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Unit 1 Week 1

This document outlines the instructional objectives, teaching strategies, texts, and assessments for Week 1. The objectives are for students to quote from texts, determine themes, gather and summarize information from sources, and interpret figurative language. Teaching strategies include introducing the writing prompt, reviewing genres of traditional literature, conducting a close read of a Seneca tale, and beginning a graphic organizer to compare Pourquoi tales. Texts used include the Seneca tale and several Pourquoi tales at various Lexile levels. Assessments include a quick write, observational assessments of speaking/listening and genre identification, and formative assessment of the graphic organizer.

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154 views

Unit 1 Week 1

This document outlines the instructional objectives, teaching strategies, texts, and assessments for Week 1. The objectives are for students to quote from texts, determine themes, gather and summarize information from sources, and interpret figurative language. Teaching strategies include introducing the writing prompt, reviewing genres of traditional literature, conducting a close read of a Seneca tale, and beginning a graphic organizer to compare Pourquoi tales. Texts used include the Seneca tale and several Pourquoi tales at various Lexile levels. Assessments include a quick write, observational assessments of speaking/listening and genre identification, and formative assessment of the graphic organizer.

Uploaded by

api-259785027
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Week

CCSS

Weekly Instructional Objectives

Teaching & Learning Strategies

RL.5.1
RL.5.2
W.5.8
L.5.5
SL.5.1

SL.5.2
SL.5.6

In order to complete a high-level quick write,


students will quote accurately from a text
when explaining what the text says explicitly.
In order to complete a high-level quick write,
students will determine the theme of a story.
In order to begin the Pourquoi Graphic
Organizer, students will gather relevant
information from print and digital sources.
In order to begin the Pourquoi Graphic
Organizer, students will summarize or
paraphrase information in notes and finished
work.
In order to discuss question two in the close
reading activity, students will interpret
figurative language, including similes and
metaphors, in context.
NOTE: Use the speaking and listening
rubric/checklist to assess whether students are
following guidelines, and determine future
speaking/listening objectives.

Introduce final writing prompt so students understand


what will be expected of them by the end of the unit;
You might say We will be writing our own Pourquoi
tales at the end of this unit. Everything you learn about
pourquoi tales will be used to write your own tale.

Conduct a Genre Review (General Appendix)
highlighting characteristics of traditional
literature (you may want to have students organize
your classroom library or have groups sort a small
group of books of various genres)

*Optional-Examine a quote: "The world is full of stories,
and from time to time they permit themselves to be
told." -Old Cherokee Saying

Conduct a close read ( Unit 1 Appendix)on How Stories
Came to Be (Unit 1 Appendix ).

Begin completing a comparing Pourquoi Tales graphic
organizer (ongoing) Unit 1 Appendix.

Texts Used
Anchor: How Stories Came to Be: A
Seneca Tale
(Excerpt from The Girl Who Helped
Thunder)
Small Groups:

http://mthopeaddis.pbworks.com/
w/page/28339354/Pourquoi%20tal
es

How the Bear Lost His Tail, Lexile


580
Coyote Brings the Fire, Lexile 710
How the Kangaroo Got His Tail,
Lexile 730
Crow Brings Daylight, Lexile 830
How Bluebird and Coyote Got
Their Colors, Lexile 920

Assessments
Quick-write on How
Stories Came to Be: A
Seneca Tale
Formative observational
assessment for speaking
and listening during
discussion partnerships
and whole group sharing
(General Appendix:
Classroom Groupings)
Formative observational
assessment for genres.
Depending on the
outcome, you may decide
to teach genres more
directly.

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