Unit One -- Affective Unit
From the unit plan: “Gifted students have particular affective needs, partly because of their different developmental patterns and partly because of the mismatch between their development and the expectations in schools and other places that cater to the developmental norm. A good gifted program will incorporate affective instruction to help students to deal with their particular needs in productive ways, so that they can feel happy and successful. This unit is designed to provide gifted teachers and counselors with one possible way to address these needs.”
CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.1.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.
CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically).
CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descr iptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Unit Two -- The Maya
In this unit, students will further explore the contributions of the Maya through primary source examination and opinion writing: What was the most remarkable achievement of the Maya? I visited the Yucatan several years ago, so first hand experience will help make the ancient world come alive for students.
Information about the unit structure and materials can be found here: http://www.dbqproject.com/about-dbqs-and-mini-qs.php
Standards
Reading
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.9Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Speaking and Listening
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.DPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Writing
CCSS.ELA-LITERACY.W.5.1.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.
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.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.5.7Provide a concluding statement or section related to the opinion presented.
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
Social Studies
26.
Conduct historical research using a variety of resources to answer historical
questions
related to early American history (H-1A-M6)
27.
Identify and describe indigenous cultures and groups that existed in the
Americas at
the
beginning of European exploration (H-1B-M1)
30.
Explain that cultures change through cultural diffusion, invention, and
innovation (H-
1B-M2)Unit Three -- Island of the Blue Dolphins: Cultural and Ecological Exploration and Immersion. In this unit, students will read Island of the Blue Dolphins and use the novel as a jumping off point to learn more about the culture of the Native Americas along the California Coast.
Reading Literature
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Reading Information
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Speaking and Listening
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Writing
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Social Studies
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CCSS.ELA-LITERACY.RL.5.1 Quote accurately
from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RL.5.2 Determine a theme
of a story
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.5.5 Explain how a
series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story,
CCSS.ELA-LITERACY.RL.5.6 Describe how a
narrator's or speaker's point of view influences how events are described.
CCSS.ELA-LITERACY.RL.5.10 By the end of the
year, read and comprehend literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity band independently and
proficiently.
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CCSS.ELA-LITERACY.RI.5.1 Quote accurately
from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.5.2 Determine two or
more main ideas of a text and explain how they are supported by key details;
summarize the text.
CCSS.ELA-LITERACY.RI.5.6 Analyze multiple
accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 Draw on
information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9 Integrate
information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
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CCSS.ELA-LITERACY.SL.5.1.A Come to discussions
prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas
under discussion.
CCSS.ELA-LITERACY.SL.5.1.C Pose and respond
to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D Review the key
ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
CCSS.ELA-LITERACY.SL.5.2 Summarize a
written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.5.4 Report on a topic
or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5 Include multimedia
components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
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CCSS.ELA-LITERACY.W.5.2.A Introduce a topic
clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B Develop the topic
with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C Link ideas within
and across categories of information using words, phrases, and clauses (e.g.,
in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D Use precise
language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E Provide a
concluding statement or section related to the information or explanation
presented.
CCSS.ELA-LITERACY.W.5.7 Conduct
short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8 Recall
relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9 Draw
evidence from literary or informational texts to support analysis,
reflection, and research.
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15.
Explain and give examples of how Native Americans and Europeans adapted to
living in a particular North American physical environment (G-1D-M2)
16.
Identify the natural resources used by people in the United States (G-1D-M3)
18.
Describe economic activities within and among American Indian cultures prior
to contact with Europeans (E-1A-M9)
25.
Identify historical issues or problems in early America and explain how they
were addressed (H-1A-M5)
26.
Conduct historical research using a variety of resources to answer historical
questions
related to early American history (H-1A-M6)
27.
Identify and describe indigenous cultures and groups that existed in the
Americas at the beginning of European exploration (H-1B-M1)
29.
Compare and contrast Africans, Europeans, and Native Americans converging in
the Western Hemisphere after 1492 (H-1B-M1)
36.
Identify instances of both cooperation and conflict between Indians and
European settlers (H-1B-M3)
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Unit Four
Taught in conjunction with The Lion, the Witch, and the Wardrobe, the fantasy unit delves deeper into the genre of fantasy and has students tackle their own short stories.
Standards and GLEs:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-LITERACY.W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.W.5.3.E Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.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 standards 1-3 above.)
CCSS.ELA-LITERACY.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
SL.5.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Unit Six -- Official Portraiture
In this unit, students will study the official portraits of leaders from the past and present. They will examine how the art portrays the leader, how this could reflect the values of his/her culture and time, and what can be learned about the leader by looking at the artwork. Students will also read about the art work, when available, and in a culminating activity, they will analyze the official portrait of a historical or contemporary figure of their own choosing.
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