ELA G5:M3:U3

Opportunities to Lead Change: Common Factors That Contribute to Success in Leading Social Change

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.

View the unit overview

Lesson 1Close Reading: Jim Abbott
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Close Reading: “Jim Abbott” (40 minutes) 3. Closing and Assessment A. Comparing and Contrasting Jim Abbott and Jackie Robinson (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the factors that contributed to Jim Abbott's success as a leader of social change, using specific information in the text. (RI.5.1, W.5.8) I can compare and contrast the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to Jim Abbott's success. (RI.5.1, W.5.8)	Close Reading Note-catcher: "Jim Abbott" (RI.5.1, W.5.8) Comparison to Jackie Robinson note-catcher (RI.5.1)

Lesson 2Research: Athlete Leaders of Social Change
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: Model Essay (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: The Painted Essay (20 minutes) B. Internet Research (70 minutes) 3. Closing and Assessment A. Comparing and Contrasting Athlete and Jackie Robinson (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can research to identify the factors that contributed to the success of my athlete as a leader of social change. (RI.5.1, W.5.8) I can compare and contrast the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to my athlete's success. (RI.5.1, W.5.8)	Annotated and color-coded Model Essay: Comparing and Contrasting Jackie Robinson and Jim Abbott (W.5.2, W.5.5) Research note-catcher (RI.5.1, W.5.8) Comparison to Jackie Robinson note-catcher (RI.5.1, W.5.8)

Lesson 3Research: Athlete Leaders of Social Change
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: Model Essay (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: The Painted Essay (20 minutes) B. Internet Research (70 minutes) 3. Closing and Assessment A. Comparing and Contrasting Athlete and Jackie Robinson (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can research to identify the factors that contributed to the success of my athlete as a leader of social change. (RI.5.1, W.5.8) I can compare and contrast the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to my athlete's success. (RI.5.1, W.5.8)	Annotated and color-coded Model Essay: Comparing and Contrasting Jackie Robinson and Jim Abbott (W.5.2, W.5.5) Research note-catcher (RI.5.1, W.5.8) Comparison to Jackie Robinson note-catcher (RI.5.1, W.5.8)

Lesson 4Independent Writing: Planning an Essay
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: Model Essay (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Independent Writing: Planning an Essay (30 minutes) B. Language Dive: Model Essay: Correlative Conjunctions (15 minutes) 3. Closing and Assessment A. Pair-Share: Essay Planning Graphic Organizer (5 minutes) 4. Homework A. Complete the Language Dive Practice: Model Essay: Correlative Conjunctions in your Unit 2 Homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan an essay comparing and contrasting the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to my athlete's success. (RI.5.9, W.5.2, W.5.4, W.5.6, W.5.8) I can use correlative conjunctions correctly. (L.5.1e)	Essay comparing and contrasting Jackie Robinson and expert group athlete (RI.5.1, RI.5.9, W.5.2, W.5.4, W.5.6, W.5.8, L.5.1e)

Lesson 5Independent Writing: Drafting an Essay
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Independent Writing: Drafting an Essay (40 minutes) 3. Closing and Assessment A. Peer Critique: Essay (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write an essay comparing and contrasting the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to my athlete's success. (RI.5.1, RI.5.9, W.5.2, W.5.4, W.5.6, W.5.8, L.5.1e) I can critique my partner's essay and provide kind, helpful, and specific feedback. (W.5.5)	Essay comparing and contrasting Jackie Robinson and expert group athlete (RI.5.1, RI.5.9, W.5.2, W.5.4, W.5.6, W.5.8, L.5.1e) Stars and steps on sticky notes (W.5.5)

Lesson 6Mid-Unit 3 Assessment: Comparing and Contrasting Athletes Who Broke Barriers
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning End of Unit 2 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Informative Essay: Comparing and Contrasting Athletes Who Broke Barriers (95 minutes) 3. Closing and Assessment A. Tracking Progress (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan and write an essay comparing and contrasting the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to another athlete's success. (RI.5.1, RI.5.3, RI.5.7, RI.5.9, RI.5.10, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10, L.5.1e) I can use correlative conjunctions correctly. (L.5.1e)	Mid-Unit 3 Assessment: Informative Essay: Comparing and Contrasting Athletes Who Broke Barriers (RI.5.1, RI.5.3, RI.5.7, RI.5.9, RI.5.10, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10, L.5.1e) Tracking Progress: Informative Writing (W.2)

Lesson 7Mid-Unit 3 Assessment: Comparing and Contrasting Athletes Who Broke Barriers
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning End of Unit 2 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Informative Essay: Comparing and Contrasting Athletes Who Broke Barriers (95 minutes) 3. Closing and Assessment A. Tracking Progress (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan and write an essay comparing and contrasting the factors that contributed to Jackie Robinson's success as a leader of social change and those that contributed to another athlete's success. (RI.5.1, RI.5.3, RI.5.7, RI.5.9, RI.5.10, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10, L.5.1e) I can use correlative conjunctions correctly. (L.5.1e)	Mid-Unit 3 Assessment: Informative Essay: Comparing and Contrasting Athletes Who Broke Barriers (RI.5.1, RI.5.3, RI.5.7, RI.5.9, RI.5.10, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10, L.5.1e) Tracking Progress: Informative Writing (W.2)

Lesson 8Planning a Presentation
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: End of Unit 3 Assessment Prompt (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: Structure and Presentation (20 minutes) B. Planning a Presentation: Slides (25 minutes) 3. Closing and Assessment A. Pair-Share: Presentation Planning Graphic Organizer (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can analyze a model to generate criteria for an effective presentation about key factors that can contribute to success in being an effective leader of social change. (SL.5.4, SL.5.5) I can plan the structure of an effective presentation about key factors that can contribute to success in being an effective leader of social change. (RI.5.1, RI.5.9, SL.5.4, SL.5.5)	Presentation Planning graphic organizer (RI.5.1, RI.5.9, SL.5.4, SL.5.5)

Lesson 9Creating and Practicing a Presentation
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Using Slideshow Software (15 minutes) B. Creating and Practicing a Presentation (70 minutes) C. Language Dive: Formal and Informal English (15 minutes) 3. Closing and Assessment A. Peer Critique: Presentations (15 minutes) 4. Homework A. Complete the Language Dive Practice: Model Presentation: Formal and Informal English in your Unit 2 Homework resources. B. Practice presentations. C. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can create a slideshow for an effective presentation about key factors that can contribute to success in being an effective leader of social change. (RI.5.1, RI.5.9, SL.5.4, SL.5.5) I can use formal English and effectively present about key factors that can contribute to success in being an effective leader of social change. (SL.5.4, SL.5.5, SL.5.6) I can critique another pair's presentation and provide kind, helpful, and specific feedback. (SL.5.1)	Presentation slideshow (RI.5.1, RI.5.9, SL.5.4, SL.5.5)

Lesson 10Creating and Practicing a Presentation
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Using Slideshow Software (15 minutes) B. Creating and Practicing a Presentation (70 minutes) C. Language Dive: Formal and Informal English (15 minutes) 3. Closing and Assessment A. Peer Critique: Presentations (15 minutes) 4. Homework A. Complete the Language Dive Practice: Model Presentation: Formal and Informal English in your Unit 2 Homework resources. B. Practice presentations. C. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can create a slideshow for an effective presentation about key factors that can contribute to success in being an effective leader of social change. (RI.5.1, RI.5.9, SL.5.4, SL.5.5) I can use formal English and effectively present about key factors that can contribute to success in being an effective leader of social change. (SL.5.4, SL.5.5, SL.5.6) I can critique another pair's presentation and provide kind, helpful, and specific feedback. (SL.5.1)	Presentation slideshow (RI.5.1, RI.5.9, SL.5.4, SL.5.5)

Lesson 11End of Unit 3 Assessment: Multimedia Presentations
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning Mid-Unit 3 Assessment (5 minutes) B. Reviewing Learning Target (10 minutes) 2. Work Time A. Delivering Presentations (40 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can effectively deliver my presentation. (RI.5.1, RI.5.9, SL.5.4, SL.5.5, SL.5.6)	Student presentations (RI.5.1, RI.5.9, SL.5.4, SL.5.5, SL.5.6)

Lesson 12Performance Task: Poster
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Planning and Creating Performance Task Posters (100 minutes) 3. Closing and Assessment A. Sharing Our Work: Performance Task Posters (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan and create a poster for a display titled "Be an Effective Leader of Change." (RI.5.1, RI.5.9, SL.5.4, SL.5.5)	Poster: Be an Effective Leader of Change (RI.5.1, RI.5.9, SL.5.4, SL.5.5)

Lesson 13Performance Task: Poster
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Planning and Creating Performance Task Posters (100 minutes) 3. Closing and Assessment A. Sharing Our Work: Performance Task Posters (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan and create a poster for a display titled "Be an Effective Leader of Change." (RI.5.1, RI.5.9, SL.5.4, SL.5.5)	Poster: Be an Effective Leader of Change (RI.5.1, RI.5.9, SL.5.4, SL.5.5)

EL Education Curriculum

ELA G5:M3:U3

Opportunities to Lead Change: Common Factors That Contribute to Success in Leading Social Change

Lesson 1Close Reading: Jim Abbott

Lesson 2Research: Athlete Leaders of Social Change

Lesson 3Research: Athlete Leaders of Social Change

Lesson 4Independent Writing: Planning an Essay

Lesson 5Independent Writing: Drafting an Essay

Lesson 6Mid-Unit 3 Assessment: Comparing and Contrasting Athletes Who Broke Barriers

Lesson 7Mid-Unit 3 Assessment: Comparing and Contrasting Athletes Who Broke Barriers

Lesson 8Planning a Presentation

Lesson 9Creating and Practicing a Presentation

Lesson 10Creating and Practicing a Presentation

Lesson 11End of Unit 3 Assessment: Multimedia Presentations

Lesson 12Performance Task: Poster

Lesson 13Performance Task: Poster

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