Gary CSC School District English Language Arts Standards Guide Indiana Academic State Standards Unit :1 Meeting Challenges/Doing the Right Thing

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1 Grade: 5 Gary CSC School District English Language Arts Standards Guide Indiana Academic State Standards Unit :1 Meeting Challenges/Doing the Right Thing Quarter 1: Week 1-Week 4 Early Sept. to mid Oct. Quarter _1 District Benchmarks Week 1-Week 4 Suggested Anchor Text(s) Shutting Out the Sky by Deborah Hopkinson pg.112a-1331 Island of the Blue Dolphin by Scott O Dell pg. 68a-891 Satchel Paige by Lesa Cline-Ransome pg 90a Stealing Home: The Story of Jackie Robinson by Barry Denenberg Big Ideas What kinds of challenges do people face and how do they meet them? What makes people want to do the right thing? Determination and resourcefulness can help you achieve your goals and even save your life. Essential Questions (Incorporate Real World Connections) How do people survive in the wilderness? How do we face personal challenges? How does an immigrant manage to overcome challenges and make a place for himself/herself in a new country? While facing adversity, one can still experience success. I Can Statements ISTEP Level + - (5.RL.2.1) I can cite several pieces of text evidence to support analysis of what a text says explicitly as well as inferences drawn from the text. (5.RL.2.2 ) I can analyze the development of a theme or central idea over the course of a work of literature. (5.RL.2.2 ) I can provide a detailed summary that supports the analysis. (5.RL.2.3) I can analyze the interaction of elements in a work of literature (e.g., how setting shapes the characters or plot). (5.RN.2.1) I can cite several pieces of text evidence to support analysis of what a text says explicitly as well as inferences drawn from the text. (5.RN.2.2) I can analyze the development of two or more central ideas over the course of a text. (5.RN.2.2) I can provide a detailed, objective summary of the text. (5.RN.2.3) I can analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (5.RV.2.1) I can use context to determine or clarify the meaning of words and phrases. (5.RV.2.2) I can use the relationship between particular words (e.g., synonym/antonym) to better understand each of the words. (5.RV.2.5) I can use reference materials, both print and digital (e.g., dictionary, thesaurus, style guide), to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or origin.

2 (5.RV.3.1) I can determine the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds within a story, poem, or play. (5.RV.3.2) I can determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (5.W.3.2) I can write informative compositions on a variety of topics. My writing will: 1. Introduce a topic clearly, organize ideas, concepts, and information, using strategies such as definition and classification; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts. 3. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts. 4. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 5. Choose language and content specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness 6. Establish and maintain a style appropriate to purpose and audience. 7. Provide a concluding statement or section that follows from and supports the information or explanation presented. Do (Verb) Skill (Noun) How? Instructional Strategies Cite (5.RL.2.1,5.RN.2.1) What a text says explicitly By referring to details and examples from the text. Questioning Text Mapping Cooperative learning Analyze(5.RL.2.2,5.RL. Key details from the text By referring to details and examples from the text. Questioning 2.35.RN.2.2,5.RN.2.3 ) Small group guided practice Graphic organizers Quick writes Determine(5.RV.2.1,) Meaning of words By using context clues Modeling through think alouds Graphic organizers Sorting activities Write(5.W.3.2) Organizational structure of ideas, events, concepts or information in the text By looking for chronological order, problem---solution, comparison/contrast, procedural, cause/effect, sequential, description structures Informative writing graphic organizer Guided Practice Subgroups English Learners Differentiation/Scaffolding Identify cognates as they pertain to discussion/reading selections. Identify multiple meaning words from text. Provide visual representation of unfamiliar terms when available. Activate/build background knowledge through introduction of lesson(s) that incorporate both discussion and visuals. Model proper responses both oral and written.

3 Tier I (Below) Activate/build background knowledge through discussion and providing visuals. Have students represent their understanding through various modes: orally, written, and non-linguistic representations. Implementation of cooperative learning small group learning activities. Tier II (On) Tier III (GATE) Use of graphic organizers and active engagement learning strategies. Implementation of small group learning activities. Extend learning activities to incorporate creation /real world application relative to the topic/theme. Reading Selection(s): Unit 1- Meeting Challenges/Doing the Right Thing Suggested Anchor Texts: Text Complexity Range: Shutting Out the Sky by Deborah Hopkinson Literary Lexile 990 Grade Level Equivalent 4.9 Island of the Blue Dolphin by Scott O Dell Literary/Adventure/Classic Lexile 1000 Grade Equivalent 5.4 Stealing Home: The Story of Jackie Robinson by Barry Denenberg /Autobiography and Biography Lexile 930L Grade Equivalent 5.7 Satchel Paige by Lesa Cline-Ransome Non-fiction Lexile 900 General Non-Fiction Grade Equivalent th Grade This excerpt focuses on a sixteen year Karana is a Native American girl who Stealing Home is a moving and. No one pitched like Leroy Satchel old boy, Marcus Ravage, who travels lived with her people on a rugged poignant account of a man who was Paige. Fans packed the stands to see to America (New York) from Romania. island 75 miles off the coast of He hopes to become rich right away. California. When a friendly ship s determined to play baseball regardless of the color of his skin. how many batters he could strike out in one game. He dazzled them with his To his disappointment, he is faced crew came to rescue her people, This biography tells the story of unique pitching style, and he even with many challenges. Marcus Karana stayed to be with her brother Jackie Robinson, the first black man gave nicknames to some of his Ravage is saddened when his aunt pushes him out to peddle on the who was left behind by the ship s crew. Wild dogs later killed her to play in baseball s major leagues in trademark pitches there was the the United States. In his willingness hesitation, his magic slow ball, and streets of New York. He begins to brother and Karana was left alone to to fight for his rights and the rights the bee ball, named because it earn money and adapt to his new life survive on the island alone until of others both on and off the would always be where he wanted it in America. Later he attends college another ship should come to rescue baseball field, Jackie Robinson was to be. and becomes a successful writer. her. Karana only had the resources of not only a great ball player, but also Following Stach s career through these the island to figure out how to survive. a true American hero. He once said beautiful illustrations as he begins A life is not important except in the playing in the semipros and goes on to impact it has on other lives. Robinson truly lived an important life, which still influences people today. become the first Aftrican Anerican to pitch in a major League World Series, and the first Negro Leaguer to be included into the Baseball Hall of Fame.

4 Self-Selected Text (teacher): The New Colossus, Emma Lazarus (Poem) Throngs of People Visit Lady Liberty as the Statue Reopens on July 4 th from the Los Angeles Times Coming to America: The Story of Immigration by Betsy Maestro Roberto Clemente s Gifts From The Heart, Scholastic News Roberto Clemente Readers Theatre Play Suggested Supporting media (e.g., Web addresses/urls that support the Implementation of your unit The Great Roberto Clemente-Latino Legends in Sports, Ozzie Gonzales Video: What Lady Liberty and Ellis Island Mean Today from National Geographic Promises to Keep: How Jackie Robinson Changed America, Sharon Robinson Cross-Curricular Connections Science Social Studies Mathematics Students will research how top athletes train to be the best in their sport. Students will look at healthy eating choices, building muscle, workout regiments and visualization in competitive sports. Students learn about the importance of sports in American culture. They read about Jackie Robinson as a case study of an athlete who broke social barriers. They look at the author s evidence to support their opinion. Students research either Althea Gibson or Roberto Clemente, both of whom broke cultural barriers. Students write an opinion letter to a publishing company explaining the need for a biography about that athlete given his/her impact on society. Research immigration reform and the effect on the economy. Taking Action on Immigration from the White House.

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