Unit Goals – Stage 1 English Language Arts Cooperation and Competition

Unit Goals – Stage 1  English Language Arts Cooperation and Competition
English Language Arts
Cooperation and Competition
Grade 5
Unit Goals – Stage 1
Unit Description Students will learn about cooperation and competition, how they are part of our daily lives, and how they help us reach our goals. Students will read and discuss several pieces of realistic fiction and
explore how authors use narrative techniques to develop experiences with descriptive details and clear event sequences. Students will craft a realistic fiction story related to the unit theme.
Approximate Duration-5 weeks
CCR Anchor Standards
Transfer Goals: SBAC Claims
R.CCR.2 Determine central ideas or themes of a text and
Students will be increasingly able to independently use their learning to…
analyze their development: summarize the key supporting

Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
details and ideas.

Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
R.CCR.4 Interpret words and phrases as they are used in a

Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
text, including determining technical, connotative, and

Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
figurative meanings, and analyze how specific word
choices shape meaning or tone.
Making Meaning
R.CCR.5 Analyze the structure of texts, including how
UNDERSTANDINGS
ESSENTIAL QUESTIONS
specific sentences, paragraphs, and larger portions of the
Students will understand that…
Students will keep considering…
text (e.g., a section, chapter, scene, or stanza) relate to
•
Specific situations call for cooperation, competition or both.
1. How do you get what you want?
each other and the whole.
•
Authors and writers make specific word choices to shape the overall
2. Why did the author use this word or phrase?
R.CCR.6 Assess how point of view or purpose shapes the
meaning
and
tone
of
a
text.
3. How do authors build ideas?
content and style of a text.
•
Authors use devices such as transitions, organizational patterns, and
4. Who is telling the story and why is that important to know?
W.CCR.3 Write narratives to develop real or imagined
strategies to emphasize certain ideas, events, concepts, and
experiences or events using effective technique, well5. How should a scholar act during discussions?
information to build meaning.
chosen details, and well-structured event sequences.
6. How do I write a story with a message?
•
A narrator’s point of view affects or influences how events in a story
W.CCR.4 Produce clear and coherent writing in which the
7. How do I figure out what a word or phrase means?
are described.
development, organization, and style are appropriate to
•
Collegial conversations with others help to build and clarify ideas.
task, purpose, and audience.
•
Writers convey experiences in a fictional narrative using sensory
W.CCR.5 Develop and strengthen writing as needed by
details, dialogue, choosing words with care, and arranging events into
planning, revising, editing, rewriting, or trying a new
authentic sequences that unfold naturally.
approach.
•
Conveying a message through fictional writing takes careful planning
SL.CCR.1 Prepare for and participate effectively in a range
and organization as well as considering the audience and purpose.
of conversations and collaborations with diverse partners,
•
A command of English Language conventions and grammar brings
building on others’ ideas and expressing their own clearly
and persuasively.
clarity and sophistication to writing.
L.CCR.1 Demonstrate command of the conventions of
Acquisition
standard English grammar and usage when writing or
KNOWLEDGE
SKILLS
speaking.
Students will know…
Students will be skilled at (Do)
L.CCR.2 Demonstrate command of the conventions of
•
Elements
of
realistic
fiction
(characters,
setting,
problem,
plot
or
•
Reading closely to understand the surface details and the deeper
standard English capitalization, punctuation, and spelling
event sequence, rising action, and solution)
meanings within a text.
when writing.
•
Types
of
figurative
language
•
Determining a theme from a story from the details in a text.
L.CCR.3 Apply knowledge of language to understand how
•
The narrator (first or third person) refers to who is telling the story
•
Analyzing the meaning of phrases and specific words and how it
language functions in different contexts, to make effective
contributes to the tone of the text.
choices for meaning or style, and to comprehend more
•
Point of view is the way an author allows you to “see” and “hear”
fully when reading or listening.
what’s going on in literature
•
Analyzing text structure and story elements.
L.CCR.4 Determine or clarify the meaning of unknown and
•
Structures and techniques used by writers to tell a story including
•
Describing how the narrator’s point of view influences how events are
multiple-meaning words and phrases.
descriptive details, pacing, clear event sequences, dialogue, and
described.
transitional words phrases
Note: Standards introduced in the Heritage Unit will
•
Listening to classmates perspectives and elaborating or evaluating the
continue to be spiraled throughout lessons.
•
Sentence frames and linguistic patterns to build on the ideas of others.
perspective based on gathered evidence.
•
Coordinating, correlative, and subordinating conjunctions
•
Planning, organizing, and developing a realistic fiction story with a
competitive or cooperative theme.
•
Simple, compound, and complex sentences
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Grade Level Standards– Stage 1
Reading
Writing
Speaking and Listening
Language
Literature
RL.5.2 Determine a theme of a story,
drama, or poem from details in the text,
including how characters in a story or
drama respond to challenges or how the
speaker in a poem reflects upon a topic;
summarize the text.
Text Type
W.5.3 Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear
event sequences.
a. Orient the reader by establishing a situation and introducing
a narrator and/or characters; organize an event sequence
that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional phrases and clauses to manage
the sequence of events.
d. Use concrete words and phrases and sensory details to
convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated
experiences or events.
Comprehension and Collaboration
SL.5.1 Engage effectively in a range
of collaborative discussions (oneon one, in groups, and teacher-led)
with diverse partners on grade 5
topics and texts, building on
others’ ideas and expressing their
own clearly.
a.
Come to discussions prepared
having read or studied
required material; explicitly
draw on that preparation and
other information known
about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for
discussions and carry out
assigned roles.
c.
Pose and respond to specific
questions by making
comments that contribute to
the discussion and elaborate
on the remarks of others.
d. Review the key ideas
expressed and draw
conclusions in light of
information and knowledge
gained from the discussions.
Conventions
L.5.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.5.1.a Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
L.5.1.e Use correlative conjunctions
(either/or, neither/nor)
RL.5.4 Determine the meaning of words
and phrases as they are used in a text,
including figurative language such as
metaphors and similes.
RL.5.5 Explain how a series of chapters,
scenes, or stanzas fit together to provide
the overall structure of a particular story,
drama, or poem.
R.CCR.6 Describe how a narrator’s or
speaker’s point of view influences how
events are described.
Foundational
RF.4.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
RF.4.4 Read with sufficient accuracy and
fluency to support comprehension.
Production and Distribution of Writing
W.5.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose,
and audience.
W.5.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing.
Research to Build and Present Knowledge
W.5.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources.
W.5.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.
Apply grade 5 Reading standards to literature.
b. Apply grade 5 Reading standards to informational texts.
L.5.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.5.2.b Use a comma to separate an
introductory element from the rest of the
sentence.
L.5.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
L.5.3.a Expand, combine, and reduce
sentences for meaning, reader/listener
interest and style
Vocabulary Acquisition and Use
L.5.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases.
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Evidence of Learning – Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
End of Unit Assessment Evidence
See Teacher Annotated Guide located on Intranet
• Uses textual evidence to explain what the text says explicitly and when drawing
inferences
• Determines and summarizes central ideas and key details
• Determines word meanings and phrases in context
• Describes text structures and features of text
• Engages in collaborative conversations (See Collaborative Discussion Rubric).
• Organizes and maintains focus to support purpose.
• Uses appropriate details (textual evidence) and precise language to develop a
written response
• Applies grade level appropriate conventions
See CCSS-Aligned Narrative Writing Rubric
End of Unit On-Demand Reading and Responding to Text (Located on the Intranet)
Over the course of three days, students will read a piece of literature, answer several
text-dependent questions and work in collaborative groups to gather evidence that they
will use to write an analysis of the text in response to a prompt.
•
Organizes and maintains focus to support the sequential structure of a fictional
narrative with a problem and solution
•
Uses appropriate details and precise language to develop characters and
experiences
•
•
•
•
Conveys a message related to the theme of cooperation and competition
Realistic Fiction Writing Task – Cooperation/Competition Story
During the last week of the unit, students will work through the writing process to plan,
organize, draft, revise, and publish a realistic fiction story. The story will be organized
around a problem/solution and will convey a message relevant to the theme of
cooperation and competition.
Applies grade level appropriate conventions including varied sentence structure
Plans, speaks, and presents information/ideas connected to the unit theme
Listens and interprets information and ideas presented by others
Inquiry/Research Task and Presentation
Students will conduct a unit investigation that will be student-driven and emerge from
their interests, and encouraged or ignited by reading and class discussions. Students may
work individually or in small groups. (Refer to page 19A in Unit 1 for inquiry ideas.)
Evaluative Criteria (LBUSD Achievement Report Evidence)
Other Evidence – may be used formatively
•
BAP Culminating Writing Tasks
Short Constructed Responses to Focus Questions
Uses textual evidence to explain what the text says explicitly and when drawing
inferences
•
•
•
•
Determines and summarizes central ideas and key details
Determines word meanings and phrases in text
Describes text structures and features of texts
Integrates information from related texts
See Collaborative Discussion Rubric
See CCSS Aligned Fluency Rubric
Collaborative Discussions around Focus Questions
Grade Level Fluency Passages
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Learning Plan – Stage 3
Instructional Sequence Overview
Days
Reading and Responding to Text
Narrative Writing
Language Conventions
1-5
The Marble Champ (OCR) BAP
Initial Assessment of a realistic fiction survival story
Create a realistic fiction writing folder
Analyze The Marble Champ for story elements, story
structure, and evaluative criteria of realistic fiction
6-10
The Abacus Contest (OCR)
Analyze The Abacus Contest for story elements, story
structure, and evaluative criteria of realistic fiction
Creating compound sentences with
coordinating conjunctions
11-15
Class President (OCR) BAP
Analyze Class President for story elements, story
structure, and evaluative criteria of realistic fiction
Creating complex sentences with
subordinating conjunctions
16-18
Babe Didrikson (OCR Unit Opener)
Begin modeling a realistic fiction
cooperation/competition story (guided)
Identifying simple, compound, and
complex sentences
19-20
The New Kid (OCR Poetry)
Continue modeling a realistic fiction
cooperation/competition story (guided)
Revision Strategy: Varying sentence
structure
21-22
Two Raindrops (Poem, included in unit)
Plan, draft, revise, and edit a realistic fiction
cooperation/competition story (independent)
Editing Strategy: Sentence problems
23- 25
On-Demand Reading and Responding to Text
Realistic Fiction – Competition/Cooperation Theme
Students publish and share a realistic fiction cooperation/competition story with a message.
•

Other
available
resources to
support and
enhance
instruction
•
Write from the Beginning and Beyond Response to
Literature Manual
Open Court Leveled Library

Write from the Beginning and Beyond Setting the Stage
Manual
Write from the Beginning and Beyond Narrative Manual
Creating simple sentences with
compound subjects and predicates
•
Language Arts Handbook
*See last page of unit for an overview of research and inquiry and suggested lesson sequence.
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
BAP LESSON: The Marble Champ
Days 1-5
Vocabulary
Theme Connections
See BAP lesson for a full list of vocabulary
words included in this lesson.
In this realistic fiction story, Lupe, who is not known for her athletic abilities, decides to enter a marble championship to prove she can be the best
marble player. Throughout the story we learn that through determination and hard work, you can become the best at something. Lupe also shows us
that it is important to be a good sport and show others respect when competing against them.
Reader and Task Considerations
In order to answer some of the questions in the BAP lesson, students will need to understand figurative language such as simile, metaphor, and
symbolism.
Metas de Aprendizaje

Puedo leer con precisión y fluidez
para apoyar la comprensión. (RF.5.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
•
•
Tell students that following along to a text while they hear you read it aloud will improve their fluency.
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
You may want to have them discuss the essential question, “¿Cómo es que las personas obtienen lo que quieren?” as it relates to this text.
Consulte la lección REVISADA DE BAP
para los posibles objetivos de
aprendizaje.
Reread for Comprehension

Reread to Gather Evidence/Information and Respond to Text

Puedo determinar cómo los
personajes en un cuento responden
a los desafíos. (RL.5.2)
Puedo recopilar información
relevante de un texto y resumir o
parafrasear información en las
notas. (W.5.8)
Elije de las siguientes oraciones:
 Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)
 Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)
 Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)
•
Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
Introduce the Focus Question (Culminating Task): ¿Cómo responde Lupe
a los desafíos que enfrenta al trabajar para ganar el campeonato de
canicas? ¿Qué puede el lector aprender de esto?
•
Analyze the task with students.
•
Ask students what evidence they will need to gather in order to
support a response to the prompt. Encourage them to create an
evidence chart or provide one for them.
•
Depending on the needs of your students, provide additional
scaffolds and modeling.
Collaborative Discussion
•
Place students in small collaborative groups to discuss responses to
the focus question using the evidence they have gathered.
•
Based on previous discussions and students’ needs, select a learning
target and provide direct instruction.
•
Monitor students’ discussions for the learning target selected.
•
Bring students back as a whole group and discuss how their
understanding changed or deepened in light of the conversation.
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts



Puedo elaborar en los comentarios
de los demás. (SL.5.1c)
Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido en los
debates. (SL.5.1d)
Puedo usar la evidencia de un cuento
o poema para analizar, reflexionar o
investigar. (W.5.9)
Cooperation and Competition
Grade 5
Written Response to Text
•
Have students write a response to the focus question.
•
Based on the needs of your students provide direct instruction, modeling, and or scaffolds.
Metas de Aprendizaje
Focus of Instruction: Narrative Writing and Conventions
Writing Text Type Pre-Assessment: Realistic Fiction (Day 1)
•

Puedo escribir una narrativa para
desarrollar una experiencia
imaginada usando una técnica
efectiva, detalles descriptivos y la
secuencia clara de un evento.
(W.5.3)
•
•
•
•
Explain to students that in this unit they will learn how to write a realistic fiction story with a message related to the theme of cooperation and
competition. They will be reading several stories to examine how real authors write stories with a message and eventually they will develop their
own stories.
Initial Assessment: With minimal instruction and prompting, provide students with a realistic fiction competition/cooperation scenario.
For example: Write a story about a group of students who work together to help out a classmate in need.
Scan the student essays to determine whether or not students have the basics of a problem/solution story using the Third Grade Imaginative
Narrative Rubric on page 344 of the Narrative manual. Look for an opening that orients the reader to the characters, setting, and problem; a
realistic and logical plot sequence that develops the experiences of the characters; and a concluding section that brings about a resolution.
Take anecdotal notes on gaps to use for future mini-lessons.
Prepare for the unit by having students create a Realistic Fiction writing folder to keep working drafts, notes from mini-lessons, and resources
(i.e. transitional word lists, proficient essays, a model of the basic structure, student checklists, etc…).
Analyzing The Marble Champ (Days 2-5)
•

Puedo describir cómo un autor
desarrolla una historia. (RL.5.5)
Analyze for story elements
 Explain to students that there are certain elements common
to stories including characters, setting, problem, goal,
plot/event sequence, solution, and a message, lesson or
moral.
 As a class, analyze the story elements of The Marble Champ
using a Tree Map with the following labels/branches:
Characters, setting, problem, goal, events/plot, and solution.
 Discuss the types of characters, settings, and problems you
would see in a realistic fiction story.
 For the Frame of reference, determine as a class possible
messages of the story. Examples could be “competing
requires commitment and practice,” or “it is important to
understand one’s strengths and weaknesses when competing,”
 Keep an ongoing list of these messages, as students will be able to pull from them when they write their own stories.
 Ask students to discuss how the story elements support the message(s) of the story.
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo describir cómo el principio de
una historia prepara los sucesos para
el resto de la historia. (RL.5.5)

Puedo describir cómo el autor
orienta al lector a una situación y a
los personajes en un cuento.
(W.5.3a)

Puedo identificar cómo un autor
organiza la secuencia de los eventos
para desarrollarse naturalmente.
(W.5.3a)

Puedo describir cómo un autor
proporciona una conclusión que
sigue las experiencias o eventos
narrados. (W.5.3e)
Cooperation and Competition
•
•
•
Grade 5
Analyze for story structure
 Explain to students that you will now be looking at the Marble Champ
through the eyes of a writer.
 “Reverse Map” The Marble Champ into its opening, event sequence, and
closing, analyzing how the author builds the story.
 Explain to students that an author gives background into the character and
the setting in the opening of the story.
 Have students reread the first part of the story to see if they can determine
where the opening ends and the event sequence begins. (The event
sequence begins on page 37 with “I’ll never be good at sports.”
 Explain to students that an author moves the story along by changing the
setting (where and when) events happen.
 Have students reread the story looking for shifts in setting. Have students stop
each time the setting or time changes and record the event on a Flow Map.
 Proceed through the story based on the needs of your students, recording
the main events on a Flow Map.
 Explain to students that once the event sequence is completed, the author
writes a closing.
 Have students reread the last page to determine where the event sequence
ends and the closing begins.
 Have students analyze for how the author ends the story.
Analyze for evaluative criteria - Using the Grade 4/5 Fictional Narrative Rubric
criteria, have students analyze the opening of The Marble Champ.(WftB &B
Narrative Manual p. 209)
 Explain to students that an author orients the reader by establishing the
situation.
 Have students reread the first page of The Marble Champ on page 36 and ask
students to analyze for what the author is describing in each
sentence/paragraph.
 In the first paragraph the author is helping the reader understand what Lupe
is good at and what kind of person she is. He provides several examples to support the description.
 The second paragraph starts with “But…” giving the reader a clue that the author is now going to explain something different.
 The third paragraph starts with a statement that Lupe was no good at sports and then provides several examples of this.
 The fourth paragraph continues to support the idea that Lupe is not athletic.
 Have students brainstorm some possible character descriptions and practice writing a paragraph with examples to support a particular
description.
Analyze for evaluative criteria – Using the Grade 4/5 Fictional Narrative Rubric criteria, have students analyze how the author used suspense and
tension in the part of the story when Lupe was playing against Miss Baseball Cap. (WftB &B Narrative Manual p. 349)
 Explain to students that one technique an author uses is to incorporate suspense or tension in a story.
 Explain that suspense is excitement and uncertainty as to the outcome and tension is a mental state of opposition.
LONG BEACH UNIFED SCHOOL DISTRICT
7
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition





Puedo explicar la función de una
conjunción coordinada y cómo se
usa en una oración en particular.
(L.5.1.c)
Puedo identificar y crear oraciones
simples con un sujeto compuesto
y/o predicado compuesto usando
la conjunción coordinada, “y.”
(L.5.1.c)
Grade 5
Have students turn to the section of the story beginning on page 42 and reread the part where Lupe is playing against Ms. Baseball Cap.
Ask students how the author creates uncertainty about the outcome (suspense) and a mental state of opposition (tension) in this portion of
the text. (He slows down the description of what is happening and provides back and forth replay of the events in great detail.) Explain to
students that this is one way to create tension or suspense in a story.
Have students brainstorm possible “events” and practice describing the event using suspense or tension. Examples: baseball game in the last
inning or any other sport, a student taking a test, walking into a new school/classroom, etc.
Grammar Conventions: Coordinating conjunction “and” in simple sentences
Work with this concept over the course of days 1-5 providing students with multiple opportunities to work with it.
•
Review that a simple sentence has one complete thought made up of one subject and one predicate (Language Arts Handbook p. 358).
•
Display the following simple sentences: Maya walked to the park. Alicia walked to the park. Maya and Alicia flew their kites.
•
Ask students to identify the subjects and predicates in each of the sentences. They could underline subjects in one color and the predicates in
another color.
•
Ask them what they notice about the subjects and verbs in the predicates. (They repeat in the sentences making them sound repetitive.)
•
Explain that writers can combine ideas into a longer sentence to make it sound better.
•
The first two sentences can be combined to say, “Maya and Alicia walked to the park.”
•
This sentence can now be combined with the last sentence to say, “Maya and Alicia walked to the park and flew their kites.”
•
Provide students with the following simple sentences: “El gato tomó del tazón de agua. El perro tomó del tazón de agua. El gato y el perro tomaron
agua del tazón y comieron pastel del mostrador.”
•
Have students identify the subjects and verbs that repeat and then combine the ideas into one sentence. (El gato y el perro tomaron agua del
tazón y comieron pastel del mostrador.)
•
Introduce students to the concept of coordinating
conjunctions by explaining to students that coordinating
conjunctions connect parts of a sentence.
•
Explain to students that the coordinating conjunction,
“and” can be used to create a compound subject and a
compound predicate.
•
Display the Tree Map with the following examples to
help students understand this concept.
•
Provide students with the following simple sentences:
“Las sillas se encimaron contra la pared. Los libros se
encimaron contra la pared. Las sillas y los libros estaban
preparados para ser recogidos por el maestro.”
•
Have students create the combination of sentences used in the Tree Map to illustrate each type of sentence.
 The chairs were stacked against the wall
 The chairs and books were stacked against the wall.
 The chairs were stacked against the wall and waiting to be picked up by the teacher.
 The chairs and books were stacked against the wall and waiting to be picked up by the teacher.
•
Remind students that these are all simple sentences even the long ones because they express one complete thought.
LONG BEACH UNIFED SCHOOL DISTRICT
8
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
The Abacus Contest
Grade 5
Days 6-10
Vocabulary
Theme Connections
abacus, aroma, drills, incense, alter,
honored, burlap, exchanging, frantically,
collided, slumped, motioned, carefree,
accuracy
This text is about a very competitive girl participating in her school’s Abacus Contest. The actions of the main character and those around her highlight
the differences between competitive and non-competitive people in how they get what they want.
Reader and Task Considerations
Prior to reading the text, explain to the students that an abacus is a device used for calculating equations. It is usually made of beads strung on wires. It
is sometimes used in Asian countries like Taiwan, China, and Japan to add and subtract.
Metas de Aprendizaje

Puedo leer con precisión y fluidez
para apoyar la comprensión. (RF.5.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
•

Puedo determinar cómo los
personajes en un cuento responden
a los desafíos. (RL.5.2)

Puedo identificar quién está
relatando el cuento. (RL.5.6)

Puedo determinar el punto de vista
del narrador. (RL.5.6)

Puedo describir cómo el punto de
vista del narrador influye en la
manera en que se describen los
eventos en el texto.(RL.5.6)
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may opt to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
You may want to pose the essential question, “¿Cómo es que las personas obtienen lo que quieren?” and ask students to discuss this as it relates
to the story.
Reread for Comprehension

Review the concept of character analysis. Review that readers pay attention to a character’s thoughts, words, feelings, and actions to help them
understand their personality and behavior.

Tell students that conflict is a struggle or challenge a main character has during a story. Most stories focus on a conflict/struggle and its outcome. If
it is an external conflict, a character struggles with an outside force, like a person or nature. If it is internal conflict, the struggle is something inside
him or her like choices or how to behave. Paying attention to how the character responds to the conflict can give the reader insight into the
character.
Reread the text with students and engage the class in a discussion with the following text dependent questions:
 ¿Quién está contando el cuento?
 ¿Cuál es el punto de vista del narrador hacia Gao Mai? (¿Qué es lo que él/ella piensa acerca de ella?) ¿Por qué dices eso? ¿Cómo influye este
punto de vista en la manera en que se describen los eventos en la historia?
 ¿Cuál es el punto de vista del narrador hacia Li Zhi? (¿Qué es lo que él/ella piensa acerca de ella?) ¿Por qué dices eso? ¿Cómo influye este
punto de vista en la manera en que se describen los eventos en la historia?
 ¿Cuáles son algunos ejemplos de los conflictos que enfrentan los personajes y fueron internos o externos?
 ¿Qué es lo que el sueño de Gao Mai te ayuda a entender la manera en que ella se siente acerca del concurso?
 ¿Qué hizo Gao Mai para asegurar que ella sería la mejor de la competencia? ¿Qué nos dice esto de ella?
 ¿Cómo le agregan presión los padres de Gao Mai a las altas expectativas que ella ya había establecido para ella misma?
 ¿Cómo son distintas las actitudes de Gao Mai y Li Zhi antes de la competencia? ¿Después?
 ¿Por qué dijo Gao Mai que deseaba ser más como Li Zhi?
 ¿De qué manera la actitud de Gao Mai hacia la competencia del ábaco es similar/diferente a la de Lupe en “La Campeona de Canicas”?
LONG BEACH UNIFED SCHOOL DISTRICT
9
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts


Puedo recopilar información
relevante de un texto y resumir o
parafrasear la información en las
notas. (W.5.8)
Puedo usar la evidencia de un cuento
o poema para analizar, reflexionar o
investigar. (W.5.9)
Elije de las siguientes oraciones:
 Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)

Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)

Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)

Puedo elaborar en los comentarios
de los demás. (SL.5.1c)

Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido en los
debates. (SL.5.1d)
Cooperation and Competition
Grade 5
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and written response to text: ¿Qué conflictos enfrenta el personaje principal, GaO Mai, en La
Competencia del ábaco? ¿Cómo responde a estos conflictos y qué revela esto sobre su personaje? Usa la evidencia del texto para apoyar tu
respuesta.
•
Analyze the task with students.
•
Ask students what evidence they will need to gather in order to support a response to the prompt. Students will need to identify the conflicts
Gao Mai faces in the Abacus Contest. (Possible conflicts include Gao Mai’s anxiety over the contest, her strong desire to beat her best friend,
the pressure she feels from her family, and feeling that she lost again.) Students will then need to look for evidence to support how she
responds to these conflicts and what those responses tell us about her character.
•
For each conflict, have students create a Multi Flow Map with the conflict in the middle, causes of the conflict, and how she responds to the
conflict on the “effects” side. For the Frame of Reference write down what this tells us about the narrator’s point of view.
Collaborative Discussion
•
Place students in small collaborative groups to discuss responses to the focus question using the evidence they have gathered.
•
Based on previous discussions and students’ needs, select a learning target and provide direct instruction.
•
Example: Learning Target “I can and respond to specific questions by making comments that contribute to the discussion.”
•
Work with students to ensure that they understand what this target means and what it should sound like.
•
Explain to students as they work in their groups, you will be listening specifically for students that pose and respond to specific questions by
making comments that contribute to the discussion.
•
You may want to assign an “observer” to each group to track the questions that are asked and how they link to the comments being made by
each other.
•
Monitor students’ discussions for the learning target selected.
•
Bring students back as a whole group and discuss how they did with the learning target. Have the “observers” share their comments.
•
Briefly discuss the focus question as a whole group in preparation for their written response.
Writing to Text
•
Have students write a response to the focus question.
•
Based on the needs of your students provide direct instruction, modeling, and or scaffolds.
LONG BEACH UNIFED SCHOOL DISTRICT
10
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Metas de Aprendizaje

Puedo describir cómo un autor
desarrolla una historia. (RL.5.5)

Puedo describir cómo el principio de
una historia prepara los sucesos para
el resto de la historia. (RL.5.5)

Puedo describir cómo el autor
orienta al lector a una situación y a
los personajes en un cuento.
(W.5.3a)

Puedo identificar cómo un autor
organiza la secuencia de los eventos
para desarrollarse naturalmente.
(W.5.3a)

Puedo describir cómo un autor
proporciona una conclusión que
sigue las experiencias o eventos
narrados. (W.5.3e)

Puedo identificar una variedad de
palabras de transición, frases y
cláusulas utilizadas por un autor
para manejar las secuencias de los
eventos. (W.5.3c)

Puedo identificar la técnica de una
narrativa tal como el diálogo, la
descripción y el ritmo, que utiliza un
autor para darle vida a sus
personajes. (W.5.3b)
Grade 5
Focus of Instruction: Narrative Writing and Conventions
Analyzing a realistic fiction
•
•
•
Analyze for story elements
 Remind students that there are certain elements common to stories including characters, setting, problem, goal, plot/event sequence,
solution, and a message, lesson or moral.
 As a class, analyze the story elements of The Abacus Contst using a Tree Map with the following labels/branches: Characters, setting,
problem, goal, events/plot, and solution.
 Discuss the types of characters, settings, and problems you would see in a realistic fiction story. How are all of the story elements realistic in
The Abacus Contest?
 For the Frame of reference, determine as a class possible messages of the story. Examples could be “Competition sometimes causes feelings
of anxiety,” “Competition can be a stimulating challenge,” “Competitions affect individuals differently.” Add these to the list of ongoing
lessons or messages for realistic fiction stories with the theme of cooperation or competition.
Analyze for story structure
 “Reverse Map” The Abacus Contest into its opening, event sequence, and
closing, analyzing how the author builds the story.
 See sample right:
 One way to help students see the event sequence is to Flow Map the main
events of the story. Model for students how to skim the story again looking
for the event sequence. Tell students to pay attention to when the time or
the setting changes, this often indicates a new event. Refer to the sample
for a guide.
 Explain to students that authors carefully craft their stories with a specific
message or lesson in mind. They plan details throughout the story to help
the reader come to that message or lesson.
 Once you have created the Flow Map, provide students with the message
“Las competencias afectan a individuos de una manera distinta.” Tell
students that the author wanted the reader to come to this realization as
the story develops. Have students return to the text and find examples of
how individuals were affected differently by the same competition. Students
should see that as the author built the event sequence; he included detailed
descriptions of how the competition affected Gao Mai and Li Zhi differently.
Analyze for evaluative criteria – Using the Grade 4/5 Fictional Narrative Rubric
criteria, have students analyze and find examples of direct and indirect
intermittent reflections. (Refer to Wft&b Narrative Manual pages, 189-192 and
Bats lesson from Unit 1)
 Remind students that intermittent reflections show the feelings of the
character concerning the events being described.
 Have students return to the text and look for examples of both direct and indirect
intermittent reflections. They can record their examples on a Tree Map.
LONG BEACH UNIFED SCHOOL DISTRICT
11
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
•
Analyze for evaluative criteria - Using the Grade 4/5 Fictional Narrative
Rubric criteria, have students analyze for embedded transitions.
 Explain to students that an author uses transitions to move the events
along.
 Ask students to look for examples of embedded transitions throughout
the story and record them in a Circle Map.
Note: these narrative strategies were included in the lesson sequence from the
previous unit. Consult the WftB&B Narrative binder pgs. 189-195 for instructions
on how to teach these strategies.
•
•
Analyze for evaluative criteria – Using the Grade 4/5 Fictional Narrative
Rubric criteria, have students analyze how the author used suspense and
tension in the part of the story when Gao Mai was competing in the abacus
contest. (WftB &B Narrative Manual p. 349)
 Remind students that authors incorporate suspense or tension in a
story to make it more exciting for the reader.
 Remind students of how suspense or tension was used in The Marble
Champ.
 Have students turn to the section of the story beginning on page 61
and reread the part where Gao Mai is in the contest.
 Ask students how the author creates uncertainty about the outcome (suspense) and a mental state of opposition (tension) in this portion of
the text. (He slows down the description of what is happening and provides back and forth replay of the events in great detail.) Explain to
students that this is one way to create tension or suspense in a story.
Have students brainstorm possible “events” and practice describing the event using suspense or tension. Examples: baseball game in the last inning
or any other sport, a student taking a test, walking into a new school/classroom, etc.
LONG BEACH UNIFED SCHOOL DISTRICT
12
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo identificar y crear oraciones
compuestas usando las conjunciones
coordinadas. (L.5.1.c)
Cooperation and Competition
Grade 5
Grammar Conventions: Using coordinating conjunctions in compound sentences
Practice identifying the parts of a compound sentence
•
Explicitly teach students that a compound sentence is made up of two simple
sentences joined by a coordinating conjunction (and, or, but).
•
Display the Brace Map to illustrate this concept.
•
Provide students with the sentence, “A Mariah le encanta nadar y ella quiere
ser una salvavida.” Model for students how to break each part of the sentence
into its parts (see Brace Map)
•
Provide students with several additional compound sentences and have
students identify the parts by breaking the sentence into a Brace Map or colorcoding each part of the sentence.
 El terrier irlandés quería jugar de atraparlo y el beagle quería corretearlo.
 La noche es fría, pero Lily tiene un suéter para mantenerla caliente.
 Lupe es horrible en los deportes, pero sobresale en todas las cosas académicas.
 Puedes usar tu traje de baño o te puedes cambiar en la playa.
•
Explain to students that writers can combine two simple sentences that are related to
form a compound sentence using the coordinating conjunctions and, but, or.
 “and” is used when the two sentences have similar ideas
 “but” is used when the two sentences have opposing ideas
 “or” is used when the two sentences offer a choice
•
Provide students with several pairs of related sentences and have them practice
making compound sentences.
 A José le encanta jugar fútbol americano. Él quiere ser un jugador profesional
cuando crezca. (ideas similares)
 Jackie realmente quiere ir a jugar con sus amigos. Jackie tiene demasiada tarea.
(ideas opuestas)
 Bobby puede hacer la tarea inmediatamente al salir de la escuela, Bobby puede jugar juegos de video inmediatamente al salir de la escuela.
(opción)
•
Have students work in pairs to create several compound sentences using and, but, or as the coordinating conjunction.
LONG BEACH UNIFED SCHOOL DISTRICT
13
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
BAP LESSON: Class President
Days 11-15
Vocabulary
Theme Connections
See BAP lesson for a full list of vocabulary
words included in this lesson.
In the story, Class President, the children in Mr. Flores’s class are competing against each other in a class election. During the story, there are several
examples of the characters competing and cooperating. The main character, Julio, shows his ability to cooperate with others to meet the needs of the
group and in doing so earns a nomination in the election.
Reader and Task Considerations
In order for students to see how competition and cooperation play a role in this text, it is important for them to understand how to identify a
character’s traits based on what the characters think, say, feel, and do as well as how they respond to conflict or challenges including other characters.
Metas de Aprendizaje

Puedo leer con precisión y fluidez
para apoyar la comprensión.
(RF.5.4)
Focus of Instruction: Reading and Responding to Text
First Read (Day 11)
•
•
•
•
•
Tell students that following along to a text while they hear you read it aloud will improve their fluency.
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
You may want to have them discuss the essential question, “¿Cómo es que las personas obtienen lo que quieren?” as it relates to this text.
Consulte la lección REVISADA DE BAP
para los posibles objetivos de
aprendizaje.
Reread for Comprehension (Days 12-13)

Reread to Gather Evidence/Information and Respond to Text (Days 14-15)
Puedo determinar cómo los
personajes en un cuento responden
a los desafíos. (RL.5.2)

Puedo determinar el punto de vista
del narrador. (RL.5.6)

Puedo describir cómo el punto de
vista del narrador influye en la
manera en que se describen los
eventos en el texto. (RL.5.6)

Puedo recopilar información
relevante de un texto y resumir o
parafrasear la información en las
notas. (W.5.8)
Elije de las siguientes oraciones:
 Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)

Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
Introduce the Focus Question (Culminating Task): Al final del cuento, la clase del Sr. Flores tiene que elegir entre Cricket y Julio para ser presidente de
la clase. Si pudieses preguntarle al narrador del Presidente de la clase si la clase tomó la decisión correcta, ¿qué crees qué diría el narrador? Apoya tu
respuesta con evidencia del texto que te ayuda a entender el punto de vista del
narrador. Analyze the task with students.
•
Ask students what evidence they will need to gather in order to support a
response to the prompt. A Multi-Flow map could be used to look for reasons to
support that the narrator thinks the class made the right choice in picking Julio.
Students can work together to reread the text and look for textual evidence to
support what makes Julio a good president and what makes Cricket a less capable
president.
•
Another way to collect evidence would be an “evidence chart” like the one on the
following page. The information from the Multi-Flow is recorded on the left side of
the evidence chart and then the inferences about those events are on the right
side of the chart.
•
Depending on the needs of your students, provide additional scaffolds and
modeling.
LONG BEACH UNIFED SCHOOL DISTRICT
14
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)

Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)

Puedo elaborar en los comentarios
de los demás. (SL.5.1c)

Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido de los
debates. (SL.5.1d)

Puedo usar la evidencia de un cuento
o poema para apoyar el análisis,
reflexión o investigación. (W.5.9)
Cooperation and Competition
Metas de Aprendizaje

Puedo escribir una narrativa para
desarrollar una experiencia
imaginada usando una técnica
efectiva, detalles descriptivos y una
secuencia clara de un evento.
(W.5.3)

Puedo describir cómo un autor
desarrolla una historia. (RL.5.5)

Puedo describir cómo el principio de
una historia prepara los sucesos para
el resto de la historia. (RL.5.5)

Puedo describir cómo el autor
orienta al lector a una situación y a
los personajes en un cuento.
(W.5.3a)
Grade 5
Collaborative Discussion
•
Place students in small collaborative groups to discuss
responses to the focus question using the evidence they
have gathered.
•
Based on previous discussions and students’ needs, select a
learning target and provide direct instruction.
•
Monitor students’ discussions for the learning target
selected.
•
Bring students back as a whole group and discuss how they
did with the learning target. Have the observers share their
comments.
•
Briefly discuss the focus question as a whole group in
preparation for their written response.
Write to text
•
Have students write a response to the focus question.
•
Refer to the sample answer included in the REVISED BAP
lesson.
Focus of Instruction: Narrative Writing and Conventions
Analyzing The Class President
•
•
Analyze for story elements (Day 11)
 Remind students that there are certain elements common to stories including characters, setting, problem, goal, plot/event sequence,
solution, and a message, lesson or moral.
 As a class, analyze the story elements of The Class President using a Tree Map with the following labels/branches: Characters, setting,
problem, goal, events/plot, and solution.
 Discuss the types of characters, settings, and problems you would see in a realistic fiction story.
 For the Frame of reference, determine as a class possible messages of the story. Examples could be “Cooperation and communication are
essential for leadership,” or “in many situations, cooperation is more productive than competition,”
 Have students discuss how the story elements support these messages.
 Keep an ongoing list of these messages, as students will be able to pull from them when they write their own stories.
Analyze for story structure (Days 12-13)
 Explain to students that you will now be looking at Class President through the eyes of a writer.
 “Reverse Map” this chapter from the Class President into its opening, event sequence, and closing, analyzing how the author builds the story.
 Remind students that this is the beginning of a chapter excerpted from a book. Even a chapter has an opening that orients the reader to the
chapter. (The italics portion is not part of the chapter but some background to what has happened so far in the book.)
 Explain to students that an author uses several techniques to move the story along by changing the setting (where and when) events happen.
LONG BEACH UNIFED SCHOOL DISTRICT
15
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5


Puedo identificar cómo un autor
organiza la secuencia de los eventos
para desarrollarse naturalmente.
(W.5.3a)

Puedo identificar las técnicas de una
narrativa tal como el diálogo, la
descripción y el ritmo, que utiliza un
autor para darle vida a sus
personajes. (W.5.3b)

Puedo identificar una variedad de
palabras de transición, frases y
cláusulas utilizadas por un autor
para manejar las secuencias de los
eventos. (W.5.3c)

Puedo describir cómo un autor
proporciona una conclusión que
sigue las experiencias o eventos
narrados. (W.5.3e)

Puedo explicar la función de una
conjunción subordinada y explicar
cómo se utiliza en una oración en
particular. (L.5.1.c)
•
Have students reread the story looking for shifts in setting. Have students stop each time the setting or time changes and record the event on
a Flow Map.
 Proceed through the story based on the needs of your students, recording the main events on a Flow Map.
 Explain to students that once the event sequence is completed, the author writes a closing.
 Have students reread the last page to determine where the event sequence ends and the closing begins.
 Have students analyze for how the author ends the chapter.
Analyze for evaluative criteria – Using the Grade 4/5 Fictional Narrative
Rubric criteria, have students analyze and find examples of dialogue or
monologue that is used to progress the story and/or reveal something
about the main character. (Days 14-15)
 Explain to students that one technique an author uses to progress a
story or reveal something about a character is dialogue.
 Create a Tree Map with the title, “Dialogue/Monologue, and two
branches, “progresses the story” and “reveals something about the
character”
 Model for students by selecting dialogue and discussing how the
dialogue progresses the story or reveals something about the
character.
 Ask students to record examples of dialogue and how it either
progresses the story and/or reveals something about the character.
 Provide students with a short event sequence and have them create
dialogue between two characters to move the event sequence along
and to reveal something about the characters. (See sample)
Grammar Conventions: Creating complex sentences with subordinating conjunctions
Introduce complex sentences (Day 11)
•
Explain to students that a complex sentence is made up of an independent clause (complete sentence that can stand alone) and one or more
dependent clauses (a group of words that cannot stand alone as a sentence). The dependent clause begins with a subordinating conjunction.
(Language Arts Handbook, p. 244 and p. 351)
LONG BEACH UNIFED SCHOOL DISTRICT
16
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo identificar y crear oraciones
complejas utilizando una conjunción
subordinada. (L.5.1.c)
Cooperation and Competition
Grade 5
•
Display the Brace Map to explain that a complex sentence can be broken into an
independent clause and a dependent clause.
•
Provide students with the following complex sentence: “Ayudaré al hombre porque
lo merece.” Point out that “Ayudaré al hombre” is the independent clause because
it can stand alone as a sentence. “porque lo merece” is the dependent clause
because it cannot stand alone as a complete thought.
•
Provide students with several more examples of complex sentences and have them
practice identifying the independent and dependent clauses.
 Jack dejó de hablar cuando me acerqué a él.
 Aunque él no lo admita, él sabe que está equivocado.
 Ya que está lloviendo, no iremos al parque hoy.
 Cada vez que veas a Ruby, su mejor amiga, Jessica no está lejos.
 En cuanto llegue a casa, como una merienda y hago mi tarea.
•
Point out to students that each dependent clause begins with a subordinating
conjunction.
•
Have students write the sentences above on sentence strips. Have them cut the
sentence strip into its independent and dependent clause. Then have students cut
the subordinating conjunction off of the dependent clause.
•
Have students manipulate the pieces of the sentence strip to make different
combinations of sentences. Point out that sometimes a complex sentence begins
with the dependent clause and sometimes it begins with the independent clause.
Practice making complex sentences
•
Provide students with the Tree Map of some common types of subordinating conjunctions and explain how each function in a sentence.
•
Using the following pairs of independent clauses, have students create complex sentences.
 María se acercó. Estábamos hablando de ella.
 Admiro al Sr. Brown. Él es mi enemigo.
 He venido. Me mandaste llamar.
 Evelyn vendrá a la escuela. Ella es capaz.
 Él sabe que está equivocado. Él no lo admitirá.
 El hombre es rico. Él no está contento.
 Yo vendré mañana. Mandó por mí.
 Deseas ser creído. Debes decir la verdad
 El perro muerde. Debería tener un bozal.
 Sería tonto salir. Está lloviendo.
 Llame a mi oficina. Resulta que está en la ciudad.
 El gato subió a un árbol. Él fue perseguido por un perro.
 El sol brilla radiantemente. Es muy frío.
 Boston se convirtió en una ciudad grande. Tiene un buen puerto.
LONG BEACH UNIFED SCHOOL DISTRICT
17
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Babe Didrikson
Days 16-18
Vocabulary
Theme Connections
Athlete, inspiring, powerful, athletic,
attracted, competed, victories, ability,
impressive, sponsored, sportsmanship,
diagnosed
In this biography, students will be able to identify the major events of Babe’s life and link these events to the personality traits needed to become an
elite athlete. Students will examine the internal and external factors that influence a person to be competitive.
Reader and Task Considerations
Students will likely need some context regarding the time period in which Didrikson lived and how women and sports were viewed.
Metas de Aprendizaje

Puedo leer con precisión y fluidez
para apoyar la comprensión. (RF.5.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
•


Puedo determinar las ideas
principales de un texto y explicar
cómo son respaldados por los
detalles claves. (RI.5.2)
Puedo resumir el texto. (RI.5.2)
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Provide students with a copy of the text and read aloud the entire text without stopping in order for students to get the “gist” of the selection.
Based on the needs and abilities of your students you may opt to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
You may want to pose the essential question, “How do people get what they want?” and ask students to discuss this as it relates to the story.
Reread for Comprehension



Briefly explain the text features of the genre biography (factual account of a person’s life written by someone else and typically presented
chronologically.
Tell students that the author of a biographical text has a specific purpose for writing it. They often want you to see the person in a certain way.
They accomplish this by carefully selecting the key details they present and which events in the person’s life they will describe.
Reread the text with students having them analyze the events that are described and what they tell you about Babe Didrikson. (Based on the
needs of your class, determine how much scaffolding you will need to provide.)
 Reread the first paragraph, what is the author describing in the opening of the text? What exact words does the author use to describe Babe?
 How old is Babe in the first paragraph? What happens to the context (time and place) in the second paragraph?
 Reread paragraph 2 and 3. What do we learn about Babe in the second and third paragraphs? Why does the author want us to know this?
 Reread paragraph 4. What does the author tell us about Babe in this paragraph?
 Reread paragraphs 5 and 6. What sport does she try next? Was she good at it? What evidence from the text supports your answer?
 Reread paragraph 7 including the italicized section of Babe’s own words. What does the author want us to know about Babe by this
description of events?
 In paragraph 8, the author includes words from Babe’s autobiography. What do these words reveal about Babe’s character?
 Reread paragraph 9. How does Babe use the same determination up through the end of her life?
 Reread the last paragraph. How does the author close the text? How did Babe influence future athletes?
 What are some examples of competition from Babe’s life?
 What events from Babe’s life are described in the text?
 Did internal or external factors influence Babe to be competitive?
 What internal qualities or internal factors allowed Babe to excel in her athletic career?
LONG BEACH UNIFED SCHOOL DISTRICT
18
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts


Puedo recopilar información
relevante de un texto y resumir o
parafrasear la información en las
notas. (W.5.8)
Puedo usar la evidencia de un texto o
poema para apoyar el análisis,
reflexión o investigación. (W.5.9)
Elije de las siguientes oraciones:
 Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)

Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)

Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)

Puedo elaborar en los comentarios
de los demás. (SL.5.1c)

Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido de los
debates. (SL.5.1d)
Metas de Aprendizaje

Puedo establecer un propósito para
mi escritura. (W.5.4)
Cooperation and Competition
Grade 5
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and written response to text: What does the author want us to know about Babe Didrikson?
Use evidence from the text to support your answer.
•
Analyze the task with students.
•
Ask students what evidence they will need to gather in order to support a
response to the prompt. Students will need to trace the events that were
described in the text and infer what each of those events tells us about
Babe Didrikson.
•
Have students work individual, with a partner, or in a small group to
reread the text and create a Flow Map of the main events described in the
text. Under each event, have students Create a Bubble Map that shows
what the description reveals about Babe.
Collaborative Discussion
•
Place students in small collaborative groups to discuss responses to the
focus question using the evidence they have gathered.
•
Based on previous discussions and students’ needs, select a learning target and provide direct instruction.
•
Example: Learning Target “I can and respond to specific questions by making comments that contribute to the discussion.”
•
Work with students to ensure that they understand what this target means and what it should sound like.
•
Explain to students as they work in their groups, you will be listening specifically for students that pose and respond to specific questions by
making comments that contribute to the discussion.
•
Monitor students’ discussions for the learning target selected.
•
Bring students back as a whole group and discuss how they did with the learning target.
•
Briefly discuss the focus question as a whole group in preparation for their written response.
Writing to Text
•
Have students write a response to the focus question.
•
Based on the needs of your students provide direct instruction, modeling, and or scaffolds.
Focus of Instruction: Narrative Writing and Conventions
Begin modeling a realistic fiction story related to the theme of
cooperation/competition with a message
 This entire model is designed to take place over the next 5
instructional sessions (Days 16-20). It will begin here and continue
during the next text, The New Kid. You may choose to use the
sample provided or create your own with the class. The purpose is
to create a class story together with scaffolding based on the
needs of your students.
 Explain to the students that you will be working together to write a
fictional story based on the facts and events from the Babe
Didrikson text. Together you will create the story elements based
on one or more events along with mapping out the structure.
LONG BEACH UNIFED SCHOOL DISTRICT
19
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5

•
Puedo identificar y crear oraciones
simples con un sujeto compuesto y/o
predicado compuesto usando la
conjunción coordinada, “y”. (L.5.1.c)
•
Puedo identificar y crear oraciones
compuestas usando las conjunciones
coordinadas. (L.5.1.c)
•
Puedo identificar y crear oraciones
usando una conjunción subordinada.
(L.5.1.c)
Create a class Tree Map for the story elements. Begin with the message, “Even fiercely competitive people need cooperation to get what they
want.” Write this message in the frame.
 Provide the problem for the story, “Mildred (Babe) had so many chores at home that she didn’t have time to play on the school team.”
 Based on this problem and the message that the story will convey, work collaboratively to create a Tree Map with characters, a setting, an
event sequence, and a solution. Remind students to think about how each of these story elements will support the message of the story.
Grammar Conventions: Identifying simple, compound, and complex sentences in text
•
Using the text, Babe Didrikson, ask students to identify the types of sentences used.
•
Have students work in a small group or with a partner.
•
Assign each small group a paragraph from the text.
•
Have students use the Brace Maps introduced for each sentence type to determine if the sentence is simple, compound, or complex.
•
Have students classify each sentence by placing it under the appropriate branch on a Tree Map with branches, “simple,” “compound,” and
“complex.”
•
Have students switch partners and explain to another partner why each sentence is simple, compound, or complex.
•
Students should notice that most of the sentences used are simple or compound.
•
Challenge students to combine two simple sentences and create a complex sentence. (Remind students to use their Tree Maps with
subordinating conjunctions.
LONG BEACH UNIFED SCHOOL DISTRICT
20
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
The New Kid
Days 19-20
Vocabulary
Theme Connections
Muffs, league
In this poem, the speaker is describing a new kid that joins the baseball team and turns it around from a losing team to a winning team. The new kid is
really good and shows good sportsmanship. In a twist at the end, we learn that the new kid is a girl and some people don’t think that a girl should play
on a boys’ team. The speaker however doesn’t care because she is good and that is what matters.
Reader and Task Considerations
The language in the poem is simple and the ideas are not complex. Students will be asked to find the theme of the poem and to identify the speaker’s
point of view, which will require a close reading of each stanza.
Metas de Aprendizaje




Focus of Instruction: Reading and Responding to Text
Puedo leer con precisión y fluidez
para apoyar la comprensión.
(RF.5.4)
First Read
Puedo determinar el tema del
poema. (RL.5.2)
Reread for Comprehension
Puedo determinar cómo un
narrador en un poema reflexiona
sobre un tema. (RL.5.2)
•
•
•
•
•
•
•
Puedo describir cómo el punto de
vista del narrador influye en la
manera en que se describen los
eventos de un poema. (RL.5.6)
•
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read the poem aloud to the students.
Ask students for their reaction to the poem (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
You may want to pose the question, “What did you think when we read the last line?”
Explain to students that just like stories and plays, poems also have themes. A theme of a poem is a message or lesson that the poem is trying to
express. The narrator of a poem is called the speaker.
To figure out the theme of a poem you need to think about what the poem describes and what it is mostly about, and then connect those details to
a lesson you think the poem is trying to get across.
Reread the poem, one stanza at a time to figure out what the speaker of the poem is describing by asking the following text-dependent questions:
 Stanza #1: Do you think the speaker is a boy or girl? What makes you think that? What is the speaker describing in the first stanza? How
does the speaker refer to the new kid? (The speaker says the new kid but does not give any clues to whether it is a boy or girl.)
 Stanza #2: What does the speaker describe in the second paragraph? What is the speaker trying to say when he says the new kid has an
official New York Yankee hat? What does it mean to play shortstop or second base?
 Stanza #3: What words would the speaker use to describe the new kid based on the description in the third stanza? What does this show
that the speaker values?
 Stanza #4: What did the new kid do?
 Stanza #5: Why would a few kids and their parents believe the new kid should not play? What does the speaker think about playing with
a girl?
Ask students to tell what they think is the theme of the poem and tell what details helped them figure it out.
LONG BEACH UNIFED SCHOOL DISTRICT
21
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo recopilar información
relevante de un texto y resumir o
parafrasear la información en las
notas. (W.5.8)
Elije de las siguientes oraciones:

Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)

Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)

Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)

Puedo elaborar en los comentarios
de los demás. (SL.5.1c)

Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido de los
debates. (SL.5.1d)

Puedo usar la evidencia de un cuento
o poema para apoyar el análisis,
reflexión o investigación. (W.5.9)
Cooperation and Competition
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and written response to text: How does the speaker feel about the new kid? Use evidence
from the text to support your answer.
•
Analyze the task with students.
•
Ask students what evidence they will need to gather in order to support a response to the prompt.
•
Students could make a Bubble Map to write words that show what the speaker thinks of the new kid and use textual evidence to support their
inferences outside the bubbles.
Collaborative Discussion
•
Place students in small collaborative groups to discuss responses to the focus question using the evidence they have gathered.
•
Based on previous discussions and students’ needs, select a learning target and provide direct instruction.
•
Example: Learning Target “I can and respond to specific questions by making comments that contribute to the discussion.”
•
Work with students to ensure that they understand what this target means and what it should sound like.
•
Explain to students as they work in their groups, you will be listening specifically for students that pose and respond to specific questions by
making comments that contribute to the discussion.
•
You may want to assign an “observer” to each group to track the questions that are asked and how they link to the comments being made by
each other.
•
Monitor students’ discussions for the learning target selected and for their understanding of the poem.
•
Bring students back as a whole group and discuss how they did with the learning target. Have the observers share their comments.
•
Briefly discuss the focus question as a whole group in preparation for their written response.
Writing to Text
•
Have students write a response to the focus question.
•
Based on the needs of your students provide direct instruction, modeling, and or scaffolds.
Metas de Aprendizaje

Focus of Instruction: Narrative Writing and Conventions
Puedo orientar al lector para
establecer una situación y presentar
a los personajes. (W.5.3a)
Modeling the Realistic Fictional Narrative

Puedo organizar la secuencia de los
eventos para desarrollarse naturalmente. (W.5.3a)
•
•

Puedo utilizar las técnicas de una
narrativa tal como el diálogo, la
descripción y el ritmo para
desarrollar las experiencias y los
eventos. (W.5.3b)

Grade 5
•
•
•
•
Using the Tree Map created in the previous lesson and the How do I Model Imaginative Narrative Writing For My Students? p. 338-342 from
WftB&B Narrative, model mapping and drafting the story.
Work with students to create an event sequence to tell the story.
Work with students to decide how you will orient the reader to the event sequence. Be sure to explain that the opening should help the reader
understand what type of person Mildred is and the context (time and place) of the story.
Work with students to determine how the story will end.
Once the event sequence has been planned, model for students how to embed the evaluative criteria from the rubric such as a well thought out
opening, intermittent reflections, dialogue, precise language, humor, tension, etc.…
Model writing the story, thinking aloud as you embed the various techniques that have been taught and explored throughout the unit. (See the
sample realistic story located at the end of the unit for a model).
Puedo añadir una variedad de
palabras de transición, frases y
LONG BEACH UNIFED SCHOOL DISTRICT
22
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
cláusulas para manejar las
secuencias de los eventos. (W.5.3c)

Puedo usar las palabras y frases
concretas y detalles sensoriales para
transmitir las experiencias y los
eventos con precisión. (W.5.3d)

Puedo describir cómo un autor
proporciona una conclusión que
sigue las experiencias o eventos
narrados. (W.5.3e)

Puedo establecer un propósito para
mi escritura. (W.5.4)

Puedo determinar un patrón de
organización para apoyar mi
propósito. (W.5.4)

Puedo mantenerme sobre un tema e
incluir suficientes detalles para
asegurar que mi escrito sea claro
para el lector. (W.5.4)

Puedo expandir, combinar y reducir
las oraciones para que suene mejor
mi escrito. (L.5.3.a)
Cooperation and Competition
•
•
Grade 5
Based on the needs of your students, you may choose to have students write
the story using the Flow Map you have created together or may want students
to create their own Flow Maps for the event sequence and write their own
stories.
Once students have drafted their stories, have them revise for the narrative
techniques introduced throughout the unit.
Revision Strategy: Varying Sentence Structure
•
•
•
Once students have drafted their realistic fiction stories, have them analyze their writing for simple, compound, and complex sentence structure.
Explain to students that writers vary their sentences in order to make them sound better to the reader. When all of the sentences start the same
way, have a similar structure, or similar sentence length, the writing does not sound as good.
Refer to the mini-lessons from Write from the Beginning and Beyond, Setting the Stage Manual pages, 247, 250, 251, 252, and 253 for ideas.
LONG BEACH UNIFED SCHOOL DISTRICT
23
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Two Raindrops
Days 21-22
Vocabulary
Theme Connections
shower, pompously, extravagant, brook
trifling, refreshed, content
In this poem, two little raindrops come from the same place but are very different. One is full of himself, not wanting to do his job because he feels too
important. The other one is happy to help others and do his job. In the end, the “cooperative” raindrop gets the recognition he deserves.
Reader and Task Considerations
This poem has some complex vocabulary. Definitions are provided for the students on the note-taking guide (see the end of the unit). Encourage
students to read through the poem and paraphrase what is happening in each stanza.
Metas de Aprendizaje




Focus of Instruction: Reading and Responding to Text
Puedo leer con precisión y fluidez
para apoyar la comprensión. (RF.5.4)
First Read
Puedo determinar el tema de un
poema. (RL.5.2)
Reread for Comprehension
Puedo determinar cómo un
narrador en un poema reflexiona
sobre un tema. (RL.5.2)
•
Puedo describir cómo el punto de
vista del narrador influye en la
manera en que se describen los
eventos de un poema. (RL.5.6)
•
•
•
•
•
•
Tell students that they will listen to you read the poem aloud the first time so that they can get a sense of what the poem is about.
Provide students with a copy of the poem and read aloud the entire text without stopping in order for students to get the “gist” of the poem.
Ask students for their reaction to the poem (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Explain to students that just like stories and plays, poems also have themes. A theme of a poem is a message or lesson that the poem is trying to
express. The narrator of a poem is called the speaker.
To figure out the theme of a poem you need to think about what the poem describes and what it is mostly about, and then connect those details to
a lesson you think the poem is trying to get across.
Have students reread the poem with a partner and record their thoughts in the right column.
Engage students in the following text-dependent questions:
•
First Stanza:
 From where do the two raindrops come?
 What is the first stanza mostly about?
 How does the speaker describe the first raindrop?
 What does the first raindrop think about himself?
 Who needed the first raindrop’s help? Why didn’t he help?
 What happened when the raindrop reached the sea?
•
Second Stanza
 What is the first word in the second stanza? (But)
 Who did the second raindrop help?
 How did the second raindrop feel about doing the work for which it was sent?
 How did the second raindrop greet the sea?
 How did the second raindrop feel about joining the sea?
 Ask students to tell what they think is the theme of the poem and tell what details helped them figure it out.
LONG BEACH UNIFED SCHOOL DISTRICT
24
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts

Puedo recopilar información
relevante de un texto y resumir o
parafrasear la información en las
notas. (W.5.8)
Elije de las siguientes oraciones:
 Puedo llegar a un debate preparado
para compartir mis ideas y usar mi
preparación y otra información para
explorar las ideas en discusión.
(SL.5.1a)

Puedo seguir las reglas acordadas
para los debates y desempeñar los
papeles asignados. (SL.5.1b)

Puedo plantear y responder
preguntas específicas al hacer
comentarios que contribuyen al
debate. (SL.5.1c)

Puedo elaborar en los comentarios
de los demás. (SL.5.1c)

Puedo repasar las ideas claves y
sacar una conclusión teniendo en
cuenta la información y el
conocimiento adquirido de los
debates. (SL.5.1d)

Puedo usar la evidencia de un cuento
o poema para poyar el análisis,
reflexión o investigación. (W.5.9)
Metas de Aprendizaje




Puedo orientar al lector para
establecer una situación y presentar
a los personajes. (W.5.3a)
Puedo organizar la secuencia de los
eventos para desarrollarse
naturalmente. (W.5.3a)
Puedo utilizar las técnicas de una
narrativa tal como el diálogo, la
descripción y el ritmo para las
experiencias y los eventos. (W.5.3b)
Puedo añadir una variedad de
palabras de transición, frases y
cláusulas para manejar las
secuencias de los eventos. (W.5.3c)
Cooperation and Competition
Grade 5
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and written response to text: How does the speaker feel about the two raindrops? Use
evidence from the text to support your answer.
•
Analyze the task with students.
•
Ask students what evidence they will need to gather in order to support a response to the prompt.
•
Students could make a Bubble Map to write words that show what the speaker thinks of each raindrop and use textual evidence to support
their inferences outside the bubbles.
Collaborative Discussion
•
Place students in small collaborative groups to discuss responses to the focus question using the evidence they have gathered.
•
Based on previous discussions and students’ needs, select a learning target and provide direct instruction.
•
Example: Learning Target “I can and respond to specific questions by making comments that contribute to the discussion.”
•
Work with students to ensure that they understand what this target means and what it should sound like.
•
Explain to students as they work in their groups, you will be listening specifically for students that pose and respond to specific questions by
making comments that contribute to the discussion.
•
You may want to assign an “observer” to each group to track the questions that are asked and how they link to the comments being made by
each other.
•
Monitor students’ discussions for the learning target selected and for their understanding of the poem.
•
Bring students back as a whole group and discuss how they did with the learning target. Have the observers share their comments.
•
Briefly discuss the focus question as a whole group in preparation for their written response.
Writing to Text
•
Have students write a response to the focus question.
•
Based on the needs of your students provide direct instruction, modeling, and or scaffolds.
Focus of Instruction: Narrative Writing and Conventions
Realistic Fiction Competition/Cooperation Story – Process Piece
Plan the story
•
Students will now begin the process of writing their own realistic fiction stories with a completion/cooperation message or theme. You can either
provide them with a prompt or the students can create their own.
Please note: Make sure the students understand that they are to create a realistic fictional story that includes all the characteristics and elements that
they have studied throughout the unit.
•
Students will independently plan their stories using a Tree Map for the story elements and a Flow Map for the event sequence.
•
Remind them to look through their notes and thinking maps from the unit so that they will be able to incorporate all components of a fictional
narrative.
•
Keep anecdotal notes of those students who are unable to work on this task independently. Provide necessary support when needed.
Students take their survival stories through the writing process
•
Students will be expected to compose their stories using all components of the writing process.
•
Make sure that each student has completed the planning and oral rehearsing components of the writing process before they begin composing.
LONG BEACH UNIFED SCHOOL DISTRICT
25
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts






Puedo usar las palabras y frases
concretas y detalles sensoriales para
transmitir las experiencias y los
eventos con precisión. (W.5.3d)
Puedo proporcionar una conclusión
que sigue las experiencias o eventos
narrados. ( (W.5.3e)
Puedo establecer un propósito para
mi escritura. (W.5.4)
Puedo determinar un patrón de
organización para apoyar mi
propósito. (W.5.4)
Puedo mantenerme sobre un tema e
incluir suficientes detalles para
asegurar que mi escrito sea claro
para el lector. (W.5.4)
Puedo aplicar las convenciones de la
gramática estándar en inglés y su
uso a mi escrito. (L.5.1)

Puedo usar el tiempo verbal para
transmitir varios tiempos,
secuencias, humores, y condiciones.
(L.5.1.c)

Puedo usar la mayúscula,
puntuación y ortografía correcta.
(L.5.2)

Puedo usar una coma para separar
un elemento introductorio del resto
de la oración. (L.5.2.b)

Puedo expandir, combinar y reducir
las oraciones para que suene mejor
mi escrito. (L.5.3.a)
Cooperation and Competition
•
•
Grade 5
Teachers can create writing mini-lessons based on the needs of their students.
Keep anecdotal records and conference with students to see if they need additional support.
Grammar Conventions: Sentence Problems
Note: This lesson was presented in the first unit. This activity can be used as a review for students who are having trouble with these types of
sentence problems as evidenced by their writing samples.
•
Review with students the most common sentence problems: fragments; run-on sentences; rambling sentences, and awkward sentences.
•
Create or have the students go back to their Tree Maps (from previous unit). Have the students write the title, “Sentence Problems” and a branch
for each type of problem.
•
Using the information on pages 360-361 in the Language Arts Handbook, define each type of problem and write an example.
•
Explicitly teach/review with students how to correct each type of sentence problem.
•
Have students identify the subject and predicate in each of the sentences of their realistic fiction stories.
•
Have students determine if the sentence is correct as written or if it has a problem.
•
Identify the problem and correct it so the sentence is correct.
•
Have students work with a partner and edit each other’s work for correct sentences.
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Student Note-Taking Guide for Two Little Raindrops
By
Joseph Morris
Text
Two little raindrops were born in a shower,
And one was so pompously proud of his power,
He got in his head an extravagant notion
Vocabulary
Notes
pompously – believing
one is better, smarter, or
more important
He'd hustle right off and swallow the ocean.
extravagant – more than
A blade of grass that grew by the brook
is usual or necessary
Called for a drink, but no notice he took
Of such trifling things. He must hurry to be
brook – a small stream
Not a mere raindrop, but the whole sea.
trifling – having little
A stranded ship needed water to float,
value or importance
But he could not bother to help a boat.
mere - unimportant
He leaped in the sea with a puff and a blare-And nobody even knew he was there!
blare – to sound loud
But the other drop as along it went
Found the work to do for which it was sent:
It refreshed the lily that drooped its head,
refreshed – to restore
water to
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
And bathed the grass that was almost dead.
It got under the ships and helped them along,
And all the while sang a cheerful song.
It worked every step of the way it went,
content – pleased and
Bringing joy to others, to itself content.
satisfied
At last it came to its journey's end,
And welcomed the sea as an old-time friend.
"An ocean," it said, "there could not be
Except for the millions of drops like me."
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Sample Realistic Fiction Story based on Babe Didrikson
There’s nothing like anticipating when the bat will connect with the pitch. She liked to watch the ball as it left the pitcher’s hand. She would watch this in what seemed like slow
motion. She liked the feel of firmly gripping the bat while she waited for the tightness in her stomach she knew would come as she stepped up to the plate. She liked the smell of
competition, but mostly, Mildred loved the sound of the baseball as it smacked against the bat. She would hear her brothers and sisters yelling for her to, “Run Mildred, run!”
Every one of her senses were part of this game and Mildred loved the power of that connection more than anything.
Power was all around her: the power of sport, the power of family, and the power of nature. Port Arthur, Texas was a hot and dry place to live, especially in 1914. It was the kind
of place where people moved slowly, the land was dry and dusty, and it was hot enough to cook an egg on the sidewalk. In Mildred’s family there were lots of brothers and
sisters. They were a close family, rather poor, and really depended on each other. The thing about Mildred’s family was that everyone loved sports. Her dad had even built a gym
in their back yard.
At Mildred’s house there was always lots of noise and some kind of game going on. There’s was the house where all the kids in the neighborhood wanted to play. One day there
was a new kid on the block and naturally, he ended up at the Didrikson’s house. The new kid was a good athlete, but nowhere as good as Mildred. He was in awe when he saw
her at bat. He had made it on the baseball team at school and encouraged her to join too. Mildred had never even entertained the idea of being on any team because she was
needed at home to help out with the little kids and with chores around the house. “Wouldn’t that be something,” she thought to herself, “me, playing on the school team!” And,
as quickly as she thought about it, the idea left her mind. It was time to go inside and help make dinner.
The next day at school she saw the new kid. He invited her to come and watch practice, just to see what it was like. Reluctantly she did, but, as she sat in the bleachers and
watched the team scrimmage, she felt that connection to the game come alive inside her. While she watched, she knew, with every fiber of her being, that she would love to be
part of that team. Mildred knew it just wasn’t going to happen. With a heavy heart, she got up and started to walk home. There were people waiting for her, people who
depended on her.
For the next few days, Mildred was quiet and reserved, not at all like her normal, energetic self. Her dad noticed that something was wrong with his daughter and asked her
about it. She hesitated before speaking, but ultimately told her dad about what was going on. Mildred was kind of emotional about her desire to be on the team and even cried
a little. She hadn’t realized how passionately she wanted to play and this took her by surprise. Her dad listened quietly, taking in the words as she spoke. After a few minutes, he
took in a deep breath and looked his daughter in the eye. He took Mildred’s hands into his own and told her how proud he was of her. He was proud of her athletic ability, proud
of how she always put their family and responsibilities first, and proud of how willing she was able to make compromises in her life for what was most important. Her dad had
never spoken to her like this before and they both knew that this was an important conversation. He ended by saying, “You are going to play on that baseball team. We are a
family and we can make compromises too. We will find a way to make this happen.”
Mildred wasn’t sure she’d heard him correctly, but inside she was feeling like it was her birthday and Christmas morning all rolled up into one. With her family beside her, and
the opportunity play the game she loved most, there was no stopping her. She had no way of knowing, but this was the moment that put Mildred Didrikson on a path to
becoming one of the most respected women athletes of our time.
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-15
English Language Arts
Cooperation and Competition
Grade 5
Research and Inquiry
Sequence Overview and Daily Performance Activities
Approximate
Number of Days
Resources
OCR Unit 1: 35A-D
Inquiry Process
Generate Ideas
•
3-5
•
•
3-5
3-5
Formulate Questions and Problems
OCR Unit 1: 55A-D
Inquiry Journal
Internet
Make Conjectures


3-5
3-5
3-5
OCR Unit 1: 65A-D
http://marshmallow
challenge.com/Instr
uctions.html
Inquiry Journal
Internet
OCR Unit 1: 85A-D
Inquiry Journal
Internet
Library
OCR Unit 1: 99A-D
Inquiry Journal
Model for students the difference between a topic and a problem or question
Have students share their problems or questions to lead to the creation of
investigation groups
Explain to students that a conjecture is an educated guess we make to answer
the problem or question prior to gathering evidence
Present a problem to the class and have students practice making conjectures
Establishing Investigation Needs



Conduct a whole class discussion of students’ conjectures allowing for students
to contribute suggestions, constructive criticisms, and questions
Model how to take a conjecture and identify information they would need to
find or figure out the problem or question
Begin to develop ideas of how to present
Begin to outline a schedule for student presentations

Establish Investigation Plans


Students develop plans for gathering information
In their investigation groups, have students assign jobs to each group member
based on strengths and likings making sure each student has a significant role
in the group
Presenting Investigation Findings




Skills
•
Chart acts of competition and acts of
cooperation
Parts of the
library
•
Have students read additional books
from the leveled classroom libraries
and form book clubs
Have students discuss the good and bad
points of both cooperation and
competition.
List activities that would not be possible
without cooperation between people
Have students discuss times they
needed the help of others to solve a
problem
Have students do the “marshmallow
challenge” (refer to website for
instructions)
discuss what the contest taught them
about cooperation and competition
Interviewing
Have groups debate, “It’s not whether
you win or lose, but how you play the
game.”
Have students interview and poll their
peers’ feelings about winning and
losing
Find a cause of their own to support
Using multiple
sources
Have students begin brainstorming problems or questions related to the
concepts of cooperation and competition.
Have students examine questions and wonderings made during discussions of
the text, from the concept/question board, and activities in Investigating the
Concepts Beyond the Text.
Have students record their ideas in their Inquiry Journal
OCR Unit 1: 45A-D
Leveled Classroom
Libraries
family /friends
Inquiry journals
•
•
Guided Activity Options
•







Students begin compiling their findings to present to the group, either orally or
in written form.
Students compile their findings into their chosen presentation format
Groups present findings and the audience members listen and comprehend
what they are hearing.
Following presentations, allow students time to respond to the speaker(s)
LONG BEACH UNIFED SCHOOL DISTRICT
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Note-taking
Using charts
and diagrams
Using visual
aids
2014-15
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