2014-2015 Curriculum Blueprint
Grade:
5th
District Unit 8
Course: ELA
Flexible Time:
20 days
Lexile Band: 830L-1010L
Unit Overview
By the end of this unit, students will write an explanatory piece explaining how the narrator’s or speaker’s point of view influences how events are described in
text. Students will determine a theme of a story, drama, or poem using details from the text, or explain how the speaker in a poem reflects upon a topic in
order to summarize the text. They will describe how a narrator’s or speaker’s point of view influences how events are described.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will determine the point of view of a selected text and
 How can text details help determine the theme?
use key events and details to help determine the theme;
 How can a character’s response to challenges in the story help you to understand
interpret figurative language in text to deepen comprehension.
the theme of the story?
5.RL.1.1 Scale 5.RL.1.2 Scale 5.RL.2.4 Scale 5.RL.2.6 Scale
 What strategies can help me to determine the meaning of words and phrases in
the text I read?
Students will understand how to produce their own authentic
 How can a narrator’s or speaker’s point of view influence how events are
informative/explanatory essay using information and ideas
described in a text?
clearly.
5.W.1.2 Scale
Published Product
Focus Writing Standard
After reading student selected texts, students will write to
LAFS.5.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and
explain how the narrator’s or speaker’s point of view influences convey ideas and information clearly.
how events are described in the text (summarize text).
a. Introduce a topic clearly, provide a general observation and focus, and group related
Students will need to develop their writing using concrete
information logically; include formatting (e.g., headings), illustrations, and multimedia
details and examples.
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
Writing Rubric – Informative/Explanatory
information and examples related to the topic.
FSA Text-Based Writing and Scoring Implications
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Revised 2-20-15
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
LAFS.5.RL.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
•Quote accurately form text.
•Explain the quote explicitly.
•Use key details from text to explain.
•Use background knowledge and detail from the text to draw an inference.
4th: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
6th: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.5.RL.1.2 (DOK 3) 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.
•Determine the theme of a story, drama, or poem using details in the text.
•Summarize text.
•Explain how characters respond to challenges.
•Explain how the speaker reflects upon a topic.
•Summarize key ideas and details of a story, drama, or poem.
•Summarize how characters respond to challenges.
•Summarize how the speaker reflects upon a topic.
4th: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
6th: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions
or judgments.
LAFS.5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g.,
Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
Revised 2-20-15
LAFS.5.RL.2.6 (DOK 2) Describe how a narrator’s or speaker’s point of view influences how events are described.
•Define influences.
•Identify narrator’s or speaker’s point of view.
•Describe narrator’s or speakers point of view.
•Identify relevant events.
•Infer the characteristics of the narrator or speaker.
•Describe how the narrator’s point of view influences descriptions.
•Describe how the speaker’s point of view influences descriptions.
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
6th: Explain how an author develops the point of view of the narrator or speaker in a text.
Speaking and Listening Standards
LAFS.5.SL.1.1 (DOK 3) 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.
a. Come to discussions prepared, having read or studied required
material;
explicitly draw on that preparation and other information known
about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Language Standards
LAFS.5.L.3.5 (DOK 3) Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be
utilized (refer to Higher Order Questions to ensure deeper
comprehension)
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
Teach and Model
• A Land Remembered (Lexile 830)
5.RL.1.2 (DOK 3) After reading Blancaflor, students will participate in a collaborative
discussion to identify key details and determine the theme of the text. Students will
LAFS.5.L.3.6 (DOK 1) 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).
Revised 2-20-15
Apply with Close Reading
• Where the Mountain Meets the Moon (820L)
Wonders: Unit 2, Week 2, Literature Anthology pages 118-131
• Weslandia (900L)
Wonders: Unit 3, Week 2, Literature Anthology pages 198-211
• Blancaflor (870L)
Wonders: Unit 2, Week 4, Literature Anthology pages 156-169
Optional Texts (Poetry):
Mother to Son, by Langston Hughes
Dreams, by Langston Hughes
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.
Tools to measure text complexity (Vetting a text)
orally refer to dialogue/quotes/text evidence to support the theme when presenting
their response.
5.RL.1.2 (DOK 3) After reading Weslandia, students will choose a Thinking Map of their
choice to demonstrate their understanding of theme. Use the evidence from your map
to create a summary of the story.
5.RL.1.2 (DOK 3) After reading a teacher selected text, students will discuss with a
partner how the character in the story responds to challenges they encounter.
5.RL.2.4 (DOK 2) After reading When the Mountain Meets the Moon, identify the similes
and metaphors within the text. Have students collaborate and discuss meanings using
text evidence to support their findings.
5.RL.2.4 (DOK 2) After read a teacher selected text, students will work with partners to
identify the figurative language in the text. They will then discuss possible meanings
and write their responses.
5.RL.2.6 (DOK 2) After reading When the Mountain Meets the Moon, have students
work with a partner to identify where in the story the point of view changes to a firstperson point of view. Use specific details from the text to support your discussion.
5.RL.2.6 (DOK 2) After reading a piece of text, students will identify and describe the
speaker/narrator’s point of view using text evidence.
5.RL.3.9 (DOK 2) In Blancaflor and Survivaland, the characters encounter obstacles but
find reasons to persevere in the end. Compare and contrast how the texts approach
this similar topic of overcoming obstacles. In a short response, summarize the events
that helped shape the theme in both of the stories.
*The tasks provided are a sampling therefore additional tasks would be required to
ensure adequate practice and deepening of knowledge to ensure mastery of the focus
standards.
*Students should interact with the suggested/optional texts
multiple times to master the four focus reading standards within
this unit. PLC’s should collaborate to determine the order of
instruction and strategies that support the learning goal.
Revised 2-20-15
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.
RL.1.1 (DOK 2)



What does the author
mean when he/she says
______________?
What quote helped you to
determine the author’s
meaning?
What can you infer by
____________?
RL.1.2 (DOK 3)




RL. 2.4 (DOK 2)
Which
dialogue/quotes/sections help
in determining the theme of
the text to the readers?
What key ideas/details would
be included in a
summarization?
How is the theme of the story,
drama, poem shaped by
specific details from the text?
How does your analysis of the
character(s) contribute to the
theme of the text?



RL.2.6 (DOK 2)
How does the use of
figurative language help you
to visualize what the author
is saying?
How does the use of FL help
you to deepen your
comprehension?
Explain the literal meaning
of ______________?




Based on evidence from the
text, how would you describe
the narrator or speaker?
What is the narrator’s or
speaker’s point of view? How
do you know?
How does the
narrator’s/speaker’s point of
view influence the
descriptions/events/perceptions
of characters in the text?
Based on the text, how would
the story be different if another
character was telling the story?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Revised 2-20-15