Stage One - Desired Results

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1 Course: 5th Grade ELA Unit: Folktales Examine the diverse cultures presented in folktales and compare historic world cultures with contemporary cultures. Produce written work to show evidence of knowledge of the different genres. Folktales from different countries reveal aspects of the particular country's cultures, religions, and beliefs. Folktales present life lessons. Students will know: the different characteristics of folktales (for example: takes place anytime, takes place anywhere, animals can talk, teaches a lesson, etc.) in folktales animals act like humans folktales convey a message or moral or explain something in a creative way folktales are retold from generation to generation folktales may explain a phenomenon in the world or tell a lesson about human nature Students will: analyze and interpret folktales. compare historic world cultures to contemporary cultures. identify unique characteristics of the genre (fairy tale, tall tale, myth, legend, fable) summarize (retell) a folktale. compare and contrast characters in a folktale. respond to questions about folktale genre to demonstrate understanding

2 Unit: A Package for Mrs. Jewls Identify strange details in a story that add up and lead to the ending. Analyze types of humor used by an author to create an amusing story. Students will understand that: Authors create events in a story that at lead to the ending. Authors may use different types of humor - absurdity, exaggeration, understatement, and wordplay to enhance a story. Students will know the elements of plot: exposition, rising action, climax, falling action, resolution. Story structure is the way characters, setting, and the plot events work together to tell the story. The plot includes the problem, the main character has to solve and the resolution - how it is solved. Elements of plot are a sequence of events. Understanding story structure will help the reader to know what happens in the story and why. Academic vocabulary related to story structure Story vocabulary Students will be able to: Identify the elements of plot. Identify events that advance a story's plot. Organize story elements in a Story Map. Use story structure to summarize. Explain how the story ending is foreshadowed by factors presented in the story.

3 Unit: Double Dutch Determine how the sequence of events affects the outcome of a selection Determine the most effective way to monitor for understanding? Understanding the sequence of events gives a better understanding informational text. Monitoring the text as the reader reads helps the reader keep track of understanding. Clarifying as the reader reads helps the reader spot difficulties and figure out how to understand. Signal words and dates help readers determine the sequence. It is important for the reader to monitor understanding of the sequence of events as reading progresses. It is important for the reader to clarify and ask questions as reading progresses The sequence of events is important to the outcome of the text. Students will: identify signal words and dates in text. use a graphic organizer to record the sequence of events. analyze the sequence of events and their importance to the text. determine how the sequence of events affects the outcome of the text. use transition words and phrases to order a sequence of events.

4 Unit: Blasting Off: Ultimate Field Trip 5 Identify graphic features and their purpose Interpret graphic features Identify text structure and its purpose Students will understand that graphic features help us understand text. Astronauts train extensively prior to a trip to space. Astronauts work as a team to accomplish their work in space. Students will know what gravity is. Students will know that astronauts have certain qualities that are important. Students will know there are different ways astronauts prepare for space travel. Students will know how to use and interpret the information in a graphic source. Students will be able to: analyze, interpret, and explain the purpose of text features analyze, interpret, and explain the purpose of text structure

5 Unit: Elisa's Diary Determine the theme or the big idea of what the author wants the reader to know when reading the text. Analyze texts to determine the theme. Overcoming a challenge can change someone's life. We never stop learning. Students will know that: the theme is the main message of a text. a title may give the reader a clue to the theme of the text. other details in the text an also help the reader identify the theme of the text. a character's qualities, motives, and actions can help the reader determine the theme. Students will: create a "theme word bank" (words that relate to the theme or topic) use text details to form pictures in their minds to help determine the theme of the text. use a graphic organizer to look at the main character's qualities, motives, and actions to determine the theme.

6 Unit: Off and Running compare and contrast characters and ideas in a text identify and uses persuasive language when reading text and writing Students will understand that: Characters are alike and different in many ways. To compare characters, look at what the characters say, do, and how they feel. Comparing characters helps understand their unique traits and motivations. persuasive language encourages or discourages individuals to vote for a particular individual Students will know: what a character's "motivation" means what a political platform is what a political campaign is the sequence of events in an election process what constitutes a good leader Students will be able to: state the qualities of a good candidate for office determine and use persuasive language to persuade a reader or listener recognize exaggerated statements

7 Unit: The Watsons Go to Birmingham Determine how the outcome and events surrounding the Civil Rights Movement have influenced the world we live in today. Analyze the intent and meaning of Martin Luther King's "I Have a Dream" speech. Students will understand... -the effect of segregation on individuals and society. -the attitude toward segregation differed in different regions of the United States. The events leading up to the unrest in the United States prior to the Civil Rights Act. The views of different regions of the United States with regard to segregation. The intent of the Civil Rights Act of Students will be able to: -analyze a portion of a primary source. -determine how the outcome of the Civil Rights Act influenced our world today.

8 Unit: Wonder 1. Students will understand the effect of bullying on individuals. 2. Students will understand that all people are different and differences are good. 3. Students will understand that the things they say now have lasting effects on others. 1. Students will understand how characters grow and change throughout a story. 2. Students will understand that the challenges the characters face, and the ways they overcome them, often become the turning point in the story. 3. Students will understand how characters deal with and overcome their problems. 4. Students will understand what it means to bully. 1. Students will know what a precept is and why Mr. Tushman uses them. 2. Students will know that we need to look past actions and appearances and judge others based on who they are. 1. Students will be able to analyze how the treatment of individuals early in their lives affects the way they interact with others later in life. 2. Students will be able to determine what it means to be a kind person. 3. Kids who are different are almost always bullied. 3. Students will analyze characters and how they change throughout the book. 3. Students will know that someone who acts or looks different just wants to be treated the same as others are treated.

9 Unit: Bud, Not Buddy - Novel Unit Study Students will: analyze literary texts to draw and make inferences. create responses to literary texts through a variety of methods such as written work and oral responses. understand and identify the following literary terms: theme, character, setting, and plot. identify the various themes in a novel. learn the importance of theme. People develop "rules to live by" through their own life experiences. These "rules to live by" are communicated through a variety of literary modes. An author's word choice affects the tone and meaning of a text. Students will know: the character traits of the main character by looking at the challenges he faces and the way he responds to those challenges. Students will be able to: analyze and interpret the main character's traits and how they affect the decisions made by the main character. the main character's use of figurative language Determine individual "rules to live by". and his word choice affect the tone and meaning of the novel. Determine how our own "rules to live by" affect the decisions we make about our lives. the themes throughout the novel

10 Unit: The Great Fire Determine how the outcome and events surrounding the Chicago First have influenced the building and firefighting practices of today. Compare and Contrast The Great Fire with "1906 San Francisco Earthquake History for Kids" (www.america-historama.org/ maturation Students will understand: how the fire started and why it spread so quickly. how class conflict affected the city during the disaster and its aftermath. the effects of a fire of this magnitude on a city are long lasting. Students will know: the causes of the Chicago Fire. Students will be able to... state the causes and effects of the Chicago Fire. measures taken after the Chicago Fire to avoid a future disaster. determine how the Chicago Fire has influenced building and fire fighting practices today.

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