2014-2015 Curriculum Blueprint
Grade:
5th
District Unit 6
Lexile Band: 830L-1010L
Course: ELA
Flexible Time:
15 days
Unit Overview
By the end of this unit, students will write an opinion essay, taking a position based on opposing points of view presented on a specific topic. To do this,
students will analyze various persuasive articles and expository texts that express opposing points of view. Students must recognize how the author uses the
structure and reasons supported by evidence to support their point of view.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will be able to explain similarities and differences between two
 How does an author develop relationships and interactions between ideas in
or more texts; including relationships, events, concepts, and structures,
informational text? How do these relationships and interactions help
and how the authors uses these things to support his or her particular
readers better understand the text?
points in a text. 5.RI.1.3 Scale 5.RI.2.5 Scale
5.RI.3.8 Scale
 How does the structure of a text influence the reader's understanding?
(Use indicators that align to learning goal)
 How do reasons and evidence support an author's particular point in a text?
 How does a logical argument help support a point of view?
Students will be able to synthesize and analyze a topic with opposing
points of view and write an essay in which they give their opinion and
support their ideas with information from the texts. 5.W.1.1 Scale
Published Product
*The purpose of the Published Product is to allow for students to go through
the writing process aligned to the standard. Use Literary Tasks to scaffold
learning that will prepare students for the Published Product.
After reading teacher selected texts with opposing viewpoints, write an
essay in which you give your opinion as to what is the primary
reason/event causing bees to disappear. Use information from the
passages in your essay to support your opinion.
Writing Standard
5.W.1.1 (DOK 3) Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
FLDOE Opinion Writing Rubric
FSA Text-Based Writing and Scoring Implications
Revised 1/5/2015
Recursive Standards to be Embedded in Instruction
* McGraw Hill Wonders Series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar, and Spelling
Recursive Standards
The above link is a listing of standards that should be addressed multiple times throughout the year while instructing the weekly standards.
Reading Standards
5.RI.1.3 (DOK 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.
• Define relationship and interactions
• Explain the relationship or interactions between individuals , events, ideas, and concepts
• Use specific information to support the relationship between individuals, ideas, and concepts
4th: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information
in the text.
6th: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
5.RI.2.5 (DOK 4) 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
• Determine the overall text structure
• Describe the overall text structure
• Compare/ contrast the overall structure of events, ideas, concepts or information
4th:Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a
text
6th: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
5.RI.3.8 (DOK 4) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support
which points
• Identify an author’s particular points
• Identify which evidence and reasons support each point
• Explain how to use reasons to support points
• Explain how to use evidence to support points
4th:Explain how an author uses reasons and evidence to support particular points in a text
5th: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Revised 1/5/2015
Speaking and Listening Standards
5.SL.2.4 (DOK 2) 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.
Suggested Literary Texts
Language Standards
5.L.2.3 (DOK 3) 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.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domainspecific words and phrases as found in grade level appropriate texts, including
those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
Literary Tasks
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer
to Higher Order Questions to ensure deeper comprehension)
*Choose at least 1 task per standard that will support and scaffold learning for the
published product. Can be used in whole group, small group, and journal responses.
Teach and Model
 What Was the Purpose of the Inca’s Strange Strings? (920L)
Wonders: Unit 3, Week 5, Reading/Writing Workshop pages 222229
 Should Plants and Animals from Other Places Live Here? (930L)
Wonders: Unit 5, Week 5,Reading/Writing Workshop pages 366373
 Global Hitchhikers (EBSCO HOST)
(Use to create your own tasks - LDC 4-5 Template Tasks (beginning on pg. 12)
Apply with Close Reading
 Machu Picchu: Ancient City (990L)
Wonders: Unit 3, Week 5, Literature Anthology pages 256-259
 Exploring Machu Picchu, Lost City of the Incas (EBSCO HOST)
 The Case of the Missing Bees (950L)
Wonders: Unit 5, Week 5, Literature Anthology pages 424-427
 Busy, Beneficial Bees (980L)
Wonders: Unit 5, Week 5, Literature Anthology pages 428-429
 Can Obama Save the Bees? (EBSCO HOST)
 New Buzz on Bees (EBSCO HOST)
 Every City Needs Healthy Honey Bees (Safari Montage)
5.RI.1.3 (DOK 3) After reading Machu Picchu: Ancient City, use a thinking
map/organizer to identify the various theories in regard to the original purpose
of the ancient city, Machu Picchu. Discuss with your partner or group which
theory you believe to be correct. Support your answer with text evidence.
5.RI.1.3 (DOK 3) After reading The Case of the Missing Bees, write a paragraph to
explain the relationship between honey bees, our food supply, and why it’s
important to save honey bees. Support your answer with text evidence.
5.RI.1.3 (DOK 3) Using a publishing program like Microsoft Publisher or Word,
create a brochure informing the reader about 3 to 4 non-native species that have
affected our environment. Give your opinion as to whether plants/animals from
other places should be able to live here. Use facts and evidence to support your
opinion.
Revised 1/5/2015

Florida Backyard Beekeepers Keep Hope and Honey Alive (Orlando
Sentinel)
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Common Core Exemplar Poetry List
Access Common Core exemplar poetry by grade level
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with
nonfiction that's always relevant: daily news.
ebscohost
under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources
for curriculum support.
Tools to measure text complexity (Vetting a text)
5.RI.2.5 (DOK 4) Authors use text structure to present information in various
ways. Looking at the overall structure of the articles, The Case of the Missing
Bees, Can Obama Save the Bees? and New Buzz on Bees, compare and contrast
the structure of the information presented. Discuss how the author uses the
structure of the text to help support their opinion.
5.RI.2.5 (DOK 4) Write an editorial explaining which text was more effective in
conveying events/ideas/concepts/information about bees? Provide specific
evidence and reasons to support your thoughts.
5.RI.3.8 (DOK 4) After reading the article Can Obama Save the Bees?, identify
what evidence/reasons the author uses to support the claim that the U.S. needs
to ban neonic pesticides. Choose a particular point that you believe was more
effective in supporting the author’s point of view. Write a one paragraph
summary identifying the point with reasoning and share with a partner.
5.RI.3.8 (DOK 4) After reading a teacher selected text, use a thinking map/
organizer to help you identify the author’s opinion and the evidence and reasons
the author uses in the text to support their point. Share with a partner in a
discussion.
*The tasks provided are a sampling therefore additional tasks may be required
*Students should interact with the suggested/optional texts multiple
times to master the three focus reading standards within this unit. PLC’s to ensure adequate practice and deepening of knowledge to ensure mastery of
should collaborate to determine the order of instruction and strategies the focus standards.
that support the learning goal.
Revised 1/5/2015
Higher Order Questions




Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
5.RI.2.5 (DOK 4)
5.RI.3.8 (DOK 4)
5.RI.1.3 (DOK 3)
 What text structure does the author
 What type of evidence and reasons does the
What is the relationship between __?
employ?
author use to support the particular point __?
What ideas justify the connection to __?
 How did the author explain/describe __?
 What are the author’s main points? What
reasons and/or evidence does the author
Describe the interaction between __?
provide to support these main points?
 How does the structure of the text
compare to __?
What specific information does the author provide
 Explain how the author uses reasons and
to support the relationship __?
evidence to support the particular point __?
 What are the differences in how the
author structured the events, ideas,
concepts, or information? What examples
from the text support your comparison?

Which text was more effective in
explaining
events/ideas/concepts/information?

Did text structure impact the effectiveness
of the text? What examples from the texts
to support your opinion?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Revised 1/5/2015