Th BIrd

Topics: Kelp Pages: 7 (2199 words) Published: October 19, 2014

Unit 1/Week 3
lesson Island of the Blue Dolphins
Grade 5
subject:  ELA  SS  SCI  Math


content objectives:
Students will be able to read closely to determine what the text says explicitly and to make logical inferences from it, using specific evidence when writing and speaking to support conclusions drawn from the text. *Teacher’s can write or adjust content objectives’ to meet the needs of their students. language objectives:

Through discussion and writing students will demonstrate an understanding of word relationships and nuances in word meaning. *Teachers should review the text dependent questions in order to specifically identify which language features being addressed. Those language features should be inserted into the objective.

Students will engage in a range of collaborative discussions and build on others’ talk in conversation by responding to the comments of others through multiple exchanges. *Collaborative discussion includes one-on-one partnerships with students and/or adults, small groups, and the whole class. *Teachers should identify and incorporate those language features necessary for students to effectively communicate their ideas to one another. accommodations (IEP/504): Use appropriate accommodations as designated by students’ IEPs and in response to students’ needs. materials

Teacher’s Edition
Student Anthology
ela/literacy standards: RL5.1, RL5.2, RL.5.3, RL.5.10; RF.5.3, RF.5.4; W.5.1, W.5.4, W5.9; SL.5.1, SL.5.2, SL.5.6; L.5.1, L.5.2, L.5.4, L.5.6 content area standards: N/A
instructions: First Reading: During the first reading students will read to understand the purpose of the text. On level students will read the text independently. Below level readers will read the text with the teacher, a partner or using the listening center. Rereading (2 lessons): During the next readings, done over two days, students will carefully examine the author’s choice of vocabulary, syntax, and literary elements. Students will cite evidence from the text to gain deeper meaning. During these lessons students may be asked to record their ideas in writing. Culminating Writing Task: Students are challenged to organize their thinking and cite evidence to explain the big ideas of the text.

Building Academic Vocabulary

embedded instruction (Tier 3 & Tier 2)
Identify vocabulary words that require some attention in order for students to comprehend the text. Define these words quickly in context, using a student friendly definition. extended instruction (Tier 2)

Identify vocabulary words that build academic language and are essential to comprehending the text. These words may be defined quickly in context, but will be revisited for students to integrate into their vocabulary. headland (pg 75) – an area of land that stick out into the sea

brackish (pg 75) – salty

ravine (pg 75) – deep valley with steep sides, an area of low land that is surrounded by high sides of land

clamor (pg 77) – a loud cry or bunch of noise

omen (pg 78) – a sign of what will happen in the future

kelp (pg 78) – seaweed

quarreled (pg 81) – fought

prowling (pg 82) – hunting
rugged (pg 74) – rough and uneven

sheltered (pg 75) – protected or shielded from

secure (pg 81) – to feel safe

hollow (pg 82) – empty space

bind (pg 78) – to tie or fasten something together


big ideas and key understandings: Students will understand that historical fiction is realistic fiction that takes place in the past and is usually based around important historical events. Students will understand that Karana showed that she was determined by being resourceful in order to survive. synopsis: Karana is a Native American girl who lived with her people on a rugged island 75 miles off the coast of California. When a friendly ship’s crew came to rescue her people, Karana stayed to be with her brother who was left behind by the ship’s...
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