Unit Goals – Stage 1 English Language Arts Astronomy

Unit Goals – Stage 1  English Language Arts Astronomy
English Language Arts
Astronomy
Grade 5
Unit Goals – Stage 1
Unit Description/ Focus:
Students will learn about key individuals, methods, and beliefs that broadened our knowledge of Astronomy. In reading, students will examine the motivation for astronomical discoveries, analyze challenges, and evaluate
the cultural connections based on their understanding of key details from the text. Students will also continue learning how to quote accurately from text and explain how the main ideas are supported by details. In
writing, students will write an opinion piece and focus on using evidence from the text support their thinking.
Approximate Duration-5 weeks
CCR Anchor Standards
Transfer Goals: SBAC Claims
R.CCR.1 Read closely to determine what the text says explicitly
Students will be increasingly able to independently use their learning to…
and to make logical inferences from it; cite specific textual
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Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
evidence when writing or speaking to support conclusions
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Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
drawn from the text.
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Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
R.CCR.2 Determine central ideas or themes of a text and analyze
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Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
their development: summarize the key supporting details and
Making Meaning
ideas.
UNDERSTANDINGS
ESSENTIAL QUESTIONS create from anchors
R.CCR.3 Analyze how and why individuals, events, and ideas
Students will understand that…
Students will keep considering…
develop and interact over the course of a text
1.
Is space exploration important?
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Space exploration has captured the human imagination and has led to
R.CCR.4 Interpret words and phrases as they are used in a text,
2.
How do authors build ideas?
new ideas and inventions that affect our daily lives.
including determining technical, connotative, and figurative
3.
How do I figure out what a word or phrase means?
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Authors develop and support their main ideas with key details.
meanings, and analyze how specific word choices shape
4.
How do I convince others I know what I am talking about?
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Good readers choose from a variety of strategies to figure out
meaning or tone.
unknown words.
R.CCR.8 Delineate and evaluate the argument and specific
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A deep understanding of a topic is developed by closely reading several
claims in a text, including the validity of the reasoning as well as
texts on that topic, gathering relevant information, integrating the
the relevance and sufficiency of the evidence.
information and drawing evidence to support analysis and reflection.
R.CCR.9 Analyze how two or more texts address similar themes
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Collegial conversations with others help to build and clarify your own
or topics in order to build knowledge and vocabulary.
ideas.
W.CCR.1 Write an argument to support claims in an analysis of
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Writers use valid reasons and relevant information, including specific
substantive topics or texts, using valid reasoning and relevant
facts and details, to support claims (opinions).
and sufficient evidence.
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A command of English Language conventions and grammar brings
W.CCR.8 Gather relevant information from multiple print and
clarity and sophistication to your writing.
digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
W.CCR.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
SL.CCR.1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and
persuasively.
L.CCR.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.CCR.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully
when reading or listening.
L.CCR.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues.
Acquisition
SKILLS
Students will be skilled at (Do)
KNOWLEDGE
Students will know…
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Various effects and benefits of space exploration
Informational text features (e.g., headings, bold words, captions)
Main ideas are supported by key details
Note-taking strategies
A claim is an assertion of the truth that can be disputed
Organizational structure of opinion writing
Words and phrases that signal logical relationships (e.g., however,
although, nevertheless, similarly, in addition, consequently, specifically)
Quality reasons and various elaboration strategies such us clarification
statements and examples
Functions of clauses and phrases in a sentence
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Determining the main ideas and key details of a text.
Explaining the relationship between ideas or concepts in a text.
Determining meaning of words or phrases using context clues.
Identifying the points made in a text and explaining how an author
supports each point.
Gathering, collaboratively discussing, and integrating information
from several texts to write knowledgeably about a topic.
Writing clear and coherent opinion pieces to support a claim
supported by quality reasons and valid evidence.
Linking ideas with grade-appropriate academic language.
Using and punctuating introductory clauses correctly to vary
sentence structure for meaning and style.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
1
2014-1015
English Language Arts
Astronomy
Grade 5
Grade Level Standards– Stage 1
Reading
Writing
Speaking and Listening
Informational
RI.5.1 Quote accurately from a text when
explaining what the text says explicitly ad
when drawing inferences from the text.
RI.5.2 Determine two or more main ideas
of a text and explain how they are
supported by key details; summarize the
text.
RI.5.3 Explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts in a
historical, scientific, or technological text
based on specific information in the text.
RI.5.4 Determine the meaning of general
academic and domain-specific words and
phrases in a text relevant to a grade 5 topic
or subject area.
RI.5.8 Explain how an author uses reason
and evidence to support particular points in
a text, identifying which reasons and
evidence support which point(s).
RI.5.9 Integrate information from several
texts on the same topic in order to write or
speak about the subject knowledgably.
Text Type
W.5.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a.
Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which ideas are logically
grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts
and details.
c.
Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically).
d. Provide a concluding statement or section related to the
opinion presented.
Comprehension and Collaboration
SL.5.1 Engage effectively in a range of
collaborative discussions (one-on one, in
groups, and teacher-led) with diverse
partners on grade 4 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
to clarify or follow up on information,
and make comments that contribute to
the discussion and link to the remarks
of others.
d. Review the key ideas expressed and
explain their own ideas and
understanding in light of the discussion
Foundational
RF.4.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
RF.4.4Read 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; take notes and categorize
information, and provide a list of sources
W.5.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
b. Apply grade 5 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which points”).
Language
Conventions
L.5.1 Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections general and their
function in particular sentences.
L.5.2 Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing.
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
5.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
a. Use context as a clue to the meaning of a word
or phrase.
5.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases that signal contrast, addition, and other
logical relationships. (e.g., however, although,
nevertheless, similarly, moreover, in addition)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
2
2014-1015
English Language Arts
Astronomy
Grade 5
Evidence of Learning – Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
End of Unit Assessment Evidence
Reading Achievement Subsets
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Uses textual evidence to explain what the text says explicitly and when drawing
inferences
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Determines and summarizes central ideas and key details in grade level texts
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Determines word meanings and phrases in context
Speaking and Listening Achievement Subsets
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Engages in collaborative conversations about grade level topics and texts (See
Collaborative Discussion Rubric)
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Uses grade appropriate language and vocabulary
Writing Achievement Subsets
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Organizes and maintains focus to support purpose
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Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
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Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
End of Unit On-Demand Reading and Responding to Text
Over the course of three days, students will read an informational text, 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.
Writing Achievement Subsets (See CCSS-Aligned Opinion Writing Rubric)
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Organizes and maintains focus to support purpose
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Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
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Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
Reading Achievement Subsets
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Integrates information from related texts
Opinion Writing Task
During the last week of the unit, students will work through the writing process to plan, organize, draft,
revise, and publish an opinion piece. The writing will require students to make a claim that space
exploration is or is not important and support that claim with information integrated from related texts.
Speaking and Listening Achievement Subsets
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Plans, speaks, and presents information/ideas connected to the unit theme
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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 101A in Unit 2 for inquiry ideas.)
Evaluative Criteria (LBUSD Achievement Report Evidence)
Other Evidence – may be used formatively
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BAP Culminating Writing Tasks
Short Constructed Responses to Focus Questions
Collaborative Discussions on Focus Questions
Grade Level Fluency Passages
Task-dependent
Task-dependent
Task-dependent
Reads grade level text with accuracy and fluency (See CCSS-Aligned Fluency
Rubric)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
3
2014-1015
English Language Arts
Astronomy
Grade 5
Learning Targets– Stage 3
Reading
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I can quote accurately from the text to
support my inferences. (RI.5.1)
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Writing
Speaking and Listening
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I can write an opinion piece on a topic or
text, supporting a point of view with
reasons and information. (W.5.1.a)
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I can prepare for a collaborative
conversation by reading and studying
the required material. (SL.5.1.a)
I can determine 2 or more main ideas of a
text and explain how they are supported
by key details. (RI.5.2)
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I can introduce a topic or text clearly and
state an opinion (W.5.1.a)
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I can draw on my preparation and other
ideas I have about the topic to explore
ideas under discussion. (SL.5.1.a)
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I can summarize the text. (RI.5.2)
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I can explain the relationships between
two or more individuals, events, ideas, or
concepts in a scientific text. (RI.5.3)
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I can determine the meaning of a word or
phrase as it is used in the text. (RL.5.4)
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I can explain how an author uses reasons
and evidence to support particular points
in a text or video. (RI.5.8)
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I can integrate information from several
texts on the same topic in order to write
or speak about it knowledgably. (RI.5.9)
I can read with sufficient accuracy and
fluency to support comprehension.
(RF.5.4)
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I can create an organizational structure in
which related ideas are grouped to support
my purpose. (W.5.1.a, W.5.4)
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I can provide logically ordered reasons that
are supported by facts and details.
(W.5.1.b)
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I can link my opinion and reasons using
appropriate words, phrases, and clauses.
(W.5.1.c)
I can work with my peers and adults to
plan, develop, revise, and edit my writing.
(W.5.5)
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I can gather, take notes and categorize
information from text. (W.5.8)
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I can provide a list of sources. (W.5.8)
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I can draw evidence from informational
texts to support analysis, reflection, and
research. (W.5.9)
I can make comments that contribute to
the discussion during a collaborative
conversation. (SL.5.1.c)
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I can clarify or follow up on information
by posing and responding to specific
questions. (SL.5.1.c)
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I can review key ideas expressed and
explain my own ideas as a result of
having a collaborative conversation.
(SL.5.1d)
I can provide a concluding statement or
section related to my opinion. (W.5.1.d)
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I can follow agreed-upon rules for
discussions and carry out assigned roles
during a collaborative conversation.
(SL.5.1.b)
Language
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I can explain the function of conjunctions,
prepositions, and interjections in general
and their function in particular sentences.
(L.5.1.a)
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I can correctly use a comma to separate
an introductory element from the rest of
the sentence. (L.5.2.b)
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I can expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style. (L.5.3.a, W.5.5)
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I can use context as a clue to the meaning
of a word or phrase. (L.5.4.a)
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I can use grade-appropriate academic
and domain-specific words in
conversations and in writing. (L.5.6)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
4
2014-1015
English Language Arts
Astronomy
Grade 5
Learning Plan – Stage 3
Instructional Sequence Overview
Days
Reading and Responding to Text
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Language Conventions
Initial assessment of opinion writing
Analyze a model of proficiency (structure)
Review compound sentences and
coordinating conjunctions
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Reverse Map and analyze a model of
proficiency (structure)
Review complex sentences and
subordinating conjunctions
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Reverse map and analyze initial assessment
Set learning goals based on initial assessment
Adjective clauses and relative pronouns
Early Astronomers
(article http://www.librarypoint.org/early_astronomers)
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Revise initial assessment for structure
Adverb clauses and subordinating
conjunctions
Galileo (video http://www.history.com/topics/galileo-galilei)
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Revise initial assessment for structure
Creating complex sentences with adverb
clauses
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Modeled Prompt: Should animals be used for
space exploration?
Prepositions and prepositional phrases
1-2
The Sun (Science Chapter 6, Lesson 1)
3-4
Structure of the Solar System (Science Chapter 6, Lesson 2)
5-6
Gravity and Orbit (Science Chapter 6, Lesson 3)
7-8
9
Opinion Writing
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10-13
Galileo (OCR Unit 2, BAP)
14-15
10 NASA inventions You Might Use Every Day (article
http://www.discovery.com/tv-shows/curiosity/topics/tennasa-inventions.htm )
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Strategies – teach, analyze, apply
Interjections
16-17
Apollo 11 (article http://www.history.com/topics/apollo-11)
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Strategies – teach, analyze, apply
Editing strategies
18-22
The Mystery of Mars (OCR Unit 2, BAP)
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Research for Process Piece – Is Space
Exploration Important?
Editing strategies
23- 25
On-Demand Reading and Responding to Text
Available
resources to
support and
enhance
instruction
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NEWSELA - informational articles on astronomy
https://newsela.com/articles/?category=science&needle=astronomy
Write from the Beginning and Beyond Response to Literature Manual
Open Court Leveled Library
Opinion Process Piece – Is Space Exploration Important?
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Write from the Beginning and Beyond Setting the Stage
Manual
Write from the Beginning and Beyond Expository Manual
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Language Arts Handbook
*See last page of unit for an overview of research and inquiry.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
5
2014-1015
English Language Arts
Astronomy
The Sun
Grade 5
Days 1-2
Vocabulary
Theme Connections
star, energy, produce, productive,
astronomical unit, solar system,
mass, sphere, radiation, convection,
atmosphere, fusion
This unit begins with the science text in order to begin to build conceptual knowledge about the topic of astronomy. In this lesson, students will learn
that the Sun is an average star and is the central and largest body in the solar system. They will also learn that the Sun is composed primarily of
hydrogen and helium.
Text, Reader, and Task Considerations
The science text is dense with conceptual ideas that may be unfamiliar to students. It is suggested to provide opportunities to read and reread concepts
closely; putting information in appropriate thinking maps, and having students summarize the information in their own words.
Metas de Aprendizaje
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Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.5.4)
First Read
Puedo citar el texto con precisión para
apoyar mis inferencias. (RI.5.1)
Reread for Comprehension
Puedo determinar 2 ó más ideas
principales de un texto y explicar
cómo se apoyan con detalles clave.
(RI.5.2)
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Puedo resumir un texto. (RI.5.2)
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Puedo explicar la relación entre
dos o más personas, eventos,
ideas, o conceptos en un texto
científico. (RI.5.3)
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Focus of Instruction: Reading and Responding to Text
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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 m ay want to have the students read it silently the first time through.
Explain to students that they will reread the text to determine the main ideas and explain how the main ideas are supported by key details. Remind
students that they have been learning how to make inferences and supporting those inferences with textual evidence. Often times, a reader needs
to infer a main idea and other times it is explicitly stated. Once they have determined the main ideas and can explain how they are supported by
key details, they will orally summarize the text.
Model and guide students through the process of finding the main idea and describing how it is supported by key details. First model finding the
main idea of each paragraph and then coming up with the main idea of the entire section (¿Qué es un sol? página 299)
Reread page 299, “¿Qué es un sol?” to determine the main idea of this section. Remind students that they should pay attention to
headings, topic sentences within each paragraph, recurring vocabulary, and illustrations to help them determine the main idea.
Explain to students that each paragraph has a main idea and the paragraphs build to an overall main idea.
Reread the first paragraph only. Which words repeat? (star, heat, light, energy) Is there key vocabulary highlighted in the paragraph? Is there
a sentence that is clearly the topic sentence?
Ask students to come up with the main idea of just the first paragraph using the key words. (The sun is a star which is an object that can
produce its own energy including heat and light.)
Puedo utilizar palabras de
acuerdo a mi grado escolar y
de acuerdo a la materia
correspondiente en
conversaciones y por escrito.
(L.5.6)
Proceed through each paragraph in a similar way to determine main ideas and engage students with the following text-dependent questions
that will guide them to the main ideas:
o Paragraph #2 – ¿Producen todas las estrellas la misma cantidad de energía?¿Cuánta energía generan las estrellas más productivas?
¿Cuánta energía generan las estrellas menos productivas? ¿Es el sol una estrella que está más cerca de la más productiva o de la
o
menos productiva? (there are stars that produce much more energy than the Sun, and some that produce less energy)
o Paragraph #3 – Si el sol es solamente de tamaño promedio, ¿Por qué se ve más grande que todas las demás estrellas? (The Sun is
average sized even though it looks so much larger than all of the other stars.)
o Paragraph #4 – ¿Qué tan lejos está el sol? (The Sun is very far away but relatively close compared to the distance of the next closest
stars.)
o Paragraph #5 and #6 – ¿Cuáles son los dos factores que necesitamos para calcular la masa del sol? (The mass of the Sun can be
calculated if you know how long it takes a planet to orbit the Sun and the distance between the Sun and that planet.)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
6
2014-1015
English Language Arts
Astronomy
o
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Grade 5
Paragraph #7 – ¿Cuál es el cálculo de masa en el sol? (the sun is the biggest object in our solar system)
Have students work in a small group or with a partner to reread page 299 and create a Tree Map with 3-4 branches representing the main
ideas of this section. Then have students create an overall main idea of the entire section in one sentence and place as the title of the Tree
Map. Have groups or partners share their main idea statements for this section.
Have students write down how each of the main ideas on their Tree Maps is supported by key details.
Using their Tree Maps with notes, have students work with a partner to orally summarize the main ideas and key details of the section.
Repeat the process with the next section, “¿Cuáles son las partes del sol?” Gradually release students to take on more of the work.
Repeat the process with the third section, “¿Cómo produce energía el sol?” Have students work with a partner or small group to reread, take notes
in Thinking Maps and come up with the main idea of this section.
Reread to Gather Evidence/Information and Respond to Text
• Puedo explicar la relación entre dos o
•
más personas, eventos, ideas, o
conceptos en un texto científico.
(RI.5.3)
Introduce the focus question: ¿Cómo se transporta la luz y energía térmica del sol a la tierra? En tu respuesta explica lo que es el Sol, cómo produce
energía, y cómo se transporta la energía mediante las capas del sol.
Have students look back at their various Thinking Maps and notes to determine the information they need to support a response to this
question.
• Puedo recopilar, tomar apuntes, y
categorizar información de un texto.
(W.5.8)
Based on the needs of your students, have them work independently, with a partner, or in a small group to determine that you will need
information about what it means to be a star, how the Sun produces energy (fusion), and how energy moves from the core.
• Seleccione una meta de expresión oral y
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capacidad auditiva de acuerdo a las
necesidades del estudiante (SL.5.1)
 Puedo utilizar palabras de acuerdo a
mi grado escolar y de acuerdo a la
materia correspondiente en
conversaciones y por escrito. (L.5.6)
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Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus question.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and that this will be their
opportunity to add to their notes/maps.
Based on anecdotal evidence, select a specific learning target to provide students with direct instruction.
Monitor students’ conversations for the selected learning target in order to determine students’ strengths and weaknesses. Following
the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
Have students write a response to the focus question.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
7
2014-1015
English Language Arts
Astronomy
Metas de Aprendizaje
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Puedo escribir una opinión acerca
de un tema o texto, apoyando un
punto de vista con razones e
información. (W.5.1.a)
Focus of Instruction: Opinion Writing and Conventions
Writing Text Type: Opinion Writing
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Initial Assessment (Writing piece #1 to be kept and used later for goal setting and revising)
Explain to students that in this unit, they will be learning how to write an opinion supported by reasons and information. Today they will be writing to a question
that will require them to state their opinion and support it with reasons and information.
With minimal instruction and prompting, ask students the following question: ¿Tú viajarías al espacio? State your opinion and support it with at least two reasons. Be
sure to elaborate on your reasons with examples and information.
Puedo presentar un tema o texto
claramente y expresar una opinión
(W.5.1.a)
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
Grade 5
Scan the student essays to determine whether or not most students have structure in place using the Basic Structure Opinion Rubric on page 148 of the
Expository/Informative manual.
Record notes regarding students’ weaknesses to plan for mini-lessons to address structure of opinion writing.
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Prepare for the Unit
Explain to students that in this unit they will learn how to write opinion pieces in which they state an opinion about a topic or text and support that opinion with
reasons and information.
Explain to students that at the end of the unit they will have the last week to plan, draft, revise, and edit an opinion piece of writing to answer
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
8
2014-1015
English Language Arts
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Astronomy
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
Puedo conectar mi opinión y
razones usando las palabras,
frases, y clausulas apropiadas.
(W.5.1.c)
Puedo brindar una declaración de
conclusión o sección relacionada a
mi
opinión.
(W.5.1.d)
Puedo
explicar
la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en oraciones.
(L.5.1.a)

Puedo usar correctamente una coma
para separar un elemento de
introducción del resto de la oración.
(L.5.2.b)
•
Puedo expandir, combinar, y
reducir oraciones para explicar el
significado, interés del
lector/oyente, y el estilo. (L.5.3.a,
W.5.5)
Grade 5
the question: ¿Es importante la exploración del espacio?
Tell students that as you read each selection in the unit, you will be collecting your ideas on why space exploration IS or IS NOT important. You
will learn how to group those ideas into global reasons and to support those reasons from evidence and citations from the texts and videos
you will be reading and watching.
•
Have students create an Opinion 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, notes containing evidence from the texts to support why space
exploration is important, etc…)
Analyze and Reverse map a model of proficiency (IF students do NOT have basic structure in place as evidence by their initial assessments, use the
student checklist for basic structure and the model of proficiency (structure only) to analyze for criteria. IF a majority of students DO have basic
structure in place as evidenced by their initial assessments, use the student checklist with strategies and the model of proficiency (with strategies)
to analyze for criteria. (Located in the appendix)
Reverse map the model of proficiency by filling in the blank map with the information from the model of proficiency.
Analyze for criteria using the checklist. For each of the criteria, have students write down a justification for the score.
Language Conventions:
Review identifying the parts of a compound sentence
•
Remind students that a compound sentence is made up of two simple
sentences joined by a coordinating conjunction (and, or, but).
•
Refer to the Brace Map to illustrate this concept.
•
Provide students with the sentence, “The sun is an averaged sized star, and it is
the largest star in the solar system.” Model for students how to break each
part of the sentence into its parts.
•
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.
The weight of the sun cannot be measured, but the sun’s mass can be
calculated.
At the center of the sun is the core, and next to the core is the radiation
layer.
•
•
Energy is moved from the core to the radiation layer, and this can take a million years to happen.
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.
The corona is the outermost layer of the Sun’s atmosphere. The corona takes on different shapes around the Sun. (similar ideas)
Sometimes you can see the chromosphere. Sometimes you cannot see the chromosphere. (opposing ideas)
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
9
2014-1015
English Language Arts
Astronomy
Grade 5
Structure of the Solar System
Days 3-4
Vocabulary
Theme Connections
Solar system, telescope, revolved, data,
space probes, orbiting, satellites, collide,
impact, asteroid, irregular, comet,
meteors, meteoroids
This text is an opportunity for students to continue to build on their understanding of the theme of Astronomy. In this informational text, students will
learn about the parts of the solar system. Reading this selection will support children’s knowledge in the science terms they will be using throughout the
unit.
Text, Reader, and Task Considerations
Throughout the unit, teach/review with students the importance of using the vocabulary strategy apposition while reading, specifically from text book
formats where many key words are defined within the reading. Remind students that when reading science text that is dense with information, it is
important to monitor your rate by slowing down and visualizing the information being presented.
Metas de Aprendizaje

•
•
•
•
Puedo leer con suficiente
precisión y fluidez para apoyar la
comprensión. (RF.5.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
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 want to have the students read it silently the first time through.
Puedo citar el texto con precisión para Reread for Comprehension
apoyar mis inferencias. (RI.5.1)
•
Remind students that in the last lesson, they paid careful attention to the details within each paragraph in order to infer the main ideas of the text.
•
In this lesson, explain to students that they will build on this skill in order to explain the relationships between two or more concepts in the text.
Puedo explicar la relación entre
dos o más personas, eventos,
•
As you reread the text with students create a Brace Map for the parts of the Solar System.
ideas, o conceptos en un texto
•
Take notes on each object in the Solar System noting how each part is related to the rest of the objects.
científico. (RI.5.3)
•
Engage students in the following text-dependent questions:
Puedo determinar el significado
¿Qué es el sistema solar? – ¿Cómo recibió el sistema solar su nombre? ¿De qué manera se relaciona el sol a los otros objetos en el sistema solar?
de una palabra o frase de
¿Cómo han mejorado los telescopios nuestro conocimiento del sistema solar? ¿A qué conclusiones puedes llegar con base en el esquema de la
acuerdo a su uso en el texto.
página 309? De acuerdo a este diagrama, ¿De qué maneras son iguales/diferentes la Tierra y Marte?
(RL.5.4)
¿Qué es una luna? – ¿Cuál es la diferencia entre un satélite natural y uno fabricado por el hombre? ¿Cómo se relacionan las lunas a los planetas?
Puedo utilizar palabras de
¿Por qué son importantes los satélites fabricados por el hombre?
acuerdo a mi grado escolar y

¿Qué son los objetos más pequeños en el sistema solar? – ¿Cuál es la diferencia entre un asteroide, un cometa, y un meteoro? ¿Cuál es la relación
de acuerdo a la materia
entre el sol y un cometa?
correspondiente en
conversaciones y por escrito.
(L.5.6)
LONG BEACH UNIFED SCHOOL DISTRICT
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2014-1015
English Language Arts
•
Puedo explicar la relación entre
dos o más personas, eventos,
ideas, o conceptos en un texto
científico. (RI.5.3)

Seleccione una meta de
expresión oral y capacidad
auditiva de acuerdo a las
necesidades del estudiante
(SL.5.1)

Puedo recopilar, tomar apuntes,
y categorizar información de un
texto. (W.5.8)
Astronomy
•
Puedo utilizar palabras de
acuerdo a mi grado escolar y
de acuerdo a la materia
correspondiente en
conversaciones y por escrito.
(L.5.6)
Introduce the focus question, “¿Cuál es la relación entre los diferentes objetos en el sistema solar?”
Have students look back at their various Thinking Maps and notes to determine the information they need to support a response to this
question.
Based on the needs of your students, have them work independently, with a partner, or in a small group to determine how the different
objects in the solar system are related to one another.
•
Puedo identificar evidencia en los
textos informativos para apoyar el
análisis, reflexión, e investigación.
(W.5.9)
•
Grade 5
Reread to Gather Evidence/Information and Respond to Text
•
LONG BEACH UNIFED SCHOOL DISTRICT
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus question.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Based on anecdotal evidence, select a specific learning target to provide students with direct instruction.
Monitor students’ conversations for the selected learning target in order to provide feedback.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to Text
Have students write a response to the focus question.
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2014-1015
English Language Arts
Astronomy
Metas de Aprendizaje
•
Puedo escribir una opinión acerca
de un tema o texto, apoyando un
punto de vista con razones e
información. (W.5.1.a)
•
Puedo presentar un tema o texto
claramente y expresar una opinión
(W.5.1.a)
•
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
•
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
•
Puedo conectar mi opinión y
razones usando las palabras,
frases, y cláusulas apropiadas.
(W.5.1.c)
•
Puedo brindar una declaración o
sección de conclusión relacionada
con mi opinión. (W.5.1.d)
Grade 5
Focus of Instruction: Opinion Writing and Conventions
Opinion Writing
•
LONG BEACH UNIFED SCHOOL DISTRICT
Analyze and Reverse map “Global Warming” (IF students do NOT have basic structure in place as evidence by their initial assessments, use the
student checklist for basic structure and the model of proficiency (structure only) to analyze for criteria. IF a majority of students DO have basic
structure in place as evidenced by their initial assessments, use the student checklist with strategies and the model of proficiency (with strategies)
to analyze for criteria. (Located in the appendix)
“Reverse map” the model of proficiency by filling in the blank map with the information from the opinion piece on global warming.
Analyze for criteria using the checklist. For each of the criteria, have students write down a justification for the score.
10
2014-1015
English Language Arts
•
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en oraciones.
(L.5.1.a)
•
Puedo usar correctamente una
coma para separar un elemento de
introducción del resto de la oración.
(L.5.2.b)
•
Puedo expandir, combinar, y reducir
oraciones para explicar el
significado, interés del lector/oyente,
y el estilo. (L.5.3.a, W.5.5)
Astronomy
Grade 5
Language Conventions: Review complex sentences and subordinating conjunctions
Remind 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 that has a subject and verb but cannot stand alone as a sentence). The dependent clause begins with a subordinating
conjunction. (Language Arts Handbook, p. 244 and p. 351)
•
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: “Sunspots appear like dark
spots because they are regions in the photosphere that have a lower temperature
than the surrounding regions.” Point out that “Sunspots appear like dark spots” is
the independent clause because it can stand alone as a sentence. “because they
are regions in the photosphere that have a lower temperature than the
surrounding regions” 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.
Before Galileo discovered telescopes, people thought that everything in the solar system revolved around Earth.
Space probes have examined all eight planets, however only the moon has been explored by astronauts.
•
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.
LONG BEACH UNIFED SCHOOL DISTRICT
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2014-1015
English Language Arts
Astronomy
Gravity and Orbit
Grade 5
Day 5-6
Vocabulary
Theme Connections
gravity, mass, increase, decrease, weight,
product, orbit, prevents, property,
inertia, tendency, ellipse, slight,
This text is another opportunity for students to build their conceptual knowledge of astronomy. The reader should also gain a basic understanding of
how the Earth and other planets stay in orbit around the sun. Without this conceptual understanding, it is challenging to grasp the vastness of the
universe.
Reader and Task Considerations
Readers should be reminded that text books give them support in understanding the meanings of unknown words through the use of apposition. The
text is dense, so applying comprehension strategies is going to be critical for allowing children, especially ELLs, access to the concepts in the text.
Metas de Aprendizaje


•
Puedo leer con suficiente
precisión y fluidez para apoyar la
comprensión. (RF.5.4)
Puedo citar el texto con precisión
para apoyar mis inferencias. (RI.5.1)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
•
Puedo explicar la relación entre dos o
más personas, eventos, ideas, o
conceptos en un texto científico.
•
(RI.5.3)
•
Puedo determinar el significado de
una palabra o frase según se usa en el
texto. (RL.5.4)
•
Puedo utilizar palabras de
acuerdo a mi grado escolar y
de acuerdo a la materia
correspondiente en
conversaciones y por escrito.
(L.5.6)
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
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 want to have the students read it silently the first time through.
Set the purpose for reading
Explain to students that science texts describe relationships, or how two or more events or ideas connect to one another. One type of
relationship is cause and effect, in which one event or idea makes another event or idea happen.
In this lesson, tell students to pay careful attention to the cause/effect relationship between the events and ideas in the text. They will read to
identify the effects of gravity and to explain the cause of tides.
Reread “What is Gravity” modeling how to identify and explain the relationships between two or more events or concepts.
Have students reread the first paragraph to answer the question, “What affects gravity?” (total mass of two objects and the distance between
2 objects)
nd
Have students read the 2 paragraph to determine what causes the pull of gravity to increase and what causes it to decrease.
rd
Reread the 3 paragraph, how does this example help you understand gravity?
Why do you weigh less on the moon than on Earth? (relationship between weight and gravity)
Reread “What keeps objects in orbit?” modeling how to identify and explain the relationships between two or more events or concepts.
Look at the first paragraph, what is the relationship between gravity and orbit?
What prevents an object from being pulled into the Sun?
What relationship is the text showing between a space vehicle and the planets?
Reread “What causes the tides?”
What effect does distance play on gravitational pull?
What causes tides? Low tide? High tide?
What is the relationship between tides, the Moon, and the Sun.
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2014-1015
English Language Arts
•
•
Seleccione una meta de expresión
oral y capacidad auditiva de
acuerdo a las necesidades del
estudiante (SL.5.1)
•
Puedo recopilar, tomar apuntes,
y categorizar información de un
texto. (W.5.8)
•
Puedo identificar evidencia en los
textos informativos para apoyar
el análisis, reflexión, e
investigación. (W.5.9)
•
Astronomy
•
Introduce the focus question: Explain how gravity and orbit allow the solar system to function in the way that it does.
Guide students through an analysis of the question. First they will need to be able to describe how the solar system functions and then explain
the relationship between gravity and orbit on the planets, sun, and smaller objects in the solar system.
•
•
Have students reread and go back through their notes to prepare for discussion.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Based on anecdotal evidence, select a specific learning target to provide students with direct instruction.
Observe students’ conversations for the selected learning target in order to monitor students’ discussion and provide feedback.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to Text
Have students write a response to the focus question.
Puedo utilizar palabras de acuerdo a
mi grado escolar y de acuerdo a la
materia correspondiente en
conversaciones y por escrito. (L.5.6)
Metas de Aprendizaje
•
•
•
Grade 5
Replay to Gather Evidence/Information and Respond to Text
Puedo escribir una opinión acerca
de un tema o texto, apoyando un
punto de vista con razones e
información. (W.5.1.a)
Puedo presentar un tema o texto
claramente y expresar una opinión
(W.5.1.a)
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
Focus of Instruction: Opinion Writing and Conventions
Opinion Writing
•
•
•
•
•
•
•
•
•
•
Return the initial assessments to students.
With a partner, have students analyze and “Reverse Map” their initial assessments. (IF students do NOT have basic structure in place as evidenced
by their initial assessments, use the student checklist for basic structure and the model of proficiency (structure only) to analyze for criteria. IF a
majority of students DO have basic structure in place as evidenced by their initial assessments, use the student checklist with strategies and the
model of proficiency (with strategies) to analyze for criteria. (Located in the appendix)
Analyze for criteria using the checklist. For each of the criteria, have students write down a justification for the score.
Have students reflect on the areas in which they struggled and set learning goals for the unit. For example, if they didn’t use any transition words
or phrases, they may set a goal that they will learn how to link their opinion and reasons using appropriate words, phrases, and clauses.
Have your students work together to determine common areas of struggle for the entire class.
Based on findings, determine a mini-lesson to teach one of the criteria on the rubric.
Show students examples of writing that MEET the criteria, and show them samples that do NOT MEET the criteria.
Have students work together to revise the student writing that does NOT meet the criteria.
Have students practice what it would sound like to discuss that specific criteria and revise for it.
Have students revise their initial assessment for that specific criterion only.
•
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
•
reasons that are supported by facts
LONG BEACH UNIFED SCHOOL DISTRICT
and details. (W.5.1.b)
13
2014-1015
English Language Arts
•
Puedo conectar mi opinión y
razones usando las palabras, frases,
y cláusulas apropiadas. (W.5.1.c)
•
Puedo brindar una declaración de
conclusión o sección relacionada a
mi opinión. (W.5.1.d)
•
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su función
particular en oraciones. (L.5.1.a)

•
Puedo usar correctamente una coma
para separar un elemento de
introducción del resto de la oración.
(L.5.2.b)
Puedo expandir, combinar, y reducir
oraciones para explicar el significado,
interés del lector/oyente, y el estilo.
(L.5.3.a, W.5.5)
Astronomy
Grade 5
Language Conventions: Adjective Clauses (Language Arts Handbook p. 357)
•
•
•
•
•
•
Remind students that a dependent clause is a group of words that has a subject and a
verb but cannot stand alone as a sentence.
Explain to students that there are two types of dependent clauses: adjective clauses and
adverb clauses.
Explain that an adjective clause is a dependent clause used as an adjective. (Review that
an adjective describes nouns or pronouns.) In other words, it is a group of words that
function as an adjective and has a subject and a verb but cannot stand alone as a
sentence.
An adjective clause begins with a relative pronoun.
Provide students with an example of a sentence with an adjective clause, and have them
identify the adjective clause, the noun or pronoun from the independent clause that it
modifies, and the relative pronoun. The meal that Mrs. Delgado cooked made everyone
smile.
Provide students with several examples of sentences with adjective
clauses and have them identify the independent clause, the adjective
clause, the relative pronoun, and the noun or pronoun in the
independent clause.
The planets that are in our solar system are drawn toward the Sun
by gravity.
Astronaut John Young, who was one of few men ever to walk on
the moon, can jump higher on the moon than on Earth.
Becky, whose weight on Earth is 100 pounds, would weigh 236
pounds on Jupiter.
•
•
•
Astronauts, whom I admire, devote their whole lives to the study
of outer space.
Explain to students that adding an adjective clause to a simple sentence
can provide more detail to their writing.
Provide students with several simple sentences, have them identify the simple subject in the independent clause and then create an adjective
clause to give more information about the noun.
Have students look at a piece of their own writing and choose a sentence to add an adjective clause to create more detail and description to the
sentence.
LONG BEACH UNIFED SCHOOL DISTRICT
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2014-1015
English Language Arts
Astronomy
Grade 5
Early Astronomers
Days 7-8
Vocabulary
Theme Connections
revolves, geocentric theory,
epicycles, flawed, legacy, radical,
In this article, students will learn about the contributions of early Greek scholars on the study of the Universe. Although many of the ideas held by early
scholars proved to be wrong, their legacy lives on through our continued use of instruments, science, math, reasoning, and creativitiy to learn more about
the Universe.
Reader and Task Considerations
Although this article is written in a straight forward text structure (sections organized around specific scholars) and the purpose is stated early (Greek
scholars changed the way we think about the Universe), there are heavy knowledge and language demands making this text complex. The text-dependent
questions below will provide support for students in accessing the conceptual ideas and vocabulary embedded in the text.
Metas de Aprendizaje

•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente
precisión y fluidez para apoyar la
comprensión. (RF.5.4)
First Read
Puedo explicar cómo un autor usa
el razonamiento y evidencia para
apoyar puntos particulares en un
texto o video.
Reread for Comprehension
•
•
•
•
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 want to have the students read it silently the first time through.
Clarify and share the learning target, “I can explain how an author uses reasons and evidence to support particular points in a text.”
Explain to students that in a piece of informational text, an author will
make a point or claim and then provide reasons and explanations to
support that claim.
• Puedo determinar el significado
de una palabra o frase según se
usa en el texto. (RL.5.4)
In order to explain how an author uses reasons and evidence, you first
need to determine the point or overall claim an author is making.
•
Reading closely to determine the main idea will help you determine the
claim an author is making.
Determine the author’s claim.
An author’s claim can often be found in the introduction or conclusion of
an article. Have students reread the introduction (the two paragraphs
before the section on Ptolemy.
Ask students, “¿Qué punto/argumento piensas que el autor está tratando
de comprobar en la introducción?”
Collect student responses in a Circle Map. Responses may include, “Greek
scholars changed the way we think about the universe.” “We know more
now about the Universe than people did thousands of years ago.”
Now have students reread the conclusion (last paragraph) and ask what claim they think the author is making here. Responses may include, “Early
scientists left a legacy on scientists today.” “We are linked to the early scientists.” “Early scientists were famous for their ways of thinking.” “Early
scientists used instruments, science, math, reasoning, and creativity to learn about the Universe.”
LONG BEACH UNIFED SCHOOL DISTRICT
Guide students to the following claim, “The work of early scientists changed our thinking about the Universe and gave us direction to study the
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2014-1015
English Language Arts
Astronomy
•
•
•
•
•
•
Puedo explicar cómo un autor usa
el razonamiento y evidencia para
apoyar puntos particulares en un
texto o video. (RI.5.8)
•
Seleccione una meta de expresión
oral y capacidad auditiva de
acuerdo a las necesidades del
estudiante (SL.5.1)
•
Puedo recopilar, tomar apuntes,
y categorizar información de un
texto. (W.5.8)
•
Puedo identificar evidencia en los
textos informativos para apoyar
el análisis, reflexión, e
investigación. (W.5.9)
Grade 5
Heavens.” Record this claim in the center of the Circle Map.
Determine how the author supports this claim
Next ask students to look at how the “body” of the article is organized. (main ideas and details around different scholars)
Explain to students that an author often structures the information to support the purpose (claim) of the writing.
Reread Ptolemy and engage students with the following text-dependent questions.
¿Cómo te ayuda el autor para entender la palabra geocéntrico?
¿Qué utilizó para predecir el movimiento de los planetas?
¿Cómo “comprobó” que sus predicciones eran verdaderas?
Reread Aristotle
¿En qué se parecía Aristóteles a Tolomeo?
¿Cuál era su teoría del movimiento de los planetas?
Aunque él estaba equivocado, ¿Por qué tantas personas le creyeron?
Reread Copernicus
¿Qué creía Copérnico acerca del universo?
¿Por qué consideraban sus ideas como “radicales?”
¿Por qué tenían que estudiar en secreto los seguidores de Copérnico?
Reread Galileo
¿Por qué era famoso Galileo?
¿Qué utilizaba para estudiar astronomía?
¿Qué efecto tuvo Galileo en futuros científicos?
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question: En el texto, “Los primeros astrónomos”, dice el autor, “nosotros utilizábamos nuestros instrumentos, la ciencia, las
matemáticas, el razonamiento, y la creatividad para aprender más secretos del universo.”
¿Cómo utilizar los primeros científicos estos medios?
•
Analyze the prompt with the students.
•
•
The prompt is asking us to explain how early
scientists used instruments, science, math,
reasoning, and creativity to learn about the
Universe.
Have students create a Tree Map with branches
representing each of the early scientists.
Depending on the needs of your students, have them
independently, with a partner, or in a small group
reread the text and determine whether each scientist
used instruments, science, math, reasoning, creativity,
or a combination in their study of the Universe. Record
an example from the text to support each method.
Collaborative Discussion
Place students in small groups or with different
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
Astronomy
Grade 5
partners to discuss their notes in response to the focus question.
• Puedo utilizar palabras de acuerdo
a mi grado escolar y de acuerdo a
la materia correspondiente en
conversaciones y por escrito.
(L.5.6)
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their opportunity
to add to their notes/maps.
Based on anecdotal evidence, select a specific learning target to provide students with direct instruction.
Observe students’ conversations for the selected learning target in order to monitor students’ discussion and provide feedback.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to Text
•
Based on the needs of your students, you may want to provide additional scaffolds by providing a frame for writing the response.
•
Either model writing the response or have students write them independently.
Metas de Aprendizaje
•
Puedo escribir una opinión
acerca de un tema o texto,
apoyando un punto de vista
con razones e información.
(W.5.1.a)
•
Puedo presentar un tema o
texto claramente y expresar
una opinión (W.5.1.a)
•
Puedo trabajar con mis
compañeros y adultos para
planear, desarrollar, actualizar, y
editar mi escritura. (W.5.5)
Focus of Instruction: Opinion Writing and Conventions
Opinion Writing (The following instructional plan may be used if students do NOT have structure in place. If they do, begin to introduce the strategies
beginning on page 151 of the Expository Manual.)
•
Select a mini-lesson to teach one of the criteria on the rubric. (The following represents an example and is meant to show the process of how you
could explicitly teach a specific criterion on the rubric, have students look for proficiency in their own piece, and then revise.
Explain to students that in opinion writing, you need to begin with a stand-alone opening paragraph, with at least two sentences, that
addresses the prompt through definition, question, or statement. (Mini-lesson page 125)
Then provide students with several examples of opening paragraphs (using the content of the initial assessment) that MEET this criterion.
You may use actual student samples (names removed) or create your own.
Have students categorize each of the samples you provide them into definition, question, or statement.
Pair students and have them practice talking about the openings as if they were having a peer conference. It may sound something like this,
“Your opening meets the criteria on the rubric. It has at least two sentences and addresses the prompt using a
definition/question/statement.”
Next, show students examples of opening paragraphs that do NOT meet the criteria.
Have students work in pairs to determine why it does not meet the criteria.
Model for students how to revise so that the opening does meet the criteria.
Have students simulate a peer conference again practicing what it would sound like when a portion of the writing does not meet a specific
criterion.
Have students revise their initial assessment for that specific criterion only.
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English Language Arts
•
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•
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en oraciones.
(L.5.1.a)
Astronomy
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Grade 5
Language Conventions: Adverb clauses and subordinating conjunctions
Explain to students that the other type of dependent clause is an adverb clause. An adverb clause modifies the verb in the independent clause and
answers when, where, how, and why.
Have students practice identifying the adverb clause in the following
sentences and explain how it modifies the verb in the independent
clause.
Puedo usar correctamente una
coma para separar un elemento
de introducción del resto de la
oración. (L.5.2.b)
Puedo expandir, combinar, y
reducir oraciones para explicar
el significado, interés del
lector/oyente, y el estilo.
(L.5.3.a, W.5.5)
LONG BEACH UNIFED SCHOOL DISTRICT
Whenever I hear that song, I remember my last birthday party. (tells
when I remember)
If we knew the telephone number, we could call the store for
directions. (tells how we would be able to call-condition)
Before we got out of bed, my father had already cleared the snow
off the sidewalk. (tells when my father cleared the snow)
When I am older, I would like to travel in South America.
Althoug h s he didn’t mean to be un kind , her words hurt
Camilla’s feelings.
Until we learned how to use the compass, we wandered around the
woods for hours.
My young cousins laugh whenever I read the story to them.
Please address the envelopes before you leave this afternoon.
We brought this puppy to you because we know how much you like animals.
The boys crouched behind the fence until they heard the car drive away.
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English Language Arts
Astronomy
Video Clip – Galileo
Grade 5
Day 9
Vocabulary
telescopes, galaxies, unchartered
territory, symmetrical, infinitely,
dogma, scripture, schism,
heliocentric, inquisition, heresy
Theme Connections
This video will provide students with some additional knowledge about Galileo. In the video clip, students will learn about the effects of Galileo’s
heliocentric view of the solar system. At the time it was a radical idea and went against the ideas of the Catholic Church.
Text, Reader, and Task Considerations
This video is complex in that it has many ideas and vocabulary words that will be unfamiliar to most students. Prior to watching the video, remind
students what they learned about in the previous article in particular how most people at the time of Galileo believed that the Earth stood still at the
center of the Universe. It is very important for the teacher to pre-watch this video in order to know which ideas and vocabulary should be taught prior
to the lesson.
Metas de Aprendizaje
•
Puedo escuchar atentamente y
relatar la información que
presentó en un video. (SL.5.2)
Focus of Instruction: Reading and Responding to Text
First Viewing
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Puedo escuchar atentamente y
Replay for Listening Comprehension
relatar la información que presentó
•
en un video. (SL.5.2)
•
Watch the entire video once through without stopping or commentary. The purpose is to provide students with an opportunity to watch the video
and get the overall “gist.”
Ask students for their reaction to the video (leave this very open-ended, the purpose of this conversation is for students to talk about the video).
Puedo tomar apuntes, categorizar
información, y relatar el video con
mis propias palabras. (W.5.8)
•
•
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•
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Play the video again and have students listen to factual information and details about Galileo. Have students create a Circle Map with Galileo as the
topic. As students watch and listen to the video, ask them to write important words they hear in the video. After viewing the video, have students
turn to a partner or in a group and discuss what they heard.
Engage students in a whole group discussion with the following questions:
¿Qué creía Galileo?
¿Qué le ayudó a llegar a esta creencia?
¿Cuáles fueron los efectos de esta creencia?
Tell students that you will watch the video again and record the causes that lead Galileo to believe in a heliocentric solar system and the effects of
those beliefs. Ask students what kind of map would best capture this information.
Replay the first part of the video and listen for what lead to Galileo to believe that the solar system revolved around the Earth. (causes)
Replay the remainder of the video and have students listen for the effects of his radical ideas. (effects)
Have students discuss the information they put in their Multi-Flow Maps with a partner or in a small group.
Using Notes and Maps to Paraphrase the Information
Introduce the Focus Question: ¿Qué información aprendiste acerca de Galileo en el video?
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Metas de Aprendizaje
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Puedo brindar razones
lógicamente ordenadas apoyadas
en hechos y detalles. (W.5.1.b)
Have students orally paraphrase the information using their notes and maps prior to writing a response to the focus question.
Have students paraphrase in writing the information presented in the video.
Focus of Instruction: Writing and Conventions
Opinion Writing (The following instructional plan may be used if students do NOT have structure in place. If they do, begin to introduce the
strategies beginning on page 151 of the Expository Manual.)
•
Select a mini-lesson to teach one of the criteria on the rubric. (The following represents an example and is meant to show the process of how you
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
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Astronomy
Explain to students that in opinion writing, you need to use explanations, examples, and personal experiences to develop and support
each reason related to the opening statement and none of the details can be redundant.
Explicitly teach students how to identify explanations, examples, and personal experiences.
One way to explain a reason is to provide a clarification statement (Mini-lesson page 119). Have students practice writing clarification
statements for various reasons to support an opinion.
Puedo trabajar con mis compañeros
y adultos para planear, desarrollar,
actualizar, y editar mi escritura.
(W.5.5)
•
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en oraciones.
(L.5.1.a)
•
Puedo usar correctamente una coma
para separar un elemento de
introducción del resto de la oración.
(L.5.2.b)
•
Puedo expandir, combinar, y reducir
oraciones para explicar el significado,
interés del lector/oyente, y el estilo.
(L.5.3.a, W.5.5)
Grade 5
could explicitly teach a specific criterion on the rubric, have students look for proficiency in their own piece, and then revise.
Puedo identificar evidencia en los
textos informativos para apoyar el
análisis, reflexión, e investigación.
(W.5.9)
Another way to elaborate on a reason is to provide examples and personal experiences (Mini-lesson page 124). Have students practice
writing examples and personal experiences for various reasons to support an opinion.
Then provide students with several examples of body paragraphs (using the content of the initial assessment) that MEET this criterion.
You may use actual student samples (names removed) or create your own.
Have students identify clarification statements, examples, and personal experiences in each of the paragraphs provided.
Pair students and have them practice talking about the elaboration as if they were having a peer conference. It may sound something like
this, “In this paragraph your reason is
. You elaborated on this reason by providing a
(clarification
statement/example/personal experience. Have you considered trying to use
_(offer an alternative approach)?”
Next, show students examples of body paragraphs that do NOT meet the criteria. Samples could illustrate only the use of one approach
or redundant details.
Have students work in pairs to determine why it does not meet the criteria.
Model for students how to revise to make the elaboration better.
Have students simulate a peer conference again practicing what it would sound like when a portion of the writing does not meet a
specific criterion.
•
Have students revise their initial assessment for that specific criterion only.
Language Conventions: Creating complex sentences with adverb clauses
•
Explain to students that one way to add more detail or description/information to a sentence is to add adverb clauses. An adverb clause gives more
information by modifying the verb in the independent clause. It tells when an action happens, where it happens, why it happens or how it happens.
•
Provide students with simple sentences and have them identify the verb. Then in a Tree Map, generate dependent clauses that answer when,
where, why, and how. Remind students that a dependent clause must begin with a subordinating conjunction and contain a subject and verb. See
below for an example.
Alicia goes to the library.
Alicia goes to the library so she can do well on her tests. (why she goes to the library)
When she gets home from school each night, Alicia goes to the library. (when she goes to the library)
If her mom is free to take her, Alicia goes to the library. (condition)
Alicia goes to the library where all of her friends hang out. (where she goes to the library)
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
Astronomy
Grade 5
Galileo (OCR) BAP
Days 10-13
Vocabulary
(See BAP lesson for a full list.)
Theme Connections
This BAP lesson will build on students’ conceptual knowledge regarding the idea that Galileo made great contributions to what we know about the solar
system even though he was silenced and his views were opposed by many.
Reader and Task Considerations
Students will need to apply their use of reading comprehension strategies to successfully read and pull meaning from text. They should also understand
the power that the church had in this time period.
Metas de Aprendizaje
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•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente
precisión y fluidez para apoyar la
comprensión. (RF.5.4)
First Read
Seleccione una meta de expresión
oral y capacidad auditiva de
acuerdo a las necesidades del
estudiante (SL.5.1)
Reread for Comprehension
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Puedo citar el texto con precisión
para apoyar mis inferencias. (RI.5.1)
•
Puedo explicar cómo un autor usa
razones y evidencia para apoyar
puntos particulares en un texto o
video. (RI.5.8)
•
Puedo recopilar, tomar apuntes,
y categorizar información de un
texto. (W.5.8)
•
Puedo identificar evidencia en los
textos informativos para apoyar
el análisis, reflexión, e
investigación. (W.5.9)
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 want to have the students read it silently the first time through.
Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
In addition to the suggested text-dependent questions and tasks, select from the unit learning targets to provide your students with direct
instruction based on their needs.
For example, if you have evidence from previous instruction and assessments that your students are struggling with being able to identify key
points made by an author and how the author supports those points, you will want to design lessons addressing this standard. These lessons can
precede the instruction outlined in the BAP lesson.
Reread to Gather Evidence/Information and Respond to Text
Introduce the REVISED Focus Question (Culminating Writing Task) that has been aligned to the task that will be asked of students on the On-Demand
Reading and Responding to Text assessment that will take place at the end of the unit. In the text Galileo, the author makes several key points
regarding the idea that Galileo’s invention of the telescope contributed greatly to what we know about our solar system. Name at least two key
points he makes and explain how he uses reasons and evidence to support these points. (Note that this question has been aligned to the On-Demand
Reading and Responding to Text Assessment at the end of the unit. This is your opportunity to provide scaffolds and instruction on how to write to a
prompt that addresses RI.5.8)
•
Analyze the prompt with the students.
The prompt is asking us to determine the key points regarding the idea that Galileo’s invention of the telescopes contributed to our
knowledge of the solar system even though his ideas were silenced.
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LONG BEACH UNIFED SCHOOL DISTRICT
It then asks us to explain how he supports those key points with reasons and evidence.
Have students create a Three-column Chart with titles, “Key Points,” and “What Reasons and Evidence support the key point,” and “How does he
support that point?”
Model for students the first key point, “Galileo invented the telescope to study objects in the sky.”
Work with students to determine the details (reasons and evidence) the author uses to support the point.
Then work with students to determine how the author presents these details. (He tells a narrative story of how Galileo found out about this “tube”
and went back to his workshop to create the telescope.)
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English Language Arts
Astronomy
•
• Puedo prepararme para una
conversación colaborativa al
leer y estudiar el material
requerido. (SL.5.1.a)
• Puedo utilizar mi preparación y
otras ideas que tengo acerca del
tema para explorar las ideas del
tema de discusión. (SL.5.1.a)
• Puedo presentar un tema o texto
claramente y expresar una
opinión (W.5.1.a)
• Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
• Puedo conectar mi opinión y
razones usando las palabras,
frases, y cláusulas apropiadas.
(W.5.1.c)
• Puedo brindar una declaración de
conclusion o sección relacionada a
mi opinión. (W.5.1.d)
• Puedo trabajar con mis
compañeros y adultos para planear,
desarrollar, actualizar, y editar mi
escritura. (W.5.5)
Depending on the needs of your students, you may want to provide additional scaffolds such as coming up with the key points together and then
analyzing how the author presents the reasons and evidence to support the points.
Collaborative Discussion
•
Place students in small groups to discuss and refine the evidence collected.
•
Bring students back to a whole group and discuss any new ideas gained in light of the discussion.
Written Response to Text
•
Based on the needs of your students, you may want to provide additional scaffolds by providing a frame for writing the essay.
•
Either model writing the essay or have students write the essays independently.
Metas de Aprendizaje
• Puedo escribir una opinión acerca
de un tema o texto, apoyando un
punto de vista con razones e
información. (W.5.1.a)
Grade 5
Focus of Instruction: Opinion Writing and Conventions
Opinion Writing – Model writing to the prompt, “Should animals be used for space exploration?”
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The sequence of this instructional plan is to take place over 4 days. On the first day, have students read articles in order to develop their position
on whether or not animals should be used for space exploration. One option is to provide students with articles from the Internet on this issue and
the other option is to have students do their own searches in the computer lab for articles on this issue. Below are articles used for the sample
piece included in the appendix of the unit.
A Brief History of Animals in Space – http://history.nasa.gov/animals.html
Why are there dozens of dead animals floating in space? http://science.howstuffworks.com/dead-animals-in-space1.html
Opinion Corner - http://www.space-exploreres.com/internal/gemini/?forum=opcorner&post=781
•
Follow the Modeled Writing Lesson Plan on pages 135-143 from the WftB&B Expository Manual (This instructional plan follows a model for
structure only and then students will apply the strategies to this piece through the revision process in subsequent lessons.)
Select claim (Animals should be used for space exploration or Animals should NOT be used for space exploration.)
Brainstorm reasons to support the claim (Be sure to select reasons that can be supported with enough elaboration and facts from the texts.)
Select reasons and organize for writing
Write an opening paragraph
Extend with details modeling all 3 types of elaboration
Orally rehears with a “think aloud”
Select transition words and phrases
Write a closing paragraph
Orally rehearse in pairs
Draft the opinion piece
Provide a list of sources
• Puedo brindar una lista de recursos.
(W.5.8)
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English Language Arts
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Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en
oraciones. (L.5.1.a)
•
Puedo usar correctamente una
coma para separar un elemento
de introducción del resto de la
oración. (L.5.2.b)
•
Puedo expandir, combinar, y
reducir oraciones para explicar el
significado, interés del
lector/oyente, y el estilo. (L.5.3.a,
W.5.5)
Astronomy
Grade 5
Language Conventions: Prepositions and Prepositional Phrases
•
Explain to students that a prepositional phrase functions as an adjective or adverb in a sentence. This means it is a group of words that gives more
information about a noun/pronoun or verb in a sentence. Unlike an adjective or adverb clause, it does NOT have a subject and verb. A
prepositional phrase begins with a preposition (a word that shows location in place or time) and
ends with a noun or pronoun. Sometimes there are additional words or modifiers in between.
Use the following example to illustrate the parts of a prepositional phrase used as an
adverb (tells when or where).
o Simple sentence – The boy ran.
o Simple sentence with a prepositional phrase. The boy ran into the building.

Function of the prepositional phrase to tell where the boy ran. (modifies the verb ran)

Parts – into (preposition), the (modifier), building (object of the
preposition)
o Simple sentence – The boy ran.
o Simple sentence with a prepositional phrase. The boy ran in the morning.

Function of the prepositional phrase to tell when the boy ran.
(modifies the verb ran)

Parts – in (preposition), the (modifier), morning (object of the preposition)
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LONG BEACH UNIFED SCHOOL DISTRICT
Use the following example to illustrate the parts of a prepositional phrase used as an adjective (modifies the noun by answering which one?)
o Simple sentence – The boy ran.
o Simple sentence with a prepositional phrase. The boy
with the long hair ran.

Function of the prepositional phrase to tell
which boy (modifies the noun boy)

Parts – with (preposition), the (modifier),
long hair (object of the preposition)
Provide students with the following pairs of sentences and have them
classify them into “functions as an adjective” or “functions as an
adverb.”
o The girl next to the door stood quietly. (next to the door
tells which girl so it functions as an adjective)
o The girl stood quietly next to the door. (next to the door
tells where the girl stood so it functions as an adverb)
Using the text, Galileo, ask students to look for examples of prepositional phrases used as adjectives and those used as adverbs.
Using the text Galileo, ask students to rewrite sentences to include prepositional phrases used as adjectives and adverbs.
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English Language Arts
Astronomy
Grade 5
10 NASA Inventions You Might Use Every Day
Days 14-15
Vocabulary
Theme Connections
stipulated, by-product, innovation,
In this informational article, students will read about ten everyday products that were the result of work initiated by NASA or a byproduct of a NASA
invention. From its inception, NASA’s research and advancements was to benefit all people. The author of this article claims that NASA fulfilled that role
through the partnering with various research teams and companies. The inventions described in the article are all made possible thanks to a NASA idea
or innovation.
Reader and Task Considerations
The following lesson is designed to be done as a Jigsaw. All students will read the introduction of the article to understand NASA’s role in the invention
of everyday items. The rest of the article can be divided among smaller groups, each group reading and learning about a different invention. Groups can
then teach one another about the invention they studied.
Metas de Aprendizaje
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•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente
precisión y fluidez para apoyar la
comprensión. (RF.5.4)
First Read
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.5.4)
Reread for Comprehension
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Puedo explicar la relación entre
dos o más personas, eventos,
ideas, o conceptos en un texto
científico. (RI.5.3)
•
Puedo explicar cómo un autor usa
razones y evidencia para apoyar
puntos particulares en un texto o
video. (RI.5.8)
•
Puedo resumir un texto. (RI.5.2)
•
•
•
Puedo prepararme para una
conversación colaborativa al leer y
estudiar el material requerido.
(SL.5.1.a)
Provide ALL students with the first 3 pages of the article. (Introduction, invention #10, and invention #9.
Read aloud the first 3 pages.
Tell students that the rest of the article describes inventions #8-#1 and that they will be studying one invention in a group.
Ask students to reread the first page of the article to determine what claim the author is making. (NASA fulfilled its role that its research and
advancements benefit all people.)
Discuss with students how the author supports this central idea. (He
provides 10 examples of products or inventions that benefit all
people that were directly related to NASA.
Ask the following text-dependent questions:
¿Cómo se creó NASA?
Estipular significa exigir que algo suceda. ¿Por qué piensas que
la ley estipuló que las investigaciones y avances realizadas por
NASA beneficiaran a todas las personas? (Encourage students to
use the word stipulated in their answer.)
¿Cuáles son algunos de los productos en la lista que se hicieron
Posibles gracias a NASA?
Using invention #10, Invisible Braces, model for students how to
read the passage closely to locate what NASA invented, the need for
that invention, the company that partnered with NASA, and the
byproducts of the original invention. As students provide you with
the information and answers to the questions below, record ideas in
a Multi-Flow Map.
Read the text aloud once through.
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
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Yo puedo consultar mi preparación y otras
ideas que tengo acerca del tema para
explorar las ideas en gestión. (SL.5.1.a)
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Yo puedo obedecer las reglas acordadas
de discusión y llevar a cabo mis
asignaciones durante la conversación
colaborativa. (SL.5.1.b)
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Puedo hacer comentarios que contribuyen a
la discusión durante conversaciones en
conjunto. (SL.5.1.c)
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Puedo aclarar y darle seguimiento a la
información hacienda y respondiendo
preguntas específicas (SL.5.1.c)
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Puedo repasar ideas claves expresadas y
explicar mis propias ideas como resultado de
tener una conversación en conjunto.
(SL.5.1d)
Metas de Aprendizaje
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Puedo redactar una composición acerca de
cierto tema o texto, apoyando un punto de
vista con razones e información. (W.5.1.a)
Puedo presentar un tema o texto
claramente y expresar una opinión (W.5.1.a)
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para apoyar el
propósito. (W.5.1.a, W.5.4)
LONG BEACH UNIFED SCHOOL DISTRICT
Astronomy
Grade 5
Then ask students to reread the page underlining any challenging vocabulary.
Discuss challenging vocabulary by either figuring it out from context clues or looking up the definition in a
dictionary. Ask student the following questions:
o
¿Qué inventó finalmente NASA?
o
Next, ask students what NASA needed the product or invention for.
o ¿Qué empresa colaboró con NASA?
o ¿Qué creó esta empresa? ¿Quién se benefició?
•
Using the Multi-Flow map and information, have students practice orally taking the information off of the map. The oral rehearsal
should approximate the following. “NASA needed a product to protect the infrared antennae of heat-seeking missile trackers so they
partnered with a company to develop translucent polycrystalline alumina (TPA). Another company that was working on a new design
for dental braces discovered that this new product would be strong enough to withstand use as braces and is see through making it
perfect for invisible braces. People who need braces but don’t want a mouth full of metal benefit from this product.”
Once students have orally practiced, model writing a summary
paragraph to capture the information from the Multi-Flow Map.
Using invention #9, Scratch-resistant Lenses, repeat the process
with the entire class but with less scaffolding.
Place students with a partner or in a small group and ask them
to read about the invention looking for the original invention
by NASA, why NASA needed it, what company they partnered
with, the resulting product, and who benefited.
Have students write a brief paragraph summarizing the information.
Place students in small groups and assign each group a different invention.
Have groups work together to complete the
following: Practice reading the passage
aloud fluently
Determine unfamiliar words and look up their definitions in the
dictionary
Create a Multi-Flow Map
Orally rehearse the
information Write a
summary paragraph
Focus of Instruction: Opinion Writing and Conventions
Present to the rest of the
Opinion Writing
class
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For the remainder of the unit, introduce the strategies (WftB&B p. 151-193 and using mini-lessons from 202-213)
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Explicitly teach the strategies you choose using the following process:
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Based on the needs of your students, select strategies and pace your lessons accordingly following the process
outlined below: Explicitly teach the strategy by explaining what it is and showing an example in a proficient
model.
Provide examples/non-examples (meets the criteria and doesn’t meet the
criteria). Provide opportunities to practice the strategy with activities and minilessons.
Provide sample student essays that25
fall short of the strategy and have students practice how to revise for the
strategy. Apply the strategy to a piece of their own writing.
•
•
2014-1015
English Language Arts
•
Puedo crear una estructura de
organización en la cual las ideas
relacionadas se agrupan para
apoyar el propósito. (W.5.1.a,
W.5.4)
•
Puedo conectar mi opinión y
razones usando las palabras,
frases, y clausulas apropiadas.
(W.5.1.c)
•
Puedo brindar una declaración o
sección de conclusión relacionada
con mi opinión. (W.5.1.d)
•
Puedo trabajar con mis compañeros
y adultos para planear, desarrollar,
actualizar, y editar mi escritura.
(W.5.5)
Astronomy
•
LONG BEACH UNIFED SCHOOL DISTRICT
Grade 5
Below is an example of this process with strategy #1, using quality reasons pages 152-157.
Begin by explaining the criteria for quality reasons (global in nature and distinctly different from the other reasons). A global reason
represents a “big idea” which will then allow for extensive elaboration.
Provide examples and non-examples using pages 152 and 153.
Select activities to practice the strategy either using suggestions from the manual or creating activities linked to the text they are reading.
Provide students with sample essays with reasons that are not global in nature and or are not distinctly different from each other and follow
the process outlined on pages 156-157. (You may choose to use samples from the manual OR create fictional student samples using the
students’ first two writing samples. If you use actual student samples, either ask for permission first and remove the name from the paper OR
change it enough so that it is not recognizable.)
Model for students how to have a peer conference regarding the specific strategy. Students need to practice what it sounds like when you are
looking for a specific strategy.
Apply the strategy to a previously written opinion piece.
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English Language Arts
•
Astronomy
•
Puedo usar correctamente una coma
para separar un elemento de
introducción del resto de la oración.
(L.5.2.b)
•
Puedo expandir, combinar, y
reducir oraciones para explicar el
significado, interés del
lector/oyente, y el estilo. (L.5.3.a,
W.5.5)
Grade 5
Grammar Conventions: Interjections
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su
función particular en oraciones.
(L.5.1.a)
•
Explain that interjections are words that express emotion. The interjection yum lets us see the emotional response to the information in the
sentence.
Interjections can be an actual word or merely a sound and is followed by an exclamation mark (!) or a comma. Unlike all the other parts of speech,
the interjection is not linked in any way to any other word in the sentence.
Begin a Interjections chart and list interjections found in the following sentences:
¡Wow, ¿viste ese jet!
¡O no! Él perdió el disco de hockey.
¡Ay! Eso duele.
No! No toques el freno.
¡Yuck!, detesto el repollo hervido.
Bueno, ¿qué dijo él?
¡Dios mío! Eso es una sorpresa.
Punctuation for an interjection will depend on the emotion and body language you hope to capture. Strong emotion, such as anger, excitement, or
surprise needs an explanation point to communicate the intensity.
Ugh! I cannot believe we are eating leftover vegan burritos for a third night.
Wow! That was a really intense movie.
An interjection meant to illustrate confusion, uncertainty, or disbelief will require a question mark to help capture the open mouth, shrug, blank
look, or rolled eyes:
Huh? You want me to help you with your homework?
Oh really? You ran four miles in under a half hour?
A comma or period will indicate weaker emotions, like indifference, doubt or disdain. These two marks of punctuation dial down the volume on
the sentence:
Uh-oh, did the teacher catch you talking?
Hey, what are you doing after school today?
•
•
•
•
•
•
Hmm. I’m not sure what to do.
In groups, have students write an appropriate interjection in the blank.

 _. ¡Tú estás en mi silla!

 _, mi nombre es Robert.

 _, este pescado apesta.

 ! Casi me resbalo.

Esa fue una bonita fiesta, ¿_
?

 _, quiero ir contigo.

¡ ! Nos vemos luego.

Las serpientes están rastreras,

 _,¿Por qué no me ayudaste a detener la puerta?
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
Astronomy
Apollo 11
Days 16-17
Vocabulary
Theme Connections
proposal, international, NASA, despite, forged,
sophisticated, conduct, civilian, lunar,
anticipation, garbled, labor intensive, endeavor,
justified
In this History.com informational article, students will read about the Apollo mission to land a man on the moon.
Reader and Task Considerations
The text is structured in a chronological order and is easy to follow. Students may need some background on the Cold War and the tensions
between the United States and the Soviet Union. The first read will require students to independently take notes on the events that happen in
the article. By now in the unit, students should be taking on more of the responsibility when reading the text.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
•
Puedo resumir un texto. (RI.5.2)
First Read
•
Puedo determinar el significado de una
palabra o frase según se usa en el texto.
(RL.5.4)
•
Puedo leer con suficiente precisión y fluidez
para apoyar la comprensión. (RF.5.4)
•
•
•
•
•
•
Puedo citar el texto con precisión para apoyar
mis inferencias. (RI.5.1)
Puedo explicar la relación entre dos o más
personas, eventos, ideas, o conceptos en
un texto científico. (RI.5.3)
•
Grade 5
•
Have students read aloud the entire text without stopping in order for them to get the “gist” of the selection.
As students are reading, ask them to underline any words they find challenging.
Pair students to discuss the words they found challenging and have them use context clues to determine the meanings of the words.
Have students create a Flow Map as they read the text, making a box for each date listed and a brief note as to what occurred on that
date.
Have students summarize the text with a partner or in a small group using their notes from the Flow Map.
Reread for Comprehension
•
•
•
Remind students that in an informational piece of text, an author makes connections between the events and ideas described.
Review the events in the text and discuss how each event is related to the next one.
Engage students in the following text dependent questions
¿Por qué el gobierno de Estados Unidos estaba tan interesado en enviar al hombre a la luna?
¿Cuánto tiempo pasó desde que John Kennedy anunció su meta hasta el momento que el hombre aterrizó en la luna?
¿Cuáles fueron algunos de los contratiempos?
¿Por qué piensas que algunas personas tal vez pensaban que la misión no valía la pena por su costo?
¿Qué dijo Armstrong cuando dio su primer paso en la luna?
Reread to Gather Evidence/Information and Respond to Text
•
•
Puedo prepararme para una conversación
colaborativa al leer y estudiar el material
requerido. (SL.5.1.a)
Puedo identificar evidencia en los textos
informativos para apoyar el análisis,
reflexión, e investigación. (W.5.9)
Introduce the focus question, ¿Cuál fue el beneficio de la misión de Apolo para los Estados Unidos? ¿Crees que valió la pena el precio?
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.
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English Language Arts
Astronomy
•
Grade 5
Bring students back as a whole group and discuss how their understanding changed or deepened in light of the conversation.
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: Opinion Writing and Conventions
Select from the learning targets based on the
strategies you choose to introduce.
•
•
•
Opinion Writing
•
Continue introducing strategies using the process outlined in the previous lesson
•
Have students apply the strategy to a previously written opinion piece
Language
Conventions: Use of comma to separate an introductory element
Puedo explicar la función de las
•
Explain to students that when a complex sentence begins with a dependent clause, it needs to be separated from the independent clause
conjunciones, preposiciones, e
with a comma.
interjecciones en general y su función
•
Provide students with the following complex sentences to illustrate this.
particular en oraciones. (L.5.1.a)
o Mariah became the captain after she joined the swim team. (dependent clause comes after independent clause so no comma is
required0
Puedo usar correctamente una coma para
o After Mariah joined the swim team, she became the team captain.
separar un elemento de introducción del resto
de la oración. (L.5.2.b)
•
Provide students with complex sentence samples that are missing the comma and have them correctly edit the sentences.
Puedo expandir, combinar, y reducir
oraciones para explicar el significado, interés
del lector/oyente, y el estilo. (L.5.3.a, W.5.5)
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
Astronomy
The Mystery of Mars
Days 18-22
Grade 5
Vocabulary
Theme Connections
See BAP lesson for a full list of vocabulary.
In this informational/expository text, students learn about the characteristics of Mars that make it similar and different to Earth. They will also
build their understanding of the effects of space exploration.
Reader and Task Considerations
Students should be reminded to use reading comprehension strategies while reading. These strategies allow them to make meaning from text
which in turn allows the reader to better participate in discussions that continue to build knowledge about a topic. In order to write the
culminating task, students will need to know the transition words for compare and contrast and the paragraphing options.
Metas de Aprendizaje
•
•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente precisión y fluidez
para apoyar la comprensión. (RF.5.4)
First Read
Seleccione una meta de expresión oral y
capacidad auditiva de acuerdo a las
necesidades del estudiante (SL.5.1)
Reread for Comprehension
•
•
•
•
•
•
Puedo citar el texto con precisión para apoyar
mis inferencias. (RI.5.1)
•
Puedo explicar cómo un autor usa el
razonamiento y evidencia para apoyar
puntos particulares en un texto o video.
(RI.5.8)
•
Puedo recopilar, tomar apuntes, y
categorizar información de un texto.
(W.5.8)
•
Puedo identificar evidencia en los textos
informativos para apoyar el análisis,
reflexión, e investigación. (W.5.9)
LONG BEACH UNIFED SCHOOL DISTRICT
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 want to have the students read it silently the first time through.
Follow the BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
In addition to the suggested text-dependent questions and tasks, select from the unit learning targets to provide your students with direct
instruction based on their needs.
For example, if you have evidence from previous instruction and assessments that your students are struggling with being able to identify
key points made by an author and how the author supports those points, you will want to design lessons addressing this standard. These
lessons can precede the instruction outlined in the BAP lesson.
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question (culminating task) - Consider what you read about Mars’s atmosphere, weather, and air. Choose two of these
topics to compare and contrast it with planet Earth. Cite your findings with specific facts from the text.
•
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.
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.
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English Language Arts
Metas de Aprendizaje
Astronomy
Grade 5
Focus of Instruction: Opinion Writing and Conventions
•
Todas las metas de escritura se han
presentado y los estudiantes las integrarán
todas en conjunto.
Opinion Writing
•
Introduce the end of unit process piece. ¿Es importante la exploración espacial?
•
Explain to students that they will now work through the writing process (without modeling) to answer the question, “Is space exploration
important?” by making a claim (space exploration IS important OR space exploration is NOT important) and supporting it with reasons
based on facts and information from their readings.
•
Students can either use information from the texts that were used in the unit or they can spend a couple of days researching the topic
using the Internet. A simple Google search, “is space exploration” important will provide students with articles and debates on the issue.
•
Students will need to plan their essays, draft, revise, and edit without teacher scaffolding. However, they may work with their peers to
discuss ideas, reread each other’s work and edit.
•
Puedo explicar la función de las
conjunciones, preposiciones, e
interjecciones en general y su función
particular en oraciones. (L.5.1.a)
Grammar Conventions: Varying sentence length
•
Explain to students that using sentences of different lengths will improve the rhythm and flow of their writing. Sentence length can be
varied by expanding sentences by adding clauses and phrases, combining sentences, and reducing sentences.
•
Ask students to take a look at a piece of their own writing. Have them count the number of words in each sentence. If all the sentences
have around the same number of words, have them vary sentence length through expanding, combining, and reducing.
•
Puedo usar correctamente una coma para
separar un elemento de introducción del resto
de la oración. (L.5.2.b)
•
Puedo expandir, combinar, y reducir
oraciones para explicar el significado, interés
del lector/oyente, y el estilo. (L.5.3.a, W.5.5)
LONG BEACH UNIFED SCHOOL DISTRICT
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English Language Arts
Week
1
2
3
4
5
Astronomy
Research and Inquiry
Resources
Inquiry Process
OCR Unit 2: 113 Generate Ideas & Formulate Questions and Problems
A-D
•
Explain to students the steps in the investigative process (post) so they can refer to
it throughout the unit
OCR Unit 2: 117 •
Explain the purpose of this investigation is to add to the group’s knowledge of the
A-D
unit theme, Astronomy
•
Explain to students that they will need to make important decisions about time
management as this investigation will be conducted over several weeks
•
Brainstorm ideas and questions related to the concept of Astronomy
•
Narrow ideas about Astronomy that interest them into investigation problems or
questions
•
Support students in choosing a specific question or problem that interests them
•
Explain that a good investigation problem or question will require them to
consult multiple sources
OCR Unit 2: 127 Make Conjectures & Establishing Investigation Needs
A-D
Explain that making conjectures prior to investigating the problems and questions
will help them be more productive
OCR Unit 2: 137
Teach students that a conjecture is a sort of educated guess.
A-D
Engage in a whole group discussion where problems and questions are briefly
presented and all students can contribute with suggestions, constructive criticisms,
and questions.
Tell students they will need to access information from a variety of sources
OCR Unit 2: 151 Establish Investigation Plans
A-D
Engage in a whole-group discussion to help students having difficulty establishing
knowledge need related to their conjectures, remind investigation groups that
they can change their focus if struggling, and provide any other needed guidance
before they starting plans
OCR Unit 2 161 Continuing Investigation and Getting Feedback
A- D
Tell groups that is it time to start compiling their finding for a class presentation
Have groups consider how they might want to present and how they can
enhance their presentations
Allow groups time to organize their presentations
OCR Unit 2 177
A- D
Presenting Investigation Findings
Allow time for groups to present
Remind them of the important presentation techniques and how they will be
scored
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Grade 5
•
•
•
•
•
•
•
Guided Activity Options
Chart ideas and questions related to
Astronomy
Create investigation groups to work on
selected problems
Present proposed problems along with
reasons for investigating them
Record initial problems on the board
and make connections between similar
problems
Skills
Parts of the
library
and
Diagrams
Engage in a group discussion featured
modeling making conjectures
Outline a schedule for students of how
much time will be available until the
first presentation will be done
Groups set goals for their investigation
on a calendar (Teacher supports)
Card and
Computer
Catalogs
and
Outlining
Tighten up investigative plans
Come up with a plan for getting the
information
Using an Index
Assign significant roles to each group
member
Continue investigating in groups
In groups, plan presentation plan
With teacher, arrange schedules,
discuss problems, and receive guidance
Allow students time to respond to the
presenters by asking questions,
paraphrasing, contributing new ideas
and sharing conclusions
Note Taking
Evaluating
Research
2014-1015
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