WEEK ONE. Lesson Objectives & Demonstrations of Learning TSWBAT: make inferences and draw conclusions using chapter 11 from Number the Stars.
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1 WEEK ONE TEKS List Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. 5.19F-make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. 5.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 5.14C-identify the point of view of media presentations. 5.11C-analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas. 5.11C-analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas. TSWBAT: make inferences and draw conclusions using chapter 11 from Number the Stars. Given chapter 11 from Number the Stars, students will draw conclusions and make inferences using the text with at least 80% accuracy. TSWBAT: determine the meaning of words when a suffix or affix is added to a known root word (spect, ject, rupt, and port). Given 6 root words, students will determine the new meaning when a suffix and/or affix is added to the word with at least 80% accuracy. TSWBAT: Identify the point of view and author's purpose for World War II documentary clips and propaganda videos. (Relate videos to chapter 12 of Number the Stars) Given clips of World War II documentaries and propaganda videos, students will accurately identify the point of view and author's purpose. TSWBAT: find the missing event in a sequence of events. (Chapter 13 in Number the Stars) Given flow charts with missing information, students will find the missing event in the sequence with at least 75% accuracy. TSWBAT: identify cause and effect relationships within the text. (Chapter 14 in Number the Stars) Given excerpts from the novel and corresponding historical passages, students will identify at least 4 cause and effect relationships. Plan and Number the Stars by Lois Lowry Number the Stars Resource Guide by Ruth S Number the Stars Comprehension Questions with Vocabulary by Sarah Rose
2 WEEK TWO 5.11A-summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order. 5.19E-summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.2B- use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.11A-summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order. 5.19E-summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.11E-synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. TSWBAT: select the best summary from a set of four choices and justify their answers. Given four summaries of chapter 15 in Number the Stars, students will select the best summary and will justify their answer with 100% accuracy. TSWBAT: find context clues within the sentence, and use those clues to determine the meaning of unfamiliar words. Given four unfamiliar words, students will identify context clues within the sentence and use them to determine the meaning of unfamiliar words with at least 75% accuracy. TSWBAT: select the best paraphrase from a set of four choices and justify their answers. Given four paraphrase options for Chapter 16, students will select the best paraphrase and justify their answers with 100% accuracy. TSWBAT: make connections between the novel Number the Stars and historical passages and related texts. (Chapter 17 in Number the Stars) Given historical passages and related texts, students will make connections. Plan and Number the Stars by Lois Lowry Number the Stars Resource Guide by Ruth S Number the Stars Comprehension Questions with Vocabulary by Sarah Rose Cumulative Reading TSWBAT: demonstrate learning on a STAAR style reading assessment. Given a Unit, students will answer with at least 70% accuracy.
3 WEEK THREE 5.13A- interpret details from procedural text to complete a task, solve a problem, or perform procedures. 5.13B- interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. Thanksgiving Break TSWBAT: interpret the details from a procedural text in order to complete a Thanksgiving craft. Given the procedural text (directions) to a Thanksgiving craft, students will interpret the directions to accurately create a craft without teacher assistance. TSWBAT: interpret information in maps and timelines detailing early American history and the first Thanksgiving. Given timelines and maps detailing early American history, in particular the time period around the first Thanksgiving, students will answer corresponding questions with at least 80% accuracy. Plan and Thanksgiving Break Thanksgiving Break
4 WEEK FOUR 5.19A-establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; B- ask literal, interpretive, evaluative, and universal questions of text; 5.2C- produce analogies with known antonyms and synonyms. 5.11B-determine the facts in text and verify them through established methods. 5.11E-synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 5.11D-use multiple text features and graphics to gain an overview of the contents of text and to locate information. TSWBAT: set purpose for reading expository passages and ask universal questions of the text. Given an expository text, students will set a purpose for reading the text and ask universal questions as they read to aid in interpretation of the information. TSWBAT: find the missing word in analogies containing two sets of words with the same relationship. Given four analogies, students will find the missing word in the relationship (synonym or antonym) with at least 75% accuracy. TSWBAT: differentiate between facts and opinions in expository text. Given expository text on an assigned research topic, students will differentiate between factual information and opinions to be used in student reports. TSWBAT: make connections between multiple texts including novels, non-fiction books, and online resources. Given novels, non-fiction books, and online resources, students will make connections between the various texts for use in student reports. TSWBAT: locate needed information for the completion of report on person or event from World War II. Given various sources of information, including books, encyclopedias, and internet resources, students will use text features and graphics to locate information on their assigned person or event from World War II. Plan and Third Week End of Six Week
5 WEEK FIVE 5.2B-Use context to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.2E-Use a dictionary, a glossary, or a thesaurus to determine the meaning, syllabication, pronunciations, alternate word choices, and parts of speech of words. 5.2D- identify and explain the meaning of common idioms, adages, and other sayings. 5.19D-Make inferences about text and use textual evidence to support understanding. 5.19F-Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.6B-Explain the roles and functions of characters in various plots, including their relationships and conflicts. 5.8A-Evaluate the impact of sensory details, imagery, and figurative language in literary text. 5.11C-Analyze how the organizational pattern of a text (cause and effect, compare/contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas. 5.11D-Use multiple text features and graphics to gain an overview of the contents of text and to locate information. TSWBAT: use context clues to determine the meaning of unfamiliar or multiple meaning words and select the most appropriate definition. Given ten unfamiliar words, students will use context clues to determine meaning and select an appropriate definition with at least 80% accuracy. TSWBAT: describe the meaning of idioms in their own words. Given ten idioms, students will explain them in their own words with at least 80% accuracy. TSWBAT: summarize, paraphrase, and make inferences about text. Given a short passage, students will select the best summary, the best paraphrase, and answer corresponding inference questions with at least 75% accuracy. TSWBAT: identify the characters in a short story and explain their relationship and conflict, as well as evaluate sensory language. Given the short story "Hansel and Gretel" students will accurately answer questions about characters, conflict, and sensory language with a rate of at least 80%. TSWBAT: demonstrate learning on a Unit 3B. Given a Unit, students will respond with at least 70% accuracy. Plan and Question stems from Lead4Ward
6 WEEK SIX 5.13A- interpret details from procedural text to complete a task, solve a problem, or perform procedures. 5.2E- use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 5.13A- interpret details from procedural text to complete a task, solve a problem, or perform procedures. 5.13B- interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. 5.13B- interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. TSWBAT: follow step by step directions in order to create an accurate picture. Given step by step directions, students will follow the directions in order to create an accurate picture. TSWBAT: identify the part of speech for vocabulary words in context, and use the part of speech to select an appropriate definition. Given four words in context, students will identify the part of speech and use to select the most appropriate definition with at least 75% accuracy. TSWBAT: interpret the steps in a holiday recipe. Given a holiday recipe, students will interpret the steps and answer corresponding questions with at least 80% accuracy. TSWBAT: interpret the information presented in charts and graphs. Given a chart and a graph, students will use the information presented to answer corresponding questions with at least 80% accuracy. TSWBAT: interpret the information presented in illustrations and diagrams. Given an illustration and a diagram, students will use the information presented to answer corresponding questions with at least 80% accuracy. Plan and
7 WEEK SEVEN Plan and
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