In this lesson, students complete the End of Unit 3 Assessment. In Part I, they answer selected-response questions about forming and using verbs in the perfect tense. For Part II, they revise their monologue group's Directors' Note for task, purpose, and audience and for use of verbs in the perfect tense. Note that even though students wrote this text as a group, they will work independently to revise and edit it for the assessment. As they work on Parts I and II, they will be called to work one-on-one on Part III of the assessment: reading aloud an excerpt from Esperanza Rising (W.5.4, W.5.5, L.5.1b, RF.5.4).
It may take more than one lesson to listen to all students read aloud, so more time has also been allocated in the next lesson for Part III of the assessment.
In this lesson, the habit of character focus is on working to become an effective learner. The characteristic that students are reminded of specifically is perseverance as they work through their assessment independently.
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.
How it builds on previous work:

Students revised their monologues for use of the perfect verb tenses and for task, purpose, and audience earlier in the unit. In this lesson, they are assessed on these skills.
In previous lessons, students generated criteria for reading fluently and practiced reading their monologues aloud fluently. In this lesson, they are assessed on this skill.
Throughout Unit 1, students were introduced to various total participation techniques (for example, cold calling, equity sticks, Think-Pair-Share, etc.). When following the directive to "Use a total participation technique, invite responses from the group," use one of these techniques or another familiar technique to encourage all students to participate.

Module 2: Students will explore persuasive writing about foods and restaurants. They will also start on their independent opinion writing- to persuade readers to try a favorite (ethnic) food/ restaurant. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.

Whether you build with paper or design something to print in 3D, the simple addition of a USB charged fizzbit vibrating motor can make your creation come alive. A Fizzbit, a product you currently must order from the UK, can easily be attached to a 3D printed object or papercraft character to make them vibrate and move. Your students will love it!

Module 1: Students will read informational text about famous foods from different countries. They will also start on their independent informational writing- to describe a favorite (ethnic) food. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.

The lessons in this unit are designed to help your students recognize how people of different cultures and time periods have used cloth-based art forms (quilts) to pass down their traditions and history.

Students will review parts of friendly letter to type a letter to a soldier.

Using the topic of Mythology, students will work through various activities to learn the characteristics of a Narrative Essay. This particular unit will/should take place prior to writing the Narrative Essay. Many of the lessons address how to identify, create, apply and analyze point of view, theme, dialogue punctuation, argumenative qualities and citing direct and indirect evidence.

In this lesson, students will learn about the lifestyle of the wealthy elite and then expand their view of medieval society by exploring the lives of the peasants, craftsmen, and monks.

A PowerPoint to introduce patterns in poetry; including pyramid poems; Haiku and Tanka. Activities for students to complete.

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 work in their monologue groups to publish their programs. This lesson is largely dependent upon students having access to a computer and a printer. Consider giving students additional time to type their final copies. If technology is not available in sufficient numbers for your class, consider modifying this lesson to use standard print dictionaries and focus on students using neat handwriting to create a published copy of their programs using the Performance Task template (see Performance Task Overview) (W.5.4, W.5.5, W.5.6).
Time has been allocated in Work Time A for students to complete Part III of the End of Unit Assessment (RF.5.4).
In this unit, the habit of character focus is on working to contribute to a better world. The characteristic students "collect" in this lesson is taking care of shared spaces as they use shared computers to publish their programs, and apply my learning as they work to publish their performance task.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
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.

So many animals need a home! Students will visit the Humane Society’s Adoptable Animals page to pick an animal they’d like to see get a forever home. Students will use ChatterPix an iOS app and the power of persuasion to animate a photograph of an animal in need of adoption. There are several alternatives for those who don't have iPads in the classroom.

Students will use Google Slides to publish a research project. This project will include links to other slides and information from the internet. Students will also search and add images from the internet and video to support their topic. This activity may take more than one class period.

Through forums, a video, and a slide show, students will learn how to recognize and write simple sentences, compound sentences, and complex sentence.

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.

The last core strand of social studies is the one we will be focusing on mostly this year...history! Your studies will be focusing mainly on American history. It is often said that history is written by the victors. Historians must look at everything they can to come to conclusions about what happened in the past. Historians become writers, teachers, public speakers, and public servants in many ways. The following section explains the work of historians and details about their studies.

Have you ever wondered about the first people who lived on our continent? How did they get here? It is believed by many historians that thousands of years ago, hunters following herds of animals like woolly mammoths and bison migrated (or moved) to the Americas on foot from Asia. This belief assumes that they crossed over a frozen land bridge caused by the Ice Age.