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.
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.
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. Please scroll to the bottom of the page for more details.
**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.
**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.
Scroll down to the bottom of the page
for more details of the New York State Learning Standards
that will be covered in this unit.
for more details of the New York State Learning Standards
that will be covered in this unit.
Please scroll down to the bottom of the page for more details about this NYS Module and links for additional information.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
Homework due Tuesday, November 5, 2019: None
Classwork due Monday, November 4, 2019:
Classwork due Monday, November 4, 2019:
- Make observations about the pictures and write down what you notice and wonder on page 3 of your packet.
Homework due Wednesday, November 6, 2019: Finish reading "Roberto Clemente's Gifts form the Heart". Finish page 7 of packet (not the opinion part).
Classwork due Tuesday, November 5, 2019:
Classwork due Tuesday, November 5, 2019:
- Summarize the observation on page 3 and write a summary statement.
- Read the "Roberto Clemente: Identifying Evidence Task Card" on page 4. Define barriers and legacy.
- Read "Roberto Clemente's Gifts from the Heart" on pages 5 and 6. Follow the directions on page 4 to identify barriers and the legacy. In your own words, write the barriers adn legacy on page 7.
Homework due Thursday, November 7, 2019:
Homework due Friday, November 8, 2019:
Homework due Wednesday, November 13, 2019:
- Finish reading "Roberto Clemente" on pages 9-11.
- Finish underlining and recording at least two barriers and one legacy on page 12.
- Write an opinion on page 7 for "Roberto Clemente's Gifts from the Heart".
- Read "Roberto Clemente" on pages 9-11.
- Underline at least two barriers and one legacy in the text.
- Record the barriers and legacy on page 12 of your packet.
Homework due Friday, November 8, 2019:
- Read "Roberto Clemente Biography" on pages 14-15 of your packet.
- Write at least two barriers and one legacy on page 16 of your packet. Revise/rewrite your opinion on page 16.
- Revise you opinion about Roberto Clemente and write it on page 12 of your packet.
- Read "Roberto Clemente Biography" on pages 14-15 of your packet.
- Write at least two barriers and one legacy on page 16 of you packet. Revise/rewrite your opinion on page 16.
Homework due Wednesday, November 13, 2019:
- Finish reading "Roberto Clemente Article" on pages 17-19 of your packet.
- Finish writing at least 1 barrier and 1 legacy on page 20 of your packet. Revise/rewrite your opinion on page 20.
- Finish writing your opinions (of each article on pages 7, 12, 16, and 20) on the graphic organizers on pages 25-28 for the corresponding articles.
- Read "Roberto Clemente Article" on pages 17-19 of your packet.
- Write at least 1 barrier and 1 legacy on page 20 of your packet. Revise/rewrite your opinion on page 20.
- Write your opinions (of each article on pages 7, 12, 16, and 20) on the graphic organizers on pages 25-28 for the corresponding articles
Homework due Thursday, November 14, 2019:
- Finish writing reasons and evidence for pages 25-28.
- Write reasons and evidence for pages 25-28.
Homework due Friday, November 15, 2019: Letter to publisher about Roberto Clemente due at the end of class today.
Classwork due Thursday, November 14, 2019 and Friday, November 15, 2019: Type letters to publisher about Roberto Clemente.
Classwork due Thursday, November 14, 2019 and Friday, November 15, 2019: Type letters to publisher about Roberto Clemente.
New Layout for Letter to Publisher about Roberto Clemente:
new_layout_for_letter_to_publisher.pdf | |
File Size: | 49 kb |
File Type: |
Roberto Clemente letters to publisher due Thursday, November 21, 2019!!!
Homework due Tuesday, November 19, 2019: Roberto Clemente letters to publisher due Thursday, November 21.
Classwork due Monday, November 18, 2019: Work on Roberto Clemente letters to publisher.
Homework due Wednesday, November 20, 2019: Roberto Clemente letter to publisher due Thursday, November 21.
Classwork due Tuesday, November 19, 2019: Revise your Roberto Clemente letter to publisher.
Classwork due Monday, November 18, 2019: Work on Roberto Clemente letters to publisher.
Homework due Wednesday, November 20, 2019: Roberto Clemente letter to publisher due Thursday, November 21.
Classwork due Tuesday, November 19, 2019: Revise your Roberto Clemente letter to publisher.
- Complete the steps on the "Revising the Letter to a Publisher" handout independently.
- Have a peer read your letter to a publisher and complete the steps on the "Revising the Letter to a Publisher" handout.
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Homework due Thursday, November 21, 2019: None
Classwork due Wednesday, November 20, 2019: Today, we will share our letters to Roberto Clemente during circle time.
Classwork due Wednesday, November 20, 2019: Today, we will share our letters to Roberto Clemente during circle time.
Additional Information about:
Fifth Grade Writing
Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
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:
Fifth Grade Writing
Module 3A, Unit 3: "Considering Perspectives and Supporting Opinions: Sports and Athletes' Impact on Culture"
- "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
New York State Standards:
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
New York State Next Generation English Language Arts Learning Standards and Module Overview:
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.”
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
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
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.
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.”
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