Week 1 - 11/5
Weeks 2/3 - 11/13
Week 4 - 11/26
Week 5 - 12/3
Week 6 - 12/10
Week 7 - 12/17
Week 8 - 1/7
Week 9 - 1/14
Week 10 - 1/22
Week 11 - 1/28
Grade 5 Module 2A Recommended Texts
This link provides a list of engaging and accessible texts on the module topic with text difficulty ranging from grades 2-8, Lexiles 460-1210. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.
Researching to Build Knowledge and Teaching Others: Biodiversity in Rain forests of the Western Hemisphere
This module—intended to be used in conjunction with a Social Studies unit about Latin America—features a close read of The Most Beautiful Roof in the World (1160L)* by Kathryn Lasky. This beautifully illustrated informational text describes the work of scientists documenting the biodiversity of rain forests. The specific literacy focus is on reading scientific and technical text as well as writing to inform and explain. In the first unit, students build basic background knowledge about the rain forest (particularly those of the Western Hemisphere), and begin to examine how scientists closely observe the natural world to then help them communicate their research through carefully organized and worded scientific text. Unit 2 focuses on a case study of Meg Lowman, the researcher featured in The Most Beautiful Roof in the World. Students then analyze the structure and function of scientific field guides and filed journals determining what quality field guides and journals look and sound like. Students research about a living thing that scientist Meg Lowman may encounter in the rain forest in her research and write with clear and effective word choice about their chosen insect of the rain forest. As the final performance task, students produce an informational report and then field journal–style pages intended for younger readers. This performance task centers on ELA CCSS RI.5.7, RI.5.9, W.5.2, W.5.3, W.5.4, W.5.7, W.5.8, and W.5.9.
Consider the following to bring this module to life:
Rainforest specimen kit can be rented from the Field Museum's Harris Learning Collection: http://harris.fieldmuseum.org/catalogsearch/result/?q=rainforest
Field trip to Brookfield Zoo: https://www.czs.org/Brookfield-ZOO/Zoo-Animals/Fragile-Rain-Forest
Consider collaborating or consulting with the school's art teacher, if you have one, for the field journal drawings in Unit 3, in particular Lesson 3 & 13.
1: R.I.5.3, R.I.5.5
2: R.I.5.2, R.I.5.4-5.5
4: R.I.5.2, L.5.4
5: R.I.5.2-5.3, R.I.5.5, L.5.4
Note: Lesson 3 has been omitted.
Instructional Protocols: Gallery Walk, KWL, Think-Pair-Share
Students will begin setting up their journals, so consider organization and storage in advance.
Replace or supplement the homework assignment in Lesson 2 with the text dependent questions on the Bryson Voirin interview from lesson 3. Read the "Materials" section of Lesson 2 carefully as it requires advance planning.
Instructional Protocol: Jigsaw
Students will return to this article and note-catcher in the next lesson, so they should not share out with the whole group. Use exit ticket data to identify which supports students need during close reads. Prepare a music selection for the Lesson 5. You could use Hawaiian music for this, or the "Tropical Rainforest" channel on Pandora for this and other lessons to create background sounds of nature. The free "rain" app could also be used.
Instructional Protocol: Milling to Music
Prepare the online interview for Lesson 6 in advance. Prompting students around how certain text features work best for their learning styles will prepare them for the Mid-Unit Assessment.
6: RI.5.1-3, RI.5.5, RL5.4
7: R.I.5.2, R.I.5.4-5.5
8: R.I.5.1, R.I.5.4-5.5
9: R.I.5.1-5.2, R.1.5.4-5.5, R.I.5.9
This is the Mid-Unit Assessment-- Question #3 will serve as the biweekly assessment and will assess RI.5.1, and RI.5.3.
Students will view a short documentary video three times. During the first two viewings, the video is paused at key points to give students time to think, talk, and write about what they just saw and heard. Some students may benefit from having a transcript while they read, available in the supporting materials.
Instructional Protocol: Think-Pair-Share
Make sure students have access to texts read previously in the Unit. The note-taking for research in this lesson will be built upon in Unit 3.
This is the End of Unit Assessment and is taken "open book" -- students may use their notes. After the lesson, consider using The Great Kapok Tree: https://www.youtube.com/watch?v=gw0arFtHeVw to teach and address the literature standards (5.1, 5.3, and 5.9) that will be on A2. ???
Next week involves working with natural specimen (Unit 2, Lesson 2). Decide and prepare for collecting specimen and preserving materials yourself or for having students collect them prior to that lesson.
10: RI.5.1, SL.5.1, W.5.1
1: R.I.5.1-5.2, R.I.5.4-5.5
2: R.I.5.2, R.I.5.8, L.5.4
Instructional Protocol: Science Talk
Prepare the classroom for students to sit in two concentric circles (inner facing outer). Consider the routines and procedures for using The Most Beautiful Roof in the World texts for Unit 3.
Instructional Protocol: Concentric Circles (variation: stand and talk in pairs)
Look at the bottom of Lesson 1 for information about preparing specimen and materials for preserving. This lesson involves setting up many routines and procedures which could be taught at other times (e.g. in the morning). Refer back to the Features of Informational Text Anchor Chart from Unit 1.
Instructional Protocol: Quiz-Quiz-Trade
Use Part C: Synthesis Writing (Share your opinion about whether or not you think it would be difficult to be a rainforest scientist. Support your opinion with at least two details from the text.) will serve the biweekly assessment and will assess RI.5.2, W.5.1.
4: R.I.5.2, R.I.5.4, R.I.5.8
5: R.I.5.2, L.5.4
6: R.I.5.2, L.5.4
7: RI.5.1-2, RI.5.4, L.5.4
RI.5.1, RI.5.2, RI.5.4, L.5.4
Instructional Protocol: Chalk Talk
Prepare the AQUA biodiversity chart in advance; AQUA chart is similar to a KWL, except it has the added component of an “Action."
Instructional Protocol: Jigsaw (sketch & match)
Consider using student data from this lesson's jigsaw to strategically group students for the upcoming Quiz-Quiz-Trade.
View the video from Lesson 6 in advance.
Instructional Protocols: Quiz-Quiz-Trade, Milling to Music.
Prep music and video in advance.
This is the Mid-Unit Assessment.
Lesson 1: RI.3.1, SL.3.1
Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1
Lesson 3: RL.3.1, SL.3.1, L.3.4
Instructional Protocol: Hot Seat
Instructional Protocol: Tea Party
Instructional Protocols: Word Sort
This is th e Readers Theater activit which provides fluency practice and builds upon the Reader's Theater in Module 1.
14: R.I.5.1-5.2, R.I.5.4
Instructional Protocol: Charades, Four Corners
TDQ #2 (The author states, “As fun as this giant trampoline in the sky was, working from it was also grueling.” What does the word grueling mean in this sentence? Support your answer with evidence from the text.) will serve as the biweekly assessment and will assess.wRI.5.4.. Have students skip this question during the collaborative work time, and then have them go back and complete that item independently at a different time.
Instructional Protocol: Praise-Question-Suggest
Prepare task cards and groupings in advance; each group will need another group to share with at the end of Part B.
This would be a good time to look into renting the rainforest specimen kit from the Field Museum's Harris Learning Center, as it can be used for Unit 3's field journals after the winter break.
Lesson 2 / 3
15: W.5.3-5.4, W.5.9
2/3: R.I.5.1, W.5.2-5.3, W.5.10
4: R.I.5.1-5.2, R.I.5.9
End of Unit Assessment
RI.5.2, W..5.4, W.5.9
This is the End of Unit Assessment.
The field journal writing in this lesson introduces students to the features of writing that will be required for their performance task.
Lesson 1 requires teachers/schools to obtain texts from the "Recommended Texts" list or use the provided links to print samples of texts for students to view. Pay attention to the note in the "Homework" section of Lesson 1 for important information on materials preparation needed for Lessons 2 and 6.
Lessons 2 and 3:
These lessons are combined, with the observations of natural objects in Lesson 2 as the modeling/guided practice for making observations in a field journal, and the use of "The Most Beautiful Roof in the World" as the application/extension.
Launch the research project with excitement!
This lesson has a mix and mingle activity, and prepares students to take notes. Collect and review journals and exit slips to determine which students need additional support in taking notes independently.
This lesson is critical because it introduces students to their research groups. When grouping students in advance, consider that the butterfly groups' task card and text are considerably longer than those of the ant groups. Also, consider revisiting "Group Norms for Discussion" from earlier lessons with students before and after they work in groups. In lesson 8, students are being assessed on their ability to observe and take notes in a field journal like a scientist. Be sure to stress to students the criteria by which their notes will be assessed (provided in directions).
Students will be watching videos in this lesson; preview and prep in advance. Review C/F/Q/R Note-catchers and exit tickets to identify students who need additional supports throughout the upcoming research lessons.
8: R.I.5.1-5.2, R.I.5.8
10: W.5.2-5.3, W.5.911: W.5.2-5.3, W.5.9-5.10
RI.5.1, RI.5.2, RI.5.7, W.5.8
Note: Lesson 9 has been ommitted.
This is the Mid-Unit Assessment. It includes taking notes on a video; prepare in advance.
Lesson 9 is skipped due to time constraints, but if possible, do the Science Talk portion of the lesson during small group time.
Students co-construct a rubric in this lesson to better understand the criteria, but the PARCC rubric in the supporting materials can be used for teacher reference.
Collect the postcards at the end of the lesson to use as a formative assessment to see whether the students are able to create a character and summarize a plot point from their graphic organizer.