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5th

Grade Literacy Curriculum Guide Module 2

2014-2015

Unit Name: What’s the big idea, Ben Franklin?

Module 2: (Number of Days 24) TLI Reading Focus: Informational

Unit Overview

Students will learn about Ben Franklin’s contributions to Science, Literature, Technology, and Philosophy.

Performance Task: Compare and contrast the Book and the Video of What’s the Big Idea, Ben Franklin? Which did you prefer and why? Write a 5 paragraph essay explaining your opinion. Give evidence to prove your opinion.

Essential Questions:

What contributions did Ben Franklin make to society?

Building Background Knowledge Prior to Teaching: Please refer to the North Carolina Unpacked Standards

Explanations and Examples in this document are reference the Arizona, Delaware, North Carolina and Ohio Departments of Education

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PBSD- Grade 5- Common Core- Module 2

Reading Complex Texts RL/RI.5.10

Writing About Texts W.5.1-2, 4-6, 9-10

Research Project W.5.7-9

RL/RI.5.1-10

Narrative Writing W.5.3-6,10

5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives

Literature Poetry

Poems of Ben Franklin

Informational

Ben Franklin: What’s the Big Idea?

Develop and Convey Understanding

Students apply language

lessons by writing in

Writer’s Workshop.

Students will respond to reading by writing Quick Writes and paragraphs.

Students learn to take

notes and brainstorm for paragraphs using the

Box and Bullets graphic organizer.

Focus on Inform & Explain

Textual Analysis Writing

Activity: What were

some of the careers he

considered? Write one

paragraph.

Textual Analysis Writing

Activity: How did Ben

Franklin’s big idea about

electricity lead to his

fame? Write two

paragraphs.

A: Write about Ben

Franklin’s personality

and his character traits

B: Give you opinion

about Ben Franklin’s

thirteen rules for good

behavior.

Integrate knowledge from sources when

composing

Expository Essay:

What were Ben

Franklin’s three most

important inventions?

Write a 3 paragraph

essay citing evidence

from the Gallery Walk.

Convey Experiences

Write a narrative about something you would

invent.

In 100 years, what would you like to be

remembered for?

Literature

Literature

Science Gallery Walk: Ben

Franklin's Inventions

Social Studies The Electric Ben

Franklin

Art Research the

clothing in the 1700’s

Video Video of the book What’s the Big Idea, Ben Franklin

For Reading and Writing in Each Module

Cite Evidence RL/RI.5.1

Analyze Content RL/RI.5.2-9

SL.5.2-3

Study and Apply Grammar L.5.1-3, SL.5.6

Study and Apply Vocabulary

L.5.4-6

Conduct Discussions SL.5.1

Report Findings SL.5.4-6

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Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word Study—Whole Group---15-20 minutes daily

Book Talk—5 Minutes

Read Aloud—Whole Group---15 minutes

Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)

S

trategy based reading mini-lesson—15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write Aloud/Modeling ---Whole Group---20 Minutes

S

trategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.

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5th

Grade ELA Checklist for Module 2

Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

RI.5.1 Quote accurately from a text when

explaining what the text says explicitly

drawing inferences

RI.5.2 Determine two or more main ideas of a text

explain how they are supported by key details … to summarize the text

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text

RI.5.5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

chronology

comparison

cause/effect

problem/solution

RI.5.6 Analyze multiple accounts of the same event or topic

noting important similarities and differences in the point of view they represent.

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

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Standards (continued) Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed

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.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

L.5.1a,e 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.

e. Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

c. Use verb tense to convey various times, sequences, states, and conditions.

L.5.3a 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.

L.5.5a,b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a)- Interpret similes and metaphors in context. b)- Recognize and explain the meaning of common idioms, adages, and proverbs.

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5th

Grade ELA Writing Standards – Embedded into all Modules Complete Literacy Curriculum Guide for all Standards with Unpacking and Strategies (Compiled from NC, DE, OH, and AZ)

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.1.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.

W.5.1.B Provide logically ordered reasons that are supported by facts and details.

W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

W.5.1.D Provide a concluding statement or section related to the opinion presented.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations,

and multimedia when useful to aiding comprehension.

W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.2.E Provide a concluding statement or section related to the information or explanation presented.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3.E Provide a conclusion that follows from the narrated experiences or events.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.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. 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

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.9.A Apply grade 5 Reading standards to literature (e.g., "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]").

W.5.9.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]"").

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-specific tasks, purposes, and audiences.

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teachers will model think-alouds as they read to show students how to gather information from different parts of a text that will support an inference. If students read facts about sea turtles laying numerous eggs plus the number of predators and dangers young turtles face, they would infer that a percentage of the offspring possibly will not survive to adulthood. Students will quote or paraphrase the portions of text that led them to the inference. Students use graphic organizers (main topic and supporting facts) to assist them as they take notes.

Bio-poem Read all you can about a favorite sports hero, author, poet, illustrator, artist, or musician. Make a chart in your journal that includes the following information:

Name of your person

Where he/she lived

When he/she lived

What did he/she do that made him/her famous?

What are some additional facts you found interesting? After finishing this research, create a bio-poem based on the person you chose. Make sure you can explain why you chose the words you put into the bio-poem, and create a digital presentation of both. (RI.5.1, W.5.7, L.5.1a) Create an Inference Chart Create a chart to help students understand the strategy of making inferences based on what is read. The chart should have three columns. The headers on the columns should read: • What happened? • What does it mean? • Why do you think that? In the last column, the student should be able to provide specific details, examples and quotations from the text to support their claims. Sample Questions • Based on the information in ______ (text title), which car is best for a large family? How do you know? Which sentences from the article support your answer? • Why are spiders important? How do you know? Give specific examples from the article that support your answer. • Which step is most important in road construction? How do you know? Which sentences from the article support your answer? • Why is it important that birds fly south for the winter? How do you know? Which sentences from the article support your answer? • As a result of their work, what will most likely happen to the snow geese population? Which sentences from the article support your answer? • How are insects and mammals alike and different? How do you know? Use specific examples from the article to support your answer.

Lesson Plans and Activities: Learn to Cite Evidence from the Text in Your Own Words (video)

8

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teachers – Please feel free to include your own notes in

this section.

Citing Evidence Strategy

Got Evidence? Prove it! - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases:

Because …

Based on what I read …

For instance …

The author stated …

For example …

According to the text…

On page _____, it said that …

In paragraph ____, it said that …

From the reading, I knew that …

Two different sources told me that …

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

The emphasis of this standard is on identifying main ideas and the supporting details that go with them. Students will recognize that there can be multiple important ideas in the text. A summary will include the main ideas and details and facts that support them. Students use graphic organizers (e.g., web, flowcharts, timelines) to assist in arranging details supporting main ideas. Students highlight ideas in one color and supporting facts in another color. Students retell the topic using information from their notes/graphic organizer.

Main Topic

Supporting Facts

Supporting Facts

Supporting Facts

Conclusion

Sample Questions • What are the two main ideas of the article? Which key details in the article support these main ideas? • Summarize the information in the article. Famous Scientists Graphic Organizer Since you and your classmates are reading and researching about different scientists, keep track of information, in similar categories to those listed above, in your journal. During class discussions, we will share our research and create a class chart together. (RI.5.1, RI.5.2, RI.5.3)

Lesson Plans and Activities: Main Idea and Details Lessons

10

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

Teachers – Please feel free to include your own notes in

this section.

Types of Main Idea Questions Anchor Chart

Boxes and Bullets Graphic Organizer May also be used for brainstorming paragraphs and citing evidence to support a claim

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Students will be able explain and summarize, as well as draw conclusions based on the reading. Students will have many opportunities to describe cause and effects and the significance of events and the resulting outcome. In American History, students read about the Tea Act and the Stamp Act when learning about the events leading to the American Revolution. The students describe the significance of the events and how they are related based on their reading. (SS05.S1C4.01) Students use graphic organizers (two-column notes, outlining, T-chart, web) to visually explain the relationship or interactions. Informational Text Graphic Organizer As a class, we will keep a chart about the creative and inventive people we have read about; the chart will include the following information:

Name of your person

Where he/she lived

When he/she lived

What did he/she do that made him/her famous?

What are some additional facts you found interesting?

What adjectives would you use to describe this person? Why?

Your teacher may ask you to write your own responses on a sticky note, on a white board, or in your journal and share it with a partner before each section of the class chart is filled in. Be sure to include page numbers and the title of the book so you can refer back to the text if needed. (RI.5.4, RL.5.9)

Research Project/Multimedia Presentation Using the internet, biographies, and an encyclopedia, read all you can about an inventor, either one we’ve read about together or another of interest (such as Christian Huygens, the inventor of the pendulum clock). As a class, we will create a timeline of the inventors we’ve studied in order to understand where each inventor “lived” chronologically in history. Finally, write a short informative/explanatory piece about an inventor of choice that answers the question “How do innovators and inventors build on what has come before them?” Publish it and present it in a multimedia format to the class, or create a podcast and upload it to the class webpage. (RI.5.2, RI.5.9, RI.5.3, W.5.2a, b, c, d, e, RF.5.4b) Sample Questions • How did the competition between ____ and ____ lead to the discovery of _____? What specific information from the article supports your answer? • How did the differing opinions of northern and southern states impact the writing of the U.S. Constitution? What specific information from the article supports your answer? • Explain how the Boston Massacre and the Boston Tea Party influenced the relationship between England and its colonies in America. Use specific information from the article in your explanation. • Explain how light interacts with water during photosynthesis. Use specific information from the article in your explanation

Lesson Plans and Activities:

Learn How to Sequence Events in a Text (videos)

www.learnzillion.com instructional videos 3

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Teachers – Please feel free to include your own notes in

this section.

Sequencing Anchor Charts

Cause and Effect Anchor Charts

13

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

Students keep word journals or records for easy reference. Students complete vocabulary graphic organizers that include non-linguistic representations (drawings). Model the use of context clues to determine the meaning of a word or phrase by:

Looking at the illustration or graph.

Using background knowledge regarding the subject.

Looking at the sentence before and after to help build meaning.

Using morphology, affixes, Greek & Latin roots to derive meaning.

Language Activity/Acrostic Poem Using the formatted Preamble text below, give students the following instructions: “Choose a key word (in bold) from the Preamble. Look up the meaning in the dictionary, practice using it in a sentence, and then create an acrostic poem showing what the word means. Include defining phrases, simple similes, or synonyms in the poems.” You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task. (RI.3.4, W.3.10, L.3.2 , L.3.4 , W.3.2 , SL.3.1)

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Sample Questions What does the word _____ mean in paragraph 2? • Which words help the reader understand the meaning of _____ in paragraph 5? • What does ___ (a general academic word/phrase) mean as it is used in this article? How does it help the reader’s understanding of the information presented?

Lesson Plans and Activities:

Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips, Lesson, Graphic Organizers, and Assessment

Context Clues Graphic Organizers and Lesson

Write vocabulary on the board. As students read and come a vocabulary word, they use context clues and the graphic organizer to determine the word’s meaning. Follow up with discussion.

14

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board with Anchor Charts and Ideas for Context Clues

15

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

This standard relates to the identification and analysis of different structures. When different formats are used, students will make comparisons about how the information is organized and its purpose. They can draw conclusions about how the structure impacts what is learned. Students compare the structure of history (chronological order) and science texts (organized by concepts). Students may use different graphic organizers depending on the type of informational text (e.g., Descriptive: web; Comparison: T-chart; Sequential: flowchart). Students create a journal of different structures and purpose as a resource. Students write summaries from their notes including key ideas, concepts and conclusion.

Class Discussion At the end of the unit, we will compare the lives of different characters, real and fictional, during the Civil War and discuss how they grew because of the conflict they experienced. (RI.5.5, RI.5.3, RI.5.7, RI.5.9, RF.5.4a, b, c) Using a Graphic Organizer Have students create a graphic organizer to compare/contrast ideas, concepts, cause/effect or information in two or more texts. (Based on information under Literacy Reading Strategies K-5 at http://www.ohiorc.org/literacy_k5.) Sample Questions Which text was more effective in presenting the events leading up to the war, _________ (text title) which used chronological order or ____ (text title) which used a cause/effect structure? Use examples from the texts to support your opinion. • Which text was more effective in explaining plant and animal cells, _________ (text title) which used compare/contrast or ____ (text title) which used description? Use examples from the texts to support your opinion. • How is the overall structure used in the explanation of photosynthesis in ______ (text title) and _____ (text title) alike and different? Use examples from the texts to support your comparison.

Lesson Plans and Activities: www.internet4classrooms.com Text Feature Lessons

ReadWriteThink.org Text Feature Lesson Plan

Target Fundamental Lesson TF007

16

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board with Text Features Anchor Charts

and Activities

17

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Students will need experiences with texts with the same topic told from different points of view. Use of graphic organizers such as Venn diagrams may support comparing and contrasting. Students analyze historical information provided by primary and secondary sources. This may include the diaries of two generals (primary sources) and a textbook account (secondary source) of a battle. This would represent similarities as well as, differences in point of view. Point of View Organizer

Subject

Author’s Point of View My Point of View

Evidence Evidence

Word Study As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This will be an ongoing activity all year long.) (L.5.4a, RI.5.6) Who Said What? It is important for readers to become critical consumers of print and nonprint media. Bring in news articles and video from multiple news shows that are all focused on the same news event or person. Have students read and summarize specific reports in small groups. Have groups form jigsaws (one member from each group in a new group) and share their summaries. The job of the new group is to compare the ways that perspectives have impacted the reporting of the stories. Sample Questions • After reading multiple accounts of the launching of the space shuttle, in what ways are they similar and different? How are those similarities and differences related to each author’s point of view? Use examples from the accounts to support your answer. • After reading multiple accounts of the Boston Massacre, in what ways are they similar and different? How are those similarities and differences related to each author’s point of view? Use examples from the accounts to support your answer.

Lesson Plans and Activities:

Point of View Lesson and Activities - True Story of the Three Little Pigs

Target Fundamental Lesson AP006

18

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board with Point of View Anchor Charts

19

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

Students are asked to apply their knowledge of print and electronic reference materials. Students need to know how to utilize structures that organize information such as indexes, table of contents, and Internet search engines in order to locate information. Students are asked to look for a topic online using their knowledge of Internet search engines and the type of question or search required. They must narrow the results to select sources that are reputable, and within the source, the students evaluate which information is most essential for the question being asked.

Multimedia Presentation Read all you can about a Native American nation, drawing on information from multiple print or digital sources. Write a short informative/explanatory piece about your nation of choice, quoting accurately from the texts. Publish it and present it in a multimedia format to the class. Sample Questions • Looking at the indexes of several resources, which text would be the best to use to answer a question about rock formation? What information in the indexes did you use to make your decision? • Using online databases, what is the best way to dispose of hazardous waste? Which websites offer the best advice? Use examples from the websites to support your answer.

Lesson Plans and Activities:

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Presidential Coin Webquest - Students conduct research on past Presidents to determine which should have a presidential coin made in his image.

Target Fundamental Lesson TF006

20

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

Teachers – Please feel free to include your own

notes in this section.

21

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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).

This standard focuses on the techniques that an author uses in informational text. The author may give background information about causes of an event (reasons) as well as the concrete facts (evidence) surrounding the event. Students list reasons and evidence from the text and explain how the evidence supports the author’s point. Students complete graphic organizers (e.g., webs, cause & effect, T-chart) to visually organize concepts and show relationships.

Cause & Effect Problem / Solution

Informational Text Response After reading My Librarian is a Camel by Margriet Ruurs, has your perspective about the school library and access to library books changed? What are some ways that the author influenced your thinking? Cite specific examples from the text during class discussion. In your journal, write a response to this question: “What did you learn from this text?” (RI.5.8) Out of Order Take a paragraph or section of text from a novel, reading story, curriculum textbook, etc. Divide it into individual sentences, placing them on sentence strips. Hand the strips out to individual students and have them work together to place them back into sequence, giving a rationale for why each was placed where it was. Having students provide this justification encourages higher-order thinking skills. Sample Questions • How does the author support the idea that eating breakfast increases student performance in school? What examples from the article support your answer? • Which reasons and/or evidence provided in the article do a good job of supporting the points the author makes about the importance of homework? Why? • Do the reasons and/or evidence provided in the article support the points the author is making about eating healthy foods? Why or why not? • What reasons and/or evidence does the author provide to support the points he/she makes about the benefits of exercise? How do these reasons and/or evidence help the reader understand the points the author makes? • What are the author’s main points? What reasons and/or evidence does the author provide to support these points?

Lesson Plans and Activities: Target Fundamental Lesson FO001

22

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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).

Teachers – Please feel free to include your own

notes in this section.

Lesson Plans and Activities:

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Exploring Compare and Contrast Test Structure Lesson Plan

www.studyzone.org - Cause and Effect Text Structure

Pinterest Board for Text Structure and Features -

Anchor Charts and Foldables for Reading Journals

23

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Prior to reading information from several sources on the same topic, students should anticipate categories of information through which to organize their thinking while reading the texts. Students combine the information to demonstrate deeper knowledge of the topic. This information could be used in the creation of research reports. Teachers provide students the topic(s) to choose from and a variety of resources from which they may develop into research (e.g., conservation, recycling, “What Difference Can One Family Make?”). Students integrate the information into a single report. Students use Social Studies Standards (e.g., Strand 1 American History, Strand 2 World History, Strand 4 Geography) or Science to select appropriate topics.

Class Discussion How are the scientists we’ve read about similar? How are they different? How and why do scientists “play”? (SL.5.1a, b, RI.5.9) Picture Book Practice Use two informational pictures books on the same topic to compare the evidence the authors use to support their ideas. Students can work in small groups to chart the similarities and differences. Repeat this activity before moving students on to more complex text. Sample Questions • Given the information presented in multiple texts, explain why exercise is the key to good health. • Given the information presented in multiple texts, explain the causes of the American Revolution. Research Essay/Multimedia Presentation Write a research essay about an event from the American Revolution, highlighting the causes and effects of the conflict. Part of your essay should explain the relationship or interaction between individuals or events. (Alternately, students may choose a person to write about, noting how that person contributed to the cause or to the resolution of this historical conflict.) Present this report in a multimedia format to the class. (W.5.7, RI.5.3, W.5.2a, b, c, d, e, SL.5.4, SL.5.5, L.5.1a, b, c, d, L.5.2a, b, c) Something Happened And Then Use Rick Wormeli’s strategy to help a writer narrow focus or to help a reader summarize what has been read before they begin writing about it. Provide the following set of prompts to students before learning occurs. • Something (independent variable) • Happened (change in that independent variable) • And (effect on the dependent variable) • Then (conclusion) Once students have completed their reading or have researched the topic about which they want to write, have them complete the sentence and use it as a basis for further discussion or writing.

24

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board with Collections of Books and Rewards

25

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

c)-Use verb tense to convey various times, sequences, states, and conditions.

e)--Use correlative conjunctions (e.g., either/or, neither/nor).

Teachers can demonstrate the use of the parts of speech through modeling, identifying use in literature, and providing opportunities for correcting samples. Teachers and students will be aware that grammatical errors such as shifts in verb tense may frequently occur in student writing. Teachers provide sentences, phrases or passages for students to identify and correct errors. Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing. Teacher creates word walls/resource walls of common conventions for easy resource. Students can practice editing pieces to ensure consistent usage. Students need regular exposure to grammar and usage through direct instruction. The students should have a variety of opportunities to participate in grammar and usage activities which increase in complexity through the year. Students create grammar journals for easy resource.

Visit www.youtube.com for videos.

Travel Guides Assign students to small groups. Have each group work together to make a travel brochure for the land of grammar. Individual towns could be named Verb, Noun, Preposition,and Pronoun. The brochures should describe what makes each town unique or special. Student groups, acting as tour guides, can teach the grammatical structure by taking classmates on a virtual tour of their town. Lesson Plans and Activities:

School House Rock Conjunction Junction, What’s Your Function? Video www.youtube.com

Use acronym FANBOYS (for, and, nor, but, or, yet, so) to list conjunctions

Use short text or page in the novel to teach standard; o Students search for sentences in the text

containing the part of speech required o Students combine simple sentences found

within text to create compound and complex sentences

o Students identify verbs in texts and discuss how the tense relates to the passage

Write for a purpose: Students respond to a short prompt with a Quick Write.

o A) Students write and share sentences using conjunctions, prepositions, and interjections correctly.

o B) To use verb tense correctly, students write 3 perspectives of a weekend activity (future tense, present tense, and past tense)

o C) To use correlative conjunctions, students write persuasively why they do not want a curfew on the weekend.

www.internet4classrooms: 91 lesson plans for L5.1

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

c)_Use verb tense to convey various times, sequences, states, and conditions. e)_Use correlative conjunctions (e.g., either/or, neither/nor).

Teachers – Please feel free to include your own notes in

this section.

Reader’s and Writer’s Journal

Pinterest Board with Parts of Speech and Conventions Anchor Charts and Foldables

27

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

The emphasis of this standard is student awareness of the power of written and spoken language and how to use it effectively to enhance the message. Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. Students highlight punctuation that creates special effect or voice to the passage. Students create a special effect in a passage by changing the punctuation.

Partner Conversation Pair up with a partner who read a different coming of age novel than you did. Collaboratively generate interview questions, and then participate in "mock" interviews where you pretend to be the main character in the book you read (such as Mary Lennox from The Secret Garden, Sal from Walk Two Moons¸ or Mayo Cornelius from M.C. Higgins, the Great). Write about what you learned from your interview, and then have your partner check it for accuracy. (Alternately, write interview questions for the author of your book, and conduct research online to see if you can find answers to your questions for the author.) (L.5.3a, b, RL.5.3, SL.5.6) Focus Correction Areas This strategy is based on the Collins Writing Program. Focus Correction Areas encourage students to improve their writing by focusing in on a key aspect of their writing (a targeted writing skill). By using the Focus Correction Area approach, students concentrate on improving only a few skills at a time. For example, a focus area might be: • Using content-specific vocabulary accurately • Using audience catchers – first lines that grab the attention of the reader/listener. • Including graphics/illustrations I Can See A Rainbow Give students multiple colors of highlighters. Have them color-code sentence types in a piece of their own writing (i.e., sentences that start with a noun, declarative sentences, questions, complex sentences) using a different color for each sentence type. If students can’t see a rainbow, they know they are not varying their sentence types.

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CCCS Focus Standards

Explanation of Standard Examples

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.

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board with Writing Activities and Anchor Charts

29

CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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.

This standard emphasizes the non-literal interpretations of language which are applied to derive meaning from text. Through read-aloud stories, teacher modeling, and active engagement, students will further develop their understanding of figurative language. Students will interpret words in many contexts. Students highlight and discuss figurative language as it is encountered in text. Students illustrate the literal and figurative meanings of figurative language (e.g., He lost his head, running on empty, frog in my throat).

Students research the origins of selected idioms to reinforce their meanings.

In a Pickle and Other Funny Idioms, Marvin Terban More Parts, Tedd Arnold Mad as a Wet Hen! And Other Funny Idioms, Marvin Terban Eight Ate: A Feast of Homonym Riddles, Marvin Terban Pitch and Throw, Grasp and Know: What is a Synonym?, Brian Cleary Antonyms, Synonyms & Homonyms, Kim Rayevsky Stroll and Walk, Babble and Talk: More About Synonyms (Words Are Categorical) , Brian P. Cleary Stop and Go, Yes and No: What Is an Antonym? (Words Are Categorical) , Brian P. Cleary

Dramatization/Fluency Choose a poem to perform interpretively from the suggested list or write your own. Memorization is not required, but optional for this performance. (Alternately, pair with a partner where one of you learns the Lewis Carroll version, and one learns the original. Perform both versions for the class, and then discuss how knowing the original helps us to appreciate the parody even more.) (L.5.5a, b, c, SL.5.6) Linear Arrays This is a strategy for extending vocabulary by asking students to extend their understanding of words through using opposites on each end of a line and add words that vary in shades of meaning between the two opposites. For example: → → Hot Warm Mild Cool Cold

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CCCS Focus Standards

Explanation of Standard Instructional Activities and Strategies

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

Teachers – Please feel free to include your own notes in

this section.

Pinterest Board for figurative-language-vocabulary

31

CCCS Focus Standards

Explanation of Standard Examples

LP.5.4.3a Choose words and phrases to convey ideas precisely.

Students create transition word journals as a resource:

Sequence: at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously, afterward, in conclusion, with this in mind

Restatement: in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently

Summarizing: after all, all in all, all things considered, briefly, by and large, in any case, in any event, in brief

Language conventions are most effective when taught as a part of the writing workshop. Specific mini-lessons may be taught for 10-15 minutes. One suggestion would be to plan a 10-15 minute language lesson prior to beginning writer’s workshop, then connecting to the context of writing during the writer’s workshop and reinforcing during editing mini-lessons or conferencing. Convention Mini-Lessons Plan weekly mini-lessons on conventions by focusing on errors found in student-generated writing. Use these lessons to create an accumulated list of conventions and their corresponding uses. This posted list can be used as a prompt for writing (i.e., select one of the statements about ending punctuation and use that tool in your writing today).

Beginnings and Endings Read aloud first and/or last lines from age-appropriate stories. Have students talk about what “grabbed their attention.” Create a brainstorm list of the ways these authors used their “craft” to engage readers. She Said, He Said Brainstorm a list of words to replace the word said. Post the list for students to use when crafting their own narratives. There are a number of pre-made lists available online, but lists created by the students in a classroom are often the ones most remembered. This activity can be repeated with other commonly over-used words (i.e., interesting, nice, things, happy). Chart the words and display around the classroom for students to use when doing independent writing.

Lesson Plans and Activities:

Students write their memoir in ONLY six words lesson

32

CCCS Focus Standards

Explanation of Standard Examples

LP.5.4.3a Choose words and phrases to convey ideas precisely.

Teachers – Please feel free to include your own notes in this section.

Pinterest board with Anchor Charts, foldables, and lesson plans

for Conventions

33

Standards Extended Text: What’s the Big Idea, Ben

Franklin? Mini-Lesson

Language &

Routine Writing

Related Resources & Vocabulary

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.

W.5.10

Writing routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Other standards taught in the lesson(s): W.5.2, W.5.8, SL.5.1, SL.5.6

BEFORE READING:

Reading Mini-lessons: Making Predictions of the Book Based

on the Cover

TLI Unit for Ben Franklin pp. 5-6

Introducing the Text

Summary of text

Biography of Mr. Franklin

Genre and Structure

TLI Unit for Ben Franklin p. 8-9

Before Reading

Text Features: Illustrations

Setting the Purpose for

Reading: see Short Text: The

Electric Ben Franklin to learn

of this influence in history

Writing:

TLI Unit for Ben Franklin p. 7

Before Reading

Quick Write: Share and

discuss the essential

question “What are the

qualities of a creative

thinker?” Ask students to

write a brief description of

this person in their journal.

Picture of Ben Franklin

34

Standards Extended Text: What’s the Big Idea, Ben

Franklin? Mini-Lesson

Language &

Routine Writing

Resources & Vocabulary

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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).

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 W.5.10

Writing routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Other standards taught in the lesson(s): W.5.2, W.5.8, RL.5.4, RF.5.3, L5.4-6,

Ben Franklin pp. 7-27

Reading Mini-lessons: Responding to Reading with Short

Answer Comprehension Questions

Reading of pp. 7 – 11

Reading of pp. 12 – 15

Reading of pp. 15 – 21

Reading of pp. 22 - 27

TLI Unit for Ben Franklin p. 7-27

Comprehension and Analysis

of Short Answer Questions

pp. 9-10, 28

Language: Writing:

TLI Unit for Ben Franklin

Textual Analysis Writing

Activity: What were some of

the careers he considered?

Write one paragraph.

pp.10, 11, 29

Vocabulary: Vocabulary Flashcards for Ben

Franklin

TLI Unit for Ben Franklin pp. 8, 25 – 26 Vocabulary for text pp. 7-27

Vocabulary, pp 7 -11

officials, handy, trade, generally,

pulpit, apprentice, night watchmen,

stale, disgusting, lye, argumentative,

undoubtedly, strictly

Vocabulary, pp 15 -21

spare, observe, prose, vegetarianism,

hobby, constructing, contradict,

opponent, practical, concentrated,

interfere

Vocabulary, pp 22 -27

boarded, swaggered, disposition,

gradually, courted, contrary,

molasses, concluded, disposed

35

Standards Extended Text: What’s the Big Idea, Ben

Franklin? Mini-Lesson

Language &

Routine Writing

Resources &

Vocabulary

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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).

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 W.5.10

Writing routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Other standards taught in the lesson(s): W.5.2, W.5.8, RF 5.3, L5.4-6

Ben Franklin pp. 28-47

Reading Mini-lessons: TLI Unit for Ben Franklin p. 12-14, 31

Before Reading

Text Features: End Notes

Set a Purpose for Reading –

How did Ben Franklin’s big

Idea help America?

Reading Mini-lessons: Responding to Reading with Short

Answer Comprehension Questions

Reading of p. 29 – 37

Reading of p. 38 – 42

Reading of p. 42 - 47

Reading Mini-lessons: TLI Unit for Ben Franklin p. 14- 15, 32

Comprehension and Analysis

of Short Answer Questions

for Reading of p. 28-47

Assessment:

TLI Unit for Ben Franklin p. 34-39

Multiple Choice & Short

Answer Questions

Language:

Ben Franklin's Expressions

and Quotes Activity

Writing: TLI Unit for Ben Franklin pp. 15, 33

Textual Analysis Writing

Activity: How did Ben

Franklin’s big idea about

electricity lead to his fame?

Write two paragraphs.

Write a narrative about something you would invent.

Assessment (Essays):

TLI Unit for Ben Franklin p. 36-39

A: Write about Ben

Franklin’s personality and his

character traits

B: Give you opinion about

Ben Franklin’s thirteen rules

for good behavior.

Vocabulary: During Reading / Context Clues

TLI Unit for Ben Franklin pp. 12, 30

attend, contraption, humorous,

independent, publish

Vocabulary, pp 29 - 37

specialty, fad, generated, electrified,

suspended, grenadiers, unconscious,

sentry, celebrated, harmlessly,

contraption

Vocabulary, pp. 38-42

organize , expedition, spectacles,

condemned, committees, sacred,

undeniable, self-evident

Vocabulary, pp. 43-47

boils, gouts, immediate, sensation,

suited, frequently, scattered, peace

treaty

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Standards Short Text: Mini-Lesson

Language &

Routine Writing

Resources &

Vocabulary

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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. c)_Use verb tense to convey various times, sequences, states, and conditions. e)_Use correlative conjunctions (e.g., either/or, neither/nor).

Others standards taught:

RF.5.3, L.5.3a, RF.5.4, L.5.4-5-6

Reading Mini-lessons: Poetry

TLI Unit of Related Readings for

Ben Franklin p.19, 62-63

Poems of Ben Franklin

Vocabulary Introduction:

Discuss vocabulary words

with students before they

read selection p. 9

Set a Purpose for

Reading: Read to

discover how Ben

Franklin’s poetry combined

humor with practical and

moral advice p.19

Comprehension Analysis

Short Answer Questions

p.22, 66

Language:

Fundamental Skills Lessons:

L.5.1, L.5.1a

www.thinkcentral.com

Writing:

TLI Unit of Related Readings for Ben Franklin p.43-44

Research process of the creative thinkers of the 18th century

Vocabulary: p.9

TLI Unit of Related Readings for

Ben Franklin

Vocabulary:

plaintiff

defendant

impartial

obtain

impel

Website: www.readinglady.com

Journeys (Unit 2):

Connect to Poetry: Alliteration pp.

T324-SBp.262

Pinterest Board for Poetry

37

Standards Short Text: Mini-Lesson

Language &

Routine Writing

Related Resources & Vocabulary

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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.

RI.5.9 Integrate information from several

texts on the same topic in order to

write or speak about the subject

knowledgeably.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e)_Use correlative conjunctions (e.g., either/or, neither/nor).

Other standards taught: L.5.2

Reading Mini-lesson:

The Electric Ben Franklin www.ushistory.org/franklin/index.htm

Set a Purpose for Reading:

Read to find out more

about Ben Franklin’s

influence on science,

technology, politics,

philosophy, and more.

Language:

Make sure that

students understand

the either/or shows a

choice between two

things and neither/nor

shows that two things

cannot happen

Writing:

Have students write

sentences using:

neither, nor, or, either

that pertain to their

thoughts of Ben

Franklin

Box and Bullets graphic

organizer note-taking

activity

In 100 years, what would you like to be remembered for?

Vocabulary:

topic

theme

inference

compare

contrast

www.thinkcentral.com

38

Standards Short Text: Mini-Lesson

Language &

Routine Writing

Related Resources

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Other standards taught:

RF.5.4, L.5.1

Reading Mini-lesson:

Gallery Walk Lesson: Ben

Franklin's Inventions

Language:

www.thinkcentral.com

Writing:

Expository Essay:

What were Ben

Franklin’s three most

important

inventions? Write a 3

paragraph essay

citing evidence from

the Gallery Walk.

Write a narrative about something you would invent.

39

Standards Short Text: Mini-Lesson

Language &

Routine Writing

Resources & Vocabulary

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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).

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.

Reading Mini-lesson:

Video of the book What’s the

Big Idea, Ben Franklin? http://www.youtube.com/watch?v=pxjRaa0ClXs

Language:

Writing Performance Task:

Compare and contrast the Book

and the Video: Which did you

prefer and why? Write a 5

paragraph essay explaining

your opinion. Give evidence to

prove your opinion.

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Research Project

PLANNING DRAFTING REVISING/EDITING

Students will research a --------------------They will use several texts to gather information about the person. They will write a biography of the person. Students will create visuals for their ----------------- in the form of posters, products, or clothing. Students will present their papers and product to their class.

Day 1

Teacher will read aloud a text about a historical figure that he/she has chosen to research.

The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person.

Students will use the workshop time to peruse resources and make a choice about their historical figure.

At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them

Day 2

The teacher will use the same text from day one and model using the Table of Contents and index to locate information about the historical person’s early life and family. The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words. The cards will be stored into the library pocket labeled Early Life and Family.

During the work time, the students will collect 3-5 facts on

Day 3

The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure. First the teacher will put the cards in order. Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph. After that, the teacher will model writing a concluding sentence.

During the work time, the students will write a paragraph about their chosen historical figures.

Day 5

The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4. The students will do the same during work time.

Day 7

The teacher will model the process of constructing a paragraph using the note cards from the previous day.

Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features. Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions

41

their historical figure and store the facts on note cards in their library pockets. The teacher will provide scaffolding, as needed, one-to-one conferences, or a small group if necessary.

DAY 4

The teacher will model the process from day 2 to collect information about the person’s education. The students will do the same during the work time.

Day 6

The teacher will model the process from day 2 to collect information about the person’s contributions and any other interesting facts. The students will do the same during the work time.

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WRITING WORKSHOP (Management, Conventions, Process

Mini Lesson Ideas) - CCCS

NARRATIVE WRITING MINI LESSON IDEAS

OPINION WRITING MINI LESSONS

RELATED RESOURCES

Conventions Lessons Students use linking words and phrases (e.g. because, therefore, since, for example, first, next, then and finally.) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons

Point of View Lessons Day 1

The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrim’s Point of view.

The teacher will use a graphic organizer that includes beginning, middle, and end and uses transition words such as first, next, then and finally.

During work time, the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim child’s point of view.

Day 2

The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrim’s point of view. The teacher will use transition words.

During work time, the students will draft about a day traveling on the Mayflower from a Pilgrim child’s point of view. The teacher will conference with students and scaffold them as they use transition words in their writing.

OREO Writing Lesson Opinion – State Opinion Reason – Give Reason Example Give An Example Explain – Provide an Explanation Opinion – Restate your Opinion After reading the texts during reading workshop, A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy, and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls, the teacher will model planning an opinion piece about whether he/she would like to be an adult during the time of the pilgrims. The teacher will use the OREO writing graphic organizer to plan the piece. The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims. Day 1 Model Planning – students plan Day 2 Model Drafting – students draft Day 3 Model Revising – students revise Conference Day 4 Model Editing – students edit Conference Day 5 Publish if chosen

Pinterest Board with Writing Activities,

Lessons, and Anchor Charts

43

Day 3

The teacher will model the revision process.

The students will revise their writing. The teacher will conference with the students.

Day 4

The teacher will model the Peer Editing process.

The students will Peer Edit. Day 5 Publish if chosen.

How to manage where all students are in the writing process: