Teacher:  Estess/Goza/Stokes                    Date: March 26-29                 Subject: ELA  Topic: Quote accurately

Standards:

Focus Standard:

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

Other Standards:

·       

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

·         RI.5.3 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.

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

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

·         SL5.1a-d--Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and text, building on other’s ideas and expressing their own clearly.

·         RF.5.4a – RF.5.4c--Read with sufficient accuracy and fluency to support comprehension.

·         L.5.4-Determine and clarify meaning of unknown words and phrases.

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

·         W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Learning Targets:

I CAN STATEMENTS

·         Identify who is giving their point of view.

·         List the similarities in the POV.

·         List the differences in the POV.

·         Explain how the two POVs are similar or different.

·         Draw evidence from informational text.

·         Plan and write an opinion essay given a text and prompt.

·         I can participate in class discussions.

Procedures:

Bellwork: (10 min.)—

·         Daily Language Review /Voc

Teacher Strategy (30 min.)—

·         Notes

·         Videos

Student Strategy (50 min.)—

·         Interactive notebooks pages

·         Practice work

·         Watch videos/take notes

·         Use organizational

Charts

Closing (10 min.)—

·         Class discussion of skills

·         Exit slips

Prior knowledge:

·         What is POV in informational text?

·         How is it different from fictional text?

·         What are primary and secondary source?

Activities:

·         Introduce Lesson 14: Analyzing Accounts of the Same Topic p.234

Centers: Wednesday/Thursday/Friday (most weeks)

·         Greek/Latin Roots-poly, spec- sentences/3xs each/around the world

·          Ready: Lesson 14:  Zebulon p. 236

·         Ready: Lesson 14:  Early America p. 238

·         Ready: Lesson  14: Theodore Roosevelt p. 244-249

·         Classworks/EduType/Read theory

·         Write an Opinion essay. Timed

·         Vocabulary: Greek/Latin Roots- Test Friday.

Differentiation:

·         Class Works

·         Leveled Readers

·         Root Word-Vocabulary sort

·         Small Group w/Teacher

Closure

·         Review each skill covered and how it relates to past or future skills.

Homework

Read at least 20 minutes each night

Example of an Assessment Item Related to the Standard

Which of the following BEST explains why the kingdom of Mali eventually

Fell apart?

A.       It lacked safe routes for merchants.

B.      It failed to hide the location of its gold mines.

C.      It was weakened by attacks.

D.      It was split up into smaller provinces.

Standards:

Focus Standards:

·         W5.1—Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

·         W5.1a—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.

·         W5.1b—Provide logically ordered reasons that are supported by facts and details.

·         W5.1c—Link opinion and reasons using words, phrases, and clauses.

·         W5.1d—Provide a concluding statement or section to the opinion presented.

Other Standards:

·         W5.4—Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

·         W5.5—With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, or trying a new approach.

·         L5.2—Demonstrate a command of the conventions of standard English grammar and usage.

·         L5.2e—Spell grade level appropriate words correctly, consulting references as needed.

Learning Targets:

I CAN STATEMENTS

·         I can write an opinion piece on a topic that supports a point of view.

·         I can introduce a topic, state an opinion, and create an organizational structure that supports my purpose.

·         I can provide reasons that are supported by facts and details and ordered logically.

·         I can use words, phrases, and clauses to link opinions and reasons.

·         I can provide a concluding section or statement.

·         I can use proper punctuation and grammar usage.

·         I can spell grade-appropriate words correctly.

Procedures:

Bellwork: (10 min.)—

·         Daily Language Review

Teacher Strategy (30 min.)—

·         Notes

·         Videos

Student Strategy (50 min.)—

·         Interactive notebooks pages

·         Practice work

·         Watch videos/take notes

Closing (10 min.)—

·         Class discussion of skills

·         Exit slips

Prior knowledge:

·         What is an opinion

Activities/Centers:

·         Read the debate article, “Is It Fair to Ban Fidget Spinners?

·         Read the debate a second time, marking areas of facts/statistics, quotes from experts, and stories/examples the author uses to support their opinion.

·         Have students discuss which evidence is most effective in supporting each side, is one side stronger than the other (why?), what is your opinion, what evidence convinced you the most?

·         Complete the Step-by-Step Opinion Essay activity sheet to gather ideas for writing the essay.

·         Using the ideas gathered on the activity sheet, write an opinion essay on whether or not fidget spinners should be banned from school.

Closure

·         Review each skill covered and how it relates to past or future skills.

Homework

Read for at least 20 minutes each night.

Example of an Assessment Item Related to the Standard

In “A Recipe for Success,” Abbey decides to stand up for herself and tell her friend Marcie that she will not try out for the drama club play. Write one paragraph explaining whether you think Abbey made the right decision. Use information from the passage to support your opinion.

**All language standards will be assessed through the written work students complete.