Grade 5 Unit Plan
Module A
Unit planning provides you with a sense of direction and organization that helps the teacher and the class to
achieve significant academic gains within a particular time period. “It encourages alignment between teaching
practice and three interrelated goals – Acquisition (of knowledge and skills), Meaning Making (understanding of
“big ideas”) and Transfer of learning.” –Wiggins and McTighe
1
Grade
Module
Unit Theme
Unit Summary
5
A
Learning About Ourselves and Each Other
In Unit 1, the students will be immersed in various texts focusing on the theme: Learning About Ourselves and Each Other. Using the
JOURNEYS anthology as the starting point, the students will read short stories that take a closer look at learning as a multi-faceted
experience. The students will encounter characters that learn about themselves, acquire new skills & talents, reveal various interests &
strengths and so on. These characters’ interactions with others allows readers to understand how integral social interactions are to
developing as an individual. In addition to using JOURNEYS, the students will be exposed to mentor texts such as novels, picture books as
read-alouds, non-fiction articles & editorials, as well as excerpts from larger texts.
Big Idea
In this unit, students will study characters in ways that will build critical thinking skills. Students will concentrate on characters’ thoughts,
words, actions, decisions, and interactions with. Understanding a text’s characters and event relationships expands a reader’s
comprehension of a text.
Pacing Guide
Use Journeys Unit 1
9 weeks (First Marking Period)
Background
In order to compare and contrast two or more characters, settings, or events, students should be able to:
 describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
 describe how characters in a story respond to major events and challenges.
 Read texts to gather information and draw conclusions before declaring an opinion or idea
 when reading informational texts, articulate connections (making meaning) i.e/ cause and effect, chronological,
problem/solution, descriptions, comparison/contrast
 engage in meaningful classroom discussion where they speak about and listen to the analyses of characters, settings, or
events
 express their thoughts on characters, settings, or events through writing
Learning
Outcomes:
Student Goals:
To show proficiency, I will:
 Demonstrate independence
 Use the story elements, including setting, characters, theme, plot and so on, in order to analyze a text
 Use various strategies to understand the meaning of unfamiliar words, such as context clues, Latin & Greek prefixes/suffixes, root
words, etc.
 Compare and contrast features of fiction and non-fiction texts
 Use elements such as tone, mood, author’s purpose, point of view and word choice to identify and understand theme in a text
 Produce writing appropriate to task, purpose, and audience
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Note to Teacher
Use a variety of strategies before, during, and after reading to construct, monitor, and confirm meaning, including:
predicting, asking and answering text-dependent questions, summarizing, drawing conclusions, making inferences, defining words and
phrases, using text features, comparing and contrasting, identifying text structure, determining point of view, determining main or central
idea, discussing lesson & theme, and supporting reasons with evidence in order to understand and critically analyze the text.
Use speaking and listening to interact with others for the purposes of contributing to a class discussion, sharing and explaining ideas,
viewpoints, and opinions, adjusting thinking/beliefs, solving problems, completing tasks, presenting ideas and information, and recounting
experiences in order to develop a deeper understanding of the text.
Essential Questions
What do readers do when they do not understand everything in a text?
Enduring Understandings
Good readers employ strategies to help them understand text. Strategic readers can
develop, select, and apply strategies to enhance their comprehension
Why do readers need to pay attention to a writer’s choice of words?
Words powerfully affect meaning.
How do readers construct meaning from text?
Good readers compare, infer, synthesize, and make connections (text to text, text to
world, text to self) to make text personally relevant and useful.
How do good writers express themselves? How does process shape the
writer’s product?
Good writers develop and refine their ideas for thinking, learning, communicating, and
aesthetic expression.
How do writers develop a well written product?
Good writers use a repertoire of strategies that enables them to vary form and style, in
order to write for different purposes, audiences, and contexts.
How can discussion increase our knowledge and understanding of an
idea(s)?
Assessments
Formative: a process used by teachers and
students during instruction that provides
explicit feedback to adjust ongoing teaching
and learning to improve students’
achievement of intended instructional
outcomes. Formative assessment is a method
of continually evaluating students’ academic
needs and development within the classroom
and precedes local benchmark assessments
and state-mandated summative assessments.
Oral discussion helps to build connections to others and create opportunities for
making learning concrete.
Summative: cumulative evaluations used Authentic Assessment: refers to assessment
to measure student growth after
tasks that require students to demonstrate
instruction and are generally given at the
their knowledge, skills, and strategies by
end of a course in order to determine
creating a response or a product.
whether long term learning goals have
been met.
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State-mandated assessments
DWA
Benchmark assessments

See Culminating Activities
(Students are to select one activity
of their choice).
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3 Types of Formative Assessments:
1. “In the Moment” (those that happen
during a lesson)
2. “planned-for-interaction” (those
decided before instruction)
3. “curriculum-embedded” (embedded
in the curriculum and used to gather
data at significant points during the
learning process).
 Exit Tickets
 Anecdotal Notes
 Talk Moves
 Quiz
 Quick-Writes
 Concept Map
 Think-Pair-Share
 Use of Individual Whiteboards
 Summaries & Reflections
 Text Dependent Questions
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End of Unit Tests
Open-Ended Responses to texts
Published Writing Pieces
On-Demand Writing
RL Standards
Built In
Grade Level Standard
Anchor Standard
RL.5.1 Quote accurately from a
text when explaining what the
text says explicitly and when
drawing inferences from the
text.
R.1 Read closely to determine
what the text says explicitly and
to make logical inferences from
it; cite specific textual evidence
when writing or speaking to
support conclusions drawn from
the text.
RL.5.4 Determine the meaning
of words and phrases as they
are used in a text, including
figurative language such as
metaphors and similes.
R.4 Interpret words and phrases
as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how
specific word choices shape
meaning or tone.
When Appropriate
Specific Standard
Anchor Standard
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).
R.2 Determine central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
R.3 Analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
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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.
R.5 Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text (e.g.,
a section, chapter, scene, or
stanza) relate to each other and
the whole.
RL.5.6 Describe how a narrator's
or speaker's point of view
influences how events are
described.
R.6 Assess how point of view or
purpose shapes the content and
style of a text.
RL.5.10 By the end of the year,
read and comprehend
literature, including stories,
dramas, and poetry, at the high
end of the grades 4-5 text
complexity band independently
and proficiently.
R.10 Read and comprehend
complex literary and
informational texts
independently and proficiently.
RL.5.7 Analyze how visual and
multimedia elements contribute
to the meaning, tone, or beauty
of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
R.7 Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words.
RL.5.9
Compare and contrast stories in
the same genre (e.g., mysteries
and adventure stories) on their
approaches to similar themes
and topics.
R.9
Analyze how two or more texts
address similar themes or topics
in order to build knowledge or
to compare the approaches the
authors take.
RI Standards
Built In
RI.5.1 Quote accurately from a
text when explaining what the
text says explicitly and when
drawing inferences from the
text.
RI.5.4 Determine the meaning
of general academic and
domain-specific words and
phrases in a text relevant to
a grade 5 topic or subject area.
R.1 Read closely to determine
what the text says explicitly and
to make logical inferences from
it; cite specific textual evidence
when writing or speaking to
support conclusions drawn from
the text.
R.4 Interpret words and phrases
as they are used in a text,
including determining technical,
connotative, and figurative
meanings, and analyze how
When appropriate
RI.5.2 Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
R.2 Determine central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.
RI.5.3 Explain the relationships
or interactions between two or
more individuals, events, ideas,
or concepts in a historical,
scientific, or technical text
R.3 Analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
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specific word choices shape
meaning or tone.
RI.5.8 Explain how an author
uses reasons and evidence to
support particular points in a
text, identifying which reasons
and evidence support which
point(s).
RI.5.10 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.
R.10 Read and comprehend
complex literary and
informational texts
independently and proficiently.
based on specific information in
the text.
RI.5.5 Compare and contrast the
overall structure (e.g.,
chronology, comparison,
cause/effect, problem/solution)
of events, ideas, concepts, or
information in two or more
texts.
RI.5.6 Analyze multiple accounts
of the same event or topic,
noting important similarities
and differences in the point of
view they represent.
R.5 Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text (e.g.,
a section, chapter, scene, or
stanza) relate to each other and
the whole.
R.6 Assess how point of view or
purpose shapes the content and
style of a text.
RI.5.7
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.
RI.5.9
Integrate information from
several texts on the same topic
in order to write or speak about
the subject knowledgeably.
R.7 Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words.
R.9
Analyze how two or more texts
address similar themes or topics
in order to build knowledge or
to compare the approaches the
authors take.
Writing Standards
Built In
W.5.1 Write opinion pieces on
topics or texts, supporting a
W.1 Write arguments to support
claims in an analysis of
When Appropriate
W.5.3 Write narratives to
develop real or imagined
W.3 Write narratives to develop
real or imagined experiences or
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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.
substantive topics or texts using
valid reasoning and relevant and
sufficient evidence.
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,
W.2 Write informative/
explanatory texts to examine
and convey complex ideas and
information clearly and
accurately through the effective
selection, organization, and
analysis of content.
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 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.
c. Use a variety of transitional
words, phrases, and clauses to
manage the sequence of events.
d. Use concrete words and
phrases and sensory details to
convey experiences and events
precisely.
e. Provide a conclusion that
follows from the narrated
experiences or events.
W.5.6 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.
events using effective
technique, well-chosen details
and well-structured event
sequences.
W.6 Use technology, including
the Internet, to produce and
publish writing and to interact
and collaborate with others.
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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.
W.5.4 Produce clear and
coherent writing in which the
development and organization
are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards
1-3 above.)
W.5.5 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 here.)
W.5.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
a. Apply grade 5 Reading
standards to literature (e.g.,
W.4 Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
W.5.7 Conduct short research
projects that use several sources
to build knowledge through
investigation of different
aspects of a topic.
W.7 Conduct short as well as
more sustained research
projects based on focused
questions, demonstrating
understanding of the subject
under investigation.
W.5 Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or
trying a new approach.
W.5.8 Recall relevant
information from experiences or
gather relevant information
from print and digital sources;
summarize or paraphrase
information in notes and
finished work, and provide a list
of sources.
W.8 Gather relevant
information from multiple print
and digital sources, assess the
credibility and accuracy of each
source, and integrate the
information while avoiding
plagiarism.
W.9 Draw evidence from literary
or informational texts to
support analysis, reflection, and
research.
W.5.10 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-
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 tasks,
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"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]").
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]"").
specific tasks, purposes, and
audiences.
purposes, and audiences.
Content Standards
Speaking and
Listening
Grade Level Standard
SL.5.1 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.
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.
Anchor Standard
SL.1
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.
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Language
SL.5.2
Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally.
SL.2
Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.5.3
Summarize the points a speaker makes and explain how each claim
is supported by reasons and evidence.
Presentation of Knowledge and Ideas:
SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric.
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.4
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and
audience.
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.
SL.5
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
SL.5.6
Adapt speech to a variety of contexts and tasks, using formal
English when appropriate to task and situation. (See grade 5
Language standards 1 and 3 here for specific expectations.)
SL.6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate.
L.5.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and
conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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L.5.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest
of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank
you), to set off a tag question from the rest of the sentence
(e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that
you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of
works.
e. Spell grade-appropriate words correctly, consulting references as
needed.
L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.5.3 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.
L.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or
listening.
L.5.4 Determine or clarify the meaning of unknown and multiplemeaning 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.
b. Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
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.
L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
L.5.5 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.
L.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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c. Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including those
that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in
addition).
Reading Foundations
L.6 Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension
or expression.
RF.5.3 Know and apply grade-level phonics and word analysis skills
in decoding words.
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of
context.
N/A
RF.5.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
N/A
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Teaching TasksReading
Extended Text (Select 1) (Grade appropriate full-length novels
Including but not limited to the list below)
 Number the Stars by Lois Lowry. Lexile Level: 670, Guided
Reading Level: U. Additional Themes: Prejudice and
Tolerance, Courage/Bravery, Holocaust, WWII.
 Bridge to Terabithia by Katherine Paterson. Lexile Level:
810, Guided Reading: T. Additional Themes: Friendship,
Identity, Confronting and Resolving Fears, Death/Grief.
 The Tale of Despereaux by Kate DiCamillo. Lexile Level:
670. Guided Reading: U. Additional Themes: Pride, SelfEsteem, Heroism.
 Holes by Louis Sachar. Lexile Level: 660. Guided Reading: V.
Additional Themes: Friendship, Pride, Self-Esteem,
Tasks (see appendix for definitions)
Guided Reading
Close Reading
Cooperative Learning Groups
Literacy Centers
Text Dependent Questions
Reader’s Workshop
Read Alouds
Shared Reading
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Heroism.
Short Texts (Select 5-9)
(Literature includes adventure stories, folktales, legends, fables,
fantasy, realistic fiction, myth, poetry and drama)
JOURNEY’S Selections
 “A Package for Mrs. Jewls” by Louis Sachar.
 “Off and Running” by Gary Soto
 “Double Dutch” by Veronica Chambers
 “Elisa’s Diary” by Doris Luisa Oronoz
 “The Multi-Tasker” by Becky Cheston (Unit 1 in JOURNEYS
MAGAZINE)
Learning Log
Exit Tickets
Reader’s Theater
Socratic Seminars
Jigsaw
Responses to Literature
Additional Literature Selections
 “Thank You Mr. Falker” by Patricia Polacco (Read Aloud)
 “Ish” by Peter Reynolds (Read Aloud)
 “The Lottery”, “Charles” and Other Short Stories by Shirley
Jackson (Short Stories)
 “Doo Wop Pop” by Roni Schotter (Read Aloud)
 Additional Texts in StoryWorks
(Informational Texts include biographies & autobiographies, books
about history, social studies, science, the arts, technical texts—
directions, forms—and information displayed in graphs, charts,
maps, etc.)
Science (Select 1-2)
 “Blasting Off to Space Academy” by Susan E. Goodman
 “Connect to Science: Profile of a Spacewalker” by Carole
Gerber “Owen & Mzee: The True Story of a Remarkable
Friendship” by Isabella Hatkoff (Read Aloud)
 Additional Texts in StoryWorks
Social Studies/The Arts
 “Score” Poetry Selections by Richard Armour, Jane Yolen,
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Teaching TasksWriting
and Walter Dean Myers (Lesson 4 Paired Text in JOURNEYS)
“From Tragedy to Triumph” by Jennifer Johnson (Lesson 5
Paired Text in JOURNEYS)
“Barbed Wire Baseball” by Marissa Moss (Read Aloud)
“Mistakes that Worked: 40 Familiar Inventions and How
They Came to Be” by Charlotte Foltz Jones (Read Aloud)
“Who Belongs Here? An American Story” by Margy Burns
Knight (Read Aloud)
“Play Like a Girl: A Celebration of Women in Sports” by
Sue Macy and Jane Gottesman (Read Aloud)
Additional Texts in StoryWorks
Text
Lucy Calkins Units of Study-Narrative Bend I
Write Source—Grade 5 (teacher resource)
6+1 Trait Writing (teacher resource)
Sample Opinion Essay Topics
 Is the Election Process Fair? (See Technology Resources on
Electoral College)
 Should students be required to participate in a sport, club,
or another extra-curricular activity?
 Should schools celebrate culture/gender specific months
such as Black History Month, Hispanic Heritage Month,
Women’s History Month, etc.?
 Should schools be single-gendered?
 Should students be required to take a World Language in
schools?
 Should students not be allowed to participate in sports
with failing grades?
Sample Personal Narrative Topics
For ideas, students can use:
 heart maps
 writing territories
 writer’s notebooks
Sample Informative Topics (Research Reports)
 The Election Process, The Electoral College
 Women & Minorities Gaining the Right to Vote
Genre
-Opinion (2)
 One reflective of
the writing
process
 One On-Demand
-Narratives (2)
 One reflective of
the writing
process
 One On-Demand
-Informative
 1 Research
Project
-Literary Analysis Task
 Novel Based
Tasks
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Writer’s Workshop
Independent Writing
Shared Writing
On-Demand Writing
Journal Writing
Reflection
Quick-Writes
Seed Ideas/Small Moments
R.A.F.T. Prompts (Role,
Audience, Format, Topic)
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Culminating Activity
Skills and Definitions
History/Impact of a Specific Sport
Influential People Who Didn’t Give Up Despite Adversity
Influence of a Specific Cultural Group on American Society
College or University
Potential Career Choice
Government Agencies such as NASA, FBI, CIA, etc.
 Video/Brochure: Students will design a Brochure that would be helpful to new students at their school. This brochure should
include useful information such as teachers/staff, map, clubs and extra-curricular activities, tips for success, and so on. They will
also need to film a quick Orientation/Recruitment Video that a principal can show to new students on their First Day of School.
They should include valuable information for students who may struggle with English as well.
 Booklet: Students will develop a guidebook/iBook on the basics of a hobby/sport they enjoy. For example, soccer, photography,
crocheting, jewelry making, basketball, scrapbooking, etc. The book will include text, photos, and graphics such as diagrams.
Students will hold a mock book launch that will include a presentation and the reading aloud of an excerpt from the book.
Students Will…
~Add text and images to a cover page to convey the contents of the guidebook.
~Include a table of contents for easy reference.
~Add a page that includes rules and/or step-by-step instructions.
~Add a page that includes text and images describing positions, skills, techniques, strategies, finished products, etc.
 Field Trip Guide: Students will create a pamphlet for a local attraction to distribute as a Field Trip Planner for teachers. Brainstorm
a list of attractions for your area. Have students choose their own local attraction. They can add text to share location, cost and
the educational value of the trip, options for different programs and any additional benefits. Students can include images and
quotes to engage the reader and help convince them to use this attraction as a field trip opportunity.
PARCC TERMS
Performance-Based Assessments: Performance-based assessment is an alternative that is designed to encompass a better overall
representation of student progress to gather a demonstration of the scope of knowledge a student has on a subject rather than
simply testing the accuracy of their response on a selection of questions.
Literary Analysis Task (LAT): This task will ask students to carefully consider literature worthy of close study and compose an analytic
essay.
Research Simulation Task (RST): In this task, students will analyze an informational topic presented through several articles or
multimedia stimuli. Students will engage with the texts by answering a series of questions and synthesizing information from multiple
sources in order to write two analytic essays.
Narrative Task (NT): In this task, students may be asked to write a story, detail a scientific process, write a historical account of
important figures, or describe an account of events, scenes or objects, for example.
Evidence-Based Selected Response (EBSR): multiple choice assessment
Technology-Enhanced Constructed Response (TECR): computer-based assessment
Prose-Constructed Response (PCR): open-ended questions
OTHER TERMS
Formative Assessment: a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing
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teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a method of
continually evaluating students’ academic needs and development within the classroom and precedes local benchmark assessments
and state-mandated summative assessments.
Summative Assessment: cumulative evaluations used to measure student growth after instruction and are generally given at the end
of a course in order to determine whether long term learning goals have been met.( State-mandated assessments District benchmark
or interim assessments, End-of-unit or -chapter tests)
Authentic Assessment: refers to assessment tasks that requires students to demonstrate their knowledge, skills, and strategies by
creating a response or a product (conducting research and writing a report, developing a character analysis, debating a character's
motives, creating a mobile of important information they learned, dramatizing a favorite story, drawing and writing about a
story).(conducting research and writing a report, developing a character analysis, debating a character's motives, creating a mobile of
important information they learned, dramatizing a favorite story, drawing and writing about a story).
reading strategies: purposeful, cognitive actions that students take when they are reading to help them construct and maintain
meaning. Reading successfully goes well beyond fluency and word recognition and relies heavily upon comprehension of text.
 monitor: is the ability of a reader to be aware, while reading, whether a text is making sense or not.
 using and creating schema: making connections between the new and the know, building and activating background
knowledge
 asking questions: generating questions before, during, and after reading that lead you deeper into the text.
 determining importance: deciding what matters most, what is worth remembering
 making inferences: to figure out something the author does not say.
 using sensory and emotional images: creating metal images to deepen and stretch meaning
 synthesizing: creating an evolution of meaning by combing understanding with knowledge from other texts/sources
Story Structure: the important parts of the story, including the problem or conflict, plot events, and the problem’s solution, or
resolution, and how they work together.
Conflict: the story problem, or struggle, which affects events in the plot.
Resolution: the way the conflict is resolved in the story; the solution.
Rising Action: the way the plot events build to the story’s climax, or most dramatic moment.
Summarize: tell the most important parts of the text in your own words.
Context: the words and sentences around a word that gives clues to the word’s meaning
Simple Subject: the main word that tells whom or what the sentence is about.
Simple Predicate: the main word that tells what the subject does or is.
Fragment: a group of words that does not express a complete thought; not a sentence.
Graphic Features: photographs, illustrations, or other features, such as maps or charts, that stand for ideas or add to details in the
text.
Text Features: parts of the text, such as titles, headings or captions.
Affix: a suffix or prefix attached to a base word, stem, or root that changes the meaning of the word.
Declarative Sentence: tells something and ends with a period.
Interrogative Sentence: asks something and ends with a question mark.
Imperative Sentence: gives an order and ends with a period.
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Graphic Organizers
Differentiation
(See Appendix for
examples)
Exclamatory Sentence: expresses strong feeling and ends with an exclamation point.
Compare: to find ways that two or more things are similar.
Contrast: to find ways that two or more things are different.
Infer: to figure out something that is not directly stated.
Multiple-Meaning Words: words that have more than one meaning.
Compound Sentence: two sentences joined by a comma and conjunction such as and, but or or.
Complete Subject: all the words telling whom or what a sentence is about.
Complete Predicate: all the words telling what the subject is or does.
Sequence of Events: the order in which events happen.
Monitor: to keep track of your understanding.
Clarify: to spot difficulties and figure out how to understand.
Chronological Order: a time sequence.
Acronym: a name made from initials that can be read as a word.
Theme: the big idea or lesson the author wants the reader to know.
Visualize: to use text details to form pictures in your mind.
Collective Noun: names a group of people, animals or things that act as a unit.
Story Structure (JOURNEYS Lesson 1Projectable 1.3)
Flow Chart (JOURNEYS Lesson 1Projectable 1.10)
T-Chart/T-Map (JOURNEYS Lesson 2Projectable 2.3)
Prewriting Web (JOURNEYS Lesson 2Projectable 2.10)
Venn Diagram (JOURNEYS Lesson 3Projectable 3.3)
Sequence Charts (JOURNEYS Lesson 4Projectable 4.3)
Theme Map (JOURNEYS Lesson 5Projectable 5.3)
Text-Dependent Questions (See Attached)
Citing Textual Evidence (See Attached)
Main Idea Chart (See Attached)
Narrative Writing Organizer (See Attached)
Opinion Essay Graphic Organizer (See Attached)
Research Report Graphic Organizer (See Attached)
Analyzing Non-Fiction Articles (See Attached)
K-W-L Chart (See Attached)
Concept Map (See Attached)
 When using JOURNEYS materials, 4 levels of differentiation are provided for each lesson. (1)English Language Learner, (2) Below
Level, (3) On Grade Level, (4) Above Grade Level. This includes Practice Books, Leveled Readers, Projectables, Graphic Organizers,
Vocabulary, and so on. The students also have access to Think Central online which allows students to have the text read to them
in English or Spanish. If students take the Selection Test online for the corresponding lesson, Think Central provides Prescriptions
for each student based on questions they answered incorrectly and any patterns noticed. This is extremely helpful in planning and
grouping.
 During Literacy Centers, students should be group based on ability and reading level. By completing Diagnostic Assessments and
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Technology
Resources
Running Records in the beginning of the year, you will be able to manage groupings. These are not permanent, and groups should
be changing as students’ needs change. During Guided Reading, the students in the small group are reading materials at their
level and targeting skills as necessary.
 Using technology to differentiate is also very useful. On websites such as Study Island and Spelling City, you can assign specific
tasks, lessons and activities to individuals or groups of students based on need.
 Storyworks website (www.scholastic.com/storyworks) provides differentiation activities/worksheets for all of their articles in each
magazine. They even have the same article at different Lexile Levels. In addition, students can listen to the articles and there are
usually accompanying videos (for visual/audio learners).
Videos on the Electoral College (connection to Lesson 3 in JOURNEYS “Off and Running”)
 https://www.youtube.com/watch?v=oyIFqf3XH24 School House Rock on Electoral College
 http://www.nytimes.com/2012/10/03/opinion/electoral-college-101.html?_r=0 NY Times Electoral College 101
 https://www.youtube.com/watch?v=bCjWPo70XZY Disney Educational Productions: The Electoral College
 http://www.history.com/news/ask-history/how-does-the-electoral-college-work The History Channel: How Does the
Electoral College Work?
Videos on Discrimination and Understanding Differences
http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html A Class Divided: Jane Elliot’s Blue Eyes/Brown Eyes Experiment
Information, Videos and Other Resources on Dr. Howard Gardner’s Multiple Intelligences
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Teacher Resources
Student Resources
www.readworks.org
www.thinkcentral.com
“The Solution to Reading Comprehension” Lessons, Units,
JOURNEYS Companion Website. Provides all of JOURNEYS
Reading Passages, Question Sets, etc.
materials including access to Student Editions, Leveled Readers,
www.readthinkwrite.org
Activities, online assessments, etc.
Classroom Resources, Professional Development, Parent &
www.spellingcity.com
Afterschool Resources, Learning Objectives, Lesson Plans, Resources
Activities, games, skill building based on grade-level
by Grade Level/Genre/Theme/Topic
words or teacher/school added.
www.thinkcentral.com
www.funbrain.com
JOURNEYS Companion Website. Provides all of JOURNEYS
Reading activities and games for kids.
materials including TE, Student Editions, Reproducibles, Leveled
www.abcya.com
Readers, Assessments, Interactive Whiteboard Lessons, etc.
Reading games for Grades K-5.
www.tech4learning.com
www.studyisland.com
Tools to Engage, Create and Share. Useful Technology
Students can complete online assignments, review lessons
Extension Ideas for JOURNEYS.
and play games based on specific skills/standards addressing the
Common Core.
www.achievethecore.org
http://mrnussbaum.com/fifth-grade-language-arts/
Sample lessons, Student Writing Samples, Assessment
Interactive Reading Games for kids based on Grade Level.
Questions, Curricular Tools, Differentiation Strategies and
http://www.kidzsearch.com/
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Professional Development.
The #1 Kids’ Safe Search Engine-Powered by Google.
www.k12reader.com
http://kids.nationalgeographic.com/
Reading Instruction Worksheets, Powepoints and PDF’s
National Geographic Kids—Information, games and videos
supporting balanced literacy, Grammar Reference, Phonemic
for children.
Awareness & Phonics, Reading Comprehension, Sentence Types,
http://www.timeforkids.com/homework-helper
Sight Words.
Time for Kids Homework Helper—GREAT RESOURCE!
www.thewritesource.com
Writing topics, Student Models, Publish It!, Research Links,
etc.
www.readingandwritingproject.com
Teachers College Reading and Writing Project provides
resources such as reading & writing assessments, word study,
professional development opportunities, etc.
www.teachervision.com
Teacher literature, lesson plans, printables, etc. by grade
level, genre, content area or skill.
www.quia.com
Teachers can create their own educational games, quizzes,
surveys, class web pages, etc.
http://www.ixl.com/ela/grade-5
http://www.pbslearningmedia.org/collection/midlit/?utm_source=N
ewFeaturesA&utm_medium=Text&utm_campaign=Homepage
PBS Learning Media-Middle School Literacy—Online SelfPaced Blended Lessons
http://worldbookonline.com/wb/products?ed=all&gr=Welcome+Ora
nge+Twp+School+District
Offers an encyclopedia, dictionary, atlas, homework help,
study aids, and curriculum guides.
http://www.proquestk12.com/productinfo.shtml
Offers a complete lineup of classroom- and libraryfocused, subscription-based research tools. Many of these
education solutions offer elementary, middle, and high
schools content that is reading level-linked (lexiled), supports
21st-century information literacy, and helps differentiate
instruction across all K-12 curriculum areas.
Authors
Chanelle Wolfe, Germaine Tarver , Gianna Pasceri
Contact
Germaine Tarver
tarverge@orange.k12.nj.us
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Evaluation/
Reflection
Module Reflection (Please email your responses to Germaine Tarver at the end of the marking period)
When thinking about your practice:




What worked?
What do you think could have been done more effectively in your lessons and instruction?
What do I need to learn more about?
What resources were helpful?
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