and apply the skills in their own pieces.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

CCSS LACC.5.W.1.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

LACC.5.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

LACC.5.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events

precisely. e. Provide a conclusion that follows from the narrated experiences or events.

LACC.5.W.2.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LACC.5.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LACC.5.W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LACC.5.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.6.W.1.1 - Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

LACC.6.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

f. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

g. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

h. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

i. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

j. Provide a conclusion that follows from the narrated experiences or events. LACC.5.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. LACC.5.SL.1.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.5.SL.1.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. LACC.5.SL.2.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.5.SL.2.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. LACC.5.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

LACC.5.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.

LACC.5.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

2013-2014 Writing Scope and Sequence

Fifth Grade

Draft Created June 2013, SDPBC, Department of Elementary Curriculum

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

LACC.5.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context. LACC.5.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).