2014-2015 Curriculum Blueprint
Grade:
5
Course: ELA
Unit 3
Approximate Time:
20 days
Lexile Band 740L-1010L
Unit Overview
In this unit students will pay close attention to how the theme is shaped and how the narrator/speakers point of view influences how events are described.
Students will also be able to explain how stories can share the same theme or topic but have different story elements. They will understand that the presentation
of the text (e.g., visual or multimedia), enhances the reader's understanding of the text. By the end of this unit, students will understand and be able to describe
how personal perspectives shape how events are perceived and described. Using evidence from historical texts, they will be able to create an expository essay.
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Learning Goal
Students will understand how similar events can be described differently
depending on the author’s point of view, tone, and various uses of
multimedia and visual effects within the story. RL.2.6 Scale RL.3.7 Scale
Students will compare and contrast an author's approach to themes and
topics to find similarities and differences within the same genre.
RL.3.9 Scale
Essential Question
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How do different points of view influence the description of events?
How does the visual presentation of a text support the author's message?
What is the relationship between the tone and beauty of a text with the meaning of
the text?
Since themes and topics can be the same within a genre, why do authors vary their
approach?
How can I use historical fiction to express historical facts and ideas accurately?
Students will be able to write an expository essay using facts, definitions,
concrete details, quotations, and domain-specific vocabulary from text to
support their writing. W.1.2 Scale
Published Product at the end of Unit 3
In the informational video, Christopher Paul Curtis explains Bud, Not Buddy is told from the point of view of 10 year old Bud. Write an informative essay
explaining how the video contributes to your understanding of the text, and how the author’s point of view helps the reader understand Bud’s personality. Use
specific details from the text and video to support your writing.
FLDOE Informative/Explanatory Writing Rubric
Writing Standard
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.
Draft 8-21-14
Reading Standards
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
• 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 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.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
• 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.
6th: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear”
when reading the text to what they perceive when they listen or watch.
5.RL.3.9 (DOK 2) Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics
 Identify characteristics of theme, topic, or genre
 Compare/ contrast how stories of the same genre approach a similar theme or topic
4th: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from
different cultures.
6th: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) on their approaches to similar themes and topics.
Speaking and Listening Standards
5.SL.1.3 (DOK 2) Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
Language Standards
5.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Demonstrate fluent and legible cursive writing skills.
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).
5.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Draft 8-21-14
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
Literary Texts
Teach and Model
 The Day the Rollets Got Their Moxie Back (900L)
Wonders: Unit 5, Week 2, Reading/Writing Workshop pages 324-331
 Shipped Out (810L)
Wonders: Unit 6, Week 1, Reading/Writing Workshop pages 382-389
Apply with Close Reading
 Bud, Not Buddy (950L)
Wonders: Unit 5, Week 2, Literature Anthology pages 364-377
 Author reads excerpt from story
 Point of View
 How band members got their names
 Theme of Bud, Not Buddy
 The Unbreakable Code (640L)
Wonders: Unit 6, Week 1, Literature Anthology pages 430-443
 Historical accounts of events on p. 441 of story
Literary Tasks
LDC 4-5 Template Tasks
5.RL.2.6 (DOK 2) After reading Bud, Not Buddy, write a short response to explain how the
narrator’s point of view affects how events are described using details, words, and phrases
from the text.
5.RL.2.6 (DOK 2) After reading The Unbreakable Code, determine from whose perspective the
story is told. Discuss with a partner how the point of view affects the reader’s knowledge of
Jon’s personality. Use specific details from the text to support your discussion.
5.RL.2.6 (DOK 2) Buddy’s feelings change throughout the story. Use a flow map/graphic
organizer and cite three or more text examples to support how his feelings change as the
story progresses. Write a one paragraph summary detailing his feelings. Select words and
phrases from the text to support your writing.
5.RL.3.7 (DOK 3) After reading Bud, Not Buddy, discuss with a partner how the illustration on
page 371 contributes to the change in tone of the text. Use evidence from the text to support
your discussion.
*Students should interact with the selected texts multiple times to master
the three focus reading standards within this unit. PLC’s should 5.RL.3.7 (DOK 3) After reading The Unbreakable Code, and watching the video, write a
collaborate to determine the order of instruction and strategies that response analyzing how the content of the video enhances your understanding of the content
and illustrations of the text. Use at least 2-3 examples to support your writing.
support the learning goal.
5.RL.3.9 (DOK 2) In both Bud, Not Buddy and The Unbreakable Code, the characters are
impacted by events in the story. Write a response to explain how Bud is impacted by
receiving his name from the band members and how Jon is impacted by receiving the wallet
from his grandfather. Use evidence from the text to support your writing.
5.RL.3.9 (DOK 2) In Bud, Not Buddy and The Unbreakable Code, the characters encounter
obstacles but find reasons to persevere in the end. Compare and contrast how the texts
approach the similar theme using characters’ actions and events from the text. In a short
response, summarize the events that helped shaped the theme in both of the stories.
*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.
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.
Draft 8-21-14
5.RL.2.6 (DOK 2)
*What is the narrator’s or speaker’s point of view? How
do you know?
5.RL.3.7 (DOK 3)
*How do the visual elements contribute to the
tone/beauty/meaning of the text?
*Based on evidence from the text, how would you
describe the narrator or speaker? Infer characteristics
of the narrator or speaker.
*How does the multimedia element contribute to the text?
*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?
Draft 8-21-14
*Which visual elements/multimedia presentation in the
text contribute to the meaning/tone/beauty of the text?
Explain your reasoning with examples from the text.
5.RL.3.9 (DOK 2)
*How do the texts approach the theme of __?
*What similarities do you see between the texts? What
specific parts of the text support your thinking?
*What differences do you see between the texts? What
specific parts of the text support your thinking?
*Which text is more effective in relaying this theme? Why?
Use examples from both texts to support your answer.