2015+Unit+1+ELA

=Unit 1: ELA Starting the Year=

Launching the Year: Reading and Writing - CORE Ready
//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 Literature: 5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. 5.3 – Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

Writing Standards: 5.4 – Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. 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. 5.6 – 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 setting. 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. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 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. || //Students will understand that. . .// • How does competition make us better? How does cooperation help us improve? • How do we become strong readers? • How do we help each other become strong readers? • How do we become strong writers? • How do we help each other? • What do we gain from collaborating with others? Learning the procedures for cooperative reading and writing • How to read and write cooperatively • How to read and answer a short response question? • I'll just let my peers do all the work • I'll just do all the work • I work better alone || ===Essential Questions:=== • What kind of reader are you? What kind of reader do you want to be? • What kind of writer are you? What kind of writer do you want to be? • Can cooperation and competition work together? || • The procedures for the classroom. || • The procedures and routines for this period • Weekly written assessment • The procedures for the morning reading block and how we read literature || ====//Students will be able to know. . .//==== • How to revise work || • Weekly written assessment //By what criteria will performances of understanding be judged?// • Rubric || ===Other Evidence:=== • Participation in group discussions //How will students reflect upon and self-assess their learning?// • Question and concept board, unit journal, survey at unit end. ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? // Class President // Think/Ideas: How do we pick someone to represent our interests What is difference between campaigning for office and actually doing the duties of the job? || Sentences - Complete - Incomplete - Run-ons || Working in groups - Procedure and routines for groups - Sharing ideas - Discuss the Think/Ideas - Reporting back to the class || Think/Ideas: What enables Lupe to be a sports champion? Does one need to be "naturally" athletic to succeed at a sport? || Short response paragraph - Restating the question - Answer - Supporting details and vocabulary || Working in groups- Procedure and routines for groups - Sharing ideas - Creating questions about the text Whole class discussion || Think/Ideas: Did the S.O.R. Losers succeed or lose in the end? What was the lesson that the author is trying to convey? || Revising your short paragraph response - Overall points to the class from the teacher - Reading the teacher notes - What to do if you don't understand! || Continue as above ||
 * || **Reading** || **Writing** || **Discussion/Groups** ||
 * **Week Two**
 * 9/14** || Introduction to Cooperation and Competition
 * **Week Three**
 * 9/21** || //Marble Champ//
 * **Week Four**
 * 9/28** || //S.O.R. Losers//