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ELA G5:M3A

Sports and Athletes’ Impact on Culture

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: The Importance of Sports in American Culture

Instructional FocusLong-Term TargetsAssessments
  • Building Background Knowledge: Why Are Sports Important in American Culture?
  • Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives
  • I can determine the main idea(s) of an informational text based on key details.
  • I can summarize an informational text.
  • I can determine the meaning of academic words or phrases in an informational text.
  • I can determine the meaning of content words or phrases in an informational text.
  • I can explain how authors use evidence and reasons to support their points in informational texts.
  • Mid-Unit 1: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture (NYSP12 ELA Standards RI.5.2, RI.5.4, RI.5.8)
  • Identifying Opinions and Evidence: The Importance of Sports in American Society
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (W.5.1)

* I can identify facts and details that support my opinion. (W.5.1a)

* I can create an organizational structure in which I group together related ideas. (W.5.1b)

  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • End of Unit 1: On-Demand Opinion and Evidence Paragraph about the Importance of Sports in American Culture (NYSP12 ELA Standards W.5.1 and W.5.9)
  • Building Background Knowledge: Why Are Sports Important in American Culture?
  • Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives
  • I can determine the main idea(s) of an informational text based on key details.
  • I can summarize an informational text.
  • I can determine the meaning of academic words or phrases in an informational text.
  • I can determine the meaning of content words or phrases in an informational text.
  • I can explain how authors use evidence and reasons to support their points in informational texts.
  • Mid-Unit 1: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture (NYSP12 ELA Standards RI.5.2, RI.5.4, RI.5.8)

Weeks 3-5 Unit 2: Case Study: Promises to Keep: How Jackie Robinson Changed America

Instructional FocusLong-Term TargetsAssessments
  • Introducing Promises to Keep and Drawing Inferences
  • Determining How an Author Uses Reasons and Evidence to Support an Opinion
  • Comparing Multiple Accounts of the Same Topic
  • I can determine the main idea(s) of an informational text based on key details.
  • I can summarize an informational text.
  • I can determine the meaning of academic words or phrases in an informational text.
  • I can determine the meaning of content words or phrases in an informational text.
  • I can explain how authors use evidence and reasons to support their points in informational texts.
  • Writing Opinions: Logically Ordering Reasons to Support
  • Writing Introductions and Finding Supporting Evidence
  • Explaining the Relationships between Events in a Historical Text
  • I can determine the main idea(s) of an informational text based on key details.
  • I can summarize an informational text.
  • I can determine the meaning of academic words or phrases in an informational text.
  • I can determine the meaning of content words or phrases in an informational text.
  • I can explain how authors use evidence and reasons to support their points in informational texts.
  • Mid-Unit 2: Identifying Author’s Opinion, Reasons, and Supporting Evidence: “Courage on the Field” (NYSP12 ELA Standards RI.5.2, RI.5.4, RI.5.8)
  • Letters as Informational Text: Comparing and Contrasting Different Accounts
  • Finding Supporting Reasons and Evidence for an Opinion
  • Developing an Opinion Based on the Textual Evidence
  • Writing a Class Letter to the Publishers of Promises to Keep
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (W.5.1)

* I can introduce the topic of my opinion piece. (W.5.1a)

* I can create an organizational structure in which I group together related ideas. (W.5.1a)

* I can identify reasons that support my opinion. (W.5.1b)

* I can use linking words to connect my opinion and reasons. (W.5.1c)

* I can construct a concluding statement or section for my opinion piece. (W.5.1d)

  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • End of Unit 2: Writing an Opinion Essay with Supporting Evidence about Jackie Robinson’s Legacy (NYSP12 ELA Standards W.5.1 and W.5.9)

Weeks 6-8 Unit 3: Culminating Project: Expert Groups Research and Writing an Opinion Letter

Instructional FocusLong-Term TargetsAssessments
  • Researching One of Three Additional Athletes
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)
  • I can build knowledge about multiple aspects of a topic by conducting research. (W.5.7)
  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • Mid-Unit 3: Notes and Graphic Organizer for a Letter to a Publisher (NYSP12 ELA Standards RI.5.9, W.5.1, W.5.7 and L.5.6)
  • Researching One of Three Additional Athletes
  • Synthesizing Research and Drafting Letter
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can build knowledge about multiple aspects of a topic by conducting research. (W.5.7)
  • I can use several sources to build my knowledge about a topic.(W.5.7)
  • 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 provide a list of sources I used to gather information. (W.5.8)
  • End of Unit 3: Draft Letter to a Publisher (NYSP12 ELA Standards RI.5.9, W.5.1and W.5.4)
  • Synthesize Research and Revise and Publish Letter
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.5.1)
  • I can use conventions to send a clear message to my reader. (L.5.2)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • Final Performance Task: Letter to a Publisher (NYSP12 ELA Standards RI.5.9, W.5.1, W.5.5, W.5.7, W.5.8, L.5.1, L.5.2, L.5.6)

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