-Passage 1: "The Potter and the Washerman"

-Passage 2: "The Royal Artists and the Clever King"

Questions 1-7

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-Determine how Galileo's accomplishments reflect the process of scientific inquiry.

Reading: "Galileo Galilei: Biography, Inventions, and Other Facts"

Writing: How do Galileo’s accomplishments reflect the process of scientific inquiry?

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in the text.

-Determine the main idea and key details of sections from 13 Planets.

-Determine the meaning of words and phrases as they are used in 13 Planets.

Reading: 13 Planets by David A . Aguilar

-5.RI.IKI.9: Integrate information from two or more texts on the same topic in order to build content knowledge.
-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Analyze 13 Planets and "Is Pluto a Planet?" for similarities and differences.

-Determine the meaning of words and phrases in 13 Planets using context clues.

Reading: 13 Planets by David A. Aguilar

Writing: Compare and contrast “Pluto” from 13 Planets with “Is Pluto a Planet?”  What is similar about the two authors’ point of view towards Pluto? What is different about the two authors’ point of view toward Pluto?

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-Summarize the main idea of "Is Pluto a Planet?"

Video: "Is Pluto a Planet?"

Writing: Using evidence from the video, write a paragraph in your reading log to answer the question: Why is Pluto no longer considered a planet? 

-5.RI.KID.3: Explain the relationships between two or more ideas in a text.

-5.SL.PKI.4: Report on a topic of text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas.

-Report on your assigned section from "Modern Science: What's Changing?"

-Explain the relationships between the key concepts in the text.

Reading: "Modern Science: What's Changing?"

Writing: Evidence Chart handout

5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Determine the main ideas and key details in "Modern Science: What's Changing?"

-Determine the meaning of words and phrases in "Modern Science: What's Changing?" using context clues.

Reading: "Modern Science: What's Changing?"

Writing: Evidence Chart handout 

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

- Determine a main idea of a section of "The Making of a Scientist."

Reading: "The Making of a Scientist" by Richard Feynman

Writing: "The Making of a Scientist" evidence chart handout

Students will take the 3rd Nine-Weeks Common Assessment for ELA.

- 5.W.PDW.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

- 5.WRBPK.9: Draw evidence from literary texts to support analysis, reflection, and research 

- Build understanding of a writing task, and brainstorm a response

- Begin demonstrating your understanding of writing a narrative from the point of view of a new narrator

Writing: CWT brainstorming handout and reading log

5.RL.KID.1, 5.RL.KID.2, 5.W.TTP.2

-Demonstrate your ability to read, understand, and express your understanding of a complex, grade-level text.

Reading: "The Legendary Kingdom of Shambhala"

Writing: Write a multi-paragraph essay that explains the learning experiences the people of Shambhala gained from their travels away from their home. How did their explorations help transform them and lead to a new understanding of life?  Use details from the passage to support your ideas. Observe the conventions of standard English as you write.

5.RL.KID.1, 5.RL.KID.2, 5.RL.KID.3, 5.RL.CS.4, 5.RL.CS.5, 5.RL.CS.6

-Demonstrate your ability to read, understand, and express your understanding of a complex, grade-level text.

Reading: "The Legendary Kingdom of Shambhala"

 

Today, students will take a summative assessment over what they learned in lessons 23-29.

Standards:
-5.RL.KID.2: Determine a theme or central idea of a story from details in the text; summarize the text.
-5.RL.KID.3: Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
Objective:
- Compare and contrast The Lion, the Witch, and the Wardrobe with "Alice's Evidence" on their approaches to similar themes and topics.
Reading: The Lion, the Witch, and the Wardrobe and "Alice's Evidence"
Writing: Reading log, Theme Chart handout

Standards:
-5.RL.KID.1: Quote accurately from a text when explaining what they text says explicitly and when drawing inferences from the text.
-5.RL.KID.3: Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
Objectives:
- Analyze how Alice responds to challenges.
-Provide details and quotations from the text to support your responses.
Reading: "Chapter XII: Alice's Evidence" by Lewis Carroll
Writing: Reading log

Standards:
-5.RL.KID.2: Determine a theme or central idea of a story from details in the text; summarize the text.
-5.RL.CS.6: Describe how a narrator's or speaker's points of view influences how events are described.
Objectives:
-Reexamine the themes of the novel.
-Recognize how dialect can change with social situations.
Reading: The Lion, the Witch, and the Wardrobe - Chapter 17
Writing: Reading log

Standards:
-5.RL.KID.2: Determine a theme or central idea of a story from details in the text; summarize the text.
-5.RL.CS.6: Describe how a narrator's or speaker's points of view influences how events are described.
Objectives:
-Reexamine the themes of the novel.
-Recognize how dialect can change with social situations.
 Reading: The Lion, the Witch, and the Wardrobe - Chapter 16
 Writing: Reading log

Standards:
-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text.
-5.RL.CS.6: Describe how a narrator's or speaker's points of view influences how events are described.
Objectives:
- Discover word meaning by looking for context clues.
- Examine sensory details used in the text.
Reading: The Lion, the Witch, and the Wardrobe - Chapter 15
Writing: Reading log

Standards: 
- 5.RL.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- 5.RL.KID.3: Compare/contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.
Objectives:
-Use text evidence to support the statement “Good triumphs over evil.”
-Examine the conflict between good and evil.
Reading: The Lion, the Witch, and the Wardrobe - Chapter 12
Writing: Reading log 
 

Standards:
- 5.RL.KID.3: Compare/contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text. 
- 5.RL.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text 
Objectives:
- Analyze characters in The Lion, the Witch, and the Wardrobe 
- Use text evidence to support answers to questions about Edmund's motivations
Reading: The Lion, the Witch, and the Wardrobe - Chapter 9
Writing: Write a one paragraph answer to this question: If Edmund knows the White Witch is “bad and cruel,” why is he continuing to be on her side?

Today, students will take a summative assessment over what they learned in lessons 13-16.

-5.RL.CS.6: Describe how a narrator's or speaker's point of view influences how events are described.

-5.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

-Determine how a narrator's point of view influences how events are described.

-Write a narrative from the point of view of a different narrator.

Reading: The Lion, the Witch, and the Wardrobe

Writing: Rewrite the scene from Mr. Tumnus’ point of view. In your narrative, describe Mr. Tumnus’ thoughts and feelings as he considers kidnapping Lucy for the White Witch.

Standards: 
-5.RL.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 
-5.RL.IKI.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.
Objectives: 
-Compare and contrast fantasy stories on their approaches to similar themes and topics.
-Provide examples from each text of how a character shows the courage to persevere through challenges.
Reading: The Lion, the Witch, and the Wardrobe, "The Robin Who Showed the Way," and "Down the Rabbit-Hole"
Writing: A theme of all three texts is having the courage to persevere through challenges.

In your reading log: Provide an example from each text of how a character shows the courage to persevere through challenges. 

Standards:
-5.RL.KID.3: Compare/contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text. 
-5.RL.IKI.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.
Objectives:
-Compare the robin from The Lion, the Witch, and the Wardrobe to the robin in "The Robin Who Showed the Way."
-Analyze a text written in the English dialect.
 Reading: The Lion, the Witch, and the Wardrobe and "The Robin Who Showed the Way" 
 Writing: In your reading log, answer the following question: How are the robin in “The Robin Who Showed The Way”  and the  robin in The Lion, the Witch, and the Wardrobe used to approach similar ideas in the texts?

Standards:
-5.RL.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative language.
Objectives:
-Analyze what the robin is a symbol for in the chapter.
-Support your answers with evidence from the text.

Reading: The Lion, the Witch, and the Wardrobe - Chapter 6
Writing: In your reading log, respond to the question: What is the robin a symbol for in this chapter? Provide 1–2 pieces of evidence to support your response.

Today, students will take a summative assessment over what they learned in lessons 8-12.

-5.RL.IKI.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.

-Compare and contrast two texts on their approach to a similar theme.

Reading: The Lion, the Witch, and the Wardrobe and "The Adventures of Isabel"

Writing: In your reading log, write one paragraph in which you: Identify the message that is shared by both “Adventures of Isabel” and this section of The Lion, the Witch, and the Wardrobe. Link ideas using comparison transitional words or phrases.

Standards:
-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
-5.W.RBPK.9: Draw evidence from literary texts to support analysis, reflection, and research.
Objectives:
-Describe how Edmund's character is developing throughout the book.
-Use evidence from the text in the form of direct quotations to support your answers.
Reading: Chapter 5 of The Lion, the Witch, and the Wardrobe
Writing: In your reading log, respond to the question:

Standards:
-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
-5.W.RBPK.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives:
-Analyze the character of Edmund.

-Determine how greed affects Edmund's ability to make good choices, using text evidence to support your response.
 Reading: Chapter 4 of The Lion, the Witch, and the Wardrobe
 Writing: In your reading log, write one paragraph to answer the question:
How does greed affect Edmund’s ability to make good choices? Use at least 2 pieces of text evidence from your Edmund’s Choices handout to support your response. 

-5.RL.KID.2: Determine a theme or central idea of a poem from details in the text; summarize the text.

-5.W.RBPK.9: Draw evidence from literary texts to support analysis, reflection, and research.

-Determine the message "Adventures of Isabel" is trying to convey.

-Describe a character trait of Isabel, using evidence from the poem to support your idea.

Reading:  "Adventures of Isabel" by Ogden Nash

Writing: TP-CASTT handout; Write a paragraph responding to the following prompt:

What character trait does Isabel have that helps her overcome her challenges? Use evidence from the poem to support your answer.

-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text; including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.

-5.RL.KID.2: Determine a theme or central idea of a poem from details in the text; summarize the text.

-Use the TP-CASTT strategy to analyze "Adventures of Isabel."

-Determine the message "Adventures of Isabel" is trying to convey.

Reading: "Adventures of Isabel" by Ogden Nash

Writing: TP-CASTT handout, Reading log

Today, students will take a summative assessment over what they learned in lessons 1-7.

Standards:
-5.RL.KID.2: Determine a theme or central idea of a story from details in the text; summarize the text.

-5.RL.CS.6: Describe how a narrator's or speaker's point of view influences how events are described.
Objectives:
- Identify how the challenges that the characters face lead to the lessons they learn.

-Understand how an author uses the experiences of a character to teach the reader a lesson.

 Writing: In your reading log, respond to the question:
What lesson have you already learned from these texts that you can apply to your own life? Identify one lesson you have learned. Explain how you can apply it to your life.

Standards:
-5.RL.KID.3 - Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
-5.RL.CS.6 - Describe how a narrator's or speaker's point of view influences how events are described.
Objectives:
- Investigate how a narrator uses the thoughts and feelings of characters to tell a story.
-Discuss how a story might change told from another point of view.
Reading: Chapter 3 of The Lion, the Witch, and the Wardrobe
Writing: In your reading log, write a paragraph that answers these questions: 
Why did the author choose to tell this story through the eyes of Lucy and Edmund?
How would the story be different if told only through the eyes of Lucy?

Standards:
-5.RL.KID.3 - Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
-5.RL.IKI.9 - Compare and contrast stories in the same genre on their approaches to similar themes and topics.
Objectives:
-Compare and contrast The Lion, the Witch, and the Wardrobe with “Down the Rabbit-Hole.”
Reading: The Lion, the Witch, and the Wardrobe and "Down the Rabbit-Hole"
Writing: Analyzing three texts handout, What makes a narrative a fantasy? handout, reading log

Standards:
-5.RL.IKI.9 - Compare and contrast stories in the same genre on their approaches to similar themes and topics.
-5.W.RBPK.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives:
-Compare and contrast Lucy from The Lion, the Witch, and the Wardrobe and Alice from “Down the Rabbit-Hole.”
-Write a comparison of the two characters.
Reading: The Lion, the Witch, and the Wardrobe and "Down the Rabbit-Hole"
Writing: Compare and Contrast Lucy and Alice handout

Standards:
-5.RL.KID.3 - Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
-5.W.RBPK.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives:
-Analyze the character of Alice.
-Write two paragraphs describing two challenges Alice faces.
Reading: "Down the Rabbit-Hole" by Lewis Carroll
Writing: In your reading log, write two paragraphs to respond to the following prompt:
-Choose 2 challenges that Alice faces.
-Describe the emotions Alice feels in response to each problem.
-Use details that you have highlighted and underlined in your response.

Standards:
-5.RL.KID.2 - Determine a theme or central idea of a story from details in the text; summarize the text.
-5.RL.KID.3 - Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.
Objectives:
-Analyze main characters in the text.
-Summarize chapter of The Lion, the Witch, and the Wardrobe.
Reading: Chapter 2 of The Lion, the Witch, and the Wardrobe
Writing: Reading log

Standards:
-5.RL.KID.2 - Determine a theme or central idea of a story from details in the text; summarize the text.
-5.RL.CS.4 - Determine the meaning of words and phrases as they are used in a text.
Objectives:
- Determine the meaning of unknown words and phrases from the text.
- Summarize chapter 1 of The Lion, the Witch, and the Wardrobe
Reading: Chapter 1 of The Lion, the Witch, and the Wardrobe
Writing: Reading log, Semantic Map handout

Students will take the 2nd nine-weeks Common Assessment.

Standards: 
5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 
5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.
5.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.
Objective:
- Demonstrate your ability to read, understand, and express understanding of a new text.
Video: "What 'Lady Liberty' and Ellis Island Mean Today"

Reading: "Statue of Liberty Reopens after Sandy Damage"
Writing: Write one to two paragraphs that explain how the article and the video support the idea that the Statue of Liberty is resilient. Introduce your ideas, cite textual evidence to support your response, and provide a concluding statement at the end of the essay. Be sure to observe the conventions of standard English.

Standards: 
5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.IKI.9: Integrate information from two or more texts on the same topic in order to build content knowledge.
5.RI.RRTC.10: Read and comprehend stories and informational texts.
Objective:
- Demonstrate your ability to read, understand, and express understanding of a new text.
Video: "What 'Lady Liberty' and Ellis Island Mean Today"

Reading: "Statue of Liberty Reopens after Sandy Damage"

Standards: 
5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text. 
5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.
Objective:  
- Demonstrate your ability to read, understand, and express understanding of a new text.
Reading: "Statue of Liberty Reopens after Sandy Damage" 

 

Today, students will take a summative assessment over what they learned in lessons 22-27.

Standards:
-5.RL.KID.2: Determine a theme or central idea of a poem from details in the text; summarize the text.
-5.RL.KID.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.
Objectives:
-Discuss the life of immigrants using multiple texts
-Summarize “I Thought I Heard My Mother” by Rose Romano
Reading: “I Thought I Heard My Mother” from Coming to America by Rose Romano
Writing: Reading log

Standards:
-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives:
-Summarize “Looking to the Future” from Shutting Out the Sky
-Identify key details to help support the main idea
Reading: “Looking to the Future: Will It Ever Be Different? from Shutting Out the Sky
Writing: “Looking to the Future” Summary Template Handout, Title and Main Idea handout, sticky notes

Standards:
-5.RI.KID.3: Explain how relationships and interactions among two or more individuals, events, and/or ideas in a text.
-5.RI.CS.6: Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.
Objectives:
-Compare and contrast images in Shutting Out the Sky and Coming to America: The Story of Immigration
-Explain how the images can help reveal the author’s point of view
Reading: Coming to America: The Story of Immigration
Writing: Image Comparison Chart handout, reading log, sticky notes

Standards:
-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, or ideas in a text.

Objectives:
-Quote and cite evidence from the text to support your answers.
-Determine the main idea of “A New Language, A New Life.”
-Analyze how the chapter “A New Language, A New Life” relates to the title of the book Shutting Out the Sky.

Reading: "A New Language, A New Life" from Shutting Out the Sky

Writing: Title and Main Idea handout, Post-Reading Questions handout, sticky notes

Standards:
5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives:
- Identify the main ideas and important details from "A New Language, A New Life"
- Summarize "A New Language, A New Life"
Reading: "A New Language, A New Life" from Shutting Out the Sky
Writing:  Cornell notes handout, vocabulary chart

-5.RL/RI.CS.5: Compare and contrast the overall structure of events, ideas, and concepts of information in two or more text.
-5.RL/RI.CS.6: Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.

-Compare and contrast the structure of The Arrival and Shutting Out the Sky.

-Analyze the author's point of view of immigrant experience in The Arrival and Shutting Out the Sky.

Reading: The Arrival and Shutting Out the Sky

Writing: How do the images from The Arrival show an immigrant experience similar to the one in Shutting Out the Sky? How is each author’s point of view represented in his or her text?

-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-Determine how the title of the book relates to "Everyone Worked On" using evidence from the text.

-Determine the main idea of "Everyone Worked On."

-Analyze the jobs that immigrants had to take and why they performed those jobs.

Reading: "Everyone Worked On" from Shutting Out the Sky

Writing: Vocabulary chart, Reading log, Title and Main Idea handout

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Determine the main idea of "Settling In: Boarders and Lodgers."

-Analyze the meaning of quotes and phrases in "Settling In: Boarders and Lodgers"

Reading: "Settling In: Boarders and Lodgers"

Writing: In your reading log, answer the following questions: What does Rose mean when she says “The sky is the same everywhere. There is only one”? How does this quote support the main idea of this chapter?

5th Grade Field Trip - Museum of Appalachia 

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

-Determine how immigrants in Shutting Out the Sky felt during their journey and arrival to America. 

-Write a narrative from the point of view of an immigrant coming to America.

Reading: "The Journey" and "Arrival" from Shutting Out the Sky

Writing: Write a journal entry in the form of a narrative. Pretend you are an immigrant coming to America for the first time. In your narrative, be sure to include: 
-The purpose for your immigration
-Descriptions of what you see, feel, and hear on your journey, including your experience of seeing the Statue of Liberty for the first time

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

-Determine a theme of "“The New Colossus.”

-Determine connotation, attitude (tone), and shifts in "The New Colossus."

Reading: "The New Colossus" by Emma Lazarus
Writing: TP-CASTT handout

Standards: 
5.RL.KID.2: Determine the main idea of a text and explain how it is supported by the key details; summarize the text.
5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text.
Objectives:
- Analyze the poem "The New Colossus" and paraphrase it by putting it in your own words
- Identify unfamiliar words throughout the poem
Reading: "The New Colossus" by Emma Lazarus
Writing: Reading log and TP-CASTT handout

Standards: 
5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives:
- Practice supporting the main idea with key details from the text
- Write a summary of "Statue of Liberty"
Reading: "Statue of Liberty" from Coming to America: A New Life in a New Land
Writing: Reading log and "Statue of Liberty" summary chart

5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Objectives:  
- Practice supporting the main idea with key details from the text
- Write a summary of "Coming to the Golden Land"
Reading: Reread "Coming to the Golden Land" from Shutting Out the Sky
Writing: Reading log and "Coming to the Golden Land" summary chart

-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.IKI.9: Integrate information from two or more texts on the same topic in order to build content knowledge.

-Use details from Shutting Out the Sky to support your answer to the writing prompt.

-Integrate information from multiple texts to understand and discuss the immigrant experience.

Reading: Reread sections of "Coming to the Golden Land" from Shutting Out the Sky

-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-Quote from the text when explaining what the text says and determining the meaning of unknown words.

-Describe the individuals profiled in Shutting Out the Sky.

Writing: Voices in this Book chart, Map of Europe handout

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-Summarize "Of Thee We Sing" from Coming to America: A New Life in a New Land

Reading: "Of Thee We Sing" from Coming to America: A New Life in a New Land

-5.RI.KID.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Determine the main idea of "Of We Thee Sing” from Coming to America.

-Determine the meaning of the words ancestors and descended.

Reading: Excerpts from "Of We Thee Sing” from Coming to America

Writing: Shutting Out the Sky Lesson 2 Questions

-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Explain the goals for this unit using details from the text to support your response.

-Determine the meaning of the words immigrant and emigrant.

Reading: “Of We Thee Sing”  from Coming to America: A New Life in a New Land

Writing: In your reading log respond to the following prompt: Explain what you will learn and the goals of this unit. Use details from the text and the discussion in your response.

-5.SL.PKI.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.

-Present Extension Task to peers.

Writing: Describe the changes as a result of Christopher Columbus’s arrival in the New World. What effect did Columbus have on the New World?

-5.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.

-5.SL.CC.1: Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners. building on others' ideas and expressing their own ideas clearly.

-Describe the changes as a result of Christopher Columbus’s arrival in the New World. 

-Collaborate with a group to complete the Extension Task.

Writing: Describe the changes as a result of Christopher Columbus’s arrival in the New World. What effect did Columbus have on the New World?

Students will take the Common Assessment for the first 9-weeks.

-5.W.RBPK.9: Draw evidence from literary texts to support analysis, reflection, and research, applying grade 5 standards for reading.

-5.SL.CC.1: Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas.

-Plan for writing the literary analysis

-Engage in a peer conference to get feedback on the planning before starting to draft

Writing: Culminating Writing Task: How do the main events of each season of The Birchbark House help Omakayas to develop and gain strength, preparing her to understand and accept her past?

Students will take the Cold-Read Task today. This will assess their ability to read, understand, and express their understanding of a complex, grade-level text. The following standards will be assessed on this Cold-Read: RL.5.1, RL.5.3, RL.5.4, RL.5.5, RL.5.10, L.5.4a, L.5.5a, W.5.2a-e, L.5.1c, L.5.2a-e, L.5.6

5.RL.KID.3: Compare and contrast two or more characters in a story, drawing on specific details in a text.

-Analyze Omakayas' interactions with other characters in chapters 13 and 14 of The Birchbark House.

Reading: The Birchbark House - Chapter 13 and14

Writing: Complete the seasons graphic organizer for chapters 13 and 14.

Today, students will take a summative assessment over what they learned in lessons 23-30. The standards being assessed are: 5.RL.KID.1, 5.RL.KID.2, 5.RL.KID.3, 5.RL,CS,6, 5.W.TTP.3.

-5.RI/RL.IKI.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.

-Integrate information to better understand the plot and the effects of smallpox in The Birchbark House.

Reading: Before Columbus: The Americas of 1491 - "A Garden without Gardeners"

Independent Reading: Pedro's Journal (January 2 - January 8)

Writing: In your reading log, write a paragraph explaining the changes to Native American societies due to the effects of smallpox and other diseases. 

-5.SL.PKI.4: Present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas.

-Engage in a debate to present an opinion that you supported with appropriate facts and relevant details.

Reading: Independent reading: Pedro's Journal (December 13 - December 27)

Writing: Write an argumentative paragraph to answer the debate question: Did European exploration have a positive or negative impact on the Native Americans who lived in the new world?

-5.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

-Determine whether the Europeans positively or negatively impacted the Native American way of life and support it with evidence from the unit texts.

Reading: Unit texts

Independent reading: Pedro's Journal (November 19 - December 3)

Writing: Debate planning handout

Prompt: Was the European impact on the Native Americans positive or negative?

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.W.RBPK.9: Draw evidence from informational texts to support analysis and reflection, applying grade 5 standards for reading.

-Explain the relationship between the geography of the Native Americans and the spread of smallpox.

-Explain the impact smallpox had on Native Americans, drawing on evidence from the text.

Reading: "High Risk" and "How Many Died?" from Before Columbus: The Americas of 1491

Writing: How did smallpox affect the Native Americans? Add to your cause and effect graphic organizer using information from your notes and today’s class discussion.

-5.RL.CS.6: Describe how a narrator's or speaker's point of view influences how events are described.

-5.W.TTP.3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

-Determine how the narrator's point of view influences how events are described.

-Rewrite a scene from The Birchbark House from the point of view of a different narrator.

Reading: Reread a scene from chapter 10 of The Birchbark House

Writing: Rewrite a scene from the Deydey’s point of view. In your narrative, describe Deydey’s thoughts and feelings as he tries to go outside.

-5.RL.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Analyze the text to make inferences about what the author is trying to tell you.

Reading: The Birchbark House - Chapter 10 (pages 155-161)

Writing: Complete the seasons graphic organizer for chapter 10.

 

Today, students will also take a summative assessment over what they learned in lessons 18-22. The standards being assessed are: 5.RL.KID.1, 5.RL.KID.2, 5.RL.CS.4, 5.FL.SC.6d, 5.FL.VA.7a, 5.W.RBPK.9.
 

-5.RL.KID.3: Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.

-5.RL.KID.2: Determine a central idea of a story from details in the text.

-Analyze Omakayas' feelings towards other characters in the text.

-Understand how smallpox was a negative effect of European exploration

Reading: The Birchbark House - Chapter 10 (pages 147-155)

What word best describes Omakayas’ response to the challenge that she faces in this section of the text? Support your word with 2 -3 pieces of evidence from the text. 

Practice Cold-Read Task

5.RL.KID.1, 5.RL.KID.2, 5.RL.KID.3, 5.RL.CS.4, 5.RL.CS.5, 5.RL.RRTC.10, 5.W.TTP.3a-e, 5.W.RBPK.9

-Demonstrate ability to read, understand, and express your understanding of a complex, grade-level text.

 

Today, students will take a summative assessment over what they learned in lessons 6-15. The standards being assessed are: 5.RI.IKI.8, 5.RI.KID.1, 5.RL.KID.3, 5.RL.KID.1, 5.FL.VA.7b, 5.FL.PWR.3, 5.RL.KID.2, 5.W.RBPK.9.

 

-5.RL.KID.2: Determine a theme or central idea of a story from details in the text; summarize the text.

-5.SL.CC.1: Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly.

-Identify recurring topics in The Birchbark House to understand the message that Erdrich is trying to convey.

-Collaborate with your group to read your designated pages and fill in the discussion handout.

Reading: The Birchbark House - Chapter 9

Writing: Discussion handout, seasons graphic organizer, vocabulary chart, reading log

-5.W.RBPK.9: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading.

-Integrate information from The First Americans to determine why the Native Americans were learning the white man's language.

Reading: The Birchbark House - Chapter 8

Writing: Find 2 pieces of evidence from First Americans to support why it is important for the Native Americans to learn the writing of the Europeans. Write the evidence in your reading log.

-Complete the Seasons Graphic Organizer for chapter 8.

-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.

-Determine how the language that Erdrich uses help to identify changes in the characters and evoke feelings in the reader

Reading: The Birchbark House - Chapter 7

Writing: In your reading log, write 3 - 5 sentences to explain how Omakayas has changed from the  beginning of the novel. What experiences led to the changes? What actions support the changes?

-Complete the Seasons Graphic Organizer for chapter 7.

-5.RL.KID.3: Compare and contrast two or more characters, settings, or events in a story, drawing on specific details in a text.

-5.W.RBPK.9: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading.

-Analyze the interactions between characters in chapter 6

-Cite evidence from the text to support written responses to text dependent questions

Reading: The Birchbark House - Chapter 6

Writing: Text-Dependent Questions handout, Seasons Graphic Organizer

-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative language with emphasis on similes and metaphors; analyze the impact of sound devices on meaning and tone.

-Identify and analyze figurative language in chapter 5 of The Birchbark House

Reading: The Birchbark House - Chapter 5

Writing: Respond to the following writing prompt: What is the overall feeling that you get from reading this chapter? What words or phrases from the text do you identify with the feeling?

-Complete the Analyzing Figurative Language handout

-5.RL.KID.2: Determine a theme or central idea of a poem from details in the text.

-5.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative language; analyze the impact of sound devices on meaning and tone.

-Determine the theme of the poem "Columbus" by Joaquin Miller.

-Interpret the meaning of different types of figurative language as it is used in the poem "Columbus."

Reading: "Columbus" by Joaquin Miller

Writing: Respond to the following question: What message did the poet hope to convey with this poem? What did you learn?

-5.FL.F.5b: Read grade-level prose orally with accuracy, appropriate rate, and expression on successive readings.

-5.SL.CC.1: Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly.

-Read Pedro's Journal with sufficient accuracy and fluency to support comprehension.

-Give feedback to your assigned partner on their pronunciation, rate, and expression when reading.

-5.RI.CS.6: Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.

-Analyze a firsthand account to gain information about Columbus's view of the Tainos. 

Reading: The First Americans: Prehistory - 1600 - Excerpts from chapter 16

Writing: Respond to the following prompt: What is Columbus’ point of view in his letter to the Treasurer of Spain?

- 5.RI.KID.3: Explain the relationship and interactions among two or more individuals, events, and/or ideas in a text.

- 5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

- Explain the relationship between Columbus’ childhood and his later voyages.

- Determine the meaning of the words prosperous, ignorant, and ferocious using context clues from the text.

Reading: The First Americans: Prehistory - 1600 - Chapter 15

Writing: Write a paragraph responding to the following question: What word best describes Columbus? Support your response using evidence from the text.

-5.RL.CS.5: Explain how a series of chapters fit together to provide the overall structure of particular texts.

-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

-Determine how the chapters in The Birchbark House fit together to support your understanding.

-Analyze Omakayas’ actions, interactions with characters, and development. 

Reading: The Birchbark House - Chapter 4

Writing: Complete The Birchbark House Seasons Graphic Organizer for chapter 4

-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

-5.W.RBPK.9: Draw evidence from literary texts to support analysis, reflection, and research.

-Analyze Omakayas’ actions, interactions with characters, and development.

-Draw on evidence from The Birchbark House to support your response to the writing prompt.

Reading: The Birchbark House - Chapter 3

Writing: Respond to the following prompt using evidence from the text to support your response: Why hasn’t Omakayas told anyone of her experience with the bears?

Complete The Birchbark House Seasons Graphic Organizer for chapter 3

-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

-5.W.RBPK.9: Draw evidence from literary texts to support analysis, reflection, and research.

-Analyze Omakayas’ actions, interactions with characters, and development. 

-Draw on evidence from The Birchbark House to support your character analysis on Omakayas.

Reading: The Birchbark House - Chapter 2

Writing: Complete The Birchbark House Seasons Graphic Organizer for chapter 2

-5.RL.KID.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

-5.RL.CS.4: Determine the meaning of words and phrase as they are used in a text, including figurative language with emphasis on similes and metaphors.

-Analyze Omakayas’ actions, interactions with characters, and development. 

-Interpret figurative language, including similes and metaphors, as it is used in the text.

Reading: The Birchbark House - Chapter 1

Writing: Complete The Birchbark House Seasons Graphic Organizer for chapter 1

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.RI.IKI.8: Explain how the author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points.

-Determine how the Native Americans changed the landscape of the New World.

- Explain how Mann uses evidence to support points that he makes.

Reading: Before Columbus: The Americas of 1491 - pages 91-92 

Writing: Respond to the following prompt using evidence to support the points you make:

How did the Native Americans change the landscape of the new world? 

-5.RI.KID.2: Determine the main idea of text and explain how it is supported by key details; summarize the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Summarize and identify main ideas of chapter 9 of The First Americans: Prehistory - 1600 

-Determine the meaning of the words Plains Indians and adapt using context clues and/or a dictionary.

Reading: The First Americans: Prehistory - 1600 - Chapter 9

Writing: Summarize and identify main ideas of chapter 9 of The First Americans: Prehistory - 1600 

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Determine the meaning of the words extinct and native using context clues and/or a dictionary.

-Make connections between Before Columbus, The First Americans, and "Ice Age" to answer the writing prompt.

Reading: The First Americans: Prehistory - 1600 - Chapter 4

"The Girl from Spirit Island" from The Birchbark House

Writing: In your reading log, respond to the prompt:
Based on what you have learned about the lives of Native Americans so far, what is one possible reason that the men did not rescue the little girl?

-5.RI.KID.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

-5.RI.IKI.8: Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points.

-Explain why the first Americans came to the New World.

-Identify evidence to support points that Hakim makes in The First Americans

Reading: The First Americans: Prehistory - 1600 - Chapter 3

Writing: In your reading log, respond to the following question: Why did people travel to the New World?

-5.RI.KID.3: Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text.

-5.RI.IKI.7: Locate an answer to a question or solve a problem, drawing on information from multiple print of digital sources.

-Analyze information from the clip "Ice Age" to learn more about what life was like for people and animals during the Ice Age.

-Determine how the clip "Ice Age" helps you understanding the information from Before Columbus: The Americas of 1491.

Watch: Clip from "Ice Age"

Writing: "Ice Age" viewing guide handout, vocabulary chart handout

-5.RI.KID.2: Determine the main idea of text and explain how it is supported by key details; summarize the text.

-5.RI.CS.4: Determine the meaning of words and phrases as they are used in a text.

-Determine the main idea of pages 53-54 of Before Columbus: The Americas of 1491.

-Determine the meaning of unknown words and phrases in Before Columbus: The Americas of 1491. 

Reading: Before Columbus: The Americas of 1491 - pages 53-54

Writing: Write a one paragraph summary of pages 53-54 of Before Columbus: The Americas of 1491.