LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan

T$E%E& Culture, Dignity, and Identity CONCE#T& Africa, Us, and the World - African Explorers in the Americas Africans as constant travelers, to Africans in the Americas, to Africans and African Americans in the development of the Atlantic world CONTENT TO#IC& Examining African peoples’ roles in the exploration and development of early orth and !outh Americas through fiction and nonfiction texts "NIT TITLE& "he Americas #efore $eople % Early &igration
"nit Name& "he Americas #efore $eople % Early &igration "nit C'ncepts& Africa, Us, and the World African Explorers in the Americas ' Examining African peoples’ roles in the exploration and development of early North and South Americas through fiction and nonfiction texts. "nit (escripti'n& !tudents (ill engage (ith the controversial )uestion, was African presence in the early Americas accidental, forced or voluntary? *istorians, archeologists, anthropologists and other scientists and scholars +no( that Colum,us did not discover America- We +no( that not only (ere native Americans present (hen he reached the e( World, ,ut also Africans, Asians and Europeans- "hese people had ,een sailing to the Americas thousands of years ,efore Colum,us ventured across the Atlantic- "his, though, is not the story that is traditionally told- It is usually one of suffering, ,ondage and victimi.ation- While it is important to address and respect the reality of slavery, and its influence in the development of our country, it is e)ually necessary to explore the great and voluntary contri,utions of African people, also"his unit examines African roles in the exploration and development of the early Americas, through gathering and citing +ey details to synthesi.e main ideas and summari.e information found in fiction and nonfiction texts- "his unit culminates students’ synthesis of learned information, (ith the composition of an opinion-(riting piece that includes textual evidence to support their ideas and thin+ing around the early influence of Africans in the Americas, and ho( the story of their contri,utions is told)ey Themes& Culture* (i+nity* and Identity Len+th& 5 ,ee-s Endurin+ "nderstandin +s          A person’s identity is shaped ,y dynamic interactions ,et(een/ individuals and groups0 agency and structure0 nature and environment1no(ledge of the past helps us understand the (orld and ma+e ,etter decisions a,out the future2eaders use textual evidence (hen as+ing and ans(ering )uestions2eaders integrate +no(ledge and ideas ,y descri,ing logical connections (ithin a text2eaders synthesi.e +ey details to determine multiple main ideas of a text in order to summari.eWriters support their point of vie( and opinion on topics or texts ,y providing strong reasons*o( do culture and identity influence (ho (e are3 *o( do time, culture, and history influence (or+s of art and4or the advancement of science and technology3 What can I do to positively impact my community3

Essential uesti'ns

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LITERACY & SOCIAL SCIENCE
C'mm'n C're Standards Primary Secondary

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
Primary: Standards Assessed 2I-6-5 7uote accurately from a text (hen explaining (hat the text says explicitly and (hen dra(ing inferences from the text2I-6-8 Determine t(o or more main ideas of a text and explain ho( they are supported ,y +ey details0 summari.e the text2I-6-9 Determine the meaning of general academic and domain-specific (ords and phrases in a text relevant to a grade 5 topic or su !ect area. W-6-5 Write opinion pieces on topics or texts, supporting a point of vie( (ith reasons and informationa-: Introduce a topic or text clearly, state an opinion, and create an organi.ational structure in (hich ideas are logically grouped to support the (riter’s purpose,-: $rovide logically ordered reasons that are supported ,y facts and detailsc-: ;in+ opinion and reasons using (ord, phrases, and clauses <e-g-, conse)uently, specifically:d-: $rovide a concluding statement or section related to the opinion presented!;-6-8 !ummari.e a (ritten text read aloud or information presented in diverse media and formats, including visually )uantitatively, and orally!;-6-= !ummari.e the points a spea+er ma+es and explain ho( each claim is supported ,y reasons and evidenceSecondary: Standards Addressed 2I-6-5, 2I-6-=, 2I-=-6, 2I-6->, 2I-6-5?, W-6-8, W-6-9, W-6->, W-6-5?, !;-6-5, !;-6-9 Reading, Writing, and Citing Textual Evidence ;iteral and inferential comprehension !ynthesi.e inferential information !ynthesi.ing +ey details determining main idea<s: !ummari.ing and se)uencing Comparing and contrasting Close reading and analysis Applying )ualities of opinion (riting <e-g-, structure, ela,oration, point of vie(, stance @stanceA, significance: Building Knowledge t roug Texts The Americas /ef're #e'ple and Early %i+rati'n  Climatic topography  $ossi,le4pro,a,ly accidental migration from Africa !iagnostic "Pre#Assessment$ B!ame as summative assessment (ith the use of varying informational texts on the related topic%ormative Assessments !tudent summaries !tudent annotations and notes !tudent small and (hole group discussion Summative Per&ormance Assessment "as+ 5/ !tudents (ill gather and use the variety of texts and notes they have ac)uired from this unit to form an opinion and organi.e their thin+ing in preparation for "as+ 8- "hey (ill further prepare for the (ritten portion of this assessment ,y using a graphic organi.er to record the main ideas and details to support their opinion that (ill ,e developed in "as+ 8-

C'+niti.e S-ills

C'ntent

Assessments 0(1 (ia+n'stic 021 2'rmati.e 0S1 Summati.e

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
"as+ 8/ !tudents (ill use the resources from "as+ 5 to (rite an opinion essay, ta+ing a stance on the #lac+ African story, and ho( it has ,een told and taught in relation to the development of the Americas-

Te3ts4 Res'urces

Suggested Resources Sh'rt te3ts "hey #ame $efore #olum us% "he African &resence in Ancient America , Ivan Can !ertima African American 'istory% A (ourney of )i eration , &ay(ood, -D- "he $eople’s $u,lishing Eroup, &olefi 1ete Asante Articles & Online Res'urces "he African &resence in America http/44(((-nathanielturner-com4africanpresenceinamerica,eforecolum,us-htm African *mmigration to #olonial America http/44(((-gilderlehrman-org4history-no(4essays4african-immigration-colonial-america "he Atlantic Slave "rade + Engage http/44exploringafrica-matrix-msu-edu4students4curriculum4m>,4activity5-php "hey #ame $efore #olum us... and ,hat??? http/44taino(oman-com48??F4?94584they-came-,efore-colum,us-and-(hat4 "he -eography of Africa http/44exploringafrica-matrix-msu-edu4students4curriculum4mG4activity5-php http/44archive-fieldmuseum-org4ancientamericas4index-html <Hield &useum: http/44archive-fieldmuseum-org4ancientamericas4iceage-asp <Hield &useum: http/44archive-fieldmuseum-org4evolvingplanet4index-html <Hield &useum: http/44archive-fieldmuseum-org4evolvingplanet4)uater-asp <Hield &useum: http/44archive-fieldmuseum-org4ancientamericas4educationalIprogramsI=-asp <Hield &useum: http/44archive-fieldmuseum-org4evolvingplanet4educationalI=-asp <Hield &useum: http/44(((-examiner-com4article4evidence-africans-discovered-america-5>?-years-,efore-colum,us Slavery "imeline ./00+.500 + A #hronology of Slavery, A olition, and Emancipation http/44(((-,rycchancarey-com4slavery4chrono8-htm "imeline% Early 1ays 2 Slavery 3./00s + .4556 http/44(((-p,s-org4(net4aa(orld4timeline4earlyI?5-html National and professional development organi7ation that provides materials for educators on issues such as race, pre!udice, and intolerance. http/44(((-nypl-org4research4sc4sc-htmlhttp/44(((-nypl-org4research4sc4sc-html http/44(((-nypl-org4research4sc4sc-html Exploring Africa http/44exploringafrica-matrix-msu-edu4students4curriculum4 http/44exploringafrica-matrix-msu-edu4stude nts4curriculum4m>,4activity5-php http/44exploringafrica-matrix-msu-edu4students4curriculum4m>,4activity5-php "rade 8outes of the Ancient $lac9s http/44(((-raceandhistory-com4historicalvie(s4ancientamerica-htm "he :lmecs% African &resence in Early America http/44(((-theperspective-org4olmecs-html National -eographic + #limate 2 "opography http/44education-nationalgeographic-com4education4encyclopedia4climate43arIaJ9 $efore #olum us, the ;uurs were in America http/44(((-africaresource-com4rasta4sesostris-the-great-the-egyptian-hercules4,efore-colum,us-themuurs-(ere-in-america4 "he African and ;uslim 1iscovery of America $efore #olum us http/44historyofislam-com4contents4the-classical-period4the-african-and-muslim-discovery-of-america-

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
,efore-colum,us4 "ransatlantic Slave "rade ;ap http/44(((-inmotionaame-org4migrations4landing-cfm3migrationJ5 $efore #olum us% $lac9 Explorers of the New ,orld http/44rense-com4general9=4,efore-htm ;igration "imeline http/44(((-inmotionaame-org4timeline-cfm "he African American ;igration Experience http/44(((-inmotionaame-org4home-cfm3siteJhtml 5ide's :rigin of Slavery in America http/44(((-history-com4videos4origins-of-slaveryKorigins-of-slavery 1r. *van <an Sertima% "hey #ame $efore #olum us + "he African &resence *n Ancient Americahttp/44(((-youtu,e-com4(atch3vJ&+?L,laC2$M http/44(((-youtu,e-com4(atch3vJ&+?L,laC2$M "he Secret 'istory of Ancient $lac9 America as &roven y European Archaeologist http/44(((-youtu,e-com4(atch3vJ,DUC.E1*2Eg

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LITERACY & SOCIAL SCIENCE
Learnin+ Acti.ities

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
6as African presence in the early Americas accidental* f'rced 'r .'luntary7 "he story we’ve een told. Africans in the Americas /ef're #e'ple Teac er engages students in anc or activities to 'uild t eir 'ac(ground (nowledge o& a multi#)ers)ective to)ic* Teacher en+a+es students in synthesi8in+ and critically analy8in+ t,' perspecti.es fr'm t,' different n'nficti'n res'urces* 9y f'sterin+ such learnin+ acti.ities&  Close 2ead of a timeline - $rovide students (ith opportunities to spend )uality time loo+ing at and rereading the timeline related to the topic <possi,le4pro,a,le accidental migration from Africa: and to discuss the details Using the gathered details, prompt students to discuss (hat they thin+ the central ideas of the timeline are related to African presence in the early Americas !hared (riting of student responses of (hat the synthesi.ed central ideas of the timeline are and the evidence that led them to their conclusionSuggested resource "imeline% Early 1ays 2 Slavery 3./00s + .4556 http/44(((-p,s-org4(net4aa(orld4timeline4earlyI?5-html  !tudents (ill (or+ in pairs or groups to closely read and analy.e a different timeline related to the topic <possi,le4pro,a,le accidental migration from Africa: and to discuss (hat details they notice that support their findings and (hy they thin+ someone too+ the time to plot these events and (hy it is important <purpose: Using the gathered details, students (ill discuss (hat they thin+ the central ideas of this time are related to African presence in the early Americas $artner (riting of (hat the students thin+ the central ideas of the timeline are and the evidence that led them to their conclusion Discuss as a (hole group, partnership findings of (hat they synthesi.ed to ,e the central ideas of this timeline and their evidence to support it "eacher captures student responses through shared (ritingSuggested resource Slavery "imeline ./00+.500 + A #hronology of Slavery, A olition, and Emancipation http/44(((-,rycchancarey-com4slavery4chrono8-htm  "eacher prompts a (hole class discussion to compare the central ideas of the t(o timelines and ho( they portray different perspectives a,out African presence in the early Americas using the follo(ing )uestions/ o Were the central ideas of ,oth timelines the same3 o What details from the timelines ma+es you thin+ that3 o What is a maNor difference ,et(een the t(o timelines3 o Were you more familiar (ith the information on one timeline than the other3 Strate+ies f'r 5aried Learner #r'files  *ave the copies of the articles printed out for all students

 2ead aloud the articles first so that lo(er-level readers have access to it

 $air higher reading level students (ith lo(er reading level students to further support access to the articles

 Allo( students to illustrate ideas

 2ecord the articles onto a tape so that students can re-read the article a second time (hile you are reading it aloud <via the tape:

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
Why do you thin+ that is3 Do you thin+ the information on ,oth timelines is important3 Why or (hy not3 o If the information is important, (ho gets to decide (hat is included and (hat is not3 Why should they get to decide3  !tudents (rite a response in their note,oo+s, reflecting on the class discussiono o Teacher en+a+es students in synthesi8in+ and critically analy8in+ t,' perspecti.es thr'u+h +atherin+ -ey details that supp'rt the central ideas and c'mparin+ them fr'm t,' ne, n'nficti'n res'urces* 9y f'sterin+ such learnin+ acti.ities&  Close 2eading4Analy.ing a video clip ' $rovide students (ith the opportunity to vie( a content-related video clip, discussing (hat they notice and identifying the details that support their findingsSuggested resource :rigin of Slavery in America http/44(((-history-com4videos4origins-of-slaveryKorigins-of-slavery Suggested )rom)ts OWhat do you thin+ the ma+er of the video (anted to teach you3P OWhat is the evidence ma+es you thin+ that3P OWhat (ere the central ideas of the video3P  !tudents discuss (ith a partner and then capture their thoughts through (riting a response in their note,oo+s !hare and discuss (ith the (hole class=8epeat the same steps a ove with a different video on the same topic. Suggested resource 1r. *van <an Sertima% "hey #ame $efore #olum us + "he African &resence *n Ancient America http/44(((-youtu,e-com4(atch3vJ&+?L,laC2$M  "eacher prompts a (hole class discussion to compare the central ideas of the t(o videos and ho( they portray different perspective a,out African presence in the early Americas using the follo(ing )uestions/ o Where the central ideas of ,oth videos the same3 o What details from the videos ma+es you thin+ that3 o What is a maNor difference ,et(een the t(o videos3 o Do you thin+ the information in ,oth videos is important3 Why or (hy not3 o If the information is important, (ho gets to decide (hat is included and (hat is not3 Why should they get to decide3  !tudents (rite a response in their note,oo+s, reflecting on the class discussionTeacher en+a+es students in a read4thin- al'ud and shared ,ritin+ t' emphasi8e the anal'+y 9et,een the timeline and .ide' c'mparis'ns and a te3t* 9y f'sterin+ such learnin+ acti.ities&  2ead aloud the selected anchor text related to the specific content <migration from Africa:, (hile thin+ing aloud to demonstrate proficient

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
reading moves, and synthesis of learning from the text, timeline and videoSuggested text "hey #ame $efore #olum us% "he African &resence in Ancient America ,y Ivan Can !ertima Suggested sel& )rom)ts &or t in( aloud OWhy (ould the author go to the trou,le of (riting this text3P OWhat does the author feel is important for me to understand3P O*o( do all of those details connect3P O;oo+ing ,ac+ at all of those details, (hat do you thin+ the author is trying to tell us3 And (hy3P  !hared (riting of a sample response and in guided practice capturing the central ideas of the anchor text supported (ith details from the textSuggested )rom)ts &or guided instruction OWe need an opening sentence that introduces (hat (e ,elieve is the author’s central ideas- Who can get us started ,y sharing an opening sentence3P OWhy do thin+ those are the central ideas3P OWhat details did the author include in the text to support these ideas3P Teacher en+a+es students in 'pp'rtunities t' reflect 'n the c'ntent they learned fr'm the te3t and 'n ,hat they did as strate+ic readers 9y f'sterin+ such learnin+ acti.ities&  Discuss the content learned through the use teacher prompting, in (hole or small group settingsSam)le )rom)ts OWhat did (e learn from this author today that is important3P OWhy do you thin+ so3P  Discuss the strategic practices good readers do (hen reading nonfiction texts through the use of teacher prompting, in (hole or small group settingsSam)le )rom)ts OWhat does it mean to synthesi.e3P OWhy is this important3P O*o( did (e synthesi.e (ith this text3P 6as African presence in the early America accidental* f'rced 'r .'luntary7 :ther stories or possi le theories Early African %i+rati'n Teac er engages students in close reading and colla'orative discussions to develo) logical connections across a to)ic su))orting t e central ideas* Teacher en+a+es students in readin+ cl'sely t' determine the auth'r:s central ideas and the imp'rtant details thr'u+h -ey ,'rds

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
'r phrases thr'u+h f'sterin+ such learnin+ acti.ities& Suggested text $efore #olum us, the ;uurs were in America http/44(((-africaresource-com4rasta4sesostris-the-great-the-egyptianhercules4,efore-colum,us-the-muurs-(ere-in-america4  Introduce the text and set a purpose for reading ,y activating ,ac+ground +no(ledge related to the specific content and ma+ing predictions a,out the author’s central ideas !tudents s+im the text independently <6-5? min-: allo(ing them to start grappling (ith the ideas in the text related to the specific content (ithout interruptions !hared thin+-aloud, (ith students predicting aloud (hat they thin+ the central ideas (ill ,e and (hy <,ased on their previe( of the text:, reminding students that this serves as their purpose for reading ' to affirm or adNust their predictions of the author’s central ideas as they read 2ead and thin+ aloud from one heading to the next, and then reread a (hole section to demonstrate ho( to determine the important (ords used and the ideas developed ,y thin+ing aloud (hich (ords or phrases the teacher thin+s are particularly significant and (hy, continuing until the entire section has ,een thought aloud Discuss climate in relation to migration and exploration- Engage students in discussing ho( climate topography may have influenced (here early #lac+ Africans may have explored or settled- Direct students to cite text evidence to support their thin+ing &odel the (riting of (ords or phrases Notted (hen reading and thin+ing aloud on chart paper for students to vie( to support the (riting of a summary of the gathered important information related to the specific topic &odel (riting a summary sentence ,y thin+ing aloud a,out ho( the (ords and phrases Notted during reading all support the central ideas and then composing a sentence out loud to demonstrate putting the (ords together in a coherent (ay <2evise as needed, (rite the summary sentence, and reread for meaning: Euide student practice through a shared thin+-aloud of another section of the text using the important (ord or phrases note ta+ing strategy and explaining (hy they thin+ the (ords they chose are important to remem,er, prompting them to thin+ a,out ho( the (ords provide information related to their purpose for reading !hared (riting of student notes during reading to help +eep trac+ and motivate the students ,y (riting each student’s initials next to his or her contri,ution, listing +ey (ords and phrases each one chose and Nustify the choice !hared (riting of a summary sentence or t(o ,y thin+ing aloud (ith the students a,out ho( they might use the +ey (ords or phrases to form a summary sentence Encourage colla,orative learning ,y prompting students to read further in the text (ith a partner or in small groups, identifying and discussing +ey (ords or phrases that are important to the purpose of their reading Encourage independent practice (ith conferring through prompting

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
students to identify the +ey (ords and phrases that are important to the purpose of their reading related to the topic ,y reading and ta+ing notes a,out each section to support their (riting of a summary sentence capturing the central ideas of that section="ip > "his would e a good opportunity for the teacher to confer with students one+on+one or in small groups related to synthesi7ing and the related content.  !hare student findings during independent practice through group discussions highlighting their synthesis of content and reflections on their strategic reading they accomplishedSuggested text $efore #olum us% $lac9 Explorers of the New ,orld http/44rense-com4general9=4,efore-htm Teacher en+a+es students in determinin+ central ideas 9y understandin+ h', te3t structure is used t' articulate th'se ideas thr'u+h f'sterin+ such learnin+ acti.ities&  &odel and actively engage students in identifying (hen the author is employing a particular structure to articulate the central ideas and the important details related to a specific content related topic &odel and actively engaging students in organi.ing information using a recurrent text structure such as cause-effect or se)uence4time-order to determine (hat is important at the sentence and paragraph level related to ,etter focus on the author’s central idea ,y modeling and promoting the use of OHolda,lesP <folded ,lan+ paper: to capture notes on=A ?@olda leA is a lan9 piece of paper folded in a certain way y the student to represent the structure of the text where students can record notes or write responses to the text. Bnderstanding how the folded note actually helps the students visuali7e and comprehend the structure of the text so that it serves as a concrete image of how the author has organi7ed the ideas in the text. ○ $roNect or provide multiple copies of the text for students to vie( and model thin+ing-aloud, (hile reading, the (ords or phrases or sentences in the text that indicate a particular structure and (hy○ Use the outside of the folds to identify the component of the text structure such as cause or a date○ Rn the inside of the folds (rite a summary using the gathered important (ords, phrases and sentences to capture the information that is essential to understand that specific part of the text○ Using the completed OHolda,leP discuss and (rite a summary capturing the author’s central ideas and supporting details from the text=Students continue to practice this strategy when reading to understand topic.  Create a se)uence4time order text structure OHolda,leP ,y moving from one event to the next○ Write the separate dates on the outside of each fold○ !ummari.e the corresponding event for that date on the inside of the flap-

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
 Create a cause-effect text structure OHolda,leP ,y presenting a clear pro,lem and solution or cause and effect○ !ummari.e the pro,lem or cause on the outside of the fold○ !ummari.e the solution or effect on the inside of the foldSuggested text "rade 8outes of the Ancient $lac9s http/44(((-raceandhistory-com4historicalvie(s4ancientamerica-htm Teacher en+a+es students in c'm9inin+ the central ideas and supp'rtin+ details int' a summary that ma-es sense 9y intr'ducin+ h', t' c'mpare inf'rmati'n related t' a specific t'pic thr'u+h f'sterin+ such learnin+ acti.ities&  Activate the students’ prior +no(ledge a,out determining (hat is important ,y prompting them to discuss (hat to do (hen determining importance (hile reading <searching for +ey (ords and phrases to support the central ideas, loo+ing for evidence in the text and features to support (hat I thin+ the author is trying to say, paraphrasing or using my o(n (ords (hen I (rite notes a,out information in the text: (ith a partner &odel and actively engage students in s+imming and reading closely for information ,y first reading aloud the headings to determine if the section includes the sought after information- "hen they (ill read the sections closely to gather important (ords, phrases and sentences to (rite a ,ulleted list on $ost-it notes Colla,oratively determine (hat is important (ith a partner and then ta+e notes ,y s+imming and reading closely for information, across more than one text !hare the partnership findings and their explanations (ith the (hole group descri,ing (hat they thought (as important to understand related to content-specific topic Independently practice s+imming and reading closely to collect important information="ip > "his is a good opportunity for the teacher to confer one+on+one or in small group settings y prompting students with, ?"ell me a out what you are doing.A ?,hat did you do when you found information that you thought was important to the topic or your wondering?A ?,hat do you need to do next?A  $rovide multiple texts on the same topic to allo( students to gather important information using the same strategy as a,ove &odel and actively engage students in loo+ing through information gathered in notes across more than one text to summari.e and synthesi.e- 2ead through all of the notes first to figure out (hich points or o,servations go together and then com,ine these points into a sentence or t(o Independently practice com,ining notes ,y determining (hich points or o,servations go together and merge them into a sentence or t(o in the students o(n (ordsSuggested texts "he African American ;igration Experience http/44(((-inmotionaame-org4home-cfm3siteJhtml

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan

6as African presence in the early America accidental* f'rced 'r .'luntary7 ,hat story do you elieve? The African American E3perience Teac er engages students in 'eing critical readers to t in( a'out t e way a text addresses to)ics and ideas 'y &ocusing on ways texts are similar and di&&erent &rom one anot er de)ending on t e )oint o& view ex)ressed t roug t e aut or+s central ideas* Teacher en+a+es students in criti;uin+ te3ts 9y cl'sely readin+* f'cusin+ 'n their em'ti'nal resp'nse t' particular te3t and discussin+ their findin+s thr'u+h f'sterin+ such learnin+ acti.ities&  &odel and actively engage students in loo+ing more critically at the texts they read, as+ing the )uestion, O,hat is the author trying to ma9e the reader feel a out the topic?A and ans(ering it ,y analy.ing the images, stories and information that the author chose to include &odel and actively engage students in identifying the tone of a text, noticing (hether the particular (ords, sentences and paragraphs in the text evo+e pity, anger, admiration, or some other emotion in the reader Colla,oratively learn the importance of using text evidence (hen discussing a point of vie( ,y engaging in a discussion of the tone the author developed Independently practice reading critically ,y prompting students to ascertain (hat the author gets the reader to feel (hen reading their texts independentlySuggested texts #ollection ofCvarious texts read throughout the unit Teacher en+a+es students in criti;uin+ te3ts 9y cl'sely readin+* f'cusin+ 'n the auth'r:s strate+ic craft m'.es t' en+ineer a certain em'ti'nal resp'nse fr'm the reader thr'u+h f'sterin+ such learnin+ acti.ities&  &odel and actively engage students in noting craft moves that convey an author’s central idea ,y paying attention to ho( the author engineered a certain response from a reader Explain that a nonfiction text may claim a truth ,ut is still one author’s perspective of the truth ,y discussing that they are still authored ,y people (ho have their o(n perspectives, angles, motives, and lenses &odel and actively engage students in analy.ing the author’s claims and perspectives <central ideas: ,y evaluating the different (ays a text approaches, deals (ith, and presents an identical content-specific topic across multiple nonfiction texts Colla,oratively analy.e texts in )uads ,y evaluating and discussing the different (ays the authors communicate their central idea-

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
Suggested texts "he African and ;uslim 1iscovery of America $efore #olum us http/44historyofislam-com4contents4the-classical-period4the-african-andmuslim-discovery-of-america-,efore-colum,us4 Teac er engages students in su))orting a )oint o& view on a content#s)eci&ic to)ic 'y writing o)inion )ieces wit an introduction, strong reasons, lin(ing words and ) rases, and a conclusion* ="ip + :pinion writing reDuires 9nowledge of the topic that the writer is choosing to write a out, which in this unit will e the content+specific topic studied throughout the entire unit, specifically the two sections a ove. Students need time to gain 9nowledge a out the topic efore eginning their essays or letters. "hey also need time to hear opposing viewpoints, so ample discussion time is also important. Teacher en+a+es students in +atherin+ inf'rmati'n t' supp'rt their 'pini'ns related t' the t'pic thr'u+h f'sterin+ such learnin+ acti.ities&  Introduce students to gathering text evidence to support their ideas related to the topic ,y/ ○ $osting a )uestion for consideration related to an idea presented through an article read during the unit on the topic of Africans in Early Americas○ As+ students to (rite their thoughts for =-9 minutes in their (riting Nournals○ !tudents turn and tal+ to a partner a,out their ideas○ ;ead a (hole class discussion as students post their ideas under the )uestion on your chart○ !hared reading/ !elect an article from the a,ove t(o sections to reread as a class, (hich presented the idea the initial )uestion for consideration (as dra(n from○ Coca,ulary ' Hocus on the ,olded voca,ulary and previously identified important (ords in the article○ After reading, as+ing teacher developed text dependent )uestions (ith the reader and tas+ in mind○ !tudents respond and as+ )uestions to find text evidence to support their ideas○ !tudents capture their ideas and text evidence, related to the content-specific topic, through (riting Engage students in peer sharing to ,uild clarity in their (riting through $eer !haring ,y/ ○ 2evie( the expectations for $eer !haring○ Rrgani.e students into groups of =○ Each student ta+es a turn to read their (riting aloud to the group○ ;istening mem,ers may as+ one )uestion or tell (hat they li+e a,out the (riting Engage students in gathering information ,y modeling a note ta+ing techni)ue ,y/ ○ !tudents create a thin+ing organi.er in their note,oo+s, (hich allo(s them to capture their ideas on one side and the

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
supporting evidence on the other <suggested% "+chart6. &odel the use of the thin+ing organi.er (ith the first 8 paragraphs of the preselected article read already during the unit, related to the content-specific topic Engage students in colla,oratively gathering information ,y (or+ing in partners using a note ta+ing techni)ue ,y/ ○ !tudents (or+ (ith partners to read the rest of the article and fill in their thin+ing organi.er○ "eacher uses this time to pull a small group to (or+ together to read the article and ta+e notes Engage students in colla,oratively adding ideas related to the content-specific topic after reading and discussing ,y/ ○ $eer !haring - #ringing the class ,ac+ together to share information and add ideas to the class chart○ Teacher en+a+es students in de.el'pin+ their ideas related t' the t'pic int' an 'pini'n ,ith supp'rtin+ te3t e.idence thr'u+h f'sterin+ such learnin+ acti.ities&  Introduce to and engage students in organi.ing their idea and supporting reasons ,y defining its general characteristics ,y/ ○ Rrgani.e ideas ,efore (riting ,y creating a (e, to help them organi.e the text-,ased support for their idea○ &odel the thin+ing used to complete the (e,, using a slightly different idea for the model○ Eive students time to use the (e, to organi.e their thoughts and notes they had collected from the articles of an idea related to the content-specific topic="ip + "he student’s point of view goes in the center. 8easons and supporting facts from the text3s6 read are then added. &ossi le opposing views, along with the student’s refutation also go in the we . ○ Eive students time to use Internet resources to find additional information on the idea related to the topic Engage students in colla,oratively clarifying ideas, opinions, and supporting reasons ,y/ ○ $eer !haring - Rrgani.ing students into groups of =-9 (riters○ Each (riter sharing his4her organi.ational (e, ideas (ith the group○ ;isteners as+ )uestions a,out each (riter’s (e, Engage students in preparing themselves for the independent (riting of an opinion piece ,y/ ○ Choosing an audience and genre○ 2evie(ing mentor texts, focusing on the different genres <articles, letters, stories:○ !uggesting possi,le places students might pu,lish (hat they are a,out to (rite <local ne(spaper or neigh,orhood ne(spaper, class or school (e,site, school ne(spaper, create a class ne(spaper, school ,ulletin ,oards, city ne(spapers, or a pu,lic place on display:○ Eiving students time to decide on the audience and genre they thin+ ,est fits the piece they (ant to (rite○ 2evie(ing criteria for (riting a draft and add any ne( ideas ,ased on recent discussions-

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LITERACY & SOCIAL SCIENCE

5th Grade Interdisciplinary African and African American Studies uarter ! "nit #lan
&odeling ho( to use the organi.ational (e, as a guide to (rite a draft of an opinion piece○ "hin+ing aloud a,out the thought process you use to turn ideas into sentences that connect and support the central idea of your (riting <using appropriate lin+ing language:, along (ith an introduction and conclusion Engage students in independently (riting an opinion piece related to the content-specific topic ,y/ ○ Using their (e,s as a guide as they (rite their opinion essay, letter, speech, revie(, etc○ $eer sharing (ith their (riting partners and small groups from prior days so the listeners can provide suggestions related to the strength of the (riter reasons supporting their opinion and as+ clarifying )uestions○ &odifying opinion piece ,ased on peer sharing feed,ac+○ $u,lishing opinion pieces ,y ta+ing the next steps to ensure that the piece reaches out to the students selected audience○

#r'fessi'nal Res'urces t' Supp'rt Instructi'nal %eth'ds

#lose reading of *nformational "exts Assessment+1riven *nstruction in -rades E+4 ,y !unday Cummins A #urricular &lan @or "he 8eading ,or9shop ,y ;ucy Cal+ins

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