Fifth Grade

Lesson Purpose: The purpose of this lesson is to understand the changes that occur in the body during puberty.

Key Student Objectives:

1. Define puberty.
2. Discuss at least five physical changes that occur during puberty.
3. Practice discussing puberty questions with a parent or another trusted adult.

Girls Lesson Purpose: The purpose of this lesson is to teach female students about the menstrual cycle as well as the hygiene needs that accompany having a menstrual cycle.

Boys Lesson Purpose: The purpose of this lesson is to teach male students about the menstrual cycle. Students will define and explain the process of the menstrual cycle and discuss why having empathy for female classmates, friends and family members is important.

Key Student Objectives:

1. Define the menstrual cycle.
2. Explain the different phases of the menstrual cycle.
3. Discuss hygiene tips for women during their menstrual cycle.
4. Understand why it is important for male students to understand the menstrual cycle.

Lesson Purpose: The purpose of this lesson is to understand the reproductive system and its impact on personal health.

Key Student Objectives:

1. Understand how the reproductive system is part of a lifelong journey of growth.
2. Summarize the fertilization process.
3. Discuss myths surrounding reproduction.

Purpose:  The purpose of this lesson is to identify proper management of common illnesses and diseases.

Key Student Objectives:

1. Explain how to manage common minor illnesses such as colds and skin infections.
2. Discuss how to provide social support for peers with chronic diseases.
3. Describe at least three personal health behaviors that can impact illness and disease.

Purpose: The purpose of this lesson is to help students understand the effects and consequences of addiction and what support there is for it.

Key Student Objectives: 

1. Students will explore what addiction is and identify the warning signs.
2. Students will understand the consequences of addiction.
3. Students will learn how to get help for different situations involving addiction.

Handed Down

How do communities sustain their cultures?

1. Knowledge Threads
   • Native people and nations practice and share their culture across generations,
     including through stories, traditions, art, humor, and speeches.
   • Many Native nations with their own unique cultures exist throughout the current United
     States.
   • Native people use the tradition of oral storytelling to understand who they are and
     where they come from.
   • Relationships with family, community, and nature can reflect and reinforce cultural
     values.
   • Ojibwe used plentiful resources, such as birchbark, wild rice, and maple sugar, and the
     skills of fishing and farming to sustain their communities.
   • Contact with non-Native Americans altered the way of life of Native people.
2. Learning Targets
   • I can build knowledge about how communities sustain their cultures by reading literary and informational texts.
   • I can summarize texts about the Nez Perce and Ojibwe cultures and determine themes and central ideas.
   • I can explain how characters in a novel interact with one another and respond to the natural world.
   • I can write informative essays about Nez Perce and Ojibwe cultures and values using evidence from literary and informational texts.
   • I can strengthen my writing by using precise vocabulary and transition words and phrases to connect ideas.
   • I can participate in discussions about how communities sustain their cultures by speaking clearly, taking turns, and providing and explaining relevant textual evidence.

Extreme Settings

How does an extreme setting affect a person?

1. Knowledge Threads
   • Harsh environmental conditions create extreme settings.
   • Extreme settings can affect a person physically and emotionally, making survival
     difficult.
   • Caves are beautiful, dangerous, and complex geological structures.
   • To survive, cave divers must possess specialized skills and plan their dives very
     carefully.
   • During challenging situations, people from around the world can work together to
     create solutions.
   • People adjust their behaviors and mindsets to survive extreme settings.
2. Learning Targets
   • I can build knowledge about extreme settings by reading literary and informational texts.
   • I can summarize sections of an informational text about a cave rescue and determine the central ideas.
   • I can explain the interactions among events and individuals involved in the cave rescue.
   • I can analyze multiple accounts of the cave rescue and explain how they reflect different points of view.
   • I can write opinion essays about extreme settings and rescue efforts using evidence from literary and informational texts.
   • I can strengthen my writing by using precise vocabulary and correlative conjunctions to connect ideas.
   • I can participate in discussions about extreme settings by adjusting my speech to match the purpose, reviewing and drawing conclusions about others’ ideas, and sharing detailed information about a topic.

Wordplay

How and why do writers play with words?

1. Knowledge Threads
   • Wisdom is acquired through curiosity, knowledge, and experience.
   • Literary journeys can teach us about the power of persistence.
   • Writers use wordplay to create confusion and humor and to engage their audience.
   • Writers and artists use the techniques of their craft to create dramatic effects and to
     develop themes.
2. Learning Targets
   • I can build knowledge about how and why writers use wordplay by reading literary and informational texts.
   • I can summarize texts, including comedy routines and novels, and determine enduring themes.
   • I can describe characters, settings, and events in detail, including how interactions build the narrative.
   • I can explain how wordplay, delivery, tone of voice, and body language contribute to the humor or meaning of a text.
   • I can write narratives inspired by The Phantom Tollbooth that include wordplay and creative character names.
   • I can strengthen my writing by using effective dialogue, description, and pacing to develop characters and events.
   • I can transform my narratives into engaging audio recordings that demonstrate fluent reading.
   • I can participate in class discussions about how writers use wordplay to create confusion and humor by listening carefully, asking questions, summarizing ideas, and sharing new ideas.

Windy City Poetry

What is the value of poetry?

1. Knowledge Threads
   • Poetry is a literary art form used to share and evoke experiences and emotions.
   • Poets use vibrant language and poetic devices to capture complex experiences.
   • During the Great Migration, millions of Black Americans left the South to escape laws
     that enforced racial segregation and settled in other parts of the United States, like
     Chicago.
   • The Chicago Black Renaissance is a literary movement that began with the Great
     Migration in 1916 and continued through the 1950s.
2. Learning Targets
   • I can build knowledge about the value of poetry by reading literary and informational texts.
   • I can describe elements of poetry such as lines, stanzas, rhyme, repetition, and figurative language.
   • I can explain how poets use figurative language and imagery to express complex experiences.
   • I can examine the Great Migration and explain its impact on the Chicago Black Renaissance.
   • I can analyze how a character adjusts to a new setting and uses poetry to help solve problems.
   • I can apply the research process to learn about a poet and answer a research question.
   • I can use writing, speaking, and visual displays to present research about a poet to a specific audience.
   • I can participate in class discussions about how poetry expresses thoughts, emotions, and experiences by asking and answering questions to deepen understanding and clarify meaning.

Who We Are Setting the Stage (intro chapter)

Learning Targets:

• I can identify history as the story of the past.
• I can describe how to use primary and secondary sources to think like a historian.
• I can explain how timelines help us understand the impact of events.
• I can explain how history includes different perspectives.

1. 5.SS.2.2 Examine causes and consequences of movement
2. 5.SS.2.1. Use geographic tools and sources to research and answer questions about United States geography

Who We Are Chapter 1: A Continent of Cultures  

Essential Question: Who were the first people to live in North America, and what was their relationship to the land around them?

Learning Targets:

1. Our Place in the World 
   • I can explain the geographic relationships between location, physical features, and human features.
   • I can identify and describe the main geographic regions used to talk about the United States.
   • I can analyze how people have adapted to geography and how human activity and technology have changed geography over time
2. Native Peoples and Culture
   • I can explain who the first people in North America were.
   • I can summarize how Indigenous groups developed diverse, complex societies and used the environment to meet their needs.
3. Everyday Life, Trade, and Goverment
   • I can describe daily life for Native Americans and explain how they interacted with the land to meet their needs.
   • I can explain how Native Americans exchanged goods and shared ideas and cultural values.
   • I can summarize how some Native American societies were structured and governed.

5.SS.2.1. Use geographic tools and sources to research and answer questions about United States geography

5.SS.2.2 Examine causes and consequences of movement

*Repeating standards throughout each chapter

5.SS.1.1c I can analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history

5.SS.1.2b Identify and describe the significant individuals and groups of American Indians and European colonists before the American Revolution

Who We Are Chapter 2: Newcomers Arrive

Essential Question: Why did new people come to North America, and what cultural, economic, and geographic changes did their arrival make?

1. Empires and Explorers 
   • I can explain how West African cultures and empires grew and became powerful through trade.
   • I can summarize the economic, religious, and competitive reasons that led European nations to explore.
   • I can trace the successes and failures of early European explorers and colonists in North America.
2. Colonies Take Root
   • I can summarize the effects of the Columbian Exchange on Native American cultures.
   • I can explain how early colonists faced challenges and organized their societies.
   • I can identify and describe the economic, geographic, and cultural characteristics of the English colonial regions.
3. Human Rights
   • I can compare the rights and freedoms different groups of colonists had in England’s colonies in North America.
   • I can trace some of the challenges and hardships West Africans faced when they were kidnapped, enslaved, and taken to North America.
   • I can describe how conflicts over rights and land between colonists and Native Americans led to tragedy and change for Native Americans.

5.SS.3.1 Explain how patterns of trade shaped the development of Early America

5.SS.2.2 Examine causes and consequences of movement

5.SS.4.1 Expresses an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen

Who We Are Chapter 3: A New Nation

Essential Question: What challenges did American colonists face as they fought for independence and worked to create a new government?

1. Road to Revolution 
   • I can explain the importance of the French and Indian War and how it related to Native American conflicts with British colonists.
   • I can identify why and how American colonists protested new British laws and taxes.
   • I can trace how the colonies began to work together and explain the importance of the First Continental Congress.
2. Gunshots and a Declaration
   • I can explain how the War for Independence started.
   • I can identify why the Declaration of Independence is important and how it proposed solutions to problems the colonists faced.
   • I can trace how the war affected different groups of people.
3. The War for Independence
   • I can describe the importance of the early battles of the War for Independence.
   • I can explain the events and people that led to the United States defeating Great Britain at war.
   • I can summarize some of the long-range effects of the U.S. victory in the War for Independence.
4. Building a Government
   • I can describe how civilian leadership became an important tradition in the United States.
   • I can explain how weaknesses in the Articles of Confederation created a need to reform the new U.S. government.
   • I can trace the ideas and compromises that led to the creation and ratification of the U.S. Constitution.
   • I can summarize how the Bill of Rights was organized to protect the freedoms of citizens.

5.SS.4.1 Expresses an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen

5.SS.4.2 Investigate the origins, structures, and functions of the United States government

*Repeating standards throughout each chapter

5.SS.1.1c I can analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history

5.SS.1.2b Identify and describe the significant individuals and groups of American Indians and European colonists before the American Revolution

Handed Down

Informative Writing

Learning Targets:

Extreme Settings

Opinion Writing

Learning Targets:

Knowledge

• I can explain why Tham Luang is considered an extreme setting.
• I can explain the contribution of a chosen individual or group.

Writing

• I can use a hook to catch the reader’s attention.
• I can provide context to help readers understand my topic.
• I can write a clear thesis statement with two reasons.
• I can write proof paragraphs about each reason.
• I can use transition words or phrases to begin proof paragraphs.
• I can write a topic sentence to begin each proof paragraph.
• I can use evidence from All Thirteen to support my ideas.
• I can use elaboration sentences to explain my evidence.
• I can use transition words or phrases to connect ideas within proof paragraphs.
• I can write a concluding paragraph that explains why my topic is important.

Language Goals

• I can use topic-specific vocabulary to support my reasons.
• I can use correlative conjunctions correctly.
• I can underline, italicize, or use quotation marks correctly for text titles.
• I can spell grade-level-appropriate words correctly.

Wordplay

Narrative Writing

Learning Targets:

Knowledge

• I can explain how to use wordplay in character names.
• I can explain how writers use wordplay for humor or effect.
• I can demonstrate knowledge of The Phantom Tollbooth.

Writing

• I can create a setting and characters for my story.
• I can include a problem in my narrative.
• I can organize events in a sequence that leads to a climax and resolution.
• I can use transition words, phrases, or clauses to sequence events.
• I can write a resolution that brings my story to a close.
• I can use dialogue to show how characters interact and respond to situations.
• I can use description to develop characters and events.
• I can use pacing to focus on important characters and events.
• I can use sensory details and precise language to make my writing vivid and clear.
• I can create an audio recording of my entire story.
• I can read fluently during my audio recording.

Language Goals

• I can use commas correctly with the words yes and no.
• I can use commas correctly with tag questions.
• I can use commas to show direct address when a character speaks to another character.
• I can spell grade-level-appropriate words correctly.

Windy City Poetry

Narrative, Informative, or Opinion Writing (Research)

Learning Targets:

Knowledge

• I can demonstrate knowledge about my research topic.

Writing, Speaking, and Visual Display

• I can use writing, speaking, and a visual display to share important research findings.
• I can write in a way that matches my audience and purpose.
• I can speak in a way that matches my audience and purpose.
• I can speak about my research findings in an organized manner.
• I can share relevant facts and details when presenting my research findings.
• I can create a visual display that matches my audience and purpose.
• I can create a visual display that strengthens and supports my research findings.

Language Goals

• I can use formal English when appropriate.
• I can expand, combine, and reduce sentences to improve reader interest and style.