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ELA G5:M3A:U3

Culminating Project: Expert Groups Research and Writing an Opinion Letter

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 New Athletes to Research: Althea Gibson and Roberto Clemente

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1)

    a. I can prepare myself to participate in discussions.

    a. I can draw on information to explore ideas in the discussion.

    c. I can ask questions that are on the topic being discussed.

  • I can summarize information that is presented in pictures and/or numbers. (SL.5.2)
  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can make observations and ask questions about the athletes Althea Gibson and Roberto Clemente.
  • I can summarize information about each athlete after viewing images and text during a Gallery Walk.
  • I can determine which athlete I am most interested in researching and justify my selection with reasons.
  • Summary statement (in journal)
  • Index card: Choice and Justification statement
  • Gallery Walk
  • Think-Pair-Share

Lesson 2Research: Close Read of Text 1 for Each Expert Group

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 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 begin to build background knowledge about my athlete by using one of several sources.
  • I can identify evidence from the text about how an athlete broke barriers and created a legacy.
  • I can develop an opinion about an athlete’s legacy based on evidence I identify in the text.
  • I can support my opinion about an athlete’s legacy with reasons.
  • Journal (gist statement, opinion, and two reasons)
  • Students’ coded Text 1
  • Chalk Talk
  • Think-Pair-Share

Lesson 3Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • I can logically group together related reasons and evidence that support my opinion by using a graphic organizer.
  • I can determine the meaning of new words and phrases from context in an article about an athlete.
  • I can revise my opinion, supporting reasons, or evidence about an athlete based on new understandings of key vocabulary.
  • Journals (graphic organizer with opinion, reasons, and evidence)
  • Vocabulary cards
  • None

Lesson 4Research: Close Read of Text 2 for Each Expert Group

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can continue to build background knowledge about my athlete by using one of several sources.
  • I can identify evidence from the text about how an athlete broke barriers and created a legacy.
  • I can revise my opinion about an athlete’s legacy based on evidence.
  • Journals (gist statement, graphic organizer with revised opinion)
  • Students’ coded Text 2
  • Chalk Talk

Lesson 5Organizing an Opinion, Reasons, and Evidence: Text 2 for Each Expert Group

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)
  • I can use several sources to build my knowledge about a topic. (W.5.7)

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • I can logically group together related reasons and evidence that support an opinion about my athlete on my graphic organizer.
  • I can determine the meaning of new words and phrases from context in an article about an athlete.
  • I can revise my supporting reasons and evidence based on new understandings about key vocabulary.
  • Journals (Group Opinion, Reasons and Evidence graphic organizer)
  • Vocabulary cards
  • None

Lesson 6Research: Close Read of Text 3 for Each Expert Group

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can continue to build background knowledge about my athlete by using one of several sources.
  • I can identify evidence from the text about how an athlete broke barriers and created a legacy.
  • I can revise my opinion about an athlete’s legacy based on evidence.
  • Journals (gist statement, graphic organizer with revised opinion)
  • Students’ coded Text 3
  • Chalk Talk

Lesson 7Organizing an Opinion, Reasons, and Evidence: Text 3 for Each Expert Group

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)
  • I can use several sources to build my knowledge about a topic. (W.5.7)

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • I can logically group together related reasons and evidence that support an opinion about my athlete on my graphic organizer.
  • I can determine the meaning of new words and phrases from context in an article about an athlete.
  • I can revise my supporting reasons and evidence based on new understandings about key vocabulary.
  • Journals (graphic organizer with opinion, reasons and evidence)
  • Vocabulary cards
  • None

Lesson 8Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher

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

    b. I can identify reasons, facts, and details that support my opinion.

  • I can use several sources to build my knowledge about a topic. (W.5.7)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can accurately use fifth-grade academic vocabulary to express my ideas. (L.5.6)
  • I can revise my opinion then choose the reasons and evidence from my notes that best support my opinion about my athlete.
  • I can logically group together related reasons and evidence that support my opinion about my athlete on a graphic organizer I create.
  • I can accurately use key vocabulary about barriers and legacy in my opinion, reasons, and evidence.
  • I can reflect on my learning about opinions in informational text and how authors use reasons and evidence to support an opinion.
  • Mid-Unit Assessment
  • Tracking My Progress form
  • None

Lesson 9Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and 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.

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

    c. I can identify reasons that support my opinion.

  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can develop an opinion (with my peers) based on multiple pieces of evidence from Promises to Keep about Jackie Robinson’s legacy.
  • I can identify reasons and evidence (with my peers) to support our opinion about Jackie Robinson’s legacy.
  • I can write a paragraph (with my peers) to introduce the topic and our opinion in a letter to a publisher.
  • Journal (Group Opinion, Reasons, and Evidence graphic organizer)
  • None

Lesson 10Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words

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

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

  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can summarize or paraphrase information in my notes and in finished work. (W.5.8)
  • I can organize reasons and evidence logically (with my peers) to support our opinion about Jackie Robinson’s legacy.
  • I can use linking words (with my peers) to connect our opinion and reasons in our letter to a publisher.
  • I can write reason body paragraphs (with my peers) to support our opinion in a letter to a publisher.
  • Group reason body paragraph
  • Gallery Walk

Lesson 11Whole Class Model Letter Writing (Concluding Statement) and Preparing for End of Unit Assessment

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)

    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 provide a list of sources I used to gather information. (W.5.8)
  • I can write a conclusion statement (with my peers) for our opinion letter to a publisher.
  • I can create a list of sources used in gathering evidence for writing an opinion letter.
  • Individual and group concluding statements
  • None

Lesson 12End of Unit Assessment: Writing a Draft Letter to a Publisher about an Athlete’s Legacy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)

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

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

    c. I can identify reasons that support my opinion.

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

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

  • I can write a paragraph to introduce the topic and my opinion about the athlete I researched in a letter to a publisher.
  • I can organize reasons and evidence logically to support my opinion about the athlete I researched.
  • I can write reason body paragraphs to support my opinion about the athlete I researched in a letter to a publisher.
  • I can use linking words to connect my opinion, reasons, and evidence about the athlete I researched in a letter to a publisher.
  • I can write a conclusion statement for my opinion about the athlete I researched in a letter to a publisher.
  • End of Unit Assessment
  • Tracking My Progress
  • None

Lesson 13Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1)

    a. I can follow our class norms when I participate in a conversation.

    b. I can ask questions that are on the topic being discussed.

    c. I can connect my questions and responses to what others say.

  • I can provide and receive feedback about my letter to a publisher by following class norms.
  • I can focus on revising specific elements of my letter, based on given criteria.
  • I can revise my letter to a publisher to better meet the criteria, based on feedback from a peer.
  • Opinion Letter Rubric (with peer feedback)
  • Revised letter
  • Group Norms and Critique Criteria evaluation form (teacher resource)
  • Peer Critique

Lesson 14Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part I

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1)

    b. I can follow our class norms when I participate in a conversation.

    c. I can ask questions that are on the topic being discussed.

    c. I can connect my questions and responses to what others say.

  • I can provide and receive feedback about my letter to a publisher by following class norms.
  • I can focus on revising specific elements of my letter, based on given criteria.
  • I can revise my letter to a publisher to better meet the criteria, based on feedback from a peer.
  • Opinion Letter Rubric (with peer feedback)
  • Revised letter
  • Group Norms and Critique Criteria evaluation form (teacher resource)
  • Peer Critique

Lesson 15Author’s Read: Final Performance Task

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1)

    b. I can follow our class norms when I participate in a conversation.

    c. I can ask questions that are on the topic being discussed.

    c. I can connect my questions and responses to what others say.

  • I can report on a topic or text using organized facts and details. (SL.5.4)
  • I can speak clearly and at an understandable pace. (SL.5.4)
  • I can read my revised letter to a publisher aloud clearly and at an understandable pace.
  • I can give feedback to my peers about how clearly they read their writing aloud.
  • Performance Task
  • Guiding Question Statement
  • None

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