West Haven Public Schools
Unit Planning Organizer
Subject:
Language Arts
Grade:
5
Unit:
2
Pacing:
30 days + 5 days Reteach/Enrichment
Reading: Understanding Informational Text & Expressing Ourselves Aloud
Writing: Writing to Inform
Essential Questions:
Reading
1. How do readers use specific information from the text?
2. How does a reader uncover similarities and differences on the same topic or event?
Writing
1. How do writers inform about or explain a topic?
2. How do writers develop and strengthen their writing skills?
Big Ideas:
Reading
1. Readers explain relationships or interactions using specific information from the text.
2. Readers analyze multiple accounts of the same topic or event.
Writing
1. Writers use precise language and domain specific vocabulary to explain a topic.
2. With guidance and support from peers and adults, writers develop and strengthen
their writing by planning, revising, editing, rewriting or trying a new approach.
Grade 5: Unit 2 Planner
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Common Core State Standards (CCSS)
Overarching Standards (OS)
Reading – Informational
CC.5.R.I.10 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
Reading - Foundational Skills
CC.5.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC.5.R.F.4 Read with sufficient accuracy and fluency to support comprehension.
Speaking and Listening
Language
CC.5.L.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
CC.5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.
CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Writing
CC.5.W. 2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
CC.5.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
CC.5.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and
29.)
CC.5.W.6 With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a single sitting.
CC.5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research
CC.5.W.10 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.
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Priority and Supporting CCSS
Priority Standards
Reading – Informational
CC.5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text.
CC.5.R.I.6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
CC.5.R.I.7 Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
CC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably.
Reading – Foundational Skills
CC.5.R.F.4.a Read on-level text with purpose and understanding.
Speaking and Listening
CC.5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
CC.5.SL.1.c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
CC.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
CC.5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
Language
CC.5.L.1.c Use verb tense to convey various times, sequences, states, and conditions.
CC.5.L.1.d Recognize and correct inappropriate shifts in verb tense.
CC.5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works.
CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.
CC.5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
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Priority Standards
Writing
CC.5.W.2.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.
CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic
CC.5.W.2.c Link ideas within and across categories of information using words, phrases and clauses
(e.g., in contrast, especially).
CC.5.W.2.d Use precise language and domain-specific vocabulary to inform about or explain the
topic.
CC.5.W.2.e Provide a concluding statement or section related to the information or explanation
presented.
CC.5.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 1–3up to and including Grade 5 on page 29.)
CC.5.W.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic
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Supporting Standards
Reading – Literature
CC.5.R.L.6 Describe how a narrator’s or speaker’s point of view influences how events are
described.
CC.5.R.L.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics
Reading – Informational Text
CC.5.R.I.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more text.
Language
CC.5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 5 reading and content, choosing flexibly from a range of strategies.
CC.5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
CC.5.L.4.c Consult reference materials(e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.
Writing
CC.5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CC.5.W.9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author
uses reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point[s]”)
Speaking and Listening
CC.5.SL.1.d Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from discussions
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“Unwrapped” Concepts and Skills, and Bloom Levels (BL)
Concepts
(What students need to know)
Reading
Text
 context
 cause/effect relationships
 comparisons
Skills
(What students need to be able to do)
Bloom’s
Taxonomy Levels
Use context (as a clue to meaning of a
word)
3
Read (with purpose & understanding)
2
Describe relationships/interactions
1
Analyze similarities and differences
4
Writing
Precise language
Domain-specific vocabulary
Use (precise language & domain-specific
vocabulary) to inform or explain topic
5
Information/Explanation
Provide concluding statement (related to
presented information)
5
Use appropriate verb tense
3
Use (underlining, quotation marks,
italics) to indicate titles of works
3
On- level text
Text




historical events
scientific ideas
concepts
events
Multiple accounts
Verb tenses
Underlining
Quotation marks
Italics
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Assessments
Common Formative Pre- Assessment (Followed by Data Team Analysis):

SEE ENCLOSED
“Dipsticks” (Informal Progress Monitoring Checks):

TEACHER CREATED (based on students’ needs)
Performance Task – To be graded according to rubrics and counted as an English grade.
Task 1–Students will read articles and work in groups to answer questions.
Task 2- Each student will complete an expository pillar.
Task 3- Each student will write an expository essay.
Task 4- Students will put together a survival kit for a tsunami
Task 5- Oral presentation.
Common Formative Post- Assessment (Followed by Data Team Analysis)

SEE ENCLOSED
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Instructional Planning:
This is just a SUGGESTED schedule!
You may teach the standards in the order that works best for you and your class, using the
materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit
timeframe.
Week 1
Reading/Writing:
Teach students to:
 Read on-level text with purpose and understanding.
 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text. (Orally and in writing)
 Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text. (Orally and in writing)
 Write an informative/explanatory text.
 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.
 Include precise language and domain-specific vocabulary when writing to inform
about or explain a topic
Continue to review prior standards
Scott Forseman Basal
Leveled Readers
Quick Reads
Scott Foreseman Skill Sheets from Teacher Resource Book
Sample passages included in Reading Resources – Utilize others you find as you see fit
 Alcohol/Drugs
 Sam Adams/Patrick Henry
 Cell Phones/Computers
Writing Resources in Binder
 Introduce Expository (p. 2, 7, 10, 11, 12)
 The Expository Pillar (p. 16)
 Native American Games (p. 30-32) – Identify components of expository writing
Time for Kids
Nonfiction Fresh Reads
Continue monitoring Literature Circles and/or conducting guided reading groups
 Nancy Boyles Studying Literature Strategically handouts (refer to Unit 1)
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Speaking and Listening
Teach the students to:
 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Continue to review prior standards
Cornell Note Taking Guide and Samples
Time for Kids articles
Read-Alouds in reading resources section of binder and in Scott Forseman Teacher’s Manual
Spelling/Vocabulary
Teach Students to:
 Spell grade-appropriate words correctly, consulting references as needed.
 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
Continue to review prior standards
Worldly Wise Lesson 4
 Continue into week 2
Grammar
Teach students to:
 Use verb tense to convey various times, sequences, states, and conditions.
 Recognize and correct inappropriate shifts in verb tense.
Continue to review prior standards
World of Language Book
Possible worksheets – (Grammar Section of Binder)
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Performance Task #1- Initial Research
Group Work
 Review the purpose of expository writing with the students
 Pass out the engaging scenario, and read aloud with the students
 Pass out the Task 1-packet and read the directions aloud with the students
 Read, or call on students to read, each of the “Goal” criteria in the rubric
 Divide students into their groups and allow them time to complete the activity
o The amount of time required will depend on your students
The students will:
 read “Waves” and “Tsunamis – Cause and Affect” and mark up the text
 answer the questions attached
The teacher will:
 monitor work in progress to ensure students are understanding questions and answering them
correctly
 encourage group interaction
 collect the work so it can be used for the next task
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This is just a SUGGESTED schedule!
You may teach the standards in the order that works best for you and your class, using the
materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit
timeframe.
Week 2
Reading/Writing:
Teach students to:
 Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
 Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently
 Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably. (Orally and in writing)
 Analyze multiple accounts of the same event or topic, noting important similarities
and differences in the point of view they represent. (Orally and in writing)
 Develop an informative/explanatory text with facts, definitions, concrete details,
quotations, or other information and examples related to the topic
 Link ideas within and across categories of information using words, phrases and
clauses (e.g., in contrast, especially).
 Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Continue to review prior standards
Current event articles from the newspaper or internet
 be sure to read thoroughly prior to giving to students
Social Studies and Science text books
 Students can work together to research and discover the answers to “big idea” questions
in the content areas
o How does our vision of the moon change over time and why?
o Name three famous explorers that lived between ___ and ___ and describe their
contributions to history.
Scott Foresman Basal: “Meeting Mr. Henry” (Unit 1), Cause and Effect
Leveled Readers: Great Talents, The Story of Negro Baseball, What Are Friends For?
Cloze Practice Books
Trade Books that provide clear examples of cause and effect, or require the use of context clues
to find the meaning of words
Continue monitoring Literature Circles and/or conducting guided reading groups
 Nancy Boyles Studying Literature Strategically handouts (refer to Unit 1)
Additional skills sheets in Reading Resources
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Speaking and Listening
Teach the students to:
 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
 Can be a chapter read aloud from a book, a selection from your resources, or a video
clip
 Students must complete a written summary of the read-aloud or video clip from their
notes.
Continue to review prior standards
Spelling/Vocabulary
Teach Students to:
 Spell grade-appropriate words correctly, consulting references as needed.
 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
Continue to review prior standards
Worldly Wise Lesson 4
 Continue from week 1
Grammar
Teach students to:
 Use verb tense to convey various times, sequences, states, and conditions. (Continue
throughout the unit)
Continue to review prior standards.
Possible instructional materials:
 World of Language Book
 Possible worksheets – (Grammar Section of Binder)
Performance Task # 2 – Complete an Expository Pillar
Group Work
The teacher will review:
 Review the purpose of the expository
 Pass out the Task 2 packet and read the directions and “Goal” criteria with the students
 Pass out student work from task one
The students will:
 review the articles and their answers to the questions from Task 1
 work in their groups to each fill in their own Expository Pillar
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This is just a SUGGESTED schedule!
You may teach the standards in the order that works best for you and your class, using the
materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit
timeframe.
Weeks 3 & 4
Reading/Writing:
Teach students to:
 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Orally and in writing)
 Provide a concluding statement or section related to the information or explanation
presented.
 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–
3up to and including Grade 5 on page 29.)
Continue to review prior standards.
Possible topics include:
 Slavery
 American Revolution
 Getting Paid for Doing Chores
 Should the length of the school day be changed?
Reading/Writing Resources
Continue monitoring Literature Circles and/or conducting guided reading groups
 Nancy Boyles Studying Literature Strategically handouts (refer to Unit 1)
Nonfiction Fresh Reads (blue binder)
Additional skills sheets
Speaking and Listening
Continue to include the following opportunities:
 Students engage in collaborative discussions with diverse partners on grade 5 topics and
texts, in which they build on other’s ideas and express their own ideas clearly.
 Students summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
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Spelling/Vocabulary
Teach Students to:
 Spell grade-appropriate words correctly, consulting references as needed.
 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
Continue to review prior standards.
Worldly Wise Lesson 5
 Use throughout the two weeks
Grammar
Teach students to:
 Use verb tense to convey various times, sequences, states, and conditions. (Continue
throughout the unit)
Continue to review prior standards.
World of Language Book
Possible worksheets – (Grammar Section of Binder)
Performance Task 3 – Write an Expository Essay
Independent Work
The teacher will:
 Review what Golden Bricks are
 Pass out the engaging scenario and the Task 3 packet
 Review the engaging scenario with the students
 Read the directions for Task 3, and the “Goal” criteria stated on the rubric
 Pass out student materials from Tasks 1 and 2
The students will:
 Independently write an expository essay using all of their materials from tasks 1 & 2
Performance Task #4 – Create a Survival Kit
Group Work
The teacher will:
 Pass out the Task 4 packet to the students
 Review the directions
 Review the “Goal” Criteria listed on the rubric
The students will:
Work independently or with their group to create a list of the items each person will put in his or
her survival kit
Draw or provide actual objects to include in his or her survival kit
Write their reasons for each of the items they are including in the kit
Practice their oral presentations with their group
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This is just a SUGGESTED schedule!
You may teach the standards in the order that works best for you and your class, using the
materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit
timeframe.
WEEKS 5 & 6
Reading/Writing:
Teach students to:
 Use underlining, quotation marks, or italics to indicate titles of works when writing
about them.
Continue to review Prior standards – reteach as needed
Complete Performance Task
Scott Foresman Basal : Any stories that meet the skills you need to reteach
Cloze Practice Books
Trade Books that provide clear examples of cause and effect, or require the use of context clues
to find the meaning of words
See Reading Resources
Continue monitoring Literature Circles and/or conducting guided reading groups
 Nancy Boyles Studying Literature Strategically handouts (refer to Unit 1)
Nonfiction Fresh Reads (blue binder)
Speaking and Listening
Continue to include the following opportunities:
 Students engage in collaborative discussions with diverse partners on grade 5 topics and
texts, in which they build on other’s ideas and express their own ideas clearly.
 Students summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
Spelling/Vocabulary
Teach Students to:
 Spell grade-appropriate words correctly, consulting references as needed.
 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
Continue to review prior standards.
Worldly Wise Lesson 6
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Grammar
Teach students to:
 Use verb tense to convey various times, sequences, states, and conditions. (Continue
throughout the unit)
Continue to review prior standards.
World of Language Book
Possible worksheets – (Grammar Section of Binder)
Performance Task #5 – Oral Presentation
Each student will give a short oral presentation
 Show each item in survival kit
 Explain why each item was selected to be in the kit
Suggested Resources/Materials:
Scott Foresman Basal Reader
Scott Foresman Leveled Readers
The World of Language
Fresh Reads (Fiction/ Blue Binder)
Wordly Wise (spelling/vocabulary)
Trade Books (nonfiction science/social studies)
Empowering Writers
Nonfiction Writing by Evan Moor
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Suggested Research-based Effective Instructional Strategies
Read on-level text with purpose and understanding.
 Model close reading to improve understating
 Flexible learning groups/ guided reading groups reinforce reading skills and
comprehension strategies
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text
 Model strategies for identifying the main idea and explaining how the author supports it
 Cooperative groups – practice by reading selections and discussing the main ideas
presented and how they are supported with details
 Practice summarize text or information presented in a variety of formats by stating the
main idea and key details presented to support it
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
 Model how to using questioning to guide peers to use context to determine the meaning of
words or phrases
 Cooperative and flexible groups can practice using questioning to guide each other
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
 Model explicitly
 Practice using cooperative group discussion
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
 Model using a Venn Diagram or other graphic organizer to identify similarities and
differences in the point(s) of view represented by the author of a selection
 Practice identifying similarities and differences in a variety of contexts
Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
 Model using the Cornell Note taking method to record research notes
 Practice taking notes in a variety of contexts
Explain, during discussion in written response to text, how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence
support which point(s)
 Model using Cornell Note Taking to link evidence and details in the text, with the
author’s point
 Flexible groups/ guided reading – practice and additional modeling as needed
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Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
 Model how to complete a research project by completing one together as a group
 Practice with short topics selected by the students, but related to course content
 Model using the Cornell Note Taking Method when completing research
 Independent practice taking notes
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.




Model Cornell Note taking with summarizing
Practice Cornell Note taking in a variety of contexts
Provide written feedback on student note-taking
Flexible groups to provide addition modeling, continue practice
Integrate information from several texts on the same topic in order to write or speak about
the subject knowledgeably
 Students select topic of interest gather information from multiple resources
 Identify similarities and differences in the texts
 Use graphic organizers – Cornell Notes, Venn Diagram, T-Chart to organize information
 Model how to combine the information from graphic organizers in to a cohesive text
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.
 Model writing a good introduction to an essay
 Cooperative groups can work together to write introductions to a variety of topics
 Independent practice writing an introduction from notes or an outline/graphic organizer
Write an expository piece to inform, making sure to use precise language and include
domain-specific vocabulary.
 Model how to improve the quality of writing through the use of domain specific
vocabulary and information
 Practice improving a written piece by using with the addition of domain specific
language (independent or in cooperative groups)
 Students will assess themselves – using a rubric, to ensure they have met the learning
objective
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic
 Model how to paraphrase and how to include specific quotes when writing
 Cooperative groups can work together to practice writing pieces that include adequate
relevant information
 Flex groups can be formed to provide direct instruction where it is needed
Link ideas within and across categories of information using words, phrases and clauses
(e.g., in contrast, especially).
 Model the use of connecting words, phrases, and clauses
 Practice using in a variety of contexts
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Provide a concluding statement or section related to the information or explanation
presented.
 Model how to write a conclusion for an established text
 Practice (use flexible groups)
Spell grade-appropriate words correctly, consulting references as needed.
 Students will analyze their own work using available sources
 Provide guidance and written feedback
 Practice writing frequently misspelled words for homework
Use verb tense to convey various times, sequences, states, and conditions
 Model explicitly
 Practice in cooperative groups and as homework
Recognize and correct inappropriate shifts in verb tense.
 Model explicitly
 Practice in cooperative groups and as homework
Vocabulary/Word Wall
Enrichment/Extension
compare
Complete a display board with
information about the signers
of the constitution.
contrast
Interdisciplinary
Connections
The Constitution
(Social Studies)
similarities
differences
conclusion
Create a PowerPoint
presentation about the human
body.
The Human Body
(Science)
thesis statement
context
cause
effect
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