SYRACUSE CITY SCHOOL DISTRICT Westward Expansion

Revised: 3/2/2015
SYRACUSE CITY SCHOOL DISTRICT
Grade 05 Unit 04 Literary & Informational Text Unit
Westward Expansion
Reading Standards:RL.5.4, RL.5.5, RL.5.6, RI.5.4, RI.5.1, RI.5.2, RI.5.6, RI.5.9
(RL.5.1, RL.5.2, RL.5.3, RI.5.3)
Unit Description: In this unit, fifth grade students learn that the lives of Americans were impacted greatly by the Westward
Expansion of the United States. Readers use non-fiction reading skills to learn about a time period, draw evidence from
literary or informational text to support analysis, reflection, and research. Students will be expected to use non-fiction text
and historical fiction to extract information from text. Students need a Readers Notebook where they can show evidence
of their thinking and learning. The checks for understanding provide many turn and talk opportunities that can be
transferred into a writing response. Students need to write everyday about what they are reading.
From February 23-27, teachers should lead students through a close reading mini-unit from the ACT Now Resources;
remember, these serve as a resource and not a script and should be used to inform teacher planning. In order to fit this into
your current unit pacing, you will need to work with your team and coach to consider which teaching points you could
consolidate or incorporate into the close reading mini-unit.
Implementation Dates: January 26-March 6
*Close Reading Mini-Unit “The Expedition of Lewis and Clark”: February 23-February 25
Common Core Learning Standards:
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Teaching Points:
4.2 Readers learn about a time period when reading a nonfiction text by asking “What is the setting and what is this teaching me about the
time period?”
4.3 Readers identify the main idea when reading nonfiction by reading a chunk of text and jotting down the important details.
Unit 4 Assessment: March 5 and 6
Page 1
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
To determine the meaning of words and phrases as they
What does _____ mean?
RL.5.4 Determine the meaning of words and
are used in a text including figurative language such as
phrases as they are used in a text, including
metaphors and similes, 5th grade students need to combine
figurative language such as metaphors
these skills/concepts:
and similes.
Actively seek meaning of unknown words by reading
and rereading other sentences/paragraphs to identify
context clues
 Use context clues to determine meaning of unknown
words and phrases to deepen their understanding of
literary text
 Differentiate between literal and non-literal meaning
 Identify and interpret figurative language in
text (simile, metaphor, personification, hyperbole,
exaggeration, idiom)
 Analyze how the author uses figurative language to
enhance and extend meaning
Determine how specific word choices shape the
meaning and tone of a text
To
explain
how a series of chapters, scenes, or stanzas fit
Why does Anna tell Papa to ask
RL.5.5 Explain how a series of chapters, scenes, or
together to provide the overall structure of a particular
Sarah if she sings? What earlier parts
stanzas fits together to provide the overall
story, drama or poem, 5th Grade students will need to
of the text help you understand the
structure of a particular story, drama, or
combine
the
following
skills
and
concepts:
poem.
meaning of this line? (RL.5.5)
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Identify and describe the text structures of various
genres
Describe the structural elements of stories, drama, and
poems
Explain the relationship between parts of text and
whole text
Explain how a series of chapters fit together to provide
the overall structure of a story
Explain how a series of scenes fit together to provide
the overall structure of a drama
Page 2
CCLS
Coded Standard
Concept Elaboration

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RL.5.6 Describe how a narrator’s or speaker’s
point of view influences how events are
described.
Explain how the stanzas fit together to provide the
overall structure of a poem
Use knowledge of the different ways to organize text in
[text structures] stories, drama, and poems to interpret
text and build understanding of the text (flashback,
foreshadow, etc.)
Determine and explain relationships between parts of
text and whole text (e.g., series of scenes, chapters,
stanzas)
Follow the message of a story, poem, or drama across
chapters, stanzas or scenes
Understand that stories have beginnings,
conflicts/problems and conclusions
Know that often poems have stanzas or verses that
provide additional details for the reader.
To describe how a narrator or speakers point of view
influences how events are described, 5th Grade students
will need to combine the following skills and concepts:
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Assessment Questions
Understand and define point of view
Understand what types of things effect a person’s
point of view (where does our POV come from? Our
Life experiences)
Compare and contrast different points of view
(characters or authors)
Identify points of view
Determine who is telling the story ( 1st person, 3rd person
Omniscient, 3rd Person Limited)
Follow the message of a story, poem, or drama across
chapters, stanzas or scenes
Page 3
How does Anna feel about Sarah’s
letter? How do you know? (RL.5.6,
RL.5.1)
CCLS
RI.5.1
Coded Standard
Concept Elaboration
Assessment Questions
Summarize the article in a way that
Quote accurately from a text when
To quote accurately from a text when explaining what the teaches others the central idea.
explaining what the text says explicitly and text says explicitly, fifth grade students need to combine
when drawing inferences from the text.
these skills/concepts:
 Knowledge of text structure
 Strategies for determining unknown words
 Recall details
To draw inferences from a text, fifth grade students need
to:
 Make and revise predictions as they read
 Use the combination of explicitly stated information,
background knowledge, and connections to the text
to answer questions they have as they read
 Identify vocabulary and how it is important to
understanding the text (content vocabulary and
vocabulary connected to inferences)
 Draw conclusions & make judgments from the facts in
the text.
RI.5.2
Determine two or more main ideas of a text To determine two or more main ideas of a text and explain
and explain how they are supported by key how they are supported by key details, fifth grade students Summarize the article in a way that
details; summarize the text.
need to combine these skills/concepts:
teaches others the central idea.
 Identify relevant/irrelevant details that support main
idea
 Identify 2 or more main ideas within sections of text
(structure)
 Explain the main ideas by providing 2 or 3 examples
from the text that support the main idea
To summarize the text, fifth grade students need to:
 Identify key details connected to the main idea
 Include overarching them
 Determine important details
RI.5.4 Determine the meaning of general
To determine the meaning of general academic and
academic and domain-specific words and domain-specific words and phrases in a text relevant to
phrases in a text relevant to a grade 5
a grade 5 topic or subject area, 5th Grade students will
Page 4
What does ____ mean in this
sentence?
CCLS
Coded Standard
topics or subject area.
Concept Elaboration
need to combine the following skills and concepts:
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RI.5.6 Analyze multiple accounts of the same
event or topic, noting important similarities
and differences in the point of view they
represent.
Utilize context clues to figure out unknown words
(students need understanding of the process in using
context clues) Clicks and clunks
Use word parts (prefixes, suffixes and root words) to
determine meaning of unknown words
Use Greek and Latin roots to determine unknown
words
To analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of
view they represent, 5th Grade students will need to
combine the following skills and concepts:.
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RI.5.7 Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or
to solve a problem efficiently.
Assessment Questions
(not assessed at this time)
Understand and identify point of view
Think about an event from a variety of perspectives
Put themselves “in another person’s shoes”
Compare and contrast accounts
Highlight / make note of important similarities and
differences
Give examples from the text that support the points of
view
Complete a graphic organizer to aid in identifying
information collected
To draw on information from multiple print or digital sources, Assessed in writing research project
demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently 5th Grade students
will need to combine the following skills and concept, 5th
Grade students will need to combine the following skills and
concepts:




Identify key words in questions and go back into article
and find the section of text that supports the question
Underline key words in question
Skim and Scan for key words and concepts in text
(italicized or bolded text, definition on side margin
etc.)
Read, interpret, and manipulate charts, graphs, and
timelines in order to answer questions.
Page 5
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
RI.5.9 Integrate information from several texts on To Integrate information from several texts on the same
the same topic in order to write or speak
topic in order to write or speak about the subject
about the subject knowledgeably.
knowledgeably 5th Grade students will need to combine
the following skills and concepts, 5th Grade students will
need to combine the following skills and concepts:
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Based on the article “Women’s Life
on the Great Plains,” what are some
reasons Papa might be interested in
finding a new wife? (RI.5.9)
Locate and or determine important information each
text
Organize information from several texts on one topic
(i.e. graphic organizer, highlighter text, etc.)
Analyze (synthesize) information found within each text
and determining similarities between both texts
(information from both texts that support similar ideas)
Spiraled Reading Standards:
RL.5.1, RL.5.2, RL.5.3, RI.5.3
Embedded Writing Standards:
W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point[s]”).
Assessment Links
Unit Assessment
Rubrics and Scoring Guide Links
Unit Assessment Rubric
Treasures Resources
Recommended Texts
Historical fiction novel:
 The Great Horn Spoon
 The Sign of the Beaver
 The Ballad of Lucy Whipple
 Sarah, Plain and Tall*(this text is used in the assessment)
 Skylark
 Dear Levi, Letters from the Overland Trail by Elvira Woodruff
Informational text:
 Children of the Wild West by Russell
Treasures Unit 5 – Main Selection
 Valley of the Moon by Sherry Garland
 Black Cowboy Wild Horses: A True Story by Julius Lester
 A Historic Journey (Lewis and Clark Expedition) Time for Kids
 Davy Crockett Saves the World by Rosalyn Schanzer
 When Esther Morris Headed West by Connie Nordhielm
Wooldridge
Leveled Readers from Unit 5
 -Johnny Appleseed
 -African American Voting Rights
Page 6
Social Studies Textbook
 Scott Foresman, Grade 5 – Westward Expansion
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 -The Oregon Trail: Westward Ho!
 -Nat Love: A man of the Old and New West
 -Cowgirl Alice Greenough
 William F. Cody: Showman of the Old West
Pre-teaching Vocabulary &Comprehension and Paired Selections
Leveled Classroom Library:
 Tallchief: America’s Prima Ballerina by Maria Tallchief with
Rosemary Wells
 Coolies by Yin
 In the Days of the Vaqueros: America’s First True Cowboys
Big Ideas
Characters’ lives are affected by the historical setting in which
they live
The Westward Expansion movement in the U.S. had very different
impacts on the lives of different groups of people
Vocabulary
Historical fiction
Prairie
Central Idea
Pioneer
Compare/contrast
Westward Expansion
Differ
Integrate
Physical setting
Emotional Setting
Interdependent
Outcome Assessment #1
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Essential Questions
How can we use multiple text sources to better understand
Westward Expansion and deepen our appreciation of historical
fiction?
Anchor Charts
T-Chart (Comparison of Then and Now)
5 Column Chart [Physical Setting/Emotional Setting/ Text
Evidence]
Know/Wonder charts
Setting Graphic Organizer
QAR Chart
QAR Concept Map
5 W’s and H chart
Outcome Assessment #2:
1. Reread this excerpt from the text:
3. Based on the article “Westward Expansion”,
what are some reasons Austin might have
The settlers made the difficult trek over 2000 gone with the Morrison Family to California?
miles of harsh land following the famous trail. (RI.5.9)
In your own words, define the word trek. (R.I. 5.4)
Outcome Assessment #3
(RL.5.1) (RL.5.5) (RL.5.6)
Use the passage from Dear Levi, Letters from
the Overland Trail, to answer question 4.
4. Why does Austin say:
“The Morrison’s are fine people, Levi, and we’d
be part of a real family. I’m thinking about the
rainbow, and in my mind I can see it stretching
clear across this prairie and on over to
Oregon!”?
2. Summarize this text in a way that teaches
others the central ideas. (RI.5.2, RI.5.1)
Page 7
What earlier parts of the text help you
understand the meaning of these lines? (RL.5.5)
5. Based on the excerpt Dear Levi, Letters from
the Overland Trail, How does Austin feel about
Mrs. Morrison? How do you know? Use details
from the text in your answer. (RL.5.6, RL.5.1)
Teaching Points
4.12,4.13.4.14
4.1,4.2,4.3
Teaching Points
4.4, 4.5, 4.6, 4.7, 4.8
Teaching Points
4.4, 4.5, 4.6, 4.7, 4.8
4.9,4.10,4.11
CCLS
RI.5.1, RI.5.2, 5.4
CCLS
RI.5.7, RI.5.9
CCLS
RL.5.1, RL.5.5, RL.5.6
Standard/
Outcome
SWBAT find the
main ideas in
nonfiction text
to build
historical
background
knowledge.
(RI.5.1, RI.5.2)
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
4.1(Launching/Building
Background – historical
content)
The Louisiana Purchase
was a turning point in
American history; the west
was opened.
4.2 Readers learn about a
time period when reading
nonfiction text by asking:
what is the setting and
what is this teaching me
about the time period?
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
Exit Slip:
What was the importance of the
Louisiana Purchase?
Teacher resource materials –
Unit Plan on Westward
Expansion
Westward Expansion PPT
Read a chunk of text
How does the author describe the
setting and what does this teach you
about this time period?
Turn and talk
Page 8
Using the text “Children of
the Wild West” to infer and
retrieve information about
children from the wild west.
(see pages 31-32)
T-Chart (Model Comparison
of Then and Now T-chart
using “Children of the Wild
Page 31-32 Children of the Wild
West
Link to Westward Expansion Unit
Plan
Standard/
Outcome
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
West” text)
4.3 Readers identify the
main idea when reading
nonfiction.
Here’s how:
Read a chunk of text and
jot down the important
details (who and what the
section is about).
Reread the details and ask:
how do these details
connect?
What is the author
teaching us in this section
of text?
Teacher models this in her notebook
then circulates around classroom as
student jot in their own notebooks:
students read a section of text, jot
down the important details (who and
what is it about?) and then look at
the details and ask:
 How do the details connect?
 What is the author teaching
us in this whole text?
Some student will need
extensive support in
distinguishing between
important and unimportant
details. Additional lessons in
small groups may be helpful.
Laura Robbpose/skim/connect
Practical Ways to Weave
Comprehension Strategies Into
Your Content Area Teaching
Laura Robb
Learnzillion lesson – how
readers find the main idea
The teaching points 4.4-4.8 were designed to build upon one another and should be taught in the order that they were written
SWBAT analyze
the physical
and emotional
setting of a
historical fiction
novel
(RL.5.1, RL.5.3)
4.4 Readers learn about
the genre of Historical
Fiction by:
Thinking about what they
know about fiction
Thinking about what they
know about nonfiction and
asking:
How do I combine these
two to understand the
genre of Historical fiction?
What are the key characteristics of
Historical Fiction?
Generate a list of characteristics of
historical fiction.
Page 9
-Characters
-Problem solution
-Setting is real
-Characters could be real or
made up
-Problem could be real or
made up based on historical
facts during that time period
Standard/
Outcome
SWBAT analyze
the physical
and emotional
setting of a
historical fiction
novel
(RL.5.1, RL.5.3)
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
4.5 Readers identify the
characters and setting of a
text by tracking characters
(names and details) and
identify the setting of the
story.
4.6 Readers think about
their characters physical
setting
Here’s How: Make a
mental picture as you
read.
-Look for small clues the
author gives to show the
time and place
-Think, “This seems like it is
taking place in ______I think
this because ______”

Who are the characters and list
important details about them
 What is the setting of this story?
Are there any clues yet that tell us
in what time period this story
takes place?
“Where is this character right now in
the story? Where are the characters
and why is it important? When is this
taking place? Does the time period
give me any clues about the
characters or the events?
4.7 Historical Fiction readers
analyze the physical and
emotional setting and its
effect on the characters.
Here’s How:
Ask, What problems do I
know people faced in this
time period?
How are the characters
feeling in this part?
Are these feelings caused
What is this character’s emotional
state of mind right now and why?
How is the setting impacting the
character’s point of view?
Is the physical setting having an
impact on the characters emotional
state of mind? Why or why not?
Turn and talk
What is going on with the character
right now? How does this connect
with the time period?
3 Column Chart [Physical
Setting/Emotional Setting/ Text
Evidence]
Stop and Jot – Visualize and list
attributes of the physical setting.
Turn and talk:
Where are the characters and how
might they be feeling based on the
setting?
Page 10
Using a graphic organizer
(5w’s and H) Stop and Jot –
what clues have you
collected about the time
period so far? Using pages __
of the text, underline
information about the time
period. (see Time For Kids,
Grade 5, America in 1850 or
The Trail of Tears)
The emotional setting of a story
is the series of emotions that the
character deals with
throughout the story. Setting is
not just the background but is
almost like an additional
character to the story. The
setting itself can have physical
and emotional characteristics.
Standard/
Outcome
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
by something happening
in the time period?
4.8 Historical Fiction readers
analyze the emotional
setting and its effect on the
characters.
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
Stop and Jot - Chart a character’s
physical setting/evidence/emotional
setting/evidence/inference
What problem is the character facing
right now?
What do I know about the time
period that helps me understand the
character’s problem AND his
reaction to the problem?
Use Mentor Text Skylark or Dear
Levi
Stop and Jot: Readers ask and
answer questions in readers’ response
journals
Turn and Talk: share your writing with
a partner.
SWBAT
determine who
is telling a story
and what
factors may
influence the
narrator’s point
of view (RL.5.6)
4.9 Readers describe first
person, third person limited
and third person
omniscient points of view.
Here’s how: Identify POV in
multiple passages. Write
sentences from different
POV. (see POV lesson)
Use any of the mentor text to model
this teaching point or the suggested
lessons in the scaffolds and supports
section…
Why would an author choose to write
a story in the perspective of first
person (or other point of view)? What
effect might the POV have on the
reader?
Turn and talk – Who is telling the story
in this passage?
Page 11
Use POV Chart
Link to POV Lesson
POV Chart
Standard/
Outcome
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
Use 3 Column chart to write
this information down with a
partner – teach it to another
pair.
Readers ask themselves:
“What has happened to my
narrator that would affect how
they are telling the story?”
“What is the author’s purpose
for writing the story?”
“Can I find any details that
support my thinking?”
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
Stop and Jot – Write sentences from
different points of view.
SWBAT
determine who
is telling a story
and what
factors may
influence the
narrator’s point
of view (RL.5.6)
4.10 Readers identify the
challenges that their
characters are facing and
how these challenges
affect how they tell their
story.
Who is telling the story and what
challenges are they facing? How are
these challenges impacting how they
tell the story?
Turn and Talk:
I can explain to my partner…
-who is the narrator of the story
- a challenge that the character
faces
-how the challenge affects how the
narrator tells the story
Ask: What are some clues that show
you who is telling the story?
What might we hear if we were
reading this through (another
character’s) point of view?
Page 12
E-reading lesson on Point of
View
Standard/
Outcome
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
SWBAT
determine who
is telling a story
and what
factors may
influence the
narrator’s point
of view (RL.5.6)
4.11 Readers analyze the
author’s choice of point of
view.
Here’s How: Ask: How
would the story be different
if it was told from a
different point of view?
How would a different character tell
this story? What factors would
influence the different narrator? If this
story was told in third person, who
would tell the story?
SWBAT solve
new, unknown
words
(RL.5.4, RI.5.4)
4.12 Readers use context
clues to determine the
meaning of unknown
words in a text.
Here’s how:
Think about what is
happening in the
paragraph.
“What is the character
thinking, doing or saying
that could help me
determine the meaning of
the unknown word?
“What is the character thinking, doing
or saying that could help me
determine the meaning of the
unknown word?
Readers keep track of unknown
words by jotting on index card or in a
vocabulary journal:
-A word they don’t know
-A possible definition
-A brief explanation of how they tried
to figure it out
4.13 Readers use text
features to determine the
meaning of unknown
words in a text:
How are the context clues/text
features helping me understand the
unknown word?
Turn and Talk: Readers identify
Turn and Talk: Readers discuss how
the story would be different if it was
told from a different point of view
Page 13
Try it out! Have partner pairs
come up with a section of
text rewritten in another
POV. (Third person/First
person from another
character’s
perspective…how would a
different character tell this
story? What factors would
influence the different
narrator? If this was a third
person, who would tell the
story? )
Readers make a T-chart in their
notebooks to track the events
that have an impact on the
point of view
Students work in small groups to
identify POV of stories from
Treasures (or other text)
Title/POV/evidence/genre - 4column chart –
Click and Clunk Posters 4-12
Clunk strategies #1 and #2
Context Clues Teaching Points
Learn Zillion Lesson on using
context clues to figure out
unknown words
Clunk Strategy #5
Click and Clunk Posters 4-12
Standard/
Outcome
SWBAT solve
new, unknown
words
(RL.5.4, RI.5.4)
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Here’s how: Think about
what is happening in the
paragraph/text features.
How are the context
clues/text features helping
me understand the
unknown word?
4.14 Readers use their
knowledge of word parts,
specifically prefixes/suffixes
and Greek/Latin Roots to
figure out unknown words.
Here’s how: Readers ask
themselves…
Does this word have a
prefix or suffix? What is the
base word? What does
each part mean?”
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
features in a text that help them
understand and define words. Use of
charts, graphs, bold headings, italic
text, highlighted words.
Does this word have a prefix or suffix?
What is the base word? What does
each part mean?”
Clunk strategies # 3 and #4
Lesson for identifying unknown
words
Readers create a list of vocabulary
Click and Clunk Posters 4-12
words they do not know from select
text (social studies, science or ELA
Text). Readers work in partner pairs
to break apart the words based on
roots, prefixes and suffixes. Partners
also use strategies for using context
to identify unknown words. (see
lesson)
Teaching points 4.15 -4.16 should be use during the Launch of the Unit as well as throughout the unit when studying about Westward Expansion and the
time period from 1860’s – 1890’s.
SWBAT use
4.15 Readers deepen their
Here’s how:
Using ‘reading journal’
Strategies to Engage the Mind
informational
understanding of historical
--Select and read a historical fiction
students track their thinking
of the Learner by Rachel
text to deepen
fiction by cross checking
text from the Westward Expansion
Confusing part in novel
Billmeyer (QAR Strategy)
understanding
with an informational text.
time period(Ex: Coolies by Yin –
/what I learn from
of historical
Treasures Unit 5, classroom libraries)
informational text/ what I
fiction (RI.5.7,
-Select a section of informational text now know about the novel
QAR chart
RI.5.9)
about the Westward Expansion time
QAR Graphic organizer
period to explore. (For example: 1865
QAR#2
Page 14
Standard/
Outcome
Teaching Points
(Lesson Objectives)
*note teaching point
numbers – some will be out
of chronological order
Checks for Understanding
Supports & Scaffolds
Instructional Resources & Tools
(This usually comes at the end of the whole
group lesson – there are multiple ways to
check for student understanding: Turn and
Talk, Stop and Jot, etc. but includes students
processing what you taught during whole
group)
& Transcontinental Railroad; see
Grade 5 SS textbook)
Ask: How did reading both texts help
me understand The Westward
Expansion during the 1860’s
Readers return to the novel and read,
asking: What do I understand now
(after reading the SS text) that I didn’t
before?
SWBAT use
informational
text to deepen
understanding
of historical
fiction (RI.5.9)
4.16 Readers analyze
artifacts from a time period
to build their
understanding of events in
history. Here’s how:
Analyze information and
find common details about
the same topic.
Readers return with their partner and
explain what they learned and what
they now understand that they didn’t
before.
How do the artifacts help me
understand this time period better?
Readers use information from multiple
sources to show understanding of
historical event: photograph, maps,
charts, advertisements, articles and
teach their topic/information to a
partner or group.
Page 15
Complete QAR chart
Strategies to Engage the Mind
of the Learner by Rachel
Billmeyer (QAR Strategy) QAR
Chart: QAR Graphic organizer
Westward Expansion Topics:
Louisiana Purchase, Lewis and
Clark, Erie Canal completed,
Indian Removal Act, Alamo, US
Troops remove Cherokee,
Oregon Settlement, Gold Rush,
California Gold Rush,
Telegraph, Transcontinental
Railroad, Abolitionist,
Inventers/inventions, Manifest
Destiny
Small Group Teaching Points and Resources
Students who need support with literary text (as determined by Unit 1 assessment):
 Determining the theme of a story: LearnZillion lesson
 Develop ideas about characters: LearnZillion lesson
 Identifying the narrator: LearnZillion lesson
 Find and paraphrase text evidence: LearnZillion lesson
Students who need support with informational text (as determined by Unit 2 assessment):
 Determining the main idea of a text Learnzillion lesson, Learnzillion lesson, Learnzillion lesson
 Ask and answer questions about a text Learnzillion lesson
 Analyze Text structures Learnzillion lesson
Suggested Pacing calendar for 5th grade
January 27, 2014 – March 7, 2014
Jan 27
Jan 28
Jan 29
Jan 30
Jan 31
4.1, 4.15, 4.16 Lesson Launch
4.2, 4.15, 4.16 Lesson Launch
4.3, 4.15, 4.16 Lesson Launch
4.11, 4.12, 4.13
Solving new and unknown
words
Feb 3
Feb 4
Feb 5
Feb 6
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional
Setting due to the
changes throughout the
text
Feb 7
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional Setting
due to the changes throughout
the text
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional Setting
due to the changes
throughout the text
4.4, 4.5, 4.6 ,4.7
Please revisit these TP’s on
Physical and Emotional Setting
due to the changes
throughout the text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout the
text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout
the text
Feb 10
Feb 11
Feb 12
Feb 13
Feb 14
4.8, 4.9, 4.10
Please revisit these TP’s on Point
of View throughout the text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout the
text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout the
text
Feb 17
Feb 18
Feb 19
4.11, 4.12, 4.13
Please revisit these TP’s on
using informational text to
deepen understanding of
historical fiction as needed to
understand novel.
Feb 20
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional
Setting due to the
changes throughout the
text
Feb 21
Winter Break
Page 16
Feb 24
Feb 25
Feb 26
Feb 27
Feb 28
4.11, 4.12, 4.13
Please revisit these TP’s on
Solving new and unknown words
4.14, 4.15
Please revisit these TP’s on using
informational text to deepen
understanding of historical
fiction as needed to understand
novel.
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional Setting
due to the changes
throughout the text
4.4, 4.5, 4.6, 4.7
Please revisit these TP’s on
Physical and Emotional Setting
due to the changes
throughout the text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout the
text
4.8, 4.9, 4.10
Please revisit these TP’s on
Point of View throughout
the text
Mar 3
Mar 4
Mar 5
Mar 6
Mar 7
4.4,4.5,4.6,4.7
Please revisit these TP’s on Physical
and Emotional Setting due to the
changes throughout the text
4.8,4.9,4.10
Please revisit these TP’s on Point of
View throughout the text
3.11,3.12,3.13
Please revisit these TP’s on using
informational text to deepen
understanding of historical fiction
as needed to understand novel.
Unit Assessment
Unit Assessment
Blank Pacing calendar for 5th grade
January 27, 2014 – March 7, 2014
Jan 27
Jan 28
Jan 29
Jan 30
Jan 31
4.1 Lesson Launch
.
4.2 Lesson Launch
4.3 Lesson Launch
Feb 3
Feb 4
Feb 5
Feb 6
Feb 7
Feb 10
Feb 11
Feb 12
Feb 13
Feb 14
Feb 17
Feb 18
Feb 19
Feb 20
Feb 21
Feb 24
Feb 25
Feb 26
Feb 27
Feb 28
Winter Break
Page 17
Mar 3
Mar 4
Mar 5
Mar 6
Unit Assessment
Page 18
Mar 7
Unit Assessment