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ELA G5:M3A:U2

Case Study: Promises to Keep: How Jackie Robinson Changed America

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 1Introducing Promises to Keep and Drawing Inferences: Who Is Jackie Robinson and Why Is He Important? (Promises to Keep, Pages 6–7)

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 make inferences 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 summarize text that is read aloud to me. (SL.5.2)
  • I can describe the features of a biographical text.
  • I can draw inferences about Jackie Robinson from the photographs in the Introduction to Promises to Keep.
  • I can determine the meaning of new words and phrases from context in Promises to Keep.
  • Notice/Wonder/Inference note-catcher
  • Gist statement
  • Vocabulary cards
  • Sticky note evidence flags
  • None

Lesson 2Synthesizing from Informational Texts: Main Idea and Key Details from Promises to Keep (Pages 8–10)

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 summarize informational text. (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 determine the main idea of a timeline and explain how the main idea is supported by key details.
  • I can determine the main idea of a passage of text from Promises to Keep and explain how the main idea is supported by key details.
  • I can synthesize information from a timeline and passage of text to write a summary statement.
  • I can quote accurately from the text to explain segregation laws in America.
  • Homework card
  • Vocabulary cards
  • Journal (Main Idea and Details note-catcher, Text-Dependent Question answer)
  • Quiz-Quiz-Trade
  • Jigsaw

Lesson 3Comparing Multiple Accounts of the Same Topic: Learning about the Great Migration (Promises to Keep, Pages 10–13)

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 explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text. (RI.5.3)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can compare and contrast multiple accounts of the same event or topic. (RI.5.6)
  • I can find main ideas and key details in a Readers Theater script about the Great Migration.
  • I can compare and contrast different peoples’ experiences of the Great Migration.
  • I can determine the meaning of new words and phrases about the Great Migration from context.
  • I can explain the links between the Robinson family’s personal history and the Great Migration.
  • Great Migration Venn diagram
  • None

Lesson 4Determining Author’s Opinions, Reasons, and Evidence: Signs of Hope and Progress for African Americans in the 1920s (Promises to Keep, Pages 14–15)

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 how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize the information in Promises to Keep about life for African Americans in the 1920s.
  • I can identify the reasons and evidence Sharon Robinson uses to support an opinion about life for African Americans in the 1920s.
  • I can explain how the reasons I identify support Sharon Robinson’s opinion.
  • Great Migration Venn diagram (homework from Lesson 3)
  • Vocabulary cards
  • Journal (Author’s Opinion, Reasons, and Evidence graphic organizer)
  • Evidence flags
  • Tea Party

Lesson 5Reading to Determine Important Relationships between People and Events: The Importance of the 1936 Olympics for African Americans (Promises to Keep, Pages 16–19)

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 people, events, and ideas in a historical, scientific, or technical text using specific details in the text. (RI.5.3)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can draw on information to explore ideas in the discussion. (SL.5.1a)
  • I can describe the influences on Jackie Robinson’s life in the 1930s.
  • I can explain what caused Americans to believe that there was “victory over racism” during the 1930s.
  • I can use information shared by my group members to help deepen my understanding of the main ideas in Promises to Keep.
  • I can determine the meaning of new words and phrases from context in the book Promises to Keep.
  • Homework gist card
  • Vocabulary cards
  • Journal (Causes and Effects note-catcher)
  • Get One-Give One-Move On

Lesson 6Comparing Multiple Accounts of the Same Topic: The Story of Bus Desegregation (Promises to Keep, Page 21)

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 explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text. (RI.5.3)
  • I can compare and contrast multiple accounts of the same event or topic. (RI.5.6)
  • I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. (L.5.4)
  • I can make connections between Jackie Robinson’s personal history and the desegregation movement in America.
  • I can determine the meaning of new words and phrases about Jackie Robinson and the desegregation movement from context.
  • Bus Desegregation Venn diagram
  • Journal (response to prompt)
  • None

Lesson 7Inferring Author’s Opinions and Writing Opinion Statements: Journalists’ Opinions about Segregation Post–World War II (Promises to Keep, Pages 22–25)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using quotes from the text. (RI.5.1)
  • I can summarize an informational text. (RI.5.2)
  • I can determine the meaning of academic and 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 introduce the topic of my opinion piece. (W.5.1a)
  • I can summarize the information in Promises to Keep about segregation in professional baseball after World War II.
  • I can infer journalists’ opinions about segregation in professional baseball after World War II.
  • I can write a sentence that states an opinion about segregation in professional baseball after World War II.
  • Vocabulary cards (from homework)
  • Journals (author’s opinion, topic sentence)
  • None

Lesson 8Explaining the Relationships between Events in a Historical Text: Contextualizing the History of Baseball (Promises to Keep, Pages 8–9, 25)

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 summarize an informational text. (RI.5.2)
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text. (RI.5.3)
  • I can paraphrase key details from a text about the history of baseball and African American history.
  • I can merge two timelines to create a chronology that connects baseball and African American history.
  • I can summarize information in order to connect key events in the history of baseball and African American history.
  • Vocabulary cards
  • Similarity and Difference index card
  • Merged timelines
  • Journal (summary statement)
  • None

Lesson 9Identifying Supporting Reasons and Evidence for an Opinion: Exploring Why Jackie Robinson Was the Right Man to Break the Color Barrier (Promises to Keep, Pages 26–29)

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 explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize the information in Promises to Keep about why Jackie Robinson was chosen to break the color barrier in baseball.
  • I can identify the reasons and evidence Sharon Robinson uses to support an opinion in Promises to Keep.
  • I can explain how the reasons and evidence that I identify support Sharon Robinson’s opinion.
  • I can determine the meaning of new words and phrases from context in the book Promises to Keep.
  • Journals
  • Vocabulary cards
  • Author’s Opinion, Reasons, and Evidence graphic organizer
  • Evidence flags
  • None

Lesson 10Mid-Unit Assessment: Identifying Author’s Opinion, Reasons, and Supporting Evidence: “Courage on the Field”

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 reasons and evidence the author uses to support an opinion in “Courage on the Field.”
  • I can determine the meaning of new words and phrases from context in an article.
  • I can reflect on my learning about opinions in informational text and how authors use reasons and evidence to support an opinion.
  • Mid-Unit 2 assessment
  • Tracking My Progress, Mid-Unit 2 recording form
  • None

Lesson 11Letters as Informational Text: Comparing and Contrasting Three Accounts about Segregation (Promises to Keep, Pages 38–39)

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 compare and contrast multiple accounts of the same event or topic. (RI.5.6)
  • I can describe how the text features of a letter help readers.
  • I can compare and contrast three different points of view (Jackie Robinson’s, his wife’s, and his daughter’s) of the same event.
  • I can determine the meaning of new words and phrases from context in the book Promises to Keep.
  • Three Perspectives Venn diagram
  • Journals (synthesis writing)
  • None

Lesson 12Identifying Supporting Reasons and Evidence for an Opinion: Exploring Jackie Robinson’s Promise (Promises to Keep, Pages 38–45)

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 explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize the information in Promises to Keep about how Jackie Robinson was treated after joining the Brooklyn Dodgers.
  • I can identify the reasons and evidence Sharon Robinson uses to support an opinion in Promises to Keep.
  • I can explain how the reasons and evidence I identify support Sharon Robinson’s opinion.
  • I can determine the meaning of new words and phrases from context in the book Promises to Keep.
  • Journals (Author’s Opinion, Reasons, and Evidence graphic organizer)
  • Vocabulary cards
  • Evidence flags
  • Jigsaw

Lesson 13Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Role in the Civil Rights Movement (Promises to Keep, Pages 50–57)

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 how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize the information in Promises to Keep about Jackie Robinson’s role in the civil rights movement.
  • I can explain Jackie Robinson’s impact on civil rights, using quotes from the text in Promises to Keep.
  • I can develop an opinion based on multiple pieces of evidence from the text.
  • I can support my opinion with reasons and evidence from the text.
  • Vocabulary cards
  • Journals (Opinion, Reasons, and Evidence graphic organizer)
  • Evidence flags
  • Jigsaw

Lesson 14Writing an Introduction and Body Paragraph That Support an Opinion: Jackie Robinson’s Role in the Civil Rights Movement

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)

    a. I can introduce the topic of my opinion piece.

    b. I can create an organizational structure in which I group together related ideas.

  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can write a topic sentence that states an opinion.
  • I can write a paragraph to introduce a topic and my opinion.
  • I can write a body paragraph that groups evidence together to support a reason.
  • Index cards (from homework)
  • Journals (Opinion, Reasons, and Evidence graphic organizer; introduction paragraph; Reason 1 body paragraph)
  • None

Lesson 15Writing a Second Body Paragraph and Conclusion for an Opinion Essay: Jackie Robinson’s Role in the Civil Rights Movement (Promises to Keep, Pages 50–57)

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 write an opinion piece that supports a point of view with reasons and information. (W.5.1)

    a. I can create an organizational structure in which I group together related ideas.

    b. I can identify reasons that support my opinion.

    c. I can use linking words to connect my opinion and reasons.

    d. I can construct a concluding statement or section for my opinion piece.

  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can write a body paragraph that groups evidence together to support a reason.
  • I can use linking words to connect my reasons and evidence to my opinion.
  • I can write a conclusion statement for my opinion essay.
  • I can use feedback from a peer to revise my opinion essay to better meet the criteria.
  • Vocabulary cards
  • Journals (Opinion, Reasons, and Evidence graphic organizer; two body paragraphs; conclusion statement)
  • None

Lesson 16Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Legacy (Promises to Keep, Pages 58–63)

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 explain how authors use evidence and reasons to support their points in informational texts. (RI.5.8)
  • I can summarize the information in Promises to Keep about Jackie Robinson’s legacy.
  • I can explain Jackie Robinson’s legacy, using quotes from the text in Promises to Keep.
  • I can develop an opinion based on multiple pieces of evidence from the text.
  • I can determine the meaning of new words and phrases from context in the book Promises to Keep.
  • Evidence flags
  • Vocabulary cards
  • Gist card (from homework)
  • None

Lesson 17End of Unit Assessment: Writing an Opinion Essay with Supporting Evidence about Jackie Robinson’s Legacy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)

    a. I can introduce the topic of my opinion piece.

    a. I can create an organizational structure in which I group together related ideas.

    b. I can identify reasons that support my opinion.

    c. I can use linking words to connect my opinion and reasons.

    d. I can construct a concluding statement or section for my opinion piece.

  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can write a paragraph to introduce the topic and my opinion.
  • I can write reason body paragraphs that group evidence together to support a reason.
  • I can use linking words to connect my reasons and evidence to my opinion.
  • I can reflect on my learning about how evidence is used to support an opinion.
  • I can write a conclusion statement for my opinion essay.
  • End of Unit 2 Assessment
  • Tracking My Progress, End of Unit 2 recording form
  • None

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