Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Unit 3 Table of Contents
Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Section
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Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language (Spanish, Russian, English)
Unit Assessment Checklist
Unit Assessment Rubric
Sample Unit Calendar
Page Number
Skip
Done
Done English
Done
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Done
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Unit Title:
Stage 1
Standards:
(Alpha-numeric
listing of standards
incorporated in the
unit)
Grade 5
Content Unit 3 Bend 2: Structuring, Drafting, and Revising a Memoir
Shaping Texts: From Essay and Narrative to Memoir
Identify Desired Results
W.5.2, W.5.3.b.d, W.5.4, W.5.5, W.5.10
RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5
SL.5.1, SL.5.2, SL.5.4
L.5.1, L.5.2, L.5.3, L.5.6
Dates of Unit:
Essential
Questions:
(These goals should
be aligned to
Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
(aligned to goals)
Stage 2
Good writers can structure their
memoir like an essay.
Good writers inspire themselves by
drafting and revising the
meaningful stories they want to
tell.
Good writers make sure their voice
is heard.
Good writers use cause and effect to
link events.
7 I can study published texts to get
ideas for ways to structure my own
text.
8 I can inspire myself to write
better than ever as a way to
improve drafting.
9 I can confer with myself as I revise
10 I can remember that if my
memoir contains narrative, those
stories need to have meaning.
11. I can edit and write in a way to
allow my voice to come through.
I can use cause and effect to link
events in my writing.
Determine Assessment Evidence Bend 2
Academic Language (What language will students need to sound like experts?)
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Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Academic Language Function(s):
Academic Language Stems:
Easy for Beginners
 Describe people, places, things and events.
 (Who)(What)(Where)(When)
 Use regular and irregular past tense verbs
 My father stared at the ceiling.
 Cause and Effect see page 84
Medium for Intermediate
 (Who)(What)(Where)(When)(Why)
 My father stared at the ceiling like there were strings coming out of his eyes.
Academic Vocabulary:
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Memoir
Memories
Themes
Internal Story
Issues
Depth
Qualities
Elements
Potent topics
Seed Ideas
Draft
Structure
Assessment
Tools:
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Difficult for Advanced and Fluent
 (Who)(What)(Where)(When)(Why){Elaborated sentences}
 My father stared at the ceiling. It was like there were strings coming out of his
eyes that were attached to the ceiling and the strings wouldn’t let his eyes move.
 Goals Rubric
 Assessment Checklist
Student Name
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B = Beginning
D = Developing
I can use cause and effect to
link events in my writing.
I can edit and write in a way
to allow my voice to come
through.
I can remember that if my
memoir contains narrative,
those stories need to have
meaning
I can confer with myself as I
revise
I can inspire myself to write
better than ever as a way to
improve drafting.
I can study published texts
to get ideas for ways to
structure my own text.
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Unit of Study Assessment Checklist Bend 2
P = Proficient
Notes
M=Mastery
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
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Mastery
Proficient
Developing
Beginning
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Stage 3
Plan Learning Experiences and Instruction
There are about 40 teaching days in Quarter 3. This is a suggested timeline that has incorporated Learning and Language Goals. Please modify and adjust
according to the needs of your students.
Monday
Tuesday
Wednesday
Thursday
Bend 1:
Day 1: Session 1: What Makes
a Memoir?
 Learning Goal: I can
study the qualities of
Memoir by noticing
not only their specific
elements, but the
ways by which they
draw on personal and
persuasive essays and
narratives.
Day 6: Session 5: Choosing a
Seed Idea
 Learning Goal: I can
choose a seed idea to
devise a writing
process that works
for me.
Day 2: Session 2: Interpreting
the Comings and Goings of
Life
 Learning Goal: I can
uncover issues or
themes that surface
in my writing again
and again by rereading my notebook,
looking for connects
and asking what this
is really about.
Day 7: Session 5: Continue:
Choosing a Seed Idea
 Language Goal: I can
use transition words
and phrases to push
my thinking further.
(page 45)
Day 3: Session 3: Writing Small
about Big Topics
 Learning Goal: I can
write small about big
topics.
Day 4: Session 3: Continue:
Writing Small about Big
Topics
 Language Goal: I can
use prepositional
phrases to describe
where or when things
happened.
Day 5: Session4: Reading
Literature to Inspire Writing
 Learning Goal: I can
let literature
influence my own
writing.
Day 8: Session 6: Expecting
Depth from Your Writing
 Learning Goal: I can
dive deep into my
memoir by studying
how other authors
write with depth.
Day 9: Session 6: Continue:
Expecting Depth from Your
Writing
 Language Goal: I can
compare and contrast
in my writing to add
depth to what I say.
Bend 2:
Day 10: Session 7: Studying
and Planning Structures
 Learning Goal: I can
study published texts
to get ideas for ways
to structure my own
text.
Day 15: Session 10: Continue:
Revising the Narrative Portion
of a Memoir
 Language Goal: I can
use cause and effect
to link events in my
writing.
Day 11: Session 8: The
Day 12: Session 8: Continue:
Day 13: Session 9: Becoming
Inspiration to Draft
The Inspiration to Draft
Your Own Teacher
 Learning Goal: I can
 Learning Goal: I can
 Learning Goal: I can
inspire myself to
inspire myself to
confer with myself as I
write better than ever
write better than ever
revise.
as a way to improve
as a way to improve
drafting.
drafting.
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Day 14: Session 10: Revising
the Narrative Portion of a
Memoir
 Learning Goal: I can
remember that if my
memoir contains
narrative, those
stories need to have
meaning.
Friday
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
Day 16: Session 11: Editing for Day 17: Session 11: Continue: Bend 3:
Voice
Editing for Voice
Day 18: Additional Session:
 Learning Goal: I can
 Language Goal: I can
Miniedit and write in a
use correct
Celebration/Reflection/Sharing
way to allow my voice
verb/subject
(page94)
to come through.
agreements and verb
 Learning Goal: I can
tenses. (page 92)
reflect on what I’ve
learned and set new
goals for myself.
Day 21: Session 13: FlashDrafting
 Learning Goal: I can
draft my second
memoir in one sitting
by imagining how the
piece will be
structured, then
writing quickly.
Day 26: Session 16: Rereading
Your Draft and Drawing on All
You Know to Revise
 Learning Goal: I can
revise by re-reading
my writing intently.
Day 22: Session 14: Revising
the Expository Portions of a
Memoir
 Learning Goal: I can
write about ideas by
finding or creating a
structure that will
allow me to say what
I want to say.
Day 27: Session 16: Continue:
Rereading Your Draft and
Drawing on All You Know to
Revise
 Language Goal: All
previously taught
Language Goals.
Day 31: Session 18: Editing to Match Sound to Meaning
 Learning Goal: I can choose word, structures, and
punctuation to convey content, mood, tone, and
feeling by listening to my writing carefully.
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Bend 3:
Day 19: Session 12: Seeing
Again, with New Lenses:
Interpreting Your Own Story
 Learning Goal: I can
discover new memoir
ideas by studying
myself like a
character in a book.
Day 20: Session 12: Continue:
Seeing Again, with New
Lenses: Interpreting Your
Own Story
 Language Goal: I can
compare my ideas
about character in
literature to ideas
about myself.
Day 23: Session 14: Continue:
Revising the Expository
Portions of a Memoir
 Learning Goal: I can
write about ideas by
finding or creating a
structure that will
allow me to say what I
want to say.
Day 28: Session 17: Metaphors
Can Convey Big Ideas
 Learning Goal: I can let
one tiny detail
represent the whole
big message of my
writing.
Day 24: Session 15:
Reconsidering the Finer
Points
 Learning Goal: I can
understand that the
best details are the
truest.
Day 25: Session 15: Continue:
Reconsidering the Finer
Points
 Language Goal: I can
use transition words
and phrases to link
the narrative and
narrative sections of
my memoir.
Day 30: Session 18: Editing to
Match Sound to Meaning
 Learning Goal: I can
choose word,
structures, and
punctuation to
convey content,
mood, tone, and
feeling by listening to
my writing carefully.
Day 32: Additional Session:
Final Copy
 Learning Goal: I can
prepare my memoir to
share with others.
Day 33: Session 19: An
Author’s Final Celebration
 Learning Goal: I can
celebrate my writing
success by placing my
writing in the
company of others.
Day 29: Session 17: Continue:
Metaphors Can Convey Big
Ideas
 Learning Goal: I can
let one tiny detail
represent the whole
big message of my
writing.
Grade 5 - Unit 3 Title Shaping Texts: From Essay and Narrative to Memoir
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