SYRACUSE CITY SCHOOL DISTRICT

SYRACUSE CITY SCHOOL DISTRICT
Grade 05 READING Unit 06
Research - Gathering Evidence
33 Instructional Days
Standards: RI.5.1, RI.5.2, RI.5.4, RI.5.6, RI.5.8, RI.5.9, SL.5.1, SL.5.2, SL.5.3, SL.5.4
Unit Description: Conducting Research-Based Arguments
Lessons in these reading and writing units focus on teaching students to craft arguments based on research. This unit
aims to give fifth graders additional practice working with texts that are written as arguments ample time to build up
nonfiction reading skills and to read across a topic, gathering evidence for an argument. Students will be reading a
collection of texts, coming to see that different authors who all write about a particular topic often do so by
advancing different opinions, and by selecting and highlighting evidence that supports their opinion. Students note
ways in which authors choose words, sequence information, elaborate or so as to make readers think or feel certain
things. For students to successfully learn about a topic by reading and taking notes, teachers will have to dip into
their menu of differentiation to find ways to scaffold complex texts, i.e. chunking text for students, leveraging
partnerships, and employing sentence starters.
Implementation Dates: April 19 – June 3, 2016
Assessment: Culminating Writing Piece Due June 1st
Oral Presentations: June 2nd - 3rd
Page 1
CCLS
Coded Standard
RI.5.1
QUOTE accurately from a
text when EXPLAINING
what the text says
explicitly when DRAWING
INFERENCES from the text.
Concept Elaboration
To quote accurately from a text when explaining what the text says
explicitly, fifth grade students need to combine these skills/concepts:







RI.5.2 DETERMINE two or more
main ideas of a text and
EXPLAIN how they are
supported by key details:
SUMMARIZE the text.
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 the combination of
explicitly stated information, access background knowledge, and
make 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)
To draw conclusions and make judgments from the facts in the text.
To determine two or more main ideas of a text and explain how they are
supported by key details, fifth grade students need to combine these
skills/concepts:



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 theme
Determine important details
RI.5.4 DETERMINE the meaning of To determine the meaning of general academic and domain-specific
general academic and
words and phrases in a text relevant to a grade 5 topic or subject area, 5th
domain-specific words and Grade students will need to combine the following skills and concepts:
phrases in a text relevant to
 Utilize context clues to figure out unknown words (students need
a grade 5 topic or subject
understanding of the process in using context clues) Clicks and
area.
clunks
 Use word parts (prefixes, suffixes and root words) to determine
Page 2
Assessment Questions
Student mastery of skills
introduced throughout this unit
will be assessed through a
culminating writing assignment
that incorporates reading,
writing, and analytical skills.
CCLS
Coded Standard
Concept Elaboration

meaning of unknown words
Use Greek and Latin roots to determine unknown words
RI.5.6 ANALYZE multiple accounts To analyze multiple accounts of the same event or topic, noting important
of the same event or topic, similarities and differences in the point of view they represent, 5th Grade
noting important similarities students will need to combine the following skills and concepts:.
and differences in the point
 Understand and identify point of view
of view they represent.
 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
RI.5.9 INTEGRATE information from To integrate information from several texts on the same topic in order to
several texts on the same write or speak about the subject knowledgeably, 5th grade students will
need to combine the following skills and concepts:
topic in order to WRITE or
SPEAK about the subject
 Locate and or determine important information from each text
knowledgeably.
 Organize information from several texts on one topic (i.e. graphic
organizer, highlighter text, etc.)
 Analyze (synthesize) information found within each text and
determine similarities between both texts
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 others’ ideas
and EXPRESSING their own
clearly.
To engage effectively in a range of collaborative discussions with diverse
partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly, 5th grade students will need to combine the
following skills and concepts:






Assessment Questions
Participate in collaborative discussions
Research a topic to be discussed and give reasons in support of the
opinions expressed
Clarify or expand on a response when necessary and ask for
clarification from others when opinions/ideas are not clear
Ask relevant questions and confirm understandings
Respond to questions with appropriate information
Respond appropriately to comments and questions
Page 3
Student mastery of skills
introduced throughout this unit
will be assessed through a
culminating writing assignment
that incorporates reading,
writing, and analytical skills.
CCLS
Coded Standard
Concept Elaboration
SL5.2
SUMMARIZE a written text
read aloud or information
presented in diverse
media and formats,
including visually,
quantitatively, and orally.
To summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally, 5th grade
students will need to combine the following skills and concepts:
 Be a careful consumer of many kinds of media (listen to podcasts,
read blogs, read newspapers)
 Listen to audio versions of text when reading for pleasure for
exposure to more texts/more difficult texts
 Acquire knowledge of elements of visual text
 Employ knowledge of appropriate organizational structures for
argument writing that include a focus for audience and purpose
SL5.3
SUMMARIZE the points a
speaker makes and
EXPLAIN how each claim
is supported by reasons
and evidence.
To summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence, 5th grade students will need to
combine the following skills and concepts:
 Summarize the points a speaker makes without including your own
opinion
 Consider a speaker’s own opinions and think about whether he is
biased or basing his content solely on facts
 Analyze the way a speaker is trying to influence you - through use
of: celebrity, emotions, promise of profit to the listener, facts such
as research or data
SL5.4
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.
To 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 and speak clearly at an understandable
pace, 5th grade students will need to combine the following skills and
concepts:
 Decide on a particular purpose and appeal to the interest and
background knowledge of the audience
 Practice speaking skills to becoming comfortable while presenting
to peers and adults
 Practice presentations in front of peers to get feedback on
pacing, eye contact, volume, etc.
 Record oneself delivering an oral presentation in order to assess
your own pacing, volume, and inflection
 Use appropriate facts and details to support main ideas or themes
 Adapt speech as necessary for formal and informal presentations
Page 4
Assessment Questions
Student mastery of skills
introduced throughout this
unit will be assessed through
a culminating writing
assignment that incorporates
reading, writing, and
analytical skills.
Assessment Links
Rubrics and Scoring Guide Links
Unit Assessment: Students’ will be assessed based on the content and
oral presentation of the argument pieces they compose in the
correlating writing unit.
Argument Writing Rubric
Recommended Texts
Topic/Subtopics of Study & Student Resources
Teacher Resource:
Natural Disasters:
Sample 5th Grade Reading & Opinion Writing Performance Task Unit:
Instructional Supports & Resources for Teachers


This is a document published by the NYC Department of Education
that offers essential knowledge and resources to support teachers’
implementation of a similarly designed CCLS-aligned
persuasive/argument research unit. Teachers may find slides 80-101
especially helpful.

What are natural disasters?
How does a narrator’s point-of-view influence how events are
described in literature?
Should people live in known disaster areas?
Writing Assessment/Prompt (From Research Writing Unit):
 Should people live in known disaster areas?
*It is recommended that direct instruction and modeling lessons pull
from the mentor text or sample arguments supplied in this unit. All
After researching informational texts about natural disasters that have
student independent/partner reading should be based in the natural
occurred in the Western Hemisphere write an argumentative essay in
disaster texts and articles recommended in order to allow ample time
which you make an argument on whether you believe people should live
to collect research for their writing. *
in known disaster areas. Support your position with evidence from your
research. You will then present your argument to the class.
Mentor/Central Texts:
Literature Set During Natural Disasters (Author’s Perspective):
 Eight Days: A Story of Haiti by Edwidge Dantikat
 Dark Water Rising by Marian Hale
The Science Behind Natural Disasters – EngageNY.org
 Meredith Tennant, “Earthquakes,” KidsGeo
 Crystal Wicker, “Hurricanes,” Weather Wiz Kids
 “Earthquakes!”, Science for Kids
Texts for Student Practice:
Measuring Earthquakes
Earthquake – Haiti
Hurricane – Sandy
Hurricane – Katrina
Forest Fire – Yosemite
Students can also practice on selected texts from the Mentor Text list
Page 5

Marshall Brain, Craig Freudenrich, and Robert Lamb, “How a
Hurricane Forms,” How Stuff Works
Additional Natural Disaster Informational Text
 DK Eyewitness Books: Natural Disasters
Earthquakes:
● Disaster in Haiti
● Disaster in Haiti2
● Eyewitness Account - Haiti
● Helping Haiti One Year Later
● How to Protect Yourself in an Earthquake
● Out of the Rubble - Haiti
● Quaking Conversation – Haiti Poem
● When the Ground Shakes (Lexile 870)Teacher Edition
● Haiti: One Year Later(Lexile 910)*
Hurricanes:
 Deep Trouble
 Hurricanes
 Leveled Reader: Sky Watchers by Carolyn Clark[Approaching
Level Q; On Level T; Beyond Level W; ELL - Q ]
Forest Fires:
 Colorado Wildfires
 Fighting Fires
 Fury Of Fire
Draught
 A Summer Scorcher
*Starred articles come from novelny.org which is FREE but requires
you to enter your NY state driver’s license number.*
Sample Arguments/Articles with Strong Claims
 Year Round Schools Don't Boost Learning
 Girls On The Boys Team
 Pros and Cons of Year Round Schools
 Natural Disasters: Blessings or Disasters?
Page 6
Big Ideas
●
●
Essential Questions
Readers evaluate an author’s point of view on a topic and
collect information about multiple viewpoints in order to
consider all evidence and form their own claim.
Writers support their points of view with reasons, facts, and
details.
 How does a narrator’s point of view influence how events are described



in literature? How do I analyze different texts on a topic?
How do I compare and contrast the most important ideas presented in
two texts?
How do I develop my own claim in order to write an argument essay?
How do I support my claim with evidence?
Vocabulary
●
●
●
●
Claim
Compelling
Evidence
Natural Disaster
Standard/Outcome
Researchers collect
important ideas
and vocabulary
about a topic
(RI.5.1, RI.5.2, RI.5.4)
●
●
●
●
Anchor Charts
Opposing
Perspective
Relevant
Viewpoints
Teaching Points (Lesson
Objectives)
Launch Lesson #1
6.1 Readers use text features:
photos/images, captions and
charts to learn about a topic
by asking:
What do I see? What does this
image or text tell me about this
topic?
●
●
●
●
●
Note-taking Tips
Research Questioning Prompts
Protocols For Discussion
Text-to-Text Connections
Questioning the author prompts
Checks for Understanding

Supports & Scaffolds
Gallery Walk: students  Model use of the

walk around looking at
organizer using one of
images and texts and
the images
complete Observe(For example, display the
Question-Infer Note“Gallery Walk 23” image and
Catcher. Be sure
say to students: “I see that
students are only
there are clouds bunched

writing what they see together in the shape of a
in the first column,
circle, and the arrows
questions are directly indicate that the clouds are 
related to the texts,
moving around the dark spot
and inferences are
in the middle. I wonder why
around natural
they move in a circle. I bet it
Page 7
Guided Practice: Here’s How
Independent Practice: You Try
Gallery Walk Images (Please
note that in this gallery walk
there are additional articles
on Earthquakes and
Hurricanes)
Observe-Question-Infer-Note
Catcher
Discussion Prompts
Standard/Outcome
Teaching Points (Lesson
Objectives)
Checks for Understanding


Supports & Scaffolds
Guided Practice: Here’s How
Independent Practice: You Try
disasters (don’t worry has something to do with
about misconceptions wind.”
at this point)
– In the column “What Do
Class Discussion:
You Observe,” write: “Clouds
Choose a protocol or moving in a circle around a
structure to support a dark spot.”
discussion around the – In the column “What
following questions:
Questions Do You Have?”
What makes a natural write: “Why do the clouds
event a disaster? How appear to move in a circle?”
can natural disasters – In the column “What
affect people? What Inferences Can You Make?”
causes natural
write: “The wind has
disasters?
something to do with the
After Gallery Walk and clouds moving in a circle.”)
discussion, review
 For struggling students,
learning targets
identify priority texts and
(teaching points):
images that allow the
Have students rate
students to do the same
themselves on a scale
work with fewer texts.
of 1-4 on how well
they can make
inferences about
natural disasters. Have
them jot one inference
they are confident
about on a post-it, slip
of paper, or index
card.
Launch Lesson #2
Exit Ticket:
6.2 Nonfiction readers collect
ideas and evidence to form
our own opinions. As a class,
we will be researching this
question: Should people live in
known disaster areas? As we
Based on what you’ve
read over the past two
days, what do you know
about disaster areas?
● Teacher provides each
Page 8
student with a copy of
inforgraphic risky places
● Teacher models how to
extract information from
Infographic Risky Places
● Students discuss what they
are learning from this
Standard/Outcome
Teaching Points (Lesson
Objectives)
Checks for Understanding
Supports & Scaffolds
read, we always ask: What is
this text teaching me about
this topic?
infographic
● Teacher begins reading aloud
from mentor text (any of
above listed mentor texts)
● Students discuss what they
are learning from the text
6.3 Readers can take notes on Exit Ticket:
a topic by:
Give students a small
 Chunking the text
section of text and see if
 Summarizing each
they appropriately can:
chunk making sure you
are not just saying what
 Chunk the text
the author has already
 Summarize each
said.
chunk in their own
 Jots should represent
words
your own thinking
6.4 Readers can use a variety
of note-taking structures as we
research, such as:
○ jot down sentences or
phrases
○ use boxes and bullets
○ draw a sketch, web, or Tchart
○ use post-its
○ write the main idea, or
what the part is mostly
about.
Guided Practice: Here’s How
Independent Practice: You Try
Exit Ticket:
Spot check students’
notebooks to make sure
they are using taught
strategies to take notes on
a topic
Page 9
The following
supports/scaffolds could be
used for both 6.2-6.5
Note-Taking Tips
Getting The Gist
Gist Template
Research Note Taking
Guide
● Teacher reads aloud from the
mentor text and explicitly
models how readers take
notes
● Teacher reads aloud and
models, through a think
aloud, different ways to take
notes to record important
information from the text and
how to get the main idea of a
section of the mentor text.
● Students work in partners to
take notes and find the main
idea of a passage of text.
● Using articles linked in the
STUDENT PRACTICE section
above, students work
independently to take notes
and find the main idea of a
passage of text
Standard/Outcome
Teaching Points (Lesson
Objectives)
Checks for Understanding
6.5 Readers’ notes include
information from the text as
well as our reactions. We do
this by asking:
Are we starting to take a stand
on a topic one way or
Exit Ticket:
another?
On a post-it students jot
down one key piece of
information learned and
Suggested time frame for 6.4
their reaction.
and 6.5: 3 days.
***These note-taking lessons
are included in both the
reading and writing block in
order to allow ample time to
model a variety of note-taking
methods.***
FICTION READ
ALOUDS
6.6 Fiction Read Aloud 1:
Eight Days: A Story of Haiti
*Teachers may
choose to do these
read alouds
consecutively or to
spread them out
across the unit
6.7 Fiction Read Aloud 2:
Chapter 1 from Dark Water
Rising
Researchers collect
6.8 Readers read multiple
pieces of text on a topic to
Supports & Scaffolds

Use sticky notes to answer
Prompts:
● A question I have
now is....
● Wow! I never knew....
● The author thinks...
● I wonder why...
Questions to discuss:
 Why did the author
write this story?
 Why did she
choose this genre
(fiction) over
another
(nonfiction)?
 What is she trying
to show or teach
the reader? Which
words or phrases
reveal her
perspective on this
event?
Through a think aloud
using the mentor text
teacher explicitly models
how our notes can also
include our reactions.
After read aloud, students
continue note-taking work
from previous days
Reading Across Texts
Graphic Organizer
Teachers please note that
Page 10
Guided Practice: Here’s How
Independent Practice: You Try
● Teacher models process in
entirety (reading for the gist,
then summarizing the main
Standard/Outcome
and analyze
information from
multiple sources in
order to learn about
a topic. (RI.5.7)
Teaching Points (Lesson
Objectives)
Checks for Understanding
Supports & Scaffolds
find and record important
ideas.
this graphic organizer will
be too small for students to
actually write it; instead you
should use all of it or pieces
of it and put in on chart
paper and model how to fill
it out and then have them
copy it in their notebooks.
Suggested time frame : 3 days
*** These lessons are included
in both the reading and writing
block and are intended to
provide students time to read
multiple articles and collect
research for their essay. ***
6.9 Readers make text to text
connections by:
 Rereading our jots
 Asking how do these
ideas fit together?
Use all of parts of this
graphic organizer
Reading Across Texts
Suggest time frame: 1 or 2
days
Researchers
engage in
collaborative
discussions and use
partner talk to hold
onto and revise
ideas about a topic
(SL.5.1-3)
6.10 Partners hold on to
information in a text by
teaching each other about
the central idea (the box) and
the details that support that
idea (the bullets).
Suggested time frame: 2 days
Text-to Text Connections: Ask
●
“What does this remind
you of in another book?”
●
“How is this text similar to
other things you have
read?”
●
“How is this text different
from other texts you have
read?”
Partners discuss their ideas
about a topic by trying out
talk prompts:
 This makes me think…
One idea I have about
 This makes me
disaster zones is _____.
realize…
After talking with my

I used to think, but
partner, I now think
now I understand…
_______________ because
_______________________.
Chalk Talk Protocol
Discussion Protocols
Exit Slip:
Page 11
Guided Practice: Here’s How
Independent Practice: You Try
idea of a section, noting
repeating ideas, jotting down
sentences or phrases) reading
a different passage from the
mentor text.
● Students work in partners or
independently to read an
article and take notes on a
passage of text.

After reading a passage
from the mentor text, the
teacher models and
works with students to
generate questions about
how different texts “fit
together” and determine
“What is this whole text
saying about [topic]?”
● Teacher introduces protocol
for partner discussions.
● Students work in partners or
small groups to summarize,
share and elaborate on
information from the texts
they’ve read.
Standard/Outcome
Researchers
compare and
contrast information
about a topic
(RI.5.9)
Teaching Points (Lesson
Objectives)
6.11 Readers compare and
contrast the most important
ideas presented in two texts.
Here’s how: Read each text,
noting the main ideas. Ask:
How are these ideas similar?
How are they different?
Checks for Understanding
Venn Diagram
Supports & Scaffolds
Reading Across Texts
Protocol
Guided Practice: Here’s How
Independent Practice: You Try

Teacher models
comparing and
contrasting important
ideas that have been
previously examined in
the mentor texts, using
either the attached
graphic organizer or a
sentence stem like: “They
are both about ___, but
this one ____...”
● Students continue reading
passages of text to build upon
their research, collecting
ideas and notes from new
text.
● Students work independently
or in partners to compare and
contrast ideas from different
texts and complete sentence
stems.
6.12 Readers can take notes
on two different texts by using
a Venn Diagram.
Complete Venn
Diagram graphic
organizer
Suggested time frame: 1 or 2
days
● Teacher models using a Venn
Diagram to compare and
contrast important ideas from
the text, demonstrating
“When we find information
that overlaps, it goes in the
middle; different ideas go on
either side of the circles.”
● Students work independently
or in partners to use the Venn
Diagram to compare and
contrast ideas from their
research.
Page 12
Standard/Outcome
Teaching Points (Lesson
Objectives)
(For this teaching point
teachers should use one of the
attached “sample argument
essays” so that students can
begin to study authors craft.
This presents a great
opportunity for students to
learn how to put together their
essay by studying exemplar
pieces. )
6.13 Readers study exemplar
pieces and ask:



What moves has
this writer taken that
I can try in my own
piece?
How do they hook
the reader?
How does the
author present a
claim to help build
a case for the
argument?
Checks for Understanding
Supports & Scaffolds
Independent/Partner
Sample Arguments from the ●
Reflection:
“Recommended Texts”
o What moves has
 Year Round Schools
this writer taken
Don't Boost Learning
that I can try in my
 Girls On The Boys
own piece?
Team
o How do they hook
 Pros and Cons of
●
the reader?
Year Round Schools
o How does the
 Natural Disasters:
author present a
Blessings or Disasters?
claim to help build
a case for the
argument?
o Why might
different hooks
have appealed
more to some
people than
others?
o How can we use
this knowledge
when we craft the
introductions to our
arguments in
writing?
Guided Practice: Here’s How
Independent Practice: You Try
Teacher reads through the
introductions of several
example arguments with
students to explore different
ways authors introduce their
claims and hook the reader.
Students Think-Pair-Share - first
reflecting on and ranking the
different introductions as to
which had the most
interesting or compelling
hook. Then, with a partner,
students share their thoughts
and re-rank the articles
together, considering each
other’s perspectives and
feedback about the articles.
Partners can then share out as
the class analyzes the results.
Suggested time frame: 2 days
Researchers collect
and analyze
information from
multiple sources in
order to learn about
similarities and
differences in the
Study Zone: Author’s
Viewpoint
Use the following prompts
to discuss authors’
viewpoints:
● What opinions are
there in the text?
● Why do you think the
6.14 Readers know that there
are usually two (or more) sides
to every issue, and read with
those sides in mind, looking for
words and phrases that reveal
the author’s stance.
Page 13

Teacher models how to
determine an author’s
point of view and/or
stance on a topic or issue,
asking ourselves: What is
this author saying about
this topic?
Standard/Outcome
point of view
represented by
different authors.
(RI.5.6)
Teaching Points (Lesson
Objectives)
Checks for Understanding
Supports & Scaffolds
Suggested time frame: 2 days
●
●
●
Guided Practice: Here’s How
Independent Practice: You Try
author has this
●
opinion or point of
view?
What do you know
about the author?
Why might the author
have this point of
view?
Would another
author have a
●
different point of
view?
Did the author miss
telling you important
facts?
Teacher models how to
consider points of view on an
issue, choosing a topic or
argument and brainstorming
different groups that might
take opposing stances on an
issue or support different
solutions to the same
problem.
Students choose a topic or
argument and work with a
partner or independently to
brainstorm different groups’
potential points of view.
Point of View Graphic
Organizer
6.15 Readers consider multiple Complete Point of View
points of view on the same
Graphic Organizer
topic. Here’s how: Ask: What is
this author saying about this
topic? How is this stance similar
or different?

Suggested time frame: 1 day
*** These lessons are intended
to provide students time to
read multiple articles and
collect research for their essay.
***
Researchers
engage in
collaborative
6.16 Readers analyze an
author’s point of view and
consider an author’s choices
through discussion.
Exit ticket
Activity Philosophical
Teach “Questioning the
Author” prompts:
● How do you know what
Page 14
●
Students work
independently or in
partners to read a
different article related to
their research topic to
identify the author’s point
of view. They ask, “Does
this author say the same
thing as the last one, or is
it something different?”
Teacher models how to
consider an author’s point of
view about a text and find
Standard/Outcome
discussions and use
partner talk to hold
onto and revise
ideas about a topic
Teaching Points (Lesson
Objectives)
Checks for Understanding
Chairs:
Suggested time frame: 2 days
(SL.5.1-3)
Supports & Scaffolds
Guided Practice: Here’s How
Independent Practice: You Try
you write is factual?
Tell the class to divide
themselves up into three
different sections in the
room. On one side of
the room would be all
the people that feel that
yes its ok for people to
live in known disaster
areas. On the other side
would be those who
oppose this argument,
and in the middle would
be the people that are
undecided at this time.
holes in an author’s
argument by asking: “Based
on what I know about this
topic, what information did
the author omit? Why?” S/he
considers the author's
purpose and point of view
and, through a think aloud,
compares what is said in the
article to information that
was gathered from other
sources.
● You wrote..., but what
about...?
● Are you saying that...? If
so,...?
● Why don't you write
about....?
● Didn't you think about…?
● I am not sure I agree with
you because...?
● Students work independently
or in partners to read an
article related to their
research topic in order to
identify the author’s point of
view and consider how point
of view might lead the author
to favor or omit certain
evidence from his or her
argument.
Guidelines for student
discussion:
1. One person speaks at
a time
2. When someone wants
to speak after someone
else has gone the person
has to restate what was
just said and then add
their own idea
3. It’s ok for people to
move from section to
section as all sides are
being presented
Researchers collect
and analyze
information from
multiple sources in
6.17 Researchers note an
author’s word choice and use
of transitions to introduce
information and advance their
Students identify quality
word choice in
argument writing;
students create exit
Page 15
Create anchor charts for
●
transitional words, counterargument phrases;
comparing and contrasting
Teacher reviews several texts
that have been used in
previous lessons, highlighting
examples of purposeful word
Standard/Outcome
order to learn about
similarities and
differences in the
point of view
represented by
different authors.
(RI.5.6)
Teaching Points (Lesson
Objectives)
argument.
Suggested time frame: 1 day
Checks for Understanding
Supports & Scaffolds
Guided Practice: Here’s How
Independent Practice: You Try
tickets naming powerful points of view
words in argument
Word Choice Anchor Chart
writing
●
●
Researchers
recognize and can
explain how an
author uses reasons
and evidence to
support a particular
point in a text
(RI.5.8)
6.18 Researchers recognize the
ways that authors introduce
and cite evidence to support a
claim.
Researchers
engage in
collaborative
6.19 Researchers read and
evaluate text written by their
peers in order to:
● comment on how
Students record words or
phrases from the texts
that they will save for
their own writing.
Suggested time frame: 1 lesson
Completed self/peer
editing checklist
Examples of phrases used
to cite evidence:
● …because...
● According to the
text...
● For instance...
● For example...
● The author stated...
● From the reading...
Peer Critique Protocol
Peer Editing Checklist
Page 16
choice and the use of
transition to structure an
argument and introduce
evidence.
Teachers and students may
work together to build an
anchor chart of powerful
words and transitions authors
use to make a compelling
argument.
Students review several texts
they have read
independently, collecting
more words to add to the
class anchor chart.
● The teacher again reviews
several texts that have been
used in previous lessons,
highlighting different phrases
authors use to introduce and
cite evidence to support a
claim.
● Teachers and students may
work together to build an
anchor chart of language
that authors commonly use to
cite evidence.
● Students review several texts
they have read
independently, collecting
more examples and phrases
to the class anchor chart.
● Teacher introduces protocol
for peer revision/editing
discussions.
● Students work in partners to
Standard/Outcome
Teaching Points (Lesson
Objectives)
discussions and use
partner talk to hold
onto and revise
ideas about a topic
effectively an author
supports a claim.
give feedback about what
the author might change
to strengthen the
argument.
●
(SL.5.1, SL.5.2, SL.5.3)
Checks for Understanding
Supports & Scaffolds
summarize what they’ve read,
evaluate the author’s claim
and presentation of
evidence, and offer
supportive and constructive
feedback for revisions/edits to
strengthen the argument an
improve readability.
Suggested time frame: 4
lessons
Researchers report
on a topic and
express ideas
clearly (SL.5.1 &
SL.5.4)
6.20 Researchers share ideas
and opinions they’ve
developed, using appropriate
facts and relevant details to
support their ideas. To do this
they speak clearly at an
understandable pace,
respond to questions, and
elaborate on the remarks of
others.
●
Guided Practice: Here’s How
Independent Practice: You Try
Oral presentation rubric
Students may read directly
from their written research
essay or may be
encouraged to create note
cards for their oral
presentation.
● Teacher outlines expectations
for creating effective oral
presentations by reviewing
oral presentation rubric with
students.
● Teacher models an example
of an effective oral
presentation and a nonexample.
● Students discuss how different
Suggested time frame: 2-3
lessons
aspects of oral presentation
can influence an audience’s
beliefs and attitudes on the
topic presented.
● Students make short oral
presentations to the whole
class. In their presentation,
students should identify their
topic and state their
argument, supporting their
position with relevant facts
from their research.
Page 17
Small Group Teaching Points and Resources
Sample 5th Grade Reading & Opinion Writing Performance Task Unit : Instructional Supports & Resources for Teachers
This is a document published by the NYC Department of Education that offers essential knowledge and resources to support teachers
implementation of a CCLS-aligned persuasive/argument research unit. Teachers may find slides 80-101 especially helpful.
Grade 5 Suggested Unit 6 Reading/Writing Research Pacing Guide
Due to the nature of research-based writing, the lessons and practice completed throughout this unit in the reading lessons often inform and
scaffold the content of the lessons in the writing unit, and vice versa. Consequently, it is helpful to view the units as a partnership and plan to
implement the lessons in a manner that allows for the flow of learning and practice to continue from one subject/lesson into the other. Below is an
example of how you could pace your lessons in order to seamlessly mesh the two units and complete the project in the time allotted.
Days 1-5
Days 6-10
Days 11-15
R.6.1&6.2: Get
Oriented to a Topic &
Find Ideas
R.6.1&6.2: Get
Oriented to a Topic &
Find Ideas
R.6.1&6.2: Get
Oriented to a Topic &
Find Ideas
R.6.3&6.4: Note-Taking
R.6.3&6.4: Note-Taking
W.6.1: Choose a Topic
W.6.1: Choose a Topic
W.6.1: Choose a Topic
W.6.2 & 6.3: NoteTaking
W.6.2 & 6.3: NoteTaking
R.6.3&6.4: Note-Taking
R.6.5: Collecting
Research
R.6.5: Collecting
Research
R.6.5: Collecting
Research
R.6.6: Connecting
Ideas
W.6.2 & 6.3: NoteTaking
W.6.4, 6.5 & 6.6:
Collecting Research &
Resources
W.6.4, 6.5 & 6.6:
Collecting Research &
Resources
W.6.4, 6.5 & 6.6:
Collecting Research &
Resources
W.6.7: Collaborative
Discussion: Sharing
Ideas
R.6.6: Connecting
Ideas
R.6.7: Collaborative
Discussions: Sharing
R.6.7: Collaborative
Discussions: Sharing
R.6.8: Compare &
Contrast Information
R.6.9: Compare &
Contrast Using Venn
Page 18
Days 16-20
Days 21-25
Days 26-30
Ideas
Ideas
W.6.7: Collaborative
Discussion: Sharing
Ideas
W.6.7: Collaborative
Discussion: Sharing
Ideas
W.6.7: Collaborative
Discussion: Sharing
Ideas
W.6.8: Argument
Structure
W.6.8: Argument
Structure
R.6.9: Compare &
Contrast Using Venn
Diagram
R.6.10: How Authors
Frame Arguments/
Claims
R.6.10: How Authors
Frame Arguments/
Claims
R.6.11: Exploring
Different Stances on a
Topic & Author’s POV
R.6.11: Exploring
Different Stances on a
Topic & Author’s POV
W.6.8: Argument
Structure
W.6.9: Crafting a
Claim
W.6.9: Crafting a
Claim
W.6.10: Collaborative
Discussions – Deciding
a POV
W.6.10: Collaborative
Discussions – Deciding
a POV
R.6.11: Exploring
Different Stances on a
Topic & Author’s POV
R.6.12: Research –
Collecting Different
POV on a Topic
R.6.12: Research –
Collecting Different
POV on a Topic
R.6.13: Collaborative
Discussions: Analyzing
Authors’ Choices
R.6.13: Collaborative
Discussions: Analyzing
Authors’ Choices
W.6.10: Collaborative
Discussions – Deciding
a POV
W.6.11: Determining
Audience
W.6.12 & 6.13:
Choosing Compelling
Evidence
W.6.12 & 6.13:
Choosing Compelling
Evidence
W.6.14 & 6.15: Draft Intro
R.6.14: Examining an
Author’s Word Choice
/ Transitions
R.6.15: How do
Author’s Cite
Evidence
R.6.16: Peer
Conferencing –
Revisions/Edits (Teach)
R.6.16: Peer
Conferencing –
Revisions/Edits
(Model/Practice)
R.6.16: Peer
Conferencing –
Revisions/Edits
W.6.14 & 6.16: Draft Conclusion
W.6.14, 6.17 & 6.18:
Draft – Evidence &
Citation
W.6.14, 6.17 & 6.18:
Draft – Evidence &
Citation
W.6.19: Revise/Edit
W.6.19: Revise/Edit
Page 19
Diagram
Days 31-33
R.6.17: Share
R.6.17: Share
R.6.17: Share
End of Unit
W.6.20 & 6.21: Publish
& Share
W.6.20 & 6.21: Publish
& Share
W.6.20 & 6.21: Publish
& Share
Blank Pacing Calendar
April Monday
Tuesday
Wednesday
Thursday
Friday
7
8
9
10
11
14
15
16
17
18
No School
21
22
23
24
25
No School
No School
No School
No School
No School
28
29
30
1
2
NYS Math Assessment
NYS Math Assessment
NYS Math Assessment
5
6
7
8
9
12
13
14
15
16
19
20
21
22
23 Contingency Day
Page 20
26 No School
27
28
29
Page 21
30