Evidence Outcomes:

a. Listen to others’ ideas and form their own opinions.

b. 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: SL.5.1)

i. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.5.1a)

ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.5.1b)

iii. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c)

iv. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (CCSS: SL.5.1d)

c. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

d. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (CCSS: SL.5.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of communicating and the concept of culture: realize there are multiple ways of viewing the world by actively listening while engaging in effective discourse and collaborative conversations.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Actively listen to community members, and analyze ideas to form their own opinions and thoughts

• How to critically analyze information by asking questions that promote thinking/understanding

• There are multiple perspectives based on culture, schema, and desired outcomes

• The purpose of discussion impacts the necessary level of outside preparation (previous work, previous discussion, readings, activities, etc.)

In order to meet these essential understandings, students must know...

• How to be an active listener, utilize body language, and follow agreed-upon rules

• How to analyze main ideas, and key details of information presented and explain how information was supported

  • The difference between interesting versus important information

• How to ask questions with depth and complexity

• The impact of different cultures, and schema

• That information can be presented with a goal in mind

In order to meet these essential understandings, students must be able to...

• Be a respectful member of a conversation

• Think critically about information

• Synthesize ideas and information

• Form an opinion from the information gathered

• Internalize and compare information in a variety of formats

• Apply communication skills in a variety of settings and group structures to promote a better understanding

• Summarize oral information presented in multiple formats and support their claims with evidence/reasons

Evidence Outcomes:

a. 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. (CCSS: SL.5.4)

b. Use appropriate eye contact and speak clearly at an understandable pace.

c. Include multimedia components (for example: graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.5.5)

d. Adapt speech to a variety of contexts and tasks. (CCSS: SL.5.6)

e. Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion.

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Effective communicators consider their audience when presenting and design speeches for a variety of contexts, and tasks.

• Adapt language as needed to achieve the desired purpose, (opinion, informational, etc.)

In order to meet these essential understandings, students must know...

• How to sequence ideas logically, use relevant facts, and use evidence to support claims

  • The difference between interesting versus important information

• How to distinguish between opinion, informational, and entertainment

• How to plan effectively dependent on the audience, formality level, and content

• How to engage an audience

In order to meet these essential understandings, students must be able to...

• State position and anticipate implications, assumptions, and objectives

• Must be able to consider audience and context in order to effectively communicate

• Support claims with evidence

• Present to express an opinion, persuade, or explain/provide information

• Use eye contact, speak clearly, and maintain an understandable pace.

• Include multimedia components to engage audience and express main ideas and themes

Evidence Outcomes:

a. Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge.

b. Use Key Ideas and Details to:

i. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1)

ii. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS: RL.5.2)

iii. Compare and contrast two or more character’s points of view, settings, or events in a story or drama, drawing on specific details in the text (for example: how characters interact). (CCSS: RL.5.3)

c. Use Craft and Structure to:

i. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4)

ii. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5)

iii. Describe how a narrator’s or speaker’s point of view influences how events are described. (CCSS: RL.5.6)

iv. Locate information to support opinions, predictions, inferences, and identification of the author’s message or theme.

d. Use Integration of Knowledge and Ideas to:

i. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (for example: graphic novel, multimedia presentation of fiction, folktale, myth, and poem). (CCSS: RL.5.7)

ii. Compare and contrast stories in the same genre (for example: mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9)

iii. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, and simple metaphors) to understand and respond to text.

e. Use Range of Reading and Complexity of Text to:

i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS: RL.5.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• How to utilize strategies such as pre-reading, identifying the purpose for reading, generating questions, and using schema to better understand a text

• The author’s point of view impacts how the literary text is presented, and can influence conflict

• Various texts have specific elements of structure and plot

In order to meet these essential understandings, students must know...

• Literary Elements:

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

  • Lesson, Growth, or Change (how the character develops through the story based on the events)

• Pre-reading

  • Ask questions to develop personal understanding

  • Activate schema

  • Infer before reading

  • Use multimedia to generate questions

• Key ideas and Details

  • Quote accurately

  • How to compare and contrast

  • Identify story elements

  • Evaluate character traits

  • Determine author's purpose

  • Use context clues to determine meaning of words and phrases, or figurative language

  • Analyze a literary text to identify theme

• Craft and Structure

  • Determine meaning of words/phrases in context

  • Determine figurative language: metaphors, similes, etc.

  • Analyze structure of story and the purpose of structure

  • Identify author/narrator’s purpose (message or theme) and explain how this influences the events of literary text.

• Integrate Ideas/Knowledge

  • Analyze visual and multimedia elements

  • Compare and contrast stories in the same genre

  • Use literary devices: imagery, rhythm, foreshadowing, and metaphors

In order to meet these essential understandings, students must be able to...

• Use comprehension strategies to interpret various types of literary text by inferring, making connections (text to text, text to self, text to world), and analyzing the use of figurative language and imagery

• Develop insight into the nature of language and the concept of culture and realize there are multiple ways to interpret the world

• Analyze textual evidence to make predictions, draw conclusions, or establish generalizations

• Use appropriate strategies to understand, reflect, compare and contrast a variety of literary styles

• Determined the difference between theme versus the main idea

• Support opinions with evidence about character traits, story elements, and author’s purpose

• Read and comprehend literature such as poetry, stories, and dramas

• Analyze text using theme, figurative language, and plot structure

• Ask questions to develop further personal understanding

• Compare and contrast characters’ points of view, setting, or events.

• Explain inferences from the text and use quotes/evidence to support thinking

• Identify a theme of a story, drama, poetry, and support claim with evidence

• Analyze character development: internal/external characteristics, responses to challenges, changes over the course of the story, poem, drama

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1)

ii. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2)

iii. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (CCSS: RI.5.3)

iv. Distinguish between fact and opinion, providing support for judgments made

b. Use Craft and Structure to:

i. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (CCSS: RI.5.4)

ii. Compare and contrast the overall structure (for example: chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (CCSS: RI.5.5)

iii. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6)

iv. Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

c. Use Integration of Knowledge and Ideas to:

i. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (CCSS: RI.5.7)

ii. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8)

iii. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9)

d. Use Range of Reading and Complexity of Text to:

i. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. (CCSS: RI.5.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of informational texts to build knowledge, interpret, comprehend, and analyze information to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Critical readers analyze informational texts using thinking strategies such as applying schema, metacognition, inferring, questioning, and synthesizing

• Critical readers adjust reading strategies to better understand a variety of informational texts

• Authors use specific text features to convey messages, and text features help readers access information in different ways and for different outcomes

• Evaluate claims and analyze motivations to verify the credibility of that point of view

• Overall structure is used with the purpose (comparison, cause/effect, problem/solution) when explaining events, ideas, concepts, or information

• There are multiple perspectives on the same events/concepts and points of view influences presentation

• Main ideas are supported by key details and can be used to draw inferences

• Key details are needed to support explanations and need to be quoted accurately

In order to meet these essential understandings, students must know...

• Key Ideas and Details

  • Quote accurately from the text

  • Determine two or main ideas of text and explain how they are supported by key details

  • Explain the connections between multiple individuals, events, ideas, or concepts

  • How to distinguish the difference between fact and opinion

• Craft and Structure

  • Interpret text features (title, table of contents, heading, subheading, bold, text box, photograph, caption, diagram, label, cross-section, graph, table, bullets, map, glossary, index, electronic menus, icons)

  • How to identify multiple resources and determining the sources credibility

  • Informational text structures and how author’s use them to present information (cause/effect, sequence, chronology, comparison, problem/solution)

  • How to utilize text structure compare and contrast the overall structure of events, ideas, or information of two or more texts in multiple pieces of informational literature

• Integration of ideas and knowledge

  • Analyze multiple accounts of the same event or topic and the similarities and differences based on point of view

  • How to utilize print and digital sources in order to locate answers and problem solve

• How to summarize the text

  • Constructed Responses (RACE MODEL Restate, Answer, Cite, Explain, Summarize)

In order to meet these essential understandings, students must be able to...

• Utilize text features to comprehend information, organize, answer questions or perform specific tasks

• Comprehend by inferring and analyzing the use of language

• Quote accurately and use evidence to explain metacognition and inferences made when reading

• Identify and analyze multiple points of view

• Summarize concepts and identify key details and main ideas

• How to utilize text structure compare and contrast the overall structure of events, ideas, or information of two or more texts in multiple pieces of informational literature

• Interpret information from multiple print or digital sources to assist in identifying answers, or problem-solve

• Synthesize information, interpret, and reflect on information from multiple sources

• Create a constructed response by restating the question, answering the questions, and providing 3 supporting details from the text, cite evidence from the text, and summarize. Constructed Responses (RACE MODEL Restate, Answer, Cite, Explain, Summarize)

Evidence Outcomes:

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS.RF.5.3)

i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.5.3a)

b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.5.4)

i. Read grade-level text with purpose and understanding. (CCSS: RF.5.4a)

ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c)

c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS.L.5.3)

i. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS.L.5.3.a)

ii. Compare and contrast the varieties of English (for example: dialects, registers) used in stories, dramas, or poems. (CCSS.L.5.3.b)

d. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (CCSS: L.5.4)

i. Use context (for example: cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (CCSS: L.5.4a)

ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: photograph, photosynthesis). (CCSS: L.5.4b)

iii. Consult reference materials (for example, dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.5.4.c)

e. Read and identify the meaning of words with sophisticated prefixes and suffixes.

f. Apply knowledge of derivational suffixes that change the part of speech of the base word (for example active and activity).

g. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings.

h. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change.

i. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS.L.5.5)

i. Interpret figurative language, including similes and metaphors, in context. (CCSS.L.5.5.a)

ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS.L.5.5.b)

iii. Use the relationship between particular words (for example: synonyms, antonyms, homographs) to better understand each of the words. (CCSS.L.5.5.c)

j. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (for example: however, although, nevertheless, similarly, moreover, in addition). (CCSS.L.5.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Critical readers use multiple strategies to monitor for the meaning of texts and understand the use of figurative language

• Students understand how language functions in different contexts, are able to use word-learning strategies to assist in comprehension and develop a deeper understanding of academic language, and are able to make effective choices for meaning and style when writing and speaking

• Apply knowledge of spelling patterns and word meanings to decode multisyllabic words and determine the meaning of unknown words

• Understand Greek and Latin prefixes, affixes, and root words and how they change the meaning of a word.

In order to meet these essential understandings, students must know...

• Phonic skills and the relationship between letter sounds to decode unknown words

• Root word meaning can change based on the addition of Prefixes and Affixes

• How to use context clues can provide clarification to unknown words, and words with more than one meaning

• How to utilize resources such as dictionaries to determine the meaning of unknown words

• Words have relationships with other words and understanding this relationship can help readers determine the meaning of a word: synonyms, antonyms, and homographs (and the definition of each of those words)

In order to meet these essential understandings, students must be able to...

• Use word analysis skills to when decoding unknown words and apply schema of phonics to multisyllabic words.

• Understand morphology (prefixes, affixes, suffixes, and roots) can help effectively decode and understand unknown, multisyllabic words

• Consult reference materials in multiple formats, (dictionaries, glossaries, thesauruses) to clarify or determining the meaning of keywords and phrases

• Use word relationships such as synonyms, antonyms, and homographs to determine the meaning of words

• Use context clues to confirm or self-correct when facing an unknown word, or when reading words with multiple meanings. Identify related word families and root words where the pronunciation of the root does not change.

• Use word relationships such as synonyms, antonyms, and homographs to improve comprehension of words

• Read with fluency and sufficient accuracy

• Interpret figurative language in context, common idioms, adages, and proverbs

• Acquire and utilize academic and domain-specific terminology, including higher-level transition words

Evidence Outcomes:

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. (CCSS: W.5.1a)

b. Provide logically ordered reasons that are supported by facts and details. (CCSS: W.5.1b)

c. Link opinion and reasons using words, phrases, and clauses (for example: consequently, specifically). (CCSS: W.5.1c)

d. Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Topics have multiple perspectives culturally and globally

• Consensus will not always be reached on every topic

In order to meet these essential understandings, students must know...

• How to clearly state an opinion

• How to defend, or explain an opinion using multiple reasons, and evidence

• How to research and cite evidence

• How to analyze multiple perspectives (culturally or globally)

• How to organize thinking into logical groups utilizing transition words to link opinions, reasons, and phrases

• How to write a strong conclusion that summarizes thinking, and revisits opinion presented

In order to meet these essential understandings, students must be able to...

• Determine their position on a topic

• How to clearly introduce a topic and state an opinion

• Explain and clarify the reasoning behind that opinion using multiple facts, and evidence from research or personal schema

• Organization and structure of reasons that are supported with explanation and facts where ideas are logically grouped

• Use of transition words to link opinion to the explanations, reasons, and facts

• Clear conclusions restating, or revisiting opinion presented

• Reflect on possible objections to, assumptions about, and implications of their position

• Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions

Evidence Outcomes:

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.5.2a)

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b)

c. Link ideas within and across categories of information using words, phrases, and clauses (for example: in contrast, especially). (CCSS: W.5.2c)

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d)

e. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to effectively share information, research, and new learning with a clear focus.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students must recognize informative/explanatory writing is used to inform others

• Students must understand that there are different forms and structures of informative writing such as main idea/details, problem/solution, cause/effect, how-to, and letters

• Students must understand the structure of informative/explanatory writing is different than that of narrative and opinion writing

In order to meet these essential understandings, students must know...

• How to research to discover information about a chosen topic in order to communicate effectively

• How to introduce a topic clearly

• How to provide supporting evidence in an organized manner that will clarify information

• Linking words to connected ideas within and across categories

• Utilize text features, precise language, and domain-specific vocabulary to aid supporting comprehension by audience

• Use appropriate domain-specific vocabulary and conventions

• How to develop an effective conclusion

• Draft, edit, and polish an informative/explanatory piece with a clear focus and in an organized manner

• How to compose a well-thought-out RACES response (RACES MODEL: Restate, Answer, Cite, Explain, Summarize), and essay using evidence and support

In order to meet these essential understandings, students must be able to...

• Investigate to form a hypothesis, make observations, and draw conclusions

• Effectively introduce a concept with the purpose of informing

• Explain using supporting evidence to increase comprehension (text features, domain-specific vocabulary, quoting accurately)

• Utilize structure and organization to connect concepts

• Effectively compose conclusion

• Link ideas within and across categories using words, phrases, and clauses

• Provide general information and observations helps comprehension

• Include formatting and text features to aid audience in comprehension

• Use domain-specific vocabulary, and language to clarify concepts and inform the audience about the topic

• Compose a well-developed five-paragraph essay

• Organize information into the RACES structure

• Restate and answer a question with a general answer

• Select and cite evidence directly and indirectly

• Thoroughly explain evidence

• Summarize

Evidence Outcomes:

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.5.3a)

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS: W.5.3b)

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS: W.5.3c)

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d)

e. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Narratives have a beginning (inciting event/rising action, problem), middle (falling action), and end (resolution).

• Students must understand that there are different forms and structures of narrative writing: personal narrative, fictional narrative, fables, and poems

• Students must understand the structure of narrative writing is different than that of informative/explanatory and opinion writing

• Dialogue and sensory details convey experiences and events precisely

• Transition words manage the sequence of events and link elements of the story

• Purpose, the formality of context and audience, and distinct cultural norms influence planning content, mode, delivery, and expression

In order to meet these essential understandings, students must know...

• Literary Elements (plot):

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

• Lesson, Growth, or Change (how the character develops through the story based on the events)

• A narrative is a sequenced account of real or imagined connected events

• How to orient the reader by establishing plot, character development, and sequencing of events

• Different points of view (1st/2nd/ 3rd person)

• Convention structure for including dialogue

• How to utilize dialogue, description, and pacing to develop experiences and events

• How to show character response to situations based on character traits

• Management of sequence of events through use of transition words

• How to provide a conclusion that aligns with plot or narrated events

In order to meet these essential understandings, students must be able to...

• Literary Elements:

  • Clearly establish a setting

  • Clearly develop a character with action, emotion, and dialogue

  • Incorporate a yearning

  • Develop a clear conflict

  • Develop rising action through multiple events

  • Build to a climactic event

  • Resolve the story through related events

  • Incorporate a lesson, growth, or change throughout the story

• Discern differences of effective and ineffective processes, communication, and tasks

• Consider the purpose, the formality of context and audience, and distinct cultural norms when planning content, mode, delivery, and expression

• The sequence of events (plot), the establishment of the narrator, and character development to orient the reader

• Develop a plot with sequenced events using transition words to orient the reader

• Create a narrative with a beginning, middle, and end

• Express concepts and ideas using the sequenced structure of events, figurative language, and imagery to convey experiences to an audience

• Appropriately express ones own emotions, thoughts, and values

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.5.1)

i. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (CCSS: L.5.1a)

ii. Form and use the perfect (for example: I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b)

iii. Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c)

iv. Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d)

v. Use correlative conjunctions (for example: either/or, neither/nor). (CCSS: L.5.1e)

vi. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS: L.5.3a)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.5.2)

i. Use punctuation to separate items in a series. (CCSS: L.5.2a)

ii. Use a comma to separate an introductory element from the rest of the sentence. (CCSS: L.5.2b)

iii. Use a comma to set off the words yes and no (for example: Yes, thank you), to set off a tag question from the rest of the sentence (for example: It’s true, isn’t it?), and to indicate direct address (for example: Is that you, Steve?). (CCSS: L.5.2c)

iv. Use underlining, quotation marks, or italics to indicate titles of works. (CCSS: L.5.2d)

v. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e)

c. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4)

d. 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: W.5.5)

e. 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. (adapted from CCSS: W.5.6)

f. 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.W.5.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising, and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Standard English writing conventions and grammar when writing or speaking

• Planning, revising, editing, rewriting to produce a clear and coherent piece of work

• Writing stamina

• Conventions are used by a writer to strengthen writing style

In order to meet these essential understandings, students must know...

• How to stay on task, and set goals to write routinely over an extended period of time

• How to self monitor for readability of handwriting (correct letter formations, spacing and size) and sentences conventions

• Demonstrate command of conventions of English grammar in writing and speaking (Parts of Speech)

  • Noun (person, place, thing)

  • Collective noun (group, family, crew)

  • Pronouns (she/her/hers, he/him/his, they/them/theirs)

  • Verbs (action words- run, jump)

  • Irregular verbs (verbs that do not follow the general rules for changing tense)

  • Past, present, and future tense

  • Past tense word usage of irregular verbs (ex: sat, hid, told)

  • Adjective (describing word- color, texture, size, etc.)

  • Adverb (a word that modifies or qualifies an adjective- usually an -ly word, quietly)

  • Conjunctions (example FANBOYS- for, and, nor, but, or, yet, so) words that connect sentences or concepts

  • Prepositions- words that indicate a relationship between two words

  • Interjections- abrupt word that indicates emotion or feeling

  • Perfect verb tenses (I had walked, I have walked, I will have walked)

  • Correlative conjunctions -either/or, neither/nor

  • Simple sentence (one clause)

  • Compound sentence (two or more independent clauses)

  • Produce, expand, rearrange simple and compound sentences

  • How to construct the beginning of a sentence in various ways (Make writing interesting)

  • High-frequency words (words that Demonstrate the purpose of informative writing is to inform the readers of information, research or new learning)

  • Read and spell high-frequency words with accuracy & automaticity

• Writing conventions with regard to: capitalization, punctuation, and spelling

• Grade appropriate spelling patterns/rules

• How to utilize technology for writing

• How to plan, revise, edit, and rewrite

• When and how to expand, combine, or reduce sentences for meaning, reader/listener interest, and style

• Punctuation usage: to separate items in series, interjections, to indicate titles of works (underlining, quotation marks, or italics)

In order to meet these essential understandings, students must be able to...

• Set goals and develop strategies to remain focused (task management)

• Apply grade-level handwriting and sentence conventions

• Identify parts of speech and understand their focus within a sentence and demonstrate in writing

  • Nouns

  • Collective nouns

  • Pronouns

  • Verbs

  • Irregular verbs

  • Past, present, and future tense

  • Adjectives

  • Adverbs

  • Conjunctions

  • Prepositions

  • Interjections

  • Perfect verb tense

  • Correlative conjunctions

• Ability to communicate in a clear, coherent way, using proper conventions: spelling, punctuation, and capitalization

• Utilize technology for communication purposes

• Plan organization for writing

• Reflect on work to revise, edit, and rewrite as necessary

• Add clarity to writing by the use of correct vocabulary, grammar usage, and writing mechanics

• That punctuation can change the meaning of a sentence based on the structure

Evidence Outcomes:

a. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (CCSS: W.5.7)

i. Summarize and support key ideas

ii. Demonstrate comprehension of information with supporting logical and valid inferences.

iii. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.

b. 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: W.5.8)

i. Develop relevant supporting visual information (for example: charts, maps, graphs, photo evidence, models).

ii. Provide documentation of sources used in a grade-appropriate format.

c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9)

i. Apply grade 5 Reading standards to literature (for example: “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [for example: how characters interact]”). (CCSS: W.5.9a)

ii. Apply grade 5 Reading standards to informational texts (for example: “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (CCSS: W.5.9b)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Researchers locate, summarize, synthesize and document information from digital or print sources to gain knowledge/clarification and problem solve

• Investigation through research builds knowledge of a topic

• Researchers brainstorm ideas, problems, perspectives, and questions related to a research topic

• Researchers synthesize information by paraphrasing

• Researchers cite sources and provide documentation

In order to meet these essential understandings, students must know...

• What research is (synthesizing information from others)

• What is paraphrasing (putting information gathered into own words)

• How to conduct research using multiple sources

• What makes a reliable source

• How to identify key details/main ideas

• How to summarize/paraphrase and support analysis, reflection, and research using evidence from sources in notes and finished work

• Different presentation structures (visual, verbal, written)

• Presentation requirements within the structure (volume, speed, intonation, eye contact, visuals)

• How to create visuals based on research

• How to cite sources by providing a list of sources

In order to meet these essential understandings, students must be able to...

• Demonstrate comprehension of information with supporting logical and valid inferences

• Synthesize information

• Identify relevant information when researching

• Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience

• Recall relevant information from experiences or research using print or digital sources

• Summarize or paraphrase information in notes and finished work and then cite sources

• Develop relevant supporting visual information (for example: charts, maps, graphs, photo evidence, models)

• Compare two or more characters, events, or settings in astory or drama and use specific details in the text (Applying grade 5 reading standards)

• Explain how an author uses reasons and evidence to support particular points in the text, identify which reasons and evidence support which points (Applying grade 5 reading standards)

• Create a list of sources