In this lesson, students analyze model programs and a model Directors' Note to understand the format of these texts. They read the model Directors' Note for gist and use it to begin planning their monologue group's Directors' Note as part of the module performance task (RI.5.4, W.5.2, W.5.4, W.5.8, SL.5.1, L.5.4).
Consider that some students may be able to rely on background knowledge about plays and theater when discussing the programs and Directors' Notes. Spend extra time contextualizing these concepts if necessary. Display photographs or brief videos of plays and directors working with actors. Also consider inviting students to share experiences with plays and theater in their home languages and cultures.
The Opening of this lesson is designed for students to use internet sources as texts. If the technology necessary for students to complete the reading is unavailable, provide them with a printed copy of the texts.
In the Closing, students generate criteria for reading fluency on the Fluent Readers Do These Things anchor chart in preparation for Part III of the End of Unit 3 assessment and performing their monologues as part of the module performance task (RF.5.4).
This lesson focuses on the following habits of character: working to contribute to a better world and working to become effective learners. The characteristics that students are reminded of in this lesson are: apply my learning when discussing the module performance task and perseverance before reading the model Directors' Note.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads the model Directors' Note in Work Time A and by developing criteria for fluent reading in the Closing.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students use their research from Lessons 8-9 to write a draft of their Directors' Note with their monologue group (W.5.2, W.5.4, W.5.5, W.5.8).
In Work Time B, students are guided through a research reading share. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students' growing ability to read a variety of literary and informational texts independently and proficiently (RI.5.10, RL.5.10, SL.5.1).
This lesson focuses on the following habits of character: working to become effective learners and working to become ethical people. The characteristics students are reminded of in this lesson are: collaboration, as they work with their groups to write their Directors' Note, and taking initiative, prior to sharing their independent reading.
In the Closing, students practice reading their monologues in preparation for Part III of the End of Unit 3 Assessment and the performance task (RF.5.4).
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students continue to research and gather evidence for their monologue group's Directors' Note. They research issues related to human rights, select a right that their issue fits under, and learn about how the issue impacts people today (W.5.2, W.5.8). Specific examples of current issues have not been provided in this lesson, as situations can change very quickly. To ensure the content students are researching is up-to-date, websites that describe current threats to human rights have been suggested and will need to be reviewed in advance to identify the issues and the specific web pages that align with the threats to human rights students have highlighted in their monologues (see Technology and Multimedia).
This lesson is designed for students to use internet sources as texts. If the technology necessary for students to complete the reading is unavailable, consider providing them with a printed copy of the texts.
At the end of the lesson, students practice reading their monologues in preparation for Part III of the End of Unit 3 Assessment and the performance task (RF.5.4).
This lesson focuses on the following habits of character: working to become ethical people and working to become effective learners. The characteristics that students are reminded of in this lesson are: respect when sharing ideas during a whole class discussion and perseverance before reading internet research.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this unit, students explore how plastic pollution is choking the world’s oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it’s so hard to remove plastic from the ocean once it’s there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.

In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.

In this lesson, students reread "Rainforests and Why They Are Important" to determine the main idea and describe the structure. Working in pairs, students use a graphic organizer to record their thinking about the structure of the text and plan a summary of it. Students then work as a class to write a shared summary of the text (RI.5.1, RI.5.2, RI.5.4, RI.5.5, W.5.8).
In Work Time B, students participate in a modified Rank-Talk-Write protocol to determine the main idea of "Rainforests and Why They Are Important" (RI.5.2, SL.5.1b).
This lesson is designed for students to use an internet source as a text. If the technology necessary for students to complete the reading is unavailable, give students a printed copy of the text.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads "Rainforests and Why They Are Important" in Work Time A.
The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to the rainforest. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In this lesson, the habit of character focus is working to become an effective learner. The characteristic students are reminded of specifically is collaboration, as they work in pairs.
Continue to use Goals 1 and 2 Conversation Cues to promote productive and equitable conversation.

¡Aprende cómo escribir un ensayo expositivo con opinión, razón y evidencia mientras creas tu propia tira cómica!

Con el superhéroe Capitán Opinión y sus compañeras Razón y Evidencia, el espectador se embarca en una divertida aventura en el mundo de las opiniones y la importancia de sustentarlas con muchas razones y evidencias.

Objetivo de Aprendizaje:
Hacer que los estudiantes escriban un ensayo expositivo que establezca una idea central en una oración temática; incluye oraciones de apoyo con hechos simples, detalles y explicaciones, y contiene una declaración final.

Area: Earth Systems

This Fifth Grade unit is the FIRST in the curriculum of four (4) units developed to address the Fifth Grade science standards of the Michigan Science Standards related to Earth Systems.

You have just read the general description for this Phenomenal Science Unit. Before you continue your review, it would be very valuable to our field testing process for the 21 Units of Phenomenal Science for us to gather information about those educators who are reviewing each of the Units. Thank you. Please start your review with this BRIEF SURVEY. Enjoy your review.

EL Education created these K-5 rubrics based on an analysis of the grade-level demands of the CCSS, rubrics used by PARCC and Smarter Balanced, and EL Education's own professional expertise (including attention to the Writing for Understanding framework). The downloads for grades 3-5 includes Writing Rubrics, Informal Checklists, and the Phonics and Word Recognition Checklist.

In this lesson, students independently write a paragraph about Esperanza's reaction to Miguel losing his job (RL.5.1, RL.5.3, W.5.2, W.5.4).
Students then participate in their first peer critique during Work Time B. Consider any additional guidelines to establish for this routine, as it will be returned to throughout the year. Following this peer critique, students revise their literary essays based on peer feedback (W.5.5). Peer feedback is focused on the criteria on the Character Reaction Paragraph anchor chart.
If time permits, consider allowing more time for peer review focused on common issues students may need more support with.
Because the content of "Los Duraznos" is centered around discrimination, students revisit Article 2 of the UDHR at the end of the lesson.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristics that students are reminded of specifically are respect, empathy, and compassion as they critique one another's work and share stories/reflections about discrimination.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students analyze the structure of a model literary analysis about the author's use of concrete and sensory language in The Great Kapok Tree. This prepares them for writing their own literary analysis in which they analyze the concrete and sensory language in the excerpt from pages 41-42 of The Most Beautiful Roof in the World, read closely in Lesson 5 (W.5.2).
The literary analysis written during this half of the unit is done in pairs. This gives students a thought partner during the writing process. At the end of the unit, students will write a literary essay independently (W.5.2).
After analyzing the model essay, students work in pairs to choose a focus statement from a provided selection (W.5.2a) and to identify the concrete and sensory language they would like to use to develop the topic with quotes in their essay (W.5.2b).
Over the next several lessons, students use the Informative Writing Planning graphic organizer to plan their essays (W.5.2). Students may be familiar with this graphic organizer from fourth grade, as it follows the same overall format. However, while the format is the same, the focus question and content increases the rigor in fifth grade.
An example Informative Writing Planning graphic organizer is provided in the supporting materials; however, in this lesson students only complete the focus statement at the top of the graphic organizer. They will complete each part of the graphic organizer before drafting the corresponding paragraph over the next few lessons.
In Closing and Assessment, students practice reading aloud an excerpt from The Most Beautiful Roof in the World in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment (RF.5.4).
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristics students are reminded of specifically are collaboration and respect, as they work in pairs on their literary analysis essays and as they provide kind, specific, and helpful reading fluency feedback.

In this lesson, students analyze the conclusion of the Model Essay: Concrete and Sensory Language in The Great Kapok Tree to generate criteria for the conclusion of their own literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" Students then work in pairs to write the conclusion for their literary analysis essay (W.5.2c).
When students have finished writing their conclusion, they will work with a student other than their writing partner to proofread for spelling and punctuation errors. They will then work with their writing partner to revise the essay (L.5.1, L.5.2).
At the end of the lesson, students continue to practice reading aloud a new excerpt of The Most Beautiful Roof in the World in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment (RF.5.4).
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristics students are reminded of specifically are collaboration and respect, as they work in pairs on their literary analysis essays and provide kind, specific, and helpful reading fluency feedback.

In this lesson, students begin by analyzing the introduction of the Model Essay: Concrete and Sensory Language in The Great Kapok Tree to generate criteria for the introduction to their own literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" Students then work in pairs to plan an introduction and write the introduction to their literary analysis essay as a class (W.5.2a).
It is important that students understand the purpose of writing a literary analysis. Ensure students understand that analyzing literature can help them to write stronger narratives, because when analyzing literature they are usually studying the craft and technique of the author, which they can then apply to their own work. Explain also that a literary analysis is a form of academic writing, something that they will continue to do in high school, and in college.
Although students plan their literary essay in pairs, each student writes his or her own essay.
At the end of the lesson, students practice reading aloud another excerpt from The Most Beautiful Roof in the World in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment (RF.5.4). Students use the Reading Fluency Checklist to self-assess their performance.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habits of character focus are working to become an effective learner and working to become an ethical person. The characteristics students are reminded of specifically are integrity, as they will be sharing their research reading homework, collaboration as they work in pairs on their literary analysis essays, and respect as they provide kind, specific, and helpful reading fluency feedback.

In this lesson, students analyze the first proof paragraph of the Model Essay: Concrete and Sensory Language in The Great Kapok Tree to generate criteria for the first proof paragraph of their own literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" Students then work in pairs to write the first proof paragraph for their literary analysis essay (W.5.2b, W.5.2c, W.5.2d).
At the end of the lesson, students continue to practice reading aloud a new excerpt of The Most Beautiful Roof in the World in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment (RF.5.4).
Students who finish quickly or require an extension can begin to plan their second proof paragraph.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristics students are reminded of specifically are collaboration and respect, as they work in pairs on their literary analysis essays and as they provide kind, specific, and helpful reading fluency feedback.

In this lesson, students write the second proof paragraph for their literary analysis essay, using the same proof paragraph criteria generated in Lesson 9 (W.5.2b, W.5.2d). Because the proof paragraph criteria were generated in the previous lesson, students have time in this lesson to review linking words to connect information (W.5.2c).
At the end of the lesson, students continue to practice reading aloud a new excerpt of The Most Beautiful Roof in the World in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment (RF.5.4).
Students who finish quickly or require an extension can exchange essays with another student to proofread for spelling and punctuation errors (L.5.1, L.5.2).
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristics students are reminded of specifically are collaboration and respect, as they work in pairs on their literary analysis essays and provide kind, specific, and helpful reading fluency feedback.

In this lesson, students plan and write the conclusion paragraph of their literary essays (RL.5.3, W.5.2a, W.5.2e, W.5.4, W.5.9a).
In the Closing, students are guided through a research reading share. Consider using the Independent Reading: Sample Plans if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students' growing ability to read a variety of literary and informational texts independently and proficiently. (RI.5.10, RL.5.10, SL.5.1)
In this unit, the habit of character focus is on working to become an effective learner. The characteristic that students collect in this lesson is perseverance, because this is their first time writing a full essay this school year.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students plan and write the introductory paragraph for their literary essays (W.5.2a, W.5.4, W.5.9a).
Before writing their introductions, students participate in a mini lesson about producing complete sentences.
In this unit, the habit of character focus is on working to become an effective learner. The characteristic that students collect in this lesson is collaboration, because they will be working in pairs to write an essay about the event/situation they have chosen.
In the Closing, students practice reading their two-voice poems aloud to another pair. This is in preparation for reading monologues aloud in Unit 3 (RF.5.4).
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and what inspires people to write. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students write Proof Paragraphs 1 and 2 of their essays. This is written in pieces with students saying each part aloud before writing (RL.5.1, RL.5.3, W.5.2a, W.5.2b, W.5.4, W.5.9a).
Students have already written at least one, and possibly both, of the paragraphs either themselves or as a group write in the first half of unit lessons, and for homework. As a result, in this lesson, some students will only need to check their paragraphs against the criteria on the Literary Essay anchor chart and copy them onto their essay.
Students who require an extension can write their own new proof paragraphs rather than using the ones already written as a group in previous lessons.
In this unit, the habit of character focus is on working to become an effective learner. The characteristic that students collect in this lesson is perseverance, because this is their first time writing a full essay this school year. They also practice collaboration, as they continue to work in pairs to write their literary essay.
At the end of the lesson, students practice reading their two-voice poems aloud to another pair. This is in preparation for reading monologues aloud in Unit 3 (RF.5.4).
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.