Documente Academic
Documente Profesional
Documente Cultură
Supporting Targets
Assessments
Interpret information
presented visually, orally, or
quantitatively (e.g., in
charts, graphs, diagrams,
time lines, animations, or
interactive elements on Web
pages) and explain how the
information contributes to
an understanding of the text
in which it appears.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from
two texts on the same topic
in order to write or speak
about the subject
knowledgeably.
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.RL.4.3
Describe in depth a
character, setting, or event
in a story or drama, drawing
on specific details in the
CCSS.ELA-LITERACY.RL.4.1
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from 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: Writing
CCSS.ELA-LITERACY.W.4.2
Write
informative/explanatory texts
to examine a topic and
convey ideas and information
clearly.
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
LongTerm
Learn
Target
s
Supporting Targets
Assessments
to the information or
explanation presented.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop
real or imagined experiences
or events using effective
technique, descriptive
details, and clear event
sequences.
CCSS.ELA-LITERACY.W.5.2
Write
informative/explanatory texts
to examine a topic and
convey ideas and information
clearly.
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
Central Texts
Magic School Bus: Inside the Human Body
Magic School Bus: Plants Seeds
Magic School Bus Explores the Senses
KKD books
Calendared Curriculum Map--Week at a Glance:
Week
Instructional Focus
Targets
Vocabulary
Resources
Expedition
Calendar
Oct
13-16
Setting
-In depth setting
-Compare and
contrast
-Developing a setting
Oct
20-23
Characters
-Character traits
-Internal and
external conflict
I can describe a
setting using
sensory details.
(Reading)
I can compare
and contrast
settings using
precise details.
(Reading)
I can develop a
setting for my
narrative using
key details.
(Writing)
I can identify
character traits
based on how
characters
interact in a
setting
physical
surroundi
ngs
time
place
sensory
details
internal
conflict
external
conflict
personality
CirculatoryRabbitbrush and
Jackrabbit
character
character
character
character
character
vs.
vs. self
vs. nature
vs. society
CirculatoryRabbitbrush and
Jackrabbit
Oct. 21, 22 -Fieldwork on the
story. (Reading)
I can distinguish
between internal
and external
conflict.
(Reading)
traits
physical
traits
Monument
Pre-Lessons from
Monument taught to
classes before
fieldwork (Tuesday
in expedition) ?
Oct. 23 -- Dr. Smith
for circulatory
in
resource
Oct.
27-30
Characters
-Compare and
contrast
-Developing a
character
I can distinguish
between internal
and external
conflict.
(Reading)
I can develop a
character using
traits and
conflicts to
DigestiveRabbitbrush and
Jackrabbit
Oct. 29 -- Dr. Smith
for digestive
define them.
(Writing)
Nov. 36
Events
-Sequence of events
-Problem/Solution
-Cause and effect
Problem
Solution
Solve
Sequence
RespiratoryRabbitbrush and
Jackrabbit
Nov. 4 -- Dr. Smith
for respiratory
Nov.
10-13
Events
-Begin developing
events in story
-Connecting
research to narrative
story
-Adding facts and
concrete details to
I can create
accurate events
in my story.
Criteria:
-Facts
-Concrete Details
-Use domain
specific
Vocabular
y from
resear
ch
Research--Bring
research to literacy
(computers reserved
all morning)
Develo
p- ing
of
stories
-
Develo
p
charac
ter
setting
,
conflic
t
Nov.
17-20
Dec. 14
plans
-Domain specific
vocabulary into
plans
vocabulary
Sensory details
-to describe where
they are in their
animal/plants system
I can add
sensory detail to
my story that
accurately
describe events
in my story.
(writing)
I can identify
sensory details in
text that
accurately
describe events
in a story.
(reading)
Dialogue
Transition
words/phrases to
I can properly
add dialogue to
my narrative.
sensory
details
descriptiv
e
details
https://pershingrock
s.files.wordpress.co
m/2014/09/sensorydetails-word-list.pdf
Final Product-Write
stories
http://fcw.needham.k
12.ma.us/~cristina_
malinn/S02B36079.0
/
http://www.jisk8.com
/wpcontent/uploads/201
2/11/23-SENSORYDETAILS1.pdf
http://www.smartwords.org/linkingwords/transition-
Final Product-Write
stories
support sequence of
events
Dec. 811
Dec.
15-18
(writing)
I can use a
variety of
transition words
to support the
sequencing of
events in my
story. (writing)
words.html
http://www.melissafo
rney.com/sites/defau
lt/files/pdf/YoungWri
tersSurvivalKit2009.
pdf (page 39)
Narrative story
writing
Revising
Editing
Publishing
Leave open
Mid-Unit Assessment
Final Product-Write
stories
Leave open
Leave
open
Leave open
Leave open-Present
to CFL?
Narrative story
Lesso
n
Lesson
Title
Lesson Description
Oct.
13
Introduce
Setting,
model
using KKD
read alouds
I do
Long Term
Learning
Targets
Anchor Charts,
Resources,
Protocols
KKD Anchor Text
for personal
narratives: The
Summer My
Father Was Ten
by Pat Brisson
Setting
using KKD
read aloud
We do
Compare
and contrast
read aloud
settings
Brother by
Patricia Polacco
Independen
t ReadersIdentifying
setting
You do
Oct.
16
Ecosystem
booksDeveloping
own setting
We may need to
have students
read with
partners. We
might not have
enough small
books to read
individually.
They can still fill
in the graphic
organizer
independently.
Journeys Unit 4:
Lesson 20
Below: The Deer
On: Wilderness
Rangers
Above: Day of
the Coyotes
Thornton
Kelley
Oct.
22
Fieldwork
Darr
Callister
Oct.
23
Protocol
Think Pair
Share
What were
the
problems
the father
faced when
New Term/
Concepts:
character vs self,
character vs
nature,
character vs
technology,
character vs.
To introduce
conflict video
https://www.yout
ube.com/watch?
v=rM5cp_YL77k
Exit Ticket:
option
he was ten
and what
were the
problems
faced by
the brother
and sister
in the My
Rotten Red
Headed
Brother
book?
Oct.
27
WrITTDwvqFSs7lVTnKerP29qOk/edit
N- Play video (4 min) to explain conflict types
then use the poster of the 6 types of conflict.
(character vs self, character vs nature,
character vs technology, character vs.
society, character vs. character, character vs.
supernatural) Students will give examples of
each type. (brainstorm and guide them)
society,
character vs.
character,
character vs.
supernatural,
internal,
external conflict
Concepts to
review:
character vs self,
character vs
nature,
character vs
technology,
character vs.
society,
character vs.
character,
http://www.educa
tion.com/downloa
d/worksheet/131
787/conflict-inliterature.pdf *
will need
students to write
internal or
external in the
answers too.
character vs.
supernatural,
internal,
external conflict
I can describe
how the author
uses traits and
conflict to
develop a
character.
I can determine
the criteria for
success when
developing a
character using
a rubric.
I can identify
setting,
character traits,
and conflict in a
narrative story.
I can determine
Developing
Characters
Organizer
(See at the end
of the lesson
plans.)
Oct.
30
Introduce Rubric:
When reading Elaines story, have the
students look at conflict and characters to
see where she would score on the rubric.
a rubric.
Common Assessment:
https://docs.google.com/document/d/1mfVD5
OMlhM1Jv0NUh5JGba07GwT4xuJGhl4WvWR
5Mvo/edit
The students will read the excerpt
independently and fill out the common
assessment page.
I can determine
the sensory
details the
author uses to
describe the
setting.
Scoring Activity:
Have students use the rubric to score one of
the ecosystem narratives that they have not
scored yet using character conflict and
success when
developing a
character using
I can determine
and provide
evidence about
the conflict
within a text.
Nov. 3
I can determine
and provide
evidence about
the character
traits in a text.
I can determine
the criteria for
success when
developing a
character using
a rubric.
Nov. 4
I can describe
the events that
connect the
problem and
solution of story.
Writing if time: I
can explore
problem and
solution by
including it in a
story.
I can make
connections
between plants
and animals in
Western
Colorado
Ecosystems.
https://docs
.google.co
m/documen
t/d/1TPoAS
duc2m3XV
mais0I1ss3pJRG34mKi
OYbLZ3Pcd
E/edit
I can
demonstrate
how events
connect the
problem and
solution of a
story.
Criteria:
Specific
problem
Multiple
events lead
to the
solution
Events are
in
sequence
Specific
solution
I can develop a
piece of writing
with sequence ,
a problem, and a
solution.
Criteria:
/edit
Specific
problem
Multiple
events lead
to the
solution
Events are
in
sequence
Connection
s exist
between
events
Specific
solution
Character Traits
A- Character trait memory at table groups:
https://docs.google.com/a/garfield16.org/doc
ument/d/1n7AfcHAT2ROyf75KZHY2dBDC8TA
RRgq4f8Au3Defz40/edit?
usp=sharing_eid&ts=5640c9f9
After groups have had enough time with the
memory cards, review what direct character
traits are and what indirect character traits
are. Have groups sort their memory matches
into direct and indirect character traits. Have
groups explain to each other what makes
traits direct or indirect.
N- Introduce criteria. Model pulling out
I can defend a
characters trait
using evidence
from the text.
Criteria:
-Accurate Trait
-Specific
evidence from
the text
-Reasoning to
defend
I can develop a
character with
One sheet of
construction
paper (9x12) or
large printer
paper (8.5x14)
per student. This
will become their
large story map as
the process
continues.
direct and
indirect
character traits.
Criteria:
-Identify
character trait
-Evidence to
support trait
I can locate
sensory details
By Friday,
realign the
that describe
the setting in a
story.
-Details
describe how
the setting
feels, smells,
sounds, or
looks.
-Specific details
I can develop a
setting using
accurate
sensory details.
-Details
describe how
the setting
feels, smells,
sounds, or
looks.
-Specific details
students into
new writing
buddy pairs.
They will work
with these
buddies
throughout this
unit.
I can sequence
the events in a
story using a
story map.
-Events are
clearly
identified
-Events are
sequenced
Nov.
13
I can develop
the beginning
and the buildup of my story.
Beginning
(Exposition)
Criteria
-Introduce
characters
-Introduce
character traits
-Introduce
setting using
sensory details
Build-Up
(Rising Action)
Criteria
-Events lead
towards the
problem (climax)
-Events build up
to the
excitement of
the story
-Events are in
sequence
-Conflict is
Before today,
assign students
to new writing
buddies. These
will be their
buddies
throughout this
writing unit.
described
Spelling Test
Below Level: pie, tight, blind, midnight,
slight, pilot, lie, fight, mild, might
At Level: wait, heal, cent, daze, vein, heard,
weight, heel, sent, days
Above Level: message, bandage, package,
twice, since, office, chance, judge, ridge,
palace
**Progress Monitoring assessments as
students are working. 4th grade: The Park,
pg. 11
5th grade: A Thanksgiving to Remember, pg.
14
PM must be finished today. Data should be
entered into spreadsheets and ready to share
by Monday, Nov 16.
Nov.
17
I can develop
the problem
(climax) and
solution
(ending) of my
story.
Problem
(Climax)
Criteria:
-Most exciting
Note: Resolution
is the steps and
the ending is the
solution
*Poster of
criteria as we
talk about each
part. Make this
moment has
been identified
-Major problem
is explained
Ending
(Resolution)
Criteria:
-Problem is
solved
-Conflict is
solved
-The reader is
left with no
questions
-Character
learns and
grows.
I can develop
the build-up
(rising action)
and the
resolution
(falling action).
Build-Up
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.
Nov.
Draft 1-
(Rising
Action)
Criteria
-Events lead
towards the
problem (climax)
-Events build up
to the
excitement of
the story
-Events are in
sequence
-Conflict is
described
Resolution
(Falling
Action)
Criteria
-Events lead
towards
resolution.
-Events are the
steps to solve
the problem
-Problem is
attempted to be
solved.
I can apply my
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
19
G-Unpack Target
understanding
of the 5 step
story map to
write a detailed
narrative.
*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
Expresses
an emotion
Invites the
reader to
read on
Draft 3-5
G- Unpack the Target
A- Students will share their reflection from
the day before with their writing buddy and
I can apply my
understanding
of the 5 step
story map to
write a detailed
*Poster of
criteria as we
talk about each
part. Make this
narrative.
Criteria:
Plan is
expanded
into
complete
ideas
I am using
the story
map
criteria is
included
No
dialogue
until
revising
and editing
of draft.
I can apply my
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
understanding
of the 5 step
story map to
write a detailed
narrative.
Criteria:
Plan is
expanded
into
complete
ideas
I am using
the story
map
criteria is
included
No
dialogue
until
revising
and editing
of draft.
I can use strong
word choice in
my narrative
draft.
*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.
Strong
verbs
Words
capture
the
readers
attention
I can revise my
narrative draft
for conventions
and
organization.
Conventions
criteria:
Correct
spelling
Correct
punctuatio
n
Paragraph
s are
indented
Proper
grammar
Organization
Criteria:
Thoughts
are in a
correct
sequence
Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.
Events
flow from
one to the
next
Transition
words are
used
correctly
Dec. 3
I can revise my
narrative draft
for sentence
fluency.
Sentences
start in a
variety of
ways
Sentences
flow from
one to the
next.
Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.
I can revise my
draft for
sentence
fluency:
Begin goal
setting with
students
regarding their
Sentences
have a
smooth
flow
Complete
sentences
Edited runon
sentences
Sentences
are
different
lengths
Sentences
sound
musical
iReady scores
from September.
Testing is
December 8.
Dec. 9
Dec.
10
I can
demonstrate my
reading skills
on my iReady
test by taking
my time.
I can produce a
high quality
narrative story.
I can produce a
high quality
narrative story.
8:45 to
9:40 (Block
1)
9:45 to
10:40
(Block 2)
10:45 to
11:40
(Expedition
)
Dec.
15
1 hour
each
literac
y time
8:45 to
9:40 (Block
1)
9:45 to
10:40
(Block 2)
10:45 to
11:40
(Expedition
)
Dec.
I can produce a
high quality
narrative story.
I can share my
narrative story
with a partner.
I can be an
active listener
by respectfully
listening to the
speaker.
16
Math tomorrow)
10:40-11:40 Story reflection, score
themselves on rubric, and presentation
reflection
Afternoon: Creative writing
https://docs.google.com/document/d/1o_hBT
zKdG_sfKr2izIQ9S3hwDUotu23X50qnOgmOoI/edit (see bottom of the
document for the prompts)
Dec.
17
Dec.
18
End of
Quart
er
envelope on Jan.
12.
Rubrics
Name _____________________
Date _________________
Direct Characterization tells the audience what the personality of the character is.
Example: The patient boy and quiet girl were both well-mannered and did not disobey their
mother.
Explanation: The author is directly telling the audience the personality of these two
children. The boy is patient and the girl is quiet.
Indirect Characterization shows things that reveal the personality of a character. There are five
different methods of indirect characterization:
Indirect Characterization
Speech
What does the character say? How does the character speak?
Thoughts
Effect on Other
Characters
Actions
Looks
Indirect Characterization
Speech
What does the character say? How does the character speak?
Thoughts
Effect on
Other
Characters
What is revealed through the characters effects on other characters? How do other
characters feel or behave in reaction to the character?
Actions
What does the character do? How does the character behave?
Looks
Plot Map
G- Unpack Target
A- Mini-Lesson-What is cause and effect https://www.youtube.com/watch?v=bWK0PF_-fc8
N- Introduce graphic organizer with causes and effects with Elaines story.
C- The leaders voice was boring
E/C- The student fell asleep
E/C- The student had a dream about a deers digestive system
E/C- The student experienced the 4 different sections of the digestive system of a deer
A- Use organizer on the right to do a quick whip around with partners.
Students will do a chalk talk with a partner creating a cause and effect between them. One partner will
write a cause in their notebooks then they will pass it to their partner where they will then write the
effect to that cause. The effect that the partner wrote then turns into the cause, the partner then writes
an effect to that cause.
G-Revisit Targets
Have students read their Colorado Ecosystem Readings and look for possible plant and animal
relationships, that they are interested in writing on.