2014-2015 Curriculum Blueprint
Sc
Grade:
5th
Course: ELA
District Unit 6 & 7 Combined
Flexible Time:
15 days
Lexile Band: 740L-1010L
Unit Overview
By the end of this unit, students will write an opinion essay taking a position based on opposing points of view presented on a specific topic. To do this, students will
analyze various persuasive articles and expository texts that express opposing points of view. Students must recognize how the author uses the stucture and reasons
supported by evidence to support their point of view.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will be able to explain the similarities and differences between two or more
 How do supporting details help a reader determine the main idea of a text?
texts; including relationships between two or more individuals, events, concepts and
 How can a reader determine the main ideas of a text?
structures and how the author uses these things to support his or her particular points  How does an author develop relationships and interactions between ideas in
in a text.5.RI.1.3 Scale 5.RI.2.5 Scale 5.RI.3.8 Scale
informational text? How do these relationships and interactions help
readers better understand the text?
Students will be able to determine two or more main ideas of a text and explain how
 How does the structure of a text influence the reader's understanding?
key details support them. 5.RI.1.2 Scale
 How do reasons and evidence support an author’s particular point in a text?
 How does a logical argument help support a point of view?
Students will be able to synthesize and analyze a topic with opposing points of view
and write an essay in which they give their opinion and support their ideas with
information from the text. 5.W.1.1 Scale
Published Product
*The purpose of the Published Product is to allow to students to go through the
writing process aligned to the standard. Use Literary Tasks to scaffold learning that
will prepare students for the Published Product.
After reading teacher selected texts with opposing viewpoints, write an essay in
which you give your opinion on whether or not the United States should drill for oil
in Alaska’s Wilderness. Use information from the passages in your essay to support
your opinion.
Writing Rubric – Opinion Writing Rubric
FSA Text-Based Writing and Scoring Implications
Focus Writing Standard
5.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
a. Introduce a topic clearly, state an opinion, and create and organizational structure in
which ideas are logically grouped to support the writer’s purpose.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Provide logically ordered reasons that are supported by facts and details.
d. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
e. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
f. Provide a concluding statement or section related to the information or explanation
presented.
5.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support
analysis, reflection, and research. (Recursive and linked to RI standards)
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
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reasons and evidence support which point[s]”).
Recursive Standards to be Embedded in Instruction
* McGraw Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar and Spelling
Recursive Standards
The above link is a listing of standards that should be addressed multiple times throughout the year while instructing the weekly standards.
Reading Standards
5.RI.1.2 (DOK 3) Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
• Explain how supporting details determine the main idea
• Determine two or more ideas
• Explain how multiple ideas are supported by key ideas
 Summarize the multiple ideas using key details
4th: Determine the main idea of a text and explain how it is supported by key details; Summarize the text
6th: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
5.RI.1.3 (DOK 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.
• Define relationship and interactions
• Explain the relationship or interactions between individuals , events, ideas, and concepts
• Use specific information to support the relationship between individuals, ideas, and concepts
4th: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the
text.
6th: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
5.RI.2.5 (DOK 4) 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
• Determine the overall text structure
• Describe the overall text structure
• Compare/ contrast the overall structure of events, ideas, concepts or information
4th: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
6th: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
5.RI.3.8 (DOK 4) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points
• Identify an author’s particular points
• Identify which reasons and evidence support which points
• Explain how to use reasons to support points
• Explain how to use the evidence to support points
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4th: Explain how an author uses reasons and evidence to support particular points in a text
6th: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Speaking and Listening Standards
5.SL.1.3 (DOK 2) Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
5.SL.2.4 (DOK 2) Report on a topic or text or present an opinion; sequencing
ideas logically and using appropriate facts and relevant descriptive details to
support main idea or themes; speak clearly at an understandable pace.
Language Standards
5.L.2.3 (DOK 3) Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest,
and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
5.L.3.5 (DOK 3) Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific
words and phrases as found in a grade level appropriate texts, including those that
signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
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Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure deeper comprehension)
Teach and Model
 Ready Florida LAFS
o All Lessons in Unit 1-Key Ideas and Details in Informational Text
o Unit 3 Craft and Structure in Informational Text
 Lesson 12 & 13
o Unit 5 Lesson 19 Understanding Supporting Evidence
Apply with Close Reading
 Should the United States Drill for Oil in Alaska Wilderness (DBQ)
 Cut the Read Tape (EBSCO)
 Protecting the Arctic National Refuge
 The Debate Over Oil Drilling in Alaska (EBSCO)
Assessments
 Interim Assessment- Ready Florida pages 43-50
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction
that's always relevant: daily news.
ebscohost
under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for
curriculum support.
Literary Tasks
*Choose at least 1 task per standard that will support and scaffold learning for
the published product. Can be used in whole group, small group, and journal
responses.
LDC 4-5 Template Tasks
Unit 6
5.RI.1.3 (DOK 3) After reading ___________________, write a paragraph to
explain the relationship between the native animals or the environment and the
pipeline. Support your answer with text evidence.
5.RI.1.3 (DOK 3) Using a publishing program like Microsoft Publisher or Word,
create a brochure informing the reader about 3 to 4 benenfits or consequences of
drilling for oil in Alaska’s wilderness. Give your opinion as to whether or not the
U.S. should drill. Use facts and evidence to support your opinion.
5.RI.2.5 (DOK 4) Author’s use text structure to present information in various
ways. Looking at the overall structure of the articles, __________ and
___________ compare and contrast the structure of the information presented.
Discuss how the author uses the structure of the text to hel support their opinion.
5.RI.2.5 (DOK 4) Write an editorial explaining which text was more effective was
more effective in conveying events/ideas/concepts/information about drilling for
oil in Alaska. Provide specific evidence and reasons to support your thoughts.
5.RI.3.8 (DOK 4) After reading the article ____________ identify what
evidence/reasons the author uses to support the claim that the U.S. should (or
should not) drill for oil in Alaska’s wilderness. Choose a particular point that you
believe was more effective in supporting the author’s point of view. Write a one
paragraph summary identifying the point with reasoning and share with a partner.
5.RI.3.8 (DOK 4) After reading a teacher selected text, use a thinking
map/organizer to help you identify the author’s opinion and the evidence and
reasons the author uses in the text to support their point. Share with a partner in a
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Tools to measure text complexity (Vetting a text)
discussion.
*Students should interact with the suggested/optional texts multiple times to
master the three focus reading standards within this unit. PLC’s should
collaborate to determine the order of instruction and strategies that support
the learning goal.
Unit 7
5.RI.1.2 (DOK 3) Part 1: After reading a teacher selected text, use a graphic
organizer to identify important details from the story and then write a summary of
the text expressing the main ideas and key details.
5.SL.1.3 (DOK2) Part 2: Using their graphic organizer and summary, students will
partner up to practice orally sharing information to inform others. (i.e. Partner 1
will begin with a key detail from the text and explain how each detail is supported
by evidence from the text. Partner 2 will paraphrase Partner 1 response and add
additional details if needed. Partners will switch roles and continue to share
information.)
5.RI.1.2 (DOK 3) After reading ___________________, one can determine that the
main idea is: __________________ What details support this main idea? After
reading the remainder of the text, how does the main idea change? What details
support this main idea? Write a summary of how the main idea evolved. Use a
publishing program like Microsoft Word to publish work.
5.RI.1.2.(DOK 3) After reading a teacher selected text, use a graphic organizer to
help you determine at least two main ideas of the text. Use your graphic organizer
to list key details that support the main ideas, and then orally share the
information with a partner.
5.RI.1.3 (DOK 3) After reading a teacher selected text, write a response that
explains the interactions between either two or more individuals, events, ideas, or
concepts within the text. Share your response in a discussion using details from
the story to support your claim.
5.RI.2.5 (DOK 4) After reading at least 2 different teacher selected texts, use a
graphic organizer to show how the events/ideas/concepts/information differ
between texts. Use your graphic organizer to write a summary of your opinion
using examples from the texts to support your opinion.
*The tasks provided are a sampling, therefore additional tasks would be required
to ensure adequate practice and deepening of knowledge to ensure mastery of
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the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
5.RI.1.2 (DOK 3)
* Which sections help in determining the
author’s main ideas?
*What multiple ideas are conveyed in the
text?
* How might you summarize this text?
5.RI.1.3 (DOK 3)
5.RI.2.5 (DOK 4)
5.RI.3.8 (DOK 4)
*What is the relationship between __?
*What text structure does the author employ?
*What ideas justify the connection to __?
*How did the author explain/describe __?
*Describe the interaction between __?
*How does the structure of the text compare to __?
*What specific information does the author provide
to support the relationship __?
*What are the differences in how the author
structured the events, ideas, concepts, or
information? What examples from the text support
your comparison?
*What key ideas/details would be included in
a summarization and how does it work to
support the main idea?
*What type of evidence and reasons does
the author use to support the particular
points ___?
*What are the author’s main points? What
reasons and/or evidence does the author
provide to support these main points?
*Explain how the author uses reasons and
evidence to support the particular point __?
*Which text was more effective in explaining
events/ideas/concepts/information?
*How do these key details work together to
support __?
*Did text structure impact the effectiveness of the
text? What examples from the texts support your
opinion?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
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