Roselle Public Schools
English Curriculum Units of Study Grade 5
Unit Title/ Theme: Unit 3: Let Your Light Shine
Unit Length: 8 weeks
Course/Grade: ELA/ Grade 5
Writing Focus: Opinion
Interdisciplinary Connection/s: Social Studies & Technology
Unit Overview:
This unit “Let Your Light Shine” means to try and show your very best in all aspects of life. This unit, “Let Your Light Shine,” will
incorporate various texts about motivation, effort, and inspiration. The main purpose of this unit is to explore a variety of literary and
informational texts that connect to the theme “Let Your Light Shine”. This unit will also incorporate a required reading novel, online
texts, and media. Throughout this unit, students will practice key skills like identifying theme, synonyms and antonyms, prefixes and
suffixes, similes and metaphors, facts and opinions, point of view, sequencing of key events, and compare and contrast. Students will
also focus on reading strategies that they will utilize throughout the entire year such as using context clues, visualizing, summarizing,
and making and confirming predictions. In addition, the students will formulate and support opinions as they read and learn about new
topics. Within opinion essays, students will practice stating an opinion, providing reasons for their opinion, and supporting their
reasons with facts and examples. As a result, students will learn and utilize new techniques to construct their own opinion essays.
NEW JERSEY STUDENT LEARNING STANDARDS FOR LANGUAGE ARTS (NJSLSA)
Anchor Standards
NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
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English Curriculum Units of Study Grade 5
ideas.
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as
needed.
NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
NJSLSA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused
questions, demonstrating understanding of the subject under investigation.
NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
NJSLSA.W10 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 tasks, purposes, and audiences.
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NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
21st Century Life and Career Standards
9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.
Career Ready Practices:
CRP1- Act as a responsible and contributing citizen and employee.
CRP2- Apply appropriate academic and technical skills.
CRP4- Communicate clearly and effectively and with reason.
CRP6- Demonstrate creativity and innovation.
CRP8- Utilize critical thinking to make sense of problems and persevere in solving them.
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CRP11- Use technology to enhance productivity.
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and
extracurricular activities for use in a career.
Interdisciplinary Connections- Social Studies and Technology
Social Studies:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and
proficiently.
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Technology:
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and communicate knowledge.
8.1.2. A.2 Create a document with text using a word processing application.
Essential Questions
1. How can positive attitudes and qualities lead a person
towards success?
2. Why is it important that readers make connections as they
read in order to formulate and support relevant opinions
about the texts?
3. How can I enhance my opinion by supporting it with
reasons and facts?
Enduring Understandings
4. Perseverance and motivation are important qualities that
can lead to great successes.
5. Good readers compare, infer, synthesize, and make
connections (text to text, text to world, text to self) to
make text personally relevant and useful.
6. Good opinion writers provide logical and relevant reasons
and facts to support their opinions.
Student Learning Objectives /Progress Indicators
(What students should know and be able to do?)
READING
READING
What students should know?
What student should be able to do?
RL.5.1. Quote accurately from a text, and make relevant
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Identify key details.
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connections when explaining what the text says explicitly and
when drawing inferences from the text.
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Cite text evidence.
Quote accurately from the text.
Explain what the text explicitly states and what the text
implies, or hints at.
Make connections while reading.
Draw inferences from cited evidence
RL.5.2. Determine the key details in a story, drama or poem to
identify the theme and to summarize the text.
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Identify key details/ events in a text.
Distinguish between main ideas and supporting details.
Locate particular details that convey the theme.
Determine the theme of a text.
Summarize what the text says.
RL.5.4. Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors
and similes.
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Identify key words.
Apply various strategies to define key words.
Determine the meanings of words and phrases as they are
used in a text.
Distinguish between a simile and a metaphor.
Define simile and metaphor.
Explain what similes and metaphors mean as they are
used in a text.
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RL.5.6. Describe how a narrator’s or speaker’s point of view
influences how events are described.
RL.5.10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems at grade level textcomplexity or above, with scaffolding as needed.
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RI.5.1. Quote accurately from a text and make relevant
connections when explaining what the text says explicitly and
when drawing inferences from the text.
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Identify key events within the text.
Identify and describe the author’s or narrator’s point of
view.
Explain how the point of view influences how events are
described.
Read and comprehend literature.
Apply various reading strategies to comprehend texts.
List questions about a text and ask for help in order to
understand portions of a text that are too difficult.
Apply various intervention strategies to read and
comprehend challenging texts.
Respond to reading response questions correctly after
reading.
Identify key details.
Cite text evidence.
Quote accurately from the text.
Explain what the text explicitly states and what the text
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RI.5.2. Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text.
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implies, or hints at.
Make connections while reading.
Draw inferences from cited evidence
Identify key details/ events in a text.
Distinguish between main ideas and supporting details.
Determine two or more main ideas of a text and describe
how they are supported by key details
Summarize what the text says.
RI.5.4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or
subject area.
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Identify key academic and domain- specific words.
Apply various strategies to define key words.
Determine the meanings of words and phrases as they are
used in a text.
RI.5.6. Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of view
they represent.
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Define point of view.
Identify and describe the author’s point of view.
Explain how the point of view influences how events are
described.
Identify key events within a text.
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English Curriculum Units of Study Grade 5
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RI.5.10. By the end of year, read and comprehend literary
nonfiction at grade level text-complexity or above, with
scaffolding as needed.
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Read and comprehend literary nonfiction.
Apply various reading strategies to comprehend texts.
List questions about a text and ask for help in order to
understand portions of a text that are too difficult.
Apply various intervention strategies to read and
comprehend challenging texts.
Respond to short constructed questions correctly after
reading
WRITING
WRITING
W.5.1. Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to
support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts
and details from text(s), quote directly from text when
appropriate.
Analyze multiple versions of the same event or topics.
Compare and contrast the multiple versions of the same
events or topics.
Locate important similarities and differences in the point
of view they represent.
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Write opinion pieces to support claims with reasons and
information.
Introduce a topic or text clearly.
State an opinion.
Organize ideas clearly.
Support an opinion.
Include logically ordered reasons.
Support reasons with facts and details.
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c. Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically).
d. Provide a conclusion related to the opinion presented.
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W.5.4. 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 standard 3 above.)
W.5.5. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
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W.5.6. With some guidance and support from adults and peers,
use technology, including the Internet, to produce and publish
Link an opinion and reasons by using words, phrases, and
clauses that show how they are related.
Write a concluding statement or section related to the
opinion presented.
Understand the task, purpose, and audience when
writing.
Write appropriate to task, purpose, and audience.
Match the development, organization, and style of the
writing to the task, audience, and purpose.
Understand writing as a process of planning, revising,
editing, and rewriting or trying a new approach
Self-edit their work.
Provide feedback to a peer.
Confer with teacher.
Revise work.
Write the final draft.
Publish work.
Complete by typing a minimum of two pages in a single
sitting.
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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.
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Utilize technology, including the internet, to interact and
collaborate with others on the writing process.
W.5.7. Conduct short research projects that use several sources to
build knowledge through investigation of different perspectives
of a topic.
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Choose a topic.
Investigate different aspects of a topic.
Utilize several sources to learn about the topic’s different
aspects and perspectives.
Conduct short research projects to learn more about a
topic.
Write about the topic.
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W.5.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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]”).
A.
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Draw evidence from literary texts to support the analysis,
reflection, and research.
Draw evidence from informational texts to support the
analysis, reflection, and research.
Apply the analytical and reflective skills used when
reading to writing.
Compare and contrast two or more characters, settings,
or events in a story or a drama, drawing on specific
details in the text.
Explain how an author uses reasons and evidence to
support particular points in a text.
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W.5.10. Write routinely over extended time frames (time for
research, reflection, metacognition/self-correction and revision)
and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
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Identify which reasons and evidence support which
points.
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Write within different time frames.
Design a work plan to appropriately match the task,
purpose, and audience for a piece of writing.
Design a work plan that includes time for research,
reflection, and revision.
Write routinely over shorter time frames for a range of
tasks, purposes, and audiences.
Write routinely over extended time frames for a range of
tasks, purposes, and audiences.
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SPEAKING AND LISTENTING
SL.5.1. 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.
Explicitly draw on previously read text or material and
other information known about the topic to explore
ideas under discussion.
B. Follow agreed-upon rules for discussions and carry
out assigned roles.
A.
SPEAKING AND LISTENTING
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Effectively participate in one-on-one, group, and
teacher-led discussions.
Discuss ideas clearly in a discussion.
Build on the ideas of others in a discussion.
Prepare for discussions by reading and studying
required materials beforehand.
Refer to texts, other required materials, and prior
knowledge when discussing a topic.
Follow established rules for class discussions.
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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.
C.
SL.5.6. Adapt speech to a variety of contexts and tasks, using
formal English when appropriate to task and situation.
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LANGUAGE AND CONVENTIONS
Participate in conversations by posing and responding
to questions and contributing with relevant comments.
Paraphrase key ideas presented in a discussion or group
activity.
Draw conclusions based on information and knowledge
shared in a discussion or group activity.
Adapt speech according to what is best for purpose and
audience.
Utilize formal English when necessary.
LANGUAGE AND CONVENTIONS
L.5.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
A. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
B. Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb tenses.
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L.5.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
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Utilize correct grammar and usage when writing or
speaking.
Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
Form and use the correct verb tenses.
Apply the perfect verb tenses.
Utilize correct capitalization, punctuation, and spelling
when writing.
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English Curriculum Units of Study Grade 5
A. Use punctuation to separate items in a series
E. Spell grade-appropriate words correctly, consulting
references as needed.
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VOCABULARY ACQUISTION AND USE
L.5.4. 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.
C. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key
words and phrases.
VOCABULARY ACQUISTION AND USE
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L.5.6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including those
Use punctuation to separate items in a series.
Utilize commas and colons correctly.
Spell words correctly.
Look up the spelling of unknown words.
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Apply different strategies to determine or clarify the
meaning of unknown and multi-meaning words and
phrases.
Determine the meaning of a word or phrase by
examining context clues.
Utilize reference materials to find the pronunciation of a
word.
Utilize reference materials to determine or clarify its
precise meaning.
Utilize reference materials to determine its part of
speech.
Verify the definition of an unknown word or phrase by
studying the context it’s in or consulting a reference
material.
Determine and apply vocabulary words that signal
contrast.
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that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in
addition).
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READING FOUNDATION SKILLS
RF.5.3. Know and apply grade-level phonics and word analysis
skills in decoding and encoding 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.
READING FOUNDATION SKILLS
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RF.5.4. Read with sufficient accuracy and fluency to support
comprehension.
A. Read grade-level text with purpose and
understanding.
B. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
C. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary
Determine and apply vocabulary words that signal
addition.
Determine and apply vocabulary words that signal
logical relationships.
Determine and apply transitional language to signal
contrast, addition, and logical relationships.
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Determine the meaning of most multisyllabic words by
studying their roots and affixes.
Read multi-syllabic words.
Apply 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.
Read stories and poems aloud clearly and at a steady
pace.
Correct mistakes made while reading.
Reread for clarification when reading.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression.
Utilize context to confirm or self-correct word
recognition and understanding.
Reread as necessary.
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Instructional Strategies
(How will students reach the
learning targets?)
Reading
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reading workshop/
balanced literacy
read aloud /think
aloud
questioning
word wall
close reading
(rereading, underlining,
highlighting, notetaking, annotating
symbols, asking and
answering questions,
determining
importance)
comprehension
Scaffolds for Learning/
Extensions
(How will I differentiate?)
Scaffolds for Learning:
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monitored independent
reading opportunities
chunking texts
provide whole novel
study guides and
chapter guides
audio books
detailed graphic
organizers (compare &
contrast, fact vs.
opinion) / story maps
(setting, characters,
events)
masking text sections
iReady intervention
groups
reading trackers
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and
materials will students need?)
Formative Assessments:
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reading conferences
exit ticket
class participation
rubrics
small classwork
projects
quizzes (novel chapter
quizzes)
skill tests
checks for
understanding
do nows/ wrap ups
teacher observation/
anecdotal notes
quick writes
whip around
self-evaluation
Texts:
Reading Wonders Reading and
Writing Workshop Book and
Literature Anthology: Unit 4
(Weeks 1 to 6) and Unit 5
(Weeks 1 & 2) *See Appendix
D for titles
Reading Wonders Weekly
Leveled Readers
Novel- Freak the Mighty by
Rodman Philbrick
Websites:
Reading Wonders
https://connected.mcgrawPage 16
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monitoring
jigsaw activities
fluency checks
story maps
graphic organizers
(compare and contrast,
facts vs. opinion,
theme, point of view)
habits of a good
reader (making
inferences, visualizing,
connecting,
questioning, drawing
conclusions,
synthesizing)
literacy centers
active listening
small group
instruction (guided
reading, intervention
groups)
shared reading
CFU- checks for
understanding (e.g.
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highlighting key words/
parts while close
reading
note-taking while close
reading
annotating the text with
symbols while close
reading
RACE sentence stems/
sentence starters
approaching level
readers
“Lunch Learners”
intervention
opportunities
phonics/ Fundations as
intervention
assigned lessons on
iReady as needed for
interventions
educational games on
Wonders Go Digital
cross- curriculum and
cultural connections
while reading and
writing
cooperative learning
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reading logs
questioning
Reading Wonders
weekly/ bi-weekly
assessments
i-Ready
DRA2 assessments
Summative Assessments:
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unit tests
performance tasks
with presentation/
demonstration
project based-learning
summative assessment
with presentation/
demonstration
district assessments/
benchmarks
Reading Wonders unit
and/or benchmark
assessments
Performance Tasks:
(See Appendix A)
Collaborative Discussions:
hill.com/connected/login.do
Freak the Mighty Audio Digital
Version (YouTube)
https://www.youtube.com/watch
?v=Pn3bLqfd4D4&list=PLgJ652UZsr1tcnI4ADcahqMLXb405v
41
Freak the Mighty teacher’s
guide by the author
http://www.rodmanphilbrick.co
m/teaching.html
Freak the Mighty discussion
guide
http://www.scholastic.com/teac
hers/lesson-plan/freak-mightydiscussion-guide
Sample Freak the Mighty
Study Guide
http://www.demo.schooldesk.n
et/Portals/Demo/District/Freakt
heMightyStudyGuide.pdf
Reading Based Opinion
Writing
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Thumbs up , Thumbs
Down, Whip Around,
etc.)
turn around and talk
technology infusion,
websites, on-line
newspapers, etc.
chunking texts
text features in various
print formats
whole group
instruction
“Think, Pair, Share”
activities
Cooperative learning or
peer tutoring
Modeling (explicit
reading strategy
instruction)
RACE response to
reading method
technology center
(research, publishing,
presentations,
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opportunities
extended time
modify tests and
assignments as needed
based on 504s/ IEPs
repetition
visual/ audio corepresentation
sentence, paragraph,
story, and essay
chunking/ scaffolding
differentiated centers by
levels and interests
Extensions:
 book clubs
 drama/ poetry clubs
 literature circles
 genre studies
 beyond level readers
 author studies
 WebQuests on topics in
texts
 double entry journals
 synthesizing
information on topics
 independent studies
(See Appendix B)
Summative Assessment
(PBL):
(See Appendix C)
Reading List:
(See Appendix D)
http://www.scholastic.com/teac
hers/topteaching/2015/03/graphicorganizers-opinion-writing
iReady Login to Teacher
Resources
https://login.iready.com/teacher.jsf
iReadyTeacher Toolbox
http://www.curriculumassociat
es.com/lp/ready-teachertoolbox-learn-more.aspx
PARCC Resources
https://parcc.pearson.com/
http://www.parcconline.org/ass
essments/test-design/elaliteracy/test-specificationsdocuments
NJ Department of Education
ELA NJSLS & NJCCS
http://www.state.nj.us/educatio
n/aps/cccs/lal/
NJCORE Teaching Resources
Page 18
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5





BrainPop, StarBoard
Games, etc.)
active reading
novel study guide
chapter by chapter
novel guide packets for
vocabulary and skill
practice
30 Book Campaign
Reading Wonders Go
Digital








“Lunch Learners”
enrichment
opportunities
higher-order crosscurriculum and cultural
connections and
questioning while
reading and writing
book reviews/ blogs
character analysis/
character descriptions
book reports
self- evaluations/
reflections
writing own opinion
based books
higher leveled centers/
stations
Per Standard
http://www.njcore.org/standard
s/ccss/7716/?processing=true
Learners Dictionary
http://learnersdictionary.com/
Read, Write, Think
http://www.readwritethink.org/
ReadWorks
http://www.readworks.org/
Audiobooks
http://www.audible.com
Kahoot: Checks for
Understanding/ Quizzes
https://kahoot.it/#/
Newsela
https://newsela.com/
RACE Strategy
http://www.oncoursesystems.c
om/school/webpage/466878/10
Page 19
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5
54513
Sample Compare and Contrast
Graphic Organizers
https://www.teachervision.com
/tv/printables/prodev/PAS_Co
mparison-Chart.pdf
https://www.teachervision.com
/tv/printables/concepts/PS_TR
L_Study_Tools_10.pdf
Ancillary Materials






center materials
starboard lessons/
activities
document camera
laptops for writing,
online texts, YouTube,
research, iReady, and
Reading Wonders Go
Digital
Readers and Writers
notebooks and folders
independent reading
Page 20
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5





Writing







writers’ workshop
(Wonders has
provided prompts,
checklists, and rubrics
for each writing
genre)
word wall
editing writing samples
following the writing
process (revise, edit,
draft, etc.)
responding to texts;
writing traits
whole group
instruction
articles and debates to
provide examples
Scaffolds for Learning:









monitored independent
writing opportunities
chunking writing
assignments
detailed graphic
organizers (I,1,2,3,C)
sentence stems/
paragraph starters
essay templates/
outlines
iReady intervention
groups
highlighting key parts
RACE sentence stems/
sentence starters
“Lunch Learners”
intervention
Formative Assessments:












writing conferences
exit ticket
class participation
rubrics
small classwork
projects
quizzes (opinion
writing components)
skill tests
checks for
understanding
do nows/ wrap ups
teacher observation/
anecdotal notes
quick writes
whip around
self-evaluation
logs
classroom libraries
scholastic leveled books
writing process tracking
bulletin board
writing portfolios
anchor charts
Texts:
Reading Wonders Reading and
Writing Workshop Book and
Literature Anthology: Unit 4
(Weeks 1 to 6) and Unit 5
(Weeks 1 & 2) *See Appendix
D for titles
Reading Wonders Weekly
Leveled Readers
Novel- Freak the Mighty by
Rodman Philbrick
Websites:
Reading Wonders
https://connected.mcgrawPage 21
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5














use of mentor texts
small group
instruction (skills,
conferences)
teacher writing
conferences
peer editing/
conferencing
teacher/ exemplar
models
writing portfolios
writing genre studies
writing resource
packets
teaching writing
strategies in all content
areas
quick writes/ writing
journals/ do now
writing ideas/ genres
notebooks
teacher as a writer
(think aloud/
reflections)
writing center
reading response
station











opportunities
phonics/ Fundations as
intervention
cross- curriculum and
cultural connections
while reading and
writing
using visuals/
illustrations as prompts
to write about
cooperative learning
opportunities
extended time
modify tests and
assignments as needed
based on 504s/ IEPs
flexible timing within
each section of the
writing process
more opportunities for
timed writing
repetition
visual/ audio corepresentation
sentence, paragraph,
story, and essay
chunking/ scaffolding





reading logs
questioning
Reading Wonders
weekly/ bi-weekly
assessments
i-Ready
DRA2 assessments
Summative Assessments:





unit tests
performance tasks
with presentation/
demonstration
project based-learning
summative assessment
with presentation/
demonstration
district assessments/
benchmarks
Reading Wonders unit
and/or benchmark
assessments
Performance Tasks:
(See Appendix A)
Collaborative Discussions:
hill.com/connected/login.do
Freak the Mighty Audio Digital
Version (YouTube)
https://www.youtube.com/watch
?v=Pn3bLqfd4D4&list=PLgJ652UZsr1tcnI4ADcahqMLXb405v
41
Freak the Mighty teacher’s
guide by the author
http://www.rodmanphilbrick.co
m/teaching.html
Freak the Mighty discussion
guide
http://www.scholastic.com/teac
hers/lesson-plan/freak-mightydiscussion-guide
Sample Freak the Mighty
Study Guide
http://www.demo.schooldesk.n
et/Portals/Demo/District/Freakt
heMightyStudyGuide.pdf
Reading Based Opinion
Writing
Page 22
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5













habits of a good writer
lessons
RACE responding to
reading method
essay outlines/
prewriting graphic
organizers (I,1,2,3,C)
writing checklists/
rubrics
self-editing
revising
publishing using word
processing or Google
Drive
use of references and
writer’s checklist
citing sources
edit sample essay
Units of Study for
Teaching Writing (Lucy
Calkins)
Writing Fundamentals
Units of Study
(activities)
technology center
(research, publishing,
presentations,

differentiated centers by (See Appendix B)
levels and interests
Summative Assessment
(PBL):
Extensions:
(See Appendix C)
 genre studies
Reading List:
 WebQuests on topics in
(See Appendix D)
texts










synthesizing
information on topics
independent studies
“Lunch Learners”
enrichment
opportunities
higher-order crosscurriculum and cultural
connections and
questioning while
reading and writing
double entry journals
self- evaluations/
reflections
writing contests/
competitions
Wiki spaces/ blogs
write biographies/
autobiographies
opinion based book
http://www.scholastic.com/teac
hers/topteaching/2015/03/graphicorganizers-opinion-writing
OREO Opinion Essay Graphic
Organizers
http://lcps.k12.nm.us/wpcontent/uploads/2015/07/Oreo
OpinionWritingGraphicOrgani
zer.pdf
iReady Login to Teacher
Resources
https://login.iready.com/teacher.jsf
iReadyTeacher Toolbox
http://www.curriculumassociat
es.com/lp/ready-teachertoolbox-learn-more.aspx
PARCC Resources
https://parcc.pearson.com/
http://www.parcconline.org/ass
essments/test-design/elaliteracy/test-specificationsdocuments
Page 23
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5



BrainPop, StarBoard
Games, etc.)
Reading Wonders Go
Digital
Google Drive
Typing Web


writing/ publishing
book reviews
higher leveled centers/
stations
NJ Department of Education
ELA NJSLS & NJCCS
http://www.state.nj.us/educatio
n/aps/cccs/lal/
NJCORE Teaching Resources
Per Standard
http://www.njcore.org/standard
s/ccss/7716/?processing=true
Learners Dictionary
http://learnersdictionary.com/
Read, Write, Think
http://www.readwritethink.org/
ReadWorks
http://www.readworks.org/
Audiobooks
http://www.audible.com
Kahoot: Checks for
Understanding/ Quizzes
https://kahoot.it/#/
Newsela
Page 24
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5
https://newsela.com/
RACE Strategy
http://www.oncoursesystems.c
om/school/webpage/466878/10
54513
Opinion Writing Wonders
(Unit3)
https://connected.mcgrawhill.com/ww/altWritingLesson.
do;ww=947AAD508E2BC095
B1DE397E1CFF0E98ww?writingLessonId=5000023
50562
Ancillary Materials




center materials
starboard lessons/
activities
document camera
laptops for writing,
online texts,YouTube,
research, iReady, and
Reading Wonders Go
Page 25
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5








Language :






read aloud /think
aloud
grammar do now
vocabulary quilts/ minibooks
writing resource
packets (mini word
walls)
grammar/ writing
center
grammar/ writing
mini-lessons
Scaffolds for Learning:






monitored independent
reading/ writing
opportunities
vocabulary journals/
word maps
detailed graphic
organizers (vocabulary)
iReady intervention
groups
highlighting key words/
parts
RACE sentence stems/
Formative Assessments:







reading/writing
conferences
exit ticket
class participation
rubrics
small classwork
projects
quizzes (grammar/
vocabulary)
skill tests
checks for
understanding
Digital
Readers and Writers
notebooks and folders
independent reading
logs
classroom libraries
scholastic leveled books
writing process tracking
bulletin board
writing portfolios
anchor charts
Noodle Tools
Texts:
Reading Wonders Reading and
Writing Workshop Book and
Literature Anthology: Unit 4
(Weeks 1 to 6) and Unit 5
(Weeks 1 & 2) *See Appendix
D for titles
Reading Wonders Weekly
Leveled Readers
Novel- Freak the Mighty by
Page 26
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5












differentiated spelling
lists
class spelling bees
word wall
reading/ writing
workshop
active reading
(grammar focused
reading)
MOPS+H (Figurative
Language Charts)
active listening
(listening for different
grammatical styles)
small group
instruction
working with words
center
close reading
whole group
instruction
Reading Wonders Go
Digital
Vocabulary:
 key words identified per
text and chapter











sentence starters
approaching level
readers
“Lunch Learners”
intervention
opportunities
use of cognates and
word parts to teach
word study
phonics/ Fundations as
intervention
assigned lessons on
iReady as needed for
interventions
educational games on
Wonders Go Digital
cross- curriculum and
cultural connections
while reading and
writing
cooperative learning
opportunities
extended time
modify tests and
assignments as needed
based on 504s/ IEPs
repetition









do nows/ wrap ups
teacher observation/
anecdotal notes
quick writes
whip around
self-evaluation
questioning
Reading Wonders
weekly/ bi-weekly
assessments
i-Ready
DRA2 assessments
Rodman Philbrick
Websites:
Reading Wonders
https://connected.mcgrawhill.com/connected/login.do
Freak the Mighty Audio Digital
Version (YouTube)
https://www.youtube.com/watch
?v=Pn3bLqfd4D4&list=PLgJ652UZsr1tcnI4ADcahqMLXb405v
41
Summative Assessments:





unit tests
performance tasks
with presentation/
demonstration
project based-learning
summative assessment
with presentation/
demonstration
district assessments/
benchmarks
Reading Wonders unit
and/or benchmark
Freak the Mighty teacher’s
guide by the author
http://www.rodmanphilbrick.co
m/teaching.html
Freak the Mighty discussion
guide
http://www.scholastic.com/teac
hers/lesson-plan/freak-mightydiscussion-guide
Sample Freak the Mighty
Study Guide
Page 27
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5











interactive word wall
with visuals &
synonyms
vocabulary maps/
graphic organizers
using context clues
practice
Marzano
4 Square
vocabulary concept
key words across
content areas
prefixes and suffixes
centers & word part
cards
similes vs. metaphors
centers and skill
practice sheets
synonyms vs. antonyms
practice skill sheets
Reading Wonders Go
Digital
Conventions:
 differentiated spelling






visual/ audio corepresentation
match key words with
pictures and synonyms
sentence, paragraph,
story, and essay
chunking/ scaffolding
flash cards (phonics &
vocabulary)
grammar skill packets
differentiated centers by
levels and interests
Extensions:
 literature circles
 genre studies
 author studies
 WebQuests on topics in
texts
 synthesizing
information on topics
 independent studies
 “Lunch Learners”
enrichment
opportunities
 higher-order crosscurriculum and cultural
assessments
Performance Tasks:
(See Appendix A)
Collaborative Discussions:
(See Appendix B)
Summative Assessment
(PBL):
(See Appendix C)
Reading List:
(See Appendix D)
http://www.demo.schooldesk.n
et/Portals/Demo/District/Freakt
heMightyStudyGuide.pdf
Reading Based Opinion
Writing
http://www.scholastic.com/teac
hers/topteaching/2015/03/graphicorganizers-opinion-writing
iReady Login to Teacher
Resources
https://login.iready.com/teacher.jsf
iReadyTeacher Toolbox
http://www.curriculumassociat
es.com/lp/ready-teachertoolbox-learn-more.aspx
PARCC Resources
https://parcc.pearson.com/
http://www.parcconline.org/ass
essments/test-design/elaliteracy/test-specificationsdocuments
Page 28
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5




lists
“Punctuation Tales”
grammar centers
editing/ revising writing
samples
peer and teacher writing
conferences
Reading Wonders Go
Digital





connections while
reading and writing
book reviews/ blogs
self- evaluations/
reflections
book writing/
publishing
writing/ presenting
speeches
higher leveled centers/
stations
NJ Department of Education
ELA NJSLS & NJCCS
http://www.state.nj.us/educatio
n/aps/cccs/lal/
NJCORE Teaching Resources
Per Standard
http://www.njcore.org/standard
s/ccss/7716/?processing=true
Learners Dictionary
http://learnersdictionary.com/
Read, Write, Think
http://www.readwritethink.org/
ReadWorks
http://www.readworks.org/
Audiobooks
http://www.audible.com
Kahoot: Checks for
Understanding/ Quizzes
https://kahoot.it/#/
Newsela
https://newsela.com/
Page 29
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5
Ancillary Materials












Speaking and Listening

multi-media
Scaffolds for Learning:

monitored independent
Formative Assessments:

reading/ writing
center materials
starboard lessons/
activities
document camera
laptops for writing,
online texts,YouTube,
research, iReady, and
Reading Wonders Go
Digital
Readers and Writers
notebooks and folders
independent reading
logs
classroom libraries
scholastic leveled books
writing process tracking
bulletin board
writing portfolios
anchor charts
Noodle Tools
Texts:
Reading Wonders Reading and
Page 30
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5















presentations
collaborative
conversations
verbal reading response
reader’s theater center
active listening
group discussions
speeches/ oral
presentations
radio/ television
programs
digital brochures/
pamphlets
Google Slides/ Power
Point
role playing
turn and talk
Think, Pair, Share
word wall
audio books
Reading Wonders Go
Digital











listening activities
audio books
phonics/ Fundations as
intervention
detailed graphic
organizers/ story maps
iReady intervention
groups
“Lunch Learners”
intervention
opportunities
assigned lessons on
iReady as needed for
interventions
educational games/
recording on Wonders
Go Digital
cross- curriculum and
cultural connections
while reading and
writing
cooperative learning
opportunities
extended time
modify tests and
assignments as needed
based on 504s/ IEPs













conferences
exit ticket
class participation
rubrics
small classwork
projects
checks for
understanding
do nows/ wrap ups
teacher observation/
anecdotal notes
quick writes with share
alouds
whip around
self-evaluation
questioning
Reading Wonders
weekly/ bi-weekly
assessments
i-Ready
DRA2 assessments
Summative Assessments:


unit tests
performance tasks
with presentation/
Writing Workshop Book and
Literature Anthology: Unit 4
(Weeks 1 to 6) and Unit 5
(Weeks 1 & 2) *See Appendix
D for titles
Reading Wonders Weekly
Leveled Readers
Novel- Freak the Mighty by
Rodman Philbrick
Websites:
Reading Wonders
https://connected.mcgrawhill.com/connected/login.do
Freak the Mighty Audio Digital
Version (YouTube)
https://www.youtube.com/watch
?v=Pn3bLqfd4D4&list=PLgJ652UZsr1tcnI4ADcahqMLXb405v
41
Freak the Mighty teacher’s
guide by the author
Page 31
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5





repetition
visual/ verbal corepresentation
listening center
chunking speech/ verbal
directions
differentiated centers by
levels and interests
Extensions:
 book clubs
 drama/ poetry clubs
 public speaking
opportunities
 television/ radio news
broadcasts
 speeches
 role-plays/ plays
 literature circles
 independent studies
 “Lunch Learners”
enrichment
opportunities
 Socratic Seminars
 higher-order crosscurriculum and cultural
connections and



demonstration
project based-learning
summative assessment
with presentation/
demonstration
district assessments/
benchmarks
Reading Wonders unit
and/or benchmark
assessments
Performance Tasks:
(See Appendix A)
Collaborative Discussions:
(See Appendix B)
Summative Assessment
(PBL):
(See Appendix C)
Reading List:
(See Appendix D)
http://www.rodmanphilbrick.co
m/teaching.html
Freak the Mighty discussion
guide
http://www.scholastic.com/teac
hers/lesson-plan/freak-mightydiscussion-guide
Sample Freak the Mighty
Study Guide
http://www.demo.schooldesk.n
et/Portals/Demo/District/Freakt
heMightyStudyGuide.pdf
Reading Based Opinion
Writing
http://www.scholastic.com/teac
hers/topteaching/2015/03/graphicorganizers-opinion-writing
iReady Login to Teacher
Resources
https://login.iready.com/teacher.jsf
iReadyTeacher Toolbox
Page 32
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5




questioning while
reading and writing
self- evaluations/
reflections
higher leveled centers/
stations
reciting of poetry/
Poetry Slams
assemblies/ productions
http://www.curriculumassociat
es.com/lp/ready-teachertoolbox-learn-more.aspx
PARCC Resources
https://parcc.pearson.com/
http://www.parcconline.org/ass
essments/test-design/elaliteracy/test-specificationsdocuments
NJ Department of Education
ELA NJSLS & NJCCS
http://www.state.nj.us/educatio
n/aps/cccs/lal/
NJCORE Teaching Resources
Per Standard
http://www.njcore.org/standard
s/ccss/7716/?processing=true
Learners Dictionary
http://learnersdictionary.com/
Read, Write, Think
http://www.readwritethink.org/
ReadWorks
Page 33
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5
http://www.readworks.org/
Audiobooks
http://www.audible.com
Kahoot: Checks for
Understanding/ Quizzes
https://kahoot.it/#/
Newsela
https://newsela.com/
Teaching with Movies
Discussion Questions
http://www.teachwithmovies.
org/standard-questions.htm
Ancillary Materials




center materials
starboard lessons/
activities
document camera
laptops for writing,
online texts, YouTube,
research, iReady, and
Reading Wonders Go
Page 34
Revised 2016
Roselle Public Schools
English Curriculum Units of Study Grade 5







Digital
Readers and Writers
notebooks and folders
independent reading
logs
classroom libraries
scholastic leveled books
writing process tracking
bulletin board
writing portfolios
anchor charts
VOCABULARY WORDS AND KEY TERMS
Academic Vocabulary: summary, reflection, narrative elements,
expository, author’s point of view, theme, fact, opinion, reasons,
cite evidence, examples, close reading, genre, visualizing, context
clues, sequencing, predictions, compare, contrast, author’s point
of view, gist, connections, inferences, introduction, body, closing,
synonyms, antonyms, prefixes, suffixes, similes, metaphors
Content Vocabulary:
*Refer to vocabulary and spelling as per required texts and
Wonders.
Tier 2 Vocabulary:
arguably, argument, assert, avoid, citation, comparison, confirm,
contradiction, contrary, crucial, debate, dissatisfied, drawback,
negate, object to, opinionated, persuade, primarily, reflect,
restrict, suggest, support, transition, ultimately, valid
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Appendix A: Performance Task Assessments:
Performance Task #1
● LAT: After reading Freak the Mighty by Rodman Philbrick and watching the movie The Mighty, compare and contrast both
versions of the story Freak the Mighty on a Venn Diagram or T-chart (see reading resources). Then, write an opinion essay on
which version you think was the best and why. Write your own evidence-based opinion essay to present your opinion. Support
your opinion with reasons, facts, and examples. Check your writing with the LAT writing rubric. Share your essay with the
class. (RL.5.1, RL.5.2, RL.5.6, RL.5.10, W.5.1a-d, W.5.4, W.5.6, W.5.9a,b, W.5.10, SL.5.6, L.5.1, L.5.2)
Performance Task #2

RST: First, watch the YouTube video clip “Exclusive Clip of Misty Copeland’s “A Ballerina’s Tale”. Second, read the article
“Bethany Hamilton is Not Afraid of Sharks”. Next, read “Frederick Douglas: Freedom’s Voice”. Then, brainstorm ideas on
how these sources share a common focus on motivation. Write your own evidence-based opinion essay to present your opinion
on motivation and its importance. Support your opinion with reasons, facts, and examples. Check your writing with the RST
writing rubric. Share your essay with the class. (RI.5.1, RI.5.2, RI.5.10, W.5.1a-d, W.5.4, W.5.6, W.5.7, W.5.9a,b, W.5.10,
SL.5.6, L.5.1, L.5.2)
Grading: Refer to the PARCC LAT & RST Rubric (page 1 of link below)
https://parcc.pearson.com/resources/practice-tests/english/Grade4-5-ELA-LiteracyScoringRubric-July2015.pdf
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Appendix B:
Collaborative Discussion Questions: Come prepared to discuss the following as a group.
Review Group Discussion Protocol
Peer Feedback required during discussions
1. After reading the poems “A Clean Machine” by Hugh Coyle, “Surprising Sunlight Haiku”, and “Words Free as Confetti” by Pat
Mora, explain a common theme that is represented in all three poems. Compare and contrast the common theme that you identified to
this unit’s theme “Let Your Light Shine”. Evaluate each theme. Debate on which theme is represented best within the poems. Use
reasons and evidence to support your opinion.
(SL.5.1a-d, SL.5.6, L.5.1, RL.5.1, RL.5.2, RL.5.10)
2. After reading the drama and the fictional texts in this unit (see appendix D), discuss which character let his or her light shine in
each passage and how. Evaluate each of these characters’ qualities. Discuss and debate on which character was most inspirational.
Explain why. Use reasons and specific evidence to support your opinion. (SL.5.1a-d, SL.5.6, L.5.1, RL.5.1, RL.5.2, RL.5.10)
Grading: Refer to the Collaborative Conversations, Speaking, and Listening Rubrics (Reading Wonders- ConnectED
Resources)
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Appendix C:
Summative Assessment
Unit 3 Summative Assessment
Title: Let Your Light Shine: Those That Inspire
Subject: ELA/ Social Studies
Grade Level: 5
_____________________________________________________________________________________
Instructional Focus:
Reading: RI.5.1, RI.5.2, RI.5.4, RI. 5.10, RL.5.1, RL.5.10
Writing: W.5.1a-d, W.5.4, W.5.6, W.5.7, W.5.9a,b, W.5.10
Language: L.5.1, L.5.2, L.5.4, L.5.6
Speaking & Listening: SL.5.1a-d, SL.5.6
____________________________________________________________________________________
Student Learning: Students will be able to complete the following:
● Interview an inspirational person in their life.
● Conduct an interview.
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● Record an interview.
● Write an opinion essay on why they believe that person is inspirational to them.
● Present the person/ interview to the class in the form of a multimedia presentation.
● Participate in an online vote for most inspirational person to select the top three presentations.
● Set up and participate in a whole school inspirational talk event with the top winner from each class as a guest speaker.
_____________________________________________________________________________________
Essential Questions: How can people inspire you? Why is it important to learn from those that inspire us? How can positive qualities
like perseverance and motivation lead to success?
Introduction: Who has been an inspiration to you? Who inspires you to do well and be successful? All of the texts in this unit have
effort, motivation, and inspiration as a focus. You have known and learned about many people that have let their light shine to help
and inspire others. Let’s get media to focus on these good guys! Let’s acknowledge these role models and share their stories. Make
them famous across the world!
Task: Choose a person in your life that has inspired you to do well or be successful. Create 10 to 15 questions to ask that person
about him or her as a role model. Interview your inspirational person and record him or her with a smart phone, computer, or tablet.
Your interview should be reflective of your belief that this person is inspirational to you. Write an opinion essay on why you believe
that this person is inspirational. Make sure to include reasons, facts, and examples to support your opinion. Combine your interview
and essay to create a multimedia presentation to honor your person.
Your research should be your interview. Make sure to gather enough information on this person to be able to support your opinion that
this person is inspirational. For your multimedia project, you can create a video clip, a Prezi presentation, or a Google Slides show. Be
ready to spread the news about your inspirational role model to the class! After all presentations, your class will participate in an
online election/ vote for the top three inspirational people. Once all votes are tallied, classes will be chosen to set up and participate in
a whole school inspirational talk with the top winner from each class as a guest speaker.
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Steps/Process: (Teach the Interview Process to the students (i.e. research background of interviewee ,keep questions short and
to the point, ask open-ended questions, ask follow up questions, take notes, etc. )
1. Choose a role model/ inspirational person in your life.
2. Create 10 to 15 questions to ask that person about him or her as a role model.
3. Interview that person.
4. Record the interview with a smart phone, tablet, or computer.
5. Write an opinion essay about why you believe that the person is an inspiration to you.
6. Combine the interview and essay to create a multimedia presentation.
7. Create a multimedia presentation in the format of a Prezi, a Google Slides show, or a video clip.
8. Present your multimedia project to the class.
9. Listen to each student’s presentation and provide feedback.
10. Participate in an online vote/ election for the top three inspirational people from your class.
11. Set up and participate in a whole school inspirational talk with the winners as the guest speakers.
Materials:


Laptops/ Printers
Smart Phones/ Tablets/ Computers
Texts:
Freak the Mighty by Rodman Philbrick
“Exclusive Clip of Misty Copeland’s “A Ballerina’s Tale"
Documentary”
Realistic Fiction; Novel
YouTube Video Clip:
https://www.youtube.com/watch?v=BqZkfDEoQDI&index=2
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&list=PLVeoh_34xzMuEskIVBtiHtgU4xoAQYtb3
“Frederick Douglas: Freedom’s Voice”
Biography; Wonders- Unit 4 Week 3
“Bethany Hamilton Is Not Afraid of Sharks”
Storyworks Magazine Informational Article
https://acselementary.wikispaces.com/file/view/Bethany+Ha
milton.pdf
● Other Websites:
Inspire My Kids: Inspiration for Kids
http://inspiremykids.com/topics/inspiring-stories/
How To Conduct a Journalistic Interview
http://www.scholastic.com/teachers/article/how-conduct-journalistic-interview
How to Conduct a Strong Interview
http://www.whatkidscando.org/featurestories/2007/maine_students/tip_sheets/INTERVIEWING%20TIP%20SHEET.pdf
Opinion Essay Planning
http://lcps.k12.nm.us/wp-content/uploads/2015/07/OreoOpinionWritingGraphicOrganizer.pdf
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Rubrics:

Sample Interview Rubric
https://www.learningtogive.org/sites/default/files/handouts/Rubrics_for_Interview.pdf

Sample Prezi Rubric
http://www.hamden.org/uploaded/HHSlibraryfiles/Prezi_Rubric.pdf

Sample Google Slides Show Rubric
https://www.rcampus.com/rubricshowc.cfm?code=XB2946&sp=yes&

Sample Video Clip Rubric
https://staffweb.psdschools.org/wleggett/campstn/Digital%20Video%20Rubric.htm
 PARCC RST/ LAT PCR Scoring Rubric (page 1) (for opinion essay scoring)
https://parcc.pearson.com/resources/practice-tests/english/Grade4-5-ELA-LiteracyScoringRubric-July2015.pdf
 Sample Oral Presentation Rubric
http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
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RACE Method Strategy: Guidelines & Sample (To Answer Reading Response Questions & Support With Evidence)-
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Opinion Essay: Five-Paragraphed Essay Prewriting Graphic Organizer Sample-
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Opinion Writing Sample Anchor Chart-
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Appendix D: Reading List
Title
Required Core Text:
Freak the Mighty by Rodman Philbrick
Media
The Mighty Novel’s Movie Version
“Exclusive Clip of Misty Copeland’s “A Ballerina’s Tale"
Documentary”
Online Texts
“Bethany Hamilton Is Not Afraid of Sharks”
Wonders Reading and Writing Workshop Book (Unit
Openers)
“A Clean Machine” by Hugh Coyle
“Surprising Sunlight Haiku”
Genre
Realistic Fiction
Movie- Available on Netflix (www.netflix.com)
YouTube Video Clip:
https://www.youtube.com/watch?v=BqZkfDEoQDI&index=2
&list=PLVeoh_34xzMuEskIVBtiHtgU4xoAQYtb3
Storyworks Magazine Informational Article
https://acselementary.wikispaces.com/file/view/Bethany+Ha
milton.pdf
Poem; Wonders- Unit 4 Opener
Poem; Wonders- Unit 5 Opener
Wonders Reading and Writing Workshop Book (Short
Texts)
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“How Mighty Kate Stopped the Train”
“Frederick Douglas: Freedom’s Voice”
“Power from Nature”
“The Day the Rollets Got Their Moxie Back”
Wonders Literature Anthology (Long Texts)
“A Window Into History: The Mystery of the Cellar
Window” by David Adler
“Words Free as Confetti” by Pat Mora
“Ida B…” by Katherine Hannigan
Wonders Literature Anthology (Compare Texts)
“How Grandmother Spider Stole The Sun”
Tall Tale; Wonders- Unit 4 Week 1
Biography; Wonders- Unit 4 Week 3
Expository Text; Wonders- Unit 4 Week 4
Historical Fiction; Wonders- Unit 5 Week 2
Drama; Wonders- Unit 4 Week 2
Poem; Wonders- Unit 4 Week 5
Realistic Fiction; Wonders- Unit 5 Week 1
Legend; Wonders- Unit 4 Week 1
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