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Grade 5 Unit: 1 Lesson: 1

Overarching
Questions:

Question 1- How does examining the story structure help good readers set a purpose for reading?
Question 2- How can an experiment clarify an idea?
Question 3- How do amusement parks use the laws of force and motion to make rides
fun?
Question 4- How are the rides at the amusement park alike? How are they different?
Question 5- What is sir Isaac Newton known for?
Question 6- What is physics?
Question 7- What keeps a satellite from flying off into space?
Question 8- What keeps roller coaster cars on their tracks?
Question 9- What property of physics do satellites, roller coaster cars, and the swing ride
have in common?

Text 1

Text 2

Dinner for Two Hundred

Around and Around

Grace Fairweather/Journeys ELL


Reader
1.1 Task 1 Story Map

Unknown/Close Reading Packs;


www.readingA-Z.com
2.1 Task 1 Force and Motion Chart

Label and complete the Story Map. Write


sentences related to the plot.

Make a two column chart. Label the first column


Name of Ride and the second column
Force/Motion Concepts in Use on Ride. Think
about the Key Question, How do amusement
parks use the laws of force and motion to make
rides fun? Now look back at the article. Record
information about each type of ride mentioned
and the forces made use of by each one.

1.2 Task 2 Summarize


Students will brainstorm details and events from
the selection. They will put the events in logical
order.

1.3 Task 3: Story Structure Foldable


With a partner, write a plot that includes a
beginning, middle, and an ending. Summarize
the storys problem and solution.
(Materials: Story Structure Foldable; Language
Support Card 1)

1.4 Task 4 CompareTwo Texts


(Text to text) RL 5.1, RI 5.1, W 5.10
Talk with a partner about the similarities and
differences between Dinner for Two Hundred
and Around and Around. Then work together
to write a paragraph about the purpose and the
message of each text.

2.2 Task 2 Summarize


Briefly tell the most important parts of the text in
your own words.

2.3 Task 3 Compare Texts


Make a chart to compare and contrast
characters, settings, and plots.
(Materials: Four-column chart)

2.4 Task 4 Asking Questions


Create a list of questions you would ask Dr. Gene E.
Us if you had a chance. Then choose one and use
print and digital sources to find an answer to it.
Share your findings with the class. Look through
your science textbook for ideas as you formulate
questions related to physical science. RI 5.7

2.5 Task 5 Experiment with Gravity


How do forces move a basketball as it is
rolled off a table?
Working with a small group, rolla basketball
off a table. Where does the ball hit the
ground? How high does it bounce?
Roll the ball several times more using
different amounts of force. When does the
ball travel farthest? When does it bounce the
highest? Present your findings to the class.
(Tennessee Science: A Closer Look, page 251)

Additional Resources/ Links

Journeys Digital Resources:


Grammar Snap Video: Complete Sentences
and Sentence Fragments
Destination Reading: Summarizing
(Teacher Gateway, Journeys, Unit 1 Lesson
1)

Writing Traits Scoring Rubric (Journeys,


Weekly Booklet, Journeys,
Using Context, pp. 11-13
Reading A-Z
Close Reading Pack
Four Square Map Graphic Organizer Graphic
Organizer 6, Journeys Similar to the Frayer model, students use
this graphic organizer to extend their
understanding of new vocabulary. In one
corner, draw a picture or non-linguistic
representation; in another, write the
definition; in another, write a sentence; and
in the fourth, write the word.
Grammar: Complete Sentences (L.5.3.a)

Educational Videos:
Force (video) on Gamequarium.org
Centripetal Force - Roller Coaster (video)
(4:40)

Science Connection: Unit 5.3.3 Forces and


Motion
I Can Statements:

Conduct an investigation that


provides data on the effects of
different variables on the distance
an object travels.

Design an investigation, collect and


analyze data using shape as a
variable to determine if shape
affects the way an object falls to
earth.

Math Connection:
I can use variables appropriately to represent
numbers whose values are not yet known
I can make, record, display and interpret data
and graphs that include whole numbers,
decimals, and fractions

Culminating Assessment (Writing)


Integrate information from multiple sources and prepare a presentation that includes visual displays or multimedia. (Journeys, T43)
Make a chart of your findings during the basketball gravity experiment. Use the information on that chart to write a summary of the effects of distance and
height of the table on the basketball.
Narrative Writing: Writing a short story (TE R18- R21, Writing Rubric Blackline Master)

Grade 5 Unit: 1 Lesson: 2


Overarching
Questions:

Question 1- How do authors reveal the theme of a story?


Question 2- How is the main idea related to the theme of a text?
Question 3- How can art and performance help people understand a text?
Question 4- How do performing arts and visual arts help people communicate directly
with an audience?
Question 5 What is kabuki?
Question 6- What is a flash mob?
Question 7- How are a flash mob and the Japanese drama form of kabuki the same? How
are they different?
Question 8- Where can you see a kabuki play?
Question 9- What are common themes of kabuki?
Question 10- The way we refer to the century in which an event occurs is like this:
th
th
th
the 1300s are the 14 century (C.), the 1400s are the 15 C., and the 1500s are the 16
C. Kabuki began in the 1600s. What century did kabuki begin?
Question 11- Who are the actors in a kabuki play?
Question 12- What form of performance art does kabuki imitate? Why did they choose to
base kabuki on that form of drama?
Question 13- How do we know that kabuki plays an important role or has had an impact
on Japanese culture? Cite evidence from the text. (It has been performed the same way
for hundreds of years.)
Question 14- (practice with might) What might people do or perform in a flash mob?

Text 1
In the City, In the Country
Jackie Churchill/Journeys ELL Reader
1.5 Task 1 #IKnowTheme
Identify the details in the play that help you
understand the message the author is trying to tell
you. Complete the Theme Graphic Organizer. Then
write a phrase or a sentence as a tweet to tell what
you think the theme is.

1.6 Task 2 Title


Task description
[add more tasks as needed]

Text 2
1) Flash Mobs!
2) Kabuki
1) Unknown/Reading A-Z
2) Kabuki Article (World Book)
4.1 Task 1 All Kinds of sentences
or Terrific Topic Sentences
Teacher brainstorms with students and/or
prepares ideas and sentence starters that
facilitate determining themes and the writing
of topic sentences. Then, in a game-like
environment, students are challenged to
turn their topic sentences into each of the
four types of sentences. Example. Were
taking a trip next fall to ______________. A
student says, to the country. Students
change this to exclamatory, What beautiful
countryside and animals well see this
summer!, interrogative, Have you ever
been to the country?, and
command/imperative, Take a Trip to the
Country. From this activity students also
learn that using a variety of sentence types
makes their writing more interesting to the
reader.

4.2 Task 2 Elements of Drama


Drama is a unique literary form because
they are designed to be acted out on a
stage before an audience. The
word drama comes from the Greek
word dran meaning to act or to do. As
literature in action, drama brings a
story to life before our eyes. Unlike most
works of fiction that rely heavily on

Additional Resources/ Links

Reading A-Z
Journeys Digital Resources (in Teacher
Gateway):
Destination Reading: Theme (RL 5.2)
Journeys Interactive Whiteboard: Grammar
Lesson Kinds of Sentences
Grammar:
Four Kinds of sentences at Grammar Gold
(Harcourt Schools Search Engine)
Declarative, Interrogative, Imperative, or
Exclamatory? Use this interactive game to
practice identifying the four kinds of
sentences.
Article in Tennessee Electronic Library:
Drama (introduction; article)

narration, the story of a play or drama is


told through dialogue and action and is
integrated with the setting that the
audience observes-largely from scenery
and props. Knowing about these
elements can help you appreciate and
discuss plays that you see and read.

(Source: English.tutorvista.com)
What elements of drama are used in
Japanese kabuki? Is a flash mob a form of
performance art?

RL 5.7 Analyze how visual and multimedia elements contribute to the


meaning, tone, or beauty of a text.

Culminating Assessment (Writing)


After reading two or more of the texts, In the City, In the Country, Kabuki and Flash Mobs!, explain how visual and multimedia elements from each can
contribute to helping the audience understand
the message of a text. For example, could an author ask some people to perform a flash mob to act out his story? Use examples and evidence from each text
to support your answer.

Grade 5 Unit: 1 Lesson: 3


Overarching
Questions:

Question 1- How do good readers use signal words to compare and contrast?
Question 2- Why is determination a good quality for a politician to have?
Question 3- What are the traits of a good leader?
Question 4- Where was Lincoln born?
Question 5- Which two qualities helped him change the course of United States history,
according to the author?
Question 6- What was one of Lincolns favorite things to do?
Question 7- Why didnt he go to school often?
Question 8- What did Lincoln do when he was 21 years old?
Question 9- What did Lincoln want to become when he grew up?
Question 10- How did he learn the law?
Question 11- Read this sentence from the text: Lincoln did not always win, but he
persevered and ran again. What does persevere mean?
Question 12- When was he elected president?
Question 13- What qualities did Abraham Lincoln possess as a young man. How can you
tell?
Question 14- Why did Lincoln decide not to do something to end slavery soon after he
became president?
Question 15- How did this decision show intelligence?
Question 16- How did Lincoln show perseverance?

Text 1

Text 2

A Better Plan

Lincolns Lasting Legacy

August Gaudino/Journeys ELL Reader


1.7 Task 1 Title
Task description

1.8 Task 2 Title


Task description
[add more tasks as needed]

Unknown/Close Reading Packs,


www.readinga-z.com
6.1 Task 1 The Election of 1864
Read informational text about the election of 1864
and Andrew Johnsons biography. Write an analysis
of how Andrew Johnson became vice president.

6.2 Task 2 Title

Additional Resources/ Links

Journeys Digital Resources (in Teacher


Gateway)
Grammar Snap Video: Compound Sentences
Interactive Whiteboard Activities (or
Promethean):

Task description

Reading A-Z

Social Studies Connection:


5.17 Explain why Lincoln chose Andrew Johnson as
his running mate in the election of 1864? (He
hoped by selecting Johnson that he would appeal
to southerners who never wanted to leave the
Union.)

Grammar: Compound Sentences (L.5.3.a;


L.5.2.b
The Sentence Combining Express

Culminating Assessment (Writing)


Read informational text about the election of 1864 and Andrew Johnsons biography. Write an analysis of how Andrew Johnson became vice president.

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 1 Lesson: 4


Overarching
Questions:

Question 1- How do good readers use signal words and context clues to determine the
sequence of events?
Question 2- How can being active in sports improve someones attitude?
Question 3- Why did women ask for the right to vote?
Question 4- What were the arguments for and against allowing women to vote?
Question 5- Which state was the earliest to allow women to vote? (Level 2)
Question 6- Why was Susan B. Anthony arrested in 1872? (L2)
Question 7- What were some of the reasons women wanted to vote? (L3)
Question 8- How does the author compare womens rights with the rights of slaves? (L3)
Question 9- What organization was formed in 1848 to promote womens rights? (L1)
Question 10- What amendment ended slavery? (L1)
Question 11- Why did the ERA split into two associations? (L3)
Question 12- How did Alice Paul gain recognition for the womens movement? (L2)

Text 1

Text 2

Patsy Mink and Title IX

Women and the Vote

D. Jeanne Glaser/Journeys ELL Reader


1.9 Task 1 Title

Thea Feldman/Reading A-Z


8.1 Task 1 KWLS Chart

Task description

Task description

1.10Task 2 Title

8.2 Task 2 Title

Task description

Task description

[add more tasks as needed]

SS 5.46 Evaluate the role of Tennessee as the


Perfect 36 and the work of Anne Dallas
Dudley, Harry Burn, and Governor Roberts in
the fight for womens suffrage and Josephine
Pearsons opposition.

Additional Resources/ Links

Reading A-Z
Guided Reading Lesson for Women and the

Vote
Journeys Digital Resources (in Teacher
Gateway)

[add more tasks as needed]

Culminating Assessment (Writing)


Description of culminating assessment goes here.

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.

Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 1 Lesson: 5


Overarching
Questions:

Question 1- How do authors reveal the theme of a story?


Question 2- How can overcoming a challenge change someones life?
Question 3-

Text 1

Text 2

Baseball Memories

Title

Kelly Ann Murphy/Journeys ELL


Reader
1.11Task 1 Title
Task description

1.12Task 2 Make a T-chart


Identify key details about Chicago and the
horse ranch in Texas and take notes using
a T-Chart to show how they are different
and alike. (Some suggestions of details
from the text are shown in the chart
below.)
Chicago
had baseball
teams

Texas Horse
Ranch
no professional
baseball teams

warm weather

humid (wet)
weather

swimming in Lake
Michigan

big city

no lakes; friends
may have
swimming pools
(p. 5)
small town (p. 3)
large, flat open
space (3)
gorgeous
landscape

spent time around


dogs and cats (3)

works with horses


in a stable

place frozen
cloths around
neck to keep
players cools

place frozen
cloths beneath
helmet before
riding to stay cool
photograph of Mr.
Suarezs old
baseball team

photograph of
Coreys favorite
team (p. 3)

Additional Resources/ Links

Author/Source
10.1Task 1 Idiomatic Language
Beginners: Point out the phrases kept on, got
up, and went back to. Demonstrate what it
means to keep on writing, to get up from your
chair, and to get back to writing.
Low Intermediate: Display sentence frames.
I __________ writing.
I __________ from my chair.
I __________ sitting.
Act out each sentence as students fill in the blanks.
High Intermediate
Point out the phrases. Have pairs determine their
meanings and write complete sentences using
them correctly.

10.2Task 2
10.3 Task 3 Sentence Frames: Singular and
Plural Nouns
Display the posters of Rules for Making
Nouns Plural
Beg. Use the following sentence frames to
demonstrate how to change singular nouns
to plural nouns by adding s or es. The first
sentence should have a singular noun, and
the second should have a singular noun in
plural form.
Ari played one _____ at the park. (game)
Ari played two ______ at the park. (games)
Low Int. Use sentence frames to demonstrate how
to change singular nouns into plural nouns. Choose
nouns that change form to become plural. For
example:
Aris cow had one _______. (calf)
Zias cows had two _______. (calves)
High int. Pairs of students write sentence frames
similar to those above. Partners exchange the
frames and check to see if plurals are formed
correctly. Encourage them to use both regular
plurals and those that change form.

Social Studies Connection:


Urbanization, Chicago in the 1900s; map of
Routes to Chicago showing Chicagos
resources and population growth in the
1900s (p. 213, Houghton Mifflin Social
Studies: Tennessee, Grade 5)
5.2.01a Change from agriculture to industry
5.3.03a Population characteristics

Journeys Digital Resources

Theme (RL 5.2)


Suffixes ly and ful
Grammar: Singular and Plural Nouns (L 5.2)
Noun Explorer (interactive grammar)
Des Moines ELL Weebly Unit 1 Grade 5
Build background knowledge using these
video clips.
Chicago (2:15)
Go! Cubs! Go! (2:55)

5.5.03a Factors affecting economic growth


5.5.05b Urban and rural change

Culminating Assessment (Writing)


Description of culminating assessment goes here.

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 2 Lesson: 6


Overarching
Questions:

Question 1- How do good readers use cause and effect relationships to understand the
text?
Question 2- How do authors reveal cause and effect relationships?
Question 3- Why is it important to research and protect endangered animals?
Question 4- How is the winter tundra different from the summer tundra? How are they
similar?
Question 5- What happens after the temperature rises in the tundra?
Question 6- What is the main idea of the section, Built to Survive?
Question 7- What do all of the insects on the tundra hatch in the summer?
Question 8- Does the author present an unbiased report on polar bears? Why or why
not?

Text 1

Text 2

Rocio Rivas/Journeys ELL Reader


1.13Task 1 Title

Plight of the Polar Bear


(Level Q, Grade 3)
Ned Jensen/Reading A-Z
12.1Task 1

Task description

Task description

1.14Task 2 Title

12.2Task 2 Title

Task description

Task description

[add more tasks as needed]

[add more tasks as needed]

Animals in the Rain Forest

Science Connection: Unit 5.1.4


Animal adaptations
SPI0507.5.1 - Identify physical and
behavioral adaptations that enable
animals such as amphibians, reptiles,
birds, fish, and mammals to survive in
a particular environment.
GLE0507.Inq.3 - Organize data into
appropriate tables, graphs, drawing,
or diagrams.

I can compare and contrast groups of


animals using their physical
characteristics.
I can explain how the physical
characteristics of an organism
determine its preferences for
different environments.
Culminating Assessment (Writing)
Description of culminating assessment goes here.

Additional Resources/ Links

Reading A-Z

Grammar: Verbs

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 2 Lesson: 7


Overarching
Questions:

Question 1- How do authors reveal a characters traits?


Question 2- How do a characters words and actions tell us about their attitudes and
relationships?
Question 3- How can dangerous situations bring people closer?
Question 4- Why would the cowboys fear stampedes?
Question 5- What are vaqueros?
Question 6- When the cowboys life as a cowboy was over, wehre did some of them find
work?
Question 7- What was the best way to stop a stampede?
Question 8- Read this sentence from the text: Supplies had to be nonperishable. What
does nonperishable mean?
Question 9- Why would it be helpful if the cook was a good hunter?
Question 10- What were rustlers?
Question 11- When the cowboys first started working, there were no fences across the
west. Why not?
Question 12- How were the real cowboys lives different from the way western movies
made them out to be?
Question 13- Why would cowboys stand guard at night?
Question 14- Why did the author write this book? (to give information about the history
of real cowboys)
Question 15-

Text 1

Text 2

The Long Cattle Drive

Yee Haw!: The Real Lives of the Cowboys

Holly Melton/Journeys ELL Reader


1.15Task 1 Title
Task description

Katherine Follett/www.readinga-z.com
14.1Task 1 Main Idea and Details
Foldable
Make a main idea and details Foldable

1.16Task 2 Title
Task description
[add more tasks as needed]

Additional Resources/ Links

www.readinga-z.com
Guided Reading Lesson for Yee Haw!: The

Real Lives of the Cowboys


14.2Task 2 Vocabulary Development
Foldable
Make a Vocabulary Development Foldable for each
of the following words: nonperishable, circling,

Social Studies Connection:


SS 5.27
Explain the need for the South and
Tennessee to move toward industry and
mechanization after the Civil War and
identify example of the efforts.
SS 5.28-5.33
Analyze primary documents to determine the
experiences settlers in the late 1800s
encountered. Use various pieces of artwork
produced during this time period to analyze
the point of view.

Comprehension: Main Idea and Details


(worksheet)
Grammar: Use of parentheses in text
Word Work: Identify English words with
non-English origins
Discussion Cards
Comprehension Quiz
Grammar (Journeys): Direct and Indirect
Object Pronouns
Mixed Up Pronouns (interactive grammar
practice)
Reading Foldables: Main Idea and Details

Culminating Assessment (Writing)


What two inventions ended the era of the cowboy? Explain how each affected the cowboy. (Answers should include things like the following: the railroad
ended the need to drive cattle miles across the country, and barbed wire kept cows on the ranchers land, so rounding them up wasnt necessary).

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 2 Lesson: 8


Overarching
Questions:

Question 1- How does knowing the authors purpose help good readers understand the
text?
Question 2- How do the text features help me identify why the text was written?
Question 3- What reasons do people have for protecting the environment?
Question 4- What are two natural forces that are responsible for changing Earths
surface?
Question 5- Why is John Muir famous?
Question 6- What is a conservationist?
Question 7- What did the narrator in this story want to prove?
Question 8- How are Nana and the narrator of this story different at the beginning?
Question 9- What was the last thing the narrator did to earn his badge?
Question 10- What is a replica building?
Question 11- Who ate leaves, stems, seeds, bulbs, and berries?
Question 12- What is talus, and how is it made?
Question 13- When did Nana agree to go to Yosemite?
Question 14- What is the authors purpose?
Question 15- What causes the boy to want to visit Yosemite National Park?
Question 16- How is a tent cabin similar to or different from a tent?
Question 17- Why did the Ahwahneechee move to the foothills in the winter?
Question 18- Is this book realistic fiction or fantasy? How do you know?

Text 1

Text 2

Americas City Parks

Yosemite and the Badge

Thomas Pressel/Journeys ELL Reader


1.17Task 1 Title

Rusty Fischer/Reading A-Z


16.1Task 1 Vocabulary Foldable

Task description

Students will make a Vocabulary Foldable on new


key terms from the reading such as conserve or
conservationist, replica, fauna, oath, and talus.
They will write original sentences of their own and
either illustrate or create a nonlinguistic symbol to
demonstrate their understanding o f the new
terms. They can work in small groups or pairs to
learn the new meanings first.

1.18Task 2 Title
Task description
[add more tasks as needed]

16.2Task 2 Sequence of Events


Read pages 6-9 of Yosemite and the Badge, and
track the key events the main character, the
narrator takes to earn the official Junior Ranger
Badge. Then, write a paragraph summarizing the
steps he took in your own words. Finally, retell the
steps to a partner.

16.3Task 3 Using graphic features


How do the visuals in the book help you
understand the text better? Choose several
of the visuals in the text and tell how they
make the text more clear. Make a Text and
Graphic Features Organizer (3-Column Chart)
to record your findings.
Text and Graphic Features in Yosemite and the
Badge
Text/Graphic
Page
How did it help
Feature
me?
John Muir
6
What is a

Additional Resources/ Links

Journeys Digital Resources


Grammar Snap Video: Coordinating
Conjunctions
Destination Reading: Conjunctions
Destination Reading: Authors Purpose
Reading Skills:
Authors Purpose
Analyze/Evaluate
Reading A-Z
Guided Reading Lesson for Yosemite and the
Badge
Comprehension Skill: Sequence of Events
Grammar: Compound Sentences
Word Work: Homophones (worksheet)
Discussion Cards
Grammar: Coordinating Conjunctions
Sentence Combining Express (coordinating
conjunctions)
Vocabulary Foldable (see Reading Foldables)

naturalist? A
person who
enjoys studying
and learning
about things in
nature.

Science Connection:
GLE 507.2.3 Establish connections between
human activities and natural disasters and
their impact on the environment.

Culminating Assessment (Writing)


# 1: Whose attitude changed most in this story? Support your answer with two facts from the story.
#2: Do you think it is more important to the boy to learn about Yosemite or to get a badge? Explain your answer with details from the text.
#3: Describe a park you have visited (or researched). Compare the park with the ones described in this selection. Explain your answer giving examples from
the text.

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

Grade 5 Unit: 2 Lesson: 9


Overarching
Questions:

Question 1- How do details in the text lead good readers to draw conclusions?
Question 2- How do good readers figure out ideas the author doesnt state directly in the
t text?
Question 3- How can an act of courage reveal a persons true nature?
Question 4- What happens right after the speed of the wind increases in a hurricane?
Question 5- What is the center of the storm called?
Question 6-What causes a storm surge?
Question 7- What is a storm surge?
Question 8-How high does the ocean level rise?
Question 9-How do we measure the height of the ocean level? (in feet)
Question 10-What causes a hurricane to decrease in strength? (striking land or after they
strike land)
Question 11- What often happens as a result of hurricane-force winds? (destroy
buildings, tear loose signs, roofing material, and any items left outside)
Question 12-What is the safest thing you can do when there is a hurricane?Think of how
you can relate the additional text: Why did you choose this text to add? What do you want
children to learn about this in the way of Math, Science, or Social Studies?
[add more questions as needed]

Text 1

Text 2

The Rising River

Earths Most Destructive Storms

Valerie Ross/Journeys ELL Reader


1.19Task 1 Draw Conclusions
Display the pictures from the Language Support
Card 9 and the picture in the passage, Earths
Most Destructive Storms. Have students draw
conclusions as they read the passage. Use the
following forms and function chart and have
them use the future tense with will to express
conclusions about events and characters. Have
students form other conclusions based on
details in the picture and story.
Function: Drawing Conclusions
Forms
Examples
Future with will
will rescue, will go
work as +
work as a fisherman
occupation
Then, teach work as + occupation. Display
sentence frames. Have students use will plus the
verb in parentheses to complete them orally.
Examples:
1. They work as fishermen. They will
catch many fish tonight. (catch)
2. He works as a ship captain. He said
the storm will cause damage. (cause)
3. She works as a doctor. The doctor
will try to help the sailor. (try)

1.20Task 2 Title
Task description

Additional Resources/ Links

Unknown/Close Reading Packs, Reading


A-Z
18.1Task 1 Cause and Effect Chain
Create a cause and effect chain to show how one
event causes something to happen. That effect
then becomes the cause of another event or
causes something else to happen. In the passage,
Earths Most Destructive Storms
hurricanes
form

heavy rains

Journeys Digital Resources (in Teacher


Gateway)
Grammar Snap Video: Complex Sentences
Language Support Card Lesson 9
Destination Reading: Drawing Conclusions
Destination Reading: Predicting

Reading A-Z
Close Reading Pack: Earths Most
Destructive Storms
Making Predictions Lesson

can trigger
mudslides;
severe
flooding

(Other cause/effect relationships: produce


tornadoes, increase the storms destructive
power)

18.2Task 2 List and Illustrate


Make a list of things you can do to prepare for a
hurricane using evidence from the text. Select 2 or
3 and find a visual (online) or draw to illustrate the
main verbs and nouns in the actions one should
take in preparing for a hurricane.
(These include: learn about your surroundings
affected by a storm surge or flooding; identify
levees or dams that could pose a hazard during a
heavy rain; identify hurricane evacuation routes;

Hurricanes (video)
Learn about hurricanes, how they form and
what you can do to stay safe in this short,
computer-animated video. Key concepts
include: hurricane formation, hurricanes over
water, hurricanes over land, tropical storms,
meteorologists, hurrican watches, hurricane
warmings, hurricane safety, and hurricane
classification.

Grammar Practice
Complex Sentence Camp

Enter any resource LINKS you feel


teachers may benefit from

make a family emergency kit and a communication


plan).

18.3Task 3 Make a Tab Booklet: How to


Protect Yourself from a Hurricane

(additional worksheets, readings,


online activities). Give a brief
description.

Practice the command form or imperative


and make statements about what one should
do to protect themselves during a hurricane.
Make a tab booklet to illustrate these steps
to take.
secure your windows
place outdoor objects inside
stay indoors, away from windows and glass
doors
listen to the radio or TV
wait inside until the storm ends

18.4Task 4 Sequence of Events: How


Hurricanes Form
Use the following sentences on the
interactive whiteboard or on sentence strips
to have them review and discuss the
sequence of events in the formation of
hurricanes. Or you may want to have them
identify the steps and act as the scribe and
write them down.

Hurricanes build up heat and energy


from contact with warm ocean waters.

Clouds pull up moisture and the air near


the surface of the water.

This creates a column of fast-moving air.

The strength and speed of the winds


increase.

The storm becomes a swirling mass of


air.
The swirling mass of air rotates around
the eye, or center of the storm.

Culminating Assessment (Writing)


Draw Conclusions

Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.

Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.

(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)

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