Unit-at-a-Glance Detail | EL Education Curriculum

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ELA G5:M2:U1

Building Background Knowledge: Why Scientists Study the Rainforest

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Discovering Our Topic: The Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Discovering Our Topic: Infer the Topic (20 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Introducing the Performance Task (5 minutes)

B. Exploring the Text: The Most Beautiful Roof in the World (15 minutes)

3. Closing and Assessment

A. Launching Independent Reading (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can infer the module topic and support my inferences with details and examples from the images and text. (RI.5.1, SL.5.1b)
  • I can find the gist of a narrative nonfiction text. (RI.5.4, L.5.4)
  • Participation in Infer the Topic protocol (RI.5.1, SL.5.1b)

Lesson 2Reading Informational Texts: Describing Text Structure

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Describing Text Structure: The Most Beautiful Roof in the World, Pages 9–10 (20 minutes)

B. Analyzing a Model Summary (15 minutes)

3. Closing and Assessment

A. Reading for Gist: The Most Beautiful Roof in the World, Pages 11–26 (20 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can describe the structure of a text. (RI.5.5)
  • I can analyze a summary and explain how it is effective. (RI.5.2)
  • Problem and Solution Structure: The Most Beautiful Roof in the World, Pages 9–10 graphic organizer (RI.5.5)
  • Participation in analysis of model summary (RI.5.2)
  • Finding the Gist and Unfamiliar Vocabulary: The Most Beautiful Roof in the World: “Out of the Shadow and into the Light” (RI.5.4, L.5.4)

Lesson 3Close Read: Pages 11–12 of The Most Beautiful Roof in the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Reading: The Most Beautiful Roof in the World, Pages 11–12 (20 minutes)

B. Describing Text Structure: The Most Beautiful Roof in the World, Pages 11–12 (10 minutes)

C. Reading for Gist: “Rainforests and Why They Are Important” (15 minutes)

3. Closing and Assessment

A. Interactive Word Wall (10 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 1 homework.

B. For ELLs: Complete the Language Dive 1 Practice in your Unit 1 homework.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can make inferences about a text and cite evidence from the text to support my inferences. (RI.5.1, RI.5.2, RI.5.4, RI.5.5, L.5.4a, L.5.4b, L.5.4c)
  • I can describe the structure of a text. (RI.5.5)
  • Close Read: The Most Beautiful Roof in the World, Pages 11–12 note-catcher (RI.5.1, RI.5.2, RI.5.4, RI.5.5, L.5.4a, L.5.4b, L.5.4c)
  • Descriptive Structure: The Most Beautiful Roof in the World, Pages 11–12 graphic organizer (RI.5.5)
  • Finding the Gist and Unfamiliar Vocabulary: “Rainforests and Why They Are Important” (RI.5.4, L.5.4)

Lesson 4Reading Informational Texts: Summarizing a Text about the Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Guided Practice: Planning a Summary (25 minutes)

B. Shared Writing: Writing a Summary (20 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Summarize a new section or chapter from your independent reading book.

  • I can describe the structure of an informational text. (RI.5.5)
  • I can summarize an informational text. (RI.5.2, W.5.2)
  • Proposition and Support Structure: “Rainforests and Why They Are Important” graphic organizer (RI.5.5)
  • Class Summary: “Rainforests and Why They Are Important” (RI.5.2, W.5.2)
  • Rank-Talk-Write

Lesson 5Reading Informational Texts: Comparing Texts about the Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Comparing Informational Text Structures (20 minutes)

B. Guided Practice: Rereading to Answer Research Questions (20 minutes)

3. Closing and Assessment

A. Interactive Word Wall (10 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can compare the overall structure of two texts about the rainforest. (RI.5.5)
  • I can make inferences about a text and cite evidence from the text to support my inferences, locating answers quickly and efficiently. (RI.5.7, W.5.7, W.5.8)
  • Comparing Text Structures I graphic organizer (RI.5.5)
  • Research: “Rainforests and Why They Are Important” note-catcher (RI.5.7, W.5.7, W.5.8)

Lesson 6Close Read: Pages 17–20 of The Most Beautiful Roof in the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Reading: The Most Beautiful Roof in the World, Pages 17–20 (40 minutes)

B. Describing Text Structure: The Most Beautiful Roof in the World, Pages 17–20 (10 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Summarize a new section or chapter of your independent reading book.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

C. For ELLs: Complete the Language Dive 2 Practice in your Unit 1 homework.

  • I can make inferences about a text and cite evidence from the text to support my inferences. (RI.5.1, RI.5.2, RI.5.4, RI.5.5, L.5.4)
  • I can describe the structure of a text. (RI.5.5)
  • Close Read: The Most Beautiful Roof in the World, Pages 17–20 note-catcher (RI.5.1, RI.5.2, RI.5.4, RI.5.5, L.5.4)
  • Chronological Structure: The Most Beautiful Roof in the World, Pages 17–20 graphic organizer (RI.5.5)
  • Exit Ticket: Comparing Text Structures (RI.5.5)

Lesson 7Reading Informational Texts: Summarizing a Website about the Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading for Gist: “Effects of Studying Rainforests” (15 minutes)

B. Guided Practice: Planning a Summary (15 minutes)

C. Independent Practice: Writing a Summary (15 minutes)

3. Closing and Assessment

A. Comparing Informational Text Structures (10 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can summarize an informational text. (RI.5.2)
  • I can compare the overall structure of two texts about the rainforest. (RI.5.5)
  • Find the Gist and Unfamiliar Vocabulary: “Effects of Studying Rainforests” (RI.5.4, L.5.4)
  • Cause and Effect Structure: “Effects of Studying Rainforests” graphic organizer (RI.5.5)
  • Summary: “Effects of Studying Rainforests” (RI.5.2)
  • Comparing Text Structures II graphic organizer (RI.5.5)
  • Rank-Talk-Write

Lesson 8Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (30 minutes)

B. Research Reading Share (15 minutes)

3. Closing and Assessment

A. Tracking Progress (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can summarize an informational text. (RI.5.2, RI.5.10)
  • I can compare the overall structure of two texts about the rainforest. (RI.5.5, RI.5.10)
  • Mid-Unit 1 Assessment: Reading and Analyzing Informational Texts (RI.5.2, RI.5.5, RI.5.10)
  • Tracking Progress: Reading, Understanding, and Explaining New Texts (RL/RI.5.1, 5.4, 5.10, L.5.4)

Lesson 9Preparing for a Text-Based Discussion: Science Talk about Why Scientists Study the Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing the Learning Target (10 minutes)

2. Work Time

A. What Is a Science Talk? (10 minutes)

B. Preparing Evidence and Questions for the Science Talk (35 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Review your Why Scientists Study the Rainforest: Preparing for a Science Talk note-catcher.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can prepare for a Science Talk about why scientists study the rainforest by identifying appropriate evidence from texts about the rainforest. (SL.5.1a, SL.5.1b)
  • Why Scientists Study the Rainforest: Preparing for a Science Talk note-catcher (SL.5.1)
  • Science Talks

Lesson 10Text-Based Discussion: Science Talk about Why Scientists Study the Rainforest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Preparing for a Science Talk (10 minutes)

B. Conducting a Science Talk: Round I (15 minutes)

C. Conducting a Science Talk: Round II (15 minutes)

3. Closing and Assessment

A. Reflecting on Key Ideas and Drawing Conclusions (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can ask questions so I am clear about what is being discussed and to build my understanding of why scientists study the rainforest. (SL.5.1a, SL.5.1b, SL.5.1c)
  • I can review the key ideas discussed and draw conclusions. (SL.5.1d)
  • Participation in the Science Talk (SL.5.1a, SL.5.1b, SL.5.1c, SL.5.1d)
  • Science Talk Notes and Goals (SL.5.1c, SL.5.1d)
  • Science Talks
  • Fishbowl

Lesson 11Web Research: What Can We Do to Help the Rainforest?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Modeling: Researching How to Help the Rainforest (15 minutes)

B. Partner Work: Researching How to Help the Rainforest (20 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can research using several sources to answer the question: What can I do to help the rainforest? (RI.5.7, W.5.7, W.5.8)
  •  I can summarize information from a text. (RI.5.2, W.5.8)
  • What Can I Do to Help the Rainforest? note-catcher (RI.5.7, W.5.7, W.5.8)

Lesson 12End of Unit 1 Assessment, Part I: Web Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 1 Assessments (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 1 Assessment, Part I: Web Research (40 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

4. Homework

A. Read through your research notes from Lessons 10–11 to prepare for the Science Talk in Lesson 13.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can research using several sources to answer the question: What can I do to help the rainforest? (RI.5.1, RI.5.7, RI.5.10, W.5.7, W.5.8)
  • I can summarize information from a text. (RI.5.1, RI.5.10, W.5.8)
  • End of Unit 1 Assessment, Part I: Web Research (RI.5.1, RI.5.7, RI.5.10, W.5.7, W.5.8)
  • Tracking Progress: Research (W.5.7, W.5.8)

Lesson 13End of Unit 1 Assessment, Part II: Text-Based Discussion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Infer the Topic: The Challenges of Buying Ethically Sourced Products (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Conducting a Science Talk: Round I (15 minutes)

B. Conducting a Science Talk: Round II (15 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can ask questions so I am clear about what is being discussed and to build my understanding of how we can help the rainforest. (SL.5.1a, SL.5.1b, SL.5.1c, SL.5.1d)
  • I can review the key ideas discussed and draw conclusions. (SL.5.1d)
  • End of Unit 1 Assessment, Part II: Text-Based Discussion (SL.5.1a, SL.5.1b, SL.5.1c, SL.5.1d)
  • Tracking Progress: Collaborative Discussion (SL.5.1)
  • Infer the Topic
  • Science Talks
  • Fishbowl

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