Unit 4: ELA Knowledge Quest: Reading and Writing Research

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

ELA Common Core State Standards

Reading Standards for Information:
5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
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.
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. (
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.
5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
5.9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
5.10 – By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade 4-5 text complexity band independently and proficiently.
Writing Standards:
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, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
5.4 - Produce clear and coherent writing (including multiple-paragraph texts) 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.)
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.
5.9 – Draw evidence from literary or informational text to support analysis, reflection, and research.
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]”).
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.
Speaking and Listening Standards:
5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
k. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
c. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
d.Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visual, quantitatively, and orally.
5.3 – Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.
5.4 – Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language Standards:
5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5 2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
5.6 – Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Understandings:

Students will understand that . . .
• There are different kinds of informational text and different formats for presenting informational text.
• What is the point the author is making?
Ideas
• What do you do when you have more than one resource?
• How do you figure out the main idea of a text?
Misunderstandings
• It's just about the subject

Essential Questions:

Provocative Questions?
• Why did the author choose this particular format to convey information?
What different information do you get from these different pieces on the same subject? Why?

Essential Background:

Background knowledge
• The procedures for the classroom and for this period.

Students will know . . .

• How to combine information from various sources
• How to figure out the main idea of a text
Skills and knowledge
• Synthesis of resources, ability to convey a main idea verbally and in writing

Students will be able to know . . .

• Appropriate language and structure for the fantasy genre

Stage 2 – Assessment Evidence

Performance Tasks:

• A piece of research writing on the solar system will be done in the second half of this unit
Authentic task
• Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from a related science chapter on weather.

Other Evidence:

• Weekly Assessments
• Small group discussion
Reflection
End of unit survey

Stage 3 - Learning Plan

Materials:

Pearson Core Ready Unit 4 Knowledge Quest Pam Allyn
Open Court 2002
Unit 2 Astronomy

Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?
Week
Reading
Writing
Sixteen

1/4
Think/Ideas: Kinds of Informational text
Core Ready Unit 4 Reading Lesson 1-2
OCR Telescopes
Hubblesite video
History of Hubble
Weekly Assessment
Focus: Chronological and Descriptive
Seventeen
1/11
Think/Ideas: Main Idea and the details that support it
Core Ready Unit 4 Reading Lesson 3-4
OCR Circles, Daggers, & Squares
Weekly Assessment
Focus: Problem/Solution and Cause & Effect
Summarizing ideas
Eighteen
1/18
MLK Holiday
Think/Ideas: Who are the key people? What is the key vocabulary?
Core Ready Unit 4 Reading Lesson 5-6
Weekly Assessment
Focus: Compare & Contrast
Nineteen
1/25
Think/Ideas: Integrating information from multiple sources
Core Ready Unit 4 Reading Lesson 7-8
Lego resources from Core Ready
Weekly Assessment
Using multiple sources for writing
Evaluating online resources
Pacific Tree Octopus
Twenty
2/1
Think/Ideas: Visuals that support informational text
Core Ready Unit 4 Reading Lesson 9-10
End of Chapter Assessment for Science
Twenty-one
2/8
Lincoln's Birthday Holiday
For the next 3-4 weeks they will work on a research paper related
to the science chapter they will be studying about the solar system.
Continue work on Science end of chapter assessment