Highland Elementary Unit Development & Overview

Subject Area:
Reading: Unit 4
th
Grade:
5
CCS/CC:
Writing
Reading
W.5.1
RL 5.6, RI 5.6, RI 5.3

Teacher:
Erin McCormick and Amy Lowe
Duration:
4-5 weeks
Language
L.5.4, L5.5, SL.5.2

Stage 1: Desired Results ---- I Can Statements

Knowledge
Targets
(What do I need
to know?)

Reasoning
Targets
(What can I do
with what I
know?)

Reading
I can identify individuals, events, ideas, and/or concepts in different types
of text. (RI5.3)
I can identify basic points of view as first person (narrator tells about
her/himself; I), second person (narrator talks directly to reader; you),
or third person (narrator tells about others; he/she/it). (RL5.6)
I can define point of view as how the author feels about the situation/topic
of a text. (RI5.6)
Language
I can define and identify various forms of figurative language (simile,
metaphor, personification, alliteration, onomatopoeia, hyperbole). (L.5.5)
Reading
I can use specific information in a text (e.g., historical, scientific,
technical) to identify and explain the relationships between two or more
individuals, event, ideas, and/or concepts. (RI5.3)
I can use specific information in a text (e.g., historical, scientific,
technical) to identify and explain the interactions between two or more
individuals, event, ideas, and/or concept
I can determine a narrators or speakers point of view in a text. (RL5.6)
I can determine an authors point of view (What do I know about the
authors opinion, values, and/or beliefs?) and explain his/her purpose for
writing the text. (RI5.6)
I can analyze how various authors develop the same event or topic and
determine how each authors point of view affects the text. (RI5.6)
Writing
I can define common formatting structures and determine structures that
will allow me to organize my information best. (W5.2)
Reading
I describe how events in a text are influenced by point of view. (5.6)

Skills Targets
(What can I
demonstrate?)

Writing
I can select a topic and gather information (e.g., facts, definitions, concrete
details, quotations, examples) to share with my audience. (W5.2)
I can introduce my topic by providing my general observation/focus and
use formatting structures, illustrations, and multimedia to clarify (make
clear) my topic. (W5.2)
I can link my information (e.g., facts, definitions, details, quotations,
examples) using words, phrases and clauses. (W5.2)

Highland Elementary Unit Development & Overview

I can explain my topic using precise language and domain-specific
vocabulary. (W5.2)
Language
I can choose the correct verb tense to show time, sequence, state and
condition. (L5.1)
I can identify when a comma should be used to set off the words yes and
no, tag questions, and direct address. (L5.2)

Product
Targets
(What can I make
to show my
learning?)

Writing
I can present my information in a formal style with a concluding
statement or section that relates to the information presented. (W5.2)

Strategies to address individual student needs

Essential Questions
: Do people all see things the same way?
Learning Target
: What do good readers do? Am I clear about what I just read? How do I know?
Authors choice: Why does it matter? What makes a great story?
LDC Prompt
: In each text that you read, how did the points of view influence how the historical event
was described. Were there any similarities between or among the points of view? Were there any
differences? How do they each relate or interact with each other?
In this unit, students will choose to either read
st

1-
Number the Stars
,
Dangerous Waters
,
Shades of Gray
,
Charley Skedaddle
3rd-
Number the Stars
nd

th

2 and 4Period-Any book relating to the Titanic, Civil War, Holocaust or Civil RIghts
Movement
Google Classroom Assignments
Lesson 1-Flashbacks, Flipped Video on point of view, practice point of view, connect to book
Lesson 2-Flashbacks, Flipped Video on point of view influencing the events, connect to book
Lesson 3 -Flashbacks, Flipped Video on multiple perspectives, research on person #1
Lesson 4 and 5-Flashbacks, research on person #2 and #3
Lesson 6-Flashbacks, organize project, choose project method, work on project
Project:
Students will be able to choose ONE way, using technology, to present this information.
Prezi
Google Presentation
Flipped Video
Blog
Other

Highland Elementary Unit Development & Overview

-Students will receive teacher assistance when needed. Individual work, partner work,
group work will be used when needed.

Assessments
Formative Assessments

Common Summative Assessment

(How will you assess along the way?)

Pre-test, exit slips, target checks, quick journal
writes, etc.)

(End of unit test-needs to be attached)

Flashbacks
Notes on Flipped Videos
Unit Novel Study Preparation
Sheet-used for each lesson

Resources
Google Classroom
Google Docs
Number the Stars
(and other
Holocaust books),
Dangerous Waters
(and other Titanic books),
Shades of
Gray
and
Charley Skedaddle
(and
other Civil War books), and a variety
of Civil Rights Movement books

Titanic
Titanic First Hand Accounts
and First Hand

Accounts of Immigrants.
http://commoncore.scholastic.com/sites/default/fil
es/STORYWORKS100113Nonfiction.pdf
http://www.history.com/topics/titanic/videos/titani
cmillvinadeanatitanicsurvivor

Scientistspointofviewonbuilding
http://astro.berkeley.edu/~kalas/ethics/document
s/ethics/In%20Weak%20Rivets,%20a%20Possib
le%20Key%20to%20Titanic%92s%20Doom%20
%20New%20York%20Times.pdf

Holocaust
1. Chooseoneinterviewororalhistorical
testimonytowatch.

-The assessment that was used for this unit

was the ending project. The rubric is attached.

Reflection for Improvement

1. Provide more choice in the
activities!
2. Differentiate the activities more to
fit the needs of students without
dumbing down the information.
3. Keep the class for the first few
minutes and give them a
Bellringer to ensure they are
really understanding the content.
4. Keep the self-assessment! Make
sure it is used EVERY DAY.

Highland Elementary Unit Development & Overview

http://www.ushmm.org/wlc/en/media_list.php?Me
diaType=oh

2. Chooseoneofthefollowingtoreadthat
hasaNazisperspectiveonthe
Holocaust

Hansfrankonthejews
.(1941).Retrievedfrom:
http://www.jewishvirtuallibrary.org/jsource/Holoca
ust/frank_on_jews.html

Himmleronevacuationofthejews.
(1943).
Retrievedfrom:
http://www.jewishvirtuallibrary.org/jsource/Holoca
ust/himevac.html

NaziSoldierinterviewwiththepresident
https://docs.google.com/a/daviess.kyschools.us/
document/d/1S_ED4HvW_N9f4EEzKGwicC2fv7
GgKVbId3nioWzP9J4/edit

Civil War
Slave perspectives-choose 1
http://memory.loc.gov/ammem/collections/voices
/vfssp.html
Slave Perspective
http://www.brotherswar.com/Perspective-8.htm
Union Soliders Perspective
https://docs.google.com/a/daviess.kyschools.us/doc
ument/d/11nB39MyjqBpOlSziDT623tA8WTm4Bx76b
C391JBjwPA/edit
Southerns Perspective
http://www.ushistory.org/us/27f.asp
Gettysburg Address
http://www.abrahamlincolnonline.org/lincoln/speec
hes/gettysburg.htm
Slave owners

Highland Elementary Unit Development & Overview

http://www.pbs.org/wnet/slavery/teachers/readings
7.html

Civil Rights
Martin Luther King Jr.
http://www.americanrhetoric.com/speeches/mlkiha
veadream.htm
Ruby Bridges
http://www.rubybridges.com/story.htm