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ELA G5:M2A:U1

How Scientists Communicate about the Living Things of the Rainforest

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge: Examining the Unique Living Things of the Rainforests and the Scientists Who Study Them

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can explain important relationships between ideas in a scientific text using specific details in the text. (RI.5.3)
  • I can summarize information that is presented in pictures and/or numbers. (SL.5.2)
  • I can prepare myself to participate in discussions. (SL.5.1)
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can write for a variety of reasons. (W.5.10)
  • I can listen effectively to my partner when sharing.
  • I can record what I notice and wonder about during a Gallery Walk.
  • I can compare and contrast texts and images about rainforests. 
  • I can describe in writing a unique living thing from the rainforest. 
  • I can explain how scientists communicate their research about the rainforest. 
  • I can explain the general purpose of an informational text.
  • Journal (KWL chart, Notices and Wonders, paragraph)
  • Gallery Walk

Lesson 2Reading an Interview: “Sloth Canopy Researcher: Bryson Voirin”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase. (L.5.4)
  • I can connect my questions and responses to what others say. (SL.5.1)
  • I can describe the features of an interview as an informational text.
  • I can determine the gist of an interview with scientist Bryson Voirin.
  • I can determine the meaning of new words from context in an interview with scientist Bryson Voirin.
  • Journal (Informational Text chart, glossary)
  • Annotated text
  • Rainforest KWL and Features of Informational Text charts
  • Exit ticket
  • Admit and Exit Ticket

Lesson 3Continued Close Read of “Sloth Canopy Researcher: Bryson Voirin”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can read fifth-grade texts with fluency. (RF.5.4)
  • I can actively listen to my partner while discussing our ideas.
  • I can determine the main idea of an interview with scientist Bryson Voirin.
  • I can determine the meaning of new words from context in an interview with scientist Bryson Voirin.
  • I can read the interview with scientist Bryson Voirin with fluency.
  • Journal Response Question (Homework for Lesson 2) 
  • Text-dependent questions
  • Journal (Rainforest KWL chart, glossaries) 
  • Exit ticket
  • None

Lesson 4Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize text that is read aloud to me. (SL.5.2)
  • I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase. (L.5.4)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can draw on information to explore ideas in the discussion. (SL.5.1)
  • I can write routinely for a variety of purposes. (W.5.10)
  • I can explain the gist of the article “Hawaii’s Endangered Happy Face Spider.”
  • I can determine the meaning of new words from context in the article “Hawaii’s Endangered Happy Face Spider.”
  • I can listen actively to my group members while discussing ideas.
  • I can use my group’s ideas to help me determine the gist of an article.
  • Student writing and signed Voirin article (from homework)
  • Journal (Informational Text chart, glossaries, Getting the Gist protocol)
  • Admit and Exit Ticket
  • Jigsaw

Lesson 5Informational Text Features: Analyzing “Hawaii’s Endangered Happy Face Spider”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase. (L.5.4)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can explain important relationships between ideas in a scientific text using specific details from the text. (RI.5.3)
  • I can share my ideas with my partners quickly.
  • I can determine the main idea of the article “Hawaii’s Endangered Happy Face Spider.”
  • I can determine the meaning of new words from context in the article “Hawaii’s Endangered Happy Face Spider.”
  • I can compare and contrast the rainforest research in Panama and Hawaii. 
  • I can evaluate the features of an interview as an informational text.
  • Paragraph from homework
  • Journal (Informational Text chart, Rainforest KWL chart, Features chart, Venn diagram)
  • Think-Pair-Share

Lesson 6Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientist Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can explain important relationships between ideas in a scientific text using specific details in the text. (RI.5.3)
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase. (L.5.4)
  • I can identify the main idea of an interview.
  • I can determine the meaning of new words from context in an interview about research in the rainforest.
  • I can analyze the features of an interview and how they help readers.
  • I can reflect on my learning about the rainforests and about the features of informational texts.
  • Venn diagram (from Lesson 5)
  • Mid-Unit 1 Assessment: Analyzing Part 1 of an Interview with a Rainforest Scientist
  • Tracking My Progress, Mid-Unit 1 recording form
  • None

Lesson 7Analyzing Documentary Videos: “Great Bear Rainforest Remote Camera Project” British Columbia, Canada

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize information that is presented in video. (SL.5.2)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can explain the main idea of a documentary video on researching in the rainforest.
  • I can determine the meaning of new words from context in a documentary video about researching in the rainforest.
  • I can analyze the features of a documentary video as informational text.
  • I can compare and contrast the features of an interview, an article, and a documentary video.
  • Journal (page for video, Rainforest KWL chart, Informational Texts chart(s), and glossaries)
  • Exit ticket
  • Think-Pair-Share

Lesson 8Synthesizing Information: Living Things in the Rainforest

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize information that is presented in pictures and maps. (SL.5.2)
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can document what I learn about a topic by taking notes. (W.5.8)
  • I can summarize or paraphrase information in my notes and in finished work. (W.5.8)
  • I can write routinely for a variety of reasons. (W.5.10)
  • I can read a map to help inform me as a reader. 
  • I can take notes on key details from multiple texts about rainforests. 
  • I can use quotes to create a gist statement from notes about rainforests.
  • Venn diagram (from homework)
  • Journal (informational text charts, Rainforest KWL chart)
  • Synthesis Note-catcher
  • Think-Pair-Share
  • Admit and Exit Ticket

Lesson 9End of Unit 1 Assessment: Analyzing an Interview with a Rainforest Scientist Part 2 and Comparing and Contrasting Texts About Rainforest Biodiversity

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can compare and contrast the organizational structure of different informational texts. (RI.5.5)
  • I can use a variety of sources to develop an understanding of a topic. (RI.5.9)
  • I can write an opinion piece and identify reasons to support my opinion. (W.5.1)
  • I can determine the main ideas in informational texts about rainforests of the Western Hemisphere.
  • I can compare and contrast the features of different informational texts about rainforests.
  • I can express my opinion about types of informational texts in writing.
  • I can use details to support my opinion.
  • I can reflect on my learning about informational texts and the rainforests.
  • End of Unit 1 Assessment
  • Tracking My Progress, End of Unit 1 recording form
  • None

Lesson 10Science Talk

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can prepare myself to participate in discussions. (SL.5.1)
  • I can draw on information to explore ideas in the discussion. (SL.5.1)
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can ask questions that are on the topic being discussed. (SL.5.1)
  • I can connect my questions and responses to what others say. (SL.5.1)
  • After a discussion, I can explain key ideas about the topic being discussed. (SL.5.1)
  • I can write an opinion piece and identify reasons to support my opinion. (W.5.1)

 

  • I can ask questions that are relevant to rainforest research.
  • I can share my ideas with my peers during a Science Talk about rainforests.
  • I can use the ideas of my peers in order to help inform my ideas about the rainforests.
  • I can gather quotes from informational texts as evidence in order to prepare for a Science Talk about rainforests.
  • I can synthesize my ideas about rainforests after the Science Talk.
  • Science Talk (observations/notes)
  • Journal: synthesis statement
  • Think-Pair-Share
  • Science Talk

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