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ELA G5:M3A:U1

The Importance of Sports in American Culture

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: Why Are Sports Important in American Culture?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using quotes from the text. (RI.5.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • After a discussion, I can explain key ideas about the topic being discussed. (SL.5.1)
  • I can make observations and ask questions during a Gallery Walk about the importance of sports in American culture.
  • I can use quotes to make inferences about why sports are important in American culture.
  • I can listen effectively to my partner when sharing.
  • I can determine the meaning of new words in quotes using context clues.
  • Gallery Walk observations and questions
  • Tea Party protocol cards
  • Vocabulary cards
  • Tea Party
  • Gallery Walk
  • Think-Pair-Share

Lesson 2Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part I

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how authors use reasons and evidence to support their points in informational texts. (RI.5.8)
  • I can determine the gist of the first three sections of the article “It’s Not Just a Game!”
  • I can identify the author’s opinion in an informational article.
  • I can identify the evidence the author uses to support an opinion.
  • Gist statement
  • Opinion and Evidence graphic organizer (in journal)
  • Text-coded article
  • None

Lesson 3Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part II

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how authors use evidence and reasons to support their claims in informational texts. (RI.5.8)
  • I can determine the gist of the last three sections of the article “It’s Not Just a Game!”
  • I can identify the author’s opinion in an article.
  • I can identify the evidence the author uses to support an opinion.
  • I can determine the meaning of new words and phrases from context in an informational article.
  • Admit tickets
  • Gist statement
  • Text-coded article
  • Opinion and Evidence graphic organizer (in journal)
  • Quiz-Quiz-Trade

Lesson 4Mid-Unit Assessment: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can identify the evidence the author uses to support an opinion.
  • I can explain how the evidence I identify supports the author’s opinion.
  • I can determine the meaning of new words and phrases from context in an informational article.
  • I can reflect on my learning about opinions in informational text and how authors use evidence to support an opinion.
  • Mid-Unit 1 Assessment
  • Tracking My Progress, Mid-Unit 1 recording form
  • None

Lesson 5Identifying Opinions and Evidence: The Importance of Sports in American Society, Part I

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can determine the gist of the article “Sports in America.”
  • I can identify the author’s opinion in an informational article.
  • I can identify evidence the author uses to support an opinion.
  • I can determine the meaning of new words and phrases from context in an informational article.
  • Gist statement
  • Text-coded article
  • Vocabulary cards
  • Jigsaw

Lesson 6Organizing Evidence and Writing an Opinion Paragraph: The Importance of Sports in American Society, Part II

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize or paraphrase information in my notes and in finished work. (W.5.8)
  • I can create an organizational structure in which I group together related ideas. (W.5.1)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)
  • I can identify the evidence that supports an author’s opinion.
  • I can create an organizational structure to record evidence that supports the author’s opinion.
  • I can paraphrase evidence to record on my organizational structure.
  • I can write a paragraph with an opinion supported by evidence.
  • Text-coded article
  • Vocabulary cards (vocabulary folder)
  • Opinion and Evidence graphic organizer or Accordion graphic organizer
  • Opinion and Evidence paragraph
  • Praise-Question-Suggest

Lesson 7End of Unit Assessment: On-Demand Opinion and Evidence Paragraph about the Importance of Sports in American Culture

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can identify facts and details that support my opinion. (W.5.1)
  • I can create an organizational structure in which I group together related ideas. (W.5.1)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)
  • I can write an opinion about the importance of sports in American culture.
  • I can identify and organize evidence to support my opinion.
  • I can write a paragraph with related evidence to support my opinion.
  • I can reflect on my learning about how evidence is used to support an opinion.
  • End of Unit 1 Assessment
  • Tracking My Progress, End of Unit 1 recording form
  • Chalk Talk

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