Grade 5 Pacing Guide: Q3 ELA

Q1 Guide

Q2 Guide

Q4 Guide

Overview

Week 1 - 2/4

Week 2 - 2/11

Week 3 - 2/18

Week 4 - 2/25

Week 5 - 3/4

Week 6 - 3/11

Week 7 - 3/18

Week 8 - 3/25

Week 9 - 4/1

Module 3A

Topic: Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture

ANet Alignment:

The text types on A3 and Module 3A are matches.

For support with Instructional Protocols, follow this link.

Module 3A

Unit 1

Lesson 1

Lesson 2

Lesson 3 / 4

Lesson 5

Standards Addressed:

Lesson 1: RI.5.1, W.5.4, SL.5.1

Lesson 2: RI.5.2, RI.5.4, RI.5.8

Lessons 3&4: RI.5.2, RI.5.4, RI.5.8

Lesson 5: RI.5.2, RI.5.4, RI.5.8

Assessment

Mid Unit Assessment

Standards Assessed:

RI.5.2

RI.5.4

RI.5.8

Weekly Overview

Lesson 1: Instructional Protocols: Gallery Walk, Tea Party

Lesson 3 and 4: Instructional Protocol: Quiz-Quiz-Trade

Lesson 5: Instructional Protocol: Jigsaw

Protocols Resource

Lesson 1:

Instructional Protocols: Gallery Walk, Tea Party

Students begin using vocabulary flashcards for the module in this lesson.  Beginning in Lesson 1, students use index cards to keep track of vocabulary words and the definitions they determine through context clues.  Consider the best place for students to store these cards so they can routinely draw upon them to review vocabulary.

Lesson 2:

For time/pacing reasons, consider eliminating the initial read aloud of "It's Not Just a Game!".  Consider reading aloud the first three paragraphs and modeling for students how to identify the author's claim and supporting evidence using the organizer in the Supplementary Materials section, then reading aloud and using the "Different Sports for Different Folks" section as the guided practice and the "Ultimate Value of Sports" as the independent practice that students do independently, in groups, or as a Think-Pair-Share.

Lessons 3 and 4:

Instructional Protocol: Quiz-Quiz-Trade

For timing reasons, Lessons 3 and 4 are combined on the same day because Lesson 3 is an extension of Lesson 2 (same passage and objectives) and Lesson 4 is the Mid-Unit Assessment which could be used as an exit slip at the end of Lesson 3.

Lesson 5:

Instructional Protocol: Jigsaw

Lessons 5 and 6 of this unit are modeled after Lessons 9 and 10, from Module 1, Unit 1. Review those lessons to refresh your memory about how students participated in a close read jigsaw and evidence sort to support their understanding of a complex text.

Module 3A

Unit 1

Unit 2

Lesson 6

Lesson 7

Lesson 1

Lesson 2

Standards Addressed:

Lesson 6: RI.5.8, W.5.8, W.5.1

Lesson 7: W.5.9, W.5.1

Lesson 1: RI.5.1, RI.5.2, RI.5.4, SL.5.2

Lesson 2: RI.5.2, RI.5.4

Assessment

Biweekly #1

Biweekly is Lesson 7

End of Unit Assessment

Standards Assessed:

W.5.9

W.5.1

Weekly Overview

Lesson 1: Instructional Protocols: Gallery Walk, Tea Party

Lesson 3 and 4: Instructional Protocol: Quiz-Quiz-Trade

Lesson 5: Instructional Protocol: Jigsaw

Protocols Resource

Lesson 1:

Instructional Protocols: Gallery Walk, Tea Party

Students begin using vocabulary flashcards for the module in this lesson.  Beginning in Lesson 1, students use index cards to keep track of vocabulary words and the definitions they determine through context clues.  Consider the best place for students to store these cards so they can routinely draw upon them to review vocabulary.

Lesson 2:

For time/pacing reasons, consider eliminating the initial read aloud of "It's Not Just a Game!".  Consider reading aloud the first three paragraphs and modeling for students how to identify the author's claim and supporting evidence using the organizer in the Supplementary Materials section, then reading aloud and using the "Different Sports for Different Folks" section as the guided practice and the "Ultimate Value of Sports" as the independent practice that students do independently, in groups, or as a Think-Pair-Share.

Lessons 3 and 4:

Instructional Protocol: Quiz-Quiz-Trade

For timing reasons, Lessons 3 and 4 are combined on the same day because Lesson 3 is an extension of Lesson 2 (same passage and objectives) and Lesson 4 is the Mid-Unit Assessment which could be used as an exit slip at the end of Lesson 3.

Lesson 5:

Instructional Protocol: Jigsaw

Lessons 5 and 6 of this unit are modeled after Lessons 9 and 10, from Module 1, Unit 1. Review those lessons to refresh your memory about how students participated in a close read jigsaw and evidence sort to support their understanding of a complex text.

Module 3A

Unit 2

Lesson 3

Lesson 4

Lesson 5

Standards Addressed:

Lesson 3: RI.5.2, RI.5.3, RI.5.4, RI.5.6

Lesson 4: RI.5.1, RI.5.2, RI.5.8

Lesson 5: RI.5.1, RI.5.2, RI.5.3, RI.5.4, SL.5.1a

Weekly Overview

Lesson 4: Instructional Protocol: Tea Party

Lesson 5: Instructional Protocol: Fold the Line

Protocols Resource Link

Lesson 3: There is a mistake on the Great Migration Venn Diagram answer key on pg. 21. The top two items should be flipped (JR's family moved from Georgia to California).

Lesson 4: Instructional Protocol: Tea Party

If time is short, consider skipping the Tea Party or doing it at the end of the lesson to ensure adequate time for Work Time B which is essential for setting students up for the end of module performance task.

Lesson 5: Instructional Protocol: Fold the Line

In Fold the Line, students form opinions about something and line up according to their opinions. The line is then “folded” back on itself, so each student is facing a partner (who holds a different opinion) with whom to discuss the homework. Review the opening carefully in order to explain Fold the Line clearly to students. Also consider an efficient way to arrange the classroom furniture to make room for this activity.

Module 3A

Unit 2

Lesson 6

Lesson 7

Lesson 8

Lesson 9 / 10

Standards Addressed:

Lesson 6: RI.5.2, RI.5.3, RI.5.6, L.5.4

Lesson 7: RI.5.1, RI.5.2, RI.5.4, RI.5.8, W.5.1a

Lesson 8: RI.5.1, RI.5.2, RI.5.3

Lessons 9 & 10: RI.5.1, RI.5.2, RI.5.4, RI.5.8

Assessment

Biweekly #2

Biweekly is Lesson 8

Standards Assessed:

R.I.5.2

R.I.5.3

Weekly Overview

Lesson 6

This lesson includes a primary source document: “Rules for Riding Desegregated Buses,” written by Martin Luther King, Jr. These rules include quite a few vocabulary words that may be unfamiliar to students. Encourage students to use their skills determining meaning from context at the sentence level (they each only work with one sentence). Keep in mind the focus of this lesson is making connections between the two texts. Therefore, making meaning of specific vocabulary words should be in support of understanding the texts as a whole.

Lesson 7

This lesson follows the structure established in Lesson 4 with students using the Author's Opinions, Reasons, and Evidence graphic organizer to practice standard 5.8.

Lesson 8: Biweekly Assessment

During the Opening, students sort vocabulary words into two categories: academic and domain-specific.  This is a review of work they did with vocabulary from Module 2A. Review Lesson 2, Unit 1 from Module 2A to remind yourself of how this was introduced to students.  The Biweekly Assessment is from Part C of the lesson, where students write a 1-2 sentence summary statement about the connections between African American history and baseball in America.

Lessons 9 & 10

For time/pacing reasons, Lessons 9 and 10 are combined, with part C of Lesson 9's work time cut.  In Lesson 9, after students identify the author’s opinion, reasons, and evidence they explain how the reasons support the opinion. Encourage students to explain their thinking and make clear connections between the opinion and reasons by using statements such as: “The opinion ______ is supported by the reason ______ because...”  Lesson 10 contains the Mid-Unit Assessment. It is “open book”: Students may use their journals as well as refer to class anchor charts.  For students who may finish the assessment early, have index cards available. They can choose two key or unfamiliar words from the assessment text “Courage on the Field” to add to their vocabulary cards.

Note: PARCC dates may affect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.

Module 3A

Unit 2

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Standards Addressed:

Lesson 11: RI.5.2, RI.5.4, RI.5.6

Lesson 12: RI.5.1, RI.5.2, RI.5.4, RI.5.8

Lesson 13: RI.5.1, RI.5.2, RI.5.8

Lesson 14: W.5.1a+b, W.5.5, W.5.9

Weekly Overview

Lesson 11

This lesson involves students reading the handwritten letter that is reproduced on page 39 of Promises to Keep. The letter itself is a primary source document, which is difficult to read. Consider reading it out loud to students if they have difficulty deciphering the cursive.

Lessons 12

Instructional Protocols: Jigsaw and Milling to Music

Protocols Resource Link

Lesson 13

Students again work with the Opinion, Reasons, and Evidence graphic organizer in this lesson. But note that the graphic organizer looks slightly different (see supporting materials). The word “author’s” no longer appears in the title, since that related to RI.5.8 (i.e., identifying Sharon Robinson’s opinion from

the text). Instead, the graphic organizer now has the word “My” opinion, to clearly mark for students the transition from RI.5.8 to W.5.1. Today, they are forming their own opinions about Jackie Robinson.

Lesson 14

In this lesson, students write an introduction paragraph and first body paragraph (based on one reason and supporting evidence they identified in Lesson 13). Then, in Lesson 15, students will apply their learning about writing body paragraphs more independently to write body paragraph 2, add linking words, and write a conclusion statement.  This lesson builds on some work students did in Lesson 7; review that lesson in advance.

Module 3A

Unit 2

Unit 3

Lesson 15

Lesson 16

Lesson 17

Lesson 1

Standards Addressed:

Lesson 15: RI.5.8, W.5.1a-d, W.5.5, W.5.9

Lesson 16: RI.5.1, RI.5.2, RI.5.4, RI.5.8

Lesson 17: W.5.1a-e, W.5.4, W.5.9

Lesson 1: SL.5.1a-c, SL.5.2, W.5.7

Assessment

PARCC OPENS (3/4)

Biweekly #3

Biweekly 3 is Lesson 17

End of Unit Assessment

Standards Assessed:

RI.5.7

RI.5.9

W.5.1

W.5.4

W.5.9

Weekly Overview

Lesson 15

In advance, create the Linking Words anchor chart (based on linking words listed in Work Time B).

Lesson 16

This lesson follows a pattern similar to Lesson 13. Students work with pages 58–63 of Promises to Keep, which they read once independently for homework. They will locate evidence, develop an opinion, and then support their opinion with a reason and multiple pieces of evidence. This reading is in preparation for the end of unit assessment (Lesson 17), in which students will use the information they gather in this lesson to fill out the graphic organizer and write an opinion essay about Jackie Robinson’s legacy.

Lesson 17 is the End of Unit Assessment which is Biweekly 3. It's important that students have copies of pages 58-62 of Promises to Keep when taking the assessment as well their graphic organizers from Lesson 16. This can be used as an authentic graded product as well as the biweekly and will help determine where students need support to complete the final performance task (and final biweekly) because this is an opinion essay and students will be writing an opinion letter.

Lesson 1

Instructional Protocol: Gallery Walk

This lesson has students summarize the information they learn about Althea Gibson and Roberto Clemente and choose which athlete they'd like to research further.

Module 3A

Unit 3

Lesson 2

Lesson 3 / 4

Lesson 5 / 6

Standards Addressed:

Lesson 2: RI.5.1, W.5.7, W.5.8

Lessons 3/4: W.5.1a, W.5.1b, W.5.7, RI.5.8, R.I.5.9, L.5.9

Lessons 5/6: W.5.1, W.5.7a, W.5.7b, RI.5.1, RI.5.9, L.5.6

Assessment

PARCC CLOSES (3/22)

ANet OPENS (3/17)

Weekly Overview

Please note that there are only three lessons listed this week due to consideration of PARCC administration. Although your school may not be administering PARCC this week, we wanted to provide flex days for you.

Lesson 2:

Based on their index cards at the end of Lesson 1, assign each student to a small expert group.  Create and post an Expert Groups chart that shows which students are studying which athlete, and that further lists each small expert group of three or four students. Be strategic in your grouping. If you have a few struggling readers, put them in a group together so that you can more directly support them while allowing other students to be more independent. If you have many struggling readers, place them in groups with stronger readers but carefully monitor that they are reading and contributing. ELLs may benefit from being in a group with others who speak their native language.

Lessons 3/4:

For time/pacing reasons, Lessons 3 and 4 are combined, with parts B and C of Lesson 3's Work Time and Part C of Lesson 4's Work Time cut.  In Lesson 4, students work in expert groups, yet still need teacher support to build their literacy skills. During work time, as one group works independently, circulate to support the other group. Review Work Time Parts A and B in advance, to envision the flow of activities.

Lessons 5/6:

For time/pacing reasons, Lessons 5 and 6 are combined, with parts B and C of Lesson 5's Work Time and part C of Lesson 6's Work Time cut.  These lessons follow a very similar pattern and flow to Lessons 3 and 4.

Module 3A

Unit 3

Lesson 7

Lesson 8

Lesson 9

Standards Addressed:

Lesson 7: W.5.1, W.5.7a, W.5.7b, RI.5.9, L.5.6

Lesson 8: W.5.1a, W.5.1b, W.5.7, RI.5.9, L.5.6

Lesson 9: W.5.1a+b, W.5.5

Assessment

PARCC CLOSES (3/22)

ANet OPENS (3/17

Standards Assessed:

W.5.1a

W.5.1b

W.5.7

RI.5.9

L.5.6

Weekly Overview

Lesson 7

In Work Time Part A, students add reasons and evidence from Text 3 to the graphic organizers (which they started in Lesson 2). During Work Time C, students will not recreate the graphic organizers with the new order of reasons; they will revise their reasons or evidence based on new understandings about key vocabulary. They will also renumber the reasons.

Lesson 8

This the mid-unit assessment. Use this as an authentic assessment and to determine how best to support students as they build to the final performance task.

Lesson 9

This lesson is the first in a series of three in which the teacher guides students through a shared writing process to model the opinion letter students will write for the Performance Task. As a class, students revisit the topic of Jackie Robinson and his legacy. Doing shared writing allows the teacher to scaffold for students who are still struggling to meet this complex task of supporting an opinion with reasons and evidence, as well as model language skills such as how the connotations of words affect meaning.

Module 3A

Unit 3

Lesson 10

Lesson 12

Standards Addressed:

Lesson 10: W.5.1a, W.5.1b, W.5.5, W.5.8

Lesson 12: RI.5.9, W.5.1a-e

Assessment

End of Unit Assessment

ANet CLOSES (4/4)

Standards Assessed:

R.5.9

W.5.1

Weekly Overview

Lesson 10

In this lesson, students work with the reasons and evidence written on individual index cards to practice logically ordering them in preparation for writing the reason body paragraphs. In advance: Prepare Reasons and Evidence Cards for students to use during Opening Part A. On a separate index card, copy each reason and evidence from the Class Opinion, Reasons, and Evidence graphic organizer anchor chart. Make one set for each group. In lesson 11 students finalize the Opinion Letter Rubric, adding criteria for a concluding paragraph as well as for language and conventions. This rubric will be used to assess their Final Performance Task. Due to time constraints this lesson is omitted and should be completed during your flex day.

Lesson 12: End of Unit Assessment

For the On Demand: End of Unit Assessment, students create their best independent draft letter to a publisher. During Lessons 13 and 14 they then will work in triads to revise their draft letters, before sharing their final and best version of the letter aloud for the Performance Task in Lesson 15.

Lessons 13-15 involve revising, publishing and sharing the essays. We recommend looking at the drafts over spring break and incorporating the "critique and feedback" portions after the break during small-group time or in individual or peer conferences, using the lesson content as a guide. Another option would be to save the drafts and have students return to them at the end of the year and apply what they've learned in quarter 4 to revisit the letters with a fresh lens, receive critique and feedback, then publish and share.

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