Stephen Foster Elementary School
Understanding by Design Template
Big Idea: How energy changed the world.
Grade: 5
Quarter: 2nd
Unit: #3
Unit Start: November 12, 2015
Unit End: December 18, 2015
Desired Results:
Established Goals (Science/SS NGSSS):
Science NGSSS
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical,
chemical, and mechanical.
SC.5.P.10.2 Investigate and describe that energy has the ability of cause motion and create change.
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound
energy, as well as the energy of motion.
Social Studies NGSSS
SS.5.E.1.3 – Trace the development of technology and the impact of major inventions on business
productivity during the early development of the United States
SS.5.A.6.3 – Examine 19th century advancements (canals, roads, stream boats, flat boats, wagons, pony
express, railroads) in transportation and communication.
Common Core State Standards/NGSS (ELA, Math, Science, Social Studies):
Please note that ELA Standards will be identified by the resources used to teach this unit.
ELA: Reading Literature
LAFS.5.RL.4.10 Lexile Range 830-1010.
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly or implicitly.
Items may require the student to draw inferences about the text.
ELA: Reading Informational Text
LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent
LAFS. 5.RI.3.7 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.
ELA: Reading Foundational Skills
LAFS.5.RF.4.4 - Read with sufficient accuracy and fluency to support comprehension
ELA: Writing
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task purpose and audience.
ELA: Speaking & Listening
LAFS.5.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
LAFS.5.SL.2.4 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.
LAFS.5.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
ELA: Language
LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a) Demonstrate fluent and legible cursive writing skills.
b) Explain the function of conjunctions, prepositions, and interjections in general and their function in
particular sentences.
c)
d)
e)
f)
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.
Use correlative conjunctions (e.g., either/or, neither/nor)
Understandings:
Students will understand that…
Energy comes in a variety of forms.
Energy has the ability of cause motion and
creates change.
Energy has changed the world through the
centuries.
Energy has lent itself to new forms of
technology.
Energy is needed for industrial progress.
Transportation has progressed over time due
to advancements in energy.
Essential Questions:
What are some energy resources?
What changes can energy cause?
What is electricity?
How do we use electricity?
How has energy made our lives easier?
Student will know….
The basic forms of energy.
Electrical energy can be transformed into
heat, light, sound, as well as motion.
Moving water and air are sources of energy
and can be used to move things.
The difference between implicit and explicit.
Know how to organize their writing to the
specific task and audience.
Put yourself in the shoes of another person
to write like him/her.
How to determine the main points in an
informational text.
Student will be able to…
Describe the basic forms of energy
including light, heat, sound, electrical,
chemical, and mechanical.
Demonstrate how air and water energy
sources move things.
Quote accurately from the text to describe
what the text says implicitly and explicitly.
Produce clear and coherent writing.
Apply their understanding of tone to write
an essay from the point of view of a third
person.
Hot text the main points that support the
information.
Create a time line using the most important
information.
Stage 2- Assessment Evidence (DQ1 & DQ4)
Performance Tasks (must include
evidence of ELA Standards: for speaking,
listening & writing & 21st Century Skills):
21st Century Skills: Creativity &
Collaboration
Initial Assessments:
Students ask questions of one another about how energy
has changed the world. The students will then engage in a
conversation that continues with a series of responses and
additional questions. LAFS5SL.5.1.
In ELA journal, create a list of energy forms and provide an
example of each. LAFS5RI.3.7
Create a Venn diagram comparing the reader ‘Thomas
Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5
Collaborate with a partner and plan an invention that uses
renewable resources which would change the world for the
better. Describe it in a paragraph. LAFS.5.W.2.4
Use a flowchart to show how your invention works.
Illustrate it. How does the invention relate to the unit big
idea? LAFS.5.W.3.7
Students will do an oral presentation on their research of
their chosen inventor that used energy to change the world.
LAFS.5.SL.2.4
Students will write a creative piece in the form of song,
poem, or story that responds to a question from the
Socratic seminar. LAFS.W.2.4
Other Evidence: test, quizzes, prompts,
work samples, observations (ELA
Standards):
Formative Assessments:
Read ‘How We Use Energy’ and write a paragraph
describing the most important thing learned from the
book. Explain why it is important. LAFS.5.W.5.2
Write a written response using the information from
the Venn diagram comparing two types of text.
LAFS.5.RI.2.5
Create a timeline of events from the Social Studies
text (pages 258-265) of advancements of the
industrial revolution. How does the timeline relate
to the unit big idea? LAFS.5.W.3.9
Quote accurately from Esperanza Rising when
explaining what the text says explicitly or implicitly.
Items may require the student to draw inferences
about the text. LAFS.5.RL.1.1
They will read, summarize and take AR tests on
these texts LAFS.5. RL.4.10
Use the task cards and have students hot text the
main points that support the information for “They
Called Her Molly Pitcher” LAFS.5.RI.3.7
Students will apply their understanding of tone by
writing a historically accurate first-person memoir of
the event in which the tone reflects their perspective
of the event. LAFS.5.RI.2.6
Final Performance Task:
Students will research the unit question using technology
and informational texts.
Working in small groups, students will collaborate, using
critical thinking skills and creativity, to make a timeline of
how energy has changed the world. It will show how
humans have invented different ways to harness energy to
make life easier. At least (15) significant events are
present. This includes dates and descriptions.
SC.5.P.10.2
Stage 3 Learning Plan (DQ1, DQ2, DQ3 & DQ4)
Resources (Balance of Fiction & Information Text):
Literary Text Reading (To be used
during Guided, Read Aloud,
Chapter)
Thomas Edison Tracy Garcia 690L
The Wizard of Oz 810L
Esperanza Rising 750L
Informational Texts (To be used
during Guided, Read Aloud,
Chapter)
What You Can Do to Stop Global
Warming 925L+
Chemical Energy Karpelenia 925L
Renewable Energy with Max Axiom
825L
Heat J. Karpelenia 825L
What’s So Bad About Gasoline? A.
Rockwell 825L
Our Choice Al Gore 950L
Electrical Circuits L. Parker 875L+
Electricity in the Real World S. Ward
800L
Using Energy Glen Phelan 690L
Wind-Ups C. Ollerenshaw 750L
Tier III Content Area Vocabulary
Words
Cotton gin, reaper, interchangeable
parts, light energy, energy,
electromagnet, chemical energy,
potential energy, static electricity,
thermal energy, sound energy,
generator, electric motor, electrical
energy, kinetic energy, insulator,
mechanical energy, conductor
Work on Writing
Think of an invention of your own.
Describe it in a paragraph. Use a
flowchart to show how your invention
works. Illustrate it.
Close Reading (RI, RL)
Timeless Thomas: How Thomas
Edison Changed Our Lives by Gene
Barretta
Tier II Vocabulary Words
Poetry/Nursery Rhyme
Students will have the choice of
writing acrostics or alliterations with
the content area vocabulary words.
Students will answer the question:
How do the vocabulary words relate
to the unit big idea? LAFS5W52
See Writing Plan
Crafty, mangled, boisterous,
amusing, talented, valiant,
melancholy, admirable, awkward,
repulsive, inquisitive, stunning,
absent-minded, conceited,
flabbergasted, humble, innocent,
ashamed, cowardly, biased, brilliant,
courteous, disloyal, envious, ponder,
heroic, bashful, enraged, indignant,
robust, devoted, serene, arrogant,
spiteful, elusive, obedient,
exceptional, cautious, unreliable,
coerce, reluctant, weary, optimistic,
cunning, hastily, superior, eager,
gloomy, prying, tactless
Work Work
Students will create visual definitions
of the unit vocabulary words.
LAFS5W52
Daily 6
Create a poster depicting the various
forms of energy using illustrations
(hand drawn or print), and a written
explanation of each. LAFS55W52
Science/Science Experiments
Wind Power 20 Projects to Make with
Paper
Amazing Ben Franklin Inventions You
Can Build Yourself
Social Studies/ History
S. S. text pp. 258 - 265
Black Stars African American Women
Scientists & Inventors
The History of Energy
Language/Grammar Skills
Direct quotations, interjections (314315)
Pronouns, antecedent (350-351)
Tenses (384-385)
Technology/Web Sites/Web
Resources
Brainpop.com
Library/Research Skills/Media
Guest Speakers Students will
choose library books on AfricanAmerican inventors, other inventors,
and energy.
Art/Music/Physical Education
What is Energy? Song
Heat Energy Song
Kinetic and Potential Energy Song
Students act out kinetic energy
TheHappyScientist.com
High Effect Strategies: Graphic Organizers
Learning Activities (Weekly Focus Activity w/ ELA Standards):
Week #1 - Students ask questions of one another about how energy has changed the world. The students will then
engage in a conversation that continues with a series of responses and additional questions. LAFS5SL.5.1.
Students will write a creative piece in the form of song, poem, or story that responds to a question from the Socratic
seminar. LAFS.W.2.4
Week #2 - Create a poster depicting the various forms of energy using illustrations (hand drawn or print), and a written
explanation of each. SC.5.P.10.1
Week #3 - Read ‘How We Use Energy’ and write a paragraph describing the most important thing learned from the book.
Explain why it is important. LAFS.5.W.5.2
Week #4 - Create a Venn diagram comparing the reader ‘Thomas Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5
Write a written response using the information from the Venn diagram comparing two types of text. LAFS.5.W.3.9
Week #5 - Create a timeline of events from the Social Studies text (pages 258-265) of advancements of the industrial
revolution. LAFS.5.W.3.9
Close Read with Text Dependent Questions: Timeless Thomas: How Thomas Edison Changed Our Lives by Gene
Barretta
1. Despite being deaf, what did Thomas Edison create? tinfoil phonographs that recorded sound and played it back.
2. What two modern day devices are based on Edison’s electric pen? the photocopier and the tattoo needle
3. Edison patented 1093 inventions. What was his first patent idea? a vote recorder for government
4. What major failure of Edison’s allowed him to create cement from a mistake? remove iron ore from rocks.
5. What is true of Edison’s first large electric generator and power system? it could send electricity to many different
locations at once.
6. Where in the United States are Edison’s museum and laboratories located? Laboratory: Menlo Park, NJ; Laboratory:
West Orange, NJ.
7. We learned that Edison invented the phonograph. What other inventions were developed that depended on this
model? Dictation machines, talking dolls
8. How did Edison improve Alexander Graham Bell’s telephone? Edison created a transmitter that was powerful enough
to send our voices much farther and make them sound much louder.
9. Edison developed the battery. What are some of the ways these were used? Delivery trucks, buoys, railway cars and
signals, boats and submarines, rural houses, miners lamps
10. How many more of Edison’s inventions can you name after reading this book? Vending machine, fluoroscope x-ray
machine, etc. (see. P. 34)
11. How are today’s movies different from the motion pictures Edison developed? Movie lights did not exist, the first
movies were shown on Edison’s Kinetoscope, which did not project images on a screen.
12. Edison discovered radio waves. How do we use these today? Television, remote-control devices, Cellular and
cordless telephones, radio is used for the transmission of data in coded form, navigation of ships and aircraft.
13. Compare Thomas Edison by Laurie Rozakis to Timeless Thomas by Gene Barretta. How are the two books alike?
How are they different?
Exemplar Text
In the Garden
A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.
And then he drank a dew
From a convenient grass,
And then hopped sidewise to the wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad,-They looked like frightened beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of noon,
Leap, plashless, as they swim.
"A Bird Came Down the Walk" by Emily Dickinson
Questions for Exemplar Text “In a Garden” by Emily Dickinson
1. Read this sentence from the second stanza:
And then he drank a dew from a convenient grass.
What is the meaning of the word convenient as used in the line above?
A. disagreeable
B. accessible
C. inappropriate
D. unacceptable
2. Read this sentence from the fifth stanza:
Than oars divide the ocean, too silver for a seam.
What is the meaning of the word seam in the in the line above?
A. crease
B. half
C. whole
D. mark
3. According to the poem, what made the bird seem frightened?
A. He hopped sidewise to the wall.
B. He bit an angle-worm in halves
C. He glanced with rapid eyes
D. He came down the walk
4. What does the phrase “or butterflies, off banks of noon, leap, plashless as they swim”?
A. The bird’s flight was very graceful and gentle
B. The bird swam quickly away
C. The bird looked like a butterfly
D. The bird made a great noise as he flew away
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the
text says explicitly or implicitly. Items may require the student to draw
inferences about the text.
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
Checkpoint Task
Standard: LAFS.5.RL.1.1 Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences from the text.
A Surprise Visit
(940L)
1Karina woke up with the sun blasting through her shades. She groggily
rolled over and looked at her clock, which read 6:30 a.m. She yawned and crawled
out of bed, sticky and sweaty from the humid night. After lazily getting into her
bathing suit and grabbing a ripe banana, she swung her backpack on her back and
left the quiet house.
2The walk to the beach took her half an hour, but it passed by quickly.
Tropical birds kept her company, chirping hello from the lush green trees, while
neighbors stretching on their front porches waved as Karina passed by. However,
once she left her neighborhood and reached the entrance to the tourist resort, the
atmosphere completely changed. She began to hear the faint clinking of silverware
as the servers set up for breakfast. Early risers from the hotel strolled along the
beach, taking pictures of the unforgettable sunrise. The resort was full all year, as
Bali is a famous tourist destination—one island of many in the country of
Indonesia, in Southeast Asia. Indonesia is located just below the Philippines and
above Australia.
3Many tourists come to Bali to surf, as the Indian Ocean provides the perfect
waves for the sport. But Karina lived near Lovina Beach, famous for its dolphins.
As she walked along the resort’s beach, she smiled to people she passed by. Just as
the sun was rising above the horizon, she reached a small shack located to the right
of the resort, where visitors could come and sign up for water sports, such as surfing
or parasailing, where one dangles from a flying parachute connected to a boat as it
drives over the water.
4Karina dropped off her things, then ran back to the beach to her lifeguard
chair. She climbed up and took her position for the day, where she would watch the
resort’s guests frolic in the water and look out for any potential danger. Some days
she would grow bored, watching the same people do the same things over and over
again. The job was quite repetitive, but she received steady pay, something that
DOK Level 1
DOK Level 2
Pace: 3 days
Pace: 3 days
Resources:
Esperanza Rising by Pam Munoz Ryan
Chapter 3
http://www.shmoop.com/esperanzarising/chapter-3-summary.html
Resources:
Esperanza Rising by Pam Munoz Ryan
Chapter 3
http://www.shmoop.com/esperanzarising/chapter-3-summary.html
Steps:
1. According to the passage, what
made Esperanza’s smile fade, her
chest tighten and smothered her
joy?
2. Select two phrases from the
passage that show that the main
character is in despair.
3. Which sentence from the text
shows that the main character
feels anguish?
Steps:
1. Select the phrases from the text
that support the idea that the
main character feels sick to her
stomach
2. A. How does the main character
feel about her mother marrying
her Uncle?
B. Support your answer in part A
Learning objective: Students will be
able to select words or phrases to
answer questions.
Learning objective: Students will
be able to select words or phrases
to answer questions.
Students will be able to infer from
the choices given and support their
answer using the text
Students will be able to infer
from the choices given and
support their answer using the
text
allowed her to continue living on the beautiful island.
5The sun climbed in the sky, and the temperature rapidly increased. Just as
Karina turned on a small portable fan to cool herself, someone began yelling in the
water. Karina immediately jumped off her chair and ran toward the shore. She soon
realized the person was yelling “shark.” Her stomach dropped. She had never
experienced a shark sighting before but knew that she should get everyone out of
the water. Even though people were already swimming and running toward the
sand, she began to pull people out of the water and assisted young children who
couldn’t move quickly enough. All the while she kept her eyes on the blue waves but
didn’t see any sign of a shark.
6Once everyone was safely ashore, she grabbed her binoculars from her
lifeguard’s chair and peered out over the water. Finally, she spotted a black dot
moving around in the waves nearby. She giggled and breathed a sigh of relief. To
everyone’s shock, she entered the water, slowly getting closer and closer to the dot.
She stopped once she was a few feet away from the animal and waited. The black
dot moved closer and closer to Karina, and she sank in the water to reach its level.
All of a sudden, the animal lifted its snout and made a funny noise.
7“It’s a dolphin!” one kid yelled from the beach.
8Karina gave the gentle animal a pat and swam back to the shore. She had
plenty of experience with dolphins, as she was training to become a marine
biologist. “It’s okay, everyone; she’s just a curious one,” she explained. “Please don’t
approach her—but it’s all right to continue to swim.” Everyone laughed and ran
back into the ocean.
9Karina climbed onto her chair and looked out through her binoculars at the
dolphin. This day was certainly not boring. In her mind, she thanked the animal for
making a visit and hoped she had returned back to her family safely.
1. Which phrase shows Karina’s attitude toward living in Bali?
a. “After lazily getting into her bathing suit and grabbing a ripe banana, she
swung her backpack on her back and left the quiet house.”
b. “Her stomach dropped. She had never experienced a shark sighting before
but knew that she should get everyone out of the water.”
c. “The job was quite repetitive, but she received steady pay, something that
allowed her to continue living on the beautiful island.”
d. “As she walked along the resort’s beach, she smiled to people she passed by.”
2. Select two phrases from the passage that shows how Karina felt when she heard the
beach-goers yelling “shark!”
Answers Key
1. C
2. Paragraph 5:
“Her stomach dropped.”
“She had never experienced a shark sighting before but knew that she should get
everyone out of the water.”
LAFS.5.RL.4.10 Lexile Range 830-1010
DOK Level 1
DOK Level 2
Pace: 3 days
Pace: 3 days
Resources:
Books with lexile range 830-1010
Dynamic Earth by Barbara Brooks Simons
Earthquake by Emily Wortman-Wunder
A Visit to Grand Canyon National Park by Chris
Martin
How We Use Energy by Glen Phelan
The Sky’s The Limit by Stephanie Cohen
Science in the Snow by Barbara Burt
Searching for Cures by Melissa McDaniel
www.tumblebooks.com
Resources:
Books with lexile range 830-1010
The Geography Bee by P. G. Holzhaus
Incognito by Jack Lennox
Serves Two Hundred by Grace Fairweather
Riding with the Pony Express by Ian Ward
The River Kept Rising by Valerie Ross
Saving the General by Jane Shaffer
Gold for Chan Li by Grace Wagner
Project Bug by Sofia Noble
Buffalo Hunt by Jay Carter
www.tumblebooks.com
Steps:
1. Students will be able to choose different
books from lexile range 830-1010
including stories, dramas, poetry, literary
nonfiction, historical, scientific and
technical texts.
2. They will read, summarize and take AR
tests on these texts.
Steps:
1. Students will be able to choose different
books from lexile range 830-1010 including
stories, dramas, poetry, literary nonfiction,
historical, scientific and technical texts.
2. They will read, summarize and take AR
tests on these texts.
Learning objective: Students will be
exposed to a variety of texts in the
lexile levels 830-1010
Learning objective: Students will be
exposed to a variety of texts in the lexile
levels 830-1010
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
LAFS. 5.RI.3.7 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.
DOK Level 1
DOK Level 2
Pace: 2 to 3 days
Pace: 2 to 3 days
Resources:
*Summarizing teaches students how to
discern the most important ideas in a text,
how to ignore irrelevant information, and how
to integrate the central ideas in a meaningful
way. Teaching students to summarize
improves their memory for what is read.
Summarization strategies can be used in
almost every content area.
Taken from: http://www.readingrockets.org/
strategies/summarizing
Resources:
“They Called Her Molly Pitcher” by Anne
Rockwell-Journeys Unit 3, pages 392-403
Anchor Chart about Summarizing
Informational Text (Pinterest)
This is an example that
compares Fiction/Non-Fiction
Summarizing/Paraphrasing/Quoting Task
Cards.
Article of choice from Scholastic News, Time
for Kids, Highlights, or Kind News.
Making Claims
http://www.earlyamerica.com/molly_pitcher.html
Discovery Education has videos
Claim: She’s an American Hero
Support: Student needs to be able to pull what
she did to make her an American Hero.
Students will need to summarize and pull notes
about:
What’s the claim?
How is it supported?
Steps:
Introduce students to the standard, discuss
key terminology used in the benchmark.
Discuss the purpose of summarizing.
Share/create an anchor chart.
Use the task cards and have students hot text
the main points that support the information.
Discuss what a claim is and how to make it.
Find resources to demonstrate making a
claim.
Steps:
Students are to read the Journey’s text.
Show the students the video clip and show a
video from Discovery.
Present students the questions about making a
claim and supporting through the text evidence.
Must have text based evidence to support.
Exactly what they heard stated in the video.
Use the article from the current event
magazine to support the summarizing and the
author’s claim.
Questions to Focus Learning:
Why is it important to be able to answer
questions or solve problems efficiently?
How can knowing how to navigate a variety of
resources aid in answering questions or
solving problems?
Investigations. Instruct students how to find
information on a website by looking at the text
structure of the site. Allow students to
investigate or make a short probe into similar
topic based websites or texts by completing a
form. Complete one form for each text and
then conduct a whole group discussion
regarding what features or ideas help locate
answers quickly.
Checkpoint Task
Standard: LAFS.5.RI.3.7
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.
Cities Need Trees
940L
America’s forests are valuable, but city trees are important, too. City
trees improve life for people who live there. City trees are not just
beautiful; they also serve many important purposes.
Did you know that tree-lined city streets can be up to nine degrees
cooler than nearby streets without trees? Trees also can help control
temperatures inside buildings. When the limbs are bare in the winter,
solar heat can get through to help warm the building. The trees block the
sun’s rays in the summertime.
Cities with wooded parks and trees planted along the streets are less
likely to have problems with soil being washed away. Tree roots help to
hold the soil in place.
FAST FACTS
• One large tree produces a day's worth of oxygen for four people.
• Cherry trees blooming in Macon, Georgia, attract up to 600,000
visitors each year.
• Studies show that hospital patients who can see trees from their
windows recover
faster than patients who see only a brick wall.
Volunteer Foresters
Throughout the history of the United States, Americans have destroyed
many forests. Communities continuously cut down trees to make room for
houses and farmland. Businesses harvest trees for products such as
lumber, paper, furniture and other items made from wood. As a result, new
trees must be planted to replace those removed. Volunteers often take on
this job.
Questions:
Multiple Choice:
1. Which of the following ideas from the article "Cities Need Trees" explains why
sometimes it
is better to have trees that lose their leaves in the winter?
a)
b)
c)
d)
Trees can help absorb exhaust fumes.
Bare trees allow sunlight to warm a building.
Evergreen trees break the force of wind.
Tree roots help to hold the soil in place.
2. In the passage “Cities Need Trees” the author emphasizes the need for trees in
America’s cities.
Part A:
Highlight or underline the statement that best summarizes the informational
passage.
Part B:
Highlight or underline the statements that best support the author’s
claim.
3. In which passage will you find information on how businesses harvest trees?
A. Cities Needs Trees
B. Volunteer Foresters
4. What information do the "Fast Facts" provide?
A. different types of trees
B. the opinion of the author
C. the title and author of the passage
D. facts about how trees benefit people
Answers Checkpoint LAFS.5.RI.3.7
1. B
2. Part A: City trees are not just beautiful; they also serve many important purposes.
Part B: Trees can help control temperatures inside buildings; tree roots help hold soil in place.
3. B
4. D
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
DOK Level 1
DOK Level 2
DOK Level 3
Pace: 2 or 3 Days
Pace: 2 or 3 days
Pace: 2 or 3 days
Resources: :
Resources:
Resources: :
"Washington Crossing the
Delaware, December
1776” painting
Primary account of Elisha
Bostwick
“What is the Tone?”
handout
How Does the Author Feel
About That Answer Key.pdf
How Does the Author Feel
About That.pdf graphic
organizer
Secondary account of
"Washington Crosses the
Delaware, 1776,"
Steps:
Steps:
Identify the sensory
qualities and an
appropriate feeling that the
artist must have
experienced when painting
"Washington Crossing the
Delaware, December
1776”.
Following teacher modeling,
structured support, and
collaborative group work,
students will demonstrate an
understanding of their study
of point of view, tone, and
information presented in
"Washington Crosses the
Delaware, 1776" as
measured by How Does the
Author Feel About That
“What’s the tone?” activity
Teacher read/think aloud
the secondary account of
"Washington Crosses the
Delaware, 1776,"
CAFÉ Strategy: Compare and
Contrast within and between
text.
Read to Self- Read two
accounts of Washington crossing
the Delaware. Complete a
compare and contrast sheet on
point of view of the primary and
secondary accounts .
Steps:
Following teacher modeling,
structured support, and
collaborative group work,
students will demonstrate an
understanding of their study of
point of view, tone, and
information presented in
"Washington Crosses the
Delaware, 1776" as measured by
How Does the Author Feel About
That Answer Key.pdf. Students
will apply their understanding of
tone by writing a historically
accurate first-person memoir of
the event in which the tone
reflects their perspective of the
event, which will be scored with
the Here's How I Feel About That
Scoring Guide.pdf
Read to Someone- Students
read two accounts of Washington
crossing the Delaware. They will
complete a compare and contrast
on point of view sheet on the
primary and secondary accounts.
Work on Writing-How
would I feel about being a
soldier in the Continental
Army crossing the Delaware
River with General
Washington?
Daily 6- Students will read two
accounts of Molly Pitcher at the
American Revolution. They will
compete a compare and contrast
sheet on point of view.
Listen to Reading – Watch
video of historical depiction
of Washington Crossing the
Delaware.
Checkpoint Task LAFS.5.RI.2.6
Analyze multiple accounts of the same event or topic, noting important similarities
and differences in the point of view they represent.
910L
Yosemite: A National Treasure
Yosemite is the jewel of our national park system. People have been attracted to its
amazing cliffs, and mighty waterfalls since as early as the 1850s. Even then, people
knew that Yosemite was something worth saving. In 1864, Abraham Lincoln signed
a bill preventing developers from building in the Yosemite Valley. In 1903, John
Muir took President Roosevelt camping at Yosemite to convince him to make it a
national park. Every year, over 3.7 million people visit the park. Most just come
for the day to see the postcard views overlooking Yosemite Valley. Many others
stay longer, and enjoy all the hiking, climbing and camping the park has to offer.
Overnight options include camping in tents, cabins, or RVs. You can even book a
room at the world-famous Ahwahnee Hotel. Only one thing is certain: once you’ve
visited Yosemite you will definitely want to come back.
Yosemite: A Big Rip-Off
I took my family to Yosemite last summer, because we had seen all of the “postcard
views” and heard so many good things about it. But there are many things we
never hear about Yosemite that I think it is important to mention. One thing is
how crowded it is. Since there aren’t many roads in and out of the park, you should
expect to spend a lot of time stuck in traffic jams. Another you hear about is the
huge waterfalls at Yosemite. But you never hear about the huge parking fees. At
over twenty bucks a pop, those snapshots you take had better be good. But they
probably won’t be, because there’s usually a tour bus blocking the view. People go
to Yosemite because they want to “experience nature.” But it’s pretty much an
amusement park without rides. Even the bears who live there aren’t really
“natural.” They have grown so used to eating campers’ leftovers that they have
forgotten how to hunt for themselves. So next time you’re thinking about taking a
trip to Yosemite, I’d suggest buying a postcard, then going to one of the many
beautiful, less-crowded state parks in the area.
Questions:
1. What kind of information does the first passage provide that the second passage
leaves out?
a)
b)
c)
d)
Information about how much it costs to visit the park.
Information about how to get to the park
Information about where to park your car when you get to the park
Information about the history of the park
2. How does point of view impact what the reader learns about Yosemite in each text?
a) The first passage provides actual facts about how many people visit the park
every year.
b) The second passage because it is a firsthand account of what it is like to visit
the park.
c) The first passage because it explains the interesting history of the park.
d) The second passage because it talks about all the different things there are to
do in the park.
Answers Checkpoint LAFS.5.RI.2.6:
1. D
2. B