2016+Unit+3+ELA

=Unit 4: ELA Knowledge Quest: Reading and Writing Research= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

ELA Common Core State Standards
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. 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. 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. 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). || //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? • What do you do when you have more than one resource? • How do you figure out the main idea of a text? • It's just about the subject || ===Essential 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? || • The procedures for the classroom and for this period. || • How to combine information from various sources • How to figure out the main idea of a text • 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 || • A piece of research writing on the solar system will be done in the second half of this unit • 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 End of unit survey ||
 * Reading Standards for Information:**
 * Writing Standards:**
 * Speaking and Listening Standards:**
 * Language Standards:**
 * ===Understandings:===
 * Ideas**
 * Misunderstandings**
 * Provocative Questions?**
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Authentic task **
 * Reflection **
 * ==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 || 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 || 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 || 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] || 2/1 || Think/Ideas: Visuals that support informational text //Core Ready Unit 4 Reading Lesson 9-10// || End of Chapter Assessment for Science || 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 ||
 * Seventeen
 * Eighteen
 * Nineteen
 * Twenty
 * Twenty-one