Quarter 1 Week 2 and Week 3 Lesson Plans (Aug. 21-Aug.31)

TeacherDesiree Drager
Subject AreaELA/Social Studies
Grade Level5
Week #2-3
Unit of InstructionModule 1
Standard(s) Taught


LAFS.5.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

LAFS.5.RL.2.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


LAFS.5.RL.3.9:  Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

LAFS.5.RL.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

LAFS.5.RL.3.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).

LAFS.5.RL.1.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).



Students will evaluate the importance of civic responsibility in American Democracy. (SS.5.C.2.4)

Students will identify ways good citizens go beyond basic civil and political responsibility to improve government and society. (SS.5. C.2.5)

Learning Targets and Learning Criteria


Students will know

  • the difference between fiction and nonfiction genres
  • the difference between theme and main idea
  • the characteristics of the different literary genres

Students will be able to

  • define summary and summarize the text by identifying key events
  • compare and contrast characters, settings, events, and story structure when reading two or more texts
  • identify and analyze how visual elements add meaning, create tone, and contribute to the beauty of a text
  • compare and contrast stories in the same genre
  • identify themes found in literary texts and support them using text evidence
  • compare and contrast themes found in literary texts within the same genre
  • identify and analyze visual elements that are found with text
  • identify and analyze multimedia presentations and their contributions to text (how do they enhance meaning, tone, beauty)
  • quote accurately from a text to support ideas
  • analyze quotes from texts in order to make inferences about the author’s viewpoints



    • Students will identify responsibilities citizens are expected to fulfill.
    • Students will evaluate the importance of civic responsibilities in American democracy. Examples may include, but are not limited to, respecting the law, voting, serving on a jury, paying taxes, keeping informed on public issues, and protesting.
    • Students will describe what could happen to a democracy if no one went beyond basic civic and political responsibilities. Examples may include, but are not limited to, running for office, initiating changes in laws or public policy, working on political campaigns, and working with others on civic issues.
Classroom Activities
  • Whole Group Instruction- Students will complete interactive ELA notebook pages on “Types of Sentences”, “How to Write a Paragraph”, and “Text Marking”. Students will also participate in a discussion about citizenship and the roles and responsibilities of citizens.
  • Small Group Instruction- Students will participate in centers that cover the standards for the week. There will be 6 centers: small group, independent reading, writing, comprehension, technology, and vocabulary. 
Assignments Due

In Class:

  • Students will participate in a book tasting event to begin our genre study unit. Students will be given a selection of books in a variety of genres and will discuss their similarities/differences. 
  • Students will identify the parts of a letter, read a letter, and write an information letter.
  • Students will make inferences based on pictures and will write a corresponding narrative story. 
  • Students will read, text mark, and answer comprehension questions about an informational current event article. This will be used to model the expectations for the weekly homework article that will begin this week.
  • Students will complete their “Friends Wanted” writing assignment. Students will revise, edit, and publish the final project by Friday (8/25).
  • Students will compare and contrast books from various genres. Students will specifically be looking at characters, settings, plot, and themes. 
  • Students will identify the parts of a map and will create an autobiographical map using the proper format. 
  • On Friday, students will take a  reading comprehension assessment covering the standards that will be taught this week. 


  • Students are expected to read for at least 20 minutes nightly. They need to be reading their chapter book that will be used for their first book report. Directions for this project will be coming home the first week of September. 
  • Students will receive an article of the week each Monday. The article will contain 4-6 comprehension questions students must answer after reading the text. The completed article is due every Friday. 
Additional Resources

5th grade is using Class Dojo (www.classdojo.com) to communicate information about student behavior in class. Sign up papers for Class Dojo went home during “meet the teacher”. If you are having trouble signing up or did not receive the information, please email your student’s homeroom teacher.