Unit 4

Cultures

 

Grade 5

ELA

Unit Length and Description:

 

9 weeks

 

Cultures - Students will learn about the melding of cultures into communities, and the struggle to maintain cultural identity and the memory of ancestors. Students will explore how the actions of one person can alter the lives of many others, revealing our interconnectedness, despite our diversity of thought and backgrounds.

 

Standards:

 

Targeted Standards for Unit 3:

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, and/or events in a story or drama.
  • I can identify similarities and differences of two or more: characters, settings, and/or events in a story or drama.
  • I can compare and contrast two or more: characters, settings, and/or events in a story or drama.

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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

  • I can identify the characteristics of a theme or topic.
  • I can identify the characteristics of a genre.
  • I can compare and contrast how two or more stories of the same genre approach a theme or topic.

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

  • I can define relationships and interactions based on specific information in the text.
  • I can explain relationships/interactions between individuals, events, ideas, and concepts in all types of text.

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two texts.

  • In a text I can 1) arrange events in chronological order, 2) compare ideas and events, 3) determine cause/effect, 4) identify problem/solution, 5) describe the overall structure of events/ideas, 6) describe the overall structure of concepts, and/or 7) describe the overall structure of information. (choose one or two)
  • †† I can compare and contrast the overall structure of events, ideas, concepts, or information in a text or part of a text from two texts.

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.

  • I can identify an authorís particular points in a text.
  • I can identify the evidence and reasons to support each point.
  • I can explain how an author uses evidence and reasons to support particular points in a text.

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, and related information grouped logically including: formatting, illustrations, and/or 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, definitions, concrete details, quotations, other information, or examples related to the topic.
  • I can determine related: facts, definitions, concrete details, quotations, other information, and/or examples that develop the topic
  • I can develop a topic with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.
  • I can use appropriate words and phrases that link ideas.
  • 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 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.

SL.5.4 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 or themes; speak clearly at an understandable pace.

  • I can identify a topic and/or text.
  • I can identify opinion and facts.
  • I can identify relevant, descriptive details.
  • I can identify clearly pronounced words and enunciated words as well as an understandable pace.
  • I can sequence ideas logically.
  • I can determine appropriate facts and relevant, descriptive details to support main ideas or themes.
  • I can speak clearly at an understandable pace while reporting on a topic or texts or while presenting an opinion sequencing ideas logically and using appropriate facts and relevant, descriptive details that support main ideas or themes.

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

  • I can identify figurative language in a text: simile, metaphor, sensory details, onomatopoeia, alliteration, and personification.
  • I can determine the meaning of words and phrases in texts.
  • I can determine the connotative meaning of words and phrases in texts.
  • I can determine figurative meaning of words and phrases, including metaphors and similes, as used in a text.

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, 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 2 (These are standards that are a part of most if not all lessons):

RI and RL.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

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.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

  • I can read multiple types of texts on the same topic.
  • I can identify point of view.
  • I can analyze multiple texts on the same topic by describing similarities and differences.

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

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear sequence of events.

  • I can define narrative.
  • I can describe the basic parts of plot.
  • I can set the scene for the reader by introducing the narrator, characters, and events.
  • I can sequence the events in my story.
  • I can identify writing strategies, such as dialogue, description, and pacing.
  • I can use writing strategies to develop events and/or experiences and show how characters respond.
  • I can identify transition words.
  • I can sequence events.
  • I can use transition words to determine a change or sequence of events.
  • I can identify concrete words and phrases.
  • I can identify sensory details and use them in my writing.
  • I can use concrete words and phrases, and sensory details to precisely write about experiences.
  • I can identify the sequence of events in my writing.
  • I can write a clear closing paragraph to summarize my writing.
  • I can identify the writing style that best fits my task, purpose, and audience.
  • I can identify the reason for writing a piece to decide on task, purpose, and audience.
  • I can determine appropriate idea development and organizational strategies appropriate to task, purpose, and audience.
  • I can use organizational/formatting structures to develop my writing ideas.
  • I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.

W.5.9 Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.

  • I can identify key ideas and details in literature.
  • I can analyze and reflect using evidence from texts.
  • I can cite textual evidence to support analysis of what the text says explicitly.
  • I can analyze and reflect on key ideas and details used in literature.

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: various times, sequences, states, and 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, and poems.
  • I can compare and contrast the varieties of English (dialects, registers) used in: stories, dramas, and 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: accuracy,appropriate rate, andexpression.
  • I can confirm or self-correct word recognition and understanding by using context.
  • I can reread with fluency as necessary.

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • In text, I can identify: similes and metaphors.
  • I can interpret figurative language using similes and metaphors.
  • I can recognize: idioms, adages, and proverbs
  • I can explain meanings of: idioms, adages, and proverbs.

 

Enduring Understandings:

 

        Characters, like people, change as a result of the trials and tribulations they encounter in their lives.

        Historical events can change people: people can change history.

        Culture is the beliefs, customs, arts, etc., of a particular society, group, place, or time.

        Culture affects the lives of each and every person differently. Your culture is what defines who you are and how you live.

 

Essential Questions:

 

        What are character traits?

        How do people change?

        What is culture?

        How does a personís culture affect them?