Unit Planning Organizer
Grade: 5
Unit: 5
Created By:
Kaitlyn Lilly & Laurie Smith- North Scott CSD
Rebecca Yerington- Pleasant Valley CSD
Leigh McEwen & Beth Roland- MBAEA9
1
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Note: Teachers are strongly encouraged to look at the UPO for the context of assessments
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………………… pg. 3
Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. pg. 3
Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. pg. 3
Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... pg. 4
Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. pg. 4
Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. pg. Language Standards Unwrapped and Depth of Knowledge …………………………………………………………… pg. Unit Essential Questions and Enduring Understandings ………………………………………………………………... pg. 5
Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. pg. 5
Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. pg. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers ..……………………………………………………. pg. 6
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………………… pg. 8
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. pg. 9
Performance Task Synopses ……………………………………………………………………………………………………….... pg. 9
Performance Task 1- In Detail ………………………………………………………………………………………………………. pg. 10
Performance Task 2- In Detail ………………………………………………………………………………………………………. pg. 11
Student Materials …………………………………………………………………………………………………………………………… pg. 12
Notes:
 Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
 Supporting standards will not be embedded in common formative pre/post assessments.
2
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated
Duration of Unit
Unit Placement in
Scope & Sequence
ELA
5th Grade
Literary Structures & Opinion Writing
5-6 Weeks
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
(RL.5.2)*
(RL.5.4)*
(RL.5.5)*
(RL.5.7)
W.5.1.a
W.5.1.b
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. (DOK 2, 3)
Note: Story and drama are addressed in an earlier unit. Focus on poetry for this unit.
Determine the meaning of words and phrases as they are used in a text, including figurative language
such as metaphors and similes. (DOK 1, 2, 3)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem. (DOK 2,3)
Note: Chapters and scenes were addressed in an earlier unit. Focus on stanzas for this unit.
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). (DOK 2, 3, 4)
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. (DOK 3, 4)
Provide logically ordered reasons that are supported by facts and details. (DOK 3, 4)
*Standards in parentheses have been a priority in a previous unit. Standards that are not in parentheses are a
priority for the first time.
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed below.
RL.5.6, W.5.6, SL.5.1, SL.5.3, SL.5.5, L.5.2a-c, L.5.4
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Reading Standards
Priority
Standard
RL.5.2
RL.5.4
RL.5.5
“Unwrapped” Skills
(students need to be
able to do)
(verbs and verb phrases)
 Determine
 Summarize


“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)







Determine

Explain


RL.5.7



Analyze

How to find main idea of a story, drama, poem.
How to use details in the text to find theme.
How characters respond to challenges.
How the speaker in a poem reflects upon a topic.
The text
Meaning of words and phrases used in context.
How to identify figurative language in text (such
as similes and metaphors).
How a series of chapters (story), scenes (drama),
or stanzas (poem) fit together
Structure of stories, dramas, and poems
(Must know the difference between a story,
drama, and poem.)
Visual and multimedia elements of a text.
Make connections between visual/multimedia
elements and text.
How visual/multimedia elements contribute to
meaning, tone, or beauty of a text.
Depth of
Knowledge
2, 3
1, 2, 3
2
2, 3, 4
Writing Standards
Priority
Standard
W.5.1.a
W.5.1.b
“Unwrapped”
Skills
(students need to
be able to do)
(verbs and verb
phrases)
 Introduce
 State
 Create

Provide
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)




A topic clearly
An opinion
An organizational structure in which ideas are logically
grouped to support writer’s purpose
Logically ordered reasons that are supported by facts
Depth of
Knowledge
3, 4
3, 4
4
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Essential Questions and Big Ideas
Essential Questions
How do lessons you learn shape your life?
Big Ideas
Life presents many challenges and how you respond to these
can lead to lessons you learn.
How does what I am reading influence how I
should read it?
How do you convey your ideas to others?
Readers approach text differently based on how it is
organized and their purpose for reading.
The quality of communication impacts its effectiveness.
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance
Task
Pre CFA(s)
Performance Task #1
Performance Task #2
Post CFA
Assessed Standards
RL.5.2, RL.5.4, RL.5.5, RL.5.7
W.5.1.a&b
W.5.1.a&b (SL.5.3)
RL.5.2, RL.5.4, RL.5.5, RL.5.7
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Post-Assessment
Standards: RL.5.2, RL. 5.4, RL.5.5, RL.5.7
Teacher Directions: Provide students with a student-friendly copy of the Unit 5 Post-CFA, including a copy of the
poem, Abandoned Farmhouse. When passing out materials, DO NOT distribute the photos to use with question 5.
Have students complete questions 1-4. When students have completed question 4 have them use the photos to
complete question 5.
**It is important that students do not see the photos prior to completing questions 1-4, as question 5 evaluates
their ability to analyze how multimedia ADDS to their understanding of text.
Student Directions: Please read the poem below and answer the questions that follow. Annotate the text as
needed.
Text: (Print from link on unit planner or see student materials at the end of the unit planner.)
“Abandoned Farmhouse” by Ted Kooser
He was a big man, says the size of his shoes
on a pile of broken dishes by the house;
a tall man too, says the length of his bed
in an upstairs room; and a good, God-fearing man,
says the Bible with a broken back
on the floor below the window, dusty with sun;
but not a man for farming, say the fields
cluttered with boulders and the leaky barn.
A woman lived with him, says the bedroom wall
papered with lilacs and the kitchen shelves
covered with oilcloth, and they had a child,
says the sandbox made from a tractor tire.
Money was scarce, say the jars of plum preserves
and canned tomatoes sealed in the cellar hole.
And the winters cold, say the rags in the window frames.
It was lonely here, says the narrow country road.
Something went wrong, says the empty house
in the weed-choked yard. Stones in the fields
say he was not a farmer; the still-sealed jars
in the cellar say he left in nervous haste.
And the child? Its toys are strewn in the yard
like branches after a storm - a rubber cow,
a rusty tractor with a broken plow,
a doll in overalls. Something went wrong, they say.
https://sites.google.com/site/middleschoolpoetryunit/3-integration-of-knowledge-and-ideas/2-compare-and6
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
contrast/abandoned-farmhouse
RL.5.2
1. Read “Abandoned Farmhouse” and determine a theme of this poem. Use details from the text to support your
answer.
Possible Answers: It is important not to give up no matter how hard the struggle is. Appreciate what you have
when you have it. Don’t take anything for granted. Make sure themes are bigger than this poem and applicable to
the real world.
RL.5.4
2. Identify the simile used in Abandoned Farmhouse, from the choices below:
a. He was a big man, says the size of his shoes
b. Its toys strewn in the yard like branches after a storm.
c. A rubber cow, a rusty tractor with a broken plow, a doll in overalls.
d. Money was scarce.
3. Explain the meaning of the simile you selected in question 2:
Possible Answer: The author uses this simile to explain how the toys are scattered or spread all over the yard just
as branches are spread around after a storm.
4. Identify an example of how the author used personification in this poem.
a. And the child? Its toys are strewn in the yard like branches after a storm
b. On a pile of broken dishes by the house
c. Covered with oilcloth, and they had a child
d. Something went wrong, says the empty house in the weed-choked yard.
5. Explain the meaning of the personification you selected in question 4:
The empty house is a non-living object. It is not actually talking. (Personification gives a non-human object human
characteristics.)
RL.5.5
6. Explain how the stanzas fit together to provide the structure for this poem.
Possible Answers:
Stanza 1 is all about the farmer, stanza 2 is all about woman and the child, and stanza 3 is about the farmer and
the child.
Each stanza describes a different area of the farm and adds a different piece to the story of the people who lived
there, giving the reader an overall picture of what life might have been like on that particular farm.
With each stanza the author takes us to a different part of the farm to provide evidence that the farmhouse is
empty/abandoned. Each stanza gives the reader more information about the family and their struggles on the
farm.
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
RL.5.7
7. Now that you have read Abandoned Farmhouse, look at the photos that go along with the poem. Explain how
the photos add to the meaning or tone of the poem.
(photos included in student version at end of the UPO)
Possible answers: The photos make me feel sorry for the family that was living there.
The photos show that it was depressing to live during this time.
The photos show that it was a struggle to live during this time.
The photos help the words of the poem come to life.
The photos show how serious the tone of the poem is.
Scoring Guide (RL.5.2- Q1)
Exemplary
o All proficient criteria
plus:
o
Proficient
o Student correctly
identifies a theme.
o Student uses details in
the text to support
theme.
Scoring Guide (RL.5.4- Q2-5)
Exemplary
Proficient
o All proficient criteria
o Student correctly
plus:
explains the meaning of
o Student
both types of figurative
demonstrates a
language.
sophisticated
explanation of
figurative
language.
Close to Proficient
o Meets 1 of the 2
proficient criteria.
Far from Proficient
o Meets none of the
proficient criteria.
Comments:
Close to Proficient
o Correctly identifies one
type of figurative
language with an
accurate explanation.
Comments:
**This standard does not assess students’ ability to identify types of figurative language.
Far from Proficient
o Student identifies
one or fewer types
of figurative
language.
That is why the scoring guide
does not include a bullet for identifying the correct multiple choice answers for question 2 and 4. However, we felt
those questions needed to be included in order to increase the rigor for students.
Scoring Guide (RL.5.5- Q6)
Exemplary
o All proficient criteria
plus:
o Explains how the
structure contributes to
the theme of the poem.
Proficient
o Student gives a clear
explanation of how each
stanza in the poem
contributes to the overall
meaning of the poem.
Close to Proficient
o
Far from Proficient
o Student meets none
of the criteria.
Comments:
8
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide (RL.5.7- Q7)
Exemplary
Proficient
o All proficient criteria o Student explains how visual
plus:
and multimedia elements
o Students give several
contribute to the meaning,
examples how visual
beauty, or tone of the text.
and multimedia
**The photos are considered
elements contribute visual and multimedia.
to the meaning,
beauty, or tone of
the text.
Close to Proficient
o
Far from Proficient
o Student cannot clearly
explain how visual and
multimedia elements
contribute to the
meaning, beauty, or tone
of the text.
Comments:
Standards-based Pre-Assessments (CFA)
*Same as above for Post CFA.
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
Engaging Scenario: Due to financial cut backs across the state of Iowa, the school board is in a position that they
have to make budget cuts. They have come up with two possible solutions in order to save money. One option is
to cut ALL field trips in grades K-12. A second option is to eliminate ALL after school sports at the Junior
High/Middle School level. Both options would save the district an equal amount of money. Your job is to voice
your opinion about which option would be the best option for students. You will be researching, preparing, and
presenting your opinion to the school board.
Task 1: Students will research and prepare an opinion piece of writing.
Task 2: Students will meet with a partner that shares the same solution (field trip or sports). They will share their
writing with each other to determine the most important information to share with the school board.
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 1- In Detail
Engaging Scenario: Due to financial cut backs across the state of Iowa, the school board is in a position that they
have to make budget cuts. They have come up with two possible solutions in order to save money. One option
is to cut ALL field trips in grades K-12. A second option is to eliminate ALL after school sports at the Junior
High/Middle School level. Both options would save the district an equal amount of money. Your job is to voice
your opinion about which option would be the best option for students. You will be researching, preparing, and
presenting your opinion to the school board.
Priority Standards:
W.5.1.a,b:
Supporting Standards (if applicable):
Big Idea/s: The quality of communication impacts its effectiveness.
Essential Question/s: How do you convey your ideas to others?
DOK: 3, 4
Synopsis: Students will research and prepare an opinion piece of writing.
Teacher Directions:
- Prior to Task 1: Teacher provides direct instruction for W.5.1.a&b in which they will express an opinion
about a topic and organize their supporting facts and details logically.
- Present the engaging scenario to students.
- Have students choose a graphic organizer to plan their writing for the solution they believe is the best for
students.
- Allow time for students to research, write, and revise on their own.
o Research options may include: interviewing a teacher/parent/student, taking a survey/poll, or
more traditional internet research.
Student Directions:
- Use a graphic organizer to plan your opinion writing.
- Research, write, and revise your writing.
Scoring Guide W.5.1.a
Exemplary
All proficient criteria plus:
o
Proficient
o Students introduce topic
clearly.
o Students state opinion.
o Students create an
organizational structure in
which ideas are logically
grouped to support the
writer’s purpose.
Close to Proficient
o Meets 2 of the
proficient criteria.
Far from Proficient
o Meets 1 or fewer of
the proficient
criteria.
Comments:
10
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide W.5.1.b
Exemplary
All proficient criteria plus:
o
Proficient
o Students provide logically
ordered reasons that are all
supported by facts and details.
Close to Proficient
o Some reasons are
supported by facts
and details.
Comments:
Far from Proficient
o No reasons are
supported by facts
and details.
Performance Task # 2- In Detail
Priority Standards: W.5.1.a&b
Supporting Standards (if applicable): SL.5.3
Big Idea/s: The quality of communication impacts its effectiveness.
Essential Question/s: How do you convey your ideas to others?
DOK: 3, 4
Synopsis: Students will meet with a partner that shares the same solution (field trip or sports). They will share their
writing with each other to determine the most important information to share with the school board.
Teacher Directions:
- Have students meets with a partner who shared the same opinion (field trip or sports).
- Students will read their writing aloud to their partner while their partner completes a graphic organizer to
record the reasons and evidence in the writing. (Graphic organizer is located at the end of UPO in student
materials section.)
- Using the reasons and evidence, each partner will summarize the other’s points.
- If there were not reasons and evidence listed in the writing from performance task 1, adjust as needed
(example: make a group of 3 and have 2 people share).
Student Directions:
- Meet with your assigned partner.
- Read your opinion piece aloud to your partner while they complete the graphic organizer. Then switch and
repeat this process with your partner.
- Complete the bottom section of the organizer to summarize your partner’s points.
Scoring Guide SL.5.3
Exemplary
All proficient criteria plus:
o
Proficient
o Students explain how each
point is supported by
reasons and evidence.
o Students summarize a
speaker’s point.
Close to Proficient
Far from Proficient
o Meets 1 of the
o Meets fewer than 1 of
proficient criteria.
the proficient criteria.
Comments:
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Student Materials and
Supporting Documents
12
Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name: __________________
Unit 5 – 5th Grade
Common Formative Assessment
Directions: Please read the poem below and answer the questions that follow. Annotate the text as needed.
“Abandoned Farmhouse” by Ted Kooser
He was a big man, says the size of his shoes
on a pile of broken dishes by the house;
a tall man too, says the length of his bed
in an upstairs room; and a good, God-fearing man,
says the Bible with a broken back
on the floor below the window, dusty with sun;
but not a man for farming, say the fields
cluttered with boulders and the leaky barn.
A woman lived with him, says the bedroom wall
papered with lilacs and the kitchen shelves
covered with oilcloth, and they had a child,
says the sandbox made from a tractor tire.
Money was scarce, say the jars of plum preserves
and canned tomatoes sealed in the cellar hole.
And the winters cold, say the rags in the window frames.
It was lonely here, says the narrow country road.
Something went wrong, says the empty house
in the weed-choked yard. Stones in the fields
say he was not a farmer; the still-sealed jars
in the cellar say he left in nervous haste.
And the child? Its toys are strewn in the yard
like branches after a storm - a rubber cow,
a rusty tractor with a broken plow,
a doll in overalls. Something went wrong, they say.
1. Read “Abandoned Farmhouse” and determine a theme of this poem. Use details from the text to support
your answer (RL.5.2).
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
2. Identify the simile used in Abandoned Farmhouse from the choices below (RL.5.4):
a. He was a big man, says the size of his shoes
b. Toys strewn in the yard like branches after a storm
c. A rubber cow, a rusty tractor with a broken plow, a doll in overalls
d. Money was scarce
3. Explain the meaning of the simile you selected in question 2 (RL.5.4):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Identify an example of how the author used personification in this poem:
a. And the child? Its toys are strewn in the yard like branches after a storm
b. On a pile of broken dishes by the house
c. Covered with oilcloth, and they had a child
d. Something went wrong, says the empty house in the weed-choked yard
5. Explain the meaning of the personification you selected in question 4 (RL.5.4):
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
6. Explain how the stanzas fit together to provide the structure for this poem. (RL.5.5)?
Summarize stanza 1:
Summarize stanza 2:
Summarize stanza 3:
Explain how the stanzas fit together to provide the structure for this poem:
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
7. Now that you have read Abandoned Farmhouse, look at the photos that go along with the poem. Explain
how the photos add to the meaning or tone of the poem.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task Materials:
Graphic Organizer for Task 2:
Directions: Summarize your partner’s opinion, reasons, and evidence below.
Opinion:
Reason 1
Reason 2
Reason 3
Evidence for Reason 1
Evidence for Reason 2
Evidence for Reason 3
Summary of Partner’s Points
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Updated: October 8, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Possible topics to use when teaching W.5.1
- Should kids be rewarded for doing chores?
- Should everyone get a prize/trophy?
- Should women compete against men in sports?
- Should cell phones be allowed in school?
**These are all topics available through Time for Kids.
http://www.timeforkids.com/search/site/debate
Possible resources for organizing writing:
http://www.teacherspayteachers.com/Product/5th-Grade-Opinion-Writing-Graphic-Organizer-872012
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.