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HAMMONTON PUBLIC SCHOOLSCURRICULUM PROJECT

Creating a Student-Centered Classroom

Content Area: Reading

Unit Title: Road to Freedom

Target Course/Grade Level: 5

School: Warren E. Sooy Jr. Elementary

UNIT SUMMARY:

Students will make connections to literature and make inferences while learning about the British colonists’ “Road to Freedom.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.

21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and Innovation

21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental Literacy

STAGE ONE: LEARNING TARGETS

Common Core State Standards/2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):

Reading

RL 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.2 - Determine a theme of a story drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;summarizes the text.RL 5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL 5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL 5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL 5.10 - By the end of the year, read and comprehend literature, including stories, drama, and poetry, at

the high end of the grades 4-5 text complexity band independently and proficientlyRI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject areaRI 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 efficientlyRI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficientlyRF 5.3 - Know and apply grade-level phonics and word analysis skills in decoding wordsRF 5.4 - Read with sufficient accuracy and fluency to support comprehension.

Technology

8.1.8.A.3 - Create a multimedia presentation including sound and images

21st Century Life and Career Skills

9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.

Social Studies

08.6.4.D.1 - Analyze the political, social, and cultural characteristics of the English colonies08.6.4.D.2 - Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.08.6.4.D.3 - Explain the differences in colonization of the Americas by England, the Netherlands, France, and Spain, including governance, relation to the mother countries, and interactions with other colonies and Native Americans.08.6.4.D.4 - Examine the interactions between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances and conflicts.08.6.4.D.5 - Describe Native American resistance to colonization, including the Cherokee War against the English, the French and Indian War, and King George’s War.08.6.4.E.1 - Discuss the background and major issues of the American Revolution, including the political and economic causes and consequences of the revolution.08.6.4.E.2 - Discuss the major events (e.g. Boston Tea Party, Battle of Trenton) and personalities (e.g., George Washington, John Adams, John Witherspoon, William Franklin, Benjamin Franklin, Thomas Jefferson) of the American Revolution.

Unit Essential Questions:

1. How can you use context clues to help determine the meaning of vocabulary words?

2. How can precisely listening to details in literature help you better understand the text?

3. How can strategic listening help you comprehend what is being read aloud?

4. How can making connections to our experiences, other texts, and our world help us understand

literature?

5. How does the ability to infer help you understand what you read?

6. What can I include in my R.A.C.E. response to effectively answer an open-ended question?

Unit Enduring Understandings:

1. Utilizing vocabulary strategies will assist in reading comprehension.

2. Precisely listening to fluent readers will help to understand details in the text. 3. Listening strategically can help you to understand the setting, sequence of events, and character actions. 4. Making connections to experience, familiar texts, and our world will make our comprehension of unfamiliar texts more successful.

5. We can make inferences by blending our prior knowledge with what is stated in the text in order to deepen our understanding of the text.

6. Using the R.A.C.E. format to answer open-ended questions will help to make my response thorough and complete.

Key Knowledge and Skills students will acquire as a result of this unit:

Upon completion of ____________, students will be able to …

1. Identify and explain key vocabulary in literature to build background and aid in comprehension.

2. Analyze specific details to enhance focus while listening.3. Summarize critical information from a text after strategic listening.4. Compare literature and informational text to others texts, themselves, and the world around

them.5. Make inferences about text elements (characters, plot, setting, mood) based on what is

explicitly stated in the text.6. Construct an effective open-ended response, using the R.A.C.E. format.

STAGE TWO: EVIDENCE OF LEARNING

Formative Assessments:

1. Graphic organizers2. Read alouds3. Written responses in R.A.C.E. format4. Critical Thinking Responses

5. Exit tickets6. Classroom discussions (whole group/small group/partner discussions)7. New Jersey ASK practice book

Summative Assessments:

1. Unit Theme test2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz

Student Self-Assessment and Reflection:

1. Journal 2. Exit ticket

STAGE THREE: THE LEARNING PLANSequence of teaching and learning experiences

Unit Resources:

1. Student source book2. Skills masters pgs 1-143. Transparencies 1-124. Comprehension bridge 1-25. Leveled readers6. Supplemental Reading Activity (SRA)7. Independent Novels8. Time For Kids

Instructional Guidelines: Aligning Learning Activities

Refer to pgs 2-65 in Comprehensive Teacher’s Guide (LBD)

Weeks 1-2 (Theme 1)

● Build Reading Skills

- Introduce, Explain, Restate, Show, Reflect, Refine and Discuss Vocab.

● Read and comprehend

- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Making Connections- Model “precise listening”- Assess Theme 1 progress

● Differentiated Reading Instruction

- Guided Reading Groups - Literature Circles - Supplemental Reading Activity (SRA) - Self-Selected Independent Reading (Novels)

● Whole Class discussion and journal responses to support reading independence.

Weeks 3-4 (Theme 2)




- Model reading- Model, teach, practice and review Making Inferences- Review Making Connections- Model “strategic listening”- Assess Theme 2 progress




Social Studies Supplementation:

United Streaming/ Brainpop videos on The American RevolutionHarcourt Social Studies Grade 5 text book (with CD-ROM for listening)Harcourt Social Studies Grade 5 Practice BookTeacher created resources (scavenger hunts, study guides, assessments, and powerpoints)




Unit Title: Thinking Like a Scientist



UNIT SUMMARY:

Students will ask questions, make inferences, and determine importance while “Thinking Like a Scientist” to learn about the methods of heat transfer and characteristics of sound energy. Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.





Reading

RL 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.2 - Determine a theme of a story drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;summarizes the text.RL 5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL 5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL 5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of

a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL 5.10 - By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 4-5 text complexity band independently and proficientlyRI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject areaRI 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 efficientlyRI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficientlyRF 5.3 - Know and apply grade-level phonics and word analysis skills in decoding wordsRF 5.4 - Read with sufficient accuracy and fluency to support comprehension.

Technology

8.1.8.A.4 - Generate a spreadsheet to calculate, graph, and present information.



Science

08.5.1.A.1- Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.08.5.1.C.1- Monitor one’s own thinking as understandings of scientific concepts are refined.08.5.1.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models.08.5.2.D.1- Relate the kinetic and potential energies of a roller coaster at various points on its path.08.5.2.D.2- Describe the flow of energy from the Sun to the fuel tank of an automobile.



2. How can critically listening to details in literature help you better understand the way characters think and feel?

3. How can appreciative listening affect the way you think and feel about what is being read aloud?

4. How does asking questions before, during, and after you read help you understand what you have read.

5. How does the ability to infer help you understand what you read?

6. How does a good reader decide which information in a text is important?




2. Being able to critically listen for characters’ emotions will help you comprehend what happens in a story.

3. Appreciative listening can help you connect to, enjoy, and understand what is being read.

4. Good readers know when and how to create effective questions that will help them interpret what they read.

5. We can make inferences by blending our prior knowledge with what is stated in the text in order to deepen our understanding of the text.

6. Distinguishing which information in a text is “important” or “interesting, but unimportant” will help to establish critical information for retelling.





2. Judge character emotions to enhance focus while listening.3. Reflect on thoughts and feelings after appreciative listening.4. Develop questions before, during, and after reading.5. Make inferences about text elements (characters, plot, setting, mood)

based on what is explicitly stated in the text.6. Determine which information is “important” or “interesting, but unimportant”

while reading.7. Construct an effective open-ended response, using the R.A.C.E. format.



1. Graphic organizers2. Read alouds3. Written responses in R.A.C.E. format4. Critical Thinking Responses5. Exit tickets6. Classroom discussions (whole group/small group/partner discussions)7. New Jersey ASK practice book


1. Unit Theme test 2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz




Unit Resources:

1. Student Sourcebook2. Skills Masters pgs 15-283. Transparencies 13-244. Comprehension Bridge 2-45. Leveled Readers6. Supplemental Reading Activity (SRA)7. Independent Novels8. Time For Kids



Weeks 1-2 (Theme 3) BENCHMARK




- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Asking Questions- Review Making Inferences- Model “critical listening”- Assess Theme 3 progress




Weeks 3-4 (Theme 4)




- Model reading- Model, teach, practice and review Determine Importance- Review Asking Questions- Model “appreciative listening”

- Assess Theme 4 progress




Science Supplementation:

United Streaming/ Brainpop videos/Bill Nye VHSHarcourt Science Grade 6 textbook Harcourt Science Grade 6 Practice BookTeacher created resources (Student Investigations, study guides, chapter questions, assessments, and powerpoints)




Unit Title: Proud to Be an American



UNIT SUMMARY:

Students will monitor understanding, determine importance, and synthesize literature while learning about the Constitution and the Three Branches of Government. Students will review the basic rights that make us “Proud to Be an American.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small

group instruction, in order to strengthen skills and comprehension.





Reading

RL 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.2 - Determine a theme of a story drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;summarizes the text.RL 5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL 5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL 5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL 5.10 - By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 4-5 text complexity band independently and proficientlyRI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject areaRI 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 efficientlyRI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficientlyRF 5.3 - Know and apply grade-level phonics and word analysis skills in decoding wordsRF 5.4 - Read with sufficient accuracy and fluency to support comprehension.

Technology

8.1.8.A.3 - Create a multimedia presentation including sound and images.



Social Studies

08.6.1.A.2.b- Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions.08.6.1.A.3.b- Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.08.6.1.A.3.c- Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 08.6.1.A.3.d- Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.08.6.1.B.3.b- Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.08.6.1.B.3.d- Explain why New Jersey’s location played an integral role in the American Revolution.08.6.1.C.5.a- Assess the human and material costs of the Civil War in the North and South.08.6.1.D.3.f- Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.



2. How can precisely listening to details in literature help you better understand the text?

3. How can strategic listening help you comprehend what is being read aloud?

4. How can monitoring understanding improve your reading?

5. How does a good reader decide which information in a text is important?

6. What are the benefits of synthesizing as you read?




2. Precisely listening to fluent readers will help to understand details in the text.

3. Listening strategically can help you to understand the setting, sequence of events, and character actions.

4. As students monitor what they read, they determine what they do and do not understand and adjust their skills accordingly.

5. Distinguishing which information in a text is “important” or “interesting, but unimportant” will help to establish critical information for retelling.

6. By synthesizing information, we can create our own ideas and opinions about a text.





2. Analyze specific details to enhance focus while listening.3. Summarize critical information from a text after strategic listening.4. Consider various strategies while reading to fully comprehend a text.

5. Determine which information is “important” or “interesting, but unimportant” while reading.6. Create new ideas about a text, based on background knowledge.7. Construct an effective open-ended response, using the R.A.C.E. format.



1. Graphic organizers2. Read alouds3. Written responses in R.A.C.E. format4. Critical Thinking Responses

5. Exit tickets6. Classroom discussions (whole group/small group/partner discussions)7. New Jersey ASK practice book


1. Unit Theme test 2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz




Unit Resources:




Weeks 1-2 (Theme 5)




- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Monitor Understanding- Review Determine Importance- Model “precise listening”- Assess Theme 5 progress




Weeks 3-4 (Theme 6)BENCHMARK




- Model reading- Model, teach, practice and review Synthesis- Review Monitor Understanding- Model “strategic listening”- Assess Theme 6 progress





United Streaming/ Brainpop videos on The Constitution and The Three Branches of GovernmentHarcourt Social Studies Grade 5 text book (with CD-ROM for listening)Harcourt Social Studies Grade 5 Practice BookTeacher created resources (scavenger hunts, study guides, assessments, and powerpoints)




Unit Title: In the Deep/Greek Mythology



UNIT SUMMARY:

Students will create images, synthesize, and use fix-up strategies to identify roles of organisms in food chains and food webs and investigate the relationships among organisms in specific ecosystems while studying life “In the Deep.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.

Students will draw inferences, determine themes, compare and contrast characters and stories within the same genre , and analyze visual and multimedia elements while studying “Greek Mythology.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.





Reading

RL 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.2 - Determine a theme of a story drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;summarizes the text.RL 5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. (e.g.,how characters interact).RL 5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL 5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL 5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL 5.10 - By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 4-5 text complexity band independently and proficientlyRI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject areaRI 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 efficientlyRI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficientlyRF 5.3 - Know and apply grade-level phonics and word analysis skills in decoding wordsRF 5.4 - Read with sufficient accuracy and fluency to support comprehension.

Technology

8.1.8.A.1 - Create professional documents using advanced features of a word processing program.



Science

08.5.1.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.08.5.1.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.08.5.1.D.2 Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.08.5.3.A.2 Relate the structures of cells, tissues, organs. and systems to their functions in supporting life.08.5.3.B.2 Analyze the components of a consumer’s diet and trace them back to plants and plant products.08.5.3.C.1 Model the effect of positive and negative changes in population size on a symbiotic pairing.



2. How can critically listening to details in literature help you distinguish between a fact and an opinion?

3. How can appreciative listening help you create pictures in your mind to better understand what is being read aloud?

4. How does the writer’s choice of words help you create images?

5. What are the benefits of synthesizing as you read?

6. How do you know that you need to use a fix-up strategy?


8. How can analyzing visual and multimedia elements contribute to the meaning, tone, or beauty of Greek Mythology?



2. Being able to critically listen for facts and opinions will help you determine the accuracy of the source.

3. Appreciative listening can help you to create a picture of the story in your mind.

4. When you can see and describe the story that you are listening to or reading, you gain deeper understanding.

5. By synthesizing information, we can create our own ideas and opinions about a text.

6. If you are able to use fix-up strategies effectively, you have the ability to decode and decipher any word in context.


8. By analyzing visual and multimedia elements, it will contribute to the meaning, tone, or beauty of Greek Mythology.




2. Distinguish between fact and opinion to enhance focus while listening.3. Create images during and after appreciative listening.4. Relate the author’s choice of words to an image in their mind.5. Create new ideas about a text, based on background knowledge.6. Decode and decipher words in context using fix-up strategies.7. Construct an effective open-ended response, using the R.A.C.E. format.8. Analyzing the meaning, tone or beauty of Greek Mythology.



1. Graphic organizers2. Read alouds

3. Written responses in R.A.C.E. format4. Critical Thinking Responses5. Exit tickets6. Classroom discussions (whole group/small group/partner

discussions/literature circle role sheets/sticky note discussions)7. New Jersey ASK practice book8. Reading A-Z stories (Greek Mythology)


1. Unit Theme test 2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz5. New Jersey ASK practice book ( Perseus and Medusa T61-T68: Test

section)




Unit Resources:

1. Student Sourcebook2. Skills Masters pgs 43-493. Transparencies 37-424. Comprehension Bridge 6-75. Leveled Readers6. Supplemental Reading Activity (SRA)7. Independent Novels8. Time For Kids9. Brainpop10. Reading A-Z11. United Streaming



Weeks 1-2 (Theme 7)




- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Create Images- Review Synthesize- Model “critical listening”- Assess Theme 7 progress




Weeks 3-4 (Theme 8)




- Model reading- Model, teach, practice and review Use Fix-Up Strategies- Review Create Images

- Model “appreciative listening”- Assess Theme 8 progress




● Literature Circles (Greek Mythology) - Tiered reading passages (low, middle, high) Low: The Golden Touch Middle: Pandora’s Box/Lost in His Own Reflection High: The Labors of Hercules Connecting Passage: The Never-Ending Punishment

Mythology Supplemental Material -Brainpop (Greek Gods) with activity sheets -Dad Greek God Style packet (Super Teacher worksheets) -United Streaming (Greek Mythology 7:27)


Week 1Day 1

● Introduce Mythology with United Streaming video (Greek Mythology)● Use graphic organizer to identify main ideas in video● Exit ticket

Day 2● Lead whole group Literature Circle of Odysseus and the Bag of

Winds(pgs. 1-10)● Model use of sticky note discussion sheet● Reflective journal entry

Day 3● Lead whole group discussion of Odysseus and the Bag of Winds

based on sticky note discussion sheet from Day 2● Small group discussion using discussion sheet● Exit ticket

Day 4● Complete reading of Odysseus and the Bag of Winds independently

(pgs. 11-20)● Complete sticky note discussion sheet● Reflective journal entry

Day 5● Small group discussion of Odysseus and the Bag of Winds based on

sticky note discussion sheet from Day 4● Small group discussion using discussion sheet● Exit ticket

Day 6● Discuss Common Core Supplement sheet● Identify academic vocabulary● Ask and answer questions● Analyze characters and character traits

Day 7● Distribute student response sheet and discuss the key question● Divide students into tiered groups and distribute passages (low,

middle, high)● Preview passage (look at title, images, circle unknown words...)● Read passage independently

Day 8● Reread respective passage● Answer key questions independently● Discuss answers with group● Return to student response sheet and complete web diagram

Day 9● Complete Performance Assessment: New Jersey Ask Prep Book:

Perseus and Medusa


United Streaming/ Brainpop videos/Bill Nye VHSHarcourt Science Grade 6 textbookHarcourt Science Grade 6 Practice BookTeacher created resources (Student Investigations, study guides, chapter questions, assessments, and powerpoints)


Creating a Student-Centered ClassroomContent Area: Reading

Unit Title: An Expanding Nation



UNIT SUMMARY:

Students will make connections while comparing and contrasting information, use fix-up strategies, and make inferences about the author’s purpose through literature while learning about “An Expanding Nation.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.





Reading


Technology

8.1.8.A.5 - Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.



Social Studies

08.6.1.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.08.6.1.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.08.6.1.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. 08.6.2.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to

population growth and the subsequent development of civilizations.



2. How can precisely listening to specific words the author uses in literature help you better understand the text?

3. When you are listening strategically, how does the author’s message help you comprehend what is being read aloud?

4. Why do you think we need to compare and contrast text elements as we read?

5. How do you know that you need to use a fix-up strategy?

6. What kind of clues can help you identify the author’s purpose?




2. Precisely listening for specific words with special meanings will help to understand the text.

3. Listening strategically can help you to understand the message the author is trying to convey.

4.Identifying similarities and differences among text elements will allow you to make connections between two stories, characters, settings, etc.

5. If you are able to use fix-up strategies effectively, you have the ability to decode and decipher any word in context.

6. By identifying the author’s intent, we can understand the meaning behind a text.





2. Recognize words the author uses that have special meanings.3. Evaluate author’s purpose after listening strategically.4. Compare text elements.

5. Decode and decipher words in context using fix-up strategies.6. Relate the author’s purpose to the message of a story.7. Construct an effective open-ended response, using the R.A.C.E. format.





1. Unit Theme test (BENCHMARK - Theme 10)2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz




Unit Resources:

1. Student Sourcebook2. Skills Masters pgs 57-63

3. Transparencies 49-544. Comprehension Bridge 8-95. Leveled Readers6. Supplemental Reading Activity (SRA)7. Independent Novels8. Time For Kids



Weeks 1-2 (Theme 9)




- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Make Connections: Compare/Contrast Information- Review Fix-Up Strategies- Model “precise listening”- Assess Theme 9 progress








- Model reading- Model, teach, practice and review Infer: Author’s Purpose- Review Make Connections: Compare/Contrast Information- Model “strategic listening”- Assess Theme 10 progress





United Streaming/ Brainpop videos Harcourt Social Studies Grade 5 text book (with CD-ROM for listening)Harcourt Social Studies Grade 5 Practice BookTeacher created resources (scavenger hunts, study guides, assessments, and powerpoints)



Unit Title: Living With Natural Forces



UNIT SUMMARY:

Students will ask questions about visuals, make inferences about author’s purpose, and rank the importance of information through literature and recognize that gravity is a force that pulls objects towards the center of the Earth and recognize that the motion of objects

is affected by friction because we are “Living With Natural Forces.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.





Reading


Technology

8.1.8.A.3 - Create a multimedia presentation including sounds and images..



Science

08.5.2.E.1 Calculate the speed of an object when given distance and time.08.5.2.E.2 Compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces in a given specific scenario.



2. How can critically listening to details in literature help you compare and contrast the ideas and characters in a selection?

3. How can appreciative listening help you create pictures in your mind to better understand what is being read aloud?

4. How can visuals help you come up with questions?

5. What kind of clues can help you identify the author’s purpose?

6. How can ranking information help you better understand what you read?




2. Critical listening can help you tell how ideas and characters in a selection are alike and different.

3. Appreciative listening can help you to create a picture of the story in your mind.

4. When you ask questions about visuals in a selection, you gain deeper understanding of the text.

5. By identifying the author’s intent, we can understand the meaning behind a text.

6. If you are able to rank information effectively, you have the ability to distinguish between important and unimportant information in any text.





2. Compare and contrast ideas and characters.3. Create images during and after appreciative listening.4. Develop questions about visuals.5. Relate the author’s purpose to the message of a story.6. Judge and rank the importance of information.7. Construct an effective open-ended response, using the R.A.C.E. format.





1. Unit Theme test2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz


1. Journal

2. Exit ticket


Unit Resources:




Weeks 1-2 (Theme 11)




- Modeled/Shared/ Interactive Reading- Model, Teach, Practice and Review Ask Questions: Visuals- Review Inference: Author’s Purpose- Model “critical listening”- Assess Theme 11 progress



● Whole Class discussion and journal responses to support reading

independence.





- Model reading- Model, teach, practice and review Determine Importance: Rank Information- Review Ask Questions: Visuals- Model “appreciative listening”- Assess Theme 12 progress





United Streaming/ Brainpop videos/Bill Nye VHSHarcourt Science Grade 6 text bookHarcourt Science Grade 6 Practice BookTeacher created resources (Student Investigations, study guides, chapter questions, assessments, and powerpoints)




Unit Title: Science Close ReadingTarget Course/Grade Level: 5School: Warren E. Sooy Jr. Elementary

UNIT SUMMARY:

Students will use exemplary texts to assist in dissecting nonfiction passages. Students will develop a variety of reading strategies to LISTEN to the text to clarify and extend important ideas, understand word choice and language decisions in a nonfiction text, provide text based evidence for thoughts, statements, and opinions, and consider the author’s purpose/point of view, thoughts and opinions. Modeled/shared/interactive reading, tiered vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.



STAGE ONE: LEARNING TARGETSCommon Core State Standards/2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):

Reading

RI 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject areaRI 5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.RI 5.9 – Integrate information from several texts on the same topic in order to write and speak about the topic knowledgeably.RI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficiently

Technology

8.1.8.A.5- Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.



Science

5.4.8.F.2 – Explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country.


1. What strategies can we use to understand unfamiliar words in the text?

2. What do good readers do before they read a nonfiction text?

3. How do nonfiction text features contribute to an understanding of the text in which they appear?

4. How does the structure of a nonfiction text affect the way I understand the information?

5. How do we determine the main idea and supporting details of a nonfiction text?

6. What is “text-based evidence”? How can you use it to answer questions about a nonfiction text?


1. Using context clues, text features, and the glossary will help us understand unfamiliar words in the text.

2. Good readers get ready for a nonfiction text by using text features to make a prediction about the text. 3. Good readers use text features such as charts, graphs, pictures, and captions to add to their understanding of the text. 4. Identifying the text structure will help to interpret the purpose of the text.

5. Good readers use headings, topic sentences, and important text details to determine the main idea.

6. Information from a nonfiction text can help us answer multiple choice and open-ended questions.


Students will be able to …

1. Define, discuss, and use unfamiliar words in the context of independent, shared, and

paired reading.2. Use a variety of nonfiction text features to interpret information in the text.3. Describe the overall text structure.4. Determine the main idea of a text and explain how it is supported by key details.5. Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text.6. Construct an effective open-ended response, using the R.A.C.E. format, using text-

based evidence to support it.7. Draw on information from a nonfiction text in order to answer multiple choice questions

about it.

STAGE TWO: EVIDENCE OF LEARNINGFormative Assessments:

1. Pre-reading organizers2. Annotated articles3. “What Have I Learned” organizer4. Exit tickets5. Classroom discussions (whole group/small group/partner discussions)


1. Written responses in R.A.C.E. format2. Multiple choice questions3. Jigsaw activity with non-fiction text feature poster (Performance Task)




Unit Resources:

1. “Cloudy With a Chance of Apples”http://www.scholastic.com/browse/article.jsp?id=3756820

2. “Eye on Hurricanes” by Kathiann M. Kowalski (www.eduplace.com)3. “Natural Disasters” (Extend and Investigate: Thinking Through a Test – pp. 80-84)4. “Hurricanes: Natures Wildest Storms” by Erin Ryan5. “Nature’s Fury: For Better of Worse” by Stephen James O’Meara (Read Aloud Anthology pp 92-

97)6. Discovery Education video: Story Structure – A Tiny Tale (5:22)

- supplemental leveled worksheets7. Suggested Leveled readers

“Water All Around the Earth” (Level P)“World Safari” (Level S)“How’s the Weather” (Level T)“Extreme Environments” (Level U)“Seasons Go ‘Round” (Level V)

“Dust Bowl Survivors” (Level W)

Teacher Resources:

Nonfiction Text Feature Jeopardyhttp://www.superteachertools.com/jeopardyx/jeopardy-review-game-convert.php?gamefile=../jeopardy/usergames/Nov201044/jeopardy1288922616.txt

Interactive LAL resourceshttp://msswansclass.weebly.com/language-arts-links.html


Week 1

Day 1 Introduce Informational Text Structures (reference sheet) View Discovery Education video (Story Structure: A Tiny Tale) Review and discuss video – complete leveled worksheet independently, discuss

in small groups

Day 2 Distribute “Pre-reading Organizer” and “Nonfiction Text Reading Tools” “Cloudy With a Chance of Apples” (Brightlink Projection) – teacher will model

using Pre-reading Organizer, Read and annotate article aloud Model completion of “What I Have Learned” Organizer

Day 3 Distribute “Pre-reading Organizer” and “Eye on Hurricanes” Read article with partner and complete “What I have Learned” Organizer –

highlight unfamiliar vocabulary Make class list of unfamiliar vocabulary – analyze words using text

features/dictionary Reflection in Reading Notebook about strategies used

Day 4 Teacher read aloud “Eye on Hurricanes” – discuss text structure Teacher re-read aloud – annotate text Students read article with partner – annotate text Post R.A.C.E. question to be answered independently

Day 5 Distribute “Pre-reading Organizer” and “Natural Disasters” Read article with partner and complete “What I have Learned” Organizer –

highlight unfamiliar vocabulary Make class list of unfamiliar vocabulary – analyze words using text

features/dictionary Reflection in Reading Notebook about strategies used

Day 6 Teacher read aloud “Natural Disasters” – discuss text structure Teacher re-read aloud – annotate text Students read article with partner – annotate text Distribute multiple choice questions to be answered independently

Day 7 Distribute “Pre-assessment” and “Hurricanes: Nature’s Wildest Storms” Read article with partner and complete “What I have Learned” Organizer –

highlight unfamiliar vocabulary (pages 1-2) Make class list of unfamiliar vocabulary – analyze words using text

features/dictionary Students read article independently – annotate text Think, pair, share to review annotations

Day 8

Continue reading article with partner and complete “What I have Learned” Organizer – highlight unfamiliar vocabulary (pages 3-4)

Make class list of unfamiliar vocabulary – analyze words using text features/dictionary

Students read article independently – annotate text Think, pair, share to review annotations Complete “Post-assessment” for article

Day 9

● Distribute “Nature’s Fury: For Better or Worse” and Pre-reading organizer● Complete pre-reading organizer independently – share with partner● Teacher will read introduction aloud - break class into groups● Each group will work together to read and summarize passage on blank paper

(must include picture with a caption and subtitles)

Day 10 Continue with summary posters in groups Jigsaw to share Evaluate with rubric



Unit Title: Technology Matters!



UNIT SUMMARY:

Students will monitor understanding while reflecting on purpose, determine importance by ranking information, and synthesize by creating a summary through literature while explaining how industrial innovations have changed daily life in the United States since the 1800s, developing the understanding that “Technology Matters.” Modeled/shared/interactive reading, vocabulary, and written responses will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen skills and comprehension.





Reading

RL 5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.2 - Determine a theme of a story drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;summarizes the text.RL 5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL 5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL 5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL 5.10 - By the end of the year, read and comprehend literature, including stories, drama, and poetry, at the high end of the grades 4-5 text complexity band independently and proficientlyRI 5.2 - Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the textRI 5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic subject area

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 efficientlyRI 5.10 - By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high-end of the 4-5 text complexity band independently and proficientlyRF 5.3 - Know and apply grade-level phonics and word analysis skills in decoding wordsRF 5.4 - Read with sufficient accuracy and fluency to support comprehension.

Technology

8.1.8.A.1 - Create professional documents (e.g., newsletter, flyer) using advanced features of a word processing program.



Social Studies

08.6.1.C.3.c Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.08.6.1.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.



2. How can precisely listening to descriptive details the author provides help you understand characters?

3. How can listening strategically help you create a summary of what was read aloud?

4. How does reflecting on your purpose for reading help you understand the text?

5. How can ranking information help you better understand what you read?

6. How is creating a summary different from simply listing details?




2. Precisely listening for specific, descriptive details will help to understand the text.

3. Listening strategically can help you create a summary of the story in your own words.

4. Considering your purpose for reading can assist with reading comprehension.

5. If you are able to rank information effectively, you have the ability to distinguish between important and unimportant information in any text.

6. There is a difference between listing details and creating a summary in your own words. In order to create a summary, you must truly understand the material.


Key Knowledge and Skills students will acquire as a result of this unit



2. Point out descriptive details the author provides that help to understand characters.

3. Evaluate author’s purpose after listening strategically.4. Identify purpose for reading.

5. Judge and rank the importance of information.6. Paraphrase information in order to create a summary.7. Construct an effective open-ended response, using the R.A.C.E. format.



1. Graphic organizers2. Read alouds3. Written responses in R.A.C.E. format4. Critical Thinking Responses5. Exit tickets

6. Classroom discussions (whole group/small group/partner discussions)7. New Jersey ASK practice book


1. Unit Theme test (BENCHMARK - Theme 13)2. Vocabulary Assessment3. SRA Assessment4. Time For Kids Quiz




Unit Resources:








- Modeled/Shared/ Interactive Reading

- Model, Teach, Practice and Review Monitor Understanding: Reflect on Purpose- Review Determine Importance: Rank Information- Model “precise listening”- Assess Theme 13 progress








- Model reading- Model, teach, practice and review Synthesize: Create a Summary- Review Monitor Understanding: Reflect on Purpose- Model “strategic listening”- Assess Theme 14 progress





United Streaming/ Brainpop videos

Harcourt Social Studies Grade 5 text book (with CD-ROM for listening)Harcourt Social Studies Grade 5 Practice BookTeacher created resources (scavenger hunts, study guides, assessments, and powerpoints)

Grade 5 Unit 1: Narrative

Getting Ready: Before the Study Begins (Weeks 1-3)

What are your goals for this study? 1. Launching the Writer’s Workshop

* Explain the management of writer’s workshop and the materials that students are expected to have with them every day.

Writer’s Notebook Pencil

* Explain the management of writer’s workshop notebook

Date Keep back side blank

View the world as a writer and set up writing notebook

Set up and decorate writing notebook to generate and collect ideas, stories, responses, observations, and notes

Set goals and habits of writers Establish classroom rituals and routines Expectations of the students during

writers workshop time Collect meaningful ideas to write about Explore Sensory details

What CCSS does this study address?

How long will this study be? 3 weeks

Which books will you use? Launching the Writer’s Workshop by Denise Leograndis

A Writer’s Notebook by Ralph Fletcher

My Map Book by Sara Fannelli

Heart Map

Teacher models how to make a list using one sheet of notebook paper showing things that are important to them.

Immersion: The Beginning of your Study (Weeks 4-7)

What are your goals for this study?the genre (narrative

1. Explain the genre (narrative)

2. Introduce New Jersey Language Arts Writing Rubric – Grade 5

3. Explain and demonstrate the 5-step writing process

Brainstorming (Collecting ideas, Choosing a Seed, Nurturing)

Drafting Revising Editing Publishing

4. Students will learn how to develop their story with a bold beginning, mighty middle, and an excellent ending in mind.

5. Read and discuss texts that model a beginning, middle, and end

6. Discuss watermelon vs. seed ideas

7. The students will be able to demonstrate their knowledge and proper use of conventions using Everyday Editing by Jeff Anderson

Capital letters Ending punctuation Complete sentences Transition words Dialogue, etc.

What CCSS does this study address?

How long will this study be? 4 weeks

Which books will you use? Chrysanthemum by Kelvin Henkes

Shortcut by Donald Crews

Knufflebunny by Mo Willems

The Paperboy by Dave Pilkey

Everyday Editing by Jeff Anderson

How will I be teaching this?

Introduce narrative study

What will I be teaching: What makes this a personal narrative?

Read Chysanthemum:

Teacher reads text aloud while students follow along using typed copy.

Teacher models think-aloud strategy by creating a list of things that you think or feel while reading.

Teacher asks students to list the ways that this is a personal narrative.


What will I be teaching: How does this story show the beginning, middle, and end?

Read Shortcut:



Students box the story into different scenes or events that show time

Students work in partners to determine the beginning, middle, and end of the story.


What will I be teaching: What is a “small moment” story?

Read Knuffle Bunny:



Students work in partners to determine how Knufflebunny is a small moment compared to Chrysanthemum.


What will I be teaching: Review what parts make up a good personal narrative.

Explain that students will listen to The Paperboy and look for moments that make you think or get a mental image:

Students will go back to their seats and work in cooperative groups.

Teacher should walk around and monitor the progress of creating the lists.

Students will share their findings with the class and teacher will use chart paper to create a class list and discuss how their moment is part of the narrative process.

Middle of the Study: Teaching Into Your Goals

Content: What will I be teaching? Method: How will I be teaching this?

Brainstorming “small moments” Watermelon vs. seed ideas

Teacher will use the watermelon and seed graphic organizer and demonstrate the difference between a watermelon idea (My Summer Vacation) and a seed idea (First roller coaster ride at Great

Adventure) If time, students can begin to brainstorm

some seed ideas from their summer vacation.

Collecting seed ideas People and Moments

Teacher models how to make a list (T-chart) using one sheet of notebook paper showing a person and a special moment.

Students are to list 3 ideas and put a star next to one that they choose and start writing the small moment.

Collecting seed ideas Places and Moments

Teacher models how to make a list using one sheet of notebook paper showing a place and a special moment


Collecting seed ideas First times

Teacher models how to make a list using one sheet of notebook paper showing the first time something happened (walking to school by yourself, doing the mile run in gym class)


Collecting seed ideas Last times

Teacher models how to make a list using one sheet of notebook paper showing the last time something happened (someone read a bedtime story to you, someone picking out your clothes)


Collecting seed ideas Moments of struggle

Teacher models how to make a list using one sheet of notebook paper showing moments of struggle (failing a test, arguing with a friend)


Collecting seed ideas Free choice

Teacher will gather students and explain that this is the last day for collecting seed ideas. They are to continue brainstorming either from a list that was already strated, or create another list about things they like to do (skateboarding, playing video games)

Students are to list at least 3 ideas and put a star next to one they choose and begin writing a small moment story.

Choosing a seed idea to draft

(Nurturing)

*What am I trying to say? Why is this important?

*Favorite entry

*Patterns in writing

*A piece of writing that says, “Do more with me!”

How to know if your seed idea would make a good story:

Students will review their seed ideas and stories that they have already started.

Students will select two seed ideas/stories and ask their partner which story they would be more interested in writing/reading.

Students will present to the teacher during conference time their two choices for drafting

Draft plan

*Retelling (5 finger model)

*Story map/Story board

*Timeline

Making a draft plan

Teacher will show students how to retell their story using their 5 fingers.

Next the teacher will model how to create a timeline, story map, or story board to demonstrate all the important aspects of their story.

Students will make a draft plan in their notebook

Drafting Good leads

Teacher will show 4 ways to start a story:

*Use leads power point to model 4 types of leads

*Attract the attention of the reader

set-up lead, question lead, talking lead, and snapshot lead using mentor texts and power point

Teacher will demonstrate how to try out each lead with his/her own writing piece and how to select the appropriate one.

Students will try these four good lead ideas with their own writing.

Students will ask their partner which one they recommend.

Drafting Show Don’t Tell

Teacher will demonstrate how to show emotion in writing, rather than stating, “I am sad!”

Teacher will use mentor texts and show the writing and have the class guess the emotion.

Use Show-Don’t-Tell express and guess cards

Students should then continue their rough drafts and add or edit emotion in their piece using strategy.

Drafting Compositional Risks

Teacher will explain what compositional risks are

Discuss various types of compositional risks

Demonstrate how to use compositional risks in your writing

Teacher will use mentor texts and show the writing and have the class site the compositional risk

The End of the Study: Revision and Editing

Revision Ideas

Does this make sense? Using transition words

Teacher will read each sentence of his/her writing and ask “Does this make sense?” The teacher will walk the students through the writing and take out sentences that do not belong, or add sentences to help with transitions.

Students will add transition words and revise their sentences where needed. Students will have a writing folder to assist with task, including a list of transitional

words.Paragraphing

Teacher will begin to demonstrate the rules of paragraphing by showing where and when to begin a new paragraph in their writing: dialogue, new event, new location.

Teacher will show what the new paragraph revising symbol looks like.

Students will review their writing and add the paragraph symbol where needed. Use a self-check Personal Narrative checklist to review writing piece.

Editing Ideas

Punctuation and spelling

Teacher will review student writing and add the proper punctuation to show emotion where needed.

Students will start editing their revised writing looking for punctuation.

Dialogue

Teacher will use mentor texts to show how to use dialogue properly. Next, the teacher will edit their own writing using the proper dialogue punctuation. Then, students will demonstrate their knowledge of dialogue by editing their knowledge

of dialogue by editing their own dialogue in their writing.Publishing Ideas

What does a published piece look like?

Teacher will demonstrate the aspects of a published piece of writing: proper spelling, punctuation, paragraphing, overall neatness, etc.

When students are ready, they will publish their writing using a pencil (or type final draft).

Recopying, rereading, and illustrating

Before students are finished they are to whisper read their writing out loud. This will help the student find mistakes that mat have been skipped over if read silently.

When students finish they may create a cover for their story using illustrations.Celebration and Reflection Ideas

Reflection:

Students will write a reflection on the following ideas:

What did you learn about narrative writing? What strategy do you feel you demonstrated successfully in your writing? What did you feel was the trickiest part of the writing process and why? (brainstorming,

drafting, revising, editing, or publishing) What did you like about the narrative study? What strategies do you think you will use again?

Celebration:

Students learned how to create good leads. Before the celebration can begin, have students write their good lead on a sentences strip and create a bulletin board showing these examples.

Writer’s Workshop

Warren E. Sooy Elementary School

Grade 5

Unit 2:

Writer’s Workshop

Genre: Persuasive

Getting Ready: Before the Study Begins

What study are you planning? Persuasive WritingWhat are your goals for this 1. Explain the genre. (persuasive/opinion)

study? 2. Tell the difference between facts and opinions

3. Read and discuss texts that model Persuasive Writing

What CCSS does this study address?How long will this study be? 6 weeksWhich books will you use? Any of the following books may be used to

introduce Expository Writing Can I have a Stegosaurus, Please? Hey Little Ant Dear. Mrs. LaRue Click, Clack, Moo…Cows That Type I Wanna Iguana


What study are you planning? Persuasive WritingWhat are your goals for this study?

1. Create chart and generate essay entries2. Use pre-writing charts to organize thoughts and ideas3. Students will develop a 5-paragraph essay4. Students will learn how to distinguish facts

from opinions5. Students will determine point of view on a

topic6. Students will present 3 points and supporting

evidence7. Discuss the implementation of writing Strong

Openings and Closings With a Punch, Powerful Words, Transitional Words

8. Explain and demonstrate the 5-step writing process:

Brainstorming Drafting Revising Editing Publishing9. The students will be able to demonstrate their knowledge and proper use of conventions using Everyday Editing by Jeff Anderson Capital letters Ending punctuation Complete sentences

Which books will you use? Text Included in Packet A persuasive scavenger hunt

Books Can I have a Stegosaurus, Please? Hey Little Ant Dear. Mrs. LaRue Click, Clack, Moo…Cows That Type I Wanna Iguana



Analyze Persuasive Writing:Read aloud essays as “I Wanna Iguana”

Discuss the purpose of an essay: “to persuade”

Discuss persuasive strategies

In a whole group: use “I Wanna Iguana” to introduce persuasive writing; analyze story for point of view and supporting evidence; discuss persuasive strategies in everyday life (ex: billboards, commercials, advertisements, etc)

In small groups: students will create a toy ad using persuasive techniques

Share the ads and discussAnalyze Persuasive Writing:Read aloud essays as “Click, Clack, Moo…Cows That Type”

Discuss persuasive letter writing

Discuss persuasive strategies

Discuss how friendly letters are organized

In a whole group: Read “Click, Clack, Moo…Cows That Type”; analyze story for point of view and supporting evidence; discuss reasons why we would be prompted to write a persuasive letter

Discuss the parts of a letter and how we would organize both friendly and business letters

In small groups: students write a letter to parents asking for something they want

Share letters and discuss points of view and supporting evidence in letters

Analyze letter from the perspective of the parent

Analyze Persuasive Writing: In a whole group: Read “Dear Mrs. LaRue” ; analyze story for

Discuss persuasive letter writingDiscuss persuasive strategies

Discuss how business letters are organized(use sample persuasive letter)

Discuss how ideas are organized

point of view and supporting evidence; discuss Persuasive Letter Frame and Persuasive Letter Sample

In small group: Students use Persuasive Letter Frame to write a persuasive letter to a company to voice a concern about a product

Share the letters and discuss

Model using an Organizational Persuasion Map

Discuss how essays are organized (Point of View, Goal/Thesis, 3 Supporting Reasons, and Supporting Evidence)

In a Whole Group: Have persuasive writing that models how a persuasive essay should be organized. Using Persuasion Map, use the essay to fill in all appropriate sections modeling the organization.

In Small groups: Use “Summer: 15 days or 2 ½ Months?” to complete a persuasive writing scavenger hunt and a persuasion map

Share the findings and discuss

Middle of the Study: Collecting Seed Ideas

Content: What will I be teaching? Method: How will I be teaching this?Model using Writer’s Notebook and generating essay ideas

Stress no need for specific form: We’re after ideas

Focus: Things that make you mad

Brainstorm possible persuasive writing topics

Complete a T-chart on things that make you mad and 3 reasons why

Turn and talk about topics and choose one to write about

Students complete an entry in notebook on topic

In small groups and individual conferences, discuss students essay ideas

Model using Writer’s Notebook and generating essay ideas



Focus: Things you disagree with

Complete a T-chart on things you disagree with and 3 reasons why






Focus: This is better than…


Complete a T-chart on things that are better than others and 3 reasons why






Focus: What you want to see changed


Complete a T-chart on things that you want to see changed and 3 reasons why






Focus: Situations that are unfair


Complete a T-chart on situations that are unfair and 3 reasons why




Middle of the Study: Nurturing

Model picking a topic and framing it out on the Persuasion Map

Discuss student essay entries to help student pick a topic

Fill in appropriate sections on persuasion map

Focus: Picking a Topic Teacher models how to pick a topic

and develop a point of view statement

Review Strong Openings Place Point of View/Thesis

Sentence on essay pillar In small groups and individual

conferences, discuss thesis sentences

Students nurture their thesis statement in writers notebook

Model listing what you know about your topic.

Discuss student topic sentences and how to develop lists of 3 reasons to support topic

Fill in appropriate section on Persuasion Map

Focus: Listing 3 main ideas Model how to list the 3 main points

that will support the point of view Use “Summer 15 Days or 2 ½

Months” to identify 3 main reasons to support the topic

Students will make a list of ideas that support their point of view/thesis statement

Students will nurture their main idea paragraphs in their writers’ notebook.

Model choosing supporting evidence to support the 3 main ideas

Discuss distinguishing fact from opinion

Fill in appropriate section on Persuasion Map

Model how to choose supporting evidence that best support the main ideas and point of view

Discuss facts and opinions and how to utilize facts to support your point of view. Use technology to locate information that enhances your writing.

Students will compile supporting evidence and complete persuasion map.

In small groups and individual conferences, discuss student essay ideas.

Students will nurture their main idea paragraphs in the writers’ notebook.

Model using writer’s notebook and expanding essay using pre-writing planner.

Students will complete the essay planner sections:Point of View statementMain ideas (3)Supporting Evidence (3 per main idea)

In small groups and individual conferences, discuss the students’ essay and expansion of ideas.

Students continue to nurture their detail sentences and supporting evidence.

Model taking ideas, organizers, and entries out of the notebook to begin drafting essay.

Students will begin to draft essay

Book:“Live Writing” by Ralph Fletcher

Writers use creative leads when writing

Model how to transition paragraphs and main ideas using creative main idea sentences.

-Contrary to…-Furthermore…-It is evident that…

Use “Live Writing” by Ralph Fletcher to discuss leads (Chapter 10)

Student will attempt to draft their essay using creative main idea sentences

Model asking detail-generating questions

Students continue to draft their essay

Students will incorporate compositional risks throughout their essay

Writers ask the following questions to bring details to life:

-What does each detail look like?-Why is each detail important?-Is each detail a separate sentence?-Did I use specific examples to describe each detail? Refer to Compositional Risks

reference sheet with examples to model

Compositional Risks Teacher will review what

compositional risks are Discuss the various types of

compositional risks that may be used in essay


Teacher will use mentor texts and

writings having the class site the compositional risk.

Students will attempt to improve their draft by questioning their detail sentences

Model writing effective conclusions for an essay – reiterate the main idea with style.

Students continue drafting their essay.

Writers use strategies to craft memorable conclusions.

Model how to:-reiterate the main ideas in the conclusion-drive home the point of view statement

Using “Live Writing” by Ralph Fletcher (Chapter 11) to discuss closings

Closing with a punch worksheet (in packet)

Show students examples of conclusion paragraph starters to model

Students will draft their essay, attempting to use the strategies taught to write an effective conclusion.

Model how to dissect an essay to see if it is organized and structured for the reader to understand.

Students continue drafting their essays, putting all of the pieces together for a completed draft.

Writers dissect their essay to restructure and organize their paragraphsFor practice, dissect a sample persuasive essay (vending machine essay in packet). Model how to identify any lack of structure and coherence in the essay.

Use Persuasion Map to organize the essay and write a clear introduction and conclusion.

Model how to practice dissecting student essays in small groups and individual conferences.

Model “sentence strip” organizing to rearrange the facts in an essay into the appropriate paragraph.

Students complete their essay draft and begin to dissect essay for organization and coherence.

Model how to use sentence strips to organize facts into the appropriate paragraph, reflecting upon the main ideas.

Model saving the best argument for last to leave a lasting impression on the reader

Practice “sentence strip” organizing with small groups and individual conferences.


Revision Ideas Revise with a friend (use Peer Edit with Perfection! PowerPoint) Proofread essay for powerful words Proofread for strong transitions Proofread for “Golden Bricks” in essay (see packet) Match essay with a peer and compare introduction, main ideas, details, and

conclusions

Editing Ideas Mini-lesson covering punctuation and capitalization Mini lesson covering spelling and paragraphing

Publishing Ideas Complete Oral Presentation with visual aides

Celebration and Reflection Ideas Have an “Author’s Party”, recognizing each class member and their essay. Write a short memoir about the process of producing their essay.



Content Area: Language Arts

Unit Title: Autobiography

Target Course/Grade Level: 5School: Warren E. Sooy Jr. Elementary

UNIT SUMMARY:

Students will use a mentor text to assist in creating an autobiography. Students will use their writer’s notebook to research their lives, collecting both entries and idea based writing. Modeled/shared/interactive writing will be practiced through various whole group, individual and differentiated small group instruction, in order to strengthen writing skills. Writing a personal autobiography will allow students to share parts of their lives with their peers to gain a better understanding of their own history and their goals for their future.

STAGE ONE: LEARNING TARGETSCommon Core State Standards/2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI):

Language Arts

CCSS.ELA-Literacy W.5.3 – Write narratives to develop real and imagined experiences or events using effective technique, descriptive, and clear event sequence.

CCSS.ELA-Literacy W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy W.5.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCSS.ELA-Literacy W.5.6 – 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.

CCSS.ELA-Literacy W.5.8 - 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

CCSS.ELA-Literacy W.5.10 - 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.

CCSS.ELA-SL.5.1 - 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.

CCSS.ELA-SL.5.4 - 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.

CCSS.ELA-SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-L.5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-L.5.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Technology

8.1.8.A.5- Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.


Why do readers need to pay attention to a writer’s choice of words? Why conduct research? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well-written product? How do rules of language affect communication? Why does a writer choose a particular form of writing?


1. Good writers conduct research to develop well-written product. 2. Good writers utilize organizational tools to produce coherent writing.

3. Good readers use compositional risks.

4. Good writers use appropriate conventions of standard English grammar. 5. Good writers reflect upon their writing to develop and strengthen their finished product.


Students will be able to …

8. Explain why an autobiography is important to understand a person’s history.9. Conduct research effectively.

10. Write effectively and with detail about their personal history.11. Incorporate compositional risks throughout their writing.12. Use appropriate conventions while writing.13. Utilize technology to enhance their product.

STAGE TWO: EVIDENCE OF LEARNINGFormative Assessments:

6. Writer’s Notebook7. Graphic Organizers8. Classroom discussion (whole group/small group/partner discussions)9. Rough Draft10. Exit Ticket


4. Final Product5. Presentation


1. Writer’s Notebook 2. Exit ticket


Unit Resources:

How To Write Your Life Story by Ralph FletcherShaping Texts (Memoir Unit) by Lucy CalkinsMy Map Book by Sara Fanelli

Teacher Resources:

Interactive LAL resourceshttp://msswansclass.weebly.com/language-arts-links.html

www.wordle.com

Teacher Made Power Points


Introduction Introduce autobiography Use mentor texts to help clarify and spark discussion Distribute autobiography chapter guidelines Teacher will read Autobiography: Truth and Lies (pgs. 3-8) Students create an autobiography folder to hold their writings/projects

Chapter 1 ~ Who am I? Teacher will read Getting Started (pg. 12) Teacher will introduce Chapter 1 (Who were you named after? Is there a story

connected to your name? What nicknames have you had? Do people often mispronounce or misspell your name? How do you feel about your name?

Students will begin brainstorming and generate an additional list of questions about their name

Students will draft a writing about their name Students will compose a 2-3 paragraph writing (typed or handwritten) Students will use the computer lab to create a wordle about themselves

Chapter 2 ~ What do I look like? Teacher will read a mentor text about self-appreciation Teacher will introduce Chapter 2 (What do I look like?) Give a physical

description of yourself. Tell what you like about yourself. Students create a paper doll to represent themselves. Students draft a description about themselves based on the paper doll and also

include details about themselves that they are proud of

Chapter 3 ~ Wanted Poster Teacher will read Thinking About Form (pgs. 36-45) Teacher will introduce Wanted poster activity (Students bring in a picture of

themselves and create a paragraph why they are a “Wanted” Person) Teacher led discussion on character traits (distribute character trait sheet) Character trait activity (blank paper is placed on each students’ desk and

students circulate to each desk and write one positive trait about that student) Students begin drafting their wanted poster paragraph

Chapter 4 ~ Happy Birthday! Teacher will share a personal story about their best birthday Teacher will introduce Chapter 4 (Happy Birthday!) Give the date of your birthday

and tell about what this date means to you. Tell about your best birthday so far. Students draft their writing about their birthday Students will compose a 2-3 paragraph writing (typed/handwritten)

Chapter 5 ~ My Family Teacher will read Getting Started (pg. 9-11)

Read The Relatives Came by Cynthia Rylant about family and make connections while reading

Teacher will introduce Chapter 5 (My Family) Name each member of your immediate family and tell something special about each one of them (you can include pets!)

Students will use a family tree graphic organizer Students begin drafting their writing about their family Students will compose a final draft (typed/handwritten)

Chapter 6 ~ My Favorite Things Teacher will read Getting Started (pg. 15 and pg. 18) Read My Map Book by Sara Fanelli and make connections while reading Teacher will introduce Chapter 6 (My Favorite Things) Students will create a heart map and identify important people, events, and

memories from their life. Students will choose 3 items to elaborate on in paragraph format Students will compose a final draft (typed/handwritten)

Chapter 7 ~ Poetry Teacher will read Thinking About Form (pg. 42 - 44) Read The Least Things by Jane Yolen and make connections while reading Teacher will introduce Chapter 7 (Poetry) Students will create a poem about themselves. Students will practice different styles of poetry in class and choose one style that

interests them. Students will compose a final draft (typed/handwritten)

Chapter 8 ~ My Neighborhood Teacher will read Getting Started (pg. 13-17) Read Nothing Ever Happens on 90th Street by Roni Schotter and make

connections while reading Teacher will introduce Chapter 8 (My Neighborhood) Students will create a map of their neighborhood labeling specific places. Students will choose 2 places to write about. Students will compose a final draft (typed/handwritten)

Chapter 9 ~ A Great Moment

Read Mirette on the High Wire by Emily Arnold McCully and make connections

while reading Teacher will introduce Chapter 9 (A Great Moment) Students will write about a time in their life that they will never forget. Students will compose a final draft (typed/handwritten)

Chapter 10 ~ Happy Holidays!

Teacher will introduce Chapter 10 (Happy Holidays!) Students will write about their favorite holiday and traditions that they follow on

that special day.

Chapter 11 ~ A Special Person

Listen to Somebody Loves you Mr. Hatch (Storylineonline) and make connections while reading

Teacher will introduce Chapter 11 (A Special Person) Students will compose a letter to someone who means a lot to you and explain

why they are an important part of your life. Students will compose a final draft (typed/handwritten)

Chapter 12 ~ Free Choice

Students have a free choice to create a chapter about anything they would like Students will compose a final draft (typed/handwritten)

Chapter 13 ~ Fast Forward

Students write about what their life will be like in high school Students will compose a final draft (typed/handwritten)

Finishing Details Students will create a collage for their autobiography cover Students will create a table of contents Students will create a dedication page

Writer’s Workshop

Warren E. Sooy Elementary School

Grade 5

Unit 4:

Writer’s Workshop

Genre: Expository

Getting Ready: Before the Study Begins

What study are you planning? Expository WritingWhat are your goals for this study?

4. Explain the genre. (expository)5. Tell the difference between narrative and

expository writing

6. Read and discuss texts that model Expository Writing

What NJCCCS does this study address?How long will this study be? 6 weeksWhich books will you use? Any of the following books may be used to

introduce Expository Writing My Grandmother is Wonderful I want to be an Astronaut Welcome to the Greenhouse Camouflage


What study are you planning? Expository WritingWhat are your goals for this study?

2. Create chart and generate essay entries2. Use pre-writing charts to organize thoughts and ideas8. Students will learn how to develop a topic

sentence, main idea, details, and conclusion 4. Explain and demonstrate the 5-step writing process:

Brainstorming Drafting Revising Editing Publishing

5. The students will be able to demonstrate their knowledge and proper use of conventions using Everyday Editing by Jeff Anderson Capital letters Ending punctuation Complete sentences Transition words Dialogue, etc.

Which books will you use? Text Included in Packet “Baseball” “Thanksgiving” “Dogs” “My Father is My Worst Enemy” “It’s Hard Being a Girl”



Analyze Essay Writing:Read aloud essays as “exemplary texts” – “Baseball”, “Kittens”(see essays in packet)

Discuss the purpose of an essay:” to convey information”

Compare to narrative writing: “story writing with all the story elements”

In a whole group: use “Baseball” to model how to analyze the essay for main ideas and supporting details, effective openings, and effective conclusions.

In small groups: students read “Kittens” and mark the essay to identify main ideas, details, openings, and closings.


Analyze Essay Writing:Read aloud essays as “exemplary texts” – “Thanksgiving”, “Dogs”(see essays in packet)

Discuss how essays are organized(thesis, main idea, details, conclusion)

In a whole group: Read “Thanksgiving” and diagram using the sample provided, identifying the introduction, main ideas, and conclusion.

In small groups: students read “Dogs” and mark the essay to identify main ideas, details, effective openings, and effective closings.

Share the findings and discussAnalyze Essay Writing:Writers observe the world, gather thoughts and feelings, and write about them to explain or convey informationRead aloud essays – “My Father is My Worst Enemy” and “It’s Hard Being a Girl” to discuss these thoughts and feelings the writer is conveying(see essays in packet)

Discuss how essays are organized(thesis, main idea, details, conclusion)

In a whole group: Analyze essay “My Father is My Worst Enemy”. Why did the Author/Child write this? What did she observe/notice to make her think and feel this way? Make a list of students’ reactions/discussions.

In small group: Analyze essay “It’s Hard Being a Girl”. Have students respond- What the author/child observed and what did she think and feel.


Model using an Organizational Chart

Introduce The Essay Pillar (Template in packet)

Model how to generate ideas for essay entries

In a Whole Group: Have a completed Essay Pillar for “My Father is My Worst Enemy” or another essay students know to further model how an essay can be organized.

In Small groups: Complete the Essay Pillar for “Baseball” or another essay students know to help students see how an essay is organized. Analyze the essays for main ideas and supporting details, effective openings, and effective conclusions.


Middle of the Study: Collecting Seed Ideas

Content: What will I be teaching? Method: How will I be teaching this?Model using Writer’s Notebook and generating essay ideas


* Extension activities: Students observe things they see outside of school (i.e. on the way home after school)

Mini-lesson: Writers observe the things around them to grow ideas.

Teacher models how to observe little things because authors often go on a journey of thought (write essays) about the simple things they see and hear. Have a list prepared to show students.

Students make lists of things they observe.




* Extension activities: Students observe things they see outside of school (i.e. watching TV)

Mini-lesson: Writers observe things around them to grow ideas-develop thoughts and ideas based on what they see and hear.

What I Observe(See, Hear, Notice)

What I Think About…

Teacher models the thoughts and feelings that grew from simply observing simple things in the world.



(See notebook entries in packet)

Mini-lesson: Write about BIG IDEAS. Model how writers “turn a corner in their writing” and write entries about what they think or feel.

…and the idea I have about that is…this makes me realize…this reminds me of In small groups and individual

conferences, discuss student essay ideas



* Extension activities: Students write a list in their notebook that things that matter to other people (friends, family, teachers) to generate ideas and connections

Mini-lesson: Writers write about an issue that matters in their lives (a person, place, or thing) and list ideas related to that subject.

Teacher models how to list issues that matter in the writer’s notebook, picking one issue, and writing about it.

In small groups and individual conferences, discuss student essay ideas



Mini-lesson: Writers Ask Questions of earlier entries they have made.

Model how writers ask questions (use sample chart in packet-“Questions Writers Ask of Earlier Entries”.

Model how writers expand on their big ideas and how one idea can lead into another idea.

Students continue to write about issues that matter or they can ask questions of earlier entries and respond and continue an earlier entry.

In small groups and individual

conferences, discuss student essay ideas.

Middle of the Study: Nurturing

Model picking a topic and framing it out on the essay pillar

Discuss student essay entries to help student pick a topic

Mini-lesson: Writers gather their ideas, pick a topic, list what they know, choose ideas from their list

Focus: Picking a Topic Teacher models how to pick a topic

and develop a thesis statement Place topic/thesis sentence on essay

pillar Use chart/poster (pick, list, choose) See sample thesis development

“Sometimes I hurt people’s feelings”

In small groups and individual conferences, discuss thesis sentences

Students nurture their thesis statement in writers notebook

Model listing what you know about your topic.

Discuss student topic sentences and how to develop lists for main ideas

Mini-lesson: Writers pick a topic, List what the know, Choose ideas from the list

Focus: Listing Main Ideas Model how to list the main points

that will explain the thesis statement

See boxes and bullets sample “Times with my great grandmother Evelyn are special to me”.

Box = thesis Bullet = main idea

Students will make a list of ideas that support the thesis statement

Students will nurture their main idea paragraphs in their writers’ notebook.

Model choosing the main ideas that best fit the topic sentence.

Complete the essay pillar-section main ideas

Mini-lesson: Writers pick a topic, list what they know, choose ideas from their list that are broad and different.

Model how to choose main ideas that best support the thesis

statement, putting a star or check mark on the chosen ideas.

Compare “Grandpa Jack” and “Amazing Grandpa Jack” to see how the author fixed the main ideas so they are broad and different.

Students will choose their main ideas for their essay and complete the essay pillar.


Students will nurture their main idea paragraphs in the writers’ notebook.

Model using writer’s notebook and expanding essay using pre-writing planner.

Students will complete the essay planner sections:Thesis statementMain ideas (3)Details (3 per main idea)

Mini-lesson: Writers explain the main idea by writing supporting detail sentences.

Use essay “Dogs” and activity (in packet) to match detail sentences with main idea.

Students will pick the detail sentences that go under each main idea (1, 2, or 3 in the blanks)

Students will write detail sentences in the essay pillar.

In small groups and individual conferences, discuss the students’ essay and expansion of ideas.

Students continue to nurture their detail sentences.

Model taking ideas, organizers, and entries out of the notebook to begin drafting essay.

Students will begin to draft essay

Mini-lesson: Writers use creative main idea sentences.

Model how to transition paragraphs and main ideas using creative main idea sentences.

-Have you ever thought about…?-It is interesting to note that…-In my experience…

Use sample pages “Boring Main Idea Sentences” and “Main Idea Sentence Starters”

Student will attempt to draft their essay using creative main idea

sentences

Model asking detail-generating questions

Students continue to draft their essay

Students will incorporate compositional risks throughout their essay

Mini-lesson: Writers ask the following questions to bring details to life:

-What does each detail look like?-Why is each detail important?-Is each detail a separate sentence?-Did I use specific examples to describe each detail? Use chart/poster in packet

“Questions for creating powerful details”

Use paragraph comparison “Many things grow in a garden…”

Compositional Risks Teacher will review what

compositional risks are Discuss the various types of

compositional risks that may be used in essay


Teacher will use mentor texts and writings having the class site the compositional risk.

Students will attempt to improve their draft by questioning their detail sentences

Model writing leads for your introductory paragraph.

Mini-lesson: Writers use different techniques to create leads-Descriptive Segment-Question-Bold Opinion

Model the introduction paragraph essay using “What Your Introduction Paragraph Needs” and examples of types of leads (see packet)

Show student examples of introduction paragraphs “Sometimes I hurt people’s feelings” and Times with my great grandmother Evelyn is special to

me!” Students will draft their

introductory paragraph, attempting to use one of the above techniques

Model writing effective conclusions for an essay-reiterate the main idea with style.

Students continue drafting their essay.

Mini-lesson: Writers use strategies to craft memorable conclusions.

Model how to:-reiterate the main ideas in the conclusion.-drive home the thesis statement

Use sample conclusion paragraphs in the packet: ‘The Amazing Cheetah”, “Lemonade”, and student examples in packet.

Show students examples of conclusion paragraph starters using chart/poster in packet.

Students will continue to draft their essay, attempting to use the strategies taught to write their conclusions paragraph.

Model how to dissect an essay to see if it is organized and structured for the reader to understand.

Students continue to draft their essays, putting all of the pieces together for a completed draft.

Mini-lesson: Writers dissect their essay to restructure and organize their paragraphs

For practice, dissect the sample draft, “Kittens”. Model how to identify the lack of structure and coherence in the draft essay.

Use essay planner/pillar to organize the essay and write a clear introduction and conclusion for “Kittens”

Model how to practice dissecting student essays in small groups and individual conferences.

Model “sentence strip” organizing to rearrange the facts in an essay into the appropriate paragraph.

Students complete their draft essay and begin to dissect their essay for organization and coherence.

Mini-lesson: Model how to use sentence strips to organize facts into the appropriate paragraph, reflecting upon the main ideas.

Use “Sentence Strips for ‘Kittens’” and recognize the facts to fit in the appropriate paragraph.

Shoe students the completed essay “Kittens” after effectively determining the main ideas and recognizing the facts.

Practice “sentence strip” organizing with small groups and individual conferences.


Revision Ideas Revise with a friend (use Peer Edit with Perfection! PowerPoint) Proofread essay for strong verbs Proofread for strong transitions Proofread for “Golden Bricks” in essay (see packet) Match essay to a favorite essay, and compare introductions, main ideas, details,

and conclusions (see samples of exemplary texts)

Editing Ideas Mini-lesson covering punctuation and capitalization Mini lesson covering spelling and paragraphing

Publishing Ideas Mount finished essays on construction paper and display

Celebration and Reflection Ideas Have an “Author’s Party”, recognizing each class member and their essay. Write a short memoir about the process of producing their essay.

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