Elementary Language Arts

5th Grade

Unit 2 Module A: Finding Courage

Mid October to Mid November: 1st & 2nd Trimester

Module Overview

Supplemental Resource for Support

Use the drop down menu to view the new resources have been curated to support ReadyGEN reading and writing and the foundational skills block

eBackpacks Unit 2 - digital books, articles, etc. for student reading to encourage a love of reading and build background knowledge around unit topics and themes
PBA Student Writing Samples for Unit 2A - Samples & reflective questions to use with students to support their PBA writing and scoring support for teacher use
Structured Morphology Videos - Exemplar videos in the Edthena Video Bank to watch components of Structured Morphology lessons
School AI Opinion Writing Feedback Space - These spaces have been specifically designed to give immediate feedback noting strengths, areas for improvement, prompting questions to help them revise and examples of how they might improve their writing in a particular area.

NOTE: The prompts for these spaces have been written to ensure the chatbot will not write the piece for students.

Enduring Understandings

Readers understand the importance of summarizing texts.

Writers understand that opinions can be supported with evidence from a variety of sources.

Learners understand that people respond to inequality and injustice in different ways.

Essential Questions: "Knows"

How do readers summarize text?

How do writers support opinions with evidence from different sources?

Module Goals: "Dos"

Readers will quote accurately from a text when summarizing the events or the main ideas and details.

Writers will state and support an opinion using evidence from a variety of sources.

Learners will demonstrate understanding of ways in which people respond to inequality and injustice.

Evidence of Learning: PBA

Opinion Task: Write an Opinion Speech

Students will choose an example of inequality or injustice either from the selections, their own lives, or the world around them. They will use their example of inequality or injustice to write an opinion speech with facts, details, and evidence from the texts.

Standards Addressed

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Module 2A spans Trimesters 1 and 2. Evidence outcomes are assessed and reported on in Trimester 2.

Standard 1: Oral Expression & Listening

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Listen to others’ ideas and form their own opinions.
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.5.1d)
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)
Adapt speech to a variety of contexts and tasks. (CCSS: SL.5.6)

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

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)

Supporting Evidence Outcomes:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1)
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)
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)
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)
Describe how a narrator’s or speaker’s point of view influences how events are described. (CCSS: RL.5.6)
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, poem). (CCSS: RL.5.7)
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)
Locate information to support opinions, predictions, inferences, and identification of the author’s message or theme.
Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1)
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)
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.
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.

Foundational Skills:

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)
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS.L.5.3)
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS.L.5.3.a)
Read and identify the meaning of words with sophisticated prefixes and suffixes.
Apply knowledge of derivational suffixes that change the part of speech of the base word (for example active and activity).
Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.5.5)
Interpret figurative language, including similes and metaphors, in context (CCSS.L.5.5a)
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)

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences. (CCSS:W.5.1)

Supporting Evidence Outcomes:

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)
Provide logically ordered reasons that are supported by facts and details. (CCSS:W.5.1b)
Link opinion and reasons using words, phrases, and clauses (for example: consequently, specifically). (CCSS:W.5.1c)
Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

Grammar & Conventions:

Form and use the perfect (for example: I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b)
Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c)
Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d)
Use correlative conjunctions (for example: either/or, neither/nor). (CCSS: L.5.1e)
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS: L.5.3a)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4)
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)
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)
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)

Standard 4: Research Inquiry & Design

Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9)

Assessments

Assessments listed below reflect a balance of both formative and summative options, providing teachers and students with information relative to mastery of module and unit goals in reading and writing.

Performance-Based Assessment

Student Prompt:

Choose an example of inequality or injustice either from your reading, your own life, or the world around you. Use your example of inequality or injustice to write an opinion speech with facts, details, and evidence from the texts as well as quotes, if possible. Advocate for a change, and provide convincing reasons to support your viewpoints. You can also use visuals or audio to help you make your point.

Remember to: