2015+Unit+4+ELA+Knowledge+Quest

=Unit 4: ELA Imagined Worlds: Reading and Writing Fantasy= //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 (see Unit #7):]
//**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). 5.5 – Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. 5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described. 5.9 – Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. 5.10 – By the end of the year, read and comprehend literature including stories, dramas, or poetry, at the high end of the grade 4-5 text complexity band independently and proficiently. //**Writing Standards:**// 5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence, early, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events to show the response of characters to situations. c. Use a variety of transition words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 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. 5.9 – Draw evidence from literary or informational text to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, setting, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). 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. i. 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. j. 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. l. 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. 5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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. . .// • Fantasy is a genre of fiction that has specific purposes and qualities • The characteristics of fantasy • How fantasy is often structured and crafted • Language features are used in fantasy • What do we gain from collaborating with others about fantasy stories? • I'll just make something up! || ===Essential Questions:=== • What do readers gain from reading fantasy? || • The procedures for the classroom and for this period. || • How to identify and recognize the elements of fantasy genre • How to create their own piece of writing in that genre || ====//Students will be able to know. . .//==== • Appropriate language and structure for the fantasy genre || • A piece of writing in the fantasy genre • Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit || ===Other Evidence:=== • Weekly Assessments • Small group discussion • Question and concept board, bi-weekly class discussions, survey at unit end (Google Docs). || Unit 2: //Heavenly Zoo,The Book that Saved the Earth// Unit 5: //McBroom the Rainmaker,// Unit 6: //Jumping Mouse// ||
 * ===Understandings:===
 * Ideas**
 * //Speaking and Listening://**
 * 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 7 Imagined Worlds //Pam Allyn//**
 * [|SCUSD 5th Grade ELA Pacing Guide (see Unit 7)]**
 * Open Court 2002 **

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 11/9 Veterans Day Holiday || Core Ready Reading Unit 7 Lesson 1 and 2 Think/Ideas:Introduction to the fantasy genre, and how plot unfolds in this genre ||  || 11/16 || Core Ready Reading Unit 7 Lesson 3 and 4 Think/Ideas:What are the motifs of fantasy genre and how does this compare to other types of fiction? Think/Ideas: What are the characteristics of characters in the fantasy genre? || Core Ready Writing Unit 7 Lesson 1 and 2 Think/Ideas: Believable and unbelievable elements in the fantasy genre Think and Ideas: Considering setting in fantasy genre || 11/30 || Core Ready Reading Unit 7 Lesson 5 and 6 Think/Ideas: How do characters struggle with problems in fantasy stories and what predictions can we make about their actions? || Core Ready Writing Unit 7 Lesson 3 and 4 Think/Ideas: Characters in the fantasy genre Think/Ideas: Plot in the fantasy story Start work on your character and plot || 12/7 || Core Ready Reading Unit 7 Lesson 7 and 8 Think/Ideas:How is greater meaning is conveyed in fantasy stories? Think/Ideas: What lessons can be conveyed in fantasy stories? || Core Ready Writing Unit 7 Lesson 5 and 6 Think/Ideas: Writing effective introductions to a story Think/Ideas: What lesson would you like to convey? || 12/14 || Core Ready Reading Unit 7 Lesson 9 and 10 Think/Ideas: Paying attention to critical quotations. Think/Ideas: Reflect on what we've learned about the fantasy genre and how it helps us understand the larger world. || Core Ready Writing Unit 7 Lesson 7 and 8 Think/Ideas: Writing effective endings to a story Think/Ideas: Revising and editing for language conventions ||
 * **Week** || **Reading** || **Writing** ||
 * Eleven
 * Twelve
 * Thirteen
 * Fourteen
 * Fifteen