Sample Instructional Module:
The following is a sample module intended to provide an example of possible instruction
for the Fresno Unified School District Scope and Sequence. Consider this a work in
progress. As a sample instructional plan, it should invite discussion and development. It
is not intended to be prescriptive, only suggestive. It may provide ideas and guidance.
The module can be adapted, modified, expanded, delivered as-is, or not used at all. It
simply provides an example of a shorter module of instruction which incorporates:
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Integration of interactive reading, writing, and speaking processes
Text dependent writing and speaking
Formative assessment opportunities
Additional instructional supports should be planned in addition to the activities contained
within this sample module. Some suggestions are included at the end of each task.
Others to consider include:
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Extension activities for advanced students
o Read more challenging text (suggestions are listed in text set resources)
o Participate in a Literature Circle
Explicit language instruction for English Language Learners
Designated time to address Reading Foundational Skills, including different levels
of support for Phonics and Word Recognition
Targeted instruction for grammar, conventions, and writing strategies.
The Big Idea:
Change is Inevitable
Enduring Understanding:
America and American people adapt and change over time
Sample Module Essential Question:
Why do people seek change?
Additional Possible Essential Questions:
 Why do people seek change?
 Is war necessary?
 Have Americans lived up to the ideals established in the Declaration of
Independence?
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Module Text Set
Resource
Text Title
The Declaration of
Independence
Vistas p. R26
The Declaration of
Independence (as read by
Max McLean)
“Defining and Debating
America’s Founding
Ideals”
Text retrieved from:
http://www.youtube.com/watch?v=4uEtqe0xsQ
Text retrieved from:
http://www.teachtci.com/programs/highschool/history-alive-textbook/pursuingamericanideals/HA_PursuingAmericanIdeals_HS_Sample
Chapter.pdf
The Colonists Rebel
Vistas Unit 4, Chapter 11, pp. 358-385
Paul Revere’s Ride
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Full length narrative poem in HM, Theme 3,
p. 258A
Excerpt of poem in Vistas, p. 330
Sally Ann Thunder Ann
Whirlwind
Text retrieved from:
Thomas Jefferson Song
Text retrieved from:
http://www.youtube.com/watch?v=0Y3Ki5Gsln
M
Thomas Jefferson Quotes:
 “The policy of the American government is to
leave its citizens free, neither restraining
them nor aiding them in their pursuits.”
 “When people fear the government, there is
tyranny. When government fears the people,
there is liberty.”
 “I tremble for my country when I reflect that
God is just; that his justice cannot sleep
forever.”
 “Educate and inform the whole mass of the
people. They are the only sure reliance for the
preservation of our liberty.”
http://americanfolklore.net/folklore/2010/08/s
ally_ann_thunder_ann_whirlwin.html
Purpose/Commentary
Scope and Sequence Anchor Text: As an important
American primary source document, this text
illustrates how change is inevitable when people who
hold common beliefs come together. (NOTE: For the
purposes contained in this module, students do not
need to closely read and comprehend the full
document, rather only the opening and closing.)
Scope and Sequence Related Text (Optional): An
video audio file to project as a possible alternative
when reading the Declaration of Independence
This free resource contains a chapter from the History
Alive; Pursuing American Ideals textbook. The text is
on pages 4-10. This chapter is from an older high
school textbook with a low 7th grade readability
(1050L). With support, students will be able to gather
important information for their report.
Scope and Sequence Anchor Text: Components of
this chapter illustrate how the colonists sought change
by questioning England’s control over their lives and
waging war for independence.
Scope and Sequence Related Text: These selections
describes Paul Revere’s ride and adds to the
conversation of why people seek change. Options
include using the selection in HM as a read aloud and
the excerpt in Vistas as the selection students will read
closely.
Teacher Selected Text: Text to use with optional task
to teach different dialect.
Optional: This song/video summarizes Thomas
Jefferson’s contributions as a founding father. It
contains several of his quotes that can engage
students in a conversation about why early Americans
sought change through rebellion.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Culminating Module Task:
Big Idea: Change is Inevitable
Enduring Understanding: America and the American People change over time
Essential Question: Why do people seek change?
Writing Task: Why do some people rebel in order to obtain change? After reading The Declaration of
Independence, “The Colonists Rebel,” and “Defining and Debating America’s Founding Ideals,” write a report to
a recent immigrant in which you describe the social, political, and economic reasons some Americans fought to
preserve their freedom. Give examples from all texts to support your discussion.
Module Standards of Focus
Standard:
Description:
Reading Literature 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
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.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing
on specific details in the text (e.g., how characters interact
Determine the meaning of words and phrases as they are used in a text, including figurative
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
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.
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
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.
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.)
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grade 5 on pages
Reading Literature 5.2
Reading Literature 5.3
Reading Literature 5.4
Reading Literature 5.5
Reading for Information 5.1
Reading for Information 5.2
Reading for Information 5.4
Reading for Information 5.5
Reading for Information 5.8
Reading for Information 5.10
Writing 5.2
Writing 5.4
Writing 5.5
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Writing 5.7
Writing 5.9a
Writing 5.10
Speaking and Listening 1 a-d
Speaking and Listening 4
Language 5.3
Language 5.4a
Language 5.5a-b
28 and 29.)
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text
[e.g., how characters interact]”).
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
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.
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.
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.
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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
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.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Launching the Module
Purpose: Activating students’ background knowledge, building schema, and preparing students to enter into content
through complex text, talk, and task.
Launching the module could include activities that address the following concepts:
 Getting Ready to Read
 Exploring Key Concepts
 Surveying The Text
 Making Predictions and Asking Questions
 Understanding Key Vocabulary
Task 1: Getting Ready to Read SL.1a-c
Purpose of task: One of the ways to prepare students to read the Declaration of Independence is by using a Give One,
Get One activity to activate their background knowledge of why people seek change. Students will record their own
ideas as well as share and record the ideas of others.
Materials: Give One Get One Student Handout (In appendix) and Learning Log (see glossary)
Instructional Notes:
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Option: Introduce unit 3 Big Idea and Enduring Understanding by connecting back to conversations you held in
unit 1 with regard to what it means to be American. Explain how you will be furthering these conversations in
unit 3 by exploring why early Americans sought and embraced change.
There are multiple ways to process this activity (more information is provided in the glossary). The goal is to
engage students in a discussion of the reasons they believe people seek change.
It could be beneficial to prompt by brainstorming a variety of change “types” (e.g., people change their clothes,
change schools, etc.).
Encourage students to consider the many reasons why people seek change. An option could include connecting
to New Years’ Resolutions (e.g., people resolve to change something, why?).
You may choose to gather all student materials in a Learning Log, more information on how you can use learning
logs as part of your daily instructional routine is in the glossary of strategies.
Formative Assessment Notes: This strategy assists the teacher in gathering information about students’ background
knowledge of the different reasons for change as well as their progress with Speaking & Listening standard 1(sample SL
rubric provided in glossary).
Meeting all Students’ Needs: Model or have two student volunteers demonstrate how to dialogue to obtain
information from one another.
Task 2: Getting Ready to Read W.10, SL.1a-c
Purpose of task: The following quick write is an opportunity for students to formulate their ideas thus far on the
topic of change. This informal writing to learn activity does not need to be collected or graded. Students can respond
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
to each other’s ideas and then can share some of the responses with the whole class and guide the discussion so
that students can see that there are different ideas that people can have on the topic. Quick writes offer a lowstakes opportunity for students to process their understanding of a topic or reading. Students can then keep their
low-stakes writing to consult later during their essay prewriting. (See glossary for more information). If using
Learning Logs, then students write their ideas directly following those they wrote during task 1.
Materials: Writing materials (e.g., notebook or Learning Log)
Instructional Notes:
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Teacher: “After hearing what the class thinks as to why people seek change, think about which of the ideas you
disagree with. Write about it and why you disagree. OR, think about which of the ideas you most agree with and
write about the reasons why.” (approximately 5-8 minutes)
Teacher: “When you have finished writing, exchange responses with your partner. Write a response to what your
partner wrote. You may agree or disagree, ask a question, or suggest additional ideas. When you have both
finished, I will a s k y o u t o share some of your joint responses with the whole class.”
Formative Assessment Notes: Take advantage of the formative assessment opportunity that quick writes offer. Walk
around the room as students write to get a sense of their understanding. Adjust your instruction according to what you
learn from your observations.
Meeting all Students’ Needs: If students have not done quick writes before, make sure they understand the objectives
of the activity before they begin. Pair students to ensure those who need more support discuss with a student who can
assist (e.g., translate into primary language). You may need to provide sentence frames for students who need language
scaffolds.
Task 3: Exploring Key Concepts
Purpose of task: Students will gain an understanding of the requirements for the culminating task to help focus their
attention on the information they will need to gather while completing the module.
Materials: Culminating Task Prompt (in appendix), rubric you will use to score (either Vistas pg. TR81 or sample in
appendix), and sample student writing (example Vistas pg. TR73)
Instructional Notes:
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Read the culminating task instructions out loud
Share examples of types of reports students will produce (either from past students or from professional
writers).
Identify or invite students to identify key features of examples.
Read and discuss rubric and RI5.4 to clarify expectations.
Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.
Formative Assessment Notes: This is not a scored task.
Meeting all Students’ Needs: When possible, provide beginning EL students with a translation of this task in their
primary language, or with primary language support for key terms.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Task 4: Exploring Key Concepts L.4
Purpose of task: This task may be combined with task 3. Students will develop a note-taking method for gathering the
information they will need to write their report (culminating task). Additionally, students will explore key concepts that
will be highlighted throughout the module.
Materials: Culminating Task Prompt (in appendix), Vistas page 327, Frayer Model (explained in glossary and sample
template in appendix)
Instructional Notes:
 Reread the culminating task prompt out loud
 Students quick jot about the Big Idea and Enduring Understanding. Students also quick jot about their beliefs as
well as their prior knowledge regarding reasons early Americans waged war against Great Britain.
 Reference Vistas textbook page 327 and explain to students that gathering information in an organizer such as
the one on page 327 will help them gather information to use when writing their report.
 Set up note-taking tool in Learning Log. Suggestion: if using a composition notebook for the Learning Logs, have
students turn to the end of the notebook and set aside 6 pages for collecting information. Label across the top
of side-by-side pages:
o SOCIAL reasons people rebel to obtain change,
o POLITICAL reasons people rebel to obtain change,
o ECONOMIC reasons people rebel to obtain change.
Throughout the module, as students identify reasons for each of these, they should write notes &/or direct
quotes on the corresponding note-taking page.
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Students work in groups of 3 to construct a Frayer Model of one of the 3 terms: Social, Political, and Economic.
Consider asking students to include drawings in each box.
Groups share out. OPTION: as a gallery walk
Students independently reconstruct a smaller version of each term in their Learning Logs.
Apply: refer students back to the Give One Get One they completed in Task 1. Have them label each statement
as either a social, political, economic reason. Poll the class/ gather data to determine which of the 3 was most
often stated in initial thoughts.
Consider closing by asking students to write fuzzy/clear statements to you. (explanation in glossary)
Formative Assessment Notes: Examine Learning Logs to determine if they captured key information. Circulate around
the room as they are discussing with a partner/groups. Note how well they are able to engage in a collaborative
discussions. If you choose to score Frayer Model, consider using an Effort/Achievement rubric tied to your criteria for
success (example of Effort/Achievement Rubric in appendix). The fuzzy/clear statements will help you determine what
additional teaching or scaffolding you may need.
Meeting all Students’ Needs: When possible, provide beginning EL students with a translation of this task in their
primary language, or with primary language support for key terms. You may need to use additional picture cues when
explaining each section of the Frayer Model. The Frayer Model itself is a scaffolding strategy.
Task 5: Surveying the Text W.10, SL.1b-c
Purpose of task: Surveying the text gives students an overview of The Declaration of Independence and how it is
organized and presented. Surveying also helps readers create a context for making predictions and generating questions
to guide their ongoing reading. The Declaration of Independence is a highly complex text requiring multiple rereads,
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
discussions, and support from the teacher in interpreting. Surveying the text gives students the opportunity to make
discoveries prior to reading.
Materials: The Declaration of Independence, Vistas pg. R26. OPTION, project a picture of the actual document
Instructional Notes:
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Explain to students that this is an important document for Americans. Some people refer to it as a “break-up
letter.” Remind students you will work together to read and analyze The Declaration of Independence, but first,
you just want examine its key features and structure.
Pose a series of questions to guide students through examining the key features and structure. Among the
various ways to process, consider asking students to respond silently in writing in Learning Logs first before
sharing orally with a partner. One way to process:
o Students listen to direction/question. Think. Respond in writing
o Students pair-share orally following agreed-upon rules for discussion. (Example routine in appendix)
Possible guiding questions:
o “Don’t read, just flip through the pages. Go backwards and forward a couple of times. What’s the first
thought that comes to your mind? Why do you think/feel this way?”
o “Look at the signatures at the end. What do you notice? Who do you think these people were? What
group, if any, do you think they belonged to?”
o “Look in the margins. What do you think the purpose of the blue writing is?”
o “Read the first sentence to yourself (It begins after the gold stripe with 3 stars). What do you think?”
OPTION – have students read blue interpretation rather than original.
o “Read the last sentence to yourself. What do you think?” OPTION – have students read blue
interpretation rather than original.
o “When we begin reading The Declaration of Independence, what will you need to be mindful of? What
strategies will you need to use to help you understand what you read?”
o “This first paragraph on R26 is not part of The Declaration of Independence. Read it (OPTION, teacher
reads aloud). Why do you think the writers of this textbook included this paragraph?”
o “Who is considered the author of The Declaration of Independence? What do you know about him?”
o “When was it first written? What does that make you think?”
Students do not need to have correct answers nor interpretations. The intent is to begin to determine context
and purpose prior to reading.
Formative Assessment Notes: Not a scored task. Observe and note surveying and reflecting behaviors.
Meeting all Students’ Needs: Make note of students who won’t engage/attempt to survey and possibly structure
differently for them in a small-group instructional setting. Their responses might include “it’s too hard, I don’t get it.”
Make note then make a plan how you can address during guided reading instruction or intervention.
OPTIONAL - Task 6: Making Predictions
Purpose of task: If you plan to have students read and process the entire document (The Declaration of Independence),
this task will help students engage their knowledge and experience prior to reading, set purposes for reading, and
anchor their thinking in the text. Students can become more aware of how they form predictions by providing evidence
from the text they have surveyed.
Materials: Anticipation Guide (in appendix), chart paper to create Tree Map (Thinking Map for categorizing)
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Instructional Notes:
 Read and explain directions and purpose
 Students independently complete Anticipation Guide Predicting the Meaning of the Declaration of Independence
 Students (in groups or pairs) collaborate to highlight key terms and phrases that indicate SOCIAL, POLITICAL, or
ECONOMIC reasons they might read about.
o EXAMPLE: student might say, “#1 states, The Declaration states the power to govern comes from the
people. So maybe a political reason people rebelled was they wanted to govern themselves.”
 Process whole-class. Possibly create a Tree Map to begin predicting SOCIAL, POLITICAL, or ECONOMIC reasons
they might read about.
o EXAMPLE: “______ shared, a political reason people rebelled was they wanted to govern themselves. So
we can predict we’ll read about this. Let’s list this as POWER TO GOVERN COMES FROM PEOPLE. When we
read, we’ll check to see if this prediction is correct.”
Formative Assessment Notes: You can use the opportunity to see how well students are able to take initial
information to make predictions. You may periodically want to have them quick jot (strategy in glossary) in Learning
Logs to record their observations and ask questions about what they are going to be reading.
Meeting All Students’ Needs: If students who need additional support are still experiencing difficulty making
observations about the text, and are using language frames, make sure they are given the opportunity to converse
with a strategically selected partner who can provide additional support. Once partners have shared, and students
have responded in learning logs, bring the class back together to record observations on the board or with a
document camera.
Task 7: Understanding Key Vocabulary RI.4, L.4
Purpose of task: Applying the “less-is-more” principle to vocabulary study, the selection of these 5 words is based not
only on their potential interference with comprehension, but also on their focus on some of the key concepts in The
Declaration of Independence. This approach also allows students to solidify their understanding of words throughout the
module in a non-threatening way as they move towards greater mastery. Students may use a variety of methods for
assessing their knowledge of vocabulary and generating definitions in student-friendly language. One such method is
outlined in the following activity.
Materials: Vocabulary Knowledge Rating and Vocabulary Knowledge Routine (graphic organizer in appendix and further
explanation in glossary)
Instructional Notes:
 Explain Vocabulary Knowledge Rating process to students
o The words listed in the Vocabulary Knowledge Rating are important to understanding The Declaration of
Independence. The chart will help you track whether these words are familiar. Review the list below and
note how well you understand each word’s meaning by marking the appropriate column:
1= I don’t know it at all.
2= I’ve seen it or heard it before.
3=I think I know what it means, but I could use a review.
4=I know it well, and I could easily teach it to the group.
o
There are additional columns on the chart that you will finish later.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
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Explicitly teach each of the terms following either the 6-step Vocabulary process or the Vocabulary Knowledge
Routine (explanation in glossary and graphic organizer in appendix).
OPTION: Students try to locate each of the terms in The Declaration of Independence and explain which of the
definitions they match. (Note, not all of the terms are explicitly stated in the document. Readers will need to
infer when closely reading in subsequent tasks).
After learning, students independently complete the last 2 columns of the Vocabulary Knowledge Rating
*Important Note: If you plan to process the entire document (The full Declaration of Independence), you should
consider adding these phrases to your study:
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Laws of Nature and of Nature's God. Patterns in Nature that are absolute and universal, and derive from
God.
Truths. Statements that describe conditions that are universally the case. In contrast to opinion, mere
belief, and speculation.
Created equal. Brought into being by God and sharing many of the same human qualities.
Unalienable Rights. Rights that cannot be taken away. Rights that are part of the nature of humanity.
Pursuit of Happiness. Activity aimed at well-being, fulfillment. Not merely pleasure seeking.
Consent of the governed. The government derives its power not by force but by agreement from the
citizens.
Absolute despotism. Authoritarian rule in which rulers can do, and will do, what they please.
Absolute Tyranny. Same as absolute despotism.
Formative Assessment Notes: The Vocabulary Knowledge Rating serves as an important tool for assessing student
understanding of key terms. If you are having students record their vocabulary notes in a learning log, you might note
how successfully they are able to record their understandings and examples of key terms in their own words. Also, you
may consider administering a Vocabulary Fill-In Quiz where students are given a word bank and asked to complete a
cloze-text (see glossary). Be sure to visit terms on an on-going basis throughout the module.
Meeting all Students’ Needs: While key terms have been pre-selected, make sure to have students note when they are
unsure of a word’s meaning. Students can then use context clues, or consult reference materials both in print and online to support their understanding. Vocabulary support for this selection is also provided in the Houghton Mifflin
English Learner Handbook.
Entering the Text Set - READING
Purpose: The reading process involves using the knowledge developed during pre-reading to understand the text
and to confirm, refine, or refute the predictions that the reader has made about the text. During the process, students
will gather information to address the culminating task.
This section of the module could include activities that address the following concepts:
 Reading for Understanding
 Considering the Structure of the Text
 Noticing Language
 Annotating and Questioning the Text
 Analyzing Stylistic Choices
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
 Summarizing and Responding
 Thinking Critically
 Reflecting on Reading
Task 8: Reading for Understanding RI.1
Purpose of task: The first reading provides a sense of the text and helps readers identify main ideas as well as evidence
to support their developing interpretations. (NOTE: For the purposes contained in this module, students will not closely
read and comprehend the full document, rather only the opening and closing. The students should have an
understanding of the purpose of the middle section, but it’s not necessary to fully process it.)
Materials: The Declaration of Independence, notebook or post-it notes (if using with Talk-to-Text strategy)
Instructional Notes:
 Teacher reads aloud the first – fifth paragraphs and the last two paragraphs, pausing at the end of each to allow
students to “Talk-to-Text” (either on post-its or in a Double-Entry Journal format – see glossary).
 Students take turns sharing with a partner what they think.
 Whole-class discussion. Ask, “Did your partner share an idea that caused you to think differently about a section
that was read?”
 Have students reflect by comparing today’s thoughts with their original thoughts when surveying the text (in
task 5)
 Quick write “Now what are you thinking about the reasons early Americans rebelled in order to obtain change?
What caused you to change your thoughts, or, what new information have you gathered?”
 Connect to 5 ideals: Equality, Rights, Liberty, Opportunity, and Democracy.
o “Jefferson set forth a vision of a new nation based on ideals. An ideal is a principal or standard of
perfection that we are always trying to achieve.”
o “Where in the Declaration of Independence can you find references to these ideals?” (Note: Not all ideals
are explicitly stated. Make note of what students are able to infer from this initial reading.)
Important Notes for OPTIONAL processing:

If you are reading the entire document, chunk by reading aloud one section at a time, pausing at the end of each
to allow students to “Talk-to-Text” (either on post-its or in a Double-Entry Journal format – see glossary). After
every 3rd or 4th paragraph, allow students to process orally, either with a partner or as a whole-class. This is not
the time to begin analyzing. This task is intended for them to question the text as a way to make meaning.
Formative Assessment Notes: Check for students’ understanding during class discussions. Monitor partner discussions
and responses for textual evidence to support their thinking. Consider incorporating a self-check rubric (in appendix).
Meeting all Students’ Needs: As a scaffold or during a re-teaching opportunity, read the accompanying interpretations
written in the margins. Consider using a more focused approach. E.g., The class should read small amounts of text—
sometimes only one sentence if it contains an important concept (unalienable right) or rule. The teacher reminds
students of definitions that were pre-taught. The teacher also defines easier concepts as portions of text are read. For
example, “The course of human events means history.”
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Task 9: Consider the Structure of Text RI.5, SL.1a-d
Purpose of task: This is an opportunity to model analyzing the writer’s approach to the text’s content and organization.
Materials: The Declaration of Independence, Post-its or strips of paper. OPTION: Video Lecture of 9 Key Concepts
(located in additional resources)
Instructional Notes:
 IF, you are processing the full document, then begin with step one. If you are only processing the beginning and
end, then skip to the “mini-lecture”
 Map the Organizational Structure (to process full document)
o
Place a strip/post-it on the page where the introduction ends. Is it after the first paragraph, or are
there several introductory paragraphs? Is it in the middle of a paragraph? How do you know that the
text has moved on from the introduction?
o
Place a strip/post-it on the page where the conclusion begins. Is it the last paragraph, or are there
several concluding paragraphs? How do you know that the text has reached the conclusion?
o
Discuss in groups or as a class why the strips/post-its were placed where they were.
*In this activity, thinking and reasoning about organizational structure is more important than agreeing on
where the strips/post-its should be placed. See appendix for more information about Teacher-Like
Conversation Skills Students Can Learn

Mini-Lecture (to process opening and closing of document)
NOTE – It will be helpful for you to watch and understand the key points referenced in the You Tube
Video: Understanding the Declaration of Independence 9 Key Concepts when developing this
mini-lecture for your students
o

“You’ll know more than 90% of Americans by understanding the first and last 200 words of the
Declaration of Independence”
o The Declaration of Independence is 1400 words in length and divided into 3 main sections.
- The middle section is roughly 1000 words and lists the King’s abuses
- The first section is 200 words and is very important – It’s the declaration of rights
- The final section is also 200 words and states the final declaration
o The last sentence is a pledge to God and to each other.”
Drawing Conclusions from Structure - Possible sentences to guide your discussion:
o “What do you think is the main argument? Is that argument explicit or implicit?”
o “How are the author’s arguments ordered? (Which arguments come first, in the middle, last?) What is
the effect of this on the reader?”
o “How has the structure of the text helped make the argument clear, convincing, and engaging?”
Formative Assessment Notes: Possibly determine a criteria by which you expect students to gather information during
the mini-lecture. Note taking is an important skill, one that needs to be explicitly taught. Observe students who can and
cannot summarize key points.
Meeting all Students’ Needs: Consideration for note taking during the lecture can include cloze note-taking tools or
partner developed notes. Students who need additional assistance may benefit from a mini lesson during small group
instruction.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Task 10: Annotating and Questioning the Text RI.1, RI.2, RI.8, SL.1
Purpose of task: Annotating a text enables readers to explore more deeply how a text works to inform or persuade its
readers.
Materials: The Declaration of Independence, Post-its or Learning Logs/notebooks
Instructional Notes:

The following approach is one way to structure annotation in a double-entry journal (see glossary).
o Ask students to label these possible elements in the left-hand margin:
 Issue or problem being addressed
 Author’s main arguments
 Author’s examples
o Note in the right-hand margin their reactions to what the author is saying.
 Personal connections that support or refute the author’s points
 Reflections on the quality of the evidence or examples
 Questions about the author’s ideas or assumptions
 Challenges to the author’s inferences or conclusions
o Finally, ask students to exchange their annotations and compare their labeling and responses in pairs,
trios or small groups. Use a structured discussion routine (see appendix).

One-Sentence Summarizing
o Assign each group of 3-4 students a different section for this activity. They write a one-sentence summary
of assigned section. Consider using a structure such as 4-2-1 Freewrite (in glossary).
o Explain “You may need to write a summary for each paragraph within your section before writing your
single sentence summary.”
o Groups will choose a spokesperson to present their one-sentence summaries while the class writes
them down.
o After each spokesperson presents, call on another student to provide a Peer Response to Summary (in
glossary).
Formative Assessment Notes: Multiple opportunities to assess note taking, summarizing, and discussion skills. Check
for students’ understanding during class discussions. Monitor partner discussions and responses for textual evidence to
support their thinking.
Meeting all Students’ Needs: Consider which students are able to complete the summaries and which students might
need additional support. You might choose to provide sentence stems for some of the questions to aid student
responses and pull small groups based upon need while others are completing the task independently.
Task 11: Analyzing Stylistic Choices RI.4, L.3, L.5
Purpose of task: Analyzing Stylistic Choices will help students see the choices Thomas Jefferson made to inform and
convince readers.
Materials: The Declaration of Independence, (in appendix)
Instructional Notes:
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module

This particular line of questioning is offered to help students see that the linguistic choices writers make create
certain effects for their readers. These questions are divided into two categories: words and sentences. You can
ask your students to discuss these questions as a class, in a small group, or as an individual in their Learning
Logs.
o
WORD LEVEL:
- “What words are intended to persuade people?
- How do these words affect your response to the text? Your response to Thomas Jefferson?
- Some scholars believe the most important word in the introduction is “necessary.” What are
the connotations of this word? Why did Thomas Jefferson choose this word over words such
as “preferable,” “defensible,” or “justifiable?”
- Which words or synonyms are repeated? Why?
- What figurative language does he use? What does it imply?
- Notice the words “America” and “England” are not used. Why do you think this is? What words
did Thomas Jefferson use instead?
- In what ways does the language help convey the identity and character of Thomas Jefferson?
What kind of person was he? How can you tell?
- The Declaration of Independence begins in an impersonal tone yet ends in more personal
terms. What words and phrases in the last paragraph indicate a personal declaration?
o

SENTENCE LEVEL:
- Thomas Jefferson wanted to clearly define America as a separate entity from Britain. What
phrases did he use to indicate this?
- What effects do the choices of sentence structure and length have on the reader? (Think of
readers during the time it was written. Look past the formal Elizabethan language.)
- To what extent has he used language that is purposefully crafted for the intended audience?”
- What do you notice about the last word of every sentence in the Preamble? (They are all
multi-syllabic words). What affect does this have on the reader?
Quick write – Have students respond in writing prior to sharing with a partner
o Had Thomas Jefferson not written The Declaration of Independence with persuasive language, would the
American Revolution taken place? Why or why not? What about the language of this document sparked
a revolution?
o
After you finish your quick write, take turns reading your response aloud to a partner. Give your
partner feedback on his or her quick write, such as whether or not you agree with your partner’s
position and what questions you have about his or her views.
Formative Assessment Notes: Depending on students’ level of understanding, you may gain insight into concepts you
need to develop in the future. You may be able to revisit a concept in subsequent lessons or during the revision phase of
the writing process.
Meeting all Students’ Needs: This is a highly complex task requiring pre-planning to scaffold for students who need
scaffolding. It may be necessary to adjust this task by developing 3-4 different lessons, of which you would teach during
small group instruction rather than whole-class.
Task 12: Summarizing and Responding RI.2, W.2, W.10
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Purpose of task: Summarizing is a powerful metacognitive skill that enables readers and writers to synthesize a text’s
meaning. It integrates the results of previous reading processes students have engaged in and helps them further
understand major ideas and the relationships among them.
Materials: Learning Logs, notes, summaries
Instructional Notes:

Some options for having students summarize a text are the following:
o Ask students to use the annotations from the left margins and/or the descriptive outlining
activity to construct a summary using their knowledge of the author’s structure of the text.
o
o

Ask your students to work in groups, each one summarizing a main part of the text, and then have the
entire class work together to create a coherent paragraph that summarizes all the main points of the
text.
Use GIST for teaching and reinforcing skills for summarizing (see glossary).
Responding gives students the opportunity to articulate their personal reactions to the text. Possible ways to
invite students to respond to the text are the following:
o
Ask students to revisit the reflections they made in the right margin when they annotated the text
and write a stamen in their Learning Logs based on their experiences and opinions.
o
Ask students to write open-ended questions that can be used as the basis for a class discussion.
o


If you used the Anticipation Guide in Task 6, then have students complete the 2nd handout, part 2
(in appendix)
Use a process to help students gather notes in Learning Logs of evidence for each of the reasons people rebel.
Ask students, “What evidence exists in The Declaration of Independence for:
o SOCIAL reasons people rebel to obtain change,
o POLITICAL reasons people rebel to obtain change,
o ECONOMIC reasons people rebel to obtain change. “
Enrichment: Thomas Jefferson song http://www.youtube.com/watch?v=0Y3Ki5GslnM
o Project the 4 quotes contained within video. Ask students, “Which of the quotes do you most agree
with? Why?”
- “The policy of the American government is to leave its citizens free, neither restraining them nor aiding
them in their pursuits.”
- “When people fear the government, there is tyranny. When government fears the people, there is
liberty.”
- “I tremble for my country when I reflect that God is just; that his justice cannot sleep forever.”
- “Educate and inform the whole mass of the people. They are the only sure reliance for the preservation of
our liberty.”
Formative Assessment Notes: If you choose to have students construct a Summary and Response, you can
collect the annotation and summary/response and grade them using a rubric (sample in appendix).
Meeting all Students’ Needs: While this survey is to be read aloud, for some of your EL students, it would also be
beneficial to provide additional clarification for some of the terminology, or provide primary language support, when
available. To help formatively assess which vocabulary is challenging for your students, have them annotate the survey
by circling terms they do not understand. This will help guide your vocabulary instruction based upon student need.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Task 13: Reading for Understanding (Related- Text #2) RI.1, RI.3, RI.7, RI.9
Purpose of task: The first reading provides a sense of the text and helps readers identify main ideas as well as evidence
to support their developing interpretations. In this lesson, students will learn about the five ideals, including where they
came from and why they are so important to Americans.
Materials: Declaration of Independence, Vistas p. R26), and note-taking tool (in appendix)
Instructional Notes (adapted from sample TCI lesson located online):
 Explain the purpose of this task. Tell students that in this lesson they will learn about the five ideals, including
where they came from and why they are so important to Americans. Post essential question that will guide this
task’s conversations: “Why are the founding ideals important?” Discuss, explain, or clarify the question as
appropriate.

Review the five ideals and their definitions (from Task 7): Explain that an ideal is different from an idea:
an idea can be just about anything that pops into one’s head, whereas an ideal is something truly
outstanding that one strives for.

Locate five ideals in Declaration of Independence. (Reference notes from Task 10)
o
Where in the document can you find references to each of the five founding ideals: equality, rights,
liberty, opportunity, and democracy?
o



Have students work in groups to complete the first 2 columns of the Guide to Reading Notes (in
appendix).
Significance of ideals
How they were defined in 1776
How they are debated today
Formative Assessment Notes:
Meeting all Students’ Needs:
Task 14: Annotating and Questioning the Text RI.1, RI.2, RI.7, RI.8, RI.9, SL.1
Purpose of task: Annotating a text enables readers to explore more deeply how a text works to inform or persuade its
readers.
Materials: “Defining and Debating America’s Founding Ideals” (online text resource), and note-taking tool (in appendix)
Instructional Notes:


Have students read Sections 1-7 of the Student Text and complete the corresponding Reading Notes (in
appendix). Use the Guide to Reading Notes to review the answers as a class. (Note: You might want to
assign the reading as a jig-saw)
Class Discussion
o View events in history of events that live up to ideals
o What events moved our nation away from ideals
o Whose voice is missing?
o What causes America to change? Transform?
Formative Assessment Notes:
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Meeting all Students’ Needs:
Task 15: Summarizing and Responding RI.2, W.2, W.10
Purpose of task: Summarizing is a powerful metacognitive skill that enables readers and writers to synthesize a text’s
meaning. It integrates the results of previous reading processes students have engaged in and helps them further
understand major ideas and the relationships among them.
This task has yet to be completed.
Purpose of task: Students will.
Materials: (in appendix)
Instructional Notes:
 What does it mean to be an American?
 What are your social, political, economic reasons?
 DEBATE:
o Which of the ideals does America stand for most? Least?
o Do you think Americans would fight and die for any of these ideals? If so, which ones?
o Which ones would you be willing to die for?
Formative Assessment Notes:
Meeting all Students’ Needs: Allow some students to respond nonverbally by choosing cards, pointing, or using short
phrases. Encourage more fluent students to speak in complete sentences.
Task 16: Reading for Understanding (Related- Text #3) RI.1, RI.5
Purpose of task: Students will process a chapter in the history textbook to determine causes of the American
Revolution.
Materials: The Colonists Rebel, Vistas Unit 4, Chapter 11, pp. 358-385
Instructional Notes:
 Review events leading up to the American War of Independence.
 This strategy will engage students in a conversation not only about the topic but also about the text features
within the text.
 Teachers may choose to provide language frames, such as the following, for scaffolds:
a. “The conclusion and other text features makes me think that we are going to learn…
b. “We might learn about…”
c. “I don’t think this chapter will be about…”
Possible Pre-Reading Tasks

Review information from Backwards Book Walk (For more information on the Backwards Book Walk Strategy
refer to the glossary of strategies, or go to the following url:
http://learn.tkschools.org/sgabrielse/ls/bbw/default.aspx
During Reading Tasks
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Possible sequence for reading
1. Decide how to chunk text for reading and instruction.
2. Have students read text independently. Provide students with procedure to annotate the text while they are
reading.
Some examples might include:

Using small sticky notes to mark pages where they have questions or need clarifications. EXAMPLE: “Talk-ToText” using starters such as:
o “I didn’t understand this part…”
o “I do not know the meaning of…”
o “The most important part…”
o “This reminds me of…”
o “I agree with the comment…”
o “I want to dispute the comment…”
 Overlay transparency on page and have students use dry erase markers to make notes.
 Provide students with reading journal where they can take notes and write questions as they are reading.
EXAMPLE : Double Entry Journal (Example in Appendix)
3. Teacher engages students in re-reading of text. Some possible formats for re-reading include:
 Choral reading (Teacher voicing in/out depending on level of scaffolds students need.)
 Teacher supporting through read aloud as students follow along.
 Partner Reading
*Due to the length of the selection, it will probably take a few days to read and process with the use of multiple
strategies
Possible After Reading Task: Students write to synthesize learning:
After reading independently, have students record any additional information they have gathered on their Learning Logs
about the causes and effects of the American Revolution.


http://www.homeofheroes.com/hallofheroes/1st_floor/birth/1bc6ab.html
o Show how the Declaration was a response to earlier events AND helped to spark later events.
o Explain the importance of the Declaration.
o “Class. The Declaration of Independence is one of the most important documents in American history—
indeed, in all of world history. How so?
Use a process to help students gather notes in Learning Logs of evidence for each of the reasons people rebel.
Ask students, “What evidence exists in The Declaration of Independence for:
o SOCIAL reasons people rebel to obtain change,
o POLITICAL reasons people rebel to obtain change,
o ECONOMIC reasons people rebel to obtain change. “
Formative Assessment Notes: You can use the opportunity to see how well students are able to take initial information
to make predictions. You may periodically want to have a quick jot (strategy in glossary) in students’ learning logs to
record their observations and ask questions about what they are going to be reading.
Meeting All Students’ Needs: If students who need additional support are still experiencing difficulty making
observations about the text, and are using the above language frames, make sure they are given the opportunity to
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
converse with a strategically selected partner who can provide additional support. Once partners have shared, and
students have responded in learning logs, bring the class back together to record observations on the board or with a
document camera.
Task 17: Reading For Understanding (Related Text #4) RL.2, RF.4b
Purpose of task: To determine why Paul Revere was so influential in encouraging change.
Materials: Paul Revere’s Ride (Full length narrative poem in appendix. Excerpt of poem in Vistas, p. 330)
Instructional Notes:
(1) Introduce the Poem
 Discuss historical background. Remind students about what they read in Vistas Chapter 11, The Colonists Rebel.
Possibly reread page 369 and discuss Paul Revere’s contribution to the Revolution. Have students summarize the
events of the night he rode.
 Preview the poem and set a purpose for reading. Read aloud the first four stanzas of the poem as students
listen.
- Point out and define words such as muster (“gathering together”) and grenadiers (“soldiers”).
- Explain that a poem that tells a story is called a narrative poem. Note that the speaker is reflecting on Paul
Revere’s ride as he retells a well-known story.
- Have partners read the rest of the poem to each other, nothing how the speaker describes Paul Revere and
his actions.
- Consider having students number the 13 stanzas to assist when referencing the text.
(2) Develop Comprehension
 Guide a discussion of the poem. Use text dependent questions as prompts (in appendix). Remind students to
support their responses with examples from the poem.
(3) Reflect
 Partners discuss how the speaker reflects upon Paul revere and his actions on the night of April 18, 1775.
 Discuss/describe how the speaker’s point of view has influenced the way in which people remember Paul
Revere.
 Students summarize the poem and explain how it shows that Paul Revere is a “change-agent.”
 OPTION – have partner’s assess and provide feedback and each other’s summaries (sample checklist in
appendix).
Formative Assessment Notes: Check for students’ understanding during class discussions. Monitor partner discussions
and responses for textual evidence to support their thinking.
Meeting all Students’ Needs: The ability to summarize is a skill that must be honed over time. Consider teaching
different ways to summarize. Students need to learn how to effectively determine which information to delete,
substitute, and keep. Also, during another portion of your literacy block, have students chose a part of the poem to
reread orally in small groups. Model fluent reading and coach students to read with accuracy and expression.
Task 18: Considering the Structure of Text Rl.2, RL.5, W.9a, SL.4b
Purpose of task: Analyze the structure of the poem
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Materials: Paul Revere’s Ride
Instructional Notes:
(1) Direct Instruction regarding narrative poetry structure
 Explain the structure of a poem. Point out that a stanza in a poem is a set of lines that a poet groups together.
Explain that:
o The length and even the shape of stanzas may vary within a poem, forming regular or random
patterns.
o Like paragraphs in a story or chapters in a book, each stanza in a poem usually focuses on one idea
or event. Stanzas build on the idea or events in the previous stanzas, and all the stanzas fit together
to create the structure of the poem.
o Practice Identifying Stanzas.
 Discuss narrative poems. Explain to students that this is a narrative poem.
o Explain that a narrative poem tells a story, so it includes characters, setting, and a plot.
o Reread the first two stanzas. Discuss the main character, the setting, and the problem.
 Review theme. Remind students of the following:
o The theme is the main message of a story or poem.
o The theme of a poem is often reveled by details, such as how the speaker reflects on the poem’s
topic or how a character responds to a challenge.
o Model identifying theme. Using the first two stanzas of “Paul Revere’s Ride,” model the skill.
Possible Think Aloud: “I can use details in the stanzas to help determine the theme. For example,
secret signals and the need for people to arm themselves suggested that here is danger ahead. Paul
Revere’s willingness to alert people in the middle of the night shows his bravery and determination.
These details begin to develop the poet’s theme of patriotism and courage.”
(2) Discuss the theme of the poem
 Read the rest of the poem together and discuss how the stanzas fit together to give the poem structure and to
develop the theme.
 Guiding Questions:
o An event is described in the fourth stanza. Why is this significant? (Paul Revere’s friend learns that the
British soldiers are marching to their boats. Now he knows to use two lanterns to signal Paul Revere that
the British are coming by sea.)
o How does the action in the seventh stanza build on the information in the first two stanzas? (Paul
Revere’s plan is described in the first two stanzas. In the fourth stanza, he waits impatiently until he can
put his plan into action.)
o What is the speaker’s view of Paul Revere? Give an example or quote from the poem to support your
answer. (Sample answer: Lines such as “A cry of defiance, and not of fear” show that he poet admires
Revere’s courage.)
o How does the eighth and last stanzas help to develop the theme? (They describe how the actions of a
brave patriot impacted historical events and have inspired Americans since then.)
(3) Apply
 Write a paragraph explaining how the stanzas build on one another to create a powerful image. Consider how
the speaker’s description of Paul Revere’s ride can help them determine the theme.
 ENRICHMENT OPTION: Have students share a poem orally. Explain that there is a long and honored tradition of
sharing poetry orally. Have partners work to memorize a stanza from the poem then present to the rest of the
class.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Formative Assessment Notes: Students’ thinking in the form of writing provides an opportunity for you to determine
the extent to which they understand the objectives as well as how they believe this poem contributes to the
conversation you are holding regarding change.
Meeting all Students’ Needs: If students have difficulty explaining how the stanzas fit together to provide structure of
the poem, have students list the details in each stanza that tell what Paul Revere is doing. Explain that the stanzas carry
the action like the chapters in a story. Since this task addresses several standards, you may need to review the standards
with your students and develop a criteria for success with them. The conversation you hold will help to provide clarity.
OPTIONAL Task 19: L.3b
Purpose of task: This task provides an opportunity for students to compare and contrast the varieties of English dialects
and registers used in poetry.
Materials: Sally Ann Thunder Ann Whirlwind (link), Paul Revere’s Ride, Declaration of Independence
Instructional Notes:
 Discuss varieties of English. Explain that people in different times and place use different forms of English when
they speak or write. Note that even today. English-speakers from different parts of the United State use a
variety of speech patterns and unique phrases to express themselves.
 Compare and contract English dialect. Display this dialogue from Sally Ann Thunder Ann Whirlwind
o “Sally, darlin’!” he cried. “I think my heart is bustin’! Want to be my wife?”
o “Oh, my stars and possum dogs, why not?” she said.
o Point out that this is an example of dialect, a language variation influenced by where and when a person
lived or lives. Tell students that these tall-tale characters are using dialect from the frontier in the 1800s.
o Demonstrate how a modern speaker might express the same idea by reading these lines:
o “Sally, darling!” he cried. “I think my heart is bursting! Will you marry me?”
o “Oh, my goodness, why not?” she said.
 Discuss register. Explain that certain social situations and types of writing call for using an appropriate register,
or style of language.
o Tell students that:
o They, themselves, often use an informal register to talk to friend and a formal one to speak to most
adults.
o Poets, scientists, and other groups use registers common to their professions to communicate ideas.

Compare and contrast registers and use of language.
o Revisit the work from Task #11. Direct students to Thomas Jefferson’s word-choice in the Declaration of
Independence. Explain that he used a formal register and speech patterns common to the time. Model
how to compare the wording used then to the wording we use today.
o Revisit the discussion you had in Task #18 about the descriptions and narrative structure in Paul Revere’s
Ride.
o “What are the similarities and differences of register between the texts?”
o “What are the similarities and differences with how authors write today? With how we speak today?”
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Formative Assessment Notes: Make note of students’ ability to describe different registers as well as ability to interpret
Meeting all Students’ Needs: If students have difficulty interpreting words, tell them the meanings of 3 words and have
them work in pairs to rewrite the sentences in which each word is contained. Graphic organizers such as a Venn
Diagram, Double Bubble Thinking Map, or Top Hat Organizer support students who may need additional structure when
noting similarities and differences. You may need explicitly teach a skill focus lesson (see appendix for lesson ideas).
Task 20: Reflecting on Your Reading W.10
Purpose of task: Reflection is an essential component in learning. Students benefit from discussing what they have
learned about how to read and sharing that information with the rest of the class. Reflecting on their own reading
process helps students consolidate what they have learned about being a thoughtful and active reader.
Materials: Learning Log
Instructional Notes:
The following questions may be used as the focus of a discussion or as the topic for a quickwrite:
• What have you learned from the information we have studied? What do you want to learn next?
• What reading strategies did you use or learn in this module? Which strategies will you use in reading other
texts? How will these strategies apply in other areas of study?
• In what ways has your ability to read and discuss texts improved?
Formative Assessment Notes: This is an opportunity for students to gather information about themselves. You may
consider keeping these reflections in a portfolio for students to reference during the next module of study; as way for
them to make note of how they improve throughout the year. This is also a “goal-setting” opportunity.
Meeting all Students’ Needs: Students should be encouraged to review their notes when reflecting on what they’ve
learned. If they have difficulty referencing their own notes, you may need to explicitly teach this skill during small-group
instruction.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Connect READING to WRITING
Purpose: Although the writing process can be divided into stages, writing, like reading, is essentially a recursive
process that continually revisits previous moments. Up until this point, students have been “writing to learn” by
using writing to take notes, make marginal notations, map the text, make predictions, and ask questions. Now
students are ready to build on the ongoing dialogue they have had with sources, peers, and teachers, producing
their own texts by using the words, ideas that have been raised in readings and class discussion. In this
transitional moment, their reading will inform, inspire, and guide their writing as they shift from being an
audience for the writing of others to addressing their own audience as writers themselves.
This section of the module could include activities that address the following concepts:
 Considering the Writing Task
 Determining a Focus
 Gathering Information
 Getting Ready to Write
Task 21: Considering the Writing Task W.4 W.5
Purpose of task: You introduced the Culminating Task in Tasks 3-4. The purpose of this task is to analyze the purpose for
writing.
Materials: Culminating Task Prompt (in appendix)
Instructional Notes:
 Assign the Culminating Task writing assignment, and have students read through the task on their own.
 Have the students read the prompt several times. They should underline key words and discuss initial
information they will use in their report.
 Since they have already read all the texts and taken notes, they should already be forming some ideas about
what to include.
 Review expectations of what report will include define the nature of the support they should provide. Remind
students that reports will include:
o SOCIAL reasons people rebel to obtain change,
o POLITICAL reasons people rebel to obtain change,
o ECONOMIC reasons people rebel to obtain change.
 Help students recognize how the purpose of the assignment will affect the type of writing they will do. Have
your students look for information in the assignment about the audience for their writing. Here are some
questions to help them consider this issue:
o
o
o

What genre is this? What are the reader expectations for this genre?
What format will this have? What organizational structure will you use to organize ideas logically?
What is your purpose for writing?
Answer any questions that may come up.
Task 22: Determine a Focus and Gather Information RI.7, W.5, W.7, W.8, W.9, SL.1
Purpose of task: Formulate an introduction and gather evidence from texts to support the information presented. The
writing assignment frames the reading in a new way.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Materials: Culminating Task Prompt (in appendix), Learning Log notes
Instructional Notes:
 Explain – A research report is a nonfiction composition that uses facts gathered from several sources of
information to tell about a topic. One way to plan a research report is to make an outline.
 Parts of prewriting:
o Brainstorm ideas for report
o Write introductory statement
o Record important details (e.g., on note cards)
o Organize details into an outline that will guide the writing of the report
o Check that details support the thesis
 Possible guiding questions for students to process in groups:
o
o
o
What is your tentative introduction?
What support have you found for your topic? (Why did early Americans seek change?)
What evidence have you found for this support (e.g., facts, definitions, concrete details, quotations,
or other information and examples)?
o
How much background information do your readers need to understand your topic? (Remember
to include why the five ideals contained within the Declaration of Independence are important to
Americans.)
 Gather information to support topic
o
Students can select evidence by returning to the readings, their notes, their summaries, their
annotations, their descriptive outlining, and other responses in order to highlight information
they may use to support their topic
o
Develop and teach a format for organizing information they will use
 Reflection – Provide an opportunity for students to evaluate the support they have chosen
o
How closely does this piece of information relate to the fact it is supposed to support?
o
Is this piece of information a fact or an opinion? Is it an example?
o
o
o
If it is an opinion, what makes the opinion credible?
What makes this information important?
How well will the information suit the audience and the purpose of the report?
Meeting all Students’ Needs: If students do not know how to organize information, you may need to teach an outlining
strategy. The sample prompt indicated to students that you would be writing a report too, so you can use this as an
opportunity to model your own thinking while you proceed with writing alongside them.
When students work in groups, encourage them to share answers, and add information to each answer as they hear
good ideas, phrasing, and modifications to what they came up with before.
Task 23: Getting Ready to Write W.5, W.10
Purpose of task: Students now need to add relevant ideas and observations from their own experience to the
information they have gathered.
Materials: Possible graphic organizers depending on activity you design
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Instructional Notes:



After responding to readings, collecting notes, and adding observations, students are now prepared to extend
their thinking and develop content. As they take notes at this point, students will have written words and
sentences they can use in their first draft.
To help students generate this information, you might want to introduce a variety of traditional prewriting
activities:
o Brainstorming
o Freewriting
o Informal outlines
o Clustering/Mapping
o Quickwrites
See Appendix for more information on Prewriting Strategies.
Have students collaborate with partners to generate working titles and subheadings and write about how these
relate to message and purpose
WRITING
Purpose: Thinking of writing invites students to consider the importance of audience and purpose to affect readers in
particular ways. As students begin to compose a first draft, they are about to make an active contribution to the
conversation among voices and texts with which they have been interacting. At this stage, writing is generally
“reading-based” in that it synthesizes the viewpoints and information of various sources to help the writer establish
his or her position in the ongoing conversation.
This section of the module could include activities that address the following concepts:








Composing a Draft
Considering Structure
Using the Words of Others (and Avoiding Plagiarism)
Negotiating Voices
Revising
Considering Stylistic Choices
Editing the Draft
Responding to Feedback
 Reflecting on Your Writing Process
Task 24: Draft W.1, W.2, W.4, W.9, W.10
Purpose of task: While students will want to keep their audience in mind throughout the writing process, because
thinking about audience is a guide to effective writing, the first draft is generally “writer-based” and discovery- oriented
in that it serves to help the writer think through the information and choose a focus. The first draft is often where
students find out what they really think about a particular issue or topic.
Materials: Writing supplies
Instructional Notes:
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module

Prompt: Compose a draft: Write what you would like to include in your report. You do not necessarily have to
start at the beginning with the introduction, although you may. Your goal here is to write down on paper, in
complete sentences, your information
Task 25: Consider Structure W.2a-d, W.7, W.9, L.2d
Purpose of task: No rigid formula will cover all of the writing that students may be asked to do, but almost all
writing has a beginning, middle, and end. Formulaic essay structures such as the five-paragraph essay may be
appropriate for some tasks, but students need to learn that most writing in the real world, and even in the
university, does not take this form.
Materials: Writing supplies, pre writing notes
Instructional Notes:
The following sections are traditional parts of an essay and provide considerations that writers may want to take into
account when organizing their texts. The number of paragraphs in an essay depends upon the nature and complexity of
your topic.
The Beginning or Introduction




Directs readers’ attention to the topic the writing addresses
Establishes the importance of the topic
Provides background information that the audience may need
Introduces the thesis or purpose of the writing in order to suggest how the piece will be developed
The Middle or Body





Explains, illustrates, and develops the topic
Contains as many paragraphs as are necessary to develop the ideas
May have sections and subheads in some types of writing
Contains several examples to develop the topic
Often quotes, paraphrases, or summarizes other texts in support of the purpose of the writing
The Conclusion



Connects the writing to some larger idea
Points the reader to next steps or new questions raised by the writing
Explains the implications of the major point of the writing
Works Cited (Bibliography)

Presents all the sources used, arranged alphabetically.
Final Product
The final product should reflect the following points. Read and discuss them in class or in small groups as you are
getting ready to revise your essay:
• Most body paragraphs consist of a topic sentence (or an implied topic sentence) and concrete details
to support that topic sentence.
• Body paragraphs give evidence in the form of examples, illustrations, and quotes.
• The number of paragraphs is dependent on the topic and the evidence presented.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
• The thesis dictates and focuses the content of the essay.
Task 26: Using the Words of Others RI.1, W.2b, W.8, W.9
Purpose of task: Learning to cite accurately and determining how best to incorporate the words and ideas of
others are essential for students to establish their own style.
Materials: Writing supplies
Instructional Notes (source: CSU ERWC Assignment Template):
“One of the most important features of academic writing is the use of words and ideas from written sources to
support the writer’s own points. There are essentially three ways to incorporate words and ideas from sources, as
shown below:

Direct quotation: Jeremy Rifkin says, “Studies on pigs’ social behavior funded by McDonald’s at Purdue
University, for example, have found that they crave affection and are easily depressed if isolated or denied
playtime with each other” (15).

Paraphrase: In “A Change of Heart about Animals,” Jeremy Rifkin notes that McDonald’s has funded studies
on pigs that show that they need affection and playtime with one another (15).

Summary: In “A Change of Heart about Animals,” Jeremy Rifkin cites study after study to show that animals
and humans are more alike than we think. He shows that animals feel emotions, reason, make and use tools,
learn and use language, and mourn their dead. One study even shows that pigs need affection and playtime
with one another and enjoy playing with toys (15).
Meeting all Students’ Needs: Students need practice choosing passages to quote, leading into quotations, and
responding to them so that they are well integrated into their own text. Paraphrasing passages, which some
students avoid because it requires an even greater understanding of the material to put it in their own words, is
another important skill in academic writing. Students can practice these skills by choosing quotations, paraphrasing
them, and then discussing whether they agree or disagree and why. This can be done in a pair or group activity in
which students choose quotations and then help each other paraphrase them” (22).
EDITING & REVISING
Purpose: Many students don’t differentiate between revising, editing, and proofreading. They need to be taught the
difference as well as the importance.
Revision involves analyzing the global level and paragraph level organization of the document, and making changes to
your draft on a global, paragraph, and sentence level to ensure that:
 The document addresses its purpose
 The structure of the document is logical and supports the topic clearly
Editing involves looking at each sentence carefully, and making sure that it’s well designed and serves it purpose
Proofreading involves checking for grammatical and punctuation errors, spelling mistakes, etc. Proofing is the final
stage of the writing process
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Task 27: Revising W.2d, W.4, W.5, L.3, L.5c, L.6
Purpose of task: Help students understand that revision is a strategic, selective process; what writers choose to revise
depends on the ultimate purpose of their writing. During this step, it may be necessary to conduct mini-lessons to
teach/review language standards of focus.
Materials: Writing supplies
Instructional Notes:
 Develop a process students can use to analyze their rough draft.
 They need to either self-assess or have a peer assess the writing based on the purpose, the message, the needs
of the audience, and the writer’s style. Possible questions to support an analysis:
o Who is my audience, and what is my topic/ central idea.
o What type of information and examples does this audience value most highly?
o What are the most important facts? Are these in a logical order?

Writers can make stylistic choices in order to enhance the clarity of their writing and make connections with
readers. Students can consider the effectiveness of their stylistic choices by responding to the following
questions:
o How will the language you have used affect your reader’s response?
o Which words or synonyms have you repeated? Why?
o What figurative language have you used? Why did you use it?
o What effects will your choices of sentence structure and length have on the reader?
o In what ways does your language help convey your identity and character as a writer?
o Is your language appropriate for your intended audience?
Meeting all Students’ Needs: You can stimulate effective conversations about student writing by scaffolding revision
workshops that target specific concepts for revision (i.e., paragraphing, effective introduction strategies, or signposts for
logic, etc.). Demonstrate moves good writers engage in during revision, invite students into discussions about writing
that develop revision vocabulary and revision reading skills.
Task 28: Editing & Proofreading W.5, L.1c-d, L.2b, c-d, L.3, SL.4
Purpose of task: While the first draft of an essay is generally writer-based, as writers revise, they create writing that has
the reader in mind, writing that is, in other words, more reader-based. At this point, they will need to address surface
level issues such as grammar and usage errors, sentence clarity, sentence variety, word choice, and various other stylistic
features.
Materials: Writing supplies, Editing Checklist (in appendix)
Instructional Notes:
 Students benefit from instruction that targets particular constructions and asks them to make observations
about those constructions. Identifying and practicing these constructions and conventions constitutes a major
part of an individual’s editing knowledge.
 As you have worked through this module with your students, you have probably also been assigning grammar
and spelling activities. Now students must apply their grammar and usage knowledge to their own writing.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module

Consider using an Editing Checklist (in appendix) for peer work, individual work, or conferences with you. Using
these guidelines as the focus of the task of editing will give your students a consistent checklist for each writing
task.
Task 29: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.5
Purpose of task: “Students need feedback on their writing. Some of this can be from peers during the revision stage, but
instructor feedback is essential. Although responding to drafts and conferencing with students is undoubtedly time
consuming, it is important to intervene in the writing process at the most useful points and to make comments that are
well targeted to both the assignment’s demands as well as to the student’s needs and language development processes”
(CSU, 27)
Materials: Writing supplies
Instructional Notes:

The most valuable point for students to receive feedback is before they revise and edit, so they can actively
apply what they learn from your response to the next draft. One particularly effective time for instructor
response is after students have produced their first revised, “reader-based” draft. Students can then use
instructor feedback to revise and improve the final draft they will submit for a final grade. As students see
their own writing evolve, an improved grade can serve as additional motivation for them to put sustained
effort into revisions.

Below are some common ways to respond:

o
Annotate the paper, focusing on the 2-3 most important aspects or features of the text (so as not to
overwhelm students with too much feedback at once), and make a summary comment at the end that
supports the annotations in the body of the paper.
o
Meet one-on-one with each student and review the strengths and weaknesses of the paper. In this
situation, you and your students might each keep an index card to track the kinds of changes being
made on each paper over time.
Minimal Marking: A more minimalist response can address global concerns by answering the two questions
below and underlining a few targeted errors.
• What is the best thing about this draft?
• What is the biggest overall difficulty with this draft, and how could it be improved?
Local concerns can then be addressed by underlining errors and having students attempt to identify and
correct them. For students with few errors, you might underline all of them. For students with many errors,
you might identify a particular type of problem that is causing the most confusion or distraction and
underline only that pattern of error. In other words, the t e a c h e r might write something like “I am
underlining sentence fragments. Please try to correct them. If you have questions, please ask.” Then
underline fragments throughout the paper. Some teachers simply put a checkmark in the margins to
indicate that there is a problem in a particular line.
Meeting all Students’ Needs: Most teachers make a distinction between “global” issues, such as thesis, focus, and
arguments, and “local” issues, such as grammatical and usage errors. While all students need both global and local
responses, English learners will benefit from more frequent and extended opportunities to receive and respond to
feedback. English learners may also benefit from instructor response to specific aspects of the English language—for
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
example, particularly difficult or idiosyncratic grammatical forms that English learners are still in the process of
acquiring.
Task 30: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.5
Purpose of task: When students get their papers back with feedback, ask that they consider all of the feedback they got
from various peers, instructors, and others and make decisions about what changes they are going to implement.
Materials: Writing supplies
Instructional Notes:
 Some questions for them include the following:
o
o
o
o
o
o
o
What are the main concerns your readers had in reading your draft?
Do all of the readers agree?
What changes should you consider (thesis, references, organization)?
What do you need to add?
What do you need to delete?
What sentence-level and stylistic problems do you need to correct?
What kinds of grammatical and usage errors do you have? How can you correct them?
It is useful for instructors to model this revision process with a sample paper. When students can observe and
collaboratively participate in how to move from feedback to revision, they are better able to internalize the
moves proficient writers make in revision and subsequently engage in these moves independently.
Task 31: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.10
Purpose of task: “Reflection is an essential component in learning. Students benefit from discussing what they have
learned about how to write and sharing that information with the rest of the class. This activity supports shared
understanding of key terms, important moments and moves in developing writing, and generalizations that organize
students’ approaches to writing. Reflection allows students to articulate their attitudes and assumptions about literacy
and the role it plays in their developing academic identities.
You may want to direct reflection by asking some of the following questions:
- What have you learned about your writing process?
- What were some of the most important decisions you made as you wrote this text?
- How did “writing about your writing” influence the way you developed your text?
- In what ways have you become a better writer?” (CSU, 29)
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Glossary of Strategies
4-2-1 Freewrite (The Core Six, pages 54-55)
This strategy is a collaborative summarization strategy and gives students a frame to follow
when they write.
STEP 1: After students read, they generate the four most important ideas from the text.
STEP 2: Students work in partners to share their ideas and agree on the two most important
ideas from their list.
STEP 3: Partners pair up into groups of four. Each group then works to come to consensus
on the most important idea.
STEP 4: Students spend the next three to five minutes free writing about the big idea.
Students are asked to be specific and write as if they were explaining the big idea
and topic to someone who didn’t know anything about the topic. Students must not
stop writing until time is up.
STEP 5: Students return to their groups, listen to each other’s responses and then participate
in a class discussion.
6-Step Vocabulary (Classroom Instruction that Works pages 128-129)
A five step process for teaching new terms and phrases. The instructional sequence allows for
multiple exposures to the new term or phrase in multiple ways. :
STEP 1: Present students with a brief explanation or description of the new term or phrase.
STEP 2: Present students with a non-linguistic representation of the new term or phrase.
STEP 3: Ask students to generate their own explanations or descriptions of the term or
phrase.
STEP 4: Ask students to create their own non-linguistic representation of the new term or
phrase.
STEP 5: Periodically ask students to review the accuracy of their explanations and
representations.
Anticipation Reaction Guide (Skillful Teacher Workshop Activator): Anticipation guides can
look different to serve different purposes. They are especially effective in small groups, which allow for
quick work reading the questions, comments, or directions and then responding and coming together
again to exchange and discuss ideas. This process allows time for students to activate their prior
knowledge and identify their biases. Students are given a series of true/false or agree/disagree
statements related to the topic and are asked to take a stand on each based on anything they know
or values they hold. The idea is to get students to place their stake in the ground prior to learning
and then to revisit and verify or modify their choices at the end of the lesson. Students’ answers
prior to learning can also surface misconceptions and assist in guiding instruction. The
anticipation reaction guide can serve as an activator and summarizer. At the conclusion of the
lesson, students revisit the statements. After students have had an opportunity to verify or
modify their answers independently, teachers facilitate a discussion and provide the correct
answers. An example is available through the URL here:
http://www.youtube.com/watch?v=s7ztfDG5fec
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Backwards Book Walk: For more information on this strategy, please visit the following URL:
http://learn.tkschools.org/sgabrielse/ls/bbw/default.aspx
The purpose of this strategy is to familiarize students with a non-fiction text before they begin to
read it independently. It begins with the conclusion, so students understand the overall meaning
of the text (book or chapter) before looking at the bits and pieces. After reading the conclusion,
the students continue in a backwards manner, reading headings, captions and keywords. This
provides students with an introduction to important vocabulary so they will better comprehend
the text information. After the entire chapter has been received, students are asked to guess the
title of the text. Allow quiet thinking time and then have students share thoughts with their
partners, then randomly call on students to share with the class. This activity reverses the
process of the typical picture or text walk, motivating students through the novelty of something
new while demonstrating a technique for pre-reading a non-fiction text.
Chunking. Proficient readers monitor their comprehension and often “chunk” their reading—
break it up into smaller units—to help them understand what they are reading. Chunking can be
used with complex sentences or with longer passages, depending on the reader’s needs. Such
divisions will vary from person to person. See Schoenbach et al. and Burke for examples of
classroom uses.
Cloze Sentences/Text -- Used to teach and review content vocabulary in context. PROCESS:




Teacher chooses a sentence that has a strong contextual support for the vocabulary focus
word
Possible replacement words are brainstormed
Teacher assists students in choosing correct word
EX: During a ____________ a group of people tries to overthrow an existing
government of social system. (revolution)
Double Entry Journal - ask students to respond to what they have read through differing lenses.
The more common of the two lenses chosen is that of a detail from the reading and the reader’s
personal reaction to the detail. The notes are often taken in two-columns with related items on
either side of the dividing line. Double Entry Journals can guide students to make personal
connections to text and to relate what they are reading to what they already know. They can also
direct students toward making inferences and drawing conclusion from their reading based on a
trigger statement that can be documented alongside the inference.
Adaptations:
The headings can be adjusted not only for topics, but also in number. They could include:
vocabulary term, definition, context from text, personal connection. Teachers can choose the
heading based on the objectives of the lesson and the passage type.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Frayer Model: Students define the key concept, describe its attributes, compare and contrast it to
other related concepts, provide examples of it, and explain why the examples are appropriate.
Using this model, the students can distinguish between examples and non-examples (Frayer,
Frederick, and Klausmeier). The graphic organizer helps students to learn new vocabulary by not
only defining the term in their own words, but contextualizing it through authentic examples and
visual representation.
OPTION – Classroom integration using the Gallery Walk
 PREP: Identify and list the essential vocabulary for the unit. Working in groups of
3-4 student, assign each team ONE term.
 MINI LESSON: Introduce the Frayer Model by modeling the strategy. Establish
expectations for student learning product using a rubric or checklist.
 GROUP WORK: Facilitate student learning by conferencing with each group and
using probing questions to help students think through their reasoning.
 STATUS of THE CLASS: Assign one student in the group as the 'presenter'. The
other team members will circulate the room to other groups to learn about their
term. Use a 2 minute timer to keep the activity on pace
Additional ideas for implementing: http://www.readingeducator.com/strategies/frayer.htm ,
http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm
Fuzzy/Clear. Using index cards or half sheets of paper, students record something from the
day’s lesson that is still “fuzzy” or confusing to them on one side of the paper and something
else that is now clear to them on the other side. Teachers can then address “fuzzy” content in
a subsequent lesson or small-group instruction.
Give One, Get One – In this whole-class activity, students have a task – to give and to get
information. They walk around the classroom and randomly select partners with whom to share
information and get new information about an assigned topic. INSTRUCTIONS: Before
beginning, give students quiet time to consider what they know about a particular topic, and to
record a number of possible responses (sketches, words, phrases, or sentences) on a sheet
designed for that purpose.
1. Pose a question that is open-ended enough to generate a range of responses or provide a
worksheet with multiple questions to discuss and respond to.
2. Point out the resources (charts, articles, books, etc.) available to help students generate
ideas or find responses. Then allow a couple of minutes for students to record their ideas.
3. Provide a set amount of time (about 6 -8 minutes) to get up and find a classmate with
whom to share ideas.
4. Partners ask for clarification about any detail not understood, comment on anything of
interest, then select one idea from the other’s list and add it to their own, with their
partner’s name next to it.
5. When one exchange is completed, students move on to a new partner.
6. At the end of the exchange period, the teacher facilitates a class debriefing of ideas. A
volunteer is asked to share one new idea from a conversation partner, utilizing the
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
language structure of reporting, such as:
 I learned from _____ that _____.
 I found out from _____ that _____.
 _____ said (mentioned) that _____.
 My partner, _____ told me (said that) _____.
7. The students whose idea has just been reported shares the next idea gleaned from another
conversation partner, and the process continues.
G.I.S.T (Generating Interactions between Schema and Text, Cunningham et. al, 1982)
Involving five major steps, this strategy is an excellent way to show students how to write a
summary: (1) read the passage or chapter; (2) circle or list the important words, phrases, and
ideas; (3) put the reading material aside; (4) use the important words, phrases, and ideas to
generate summary sentences; and (5) add a topic sentence.
Learning Logs (adapted from The Core Six, pages 53-54)
An active response journal that infuses writing into the daily instructional routine. Learning logs
can give teachers insight to students’ knowledge and feelings. Students should write in their
learning logs at least once per day. Learning logs are not graded, but at least one entry should
receive feedback, at least once per week. After students have had an opportunity to write,
provide them with time to share with a partner or small group and then move to whole class
discussion. During the class discussion, record students’ ideas and explore them further.
Take advantage of the formative assessment opportunity that Learning Logs offer. Walk round
the room as students write in their Learning Logs and as they work in groups/with partners to get
a sense of their understanding. Adjust your instruction according to what you learn from your
observations.
Possibly offer questions for students to respond to:
 What was one important thing you learned today?
 What helped you learn in today’s lesson?
 What puzzled you?
 What did you enjoy, hate, accomplish in class today?
 How did you learn from the discussion or lesson?
 How would you rate your performance in class? Explain your answer.
Peer Response to Summary. The Peer Response to Summary asks students to identify and
evaluate required elements in a partner’s summary, thereby providing students with an
opportunity to apply their knowledge of this genre while receiving feedback on their own
writing.
Quick Jots (Janiel Wagstaff Quick Start to Writing Workshop Success. Scholastic, 2011.)
Very brief, informal opportunities to think and record a few thoughts or notes about classroom
happenings or anything under study. Like other quick, informal writing opportunities, Quick
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Jots build students’ confidence, fluency and skill as writers. Quick Jots keep students engaged in
learning since taking a moment to jot a few words, phrases or sentences requires “every pupil
response.” Quick Jots can be used to activate prior knowledge, build knowledge or solidify
knowledge; just as they are useful to build/solidify opinions/arguments.
Quick-Write - Pre-reading or pre-writing focus activity. Students are asked to respond to a
question or prompt in writing for 5 minutes. Emphasis is on getting thoughts and ideas on paper.
Grammar, spelling, style are not important. If students get stuck they can repeat phrases over and
over until a new idea comes to mind. (Assessment strategy) Student writes for 2-3 minutes
about what he heard from a lecture or explanation/read/learned. Could be an open-ended
question from teacher. The quick write can be endlessly modified.
Talk-To-Text- is a means to capture a reader’s thoughts as they interact with the text. As the
student reads he/she writes connections, predictions, summaries, visualizations, or questions
alongside the text. These documented thoughts can then be added to the based upon thoughts
gained by peers or through class discussions.
*Students will be more expressive in their Talk-to-the-Texts when a scaffolding process is used
such as using small sticky notes to mark pages where they have questions or need clarifications.
EXAMPLE: “Talk-To-Text” using starters such as:






“I didn’t understand this part…”
“I do not know the meaning of…”
“The most important part…”
“This reminds me of…”
“I agree with the comment…”
“I want to dispute the comment…
Talk-to-the-Text is a great means get students to interact with text, rather than simply read the
words. This is a valuable tool when students need to be able to apply the knowledge gained from
the reading. By documenting their thoughts, they will be able to make the connections necessary
for applying the newly learned concepts. It is recommended that the Talk-to-the-Text process be
explicated modeled by the teacher and that students area asked to focus their initial Talk-to-theTexts on one area such as questioning while becoming familiar with the process.
Vocabulary Knowledge Rating – A process through which students initially self- rate their
understanding of target vocabulary (I don’t know it, I’ve seen it before, I think I know, I know it
well and it means…), study through an explicit process, then re-rate themselves. The purpose of
the process is:




To provide an advanced organizer of the target words
To provide students with an active & accountable role
To activate related knowledge and experiences
To get students poised to learn new words
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module

To clarify an confusion with homophones (words sound alike) or polysemous words
(multiple meaning words)
 To increase the odds that the teacher has analyzed the vocabulary demands of the lesson
and conscientiously prepared for instruction.
Reference workshop: Academic Language Use and Lesson Engagement Kate Kinsella, Ed. D
Vocabulary Knowledge Routine – The following instructional sequence incorporates research
informed steps for explicitly teaching a new term:
1. Make sure students see the target word (in text, on board).
2. Pronounce the word.
3. Ask students to repeat the word (first in parts, then quickly)
4. Clarify the part of speech.
5. Provide an accessible synonym and/or a brief explanation.
6. Rephrase the explanation, asking students to complete the statement by substituting aloud
the new word.
7. Access Comprehension with brief, focused questions/tasks.
8. Provide a sentence starter to structure correct usage of the word.
*If using a graphic organizer, stop after each step to allow students to add information as they
learn it.
36
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Appendix of Handouts














Task 1 - Getting Ready To Read: Give One Get One
Task 3 - Culminating Task Prompt
Task 4 – Frayer Model graphic organizer
Task 6 – Anticipation Guide - Part 1: Predicting the Meaning of the Declaration of
Independence
Task 12 – Part 2: Determining the Meaning of the Declaration of Independence
Task 7 – Vocabulary Knowledge Rating and Vocabulary Knowledge Routine
Tasks 8, 16 – Double Entry Journal guide
Task 13- Note taking tool for ”Defining and Debating America’s Founding Ideals”
Task 17 – Printable version of “Paul Revere’s Ride”
Task 17 – Sample text Dependent Questions
Task 17 – Peer Response to Summary (Summary Checklist)
Task 19 - Ideas for teaching Compare & Contrast
Task 23 – Prewriting Strategies
Task 28 – Editing Checklist
37
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Name: ______________________________________
Date: _________________
Task 1: Getting Ready to Read
Give One, Get One: List two to three reasons why people seek change. Then find at least two other
people in class, and write down their ideas. Have each person initial next to his or her idea. Then
report at least one idea from your list to the whole class.
Brainstorm—List two to three reasons why people seek change.
1.
2.
3.
Rewrite one idea using the sentence starter.
One reason people seek change could be…
___________________________________________________________________________________
Discuss your idea with three classmates of the opposite gender. Take notes on your classmates’
ideas, and put their names next to their ideas that you have written down.
________________________________________________________________
_______________
________________________________________________________________
_______________
________________________________________________________________
_______________
Report one idea that you heard to the whole class.
[Classmate’s name] pointed out that . . .
[Classmate’s name] claimed that . . .
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Culminating Task Prompt
People seek change for many reasons. As American citizens, we continually strive to meet the ideals
founded in the Declaration of Independence, and people from the past have had to make many changes
in order to uphold these ideals. What are these ideals and why are they significant?
During the course of our studies, we will read, write, and engage in conversation to:



Understand the events that prompted early Americans to wage war against Great Britain
Explain the significance of the Declaration of Independence
Analyze key concepts put forth in the Declaration of Independence
As a culmination, you will present your learning by addressing the following writing task:
Why do some people rebel in order to obtain change? After reading The
Declaration of Independence, “The Colonists Rebel,” and “Defining and
Debating America’s Founding Ideals,” write a report to a recent immigrant in
which you describe the social, political, and economic reasons some Americans
fought to preserve their freedom. Give examples from all texts to support your
discussion. Use quotes accurately as examples.
We will work together to develop and strengthen your writing by planning, revising, editing, and
rewriting. In your final version, you should:
1) Introduce a topic clearly, provide a general observation and focus, and group related
information logically.
2) Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
3) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in
contrast, especially).
4) Use precise language and domain-specific vocabulary to inform about or explain the topic.
5) Provide a concluding statement or section related to the information presented.
I can’t wait to read your reports, and I will be writing one too.
Sincerely,
<Your teacher>
39
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Definition
Characteristics
Word
Examples
Non-Examples
40
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
ANTICIPATION GUIDE
Predicting the Meaning of the Declaration of Independence
Part One: Read the following statements and decide if you think the statement
is true or false by marking the appropriate blank.
True
False
Statement
The Declaration states the power to govern comes from the people.
The Declaration declares that all people are equal.
Jefferson believes that all men were born with the right to life,
liberty, and pursuit of happiness.
Jefferson blames the king alone for all of the problems between
England and the colonies.
Jefferson believes that the people have the right to overthrow the
government anytime they want.
One of the reasons that Jefferson gives for independence dealt with
the fact the British had tried to get the Indians stirred up against the
colonists.
Jefferson blames England for passing taxes without the consent of the
colonists.
Jefferson says the colonists have repeated warned the British of the
problems but were ignored.
Jefferson blames the king for the beginning the slave trade in the
New World.
The signers of the Declaration agree to give their life, money, and
their honor if necessary in order to achieve independence.
41
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
The Meaning of the Declaration of Independence
Part Two: Read the Declaration of Independence and as you come to the answer for each of the
ten statements, write whether it is true or false, and the citation that validates your final answer.
True or
False
Statement
Evidence/Validation
The Declaration states the power
to govern comes from the people.
The Declaration declares that all
people are equal.
Jefferson believes that all men
were born with the right to life,
liberty, and pursuit of happiness.
Jefferson blames the king alone for
all of the problems between
England and the colonies.
Jefferson believes that the people
have the right to overthrow the
government anytime they want.
One of the reasons that Jefferson
gives for independence dealt with
the fact the British had tried to get
the Indians stirred up against the
colonists.
Jefferson blames England for
passing taxes without the consent
of the colonists.
Jefferson says the colonists have
repeated warned the British of the
problems but were ignored.
Jefferson blames the king for the
beginning the slave trade in the
New World.
The signers of the Declaration
agree to give their life, money, and
their honor if necessary in order to
achieve independence.
42
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
KEY: The Meaning of the Declaration of Independence
Part Two: Read the Declaration of Independence and as you come to the answer for each of the
ten statements, write whether it is true or false, and the citation that validates your final answer.
True or
False
Statement
Evidence/Validation
True
The Declaration states the power
to govern comes from the people.
“Governments are instituted among men, deriving
their just powers from the consent of the governed.”
False
The Declaration declares that all
people are equal.
“We hold these truths to be self-evident: that all
men are created equal…”
True
Jefferson believes that all men
were born with the right to life,
liberty, and pursuit of happiness.
“…that they are endowed by the Creator with certain
unalienable rights that among these are life, liberty,
and the pursuit of happiness.”
False
Jefferson blames the king alone for
all of the problems between
England and the colonies.
“He has combined with others (Parliament) to subject
us to a jurisdiction foreign to our constitution…”
Jefferson believes that the people
have the right to overthrow the
government anytime they want.
“…any form of government becomes destructive of
these ends, it is the right of the people to alter or to
abolish it…” AND “Prudence, indeed will dictate that
governments long established should not be changed
for light and transient causes…”
“He has excited domestic insurrections among use,
and has endeavored to bring on the inhabitants of
our frontiers the merciless Indian savages, whose
known rule of warfare is an undistinguished
destruction of all ages, sexes, and conditions.”
“For imposing taxes on us without our consent.”
False
True
True
True
One of the reasons that Jefferson
gives for independence dealt with
the fact the British had tried to get
the Indians stirred up against the
colonists.
Jefferson blames England for
passing taxes without the consent
of the colonists.
Jefferson says the colonists have
repeated warned the British of the
problems but were ignored.
True (but no Jefferson blames the king for the
beginning the slave trade in the
evidence in
New World.
document)
True
The signers of the Declaration
agree to give their life, money, and
their honor if necessary in order to
achieve independence.
“In every state of these oppressions we have
petitioned for redress in the most humble terms; our
repeated petitions have been answered only by
repeated injury.” AND “We have warned them, from
time to time, of attempts by their legislature to
extend an unwarrantable jurisdiction over us.”
There is no evidence in the document to validate this
answer. However, the original draft by Jefferson did
include an indictment of the king in the slave trade. It
was removed to assure that the Southern colonies
would support independence.
“And, for the support of this declaration, with a firm
reliance on the protection of Divine Providence, we
mutually pledge to each other our lives, our
fortunes, and our sacred honor.”
43
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Vocabulary Knowledge Rating
*Rating Scale:
1= I don’t know it at all.
2= I’ve seen it or heard it before.
3=I think I know what it means, but I could use a review.
4=I know it well, and I could easily teach it to the group.
Target Word
Rating
before
instruction
What I think it means
(before instruction):
Rating after
instruction
What I know it means
(after instruction):
equality
rights
liberty
opportunity
democracy
44
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Vocabulary Knowledge Routine
equality, noun, e-qual-i-ty
Synonyms
Explanation/Examples
Image
Meaning(s):
1. State of being equal
2. equation with equal quantities
Examples:
In Class Sentence:
Homework Sentence:
rights, noun, rights
Synonyms
Explanation/Examples
Image
Meaning(s):
1. entitlement or freedom
Examples:
In Class Sentence:
Homework Sentence:
45
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Synonyms
Explanation/Examples
Image
Meaning(s):
Examples:
In Class Sentence:
Homework Sentence:
Synonyms
Explanation/Examples
Image
Meaning(s):
Examples:
In Class Sentence:
Homework Sentence:
46
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Double Entry Journal
Fold your note-paper in half. Label the top of each column. As you read, take notes according
to what you read and what it makes you think. Ideas are included in the guide below.
This is what the text says
Include:
This is what I think
Include:
 Direct quotes
 Predictions
 Citations
 Reflections
 Brief Summaries
 Reactions
 Connections
Exclude:
 Long drawn-out plot
summaries
 Great detail about every
 Feelings toward author’s
words
 Words/Passages that
confuse you
event
47
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Reading Notes
“Defining and Debating America’s Founding Ideals”
Ideal and Excerpt from
the Declaration of
Independence
Definition
Equality:
Influence of the ideal in 1776 and today
1776:
Today:
Rights:
1776:
Today:
Liberty:
1776:
Today:
Opportunity:
1776:
Today:
Democracy:
1776:
Today:
48
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
KEY Reading Notes
“Defining and Debating America’s Founding Ideals”
Ideal and Excerpt from
the Declaration of
Independence
Definition
Influence of the ideal in 1776 and today
Equality:
1776: Christianity taught that all people are equal in God’s
“All men are created equal.”
eyes. The colonists rejected the inequality found in Europe.
Still, some held slaves, and women were treated unequally.
The ideal situation in which all
people are treated the same and
valued equally
Rights:
Today: Progress has been made in expanding equality, but
some argue that “equality of condition” needs to be
provided to all.
1776: Jefferson argued in favor of natural, or universal,
“They are endowed by their
Creator with certain unalienable
Rights.”
Powers or privileges granted to
people either by an agreement
among themselves or by law
rights belonging to all humankind.
Liberty:
Liberty can mean different
things:
1776: Liberty was extremely important to the colonists, and
“That among these [rights] are
Life, Liberty and the pursuit of
Happiness.”
Constitution and the Bill of Rights. However, some people
still argue for an expansion of rights.
they fought for freedom from Great Britain. However, one
fifth of the population was enslaved.
• political freedom
• civil liberty
Today: Americans agree that liberty provides the ability
• moral and religious
freedom
to make choices and that limits must be placed on those
choices. Americans debate about where to set those
limits.
• the opposite of slavery
Opportunity:
“That among these [rights] are
Life, Liberty and the pursuit of
Happiness.”
Today: Americans have many rights that are found in the
1776: Americans held a strong belief in opportunity from
The chance for people to pursue
their hopes and dreams
the early colonial period. Opportunity encouraged new
settlers.
Today: Opportunity still brings newcomers, but some
wonder whether true opportunity is available to all.
Democracy:
“That to secure these rights,
Governments are instituted among
Men, deriving their just powers
from the consent of the governed.”
1776: Americans used democracy on a local level
A system of government based
on the consent of the governed
throughout the colonial period. Yet some wondered
whether democracy could work on a larger scale and who
should speak for “the governed.”
Today: All citizens over the age of 18 can now vote, yet
not everyone participates.
49
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Editing Checklist
Problem
Questions
Sentence boundaries
Are there fragments or run-on sentences?
Word choice
Are word choices appropriate in meaning and tone?
Subject-verb agreement
Do main verbs agree with the subject in person and number?
Verb tense
Is the tense appropriate to the topic and style? Does the
writing shift back and forth from present to past
inappropriately?
Word forms
Are any parts of verb phrases missing or incorrect? Are
verb endings correct? Do other words have correct endings
and forms?
Noun plurals
Do regular plurals end in “s”? Are irregular plurals correct?
Are there problems with count and non-count nouns?
Spelling
Are words spelled correctly?
Punctuation and
Capitalization
Are periods, commas, and question marks used correctly?
Are quotations punctuated correctly? Are capital letters
used appropriately?
Other problems
Are there other important problems?
Comments
50
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Appendix of Sample Routines
 Discussion Rules and Roles
 Teacher-Like Conversation Skills Students Can Learn
 Vocabulary Knowledge Routine
51
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Discussion Rules and Roles
Following simple rules that everyone has agreed to will help discussions run
smoothly. Assigning special roles, or jobs, will help you make the most of your
discussions.
1 Prepare for discussion. Come to the discussion ready to talk about
the topic. Read any necessary materials beforehand.
2 Set a goal and assign roles. As a group, decide what you want to
accomplish and what each member’s role will be. See the chart
below.
3 Express your own ideas clearly. Speak so others can hear you. Give
details that fully explain your thinking.
4 Build on other people’s ideas. Listen carefully to what
others say. Add to their ideas.
5 Ask follow-up questions. If you don’t understand
something, ask questions to clarify.
6 Use appropriate language. Use formal language for
presentations. Informal language is okay in small groups
Roles for
Discussions
Leader
Recorder
Timekeeper
Group Member
Presenter
Responsibilities
 Starts the discussion and keep it on track
 Guides it by asking questions
 Takes notes about key ideas
 Writes down any follow-up tasks
 Makes sure the discussion does not run
longer than it should
 Participates in the discussion
 Presents the group’s ideas
52
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Teacher-Like Conversation Skills that Students Can Learn (Zwiers & Crawford, 2011): In
their book, Academic Conversations: Classroom Talk That Fosters Critical Thinking and
Content Understandings, Zwiers and Crawford posit that teachers can (and should) teach their
students to facilitate conversations using the same strategies and language they themselves use
to foster classroom discussion. They offer the following chart (77) to illustrate both the
conversational skills and accompanying sentence-stems for students to learn in order to move
towards more independent, student controlled academic conversations.
Teacher-Like Skill
Pose a thought-provoking question to get the
conversation going or make it go deeper
Possible-Things to Say
Why….?
How….?
In your opinion….?
Let the partner say as much as he or she can;
encourage the partner to think aloud
That’s interesting, please keep going.
Tell us what you are thinking.
Tell me more about…
Keep the goal or topic in mind; get the
conversation back on track; maintain focus
What are we trying to do?
What is our goal?
Remember, our central question is…
Value others’ thinking; remember what a
person said earlier and connect to it.
Great idea! Let’s write that down.
Connecting back to what you said
about…we can…
Do you think that…?
Don’t pick one side of an issue; be
impartial and inquisitive; encourage openmindedness
and
value
different
perspectives.
Then again, we need to remember…
What about…?
What are other points of view?
Question a source; challenge an idea.
Where did that evidence come from?
What makes that a reliable source?
Generate theories, big ideas, and truths about
the world, history, life, and so on.
We might interpret this as…
One theory could be that…
Clarify another person’s or your own idea
(when you see wondering faces and
wandering minds.)
Interesting, so what you are saying is…
In other words….
Paraphrase, emphasizing that the idea helped
to move the discussion forward.
Okay, so you are saying…That helps us.
Juan highlighted that…Let’s build on this.
Be specific, clear, brief and sincere.
Specifically, I mean that….
53
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Vocabulary Knowledge Routine
The following instructional sequence incorporates research informed
steps for explicitly teaching a new term:
1. Make sure students see the target word (in text, on board).
2. Pronounce the word.
3. Ask students to repeat the word (first in parts, then quickly)
4. Clarify the part of speech.
5. Provide an accessible synonym and/or a brief explanation.
6. Rephrase the explanation, asking students to complete the
statement by substituting aloud the new word.
7. Access Comprehension with brief, focused questions/tasks.
8. Provide a sentence starter to structure correct usage of the word.
*If using a graphic organizer, stop after each step to allow students to
add information as they learn it.
54
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Paul Revere's Ride
Henry Wadsworth Longfellow
Listen my children and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.
He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,One if by land, and two if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm."
Then he said "Good-night!" and with muffled
oar
Silently rowed to the Charlestown shore,
Just as the moon rose over the bay,
Where swinging wide at her moorings lay
The Somerset, British man-of-war;
A phantom ship, with each mast and spar
Across the moon like a prison bar,
And a huge black hulk, that was magnified
By its own reflection in the tide.
Meanwhile, his friend through alley and street
Wanders and watches, with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.
Then he climbed the tower of the Old North
Church,
By the wooden stairs, with stealthy tread,
To the belfry chamber overhead,
And startled the pigeons from their perch
On the somber rafters, that round him made
Masses and moving shapes of shade,-By the trembling ladder, steep and tall,
To the highest window in the wall,
Where he paused to listen and look down
A moment on the roofs of the town
And the moonlight flowing over all.
Beneath, in the churchyard, lay the dead,
In their night encampment on the hill,
Wrapped in silence so deep and still
That he could hear, like a sentinel's tread,
The watchful night-wind, as it went
Creeping along from tent to tent,
And seeming to whisper, "All is well!"
A moment only he feels the spell
Of the place and the hour, and the secret dread
Of the lonely belfry and the dead;
For suddenly all his thoughts are bent
On a shadowy something far away,
Where the river widens to meet the bay,-A line of black that bends and floats
On the rising tide like a bridge of boats.
Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.
Now he patted his horse's side,
Now he gazed at the landscape far and near,
Then, impetuous, stamped the earth,
And turned and tightened his saddle girth;
But mostly he watched with eager search
The belfry tower of the Old North Church,
As it rose above the graves on the hill,
Lonely and spectral and somber and still.
And lo! As he looks, on the belfry's height
A glimmer, and then a gleam of light!
He springs to the saddle, the bridle he turns,
But lingers and gazes, till full on his sight
A second lamp in the belfry burns.
55
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a
spark
Struck out by a steed flying fearless and fleet;
That was all! And yet, through the gloom and
the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his
flight,
Kindled the land into flame with its heat.
He has left the village and mounted the steep,
And beneath him, tranquil and broad and deep,
Is the Mystic, meeting the ocean tides;
And under the alders that skirt its edge,
Now soft on the sand, now loud on the ledge,
Is heard the tramp of his steed as he rides.
It was twelve by the village clock
When he crossed the bridge into Medford town.
He heard the crowing of the cock,
And the barking of the farmer's dog,
And felt the damp of the river fog,
That rises after the sun goes down.
It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed,
And the meeting-house windows, black and
bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.
It was two by the village clock,
When he came to the bridge in Concord town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadow brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be lying dead,
Pierced by a British musket ball.
You know the rest. In the books you have read
How the British Regulars fired and fled,--How the farmers gave them ball for ball,
From behind each fence and farmyard wall,
Chasing the redcoats down the lane,
Then crossing the fields to emerge again
Under the trees at the turn of the road,
And only pausing to fire and load.
So through the night rode Paul Revere;
And so through the night went his cry of alarm
To every Middlesex village and farm, --A cry of defiance, and not of fear,
A voice in the darkness, a knock at the door,
And a word that shall echo for evermore!
For, borne on the night-wind of the Past,
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.
56
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Text Dependent Questions
Paul Revere’s Ride
Name: ___________________________________
Questions
What words would you use to describe
Paul Revere, based on what the speaker
says about him in the second stanza?
What did Paul Revere’s friend do?
In stanza eight, why does the poet say,
“The fate of a nation was riding that
night?”
What happened later in the day when
the British soldiers attacked the villages
and farms of Middlesex?
Answers
(Sample answers: excited, alert, brave)
(Sample answer: He spied on the British, determined how
they were planning to attack, and hung the lanterns in the
belfry.)
(Sample answer: The survival of the young nation depended
on Revere’s ability to warn people of the British attack.)
(Sample answer: The colonists were ready, armed, and
waiting; they matched the British soldiers’ firepower and
defeated them.)
How does the speaker feel about the
importance of Paul Revere’s ride?
(Sample answer: He admires and respects Paul Revere.)
Which phrases in the poem suggest its
importance?
(Sample answers: spark struck out, the fate of a nation,
kindled the land into flame with its heat)
Summarize the poem and explain how it
shows that Paul Revere is a “changeagent.”
(Sample answer: People feel awed by his bravery, his
patriotism, and his actions that influenced history.)
57
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Name _________________________________________________
Date ______________________
Partner’s Name ________________________________________
Summary Writing Checklist
Did your partner . . .
____ include a topic sentence?
____ include the main ideas from the original text?
____ select the most important details to support the main idea?
____ avoid adding any information or comments that were not
part of the original text?
____ make his/her summary the right length (about 1/3 or ¼ of
the original)?
____ avoid asking questions or using dialogue?
____ put it in his/her own words? (Copying and checking the
spelling of key words is encouraged, but never copying
long phrases or sentences.)
____ put the information in the same order as the text?
____ include a concluding sentence?
____ edit for correct punctuation and capitalization?
____ edit for correct spelling?
____ make sure that “no two sentences begin with the same two
words”?
COMMENTS or QUESTIONS:
58
FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Why?
1.
2.
3.
Comparative Thinking - Dozens of standards in CC require students to think comparatively. Compare and
contrast teaches students to conduct careful and thoughtful comparative analyses in four steps.
Comparative Reading - Compare & Contrast develops students’ abilities to read two texts against each other,
draw out common themes, and identify the most salient differences, a skill that gets its very own Anchor
Standard – R.CCR.9
A “best bet” for raising student achievement - When this strategy is done well, compare & contrast provides
students with a replicable process that enables them to conduct deep and meaningful comparisons both in the
classroom and on their own.
Implementing Compare & Contrast in the Classroom in Four Phases
Phase One: Description

Begin with a hook that helps students activate prior knowledge about the topic. Then bridge the
discussion from the hook to the purpose of the lesson. For example, “You really know a lot about volume
and surface area! Today, we are going to compare the two to make sure we’re clear on what they are,
how each is calculated and expressed, and when each is used.”
 Provide clear criteria to focus student description. A simple three column organizer is helpful (see below).
 Remind students that their job is to describe each item separately, not to compare them. Model as
necessary.
Phase Two: Comparison

Ask students to use their descriptions and criteria from phase one to search for important similarities and
differences. Consider modeling good comparative thinking using everyday objects, such as fork and
spoon.
 Provide a Top Hat Organizer (see below) that enables students to line up parallel differences.
Phase Three: Conclusion
Stretch students’ minds and help them draw conclusions by building discussion around concluding questions,
such as:
 Are the two items more alike or more different?
 What is the most important difference? Think of some causes and effects of this difference?
 What conclusions can you draw?
Phase Four: Application


Ask students to apply their learning by creating a product or completing a task.
Over time, move students toward independence by teaching them how to formulate criteria, describe
items, determine key similarities and differences, and reflect on their learning.
Planning Considerations
1.
2.
3.
Begin by asking yourself, “What standards do I intend to address?
To define your purpose, ask yourself, “Why am I engaging students in this comparison? What insights do I
want students to gain?” Make sure you clearly explain the purpose to students.
When selecting content, ask yourself, “What paired concepts or texts will naturally heighten understanding
when considered together?”
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
4.
5.
6.
To plan phase one (description), ask yourself, “What sources of information will students use? What criteria
will students use to describe both items?”
To plan phase two (comparison), ask yourself, “How will I introduce and model the use of the Top Hat
Organizer?”
To plan phase three (conclusion), ask yourself, “How will I facilitate discussion and help students draw
conclusions?” Good discussion questions that help students draw conclusions include
- Are the two items more alike or more different?
- What is the most important difference between the two?
- What are the possible reasons for this difference?
- What can you conclude from your comparison?
7.
To plan phase four (application), ask yourself, “What kind of task can I give to students that will enable them
to demonstrate and transfer their learning in a meaningful way?
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Use Graphic Organizers
Top Hat Organizer
Description Organizer
Comparative 1
Comparative 1
Criteria
Comparative 2
Comparative 2
Similarities
Writing Extension: Comparative Essays/Paragraphs
Comparative essays are among the most common essay forms and are featured prominently in the Common Core.
The Compare & Contrast strategy gives you a natural opportunity to work with students to convert their
comparisons into clear comparative essays/paragraphs. Teach them how to use the following transitional words
and phrases associated with comparing and contrasting:
Alike
Although
But
Compared with
Different from
Either . . . or
Have in common
However
In contrast to
Less than
More than
Neither . . . nor
Nonetheless
Not only . . . but also
On the other hand
Similar to
While
Yet
Students –especially younger students –developing their first few comparison essays will benefit from a simple
writing framework like the one shown below, which provides a clear structure for communicating their ideas with
clarity and precision.
I am comparing and contrasting ___________________________and
______________________________
Although _________________________ and ___________________________ are different, they are
alike
In some ways. For example, ____________________________ and
________________________________
are both ___________________________________. There are also some interesting differences
between
______________________ and ________________________________. For example,
________________
_____________________________________________________________________________________
__
[Concluding sentence:]
____________________________________________________________________
Source: The Core Six – Essential Strategies for Achieving Excellence with the Common Core.
Havery F. Silver, R. Thomas Dewing, & Matthew J. Perini
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Comparative 1
Criteria
Comparative 2
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Comparative 1
Comparative 2
Similarities
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Prewriting Strategies
From: CSU EXPOSITORY READING AND WRITING COURSE Assignment
Template
“Preparing to write, or prewriting, strategies are activities that help you explore a subject and
generate ideas about it. Your mission at this stage is to stimulate your thinking before and
during the act of writing. Whenever you generate new material throughout the writing process,
you are prewriting. The most popular and effective prewriting activities are brainstorming,
clustering/ mapping, discussing, freewriting, informal outlining, questioning, quickwrites, and
scanning. The more ideas you generate now and throughout the entire writing process, the
more you have to work with as you draft your essay.
Brainstorming: A list of related words and phrases based on free association.
Clustering/Mapping: The process of mapping any ideas that come to mind on a specific topic.
Note: This activity involves writing a key word or phrase at the center of a page and drawing a
circle around it, then writing and circling any related ideas that come to mind and drawing lines
to the ideas that prompted the new words.
Discussing: The act of talking with another person about one’s subject matter and grappling
aggressively with the ideas in the process.
Freewriting: The strategy of writing for a brief period of time about anything that comes to
mind.
Note: Based on free association, this strategy is connected prose rather than a list.
Informal Outlining: A list of the main ideas and details related to the specified topic in the order
in which they will likely be addressed.
Questioning: The process of asking questions that will generate new ideas and topics.
Note: This process is often based on the five Ws and one H: Who? What? When? Where? Why?
and How?
Quickwrites: Brief, informal reactions to specific queries or statements.
Scanning: The process of skimming and spot reading to generate ideas and form opinions.”
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Appendix of Sample Rubrics
 Self-Assessment Rubrics
o
o
o
o
Speaking & Listening
Teamwork
On-Task Behavior
Effort & Achievement (adapted from information located in Classroom Instruction that
Works)
 Formative/Summative Assessment Rubrics
o
o
o
o
o
o
Annotation/Summary/Response Rubric
Literacy Design Collaborative (holistic rubric)
Research Rubric: Interpret & Integrate Information (2-point Rubric)
Evaluate Information (2-point Rubric)
Use Evidence (2-point Rubric)
Informative Explanatory Writing Rubric (holistic rubric)
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Student Self-Assessment Rubrics
Speaking & Listening Standard 1
5SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
Always
Sometimes
Never
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Do you come to discussions prepared, having read or studied required? (SL1a)
 According to ______, ________. In other words, ________
Do you explicitly draw on that preparation and other information known about the topic to explore
ideas under discussion? (SL1a)
 ______, I’m curious what you have to say about _____
 ________ was wise to show us_________; to add to it, I would disagree _______.
Do you follow agreed-upon rules for discussions and carry out assigned roles? (SL1b)
Do you pose specific questions by making comments that contribute to the discussion? (SL1c)
 Could you help me better understand ______
 ________, I heard you say ________. Am I getting that right?
 _________, is it fair to summarize your point by saying ______?
 ________ said ______, and I would challenge that conclusion with this: ________.
Do you respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others? (SL1c)
 In response to _____’s question, ______.
 _____’s comment about _____ is _______.
Do you elaborate on the remarks of others? (SL1c)

In addition to _____’s statement, ________
Do you review the key ideas expressed? (SL1d)
 _________ and _______ seem to agree on _________. However, they disagree on __________.
Do you draw conclusions in light of information and knowledge gained from the discussions? (SL1d)
 As you all know, I previously said ________. However, I would like to justify what I said in light of
_____’s evidence/new information.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
For Teamwork
For On-Task Behavior
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
SCALE
EFFORT
RUBRIC
4
 I worked on the task until it was
completed.
 I pushed myself to continue working on
the task even when difficulties arose or a
solution was not immediately evident.
 I viewed difficulties that arose as
opportunities to strengthen my
understanding.
Excellent
3
Good
2
Acceptable
1
Needs
Improvement
ACHIEVEMENT
RUBRIC
I exceeded the objectives of
the task or lesson.
 I worked on a task until it was completed.
I met the objectives of the task
 I pushed myself to continue working on
the task even when difficulties arose or a or lesson.
solution was not immediately evident.
 I put some effort into the task, but I
stopped working when difficulties arose.
I met a few of the objectives of
the task or lesson, but did not
meet others.
 I put very little effort into the task.
I did not meet the objectives
of the task or lesson.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Annotation/Summary/Response Rubric
1 = serious problems
4= clear competence
3
4
Annotation: The writer has systematically annotated the reading, identifying the
main idea, key details and important points. The writer has also included some
personal reaction.
2 3
4
Content of the Summary: The writer clearly states the title and the author and
then demonstrates understanding of the focus of the passage. The writer includes
all the important supporting points and examples but excludes unnecessary detail
and personal opinion.
1 2
1
2 = developing competence 3 = minimal competence
(x 2) =
_____
Organization of the Summary: The paragraph begins with a sentence(s)
accurately explaining the main idea of the passage, and the organization is logical,
generally coinciding with the original organizational pattern. The writer
effectively uses transitions and concludes appropriately.
1 2
3
4
1 2
3
4
Content of the Response: The writer clearly describes a personal connection to
one or more ideas in the passage, using thoughtful detail.
1 2
3
4
Language: The writer communicates in his/her own words showing consistent
control of language conventions and effective use of vocabulary.
Directions: Circle the number in each category that best describes the student’s proficiency. Multiply the
“Content of the Summary” by 2. Add the numbers and then divide by 6 to get an average score.
Total
Average
(Total divided by 6)
Adapted from a rubric created by CSU for the Expository Reading and Writing Course
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Literacy Design Collaborative
Elementary Teaching Task Rubric (Informational or Explanatory)
Scoring
Elements
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Addresses key aspects of prompt in a
detailed response; stays on task.
Attempts to address prompt,
but is off-task.
Addresses prompt, but focus is
uneven.
Addresses prompt with an adequately
detailed response; stays on task
Lacks a clear controlling idea to
inform or explain.
Establishes a controlling idea to
inform or explain, though may
lack clarity or credibility.
Establishes a credible controlling idea
to inform or explain.
Establishes and maintains a substantive and
credible controlling idea to inform or
explain.
Attempts to include reading
materials using examples,
quotes, or other references.
Presents some information from
reading materials but may lack
accuracy or relevance.
Accurately presents information from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important information from reading
materials to inform or explain.
Development
Attempts to inform or explain
but lacks details.
Informs or explains by
presenting some details.
Informs or explains using appropriate
details.
Informs or explains by providing detailed
and relevant information.
Organization
Lacks an opening, development,
and/or closure.
Demonstrates an attempt to
organize information within a
structure to inform or explain.
Organizational structure adequately
supports presentation of information.
Organizational structure enhances
presentation of information.
Demonstrates a command of standard
English conventions, with few errors
as appropriate to grade level.
Maintains a well-developed command of
standard English conventions, with few
errors. Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
Presents generally accurate
disciplinary content.
Presents accurate and relevant disciplinary
content to enhance understanding of topic.
Focus
Controlling
Idea
Reading/
Research
(when
applicable)
Conventions
Content
Understanding
(When
applicable)
Lacks cohesion and control of
grammar, usage, and mechanics
appropriate to grade level.
Content is irrelevant,
inappropriate, or inaccurate.
Demonstrates an uneven
command of standard English
conventions appropriate to
grade level.
Shows uneven understanding of
disciplinary content.
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module
Additional Resources

Task 2: Sample lesson of introducing and processing The Declartion of Independence:
https://www.teachingchannel.org/videos/teaching-declaration-of-independence NOTE: This is
a high school English class, therfore, the “break-up” letter idea won’t work with 10-year-olds. A
consideration could include a letter explaining why he/she no longer wants to be friends.

Task 3: Sample student writing: Achieve the Core: Grade 5 Range of Writing
http://www.achievethecore.org/page/504/common-core-informative-explanatory-writing

Task 5 : Picture File of The Declration of Independence http://memory.loc.gov/cgibin/query/h?ammem/bdsbib:@field(NUMBER+@od1(bdsdcc+02101))

Task 9: Understanding the Declaration of Independence 9 Key Concepts
http://www.youtube.com/watch?v=cS-tshQ9sys

Task 11: Rhetorical analysis of the Declaration of Independence
http://facultyfiles.deanza.edu/gems/pesanojulie/DecofIndrhetanalysis.htm
Declaration of Independence; A Stylistic Artistry:
http://www.archives.gov/exhibits/charters/declaration_style.html
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FUSD Fifth Grade ELA, Sample INFORMATIONAL Module