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ELA G5:M4:U3

Research on 2010 Earthquake in Haiti, Learning about the Red Cross, and Writing an Opinion Speech

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: Jigsaw to Build and Share Expertise about the 2010 Haiti Earthquake, 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 summarize an informational text. (RI.5.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can explain recovery and rebuilding efforts in Haiti based on information from President Obama’s opening remarks of a speech.
  • I can summarize a chunk of President Obama’s opening remarks.
  • I can determine the meaning of words in context from President Obama’s opening remarks.
  • Annotated chunk of President Obama’s opening remarks
  • Summary paragraph
  • 2010 Haiti Earthquake concept map
  • None

Lesson 2Building Background Knowledge: Jigsaw to Build and Share Expertise about 2010 Haiti Earthquake, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine two or more main ideas of a text and explain how they are supported by 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 domain-specific 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 accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can determine two main ideas and supporting details from an informational text about the 2010 earthquake in Haiti.
  • I can determine the meaning of words and phrases in an informational text about the 2010 earthquake in Haiti.
  • I can synthesize information about the 2010 earthquake in Haiti by comparing and contrasting multiple accounts of the event.
  • 2010 Haiti earthquake concept maps
  • Vocabulary glossaries in student journals
  • Main Ideas and Details note-catcher
  • None

Lesson 3Researching about the Red Cross: What Is a Multinational Aid Organization?

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 document what I learn about a topic by taking notes. (W.5.8)
  • I can draw on evidence from informational texts to support analysis, reflection, and research. (W.5.9)
  • After a discussion, I can explain key ideas about the topic being discussed. (SL.5.1)
  • I can take notes from informational texts about multinational aid organizations.
  • I can explain what a multinational aid organization is.
  • I can explain key ideas about multinational aid organizations by using quotes from my note-catcher.
  • Vocabulary glossaries in student journals
  • Three-column note-catcher: What Is a Multinational Aid Organization?
  • Chalk Talk sticky notes
  • None

Lesson 4Researching about the Red Cross, Continued: Who Is the Red Cross and What Does This Multinational Organization Do?

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 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 document what I learn about a topic by taking notes. (W.5.8)
  • I can draw on evidence from informational texts to support analysis, reflection, and research. (W.5.9)
  • I can take notes from an informational text about the Red Cross.
  • I can explain how the Red Cross is a clear example of a multinational aid organization, using evidence from the text.
  • I can determine the meaning of words and phrases in an informational text about the Red Cross.
  • Gist statement (in margin)
  • Red Cross Video Viewing page
  • Three-column note-catcher: What Is a Multinational Aid Organization?
  • Vocabulary glossaries in student journals
  • None

Lesson 5Researching about the Red Cross, Continued: How Did the Red Cross Aid Haiti After the 2010 Earthquake?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can build knowledge about multiple aspects of a topic by conducting research. (W.5.7)
  • I can document what I learn about a topic by taking notes. (W.5.8)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • After a discussion, I can explain key ideas about the topic being discussed. (SL.5.1)
  • I can take notes from an informational text about the Red Cross aid to Haiti.
  • I can explain the various ways the Red Cross prioritized aid to Haiti following the 2010 earthquake using evidence from text.
  • Three-column note-catcher: What Is a Multinational Aid Organization?
  • Vocabulary glossaries in student journals
  • Red Cross in Haiti four-square note-catcher
  • None

Lesson 6Mid-Unit 3 Assessment, Part I: Short Constructed Response and Organizing Notes for a Public Speech

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can locate an answer or solve a problem efficiently, drawing from multiple informational sources. (RI.5.7)
  • I can write an opinion piece on topics or texts, supporting a point of view with reasons and information. (W.5.1)

    a. I can introduce a topic clearly.

    a. I can state an opinion.

  • I can build knowledge about multiple aspects of a topic by conducting research. (W.5.7)
  • I can document what I learn about a topic by taking notes. (W.5.8)
  • I can create an organizational structure to logically group ideas for an opinion speech.
  • I can introduce the topic of my opinion speech.
  • I can state an opinion in my speech, about the need to prioritize aid to a neighboring country struck by a hurricane.
  • Mid-Unit 3 Assessment, Part I: Short Constructed Response and Organizing Notes for a Public Speech
  • None

Lesson 7Mid-Unit 3 Assessment, Part II: Organizing Notes for a Public Speech

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can locate an answer or solve a problem efficiently, drawing from multiple informational sources. (RI.5.7)
  • I can write an opinion piece on topics or texts, supporting 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.

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

  • 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 choose evidence from informational texts to support analysis, reflection, and research. (W.5.9)
  • I can prioritize the four types of aid in order to add reasons to my speech outline.
  • I can paraphrase evidence to include in my speech outline.
  • I can write a concluding statement for my opinion speech.
  • I can reflect on my learning about how aid should be prioritized if a neighboring country is struck by a hurricane.
  • Assessment, Part II: Organizing Notes for a Public Speech
  • Tracking My Progress, Mid-Unit 3 recording form
  • None

Lesson 8Speech Writing: Identifying Criteria for a High-Quality Introduction

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize the points a speaker provides. (SL.5.3)
  • I can engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (SL.5.1)
  • 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.

  • I can summarize the introduction of the speech given by Adora Svitak.
  • I can identify criteria for the introduction of an opinion speech.
  • With peers, I can write an introduction for an opinion speech about prioritizing aid after an earthquake.
  • Response on President Obama’s Opinion (from homework)
  • Shared Writing: Introduction for an Opinion Speech
  • None

Lesson 9Speech Writing: Identifying Reasons, Evidence, and Linking Words

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how the evidence a speaker provides supports the points they’re trying to make. (SL.5.3)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.5.1)

    a. I can identify reasons that support my opinion.

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

  • I can explain how the evidence provided by Adora Svitak and President Obama support their opinions.
  • With peers, I can identify linking words and phrases in President Obama’s speech that connect his opinion, reasons, and evidence.
  • With peers, I can write the body for an opinion speech about prioritizing aid after an earthquake.
  • Transcript: Opening Remarks by President Obama (with text-coding, from homework)
  • President Obama Reasons and Evidence Sorting task card
  • Shared Writing Body Paragraphs
  • None

Lesson 10Speech Writing: Identifying Criteria for a High-Quality Conclusion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize the points a speaker provides. (SL.5.3)
  • I can engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing my own clearly.  (SL.5.1)

    d. I can review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

  • 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.

  • I can summarize the speech given by Adora Svitak.
  • I can identify criteria for the conclusion of an opinion speech.
  • With peers, I can write a conclusion for the class opinion speech about prioritizing aid following an earthquake.
  • Vocabulary glossaries in student journals
  • Shared Writing Conclusion paragraphs
  • None

Lesson 11End of Unit 3 Assessment: Draft Opinion Speech: How Should Aid Be Prioritized Following a Natural Disaster in a Neighboring Country?

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 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.5.2)

    a. Use punctuation to separate items in a series.

    b. Use a comma to separate an introductory element from the rest of the sentence.

    c. Use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.

    d. Use underlining, quotation marks, or italics to indicate titles of works.

  • I can write a draft of my opinion speech about how aid should be prioritized after a hurricane strikes a neighboring country.
  • I can accurately use conventions in the draft of my opinion speech.
  • I can reflect on my learning about how to write an opinion speech.
  • Lesson 10 task card: Mechanics and index card
  • End of Unit 3 Assessment: Draft Opinion Speech
  • Tracking My Progress: End of Unit 3 recording form
  • None

Lesson 12Final Performance Task: Critique and Revision, Part I

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 follow our class norms when I participate in a conversation. (SL.5.1)
  • I can follow our class norms when working with a partner to give and receive feedback.
  • I can use feedback from peers to revise my opinion speech to better meet the criteria.
  • Draft opinion speech revisions
  • Opinion Speech Criteria feedback form
  • None

Lesson 13Final Performance Task: Critique and Revision, Part II

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.5.1)

    b. I can form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

    e. I can use correlative conjunctions (e.g., either/or, neither/nor, not only/but also).

  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • I can summarize or paraphrase information in my notes and in finished work. (W.5.8)
  • I can accurately use the perfect verb tense in my opinion speech.
  • I can accurately use correlative conjunctions in my opinion speech.
  • I can edit my opinion speech to accurately use verb tenses and correlative conjunctions.
  • Perfect Verb Tense Practice
  • Correlative Conjunctions Practice
  • Edited draft opinion speech
  • None

Lesson 14Editing Sentences and Creating Visual and Multimedia Displays for a Presentation

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use my knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)

    a. I can expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

  • I can report on a topic or text using organized facts and details. (SL.5.4)
  • I can include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)
  • I can edit my speech draft to address audience interest by expanding, combining, and reducing sentences for meaning and style.
  • I can plan a display that includes multimedia components to accompany my speech presentation.
  • Edited draft opinion speech
  • Planning for multimedia display
  • None

Lesson 15Including Multimedia and Visual Displays in Presentations: Prioritization of Relief Aid after Natural Disasters

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)
  • I can speak clearly and at an understandable pace. (SL.5.4)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (S.L.5.6)
  • I can create a display that includes multimedia components to accompany my speech presentation.
  • I can evaluate model speeches using the Speech Presentation Rubric.
  • Planning for multimedia display
  • Speech Presentation Rubric
  • None

Lesson 16Final Performance Task: Delivering an Opinion Speech with Multimedia Display

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • I can present my speech and multimedia display to group members using the criteria for high-quality presentation skills.
  • I can provide feedback to my group members on their presentation skills using the Speech Presentation Rubric.
  • I can reflect on my speech delivery and multimedia presentation about prioritizing aid to a neighboring country struck by a natural disaster.
  • Final Performance Task: Opinion Speech Presentations
  • Speech Presentation Rubric
  • None

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