Unit 5: What’s Next? Unidad 5: ¿Qué sigue?



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Unit 5: What’s Next?

Unidad 5: ¿Qué sigue?


Week 1

Target Standards

Text Sets

Write to Sources

Claims and Targets Assessed

Cognates


Nuevas Perspectivas

New Perspectives



Comprehension:

  • Strategy:

  • Make, Confirm and Revise Predictions (RL.5.1)

  • Skill:

  • Character, Setting, Plot (RL.5.1)

  • Genre:

  • Historical Fiction (RL.5.1)

  • Realistic Fiction (RL.45.1)


Grammar:

  • Quantitative and Qualitative Adjectives (L.3.1a)

  • Clauses (L.3.1i)


Spelling:

  • Suffixes (L.5.2e)

  • Words with ce, ci, z

(L.5.2e)
Word Study:

  • Suffixes (RF.5.3a)


Fluency:

  • Expression (RF.5.4b)



Un nuevo mundo
Kafka y la muñeca viajera
Un paseo a caballo
Miguel in the Middle
Ida B
A Dusty Ride



Opinion

(W.5.1a)
Trait:

Organization

(W.4.10)

(W.5.1a)
Vocabulary:

Context Clues



Claim 1

Targets:

1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

3. Word Meanings: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.

5. ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.

Claim 2

Target 3 a. Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

desembarcar – disembark


enigma – enigma
protagonista – protagonist
perspectiva – perspective
transición – transition
focused – enfocado
genius – genio
prospect – prospecto
superb – soberbio


Genre Writing: Opinion Book Review

Week 2

Target Standards

Text Sets

Write to Sources

Claims and Targets Assessed

Cognates


Mejor juntos
Better Together



Comprehension:

  • Strategy:

  • Make Predictions (RL.5.1)

  • Skill:

  • Character, Setting, Plot (RL.5.1)

  • Genre:

  • Realistic Fiction (RL.5.1)

  • Historical Fiction (RL.5.1)


Grammar:

  • Possessive and Demonstrative Adjectives (L.4.1d)

  • Complex Sentences (L.3.1i)


Spelling:

  • Homophones (L.5.2e)

  • Words Suffixes –able -mente (L.5.2e)


Phonics:

  • Plurals (RF.5.3a)


Fluency:

  • Expression and Phrasing (RF.5.4b)




Travesía a la gran ciudad
Ecos del desierto
Impresiones musicales de la Gran Depresión
The Day the Rollets Got Their Moxie Back
Bud, Not Buddy
Musical Impressions of the Great Depression



Narrative

(W.5.3b)
Trait:

Sentence Fluency

(W.5.3b)

Vocabulary:

Idioms


Claim 1

Targets:

1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

5. ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or across texts or describe the narrator or speakers' point of view within or across texts.

7. LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate understanding of nuances in word meanings used in context.

Claim 2

Target 3 a. Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

excavar – excavate


solidario - solidary
assume – asumir
guarantee – garantizar
nominate – nominar
obviously – obviamente



Genre Writing: Opinion Book Review

Week 3

Target Standards

Text Sets

Write to Sources

Claims and Targets Assessed

Cognates


Nuestra Tierra está cambiando
Our Changing Earth




Comprehension:


  • Strategy:

  • Make and Answer Questions (RI.5.3)

  • Skill:

  • Text Structure (RI.5.3)

  • Genre:

  • Expository Text (RI.5.3)


Grammar:

  • The Adverb and the Circumstantial Complement (L.5.1)

  • Adjectives (L.5.2d)


Spelling:

  • Prefixes (L.5.2e)

  • Words Prefixes (L.5.2d)


Word Study:

  • Prefixes (RF.5.3a)


Fluency:

  • Rate (RF.5.4b)





Bosque en llamas
El calentamiento global
Cuando los volcanes hacen erupción
Forests on Fire
Global Warming
When Volcanoes Erupt




Informative

(W.5.2a)
Trait:

Ideas

(W.5.2.a)

Vocabulary:

Context Clues


Claim 1

Targets:

8. Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

10. Word Meanings: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.

12. ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.



Claim 2

Target 3 a. Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

atmósfera – atmosphere


estabilidad – stability
variación – variation
gradual – gradual
impacto – impact
decays – decae



Genre Writing: Opinion Book Review

Week 4

Target Standards

Text Sets

Writing to Sources

Claims and Targets Assessed

Cognates


Ahora sabemos
Now We Know



Comprehension:

  • Strategy:

  • Make and Answer Questions (RI.5.5)

  • Skill:

  • Text Structure: Cause and Effect (RI.5.5)

  • Genre:

  • Expository Text (RI.5.5)


Grammar:

  • Comparativ and Superlative Adjectives and Adverbs (L.3.1g)

  • Adjectives that compare (L.3.2g)


Spelling:

  • Suffixes –less and -ness (L.5.2e)

  • Compound Words and their Accentuation (L.5.2e)


Word Study:

  • Suffixes –less and –ness (RF.5.3a)

Fluency:

  • Accuracy (RF.5.4c)






Cambio en las visiones de la Tierra
Cuando un planeta no es un planeta
Luna nueva
Changing Views of Earth
When is a Planet Not a Planet?
New Moon



Informative

(W.5.2b)
Trait: Organization

(W.5.2b)

Vocabulary:

Context Clues

Greek Roots

Claim 1

Targets:

8. Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

10. Word Meanings: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.

12. ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events, ideas, concepts) or how information reveals author's point of view.



Claim 2

Target 3 a. Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

aproximadamente – approximately


astronómico – astronomical
cálculo – calculation
diámetro – diameter
esfera – sphere
orbitar – to orbit
criterio – criteria
evaluar – evaluate



Genre Writing: Opinion Opinion Essay

Week 5

Target Standards

Text Sets

Writing to Sources

Claims and Targets Assessed

Cognates


Puntos de vista científicos
Scientific Viewpoints


Comprehension:

  • Strategy:

  • Make and Answer Questions (RI.6.6)

  • Skill:

  • Author’s Point of View (RI.6.6)

  • Genre:

  • Persuasive Article (RI.6.6)


Grammar:

  • Types of Adverbs (L.3.1g)

  • Comparing with Good and Bad (L.3.1g)


Spelling:

  • Suffix -ion (L.5.2e)

  • Words Ending in –ción, -sión, -cción, -xión (L.5.2e)


Word Study:

  • Suffix -ion (RF.5.3a)


Fluency:

  • Expression and Phrasing (RF.5.4b)


¿Deben vivir aquí plantas y animales de otros lugares?
El caso de las abejas desaparecidas
Las ocupadas y beneficiosas abejas
Should Plants and Animas from Other Places Live Here?
The Case of The Missing Bees
Busy, Beneficial Bees




Opinion

(W.5.1d)
Trait:

Organization

(W.5.1d)
Vocabulary: Word Roots

Claim 1

Targets:

1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

10. Word Meanings: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines.

11. REASONING AND EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.

Claim 2

Target 3 a. Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

extender – extend


identificar – identify
inesperado – unexpected
probable – probable
prosperar – to prosper
agricultural – acrícola
disorder – desorden
decline – declinar



Genre Writing: Opinion Opinion Essay

Code

Black: Transferrable skills

Green: Spanish Standards/Text

Blue: English Standards/Texts



Purple: Translations

Wonders/Maravillas Curriculum Plan Unit 5: What’s Next? / ¿Qué sigue? Grade: 5


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