Unit 3

Learning About Our Past

 

Grade 5

ELA

Unit Length and Description:

 

9 weeks

 

Learn About Our Past - Students will learn how we learn about our past and discuss how point of view is important for constructing meaning, as it changes the information that is given and how we perceive past events. Students will also learn early life in the United States. Students learn about the interdependence of animals and plants in nature and the cycles of growth and decay at the foundation of the forest ecosystem. Students also learn about the importance of preserving balance and cycles in nature.

 

Standards:

 

Targeted Standards for Unit 2:

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.

  • I can determine the theme of a: story, poem, or drama using details in the text.
  • I can explain how characters in a story or drama respond to challenges.
  • I can explain how the speaker in a poem reflects upon the topic.
  • I can summarize the key ideas and details of a: story, poem, or drama including how characters respond to challenges or how the speaker in a poem reflects upon a topic.

RL.5.6 Describe how a narratorís or speakerís point of view influences how events are described.

  • I can define influences.
  • I can identify and describe the narratorís or speakerís point of view.
  • I can identify relevant events.
  • I can describe how the speakerís or narratorís point of view influences the description of the event.

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

  • I can read multiple types of texts on the same topic.
  • I can identify point of view.
  • I can analyze multiple texts on the same topic by describing similarities and differences.

RI.5.7 Utilize information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • I can obtain and use information from sources.
  • I can recognize digital sources.
  • I can collect information/data.
  • I can locate an answer or solve a problem efficiently from various print and/or digital resources.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear sequence of events.

  • I can define narrative.
  • I can describe the basic parts of plot.
  • I can set the scene for the reader by introducing the narrator, characters, and events.
  • I can sequence the events in my story.
  • I can identify writing strategies, such as dialogue, description, and pacing.
  • I can use writing strategies to develop events and/or experiences and show how characters respond.
  • I can identify transition words.
  • I can sequence events.
  • I can use transition words to determine a change or sequence of events.
  • I can identify concrete words and phrases.
  • I can identify sensory details and use them in my writing.
  • I can use concrete words and phrases, and sensory details to precisely write about experiences.
  • I can identify the sequence of events in my writing.
  • I can write a clear closing paragraph to summarize my writing.
  • I can identify the writing style that best fits my task, purpose, and audience.
  • I can identify the reason for writing a piece to decide on task, purpose, and audience.
  • I can determine appropriate idea development and organizational strategies appropriate to task, purpose, and audience.
  • I can use organizational/formatting structures to develop my writing ideas.
  • I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

  • I can use linked ideas within and across categories or information using words, phrases, and clauses.
  • I can support a topic with: facts, definitions, concrete details, quotations, other information, or examples related to the topic.
  • I can determine related: facts, definitions, concrete details, quotations, other information, and/or examples that develop the topic
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

  • I can develop a topic with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.
  • I can use appropriate words and phrases that link ideas.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

  • I can use linked ideas within and across categories or information using words, phrases, and clauses.
  • I can use content specific vocabulary in a text.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   Multimedia when useful to aiding comprehension.

  • I can use precise language and domain-specific vocabulary to inform about or explain the topic.
  • I can use concluding transition words and phrases
  • I can write a conclusion paragraph.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia

when useful to aiding comprehension.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • In text, I can identify: similes and metaphors.
  • I can interpret figurative language using similes and metaphors.
  • I can recognize: idioms, adages, and proverbs
  • I can explain meanings of: idioms, adages, and proverbs.

Embedded Standards for all of Unit 2 (These are standards that are a part of most if not all lessons):

RI and RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • I can define inferences when reading. I can explain meaning/purpose of a text. I can quote text accurately to explain meaning. I can quote text accurately to draw inferences

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 othersí ideas and expressing their own clearly.

  • I can identify key ideas from reading material.
  • I can relate information read to discussion topics.
  • I can listen actively to discussions and presentations.
  • I can express ideas clearly.
  • I can describe discussion rules and roles.
  • I can follow agreed-upon rules for discussion and carry out assigned roles.
  • I can follow agreed-upon rules during discussion.
  • I can carry out assigned roles during discussion.
  • I can identify ways to listen effectively.
  • I can ask questions and provide feedback.
  • I can ask questions and respond based on comments made by others during discussion.
  • I can justify responses by providing evidence to support reasoning.
  • I can engage in a variety of discussions by sharing knowledge of topics and text.
  • I can ask and respond to specific questions to clarify understanding of discussion or presentation.
  • I can connect comments to the remarks of others.
  • I can identify key ideas presented during discussion
  • I can use personal ideas, opinions, and reasoning to explain a topic.
  • I can think critically about ideas posed to draw conclusions

 

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings.

  • I can identify figurative language in a text: simile, metaphor, sensory details, onomatopoeia, alliteration, and personification.
  • I can determine the meaning of words and phrases in texts.
  • I can determine the connotative meaning of words and phrases in texts.
  • I can determine figurative meaning of words and phrases, including metaphors and similes, as used in a text.

W.5.9 Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.

  • I can identify key ideas and details in literature.
  • I can analyze and reflect using evidence from texts.
  • I can cite textual evidence to support analysis of what the text says explicitly.
  • I can analyze and reflect on key ideas and details used in literature.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter term frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • I can identify purposes for writing.
  • I can identify organizational structures related to different genres or purposes for writing.
  • I can research a topic.
  • I can reflect on my writing.
  • I can revise my writing.
  • I can write for a specific task, purpose, and audience, using the writing process
  • I can write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences.

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

  • I can determine when/how to form correct verb tense.
  • I can use correct verb tenses when writing and speaking.
  • I can use verb tense to show: ß various times ß sequences ß states ß conditions
  • I can correct inappropriate changes in verb tense.
  • I can use correlative conjunctions in my writing and speaking

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

  • I can use commas to separate items in a series.
  • I can use a comma to separate an introductory word/ phrase from the rest of the sentence.
  • I can use a comma to set off the words yes and no (e.g. yes, thank you) to set off a tag question from the rest of the sentence (e.g. Itís true, isnít it?) and to indicate direct address (Is that you, Steve?)
  • I can underline books or italicize the title of a book, play, film, long musical works, broadcast series, and quotation marks indicate in a title of other titles such as an article, poem, or story.
  • I can use underlining, quotation marks, or italics to indicate titles of works.
  • I can recall and apply spelling rules.
  • I can identify and correct misspelled words.
  • I can use a dictionary or thesaurus as needed.

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

  • I can use knowledge of language conventions when speaking.
  • I can determine when to expand, combine, and reduce sentences for: meaning, reader/listener interest, style.
  • I can expand, combine, and reduce sentences for: meaning, reader/listener interest, style.
  • I can recognize varieties of English (dialects, registers) used in: stories, dramas, and poems.
  • I can compare and contrast the varieties of English (dialects, registers) used in: stories, dramas, and poems.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

  • I can reread, when necessary, as a strategy when confirming or self-correcting words in text.
  • I can explain how context can help to confirm or self-correct word recognition.

To support comprehension:

  • I can read orally with accuracy, appropriate rate, and expression on successive readings
  • I can apply reading strategies to be used with text for accuracy, appropriate rate, and expression when reading.
  • I can read with: o accuracy, o appropriate rate, and o expression.
  • I can confirm or self-correct word recognition and understanding by using context.
  • I can reread with fluency as necessary.

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from arange of strategies. (Using context clues, morphology, and/or reference materials)

  • I can identify common context clues in text (e.g. cause/effect relationships, comparisons).
  • I can determine the meaning of unknown and multiple-meaning words by examining a text to find clues to the meanings of words (e.g. cause/effect relationships, comparisons) in text.
  • I can identify and define grade-appropriate Greek and Latin affixes and roots.
  • I can define affixes.
  • I can determine the meaning of unknown and multiple meaning words by using common Greek and Latin affixes and roots as clues.
  • I can use common print and digital reference materials (e.g. dictionary, glossary, thesaurus).
  • I can use print and digital reference materials to:

   find pronunciation.

   determine the meaning of key words and phrases.

  • I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

 

Enduring Understandings:

 

        It is important to learn about the past and understand life has changed over time.

        Understanding perspective or point of view helps us learn about ourselves.

        It is important to preserve balance in our lives and in nature.

 

Essential Questions

        How will learning about the United Statesí past help us today?

        How does understanding a personís point of view benefit me?

        What can we learn about balancing and respecting nature from Native Americans?