Teacher:  Stokes      Date: Jan 8-12        Subject: ELA  Topic: Cite evidence, fig. lang, compare and contrast same genre

Standards:

Focus Standard:

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

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

·         RL 5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Other Standards:

·         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; summarize the text.

·         RL5.3—Compare and contrast two or more characters, setting, or events in a story drawing on specific details.

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

·         RL5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

·         RL5.7—Analyze how visual or multimedia elements contribute to the meaning, tone, or beauty of a text.

·         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.

·         SL 5.2--Summarize a written text read aloud.

·         SL.5.3--Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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

Learning Targets:

I CAN STATEMENTS

·         I can use specific quotes from a text when drawing inferences and explaining what a text says specifically. (1)

·         I can compare and contrast stories in the same genre. (9)

·         I can analyze how visual or multimedia elements contribute to the meaning, tone, or beauty of a text.  (7)

·         I can determine the meaning of words and phrases based on how they are used in a text. (4)

·         I can participate in class discussions.

Procedures:

Bellwork: (10 min.)—

·         Daily Language Review

Teacher Strategy (30 min.)—

·         Notes

·         Novel

·         Videos

Student Strategy (50 min.)—

·         Interactive notebooks pages

·         Practice work

·         Watch videos/take notes

·         Analyze pictures for point of view

Closing (10 min.)—

·         Class discussion of skills

·         Exit slips

Prior knowledge:

·         Recognize the a genre-fanstasy.

·         Refer to details and examples in the text.

·         Figurative Language

Activities:

·         RL 1,4 – The Rescue of the Tin Woodman/Down the Rabbit Hole- Monday

·         RL 7-Common Lit video-Friday – tone and beauty

Centers: Wednesday/Thursday/Friday (most weeks)

·         Word Work— sentences

·         RL 5.9-Discuss Woodman and Rabbit stories alike and difference

·         ClassWorks

·         Edutype

Vocabulary: Greek/Latin Roots-wk 19: cred, fract, mech,out,pop,spher

Differentiation:

·         ClassWorks

·         Leveled Readers

·         Root Word Flash Cards

·         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 genre describes both of these stories?

A.      Fantasy/Fairy Tale

B.      Realistic Fiction

C.      Horror/Suspense

D.      Romance

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.