5th Grade ELAR Unit 8

Big Idea:

Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

Student Expectations:

Priority TEKS

• 5.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
  • (E) recognize characteristics and structures of argumentative text by:
    • (i) identifying the claim;
    • (ii) explaining how the author has used facts for or against an argument; and
    • (iii) identifying the intended audience or reader; and
  • (F) recognize characteristics of multimodal and digital texts.

Focus TEKS

• 5.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
  • (A) explain the author's purpose and message within a text;
  • (G) explain the purpose of hyperbole, stereotyping, and anecdote.
• 5.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
  • (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and

Ongoing TEKS

• 5.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
  • (A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
  • (B) follow, restate, and give oral instructions that include multiple action steps;
  • (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
  • (D) work collaboratively with others to develop a plan of shared responsibilities.
• 5.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
  • (A) demonstrate and apply phonetic knowledge by:
    • (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
    • (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
    • (iii) decoding words using advanced knowledge of syllable division patterns;
    • (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
    • (v) identifying and reading high-frequency words from a research-based list;
  • (B) demonstrate and apply spelling knowledge by:
    • (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
    • (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
    • (iii) spelling multisyllabic words with multiple sound-spelling patterns;
    • (iv) spelling words using advanced knowledge of syllable division patterns;
    • (v) spelling words using knowledge of prefixes; and
    • (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
  • (C) write legibly in cursive.
• 5.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
• 5.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Learning Targets:

• I can identify fact and opinion.
• I can judge the author’s logic and use that to make my own decisions.

Essential Questions:

• Why might an author try to persuade?
• Why is being an conscientious reader of persuasive writing a skill I need?
• What techniques does the author use to persuade?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center