P.S.101
Curriculum Map
Unit of Study: Unit 1 – Depending on Each Other
Grade level: 5
Stage 1 – Culminating Assessment
Unit 1
Part 1-Children will read, “Run, Kate Shelley, Run” and write about the greatest challenge Kate faces as she tries
to reach the Moingona Station. This assessment will assess their knowledge of character traits, character
motivation, point of view, setting, plot, author’s craft, and other skills and strategies taught in Unit 1. They will
include details and evidence from the passage to support their responses. They will quote accurately from the
text and show evidence from the story when necessary.
Part 2-Children will read, “Jenks and the Fire” and write about Jenk’s description of his experience. They will use
their knowledge of point of view, as well as their ability to support ideas with details, to write about Jenk’s
feelings and his character.
Writing-Narrative Account
Students will write a narrative short story or drama with a clear
beginning, middle, and end about character that demonstrates a
commitment to the environment.
Stories will:
● include real or imagined events
● create and organize a sequence of events
● use narrative techniques such as dialogue to develop
experiences and show the response of the character
● use transitional words to depict the sequence of events
● craft an ending that follows the events to a conclusion.
Module A
Common Core Learning Standards
Module B
RL.5.2. 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.
RL.5.3. 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).
RL.5.5. Explain how a series of chapters, scenes,
or stanzas fits together to provide the overall
structure of a particular story, drama, or
poem.
W.5.3. Write narratives to develop real or
imagined experiences or
events using effective technique, descriptive
details, and clear event sequences.
a Orient the reader by establishing a situation
and introducing a narrator and/or characters;
organize an event sequence that
RI.5.2. Determine two or more main ideas of a text
and explain how they are supported by key details;
summarize the text.
RI.5.3. 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.
RI.5.4. Determine the meaning of general academic
and domainspecific words and phrases in a text
relevant to a grade 5 topic or subject area.
1 W.5.2. 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,
unfolds naturally.
b Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences
and events or show the responses of characters
to situations.
W.4.4 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)
W.4.5 With guidance and support from peers and
adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting
or trying a new approach.
SL.5.1 Engage effectively in a range of
collaborative discussions (oneon-one, in groups,
and teacher-led) with diverse partners on grade
5 topics and texts, building on othersʼ ideas and
expressing their own clearly.
SL.5.2 Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally
SL.5.4 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.
Module A
quotations, or other information and examples
related to the topic.
W.5.7 Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
W.5.9 Draw evidence from literary or informational
texts to support analysis, reflection and research.
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 points.)
SL.5.1 Engage effectively in a range of
collaborative discussions (oneon-one, in groups,
and teacher-led) with diverse partners on grade 5
topics and texts, building on othersʼ ideas and
expressing their own clearly.
SL.5.4 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.
SL.5.5 Include multimedia components (e.g.
graphics, sound) and visual displays in
presentations when appropriate to enhance the
development of main ideas or themes.
Target Standards
Module B
W.5.3. Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
W.5.3.a. Orient the reader by establishing a
situation and introducing a narrator and/or
characters; organize an event sequence that
unfolds naturally.
W.5.3.b. Use narrative techniques, such as
dialogue, description, and pacing, to develop
experiences and events or show the responses
of characters to situations.
W.5.3.c. Use a variety of transitional words,
phrases, and clauses to manage the sequence of
events.
W.5.3.d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
W.5.3.e. Provide a conclusion that follows from
W.5.2. Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
W.5.2.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.
W.5.2.b. Develop the topic with facts, definitions,
concrete details, quotations, or other information
and examples related to the topic.
W.5.2.c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
W.5.2.d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W.5.2.e. Provide a concluding statement or section
related to the information or explanation presented.
the narrated experiences or events.
.
Big Ideas
Module A
Module B
Readers understand relationships or
Readers understand how a characterʼs actions are
interactions between two or more individuals,
influenced by the settings and sequence of events
concepts or events based on specific
described in a text.
information from texts.
Writers understand that writerʼs techniques help
Writers understand how to develop a topic with
readers get to know characters, their experiences,
facts, definitions, concrete details, quotations,
and their responses to situations.
or other domain-specific information/examples
Learners understand that people change in relation related to the topic.
to their surroundings.
Learners understand that people, animals, and
all living things live in interactive ways and
impact one another.
Essential Question(s)
Module A
Module B
Readers: How do readers identify relationships
Readers: How do characters responses and
and interactions in texts?
reactions affect the text?
Writers: How do writers group information
Writers: How do writers use dialogue and details to logically, with supporting visuals?
develop characters and their experiences?
Module A
Student Objectives (outcomes):
Module B
Readers will determine a theme of a text by
comparing and contrasting how characters,
settings, or events in a story are impacted by a
challenge.
Writers will use narrative techniques, such as
dialogue, description, and pacing, to develop
experiences and events that show the responses
of characters to challenging situations.
Learners will demonstrate an understanding of
how people change in relation to their
surroundings.
Readers will explain the relationships or
interactions between two or
more concepts in a scientific text based on specific
information in the text.
Writers will write an informative/explanatory text to
examine a topic
and convey ideas with facts, definitions, concrete
details, quotations,
or other domain-specific information/examples
related to the topic.
Learners will demonstrate an understanding of how
people, animals
and all living things live in interactive ways that
impact one another.
Module A
Teacher Resources
Module B
Anchor Text (tradebook): Literary Text (fiction)
Night of the Spadefoot Toads, by Bill Harley 610L
Supporting Text (in Text Collection): Literary Text
(fiction)
“Shells” from Every Living Thing, by Cynthia Rylant
870L
Supporting Text (in Text Collection): Literary Text
(fiction)
Hatchet, by Gary Paulsen 960L
Independent Reading-See attached list (Intervention
Leveled Readers)
Anchor Text (tradebook): Informational Text (biography)
Rachel Carson: Pioneer of Ecology, by Kathleen V.
Kudlinski
770L
Supporting Text (tradebook): Informational Text
Rain Forest Food Chains, by Heidi Moore 800L
Supporting Text (in Text Collection): Informational Text
Pale Male: Citizen Hawk of New York City, by Janet
Schulman
930L
Independent Reading-See attached list (Intervention
Leveled Readers)
Student Resources
Module A
Module B
Poetry
Poetry
● “Dry as Dust” by Marilyn Singer
● “Colorful Guy” by Avis Harley
● “Fire-Bringers” by Marilyn Singer
-Intervention Readers-See attached book list
Module A:
● “Food Chain” by Jon Scieszka
● “In the Flooded Forest” by Susan Katz
● “One Drop at a Time” by Laura Purdie
Salas
-Intervention Readers-See attached book list
Stage 2 – Embedded Assessment
Module B:
Embedded Assessment
Embedded Assessment
Embedded Assessment #1
-Write two paragraphs to analyze a character in Night
of the Spadefoot Toads. Make sure to include:
-The characters traits
-Supporting evidence from the text
-Details to explain your evidence
Embedded Assessment #1
Students will read an article. Following their
reading, the student will construct a report on the
topic of the article. The student will be sure to-Include an introduction that engages the reader
and introduces the topic
-State the specific focus of the report
-Include two body paragraphs
-Provide quotations
Embedded Assessment #2
-Night of the Spadefoot Toads in written in 3rd person
point of view and reflects the thoughts and actions of
the main character, Ben.
-Students will choose a paragraph from Night of the
Spadefoot Toads to write in a different point of view to
show how a characters perspective affects a story.
-Students should be sure to include the
thoughts/dialogue of the new character to reflect their
Embedded Assessment #2
Read the “Kids Can Make a Difference” section on
page 42 of the Sleuth book. Use details from the text
to write 2-3 paragraphs explaining what the children’s
group does to save their local rain forest. Clearly
structure your paragraphs so that they have a main
understanding of a characters perspective as well as
that particular character in the text
idea and supporting details. Write your response on a
separate sheet of paper
Embedded Assessment #3
Students will answer text-based questions that measure
their understanding of Chapters 1-15 of Night of the
Spadefoot Toads by Bill Harley. These questions also
measured their ability to infer and write responses to
constructed response questions that are thorough and
cite the text as evidence.
Embedded Assessment #3
Students will write a clear and logical informative
essay that describes
what is happening to the rain forest.
Students will:
● introduce the topic using an observation or
● explain how the plants and animals are affected and
how this
affects people.
● use graphs, charts, definitions, and quotations to
help support
their work.
● use precise, scientific, domain-specific language and
vocabulary to inform the reader.
● Provide a conclusion that summarizes their
information.
Students can make a plan for who might want to see
their essay in a
way that might have an impact (politician, advocacy
groups, etc.)
Direct Learning Activities: Module A
Reading
Writing
Instructional Tasks, Lesson 1
Compare and contrast the thoughts, feelings, and
actions of characters within a text
ELL/Sped Modification (U.D.L.)-Character
traits reference chart, Graphic organizer
Instructional Tasks, Lesson 2
Analyze the effectiveness of an author’s word choice
and use varying sentence lengths
ELL/Sped Modification (U.D.L.)Descriptive/Sensory word list, Enlarged text,
Highlighters
Instructional Tasks, Lesson 3
Examine the effects of point of view on a story
ELL/Sped Modification (U.D.L.)-Graphic
organizer, Modified text
Instructional Tasks, Lesson 4
Analyze and craft plot through conflict
ELL/Sped Modification (U.D.L.)-Story
mountain reference chart, Story map reference
chart, Feeling word list
.
Instructional Tasks, Lesson 5
Understand and develop character motivation
ELL/Sped Modification (U.D.L.)-Story
mountain reference chart, Story map reference
chart, Feeling word list, Character trait list
Instructional Tasks, Lesson 6
Compare and develop settings
ELL/Sped Modification (U.D.L.)-Descriptive
word list, Visuals, Modified text
Instructional Tasks, Lesson 7
Analyze an author’s style-specifically focusing on how
the author chooses to reveal a characters feelings
Instructional Tasks, Lesson 1
Establish a situation and introduce characters
ELL/Sped Modification (U.D.L.)-Examples of
modified text that introduces a character
effectively, Character trait list, Create a list rather
than a paragraph
Instructional Tasks , lesson 2
Use sensory details to describe a setting.
ELL/Sped Modification (U.D.L.)-Reference
chart, Visuals
Instructional Tasks, Lesson 3
Establish a point of view in a narrative.
ELL/Sped Modification (U.D.L.)-Small group
instruction, Teacher modeling/re-teach
Instructional Tasks, Lesson 4
Introduce and develop conflict in a narrative.
ELL/Sped Modification (U.D.L.)-Introduce
conflict as problem/solution, Problem/Solution
graphic organizer
Instructional Tasks, Lesson 4.5
Use a four square graphic organizer to plan and
organize the important points in our narratives
ELL/Sped Modification (U.D.L.)- Small group
instruction, Teacher modeling/re-teach
Instructional Tasks, Lesson 5
Develop character response in a narrative.
ELL/Sped Modification (U.D.L.)-Work in
partners
Instructional Tasks, Lesson 6
Develop a setting that can influence a character’s
actions.
ELL/Sped Modification (U.D.L.)-Visuals, List of
descriptive words
ELL/Sped Modification (U.D.L.)-Highlighters,
Embedded Assessment #1
Feelings reference chart, Character traits reference Character Analysis
chart, Modified text
-Write two paragraphs to analyze a character in Night
Instructional Tasks, Lesson 8
Analyze characters and dialogue
ELL/Sped Modification (U.D.L.)-Highlighters,
Modified Text
Instructional Tasks, Lesson 9
Analyze character and theme
ELL/Sped Modification (U.D.L.)-Character
traits reference chart, T-chart to map traits and
of the Spadefoot Toads. Make sure to include:
-The characters traits
-Supporting evidence from the text
-Details to explain your evidence
Instructional Tasks, Lesson 7
Establish writing style based on revision of sentences.
ELL/Sped Modification (U.D.L.)-Small group
instruction
evidence, Common themes in literature reference
chart, Highlighters
Instructional Tasks, Lesson 10
Understand how craft and style contribute to theme
ELL/Sped Modification (U.D.L.)-Common
themes in literature reference chart
Instructional Tasks, Lesson 11
Examine and develop theme
ELL/Sped Modification (U.D.L.)-Common
themes in literature reference chart
Instructional Tasks, Lesson 12
Understand how an author uses dialogue to reveal
conflict
ELL/Sped Modification (U.D.L.)
Instructional Tasks, Lesson 13
Understand how characters responses to events help
to create a story
ELL/Sped Modification (U.D.L.)-Cause/Effect
chart, Transition word/phrase list
Instructional Tasks, Lesson 8
Develop a relationship between two characters with
dialogue.
ELL/Sped Modification (U.D.L.)-Small group
instruction
Instructional Tasks, Lesson 9
Develop the theme of a narrative.
ELL/Sped Modification (U.D.L.)-List of
common themes in literature, Teacher
modeling/re-teach
Embedded Assessment #2
-Night of the Spadefoot Toads in written in 3rd person
point of view and reflects the thoughts and actions of
the main character, Ben.
-Students will choose a paragraph from Night of the
Spadefoot Toads to write in a different point of view to
show how a characters perspective affects a story.
-Students should be sure to include the
thoughts/dialogue of the new character to reflect their
understanding of a characters perspective as well as
that particular character in the text
Instructional Tasks, Lesson 13.5
Understand how to draft answers that are thorough
and use textual evidence by using the A.P.E.S.
(Answer Prove Explain Support) strategy
Instructional Tasks: Lesson 10
Develop the theme of a narrative with descriptive
details.
ELL/Sped Modification (U.D.L.)-A.P.E.S.
graphic organizer, Modified text
ELL/Sped Modification (U.D.L.)-Figurative
language reference chart, List of descriptive
words, List of common themes in literature
Instructional Tasks, Lesson 14
Compare and contrast characters based on details in a
text as well as their character traits
Instructional Tasks, Lesson 11
Develop the theme of a narrative with figurative
language.
ELL/Sped Modification (U.D.L.)-Character
traits reference chart, T-chart to map traits and
evidence, Common themes in literature reference
chart, Highlighters
ELL/Sped Modification (U.D.L.)-Figurative
language reference chart, List of descriptive
words, List of common themes in literature
Instructional Tasks, Lesson 15
Understand how authors develop characters and show
how they respond to challenging situations
Instructional Tasks, Lesson 12
Use dialogue between characters to develop conflict
and show character responses
ELL/Sped Modification (U.D.L.)-Small group
instruction, Focus on one character
ELL/Sped Modification (U.D.L.)-Evidence
stems/Prompts to help students incorporate
Instructional Tasks, Lesson 16
Understand how characters’ actions are influenced by a
story’s setting and sequence of events.
Instructional Tasks, Lesson 13
Write a brief narrative that shows an event’s influence
on different characters.
ELL/Sped Modification (U.D.L.)-Venn diagram
to compare and contrast how a character acts in
different settings
Instructional Tasks, Lesson 17
ELL/Sped Modification (U.D.L.)-Modified task
(students will write a paragraph)
Instructional Tasks, Lesson 14
-Plan, draft, and revise a short narrative.
Compare and contrast settings and how setting
influences characters’ actions across two texts
ELL/Sped Modification (U.D.L.)Venn diagram to compare and contrast how a
character acts in different settings
Instructional Tasks, Lesson 18
Compare and contrast themes across texts based on
how characters act and respond to challenges
ELL/Sped Modification (U.D.L.)-Venn diagram
graphic organizer
ELL/Sped Modification (U.D.L.)- Graphic
organizer, Highlighters to use color-coding
strategies to denote revisions
Instructional Tasks, Lesson 15
Write a journal entry from a character’s point of view.
ELL/Sped Modification (U.D.L.)-Assign
character, Modify task (How might you feel if you
were.....)
Instructional Tasks, Lesson 16
Revise a narrative, adding transitional words
ELL/Sped Modification (U.D.L.)-Transition
word list
Embedded Assessment #3
Students will answer text-based questions that
measure their understanding of Chapters 1-15 of Night
of the Spadefoot Toads by Bill Harley. These questions
also measured their ability to infer and write responses
to constructed response questions that are thorough
and cite the text as evidence.
Instructional Tasks, Lesson 17
Analyze how visual elements contribute to theme, tone,
and meaning of text.
ELL/Sped Modification (U.D.L.)-Visuals, Copies
of modified text that reflect a theme
(Fairytales/Folk Tales), Small group instruction
Instructional Tasks, Lesson 18
Compare and contrast character challenges from
various texts
ELL/Sped Modification (U.D.L.)- Venn diagram
graphic organizer
Direct Learning Activities: Module B
Reading
Writing
Instructional Tasks, Lesson #1
Instructional Tasks, Lesson #1
-Explore the text and Enduring Understanding
-Understand how to summarize our ideas in writing
-Examine a text for its main idea and key details
ELL/Sped Modification (U.D.L.)-Students will
ELL/Sped Modification (U.D.L.)-Small group
instruction
Instructional Tasks, Lesson #2
-Examine how structure is informed by the
relationships between events or ideas in a text
ELL/Sped Modification (U.D.L.)-Modified text,
Small group instruction
use the S.W.B.S.
Instructional Tasks, Lesson #1.5
Examine and describe the components of an
informative report
ELL/Sped Modification (U.D.L.): Provide
samples of informative reports, Include modified
texts, Provide the graphic organizer (outline.)
Instructional Tasks, Lesson #2.5
-Understand and analyze the different types of
structures a text usually follows
ELL/Sped Modification (U.D.L.)- Modified text,
Small group instruction
Instructional Tasks, Lesson #3.
Examine how the craft and structure of a text can
affect its overall meaning
ELL/Sped Modification (U.D.L.)-Modified text,
Small group instruction
Instructional Tasks, Lesson #4
Examine how authors develop a concept through the
use of key details
ELL/Sped Modification (U.D.L.)- Modified text,
Small group instruction
Instructional Tasks, Lesson #5
Understand how a writer uses figurative language to
create images or emphasize ideas.
ELL/Sped Modification (U.D.L.)-Highlighters,
Common list of idioms in English, List of
descriptive words, Figurative language reference
chart
Instructional Tasks, Lesson #6
Examine how an author uses cause-effect relationships
to give a clear picture of what happened and why
ELL/Sped Modification (U.D.L.)-Cause/Effect
chart, Highlighters
Instructional Tasks, Lesson #7
Understand the different types of figurative language
and how to indentify them in a text
ELL/Sped Modification (U.D.L.)- Highlighters,
Common list of idioms in English, List of
descriptive words, Figurative language reference
chart
Instructional Tasks, Lesson #7.5
Analyze an author’s use of figurative language to
create strong visuals and enhance ideas
ELL/Sped Modification (U.D.L.)-Highlighters,
Common list of idioms in English, List of
descriptive words
Instructional Tasks, Lesson #8
Examine a text for its main idea and key details
ELL/Sped Modification (U.D.L.)-Use color
Instructional Tasks, Lesson #2
-Organize ideas in chronological order by developing an
outline
-Develop an outline to organize main ideas logically.
ELL/Sped Modification (U.D.L.): Include
modified texts, Provide the graphic organizer
(outline.)
Instructional Tasks, Lesson #3
-Use quotations to develop a topic
ELL/Sped Modification (U.D.L.)-Skill
worksheets, Reference sheets on quotations
Instructional Tasks, Lesson #4
Develop an outline to organize main ideas and details
for an informative/explanatory writing
ELL/Sped Modification (U.D.L.)- Modified text,
Small group instruction
Instructional Tasks, Lesson #4.5
-Conduct research to gather information about a topic
ELL/Sped Modification (U.D.L.)-Provide a list
of student geared websites
Instructional Tasks, Lesson #5
Develop a topic with facts, details, and examples as
based on research
ELL/Sped Modification (U.D.L.)-Small group
instruction
Instructional Tasks, Lesson #6:
-Use cause and effect relationships to develop
structure.
- Use text features correctly in writing
ELL/Sped Modification (U.D.L.)-Cause/Effect
chart, Highlighters
Instructional Tasks, Lesson #6.5:
-Understand the different types of text features and
analyze their impact on a writing piece
ELL/Sped Modification (U.D.L.)
Instructional Tasks, Lesson #7
-Organize research into an outline in chronological
order
ELL/Sped Modification (U.D.L.)-Numbered
outline to organize ideas
Embedded Assessment #1
Students will read an article. Following their
reading, the student will construct a report on the
topic of the article. The student will be sure to-Include an introduction that engages the reader
coding strategies to differentiate the main idea from
the supporting details in our writing
Instructional Tasks, Lesson #9
-Analyze science texts for their use of text features and
graphics
ELL/Sped Modification (U.D.L.)-Modified text,
Common Text features list
Instructional Tasks, Lesson #10
-Understand larger concepts in a text by identifying the
relationship between main ideas
ELL/Sped Modification (U.D.L.)-Main
Idea/Supporting Details Graphic Organizer,
Highlighters
Instructional Tasks, Lesson #11
-Determine the meaning of domain-specific language
and use of text features to enhance understanding
ELL/Sped Modification (U.D.L.)-Vocabulary
cards, Dictionaries
.
Instructional Tasks, Lesson #12
-Examine the importance of sound reasoning and
logical evidence to an author’s message
ELL/Sped Modification (U.D.L.)-Small group
instruction, Teacher modeling/re-teach
Instructional Tasks, Lesson #13
-Understand how to synthesize information from two
sources to create a new understanding
ELL/Sped Modification (U.D.L.)-Modified text,
Highlighters, t-chart graphic organizer
Instructional Tasks, Lesson #14
-Analyze meaning using sentence structure and
figurative language in an informational text.
ELL/Sped Modification (U.D.L.)- Modified text,
Highlighters, t-chart graphic organizer
Instructional Tasks, Lesson #15
-Analyze the relationships and interactions between
people and other living things in a nonfiction narrative
ELL/Sped Modification (U.D.L.) Modified text,
Highlighters, t-chart graphic organizer
Instructional Tasks, Lesson #16
-Determine problem-solution text structure in an
informational text.
and introduces the topic
-State the specific focus of the report
-Include two body paragraphs
-Provide quotations
Instructional Tasks, Lesson #8
-Write a first draft based on the outlines that were
created and develop a summary to conclude our
writing
ELL/Sped Modification (U.D.L.)- Modified text,
Small group instruction
Instructional Tasks, Lesson #9
-Write an informational article using facts, examples,
and domain-specific vocabulary
ELL/Sped Modification (U.D.L.)- Modified text,
Small group instruction
Instructional Tasks, Lesson #10
-Develop and support ideas and include visuals and
graphics to enhance understanding
ELL/Sped Modification (U.D.L.)-Visuals,
Modified non-fiction articles
Instructional Tasks, Lesson #11
- Revise writing to incorporate precise language,
transitions, and domain-specific vocabulary
ELL/Sped Modification (U.D.L.)-Vocabulary
cards, Visuals, Dictionaries, Color-coded words
Instructional Tasks, Lesson #12
-Research a topic in small groups, and engage in
debate using visual presentations.
- Plan an informative brochure
ELL/Sped Modification (U.D.L.)-iPads,
Grouped with teacher, List of websites for research
Embedded Assessment #2
Read the “Kids Can Make a Difference” section on page
42 of the Sleuth book. Use details from the text to
write 2-3 paragraphs explaining what the children’s
group does to save their local rain forest. Clearly
structure your paragraphs so that they have a main
idea and supporting details. Write your response on a
separate sheet of paper
Instructional Tasks, Lesson #13
-Draft an informative brochure
ELL/Sped Modification (U.D.L.)-Highlighters to ELL/Sped Modification (U.D.L.)-Sample
assist in color-coding, Modified text
brochures
Instructional Tasks, Lesson #17
Instructional Tasks, Lesson #14
-Reread to compare and contrast authors’ use of
quotations and word choice
ELL/Sped Modification (U.D.L.)-Venn diagram
to map thinking, Highlighters
Instructional Tasks, Lesson #18
-Reread across texts to compare and contrast multiple
accounts of a similar topic
-Revise an informative brochure
ELL/Sped Modification (U.D.L.)-Sample
brochures
Instructional Tasks, Lesson #15
-Edit and proofread an informative brochure
ELL/Sped Modification (U.D.L.)-Highlighters,
Dictionaries, Work in Pairs
ELL/Sped Modification (U.D.L.)- Venn diagram
to map thinking, Highlighters
Instructional Tasks, Lesson #16
-Publish and present an informative brochure
ELL/Sped Modification (U.D.L.)- Highlighters,
Dictionaries, Work in Pairs
Embedded Assessment #3
Students will write a clear and logical informative essay
that describes what is happening to the rain forest.
Students will:
● introduce the topic using an observation or
● explain how the plants and animals are affected and
how this affects people.
● use graphs, charts, definitions, and quotations to
help support their work.
● use precise, scientific, domain-specific language and
vocabulary to inform the reader.
● Provide a conclusion that summarizes their
information.
Students can make a plan for who might want to see
their essay in a way that might have an impact
(politician, advocacy groups, etc.)
Instructional Tasks, Lesson #17
- State and support an opinion with facts and evidence
ELL/Sped Modification (U.D.L.)-Graphic
organizer, Highlighters to use color-coding
strategies to denote facts and evidence
Instructional Tasks, Lesson #18
-Develop and support an opinion with reasons, facts,
and details.
ELL/Sped Modification (U.D.L.)- Graphic
organizer, Highlighters to use color-coding
strategies to denote facts and evidence