2018-2019
Fifth Grade Writing
Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Fifth Grade Writing
Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Themes for the Year:
WEEK OF SEPTEMBER 3, 2018:
Welcome! I am so glad to have you in my class!
Homework due Thursday, September 6, 2018: Please have your parents fill out all of the required documents (see below). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, September 5, 2018: First day of school! Welcome!
Please read the following documents, sign, and return to school:
Expectations Contract:
- All is well.
- "We are in the world to change the world." Kathe Kollowitz
- "Be the change you wish to see in the world." Mahatma Gandhi
- Dream it. Be it.
- Wave your flag!
WEEK OF SEPTEMBER 3, 2018:
Welcome! I am so glad to have you in my class!
Homework due Thursday, September 6, 2018: Please have your parents fill out all of the required documents (see below). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, September 5, 2018: First day of school! Welcome!
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- White Student Information Form
- Salmon (orangish) Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form.
- School Pictures Form and money (coming soon). Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (purple). Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- Please fill out and sign pages 30 and 31 in the agenda.
- Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas. PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
Expectations Contract:
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Homework due Friday, and Monday, September 7, and 10, 2018: Please have your parents fill out all of the required documents (see above). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
- We can help each other organize our binders and homework folders.
- We will go over classroom procedures.
- We will continue with our beginning-of-the-year discussions about expectations.
- Due to the Scio Central School District requirement of completing the iReady reading and math assessment, we will be spending our writing and social studies classes completing the assessment this week. There will not be any student homework this week except returning the signed paperwork. Thank you for your support.
WEEK OF SEPTEMBER 10, 2018
"Wavin' Flag" Lyrics:
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Homework due Tuesday, September 11, 2017: Get agenda signed. If you haven't already done so, bring in paperwork that is in your agenda filled out by parents and bring it to your homeroom teacher.
Classwork, Monday, September 10, 2018:
Classwork, Monday, September 10, 2018:
- Miss Morris will introduce herself to the class. She will share a PowerPoint about her goals and interests.
- Students will receive their usernames and passwords for the PowerSchool GradeBook. This will be written in their agendas. A copy will also be in their agenda binder to take home and to keep at home. Mrs. Looney will model how to use the GradeBook.
- As a class we will discuss the meaning of annotation.
- We will come up with a list of reasons when and why we annotate.
- We will brainstorm ideas as to what symbols we can use while we annotate.
- Mrs. Looney will model how to annotate by using the lyrics to "Wavin' Flag." See above for lyrics.
- Students will annotate the remainder of the lyrics.
- As a class, we will discuss how we annotated and what we annotated.
- If there is time remaining, Mrs. Looney will read Whoever You Are by Mem Fox.
Homework due Wednesday, and Thursday, September 12, and 13, 2018: Finish annotating the lyrics to "Wavin' Flag." Due tomorrow (Wednesday). Complete Brainstorm List of Goals. Due FRIDAY.
Classwork, Tuesday, September 11, 2018: "Wave Your Flag," by K'Naan.
Classwork, Tuesday, September 11, 2018: "Wave Your Flag," by K'Naan.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Mrs. Looney will read Giving Thanks: A Native American Good Morning Message written by Chief Jake Swamp.
- When and why do we celebrate Thanksgiving?
- Do we need to wait for the third Thursday in November to be grateful?
- Research shows, that the more we recognize things in our life that we are grateful for, the more we will be at peace.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Connect Gratitude Notebook to our themes of the year and to our brainstorm of SuperPowers and Superheroes.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Gratitude Notebook.
- Critical attributes: What does it look like? What is included in our Gratitude Notebooks? What are the expecations?
- Examples:
- Concept Development:
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the words to a the song "Wavin' Flag."
- Students will compare the theme and importance of the song to our theme of Superheroes.
- Students will create a list of themes found in the song "Wavin' Flag."
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain the importance and procedures of the Gratitude Notebook.
- Mrs. Looney will demonstrate on the SmartBoard examples and ways to utilize the Gratitude Notebook.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- In order to reach our individual goals, we will need to work as a team.
- We will make a list of all the things we can do to work together as a team in order to make our school year fantastic.
- After we determine how we can help each other, we will brainstorm a list of goals that we want to accomplish over the next few months and over the school year. We will add the smaller goals and strategies to this list. Students will fill up an entire page in their notebook.
- Culture: the knowledge, beliefs, customs, and values of a group of people.
- Society: a community of people who share a common culture.
- In social studies this year, we will be learning about different cultures and societies. In our classroom, in our school, in our Scio community we are part of a society. We have our own culture. This culture consists of values and rules that guide us. In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year possible.
- In celebration of the wonderful first few days that we have had together, we will watch and listen to an inspiring song written by K'naan called "Wave Your Flag." As a class we will discuss what a theme is. We will brainstorm a list of themes that we can infer from this song and the lyrics.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete Brainstorm List of Goals. Due Thursday.
Homework due Wednesday, and Thursday, September 12, and 13, 2018: Finish annotating the lyrics to "Wavin' Flag." Due tomorrow (Wednesday). Complete Brainstorm List of Goals. Due FRIDAY.
Classwork, Wednesday, September 12, 2018: Mrs. Nolan will join our class for the Second Step program.
Classwork, Wednesday, September 12, 2018: Mrs. Nolan will join our class for the Second Step program.
Homework due Friday, September 14th, 2018: Ten Character Traits/Characterizations of real superheroes. Due Friday.Superhero Coat of Arms due Friday. There isn't any homework due Monday, September 17, 2018.
Classwork, Thursday and Friday, September 13th and 15th, 2018:
WEEK OF SEPTEMBER 17, 2018
Homework due Tuesday, Wednesday, and Thursday, September 18th, and 19th, and 20th, 2018: Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed on looseleaf. See below for details.
Classwork, Monday, Tuesday, and Wednesday, September 17th, 18th, and 19th, 2018:
Superpowers Essay:
PARAGRAPH ONE:
Classwork, Thursday and Friday, September 13th and 15th, 2018:
WEEK OF SEPTEMBER 17, 2018
Homework due Tuesday, Wednesday, and Thursday, September 18th, and 19th, and 20th, 2018: Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed on looseleaf. See below for details.
Classwork, Monday, Tuesday, and Wednesday, September 17th, 18th, and 19th, 2018:
- Students will finish up writing and coloring their Superheroes Coat of Arms Shield.
- Students will add to our class brainstorm on the posters out in the hallway. Students will refer to the lists they have made in their notebooks to contribute to the class list in the hallway. The lists in the hallway are: characteristics/character traits of superheroes, superheroes I wish to emulate, superheroes in my own life, and my own superpowers. Students will write their answers on PostIt Notes and add the PostIts to the posterboards in the hallway.
- Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed in their writing notebook.
Superpowers Essay:
PARAGRAPH ONE:
- Introduction.
- Character Traits of Superheroes
- List your superpowers.
- Write about one or two of superpowers. Give examples.
- Write about one or two more superpowers. Give examples.
- Conclusion. Restate Introduction.
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Homework due Friday, and Monday, September 21st and 24th, 2018: None.
Classwork, Thursday, and Friday, September 20th and 21st, 2018: Students will complete a beginning-of-the-year writing assessment. This assessment will be completed in class.
Beginning-of-the-year Writing Assessment Directions:
Classwork, Thursday, and Friday, September 20th and 21st, 2018: Students will complete a beginning-of-the-year writing assessment. This assessment will be completed in class.
Beginning-of-the-year Writing Assessment Directions:
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Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Next Generation ELA Learning Standards can be found on the EngageNY website.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
NYS Social Studies Core Curriculum:
• Theme 1: Individual development and cultural identity: “Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.”
**Please note: Module 3A, Units 1 and 2 are being utilized in Mr. Smith's ELA class. Unit 3 is the writing portion of Module 3A.
New York State Next Generation English Language Arts Learning Standards and Module Overview:
Central Texts:
Writing Task:
Guiding Questions and Big Ideas:
• How have athletes broken barriers during the historical era in which they lived?
Resources Website Links:
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Next Generation ELA Learning Standards can be found on the EngageNY website.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
NYS Social Studies Core Curriculum:
• Theme 1: Individual development and cultural identity: “Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.”
**Please note: Module 3A, Units 1 and 2 are being utilized in Mr. Smith's ELA class. Unit 3 is the writing portion of Module 3A.
New York State Next Generation English Language Arts Learning Standards and Module Overview:
- 5W1: Write an argument to support claims with clear reasons and relevant evidence.
- 5W1a: Introduce a precise claim and organize the reasons and evidence logically.
- 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
- 5W1c: Use precise language and content-specific vocabulary while writing an argument.
- 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- 5W1e: Provide a concluding statement or section related to the argument presented.
- 5W1f: Maintain a style and tone appropriate to the writing task.
- "In this unit, students choose to research about either Roberto Clemente or Althea Gibson: two respected American sports figures.
- Students will develop their understanding of the cultural context in which these athletes competed and the barriers these athletes broke during the times in which they lived.
- Students will build their research skills by reading biographical articles and other informational texts.
- They will read, reread, and synthesize, taking notes and choosing one of two different organizational structures (chronological or order of importance) with which to organize their ideas.
- For their mid-unit assessment, they will synthesize their notes in a graphic organizer, which they will return to later in the unit when writing their letter to a publisher (the Performance Task).
- During the second half of the unit, students will step back from their own research to participate in some “shared writing.”
- With teacher support, the class will write and revise a model letter to a publishing company as if they were Sharon Robinson, explaining the need for a biography to be written for elementary students about her father, Jackie Robinson, and his legacy. (They will draw from their opinion essays from their End of Unit 2 Assessment.)
- This shared writing experience will help students continue to build their skills to write arguments based on multiple sources, focusing on crafting clear opinions and providing sufficient reasons and evidence.
- After this guided practice experience, students will return to writing about the athlete they researched.
- For their end of unit assessment, students will write their best independent draft of their letter to a publishing company, explaining the need for a biography about their chosen athlete, in which they discuss the athlete, evaluate the barriers that he/she broke during the era in which he/she lived, and his or her impact on American society through her or his legacy.
- They must support their opinion with evidence from their research.
- They then participate in critique and feedback from peers and the teacher in order to improve on their draft. Students then read their letters out loud to the class.
Central Texts:
- Roberto Clemente’s Gifts From the Heart,” in Scholastic News, as found at
http://www.scholastic.com/browse/subarticle.jsp?id=4786.
- Lynn C. Kronzek, “Roberto Clemente,” in Great Athletes (Hackensack: Salem Press, 2001) 453 (940L), as found at http://salempress.com/store/samples/athletes/athletes_clemente.htm
- Ozzie Gonzales, “The Great Roberto Clemente—Latino Legends in Sports,” as found at http://www.latinosportslegends.com/clemente.htm.
- “Gibson, Althea (1927-2003),” Reviewed by Frank V. Phelps. The New Book of Knowledge. Grolier Online, 2013. Web. 15 Oct. 2013. © 2013 Scholastic Inc. All rights reserved.
- “Notable Southerners: Althea Gibson,” as found at www.punctuationmadesimple.com/files/Althea_Gibson.doc.
- 112th Congress, “H.R. 4130: The Althea Gibson Excellence Act,” March 1, 2012, as found at: http://www.govtrack.us/congress/bills/112/hr4130/text.
Writing Task:
Guiding Questions and Big Ideas:
• How have athletes broken barriers during the historical era in which they lived?
- What do biographical texts teach us?
- Athletes are leaders: strong physically and mentally, with unique opportunities to lead.
Individuals are shaped by and can shape society.- Biographical texts about individuals also tell a bigger story from which we can learn.
Resources Website Links:
- Module 2A, Unit 3: https://www.engageny.org/resource/grade-6-ela-module-2a
- ELA Module 2A, Unit 3, Student Materials: http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks
- Curriculum Map and Common Core Standards: Curriculum map and common core standards, http://www.engageny.org/resource/grade-6-ela-curriculum-map
- The Smithsonian Institute Traveling Exhibition Service: http://www.sites.si.edu/exhibitions/exhibits/roberto_clemente/main.htm
- The Smithsonian Institute: http://www.robertoclemente.si.edu/
- The Clemente Effect Trailer: https://www.youtube.com/watch?v=smUVn3YaPeo
- Roberto Clemente Story: Sportes, https://www.youtube.com/watch?v=pbltQjJk0Bo
- Sports Century- Roberto Clemente, https://www.youtube.com/watch?v=APaxP5e0Lqg
- Roberto Clemente: Bio., http://www.biography.com/people/roberto-clemente-9250805
- What Clemente Meant to Baseball: Smithsonian Magazine, https://www.youtube.com/watch?v=2qp1GL6-8pE
- The Clemente Effect: an ESPN Documentary. https://www.youtube.com/watch?v=GMnvizAoDUI
- Althea Gibson: Bio., http://www.biography.com/people/althea-gibson-9310580
- Althea Gibson: https://www.youtube.com/watch?v=-O2G3pUNdxU
- Althea Gibson: http://www.history.com/this-day-in-history/althea-gibson-is-first-african-american-to-win-wimbledon
WEEK OF SEPTEMBER 24, 2018:
Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
Homework due Tuesday, and Wednesday, September 25th and 26th, 2018: None
Classwork, Monday and Tuesday, September 24th and 25th, 2018:
Classwork, Monday and Tuesday, September 24th and 25th, 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first: “Two of my favorite athletes are Serena and Venus Williams. They have been role models of mine who have taught me a lot about not giving up and about hard work."
- Question: “Who is an athlete that you look up to?”
- Think/Pair/Share
- Students will draw a picture of a barrier in their notebooks.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- “We are going to be writing a persuasive letter to a publishing company about an athlete named Roberto Clemente. Does anyone know who this athlete is?”
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Biography -> A story about someone’s life, written by someone else.
- Barrier
- Legacy
- Critical attributes: Understanding what a biography is will help the students to make sense of what this writing piece is asking them to do.
- Examples: Teammates by Peter Golenbock
- Skill Development:
- Students will participate in listening to a read aloud of the book, Teammates by Peter Golenbock.
- Students will complete a list of all the barriers that Jackie Robinson faced.
- Students will define and explain key vocabulary words by researching their meaning
- Students will partner up with another student and find the meaning of vocabulary words and then we will come together as a class and define the rest of the words together.
- Students will analyze a quote from Roberto Clemente by filling out, “What I notice, What I wonder” Chart in notebook.
- Students will identify who Roberto Clemente is. They will do this by watching two short video documentaries.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain how some athletes have faced many challenges in their time, and how those athletes have become and advocate for social change.
- Mrs. Looney will explain how Roberto Clemente is not the only athlete who has faced barriers in his time of playing. Mrs. Looney will explain how Jackie Robinson was another athlete that faced many challenges.
- Mrs. Looney will read aloud the book, Teammates by Peter Golenbock
- Mrs. Looney will then go over the vocabulary that students will come across when reading articles about Roberto Clemente in future lessons.
- Mrs. Looney will have students fill out their, “What I notice/What I Wonder” chart based off their analyzation of the Roberto Clemente quote.
- Mrs. Looney will show two short biographical video clips about Roberto Clemente.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
Homework due Wednesday, September 26th, 2018: Answer the five questions below in complete sentences on loose-leaf.
Classwork, Tuesday, September 25th, 2018:
Classwork, Tuesday, September 25th, 2018:
- Students will take turns sharing your Native American posters with the class.
- Students will answer the following questions on loose-leaf IN COMPLETE SENTENCES
- 1. What was the name of the Native American Region Group that you analyzed to create your poster?
- 2. What was the most interesting fact that you learned about your Native American group?
- 3. Why is that fact interesting to you?
- 4. What is something that you still wonder about this Native American group that you did not learn while making the posters?
- 5. Why is it important to learn about different groups of people?
- This assignment is due tomorrow.
Homework due Thursday, September 27th, 2018: The tasks below are to be completed by tomorrow, Thursday, September 27th, 2018.
Classwork, Wednesday, September 26th, 2018:
- Students will annotate: “Roberto Clemente Biography” by highlighting and/or underlining barriers that Roberto encountered while reading pages 4 and 5 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading "Roberto Clemente Biography" found on pages 4 and 5 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 6 of the packet. Students will list at least two barriers and at least two legacies.
Classwork, Wednesday, September 26th, 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- There are many things in life that sometimes set us back from where we want to go. For example, my son Aidan was very sick last semester at school with Mono. This set him back from doing extra activities at school.
- Question: What is a setback in your life that you have experienced?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Critical Thinking: Evaluation of an issue or topic
- Critical attributes: Helps the student to think deeper in order to understand the better meaning of something.
- Skill Development:
- Students will create a word web about barriers. They will do this by drawing a web with the word, “barriers” as the central concept, and then drawing lines connecting to this word that correspond with the word ‘barriers’
- Students will define key vocabulary words by researching the words in groups. They will do this by using online resources with laptops, and dictionaries.
- Students will identify the “barriers” and “legacy” that Roberto Clemente faced in the articles provided. They will do this by writing the capital letter, “B” above underlined evidence related to “barriers”. They will do this by writing a capital letter, “L” above the underlined evidence related to this “legacy”.
- Students will answer the question: “How has Roberto Clemente broken barriers and created a legacy?” after each article on the provided space in the packet. Students will do this by using bullet points to answer the question based off the information from the given article. (Students do no need to write a paragraph for this…bullet point ideas are fine!)
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- As a class, students will annotate: “Roberto Clemente” by highlighting and/or underlining barriers that Roberto encountered while reading pages 10, 11, and 12 found in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading "Roberto Clemente" found on pages 10, 11, and 12 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- As a class, students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 13 of the packet. Students will list at least two barriers and at least two legacies.
- Mrs. Looney will demonstrate/model on the smart board, how to underline key ideas and phrases about the “barriers” and “legacy” that Roberto Clemente identifies with.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Ms. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will underline and label the “barriers” and “legacy” in the Roberto Clemente articles provided in packet.
- Students will annotate: “Roberto Clemente Biography” by highlighting and/or underlining barriers that Roberto encountered while reading pages 4 and 5 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading "Roberto Clemente Biography" found on pages 4 and 5 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 6 of the packet. Students will list at least two barriers and at least two legacies.
Homework due Friday, September 28th, 2018: The tasks below are to be completed by Friday, September 28th, 2018.
Classwork, Thursday, September 27th, 2018:
- Students will annotate: “Roberto Clemente's Gifts from the Heart” by highlighting and/or underlining barriers that Roberto encountered while reading pages 7 and 8 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading "Roberto Clemente's Gifts from the Heart" found on pages 7 and 8 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 9 of the packet. Students will list at least two barriers and at least two legacies.
Classwork, Thursday, September 27th, 2018:
- As a class, students will discuss the evidence that they found about barriers and legacies of Roberto Clemente as they read and annotated the "Roberto Clemente Biography" last night for homework.
- Students will add to their list on page 6 in the packet.
- In pairs, students will read the quote found on page 2 in the Roberto Clemente packet. Students will discuss and write down what they infer, what they notice, and what they wonder about he quote found on page 2. "Any time you have the opportunity to make a difference in this world, and you don't do it, you are wasting your time on this earth." Roberto Clemente.
- As a class we will continue to read page 11 in the Roberto Clemente article found in the Roberto Clemente packet.
- Students will annotate the article by highlighting and/or underlining barriers that Roberto encountered while reading page 11 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading page 11 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 13 of the packet. Students will list at least two barriers and at least two legacies.
- Students may begin their homework. See above for details.
Homework due Friday, and Monday, September 28th, and October 1, 2018: The tasks below are to be completed by Monday, October 1, 2018.
Classwork, Friday, and Monday, September 28th, and October 1, 2018:
- Students will annotate: “Roberto Clemente Article” by highlighting and/or underlining barriers that Roberto encountered while reading pages 14, 15, and 16 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading "Roberto Clemente Article" found on pages 14, 15, and 16 in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 17 of the packet. Students will list at least two barriers and at least two legacies.
Classwork, Friday, and Monday, September 28th, and October 1, 2018:
- As a class, students will discuss the evidence that they found about barriers and legacies of Roberto Clemente as they read and annotated the article last night for homework.
- Students will add to their list on page 13 in the packet.
- Students will annotate the above article by highlighting and/or underlining barriers that Roberto encountered while reading pages 14, 15, and 16 in the Roberto Clemente packet. Students will put a “B” over the sentences that are examples of “barriers.”
- As students are reading the above article in the packet, students will put an “L” over the sentences that give examples of Clemente's “legacy."
- Students will answer the question “How has Roberto Clemente broken barriers and created a legacy?” found on page 17 of the packet. Students will list at least two barriers and at least two legacies.
- Students may begin their homework. See above for details.
WEEK OF OCTOBER 1, 2018
Letter to Mr. Smith: Roberto Clemente should be one of your favorite players.
Persuasive Letter Outline:
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Letter to Mr. Smith: sample letter
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Homework due Tuesday, October 2, 2018: Students will complete the Graphic Organizer on pages 22, 23, 24, and 25 (page 25 is extra) in the Roberto Clemente Packet. Students may also write their own outline in their notebooks, on loose-leaf, or on notecards, if they choose. Students will use Mrs. Looney's outline (found above) as a guide to complete this homework assignment.
Classwork, Monday, October 1, 2018
New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
Classwork, Monday, October 1, 2018
New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first. Opinion of something (photograph on board)
- Question: ”What is an opinion?” “What do you need in order to create a good opinion?”
- Evidence.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Revision: add in or pull out information to writing piece to make the writing rich and detailed. Revision helps us to check to make sure we are answering the question accurately.
- Critical attributes: Allows students to go create a writing piece that is rich with information
- Examples: Example of my own revising
- “What do you notice about my revision process with this writing piece?”
- Skill Development:
- Students will research the answers to the definitions of vocabulary terms
- Students will analyze (examine carefully, breaking it into components to understand it) the graphic organizer examples of how Jackie Robinson had a tremendous impact on American Society. They will do this by identifying the reason, and supporting that reason with evidence. (The examples are filled out in completion, students will read this example over to get a good idea of how their graphic organizer should look) This will prepare the students to write their own reasons for why Roberto Clemente broke barriers and created a legacy.
- Students will organize their opinions into the graphic organizer and support each opinion with evidence from the texts/articles they read. They will do this by referring back to the Jackie Robinson organizer as an example. They will also do this by referring back to their notes taken after each article.
- Students will explain their own opinions as to why Roberto Clemente broke barriers and created a legacy.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain how to fill out the graphic organizer. She will do this by going through the Jackie Robinson example, and then modeling an example of how to organize opinions for Roberto Clemente breaking barriers to create a legacy into the graphic organizer.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Students will complete the Graphic Organizer on pages 22, 23, 24, and 25 (page 25 is extra) in the Roberto Clemente Packet. Students may also write their own outline in their notebooks, on loose-leaf, or on notecards, if they choose. Students will use Mrs. Looney's outline (found above) as a guide to complete this homework assignment.
- Students will complete the Graphic Organizer on pages 22, 23, 24, and 25 (page 25 is extra) in the Roberto Clemente Packet. Students may also write their own outline in their notebooks, on loose-leaf, or on notecards, if they choose. Students will use Mrs. Looney's outline (found above) as a guide to complete this homework assignment.
Homework due Wednesday, Thursday, and Friday, October 3, 4, and 5, 2018: LETTER TO MR. SMITH, Persuasive Essay/Letter is due on Friday. See Outline above and the sample letter found above for suggestions.
Classwork, Tuesday, Wednesday, Thursday and Friday, October 2, 3, 4, and 5, 2018:
Classwork, Tuesday, Wednesday, Thursday and Friday, October 2, 3, 4, and 5, 2018:
- Students will be writing their persuasive letters.
- Students will write their LETTER TO MR. SMITH, Persuasive Essay/Letter.
- Students will use their own outline, the Outline found above, and the sample letter found above for suggestions. Students will also use the multiple articles that were read in class and that were annotated in class and for homework.
- Students will hand-write their letters to Mr. Smith.
- The final copy is to be completed by 9:15 on Friday.
PowerPoint Presentation:
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Common Core Standards and Module Overview:
Fifth Grade Module 3A Unit 3 Supplemental Materials:
vocabulary, long-term targets, supporting learning targets
vocabulary, long-term targets, supporting learning targets
5.module.3a.unit.3.supplements.docx | |
File Size: | 106 kb |
File Type: | docx |
Fifth Grade Writing Rubric:
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New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Homework Due Wednesday, : None.
Classwork, Tuesday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
Classwork, Tuesday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
- We will begin by listening to the story Teammates by Peter Golenbock about Jackie Robinson.
- Jackie Robinson is just one athlete in our history to face challenges and to become an advocate for social change.
- Two other athletes are Roberto Clemente and Althea Gibson.
Homework Due Thursday, : None.
Classwork, Wednesday, Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
Classwork, Wednesday, Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
- We will go over the Learning Targets and vocabulary found on pages 6 and 7 in the packet.
- In pairs, students will read the quotes found on page 10 of their packet. Students will dedicate a notebook page to make a list of inferences about Roberto Clemente.
- In pairs, sharing an iPad, students will analyze the photos of Roberto Clemente found in the PowerPoint presentation.
- Students will make two columns in their social studies notebook: What I Notice, What I Wonder.
- As students analyze the photos they will fill out the two columns and the inference page in the notebook.
Lesson 1: Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
r5m3a.3l1.doc | |
File Size: | 116 kb |
File Type: | doc |
Roberto Clemente and Althea Gibson: I Infer, I Notice, I Wonder PowerPoint
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Homework Due Friday, None.
Classwork, Thursday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
Roberto Clemente and Althea Gibson: I Infer, I Notice, I Wonder PowerPoint
Classwork, Thursday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
- We will continue to go over the Learning Targets and vocabulary found on pages 6 and 7 in the packet.
- Students will continue to make a list of inferences about Roberto Clemente.
- In pairs, sharing an iPad, students will analyze the following websites and videos:
- The Clemente Effect Trailer: YouTube, https://www.youtube.com/watch?v=smUVn3YaPeo
- Roberto Clemente Story: Sportes, Produced by Diego Varas, Sportes, https://www.youtube.com/watch?v=pbltQjJk0Bo
- Students will continue to fill out the three columns in their social studies notebook: What I Infer, What I Notice, What I Wonder as they analyze the websites and videos.
Roberto Clemente and Althea Gibson: I Infer, I Notice, I Wonder PowerPoint
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Homework Due Monday Tuesday, Wednesday, Thursday, : None.
Classwork, Friday, Monday (substitute teacher: essay), Tuesday, and Wednesday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
Classwork, Friday, Monday (substitute teacher: essay), Tuesday, and Wednesday, : Lesson 1, Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
- We will continue to go over the Learning Targets and vocabulary found on pages 6 and 7 in the packet.
- 1) Students will make a list of inferences about Althea Gibson.
- 2) In pairs, sharing an iPad, students will analyze the photos in the PowerPoint Presentation.
- 3) Then, in pairs, sharing an iPad, students will analyze the websites and videos of Althea Gibson found below and in the PowerPoint Presentation.
- 3) As students analyze the videos, photos, and websites, they will fill out the three columns in their social studies notebook: What I Infer, What I Notice, What I Wonder.
- 4) Use the links below to find more information about Althea Gibson.
- 5) To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas.
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in.
- (C) After you are logged into Discovery Education, come back to this webpage to click onto the videos found below.
- Althea Gibson Wins Tennis Grand Slam, http://app.discoveryeducation.com/player/view/assetGuid/C1098D07-A170-427F-BFFB-F1F9748115C2
- Althea Gibson: Bio., http://www.biography.com/people/althea-gibson-9310580
- Althea Gibson: https://www.youtube.com/watch?v=-O2G3pUNdxU
- Althea Gibson: http://www.history.com/this-day-in-history/althea-gibson-is-first-african-american-to-win-wimbledon
- 6) With partners, analyze the quotes found in the PowerPoint Presentation. What can you infer about Althea's character traits after reading her quotes?
- 7) Each pair will get one particular quote of Althea Gibson to analyze and explain to the class. What do you infer? What do you notice (What does the quote mean)? What do you wonder?
Homework Due Wednesday, Thursday, and Friday, : None.
Classwork, Tuesday, Wednesday, Thursday, : Lesson 2: Research: Close Read of Text 1 for Each Expert Group
Classwork, Tuesday, Wednesday, Thursday, : Lesson 2: Research: Close Read of Text 1 for Each Expert Group
- On a Post-it note write the names of both athletes on each side of the note.
- For each athlete, write your most interesting "Notice" and your most interesting "Wonder."
- Choose one the athlete that you wish to study more in dept.
- Write two reasons why you want to study about this athlete.
- Be sure your reasons include specific details from the images and quotes you read and saw.
- With a partner, read the article about your athlete found in your packet on pages 16-17 or pages 18-19 (depending on which athlete you are studying).
- As you are reading for the first time, discuss and come up with a definition for the words found on page 14 or page 15 (depending on which athlete you are studying). Highlight the vocabulary words found in the text. Come up with a definition of these words by using the context clues found in the sentences. Write the definitions in the packet.
- After you are finished with discussing and recording the definitions in the packet, check the meaning of the words on page 39 of the packet. Go back to the text and reread the sentence that contains the vocabulary word. Does the sentence and definition make more sense now?
- Read the article for a second time. As you read annotate in the margins of the article.
- Annotate in "chunks" of paragraphs. Write the gist in the margins of each paragraph.
- As you annotate, be aware of evidence that describes the barriers (challenges, obstacles) that your athlete faced. Either highlight the barriers or write a "B" next to all the examples of the barriers. See pages 20-21 in the packet.
- As you annotate, be aware of evidence that describes the legacy (lasting influence) that your athlete left to the world. Either highlight the legacy or write a "L" next to all the examples of the legacy. See pages 20-21 in the packet.
- Notice how the barrier influenced the legacy. Notice the cause and effect relationship between the barrier and the legacy. The athletes were shaped by the challenges they faced.
- In your notebook, create a chart like the one found on page 22 in your packet. Fill out the chart with the annotations in the text.
- We use evidence to form an opinion.
- Complete page 23 in your packet to develop an opinion.
- Choose a graphic organizer and complete it. (pages 28-31). Use the examples on pages 32-35 to give you ideas of how to complete your graphic organizer. See the directions on page 36 of your packet for more details of the task that is to be completed.
Lesson 2: Research: Close Read of Text 1 for Each Expert Group
r.5m3a.3l2.doc | |
File Size: | 163 kb |
File Type: | doc |
Homework Due Thursday, : None.
Classwork, Wednesday,: Lesson 3, Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
Classwork, Wednesday,: Lesson 3, Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
- With your partner, discuss the meanings of the definitions on page 25 of your packet. Write the definitions in your packet.
- Choose a graphic organizer and complete it. (pages 28-31). Use the examples on pages 32-35 to give you ideas of how to complete your graphic organizer. See the directions on page 36 of your packet for more details of the task that is to be completed.
Lesson 3: Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
r5m3a.3l3.doc | |
File Size: | 179 kb |
File Type: | doc |
Homework Due Friday, : Complete classwork.
Classwork, Thursday,: Lesson 4, Research: Close Read of Text 2 for Each Expert Group
- Review chart that was completed on page 22 of the packet.
- With your partner, read the article about your athlete found in your packet on pages 44B-45 ("Novey/Notable Southerners" Althea Gibson) or pages 46-48 (Roberto Clemente), depending on which athlete you are studying.
- As you are reading for the first time, discuss and come up with a definition for the words found on page 42 or page 43 (depending on which athlete you are studying). Highlight the vocabulary words found in the text. Come up with a definition of these words by using the context clues found in the sentences. Write the definitions in the packet.
- After you are finished with discussing and recording the definitions in the packet, check the meaning of the words on page 58 of the packet. Go back to the text and reread the sentence that contains the vocabulary word. Does the sentence and definition make more sense now?
- Read the article for a second time. As you read annotate in the margins of the article.
- Annotate in "chunks" of paragraphs. Write the gist in the margins of each paragraph.
- As you annotate, be aware of evidence that describes the barriers (challenges, obstacles) that your athlete faced. Either highlight the barriers or underline and write a "B" next to all the examples of the barriers.
- As you annotate, be aware of evidence that describes the legacy (lasting influence) that your athlete left to the world. Either highlight the legacy or circle all the examples of the legacy and write a "L" next to all the examples of the legacy.
- Notice how the barrier influenced the legacy. Notice the cause and effect relationship between the barrier and the legacy. The athletes were shaped by the challenges they faced.
- In your notebook, create a chart like the one found on page 50 in your packet. Fill out the chart with the annotations in the text.
- We use evidence to form an opinion.
- Review your opinion found on page 23.
- Complete the questions on page 51 with your partner as you revise your opinion. Write your revised opinion on page 51 in the packet.
Lesson 4: Research: Close Read of Text 2 for Each Expert Group
r5m3a.3l4.doc | |
File Size: | 160 kb |
File Type: | doc |
Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- After you are finished with discussing and recording the definitions in the packet, check the meaning of the words on page 58 of the packet. Go back to the text and reread the sentence that contains the vocabulary word. Does the sentence and definition make more sense now?
- Read the article for a second time. As you read annotate in the margins of the article.
- Annotate in "chunks" of paragraphs. Write the gist in the margins of each paragraph.
- As you annotate, be aware of evidence that describes the barriers (challenges, obstacles) that your athlete faced. Either highlight the barriers or underline and write a "B" next to all the examples of the barriers.
- As you annotate, be aware of evidence that describes the legacy (lasting influence) that your athlete left to the world. Either highlight the legacy or circle all the examples of the legacy and write a "L" next to all the examples of the legacy.
- Notice how the barrier influenced the legacy. Notice the cause and effect relationship between the barrier and the legacy. The athletes were shaped by the challenges they faced.
- In your notebook, create a chart like the one found on page 50 in your packet. Fill out the chart with the annotations in the text.
- We use evidence to form an opinion.
- Review your opinion found on page 23.
- Complete the questions on page 51 with your partner as you revise your opinion. Write your revised opinion on page 51 in the packet.
Homework Due Thursday, : Letter to the Publisher: Althea Gibson/Roberto Clemente should have a biography written about them. BE SURE TO COMPLETE EXTRA CREDIT OVER THE FEBRUARY BREAK! See the homepage for ideas.
Classwork, :
Classwork, :
- Students will read text #3 and annotate the legacies and barriers.
- Students will write a letter the publisher requesting that a biography be published about our athlete and the legacy that has been created and the barriers that have been broken.
Homework Due sday, ,: None.
Classwork, day, ,: Lesson 5, Organizing an Opinion, Reasons, and Evidence:Text 2 for Each Expert Group
Classwork, day, ,: Lesson 5, Organizing an Opinion, Reasons, and Evidence:Text 2 for Each Expert Group
- Choose a graphic organizer and complete it. (pages 28-31). Use the examples on pages 32-35 to give you ideas of how to complete your graphic organizer. See the directions on page 36 of your packet for more details of the task that is to be completed.
Lesson 5: Organizing an Opinion, Reasons, and Evidence:Text 2 for Each Expert Group
r5m3a.3l5.doc | |
File Size: | 139 kb |
File Type: | doc |
Lesson 6: Research: Close Read of Text 3 for Each Expert Group
r5m3a.3l6.doc | |
File Size: | 206 kb |
File Type: | doc |
Homework Due sday, ,: None.
Classwork, day, , : Lesson 7, Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
Classwork, day, , : Lesson 7, Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
Lesson 7: Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
r5m3a.3l7.doc | |
File Size: | 142 kb |
File Type: | doc |
Homework Due sday, ,: None.
Classwork, day, ,: Lesson 8, Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
Classwork, day, ,: Lesson 8, Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
Lesson 8: Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
r5m3a.3l8.doc | |
File Size: | 236 kb |
File Type: | doc |
Homework due sday, : None.
Classwork, day, , : Lesson 9, Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legac
Classwork, day, , : Lesson 9, Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legac
Lesson 9: Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legacy
r5m3a.3l9.doc | |
File Size: | 177 kb |
File Type: | doc |
Homework Due sday, ,: None.
Classwork, day, ,: Lesson 10, Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
Classwork, day, ,: Lesson 10, Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
Lesson 10: Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
r5m3a.3l10.doc | |
File Size: | 139 kb |
File Type: | doc |
Homework Due sday, : None.
Classwork, day, , : Lesson 11, Whole Class Model Letter Writing (Concluding Statement) and Preparing for End of Unit Assessment
Classwork, day, , : Lesson 11, Whole Class Model Letter Writing (Concluding Statement) and Preparing for End of Unit Assessment
Lesson 11: Whole Class Model Letter Writing (Concluding Statement) and Preparing for End of Unit Assessment
r5m3a.3l11.doc | |
File Size: | 139 kb |
File Type: | doc |
Homework Due sday, January , : None.
Classwork, day, January , : Lesson 12, End-of-Unit Assessment: Writing a Draft Letter to A Publisher about an Athlete’s Legacy
Classwork, day, January , : Lesson 12, End-of-Unit Assessment: Writing a Draft Letter to A Publisher about an Athlete’s Legacy
Lesson 12: End-of-Unit Assessment: Writing a Draft Letter to A Publisher about an Athlete’s Legacy
r5m3a.3l12.doc | |
File Size: | 230 kb |
File Type: | doc |
Homework Due sday, January , : None.
Classwork, day, January , : Lesson 13, Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
Classwork, day, January , : Lesson 13, Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
Lesson 13: Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
r5m3a.3l13.doc | |
File Size: | 206 kb |
File Type: | doc |
Homework Due sday, January , : None.
Classwork, day, January , : Lesson 14, Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II
Classwork, day, January , : Lesson 14, Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II
Lesson 14: Revising Draft Letters to a Publisher about an Athlete’s Legacy: Using Critique and Feedback, Part II
r5m3a.3l14.doc | |
File Size: | 141 kb |
File Type: | doc |
Homework Due sday, January ,: None.
Classwork, day, January , : Lesson 15, Author’s Read: Final Performance Task
Classwork, day, January , : Lesson 15, Author’s Read: Final Performance Task
Lesson 15: Author’s Read: Final Performance Task
r5m3a.3l15.doc | |
File Size: | 124 kb |
File Type: | doc |
Homework Due Tuesday, January 6, 2015: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork, Monday, January 5, 2015: Substitute teacher.
Classwork, Monday, January 5, 2015: Substitute teacher.
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
Homework due Wednesday, : "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Tuesday, :
Classwork, Tuesday, :
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
Homework due Wednesday, : None.
Classwork: Tuesday,
Classwork: Tuesday,
- In social studies class, in the social studies notebook, students will make two columns: What I Notice and What I Wonder.
- As a class we will watch the video "Take a Stand."
- Students will analyze the video especially taking note of the facial expressions and hand gestures of the people in the video. Students will fill out both columns in their notebooks.
- Students will watch the video twice.
- Students will share the observations with a partner
- What are some similarities between the photos in the slide show?
- How does the video relate to what we have been learning about in this social studies chapter thus far? How does the video relate to the new module that we just began about Roberto Clemente? How does the video contrast to what we are learning in the module?
- We will review the important facts and ideas of the chapter.
Homework Due Tuesday, : None.
Classwork, Monday, : Substitute teacher.
Classwork, Monday, : Substitute teacher.
- Since the students had a full week of challenging writing the week before break, I decided to give them a light day today. Students may have a “free write” day. If students did not hand in the letter to the publisher they are NOT to have a free write and that they are to work on the letter to the publisher.
- IT WILL BE SILENT IN THE ROOM!!! The students agreed that they would be.
- Free write can be:
· write about what you did over break
· write a poem
· write a comic strip including dialog
· write about anything else that they want to write about (school appropriate - If students are not able to be quiet, give them the article called “America’s First People” and tell them to compare and contrast the two Native American groups. Please write down the names of students who are required to write the compare and contrast essay.
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will