Backward Unit Design – Planning Document: 5th Grade, Quarter 2
Unit Focus Standard Analysis
This is a four week unit of study that focuses on ISSUES OF SLAVERY AND CIVIL RIGHTS through the genre of historical fiction. As students
explore this literature, they will chart the themes in the texts, including what they notice about characters and how characters respond to
events. Some themes that may emerge are: oppression, hope, discrimination, acceptance, perseverance, courage, etc. This unit will integrate
the following standards:
Reading
RL.5.2, RL.5.3, RL.5.9,
RI.5.5, RI.5.6, RI.5.8, RI.5.9
Writing and Language
W.5.2a,b,c,d,e; L.5.1a,b,c,d,
Speaking and Listening
SL.5.1a,b,c,d
NM Social Studies
Standards
STRAND: History Content
Standard I, 5-8 Benchmark 1-C.
World, Performance Standards:
4.
Standard Analysis
Standards
Knowledge Needed (Know)
Learning Targets and Student
Outcomes (Do)
Suggested Assessment
Tasks
Reading:
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.
Use details (evidence) to:
 Need to know how to gather
details (evidence).
 Identify attributes of a theme.
 Need to know how to use
 Describe characters’ thoughts,
details from a text to
words, and actions. Identify
determine a theme in a story,
authors’ organizational
drama, or poem.
techniques.
 Need to know types of
 Summarize key events.
themes.
 Need to know how characters
in a text respond to challenges
or how a speaker in a poem
reflects on a topic.
 Need to know how to
summarize a text.
 Close reading evidence
charts.
 Sticky note thinking &
exit tickets.
 Graphic organizers.
 Chalkboard splash with
key details that support
theme.
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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).
Use details (evidence) to:
 Need to know how to gather
 Discuss and write about
details (evidence).
similarities and differences of
 Need to know how to compare
characters, settings, or events.
and contrast characters,
settings, or events.
 Need to know how characters
respond to events in a story or
drama.
 Reading response
journals / three-column
note charts.
 Close reading evidence
charts.
 Venn diagrams.
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.
 Need to know how to identify Use details (evidence) to:
 Discuss and write about
attributes of a theme and
types of themes.
similarities and differences of
characters, settings, or events.
 Need to know how to identify
 Identify authors’ organizational
differences in storylines in the
same genre looking at
techniques (to reflect on topic).
characters, plot, and setting.
 Need to know how to compare
and contrast details within
similar storylines.
Use text structure (evidence from
 Need to know informational
text) to:
text structure:
 Cause and Effect
 Discuss and write about
 Sequence/Chronological
similarities and differences in
 Problem/Solution
two or more texts.
 Description
 Compare and contrast the
 Compare and Contrast
ideas, concepts, and
 Order of Importance
information structures of two
or more texts
 Need to know how to use the
 Identify authors’ organizational
text structure to compare and
techniques (to reflect on ideas).
contrast events, ideas,
 Draw conclusions from the text
concepts, or information.
parts and determine how they
contribute to the whole text.
 Reading response
journals / two-column
note charts.
 Close reading evidence
charts.
 Venn diagrams.
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.



Two-column note
charts.
Graphic organizers.
Sticky note thinking.
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 Need to know how to analyze
using informational text
structure.
 Need to identify similarities
and differences in points of
view.
 Use text structure (evidence
from text) to:
 In writing and discussion,
analyze multiple points of view
of the same event or topic and
differences in points of view.

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).
 Need to be able to identify
author’s reasons and
evidence.
Use text structure (evidence from
text) to:
 Identify an author’s claim and
give evidence to support the
author’s reasoning for his/her
claim.

RI.5.9 Integrate information from
several texts on the same topic in
order to write or speak about the
subject knowledgeably.
 Need to look at multiple
perspectives on the same
topic.
 Need to collect most
important ideas about the
topic from multiple texts.
 Need to write or speak
knowledgeably on topic.
Use text structure (evidence from
text) to:
 Collect key ideas from various
texts on the same topic.
 Demonstrate knowledge of the
different perspectives about
the topic.
 Demonstrate knowledge of the
subject through writing or
speaking about it.
 Develop reasons for how
multiple texts are connected.
 Need to know how to discuss
grade books/topics in groups.
 Need to set rules for
book/topic discussions.
 Need to know how to
 Engage in collaborative
discussions effectively.
 Accountable Talk.
 Talking off sticky notes.
 Set goals for discussions.
RI.5.6 Analyze multiple accounts of
the same event or topic, noting
important similarities and differences
in the point of view they represent.
Reading response
journals.
Sticky note thinking.
Two or three column
note charts.
Venn diagrams.



Reading response
journals.
Sticky note thinking.






Reading response
journals.
Two or three column
notes.
Sticky note thinking.
Speaking notes for
presentation.
Written essay.
Speaking and Listening:
SL.5.1
Engage effectively in a range of
collaborative discussions (one-onone, in groups, and teacher led)
with diverse partners on grade 5
 Rubric for speaking and
listening.
 Accountable talk stems.
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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.
Writing and Language:
ask/answer questions based
on discussions.
 Draw conclusions based on
discussions.
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,
 Need to know how
informational or expository
text is written.
 Need to know informational
text structure:
 Cause and Effect
 Sequence/Chronological
 Problem/Solution
 Description
 Compare and Contrast
 Order of Importance
 Write an informational or
expository piece of writing that
demonstrates knowledge of
topic, formatting, concrete
details, key ideas, and use of
precise language and domainspecific vocabulary.



Evidence of the writing
process.
Checklist for
informational text
writing.
Rubric for expository
writing.
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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 domainspecific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
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).
Science /
Social Studies:
 Need to know conventions of
standard English grammar
and usage:
 Conjunctions
 Prepositions
 Interjections
 Verb Tenses
 Incorporate correct English
grammar in written and
spoken assignments.


Exit tickets
Writing rubrics
5
STRAND: History Content
Standard I: Students are able to
identify important people and
events in order to analyze
significant patterns, relationships,
themes, ideas, beliefs, and turning
points in New Mexico, United States,
and world history in order to
understand the complexity of the
human experience. Students will:
5-8 Benchmark 1-C. World:
compare and contrast major
historical eras, events and figures
from ancient civilizations to the age
of exploration:
Performance Standards: 4.
describe the development of slavery
as a widespread practice that limits
human freedoms and potentials.

Need to know about the
impact of slavery on
historical events and figures
throughout history and
particularly in the United
States.



Describe slavery in
relation to how it
limited human
freedom.
Discuss historical
events that were an
outcome of slavery.
Compare influential
historical figures and
their impact on
society.





Reading response
journals.
Sticky note thinking.
Venn diagrams
Graphic organizers.
Timelines.
Big Ideas: Enduring Understandings
 Throughout this unit students will be reading historical fiction and multiple accounts related to Slavery and the Civil Rights
Movement. As students explore this literature, they will chart the themes in the texts, including what they notice about characters
and how characters respond to events. Some themes that may emerge are: oppression, hope, discrimination, acceptance,
perseverance, courage, etc.
 You will chart the themes, patterns, and organizational structures of text used to convey information and ideas that you see
throughout this unit.
 What patterns are you noticing? Students will need practice and experience drawing conclusions as they compare and contrast
themes and multiple accounts of the same topic. In order to do this work, students will need time to “talk”, annotate, and respond
to literature.
 In class discussions, provide students with time to talk about their personal connections to these themes. Are these themes
universal or regional? Do we have similar experiences to draw upon?
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Essential Questions (“big umbrella” questions):
 How did key events during the period of Slavery impact the
history of our country?
 How did the abolition of Slavery in the United States lead to the
events that culminated in the Civil Rights Movement?
 How did events of the Civil Rights Movement change our
perceptions about race and teach us to treat all people as equal?
Guiding Questions (questions that build to understanding of Essential
Questions):
 How does the evidence and structure in text help the
reader identify the themes and patterns?
 What does it mean to be a slave?
 What is abolition / an abolitionist?
 What are some major historical events that took place
during the time of slavery in the U.S.?
 What led to the abolition of slavery?
 How did the historical events and figures impact slavery?
 After slavery was abolished, what was life like for African
Americans in the U.S.?
 What were key events that initiated the beginning of the
Civil Rights Movement?
 Who were key figures of the Civil Rights Movement?
 What were culminating events of the Civil Rights
Movement that led to the creation of the Civil Rights Act of
1964 (which included the 14th Amendment--equal
protection under the law, and the 15th Amendment-protection of voting rights for all citizens)?
Possible Misconceptions:
 Prejudice and racism ended when slavery ended.
 The Civil Rights Movement was an unnecessary period of violence in our country’s past.
 African American people would have eventually gotten the right to vote without all the protests and marches.
 The “big idea” and “theme” are one and the same.
 Students may struggle with the complexity of text in this unit.
 Teachers will need to continue to model using “think aloud” strategies, how they notice and track characters, infer, and make lists
about possible themes. Student talk will also allow students time to practice these skills.
 Teachers may assume that students are coming with the knowledge of how to identify theme in a text. When students struggle to
identify themes, then they cannot compare relationships across texts (compare and contrast).
 Teachers will need to root their conversations in text evidence to find trends and develop themes.
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Culminating Tasks:
 Mock interview with influential figures from Slavery and from Civil Rights Movement; will be delivered from historical figures’
perspectives.
 Option: Wax Museum
 Writing a Readers’ Theater Script and Readers’ Theater presentation. Focus areas: Slavery Era and/or Civil Rights Movement
Indicators of mastery/success? (criteria expectations with
What will mastery/success look like?
rubric…)
 Students will be able to discuss the issues of slavery and ideas of
 Students score proficient according to the LCPS 5th
the Civil Rights Movement, using specific details and relevant
Grade writing rubrics.
vocabulary.
 Students effectively use Accountable Talk Stems to
 Students will be able to describe how key historical figures
demonstrate their speaking and listening skills.
contributed to the abolition of slavery and the Civil Rights
 Students score proficient according to the editing
Movement.
checklist.
 Students will be able to speak confidently and knowledgeably

Students’ argumentative essay tasks meet the student
about events and figures from these historical periods.
learning outcomes for writing an argumentative essay.
Pre-Post Summative Assessment (See attached Pre-Post Assessment pdf in Resources)
1 Passage
1 Multiple Choice A/B Question on Vocab
2 Multiple Choice A/B Question on Evidence
3 Multiple Choice A/B Question on Structure
4 An OE Task
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Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)
Alternate Text Suggestion: Bud, Not Buddy by Christopher Paul Curtis (available in English and Spanish)
Week 1
Text:
The Watsons Go To Birmingham
By Christopher Paul Curtis
Instructional Focus:
Paying attention to characters: what they say, do, think.
Week 2
Text:
The Watsons Go To Birmingham
By Christopher Paul Curtis
Instructional Focus:
Charting attributes of a theme: courage, friendship,
perseverance.
Week 3
Text:
The Watsons Go To Birmingham
By Christopher Paul Curtis
Instructional Focus:
Similarities and differences of characters, settings, and events.
Week 4
Text:
The Watsons Go To Birmingham
By Christopher Paul Curtis
Instructional Focus:
How characters respond to events.
Interactive Read Aloud Structure (3-5)
Instructional Strategies
9
Think Aloud – Use Gradual Release Model & Accountable Talk Stems
1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process.
2. List the cues and strategies used.
3. Turn and Talk – Allow students to practice the strategy.
4. Share Out
Turn and Talk – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and
prompts such as the ones below to help move your students’ understanding from character attributes to theme:
 Can you tell me the reasons why the character said ...in the story?
 How has your understanding of the character changed your thinking about the story?
 What is the theme of this text? Can you give specific examples from the text to support your thinking?
 Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.
 How do these scenes/paragraphs/chapters go together?
Reading Response Journal
Use a three-column response to keep track of the evidence about your character and how your thinking is changing, questions that you have, and
theories about theme.
Character Evidence
Tracking what characters think, say, do…
How characters respond to events
My Thinking and Questions
Theories about themes
Some themes that may emerge are: oppression, hope,
discrimination, acceptance, perseverance, family,
courage, etc.
Stop and Jot/Sketch
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the
details in the setting. How does the setting help the reader understand the characters and theme in the text?
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
Close Reading Calendar 3-5
Week 1
10
Close Reading Lens: Evidence—What character thinks/feels
Text: Henry’s Freedom Box
Instructional Focus: Developing theories about character
Introduce Text
Vocabulary Development
Close Reading
1. Read
through a lens.
Close Reading
2.Look For Patterns
Close Reading
3.Developing a new
understanding
Assessment
Narrative or Expository
Writing Task
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Reread the passage
looking for
_____________________ (lens).
Have students highlight
text evidence.
Chart student responses
in the first column of an
anchor chart.
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Ask students to reread the
passage. Review anchor
chart evidence and
patterns. Turn and Talk
about noticing’s.
Select a theme that you noticed
in the passage. Using specific
text evidence write a short
essay that demonstrates how
the evidence about the
character supports the theme
you selected?
Vocabulary:
Have students identify 3-5 words using
the following criteria.
What words do you need to learn? What
words are confusing?
Chart the patterns you find
in the second column of
your anchor chart.
What clues in the book help you
determine the meaning of those words?
What is a synonym for the word?
Student Response – First
I was thinking ______ now
I am thinking _____
because….
Journaling and Discussion
Questions
How has your thinking
changed about the
character? How does the
evidence of Henry’s
thinking/feeling/doing
help you form theories
about themes in the text?
Week 2
Close Reading Lens--Expository: Evidence—Reading for a subject’s facts, phrases, descriptions
Text: Slavery, the Civil War & Reconstruction and The Underground Railroad
Instructional Focus: Central idea of an entire text
Introduce Text
Vocabulary Development
Close Reading
1. Read
through a lens.
Close Reading
2.Look For Patterns
Close Reading
3.Developing a new
understanding
Assessment
Narrative or Expository
Writing Task
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Reread the passage
looking for
_____________________ (lens).
Have students highlight
text evidence.
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
Ask students to reread the
passage. Review anchor
chart evidence and
patterns. Turn and Talk
about noticing’s.
What is the central idea of this
text? Describe the central idea
using specific details from the
text to support your answer.
Vocabulary:
11
Have students identify 3-5 words using
the following criteria.
What words do you need to learn? What
words are confusing?
Chart student responses
in the first column of an
anchor chart.
of evidence fit together.
Chart the patterns you find
in the second column of
your anchor chart.
Student Response – First
I was thinking ______ now
I am thinking _____
because….
What clues in the book help you
determine the meaning of those words?
What is a synonym for the word?
Week 3
Close Reading Lens: Narrative—Author’s point of view
Text: Freedom on the Menu
Instructional Focus: Identifying an author’s claim/point of view; identifying text structure author uses to support the claim
Introduce Text
Vocabulary Development
Close Reading
1. Read
through a lens.
Close Reading
2.Look For Patterns
Close Reading
3.Developing a new
understanding
Assessment
Narrative or Expository
Writing Task
Identify Genre:
Text Structure:
Read Aloud and scaffold vocabulary.
Reread the passage
looking for
_____________________ (lens).
Have students highlight
text evidence.
Chart student responses
in the first column of an
anchor chart.
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Ask students to reread the
passage. Review anchor
chart evidence and
patterns. Turn and Talk
about noticing’s.
What point of view/claim does
the author make in Freedom on
the Menu? Use the evidence
and your conclusions drawn
during the reading this week to
write an essay to support your
thinking.
Vocabulary:
Have students identify 3-5 words using
the following criteria.
What words do you need to learn? What
words are confusing?
Chart the patterns you find
in the second column of
your anchor chart.
Student Response – First
I was thinking ______ now
I am thinking _____
because….
What clues in the book help you
determine the meaning of those words?
What is a synonym for the word?
Week 4
Close Reading Lens: Expository evidence—Reading for a subject’s facts, phrases, descriptions
Text: March on Washington Anniversary: Progress, But More Still Needed
Instructional Focus: Central idea of an entire text
Introduce Text
Vocabulary Development
Close Reading
1. Read
through a lens.
Close Reading
2.Look For Patterns
Close Reading
3.Developing a new
understanding
Assessment
Narrative or Expository
Writing Task
Identify Genre:
Reread the passage
In small groups reread the
Ask students to reread the
Review the article Slavery, the
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Text Structure:
Read Aloud and scaffold vocabulary.
Vocabulary:
Have students identify 3-5 words using
the following criteria.
What words do you need to learn? What
words are confusing?
looking for
_____________________ (lens).
Have students highlight
text evidence.
Chart student responses
in the first column of an
anchor chart.
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Chart the patterns you find
in the second column of
your anchor chart.
passage. Review anchor
chart evidence and
patterns. Turn and Talk
about noticing’s.
Student Response – First
I was thinking ______ now
I am thinking _____
because….
What clues in the book help you
determine the meaning of those words?
What is a synonym for the word?
Civil War & Reconstruction and
The Underground Railroad and
March on Washington
Anniversary: Progress, But More
Still Needed.
Each author presents the topic
of people’s rights from a
different perspective. Using
specific details from both texts
describe the most important
ideas about people’s rights.
Writing Calendar
Essential Question:
How do I organize an informational/explanatory
writing piece that effectively demonstrates my
understanding about a content area?
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min.
Assessment:
Have students progress through the stages of writing
to produce an explanatory/informative text.
Students will be assessed on the content as well as
the structure of their writing.
Rubric:
Use the LCPS Informational/Explanatory Text-Based
Rubric to score student writing.
#Fifth Grade Info Rubric.pdf
5thGrade_Q2_IntegratedUnit/%23Fifth Grade
Info Rubric.pdf
Genre:
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Ask questions about
Slavery and the Civil
Rights Movement.
Have students work
with a partner to
brainstorm ideas
about what they want
to write about. Then
chart ideas and notes
on chart paper.
Teacher provides
texts that are like
what students will
write (informative/
explanatory);
students work in
groups to read
texts/passages and
write noticings
about the type of
Discuss noticings
anchor chart.
Students begin writing
around questions they
want to answer about
topic.
Discuss with
students that authors
think about
how they organize
their writing. Have
students review
some of the samples
that you already
shared with them.
Have them identify
Introduce the
“Expository Writing:
Idea Helper” and
“Expository Writing
Graphic Organizer” (see
resource folder) to
support student
planning.
Then have them share
what they’ve written
with a partner.
Have them discuss how
13
Generate some ideas
for writing from the
questions.
Share what they’ve
written with a
partner.
writing on sticky
notes; teacher
creates anchor
chart of noticings
about how the
informative/
explanatory text is
written.
what type of text
structure the essay
uses (sequential /
chronological,
problem / solution,
cause & effect, etc.).
Next, have students
locate the focus
statement or
purpose.
they will use these
planning organizers
with a partner.
Write draft around
question, trying out
structure.
Week 2
Discuss purpose,
focus statement /
thesis and main idea.
Give students
examples. Craft some
thesis statements as a
whole class. Have
students revisit their
topics and decide on a
purpose for their
writing. Then have
them write a focus
statement or thesis.
Have students share
with a partner.
Students draft an
introduction.
Teacher “checks in”
Discuss ideas for
body paragraph
topics. Share
examples with
students. Draft a
body paragraph
together as a whole
class. Discuss
evidence that can
be included to
support the topic
statements—
statistics / data,
expert opinions /
quotes, anecdotes /
stories. Have
students select the
topics for their
Continue to discuss
additional ideas for the
second body
paragraph. Draft
another body
paragraph together as a
whole class. Review
the evidence that needs
to be included. Have
students write their
second body paragraph
after writing a topic
sentence, and then
share with a partner.
Continue to discuss
additional ideas for
the third body
paragraph. Draft
another body
paragraph together
as a whole class.
Review the evidence
that needs to be
included. Have
students write their
third body paragraph
after writing a topic
sentence, and then
share with a partner.
Review the criteria for
the conclusion. Explain
that a conclusion
restates the main ideas
and helps wrap up the
essay. Have students
draft their conclusions,
and then share with a
partner.
14
on students as they
draft.
Week 3
Review key points
that need to be
included in expository
essays. Share another
essay example with
students so that they
can compare it to
what they have
drafted. Have
students review what
they have written and
look for areas where
they can elaborate on
and further support
their examples to
build more detail into
their essays. Have
them check to make
sure they have
included data, expert
opinions, quotes, and
examples. Then have
them share with a
partner.
three body
paragraphs and
share with a
partner. Then have
students write
their first body
paragraph after
they write the topic
sentence for the
paragraph, and
then share with a
partner.
Review the
importance of
using academic
vocabulary. Share
examples of more
rigorous
vocabulary. In
addition, discuss
transition words
with students.
Have students
review both the
academic
vocabulary and
transition words in
their essays and
work to increase
the rigor of
vocabulary and use
of effective
transition words in
their essay. Ask
them to select
several words to
“upgrade,” using a
thesaurus or
Review the all the
elements that need to
be in an expository
essay. Have students
read and revise their
first drafts. Then have
students peer edit each
other’s essays using a
peer editing checklist
(in resource folder).
Have students work
on their final draft,
editing using peer
editing comments
and checklist points.
Use the Information
Writing Checklist to
help students to
assess their own
writing or to have a
partner assess their
writing.
CL_INFO_G5.pdf
Have students continue
to work on their final
draft, editing using peer
editing comments and
checklist points.
Use the Information
Writing Checklist to
help students to assess
their own writing or to
have a partner assess
their writing.
CL_INFO_G5.pdf
15
Students should be
editing for publishing
and completing final
draft.
Use the Information
Writing Checklist to
help students to
assess their own
writing or to have a
partner assess their
writing.
CL_INFO_G5.pdf
Week 4
dictionary if
needed. Then have
them share the
changes with a
partner.
Students should be
editing for
publishing and
completing final
draft.
Share their writing
with a partner and then
with a small group.
Writers’ Celebration!
Have students do a
reflection of the writing
process.
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once students
have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect words that
follow the same pattern.
Words Their Way
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are
grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher
created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect
the skill to text by having students do a word hunt and collect words that follow the same pattern. They can find words in text or
around the room and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Day 2
Day 3
Day 4
Day 5
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Introduce the word sort
in small groups
Students sort their
words, check with self,
partner or teacher
Students do a Blind Sort
or…
Students do a Speed
Sort
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory pdf
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Nifty 50 Words and Lessons : detailed instructions for teaching root words, prefixes and suffixes
http://read4me.weebly.com/uploads/7/0/8/7/7087098/mbm_phonics_for_4th_and_5th_grade_2007_ak.pdf
Nifty Thrifty Fifty Monthly Plan pdf
Guided Reading /Book Clubs (45 - 60 min)
Objective: Students will focus on tracking strong characters actions, words, and thoughts: inferring theme; and building reading
stamina, fluency, and metacognition skills.
Texts: Select personal narratives, folk tales, myths, and realistic fiction texts.
Guided Reading
Book Clubs/ Literature Circles
Students participate in small group differentiated instruction. Small Group Conversation to See Students Tracing a
Text is determined based on student reading level and
Theme (3-5)
strategy needs.
https://www.youtube.com/watch?v=b_2Rc5nCG5Q
(YouTube- you may need to login)
(Only for students who are at or above grade level in reading)
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Literacy Stations
 Independent Reading
 Writing About Reading
 Word Sorts (Words Their Way)
 Lexia
 Nifty Thrifty Fifty Monthly Plan pdf
Students engage in differentiated novel studies in which
students read independently, taking notes and tracking
characters and themes in the book and then engage in
“accountable book talk” and response to the book. Teachers
monitor the comprehension work by conferring with readers
and engage in small group strategy lessons.
 Independent Reading – 20 min / Conferencing with
Readers
 Book Clubs Meet and Discuss Books- 15 min
 Word Work – 15 min
Resources:
Jan Richardson Guided Reading Lesson Plans
http://www.janrichardsonguidedreading.com/resources-1
Suggested Assessments:
Bi-Weekly Running Records
Reading Response Journal
Weekly Open–Ended Responses using text dependent inferential questions from students to assess comprehension.
DRA at the end of the 9 week period
Social Studies/Science
Time should be used to reinforce informational texts regarding Immigration and for research and work on the magazine task.
Research 20 min daily (or more if you have it)
Week 1-2 Researching for their Article Piece
Week 3 Focus on Interview
Week 4 Compare and Contrast Piece
The structure of the instructional time includes:
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





Role/Responsibilities of Teacher
Facilitator
Gathering Resources
Conferring & Checking In
Small Group Instruction
Student Support with
o Technology
o Resources
o Collaboration
o Discussion
o Presenting
Mini Lessons
o Lesson on using accountable talk during
collaboration
o Lessons on asking and answering
questions
o Lessons on how to read to answer research
questions or gather information
o Lessons on how to organize information
(boxes and bullets, chronology,
description, cause and effect, compare and
contrast, etc.)
o Lessons on how to summarize information





Role/Responsibilities of Student
Collaborating
Discussion
Accountable use of technology
Research-based on assigned topic or section of
culminating activity
Presenting
Resources for Student Research:
http://www.timeforkids.com/around-the-world - This resource takes you to a page with a list of countries. Each country’s page lists
basic facts along with interactive links (on left side) that include: sightseeing guide, history timeline, native lingo, challenge, and a day in
the life.
http://kids.nationalgeographic.com/ - At this resource, students find information for their country that includes: fast facts, geography,
nature, people and culture, government and economy, and history. Students type in the name of their country in the “search” bar to get
them to their country’s profile.
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Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
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