Unit 1

Communication

 

Grade 5
ELA
††††

Unit Length and Description:

 

9 weeks

 

Students learn about the importance of language, education, and communication. They will learn how language and stories can connect us and that bridging differences requires effective communication. They will learn the importance of vocabulary development as a tool for communication.

 

Standards:

 

Targeted Standards for Unit 1:

RL.5.2 Summarize the text

  • I can determine the theme of a:

   story

   poem

   drama using details in the text.

  • I can summarize text.
  • I can explain how characters in a story or drama respond to challenges.
  • I can explain how the speaker in a poem reflects upon the topic.
  • I can summarize the key ideas and details of a:

   story

   poem

   drama including how characters respond to challenges or how the speaker in a poem reflects upon a topic.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • I can define terms: compare and contrast.
  • I can identify specific details that describe:

   characters

   settings

   events in a story or drama.

  • I can identify similarities and differences of two or more:

   characters

   settings

   events in a story or drama.

  • I can compare two or more:

   characters

   settings

   events in a text using specific details from a text.

  • I can contrast two or more:

   characters

   settings

   events in a text using specific details from a text

RL.5.6 Describe how a narratorís or speakerís point of view influences how events are described.

  • I can define influences.
  • I can identify and describe the narratorís or speakerís point of view.
  • I can identify relevant events.
  • I can describe how the speakerís or narratorís point of view influences the description of the event.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide overall structure of a particular story, drama, or poem.

  • I can explain how a series of chapters fits together to provide the overall structure of a story.
  • I can explain how a series of scenes fits together to provide the overall structure of a drama.
  • I can explain how a series of stanzas fits together to provide the overall structure of a poem.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

  • I can identify two or more main ideas of a text.
  • I can connect key details to two or more main ideas.
  • I can summarize key details and main ideas.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

   I can recognize organizational structures that provide logical grouping of ideas.

   I can write an introduction paragraph.

   I can formulate an opinion about a topic or text.

   I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including:

   a clear introduction of topic or text.

   statement of opinion o logical organizational structure.

   reasons that are supported by facts and details.

   links between opinion and reasons, using words and phrases.

   a concluding statement or section related to the opinion presented.

   I can identify a fact.

   I can identify a supporting detail.

   I can use supporting details to support my writing.

   I can determine reasons supported by facts and details.

   I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including:

   a clear introduction of topic or text.

   statement of opinion

   logical organizational structure.

   reasons that are supported by facts and details.

   links between opinion and reasons, using words and phrases.

   a concluding statement or section related to the opinion presented.

   I can explain and identify: words o phrases o clauses used to link opinion and reasons (e.g. consequently, specifically).

   I can establish links between opinions and reasons using transition words and phrases.

   I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including:

  a clear introduction of topic or text.

  statement of opinion o logical organizational structure.

  reasons that are supported by facts and details.

  links between opinion and reasons, using words and phrases.

  a concluding statement or section related to the opinion presented.

   I can explain the writerís purpose.

   I can write a conclusion paragraph

   I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including:

  a clear introduction of topic or text.

  statement of opinion o logical organizational structure.

  reasons that are supported by facts and details.

  links between opinion and reasons, using words and phrases.

  a concluding statement or section related to the opinion presented.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia

   when useful to aiding comprehension.

  • I can use linked ideas within and across categories or information using words, phrases, and clauses.
  • I can support a topic with:

   facts o definitions

   concrete details

   quotations

   other information

   examples related to the topic.

  • I can determine related: o facts o definitions

   concrete details

   quotations

   other information

   examples that develop the topic

  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia

   when useful to aiding comprehension.

  • I can develop a topic with: o facts o definitions

   concrete details

   quotations

   other information

   examples related to the topic.

  • I can use appropriate words and phrases that link ideas.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

  • I can use linked ideas within and across categories or information using words, phrases, and clauses.
  • I can use content specific vocabulary in a text.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

  • I can use precise language and domain-specific vocabulary to inform about or explain the topic.
  • I can use concluding transition words and phrases
  • I can write a conclusion paragraph.
  • I can write an informative/explanatory text that includes:

   a topic written clearly

   a general observation and focus

   related information grouped logically including:

   formatting

   illustrations

   multimedia when useful to aiding comprehension.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

  • I can summarize a written text read aloud.
  • I can summarize information presented in diverse media, including:

   visually

   orally

   quantitatively

L.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 arange of strategies. (Using context clues, morphology, and/or reference materials)

  • I can identify common context clues in text (e.g. cause/effect relationships, comparisons).
  • I can determine the meaning of unknown and multiple-meaning words by examining a text to find clues to the meanings of words (e.g. cause/effect relationships, comparisons) in text.
  • I can identify and define grade-appropriate Greek and Latin affixes and roots.
  • I can define affixes.
  • I can determine the meaning of unknown and multiple meaning words by using common Greek and Latin affixes and roots as clues.
  • I can use common print and digital reference materials (e.g. dictionary, glossary, and thesaurus).
  • I can use print and digital reference materials to:

   find pronunciation.

   determine the meaning of key words and phrases.

  • I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

 

Embedded Standards for all of Unit 1 (These are standards that are a part of most if not all lessons):

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • I can define inferences when reading.
  • I can explain meaning/purpose of a text.
  • I can quote text accurately to explain meaning.
  • I can quote text accurately to draw inferences.

SL.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 othersí ideas and expressing their own clearly.

  • I can identify key ideas from reading material.
  • I can relate information read to discussion topics.
  • I can listen actively to discussions and presentations.
  • I can express ideas clearly.
  • I can describe discussion rules and roles.
  • I can follow agreed-upon rules for discussion and carry out assigned roles.
  • I can follow agreed-upon rules during discussion.
  • I can carry out assigned roles during discussion.
  • I can identify ways to listen effectively.
  • I can ask questions and provide feedback.
  • I can ask questions and respond based on comments made by others during discussion.
  • I can justify responses by providing evidence to support reasoning.
  • I can engage in a variety of discussions by sharing knowledge of topics and text.
  • I can ask and respond to specific questions to clarify understanding of discussion or presentation.
  • I can connect comments to the remarks of others.
  • I can identify key ideas presented during discussion
  • I can use personal ideas, opinions, and reasoning to explain a topic.
  • I can think critically about ideas posed to draw conclusions

 

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings.

  • I can identify figurative language in a text:

   simile

   metaphor

   sensory details

   onomatopoeia

   alliteration

   personification

  • I can determine the meaning of words and phrases in texts.

        I can determine the connotative meaning of words, phrases, and figurative language.

  • I can determine figurative meaning of words and phrases, including metaphors and similes, as used in a text.

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or aesthetics of a text.

  • I can identify multimedia and visual elements within a text.
  • I can recognize: o meaning o tone o beauty of a text.
  • I can analyze how visual elements contribute to text:

   meaning

   tone

   beauty

  • I can analyze how multimedia elements contribute to text:

   meaning

   tone

   beauty

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter term frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • I can identify purposes for writing.
  • I can identify organizational structures related to different genres or purposes for writing.
  • I can research a topic.
  • I can reflect on my writing.
  • I can revise my writing.
  • I can write for a specific task, purpose, and audience, using the writing process
  • I can write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • I can determine when/how to form correct verb tense.
  • I can use correct verb tenses when writing and speaking.
  • I can use verb tense to show: ß various times ß sequences ß states ß conditions
  • I can correct inappropriate changes in verb tense.
  • I can use correlative conjunctions in my writing and speaking

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • I can use commas to separate items in a series.
  • I can use a comma to separate an introductory word/ phrase from the rest of the sentence.
  • I can use a comma to set off the words yes and no (e.g. yes, thank you) to set off a tag question from the rest of the sentence (e.g. Itís true, isnít it?) and to indicate direct address (Is that you, Steve?)
  • I can underline books or italicize the title of a book, play, film, long musical works, broadcast series, and quotation marks indicate in a title of other titles such as an article, poem, or story.
  • I can use underlining, quotation marks, or italics to indicate titles of works.
  • I can recall and apply spelling rules.
  • I can identify and correct misspelled words.
  • I can use a dictionary or thesaurus as needed.

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • I can use knowledge of language conventions when speaking.
  •  
  • I can determine when to expand, combine, and reduce sentences for:

   Meaning

   reader/listener interest

   style

  • I can expand, combine, and reduce sentences for:

   Meaning

   reader/listener interest

   style

  • I can recognize varieties of English (dialects, registers) used in:

  Stories

  Dramas

  poems

  • I can compare and contrast the varieties of English (dialects, registers) used in:

   Stories

   Dramas

   poems

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

  • I can reread, when necessary, as a strategy when confirming or self-correcting words in text.
  • I can explain how context can help to confirm or self-correct word recognition.

To support comprehension:

  • I can read orally with accuracy, appropriate rate, and expression on successive readings
  • I can apply reading strategies to be used with text for accuracy, appropriate rate, and expression when reading.
  • I can read with: o accuracy, o appropriate rate, and o expression.
  • I can confirm or self-correct word recognition and understanding by using context.
  • I can reread with fluency as necessary.

 

Enduring Understandings:

 

        Effective communication requires that we continue to improve our vocabulary.

        Communication through language and stories can connect us or divide us.

        We should learn to recognize and respect another personís point of view on various topics.

 

Essential Questions:

 

        Why is it important to continue to learn new vocabulary?

        What are some ways that people communicate?

        How can language, education, and communication help me?

        What can we learn from recognizing and respecting another personís point of view?