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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