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

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ELA G5:M2:U2

Using Writing to Inform

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 1Reading Literary Texts: Describing the Influence of Point of View

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “I Will Be a Hummingbird” (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading for Gist: “The Dreaming Tree” (10 minutes)

B. Guided Practice: Describing Point of View (30 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 find the gist of a narrative text. (RL.5.4, L.5.4)
  • I can describe how a narrator’s point of view influences how events are described in a narrative. (RL.5.6)
  • Finding the Gist and Unfamiliar Vocabulary: “The Dreaming Tree” (RL.5.4, L.5.4)
  • Exit Ticket: Point of View (RL.5.6)
  • Think-Pair-Share

Lesson 2Reading Literary Texts: Interpreting Figurative Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Mystery Quotes (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading for Gist: The Great Kapok Tree (10 minutes)

B. Mini Lesson: Figurative Language (10 minutes)

C. Guided Practice: Explaining Quotes from a Literary Text (20 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 2 homework packet.

B. Talk to a friend or family member about a common metaphor, simile, or idiom in your home language that you can share with your classmates in the next lesson.

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

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

  • I can recognize similes, metaphors, and idioms in a text. (RL.5.1, RL.5.4, L.5.5a, L.5.5b)
  • I can accurately quote from a text, give context for the quote, and explain what the quote means when drawing inferences from a text. (RL.5.1, RL.5.4, L.5.5a, L.5.5b)
  • Finding the Gist and Unfamiliar Vocabulary: The Great Kapok Tree (RL.5.4, L.5.4)
  • Explaining Quotes: Figurative Language note-catcher (RL.5.1, RL.5.4, L.5.5a, L.5.5b)
  • Exit Ticket: Explaining Quotes (RL.5.1, RL.5.4, L.5.5b)
  • Mystery Quotes

Lesson 3Reading Literary Texts: Comparing Figurative Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Back-to-Back and Face-to-Face (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Guided Practice: Comparing the Use of Figurative Language in Two Texts (20 minutes)

B. Triad Practice: Comparing the Use of Figurative Language in Two Texts (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 2 homework packet.

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

  • I can recognize and explain the meaning of similes, metaphors, and idioms in a text. (RL.5.4, L.5.5a, L.5.5b)
  • I can write a paragraph explaining the similarities of the use of figurative language in two literary texts about the rainforest. (RL.5.1, RL.5.4, RL.5.9, W.5.2, W.5.9a, L.5.2d, L.5.5a, L.5.5b)
  • Venn Diagram: Figurative Language graphic organizer (RL.5.4, RL.5.9, L.5.5a, L.5.5b)
  • Comparison Paragraph frame (RL.5.1, RL.5.4, RL.5.9, W.5.2, W.5.9a, L.5.2d, L.5.5a, L.5.5b)
  • Back-to-back and Face-to-Face
  • Think-Pair-Share
  • Red Light, Green Light

Lesson 4Mid-Unit 2 Assessment: Reading and Analyzing Literary Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning End of Unit 1 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment, Part I: Understanding Figurative Language (15 minutes)

B. Mid-Unit 2 Assessment, Part II: Describing and Comparing the Point of View (15 minutes)

C. Research Reading Share (10 minutes)

3. Closing and Assessment

A. Tracking Progress (10 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 2 homework packet.

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

  • I can recognize and explain the meaning of similes, metaphors, and idioms in a text. (RL.5.4, RL.5.10, L.5.5)
  • I can accurately quote from a text, give context for the quote, and explain what the quote means when drawing inferences from a text. (RL.5.1, RL.5.10, L.5.2d)
  • I can describe how a narrator’s point of view influences how events are described in a narrative. (RL.5.6, RL.5.10)
  • I can write a paragraph explaining the similarities of two literary texts about the rainforest. (RL.5.9, RL.5.10, L.5.2d, and L.5.5)
  • Mid-Unit 2 Assessment, Parts I and II (RL.5.4, RL.5.6, RL.5.9, RL.5.10, L.5.2d, and L.5.5)
  • Tracking Progress: Reading, Understanding, and Explaining New Texts (R.5.1, R.5.4, R.5.10, L.5.4)

Lesson 5Close Read: Pages 41–42 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)

B. Reading Aloud: The Most Beautiful Roof in the World, Pages 41–42 (5 minutes)

2. Work Time

A. Close Reading: The Most Beautiful Roof in the World, Pages 41–42 (30 minutes)

B. Mini Lesson: Concrete and Sensory Language (10 minutes)

3. Closing and Assessment

A. Exit Ticket (10 minutes)

4. Homework

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

B. For ELLs: Complete the Language Dive III Practice in your Unit 2 homework.

  • I can explain how concrete words and phrases and sensory details convey experiences and events precisely. (RL.5.1, RL.5.4, L.5.4, L.5.4b, L.5.4c, L.5.5)
  • I can make connections between word choice and purpose. (RL.5.4)
  • Annotated Excerpt of Pages 41–42 of The Most Beautiful Roof in the World (RL.5.4)
  • Exit Ticket (RL.5.4)

Lesson 6Analyzing Text for Concrete Words and Phrases and Sensory Details

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Mystery Quotes (15 minutes)

2. Work Time

A. Gathering Concrete and Sensory Language (30 minutes)

3. Closing and Assessment

A. Exit Ticket (10 minutes)

4. Homework

A. Concrete and Sensory Language I: Gather concrete and sensory language from your independent reading book (either research or choice) on the note-catcher.

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

  • I can explain how concrete words and phrases and sensory details convey experiences and events precisely. (RL.5.1, RL.5.4, L.5.5)
  • I can make connections between word choice and purpose. (RL.5.4)
  • Explaining Quotes: Concrete and Sensory Language note-catcher (RL.5.1, RL.5.4, L.5.5)
  • Exit Ticket: Focus Statement (W.5.2a)
  • Mystery Quotes

Lesson 7Writing a Literary Analysis Essay: Analyzing a Model

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Model Essay (5 minutes)

2. Work Time

A. Reading for Gist and Analyzing the Model Essay: The Painted Essay (20 minutes)

B. Planning a Literary Analysis Essay: Selecting a Focus Statement and Quotes (20 minutes)

3. Closing and Assessment

A. Reading Fluency: The Most Beautiful Roof in the World, Page 28 (10 minutes)

4. Homework

A. Concrete and Sensory Language II: Gather concrete and sensory language from your independent reading book (either research or choice) on the note-catcher.

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

  • I can work with a partner to select a focus statement and concrete and sensory language for my literary analysis essay. (W.5.2a, W.5.2b)
  • I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4)
  • Colored-in Model Essay: Concrete and Sensory Language in The Great Kapok Tree (W.5.2)
  • Sticky note with chosen focus statement (W.5.2a)
  • Highlighted Explaining Quotes: Concrete and Sensory Language note-catcher (W.5.2b)

Lesson 8Writing a Literary Analysis Essay: Introduction

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Back-to-Back and Face-to-Face (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing the Model Essay: Introduction (10 minutes)

B. Planning and Drafting an Introduction (25 minutes)

3. Closing and Assessment

A. Reading Fluency: The Most Beautiful Roof in the World, Page 37 (15 minutes)

4. Homework

A. Reading fluency: Practice reading aloud an excerpt of The Most Beautiful Roof in the World. See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions.

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

  • I can work with a partner to write an introduction to a literary analysis. (W.5.2a)
  • I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • Introduction to literary analysis essay (W.5.2a)
  • Self-assessment on Reading Fluency Checklist (RF.5.4a, RF.5.4c)
  • Back-to-back and Face-to-Face

Lesson 9Writing a Literary Analysis Essay: Proof Paragraph 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Assembling Evidence (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing the Model Essay: Proof Paragraph 1 (10 minutes)

B. Planning and Drafting Proof Paragraph 1 (30 minutes)

3. Closing and Assessment

A. Reading Fluency: The Most Beautiful Roof in the World, Page 39 (10 minutes)

4. Homework

A. Reading Fluency: Practice reading aloud an excerpt of The Most Beautiful Roof in the World. See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions.

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

  • I can work with a partner to write a proof paragraph for our literary analysis. (W.5.2a, W.5,2b, W.5.2d, W.5.9a)
  • I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • First proof paragraph of literary analysis essay (W.5.2a, W.5.2b, W.5.2d, W.5.9a)
  • Self-assessment on Reading Fluency Checklist (RF.5.4a, RF.5.4c)

Lesson 10Writing a Literary Analysis Essay: Proof Paragraph 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Assembling Evidence 2 (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Planning and Drafting Proof Paragraph 2 (25 minutes)

B. Linking Words (15 minutes)

3. Closing and Assessment

A. Reading Fluency: The Most Beautiful Roof in the World, Page 31 (10 minutes)

4. Homework

A. Reading Fluency: Practice reading aloud an excerpt of The Most Beautiful Roof in the World. See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions.

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

  • I can work with a partner to write a proof paragraph for our literary analysis. (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.9a)
  • I can link ideas in my literary analysis essay using words, phrases, and clauses. (W.5.2c)
  • I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • Second proof paragraph of literary analysis essay (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.9a)
  • Self-assessment on Reading Fluency Checklist (RF.5.4a, RF.5.4c)

Lesson 11Writing a Literary Analysis Essay: Conclusion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entry Ticket: Guess the Focus Statement (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing the Model Essay: Conclusion (10 minutes)

B. Planning and Drafting the Conclusion (20 minutes)

C. Editing (10 minutes)

3. Closing and Assessment

A. Reading Fluency: The Most Beautiful Roof in the World, Page 32(10 minutes)

4. Homework

A. Reading Fluency: Practice reading aloud an excerpt of The Most Beautiful Roof in the World. See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions.

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

  • I can work with a partner to write a conclusion for our literary analysis. (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.9a)
  • I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • Entry Ticket: Guess the Focus Statement (W.3.2a)
  • Conclusion of literary analysis essay (W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.9a)
  • Self-assessment on Reading Fluency Checklist (RF.5.4a, RF.5.4c)

Lesson 12End of Unit 2 Assessment: Informative Essay: Literary Analysis of Concrete Language and Sensory Detail in The Most Beautiful Roof in the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Feedback on Mid-Unit 2 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 2 Assessment: Parts I and II (100 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 read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • I can write a literary analysis essay to answer the question: What does the use of concrete language and sensory detail help you understand about the rainforest? (W.5.2, W.5.9a, W.5.10, L.5.5)
  • End of Unit 2 Assessment: Literary Analysis of Concrete Language and Sensory Detail in The Most Beautiful Roof in the World (W.5.2)
  • Tracking Progress: Informative Writing (W.5.2)

Lesson 13End of Unit 2 Assessment: Informative Essay: Literary Analysis of Concrete Language and Sensory Detail in The Most Beautiful Roof in the World

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Feedback on Mid-Unit 2 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 2 Assessment: Parts I and II (100 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 read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. (RF.5.4a, RF.5.4c)
  • I can write a literary analysis essay to answer the question: What does the use of concrete language and sensory detail help you understand about the rainforest? (W.5.2, W.5.9a, W.5.10, L.5.5)
  • End of Unit 2 Assessment: Literary Analysis of Concrete Language and Sensory Detail in The Most Beautiful Roof in the World (W.5.2)
  • Tracking Progress: Informative Writing (W.5.2)

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