2016-2017 Curriculum Blueprint
Grade:
5th
Course: ELA
District Unit 2
Flexible Time:
20 days
Lexile Band: 830L-1010L
Unit Overview
In this unit, students will compare and contrast characters, settings, and events in a story or drama, as well as explain the relationships/interactions between
individuals, events, or concepts in a historical or scientific text, while citing text evidence. They will also describe how a narrator’s point of view influences
how events are described, noting important similarities and differences in the respective point of view. Students will have the opportunity to utilize
technology in order to practice their speaking and listening skills. By the end of this unit, students will have written an informative/explanatory text while
following the writing process.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will compare and contrast characters, settings, and events in a
 How does the author reveal qualities of the characters?
story or drama, as well as explain the relationships/interactions between
 How does an author effectively convey point of view?
individuals, events, or concepts in a historical or scientific text, while citing
 How do interactions and relationships in informational texts help me
text evidence. RL.1.3 RI.1.3
understand how, what, and why something happened?
Students will describe how a narrator’s point of view influences how
 Why is it important to be able to answer questions or solve problems
events are described, noting important similarities and differences in the
efficiently?
respective point of view. RL.2.6 RI.2.6
Published Product
*The purpose of the Published Product is to allow for students to go
through the writing process aligned to the standard. Use Literary Tasks
to scaffold learning that will prepare students for the Published Product.
After reading Patterns of Change and The Volcanoes of Hawaii, students
will write an informative/explanatory essay that explains the interactions
between the rock cycle and the formation of the Hawaiian Islands. Include
supporting evidence by citing specific details from multiple texts.
Focus Writing Standard
LAFS.5.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
Revised 6-30-15
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive
standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
5.W.2.4 (DOK 3) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3)
5.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 5)
5.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a single sitting.
5.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
5.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
LANGUAGE:
5.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or c larify the precise meaning of key words and phrases.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SPEAKING AND LISTENING:
5.SL.1.1 (DOK 3) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
5.SL.1.2 (DOK 2) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.2.6 (DOK 2) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3)
READING:
5.RL/RI.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences fr om the text.
5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphor s and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a speci fic word choice on meaning and tone.
5.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RL.3.7 (DOK 3) Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem)
• Define analyze
Revised 6-30-15
• Identify multimedia and visual elements
• Recognize meaning, tone and beauty
• Analyze how visual elements contribute to meaning, tone, and beauty
• Analyze how multimedia contributes to meaning, tone, and beauty
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
5.RI.3.7 (DOK 2) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
•Obtain information from sources.
•Recognize digital sources.
•Identify problem solving steps.
•Collect information/data.
•Locate an answer or solve problem efficiently from various print and digital sources.
•Organize information to answer efficiently.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
6th: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
5.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas, poetry, and informational texts, including history/social studies, science, and technical texts at the high end
of the grades 4–5 text complexity band independently and proficiently.
5.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards
5.RL.1.3 (DOK 2) Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how c haracters
interact)
• Define terms: compare and contrast
• Identify character, setting, and or event
• Identify similarities of characters, settings, or events
• Identify differences between characters
• Compare characters, setting, and events by presenting details from the text
• Contrast characters, setting, and events by presenting details from the text
4th: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
6th: Determine how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a
resolution.
5.RI.1.3 (DOK 3) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text.
• Define relationship and interactions
• Explain the relationship or interactions between individuals , events, ideas, and concepts
• Use specific information to support the relationship between individuals, ideas, and concepts
4th: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information
in the text.
Revised 6-30-15
6th: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
5.RL.2.6 (DOK 2) Describe how a narrator’s or speaker’s point of view influences how events are described.
•Define influences.
•Identify narrator’s or speaker’s point of view.
•Describe narrator’s or speakers point of view.
•Identify relevant events.
•Infer the characteristics of the narrator or speaker.
•Describe how the narrator’s point of view influences descriptions.
•Describe how the speaker’s point of view influences descriptions.
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
6th: Explain how an author develops the point of view of the narrator or speaker in a text.
5.RI.2.6 (DOK 4) Analyze multiple accounts of the same event or topic, noting important similarities and differences in the p oint of view they represent
• Define influences
• Identify narrator’s or speaker’s point of view
• Describe narrator’s point of view
• Identify relevant events
• Infer the characteristics of the narrator or speaker
• Describe how a narrator’s point of view influence the descriptions
• Describe how the speaker’s point of view influences how the events are described
4th: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
6th: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Speaking and Listening Standards
Language Standards
5.SL.2.4 (DOK 2) Report on a topic or text or present an opinion,
5.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English
sequencing ideas logically and using appropriate facts and relevant,
grammar and usage when writing or speaking.
descriptive details to support main ideas or themes; speak clearly at an
a. Demonstrate fluent and legible cursive writing skills.
understandable pace.
b. Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
c. Form and use the perfect (e.g., I had walked; I have walked; I will have walked)
verb tenses.
d. Use verb tense to convey various times, sequences, states, and conditions.
e. Recognize and correct inappropriate shifts in verb tense.
f. Use correlative conjunctions (e.g., either/or, neither/nor).
h. Correctly use frequently confused words (e.g., to, too, two; there, their)
Revised 6-30-15
5.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the
sentence
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be
utilized (refer to Higher Order Questions to ensure deeper
comprehension)
Week 1:
●
Modern Cinderella (800L) Fairy Tale
Wonders: Unit 2, Week 2, Reading/Writing Workshop pages 108-109
● Debate: Ban Texting While Walking? (910L)
Scholastic News, 3/24/2014, Vol. 82 Issue 18, page 7
(taken from EBSCO in Searchasaurus)
● Some Folks Use Noisy Old Typewriters and Avoid Smartphones or
Tablets (810L)
NEWSELA.COM Teachers are able to assign this article online to
students based on lexile level once they sign in to their free
account
Week 2:
● Patterns of Change (820L) Expository Text
Wonders: Unit 3, Week 3, Reading Writing Workshop pages 194-197
● The Volcanoes of Hawaii (930L) Reference Book
Monkeyshines on America, January 1999, page 29
(taken from EBSCO in Searchasaurus)
● Rockhounds (830L) Expository Article
Scholastic SuperScience, March 2010, Vol. 21 Issue 6, pages 12-14
(taken from EBSCO in Searchasaurus)
Week 3:
● Where’s Brownie? (NP) Drama
Wonders: Unit 4, Week 2, Reading/Writing Workshop pages 252-255
● A Window Into History: The Mystery of the Cellar Window (NP) Drama
Literary Tasks
LDC 4-5 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to
ensure adequate practice and deepening of knowledge to ensure mastery of the focus
standards. Some literary tasks may only address part of a standard. The purpose
behind this is to help students engage in scaffolded tasks, helping them to practice the
skills required to master the full intent of each standard.
5.RL.2.6 After reading Modern Cinderella, students will work in pairs to describe
how the narrator’s point of view influences how the events are described. Use
specific details from the text to support your discussion.
5.RL.2.6 After reading a piece of text, students will identify and describe the
speaker/narrator’s point of view using text evidence.
5.RI.1.3 After reading Patterns of Change, create a Thinking Map in which you
identify the three types of rocks and their characteristics. Use your Thinking
Map/graphic organizer to write a paragraph explaining the relationships
between the three types of rock.
5.RL.1.3 Choose a character from Where’s Brownie? and from A Window Into
History: The Mystery of the Cellar Window. Using a Thinking Map/Organizer,
compare and contrast the characters’ similarities and differences, including
actions and how they respond to events in the story. Use words or phrases from
the text that support your response.
5.RI.1.3 After reading The Volcanoes of Hawaii, discuss with a partner how the
Hawaiian Islands were formed and how it relates to the rock cycle.
Revised 6-30-15
Wonders: Unit 4, Week 2, Literature Anthology pages 282-291
Week 4:
Published Product
(This time can also be used for remediation of skills and completion of
extended resources and optional texts)
5.RI.2.6 After reading Debate: Ban Texting While Walking? and Some Folks Use
Noisy Old Typewriters and Avoid Smartphones or Tablets, use a Thinking
Map/graphic organizer to note similarities and differences in the point of view of
the authors. What are their viewpoints on technology?
5.RI.2.6 Using the Thinking Map/graphic organizer created in the above Literacy
Task, have a class discussion on the similarities and differences in the point of
view of the authors.
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as
your district login.
Bill Nye: Rocks and Soil
Chapter 3 (6 minutes, 11 seconds)
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with
nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources
for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple
times to master the three focus reading standards within this unit. PLC’s
should collaborate to determine the order of instruction and strategies
that support the learning goal.
*The tasks provided are a sampling therefore additional tasks would be
required to ensure adequate practice and deepening of knowledge to ensure
mastery of the focus standards.
Revised 6-30-15
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
RL.2.6 (DOK 2)
What is the narrator’s or speaker’s point of view? How do you know?
Based on evidence from the text how would you describe the narrator
or speaker? Infer characteristics of the narrator or speaker.
 How does the narrator’s/speaker’s point of view influence the
descriptions/events/perception of characters in the text?

 Based on the text, how would the story be different if another character
was telling the story?

RI.2.6 (DOK 4)
RL.1.3 (DOK 2)
 What is the narrator’s or speaker’s point of view? How do you know?
 What similarities/differences exist between (characters, setting,
 Based on evidence from the text, how would you describe the narrator
and events)?
or speaker? Infer characteristics of the narrator or speaker.
 How do the similarities/differences impact the text/event?
 How does the narrator’s/speaker’s point of view influence the
 How does the character change throughout the text? How does
descriptions/events?
the author convey this change?
 Why would the point of view be different in these versions?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications




RI.1.3 (DOK 3)
What is the relationship between __and__?
What ideas justify the connection to __?
Describe the interaction between __ and __?
What details are provided by the author/speaker to support the
relationship __?
What details from the text support__?
What details does the author use to support his/her claim?


Revised 6-30-15