Curriculum / ELA / 5th Grade / Unit 6: Adapting to Survive: Short Stories and Poems / Lesson 1
ELA
Unit 6
5th Grade
Lesson 1 of 18
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Explain what steps can be taken to prepare for a wilderness emergency.
Article: “Help me Make it Through the Night - surviving a wilderness emergency” by Kelly Stang
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What steps can be taken to prepare for a wilderness emergency?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Why are the words “I am just..” dangerous words to utter in the outdoors?
According to Peter Kummerfeldt, what is survival?
What tips does Peter Kummerfeldt recommend to help prepare for a wilderness emergency?
What should you include in a basic survival kit? Explain the purpose of each item.
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RL.5.2 — Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Standards that are practiced daily but are not priority standards of the unit
RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 2
RL.5.2
Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.
RL.5.3 RL.5.5
Compare and contrast Miyax’s actions with those of the wolves and analyze how Miyax was able to integrate herself into the pack.
Discussion & Writing
Write a summary of the excerpt from Julie of the Wolves that includes the theme of the excerpt.
RL.5.2 RL.5.3 RL.5.5 W.5.1 W.5.9
Identify and explain the speaker’s perspective on choices in life by analyzing how the speaker in a poem reflects upon a topic.
Compare and contrast the perspective on choices of the speaker in the poem with Miyax from Julie of the Wolves.
RL.5.2 RL.5.5 RL.5.9
Describe bonobos.
RL.5.3
Explain how the events on pp. 80–81 contribute to the overall structure of the story.
RL.5.3 RL.5.5 RL.5.6
Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.
RL.5.5
Summarize the excerpt from Endangered by identifying a theme and explaining how the characters in the story respond to the main challenges.
Compare and contrast the excerpts from Julie of the Wolves and Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2 RL.5.9
Describe Brian’s current predicament and how he responds.
RL.5.2 RL.5.3
Analyze how Brian’s “figuring out food” contributes to the structure of the story.
RL.5.2 RL.5.5
Analyze how the author builds suspense and how it contributes to the structure of the story.
Writing
Summarize the excerpt from Hatchet.
Identify and explain the speaker’s perspective on choices in life.
Compare and contrast the perspectives on choices of the speaker in the poem and Brian.
Discussion
Compare and contrast the excerpts from Hatchet, Julie of the Wolves or Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2 RL.5.9 SL.5.1 SL.5.3 SL.5.6
Writing – 2 days
Write a multiple-paragraph essay that compares how Brian, Sophie, and/or Miyax approached survival.
L.5.2.d RL.5.2 RL.5.3 RL.5.9 W.5.1 W.5.9
Assessment
Narrative Writing – 4 days
Write a continuation of one of the stories from the unit.
W.5.3 W.5.3.a W.5.3.b W.5.3.c W.5.3.d W.5.3.e
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