Unit III: The Lens of History

Content Area: Language Arts Literacy

Course(s): Reading 5, Writing 5
Time Period: November
Length: Oct 19 - Nov 24
Status: Published

Enduring Understandings
Reading

Different texts have different structures. 

Genre influences organization, technique, and style. 

The single central goal of reading is to make meaning from text. 

Effective readers deliberately use specific strategies to help them better understand text and deepen
comprehension.

Writing

Researchers organize what they a bringing with them to their writing.

Information writings study information writing so they know the structure of writing information peices.

Information writers research and take notes.

Researchers write and revise by adding more information to fill in gaps, studying geographics that they can
add such as a map, including specif details about places, and pushing their thinking to grow ideas.

Essential Questions
Reading

What nonfiction text structures support/interrupt readers' comprehension? 

What strategies do readers use to read nonfiction text successfully? 

What does the text mean? 

How do visuals support and enhance comprehension in a nonfiction text? 

What strategies do proficient readers utilize to make meaning of text?

How can you use post its to organize your information for writing?

Writing

How can studing information writing help you to understand infomation writing structure?

In what ways can you revise your information pieces in order to make them better?

How can the graphics be as helpful as the words?

Content
Readers and Writer's Workshop by Lucy Calkins

Wonders Reading Program - McGraw Hill 2014

Mentor Texts

Resources used in social studies

Class Novel

Number the Stars by Lois Lowry

Information Books such as:

Who Settled the West? by Bobbie Kalman

The Story of America: Westward Expansion by Greg Roza

Daily Life in a Covered Wagon by Paul Erickson

Timeline for Westward Expansion (Calkins)

Time line of Goldilocks and the Three Bears (Calkins)

Video documentary on the Transcontinental Railroad Part 1 (YouTube.com or Calkins CD ROM)

 Provide explicit instruction on how to take notes on the text using the interactive notebooks. You may
choose to use the Cornell method for note taking
http://coe.jmu.edu/LearningToolbox/cornellnotes.html. Notes should be taken each day reading occurs.

 Provide explicit instruction on the Frayer model for learning vocabulary http://interactive-
notebooks.wikispaces.com/Frayer+model+vocabulary
 Partner students to complete a modified version of the Think, Pair, Share strategy
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-
30626.html.
 Discuss and instruct on the concept of theme,
http://www.learner.org/interactives/literature/read/theme1.html provides helpful instruction for
teaching students about theme
 Explicitly instruct on prepositions, teachers may choose to use
http://www.chompchomp.com/terms/preposition.htm to help demonstrate how prepositions show
location in space and time (information after the large box on the website should not be discussed)
 Introduce interjections, http://ds151.k12.sd.us/interjections.html provides some fun information to
support the teaching of interjections including the video for Interjections! from the School House
Rock series

 A good example of such an organizer can be found at

http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf.

 Provide explicit instruction in using Greek and Latin affixes and roots to determine word meaning, a
good PowerPoint presentation with this information can be found at
http://www.google.com/url?sa=t&rct=j&q=greek%20and%20latin%20roots%20powerpoint&source=
web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.madera.k12.ca.us%2F216810120041396
17%2Flib%2F21681012004139617%2F5th_R_14_Greek_Latin_Roots.ppt&ei=Y-xUT4y-
KMigtwfo8NS3DQ&usg=AFQjCNFCQl3k8Lexc7DH25P2yu7zdwCVOQ
 Using this website, instruct them to create a timeline
http://www.ourtimelines.com/create_tl_2c.html.
 Using http://polleverwhere.com, ask students how they think the author’s life influenced his
writing?
 Teachers may choose to create a hotlist to guide their students’ research. Hotlists can be created using
http://www.kn.sbc.com/wired/fil// .
 Provide instruction on using paraphrasing while note taking during research, the PowerPoint
Presentation found at http://www.esu.edu/~bsockman/PPT/paraphrasing.ppt offers great content,
there are some minor formatting issues you may need to tweak depending on the version of
PowerPoint being used
 Provide explicit instruction in how to list citations and references, valuable information can be found
at http://www.library.cornell.edu/resrch/citmanage/mla#list , this is also a good time to review
proper formatting for title
 Provide explicit instruction in summarizing, a great lesson to support this skill can be found at
http://www.readingquest.org/strat/summarize.html
 “Exploring How Section Headings Support Understanding of Expository Text” from ReadWriteThink:
http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-section-headings-
 support-24.html?tab=1#tabs

Skills
Reading:

Explain how multiple ideas are supported by key ideas.

Summarize the multiple ideas using key details.

Explain the relationships or interactions between individuals, events, ideas and concepts.

Use specific information to support the relationship between individuals, ideas, and concepts.

Understand how a narrator’s or speaker’s voice influences the description of events.

Determine main idea of portions of the text by identifying explicitly stated ideas or inferring implied ideas.

Periodically restate, retell, paraphrase, summarize or synthesize information.

Connect both implied and directly stated ideas within the text to determine a main idea.

Make, confirm, and/or modify questions, inferences, and predictions.

Compare fiction and nonfiction books about a specific topic, quoting accurately from the texts.

Determine and explain the main idea of a text (explicit or inferred).

Explain what is directly stated in the text by citing specific details and examples from the text.
Explain inferences, generalizations, and conclusions by citing specific details and examples from the text.

Apply a questioning schema to generate and respond to text-dependent questions.

Demonstrate understanding by applying academic and domain specific vocabulary.

Synthesize information and ideas.

Use only text-relevant information and language to explain connections between and /or among events, ideas,
concepts, and steps in an informational text.

Describe how a narrator’s point of view influences the descriptions.

Describe how the speaker’s point of view influences how the events are described.

Use context (definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

Define and apply common, grade appropriate Geek and Latin affixes and roots as clues to the meaning of
words.

Use both print and digital reference material to determine or clarify the precise meaning and/or pronunciation
of key words and phrases.

Examine figurative language in order to make meaning from the text.

Examine the text’s organization prior to reading.

Closely read and analyze a text to explain its organizational structure, noting where the organizational
structure changes and how the change in structure impacts meaning.

Compare and contrast two texts’ main organizational structures.

Differentiate between a firsthand and a secondhand account and a primary and secondary source of
information.

Gather relevant textual evidence for comparing and contrasting a firsthand and secondhand account of the
same event or topic.

Draw conclusions about the effect of different types of accounts on the same event or topic.

Compare, infer, synthesize, and make connections (text to text, text to word, text to self) to make text
personally relevant and useful.

Draw conclusions about the relationship between text features and the meaning and/or purpose of the text.

Apply an understanding of text features to navigate efficiently between and among texts.

Explain the relationship between the organizational pattern and the meaning and/or purpose of a text.

Connect specific pieces of evidence to the corresponding point supported by the evidence.

Synthesize the main points and key details in several texts on the same topic.

Draw evidence from informational text to support analysis, reflection, and research.

Read a variety of nonfiction text including books, articles, both paper and digital independently and with
guided assistance.

Demonstrate understanding of assigned information texts of steadily increasing complexity.

Use self-selected informational texts to explore personal interests and learn about themselves as readers.

Set personal goals and conference regularly with adults to improve reading and writing.

Identify topics developed with facts, definitions, concrete details, quotations, and examples
.

Develop related information containing formatting, illustrations, and multimedia.

Develop topics with facts, definitions, concrete details, concrete details, quotations, and examples.
Writing:

Write Informative/explanatory texts that include related information that contain illustrations and multimedia.

Produce Informative/explanatory texts that include a topic developed with facts, definitions concrete details,
quotations, and examples.

Create Informative/explanatory texts that include ideas linked in and across categories.

Compose Informative/explanatory texts that include precise language and domain-specific vocabulary.

Create a multimedia presentation based on information drawn from various types of sources.

Summarize and evaluate the content and structure of a classmate’s presentation, evaluating how well they
support their claims.

Analyze two accounts of the same event and describe important similarities and differences in the details they
provide.

Demonstrate organization of ideas by structuring text with a focus, body paragraphs, and conclusion.

Demonstrate the elaboration of content by using supporting details.

Apply transitional strategies (e. g., linking words and precise vocabulary) to ensure coherence and clarity of
purpose.

Read and conduct research to investigate a topic using a variety of credible sources to collect relevant
information.

Compose a full informational/explanatory text about the topic.

Provide a focus through a clear introduction of the topic and a clear thesis statement.

Relate information gathered from research and present it in an essay using language and style appropriate to
purpose and audience, while demonstrating a command of grade-appropriate standard English conventions.

Successfully revise and edit their work for clarity and accuracy.

Write strategically, using academic and domain-specific words and phrases that are relevant to a particular
topic.

Choose vocabulary and language to use in their writing that is appropriate to the purpose and audience.

Edit to clarify meaning using the appropriate conventions of English grammar and usage, capitalization,
punctuation, and spelling.

Standards

LA.W.5.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
LA.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
LA.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
LA.W.5.9.B 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]”).
LA.L.5.2.E Spell grade-appropriate words correctly, consulting references as needed.
LA.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
LA.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 a range of strategies.
LA.L.5.4.A Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
LA.W.5.10 Write routinely over extended time frames (time for research, reflection,
 metacognition/self-correction and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
LA.L.5.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
LA.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
LA.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 others’ ideas
and expressing their own clearly.
LA.W.5.2.A Introduce a topic clearly to provide a focus and group related information logically; include
text features such as headings, illustrations, and multimedia when useful to aiding
comprehension.
LA.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
LA.SL.5.1.A Explicitly draw on previously read text or material and other information known about the
topic to explore ideas under discussion.
LA.RI.5.9 Integrate and reflect on (e.g., practical knowledge, historical/cultural context, and
background knowledge) information from several texts on the same topic in order to write
or speak about the subject knowledgeably.
LA.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
LA.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
LA.W.5.2.C Link ideas within paragraphs and sections of information using words, phrases, and
clauses (e.g., in contrast, especially).
LA.RI.5.10 By the end of year, read and comprehend literary nonfiction at grade level text-complexity
or above, with scaffolding as needed.
LA.W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
LA.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
LA.W.5.2.E Provide a conclusion related to the information of explanation presented.
LA.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
LA.RI.5.1 Quote accurately from a text and make relevant connections when explaining what the
text says explicitly and when drawing inferences from the text.
LA.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
LA.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
LA.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.
LA.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LA.W.5.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
LA.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
LA.W.5.6 With some guidance and support from adults and peers, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in
a single sitting.
LA.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
LA.W.5.7 Conduct short research projects that use several sources to build knowledge through
investigation of different perspectives of a topic.
LA.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.