During
this unit the students will learn to use Power Point as
a means of presentation. They will participate in book
talks with classmates and discover how illustrators use
their work to enhance the meaning in stories. Students
will monitor a speaker's message and differentiate
between fact and opinion in his/her message. They will
read and adapt Fairy Tales. Students will use
questioning strategies to understand fiction and
non-fiction texts. They will use graphic organizers to
understand vocabulary when reading and to comprehend
text. Students will be able to make inferences from
reading text and support those inferences with
information from the passage.
Critical Questions:
Am I able to use the writing process to generate written pieces that
communicate my ideas clearly?
Am I able to analyze and discuss illustrators' works
and how their illustrations enhance the meaning in
literature?
Am I able to listen to a speaker and monitor his/her
message for facts and opinions?
Am I able to make inferences as I read and support
those inferences with information from the text?
Am I able to use graphic organizers to better
understand the meaning of unknown vocabulary embedded in
text?
Suggested Time Frame: Nine Weeks
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Student Performance Expectations |
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Key
Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective
is aligned to.
Information in
the brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to. |
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Unit II at a Glance
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Balanced Literacy Lesson Plan
Template |
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Benchmark Blueprints 2005-2006
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Focus Lessons - Unit II
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Best Practices in Language Arts
- District Document |
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Spelling Unit II
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Listening and
Speaking |
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Focus on a speaker to
determine his/her purpose and point of view. (5.1A,B,C; 5.2B;
5.12J) |
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Distinguish between a
speaker's opinion and verifiable fact. (5.2C) |
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Monitor his/her own
understanding of a speaker's message and seek clarification as
needed. (5.2D) |
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Listen to proficient models
of oral reading from classic and contemporary works to
appreciate language and to increase vocabulary. (5.3A,B; 5.9A)
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Adapt word choice, diction,
usage, volume, rate, pitch and tone to the audience and
occasion. (5.5A,D) |
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Reading |
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Read from a variety of
self-selected and assigned genres, including classic and
contemporary works for pleasure, to acquire information, to
appreciate the writer's craft, and to discover models for
his/her own writing. (5.8A,B,C; 5.10B; 5.12C) |
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Monitor his/her own
comprehension and make modifications when understanding breaks
down such as by rereading a portion aloud, using reference aids,
searching for clues, and asking questions. (5.10C) |
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Read with fluency and
understanding in text at appropriate difficulty levels. (5.7B,C
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Interpret the meaning of
figurative language, multiple meaning words, and content area
vocabulary. (5.9B,E) |
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Use context, syntax, phonics,
and structural cues (affixes and base words) to identify unknown
words. (5.6A,B; 5.9B,D) |
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Use text organizers,
including headings, graphic features, and tables of contents, to
locate and organize information. (5.13B) |
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Understand and identify
literary terms such as title, author, illustration, playwright,
theater, stage, act, dialogue, and scene across a variety of
literary forms and texts. (5.12F) |
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Comprehend on a literal level
by recognizing and recalling stated main ideas, details,
sequence of events, and cause and effect. (5.10E,F) |
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Comprehend on an inferential
level and support with evidence from the text by inferring the
main idea and cause/effect relationships, by drawing logical
conclusions, and by making generalizations. (5.10E,F,H) |
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Analyze characters, including
their traits, motivations, conflicts, points of view,
relationships, and changes they undergo; Recognize and
analyze story plot, setting, and problem resolution.
(5.12H,I) |
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Paraphrase and summarize
text to recall, inform, or organize ideas. (5.10G) |
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Recognize similarities and
differences in texts in order to compare and contrast
organization, themes, and treatments across literary versions
and across issues and cultures. ((5.10I; 5.11D; 5.12B,E; 5.14C)
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Respond to text in different
ways to demonstrate understanding such as by offering
observations, making connections, judging the internal logic,
interpreting, and raising questions. (5.11A; 5.12A) |
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Use his/her own knowledge and
experience to comprehend. (5.10A) |
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Describe how illustrators'
choice of style, elements, and media help to represent or extend
the text's meanings. (5.23A) |
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Compare/contrast information
and ideas in print, visual, graphic, and electronic formats.
(5.23C; 5.24A,B) |
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Select, organize, or
produce visuals to complement and extend meanings. (5.25A) |
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Summarize and organize ideas
gained from multiple sources in useful ways such as outlines,
conceptual maps, learning logs, and timelines. (5.21D)
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Present information in
various forms using available technology. (5.21E) |
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Summarize and draw
conclusions from information gathered from print and
electronic sources. (5.13E,G; 5.21D) |
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Writing |
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Spelling and Phonics -
District Document |
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Generate ideas and plans for
writing by using such prewriting strategies as brainstorming,
graphic organizers, notes, and logs. (5.19A) |
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Write stories or poems to
entertain using literary devices such as dialogue,
figurative language, and suspense. (5.15D,E,G) |
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Write to express,
discover, record, develop, reflect on ideas, and to problem
solve using journals, letters, narratives, poems, etc. to suit
own purposes. (5.15A,F) |
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Develop drafts by
categorizing ideas, organizing them into paragraphs,
and blending paragraphs within larger units of text. (5.19B)
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Revise drafts by adding,
elaborating, deleting, combining, and rearranging
text for coherence, progression and logical support of ideas.
(5.19C,D) |
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Proofread and edit
drafts for spelling, sentence structure, conventions, and usage
in drafts. (5.19E,H) |
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Write using increasingly
accurate sophisticated capitalization, punctuation, grammar and
sentence constructions. (5.16 B; 5.18 A,B,C,D,E,F,G,H)
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