SUGGESTED TIME:
45 minutes
RELATED SUBJECT:
English Language Arts
LEARNING OUTCOMES:
- Conduct a short research project on a person of interest who demonstrated fairness and locate three sources on the chosen subject.
- Demonstrate understanding of the word fairness
- Demonstrate understanding of the conventions of an informative text
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
REQUIRED MATERIALS:
- Prohuman Grade 5 Unit 7 Worksheet 3: Writing an Informative Text about Fairness
VOCABULARY:.
- Fairness: I treat everyone the same. If someone has been left out, I bring them in.
ELA COMMON CORE STANDARDS MET
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a
problem efficiently.
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.RI.5.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of
the grades 4-5 text complexity band independently and proficiently.
Know and apply grade-level phonics and word analysis skills in decoding
words.
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
CCSS.ELA-LITERACY.W.5.2.C
Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
CCSS.ELA-LITERACY.W.5.2.E
Provide a concluding statement or section related to the information or
explanation presented.
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
Understand and explain the expression “I have the courage to stand up for
what is wrong or unfair”
Provide an example of a friend or role model who “stood up” for what he or
she thought was wrong or unfair
Intellectual Character B4
Demonstrate the ability to analyze data, facts, and information
Understand the idea of fairness and the consequences of not being fair, as
it relates to breaking rules, playing favorites, or taking advantage of
others
Explain why it is important for everyone to serve and contribute to their family, school, community, nation, globally
Describe how a role model exemplifies fairness
Describe how a role model volunteers and contributes to the common good
LESSON PROCEDURE
- Today we will write an informative text about a historical figure you find interesting who demonstrated fairness.
- Search online to find a person you would like to write about in your informative text.
- Find three different websites about your person and read them.
- Then, write your informative text. Write informative text on the board.
- Your informative texts should do six things:
- First, introduce a topic clearly, provide a general observation and focus, and group related information logically.
- Second, develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- Third, link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- Fourth, use precise language and domain-specific vocabulary to inform about or explain the topic.
- Fifth, provide a concluding statement or section related to the information or explanation presented.
- Sixth, provide a list of sources.
NOTE: Collect and keep the worksheet on the following page for the next day’s lesson in which students will share their stories with a partner.
GRADE 5 UNIT 7 WORKSHEET 3: WRITING AN INFORMATIVE TEXT ABOUT FAIRNESS
Fairness: I treat everyone the same. If someone has been left out, I bring them in.
ACTIVITY:
Write an informative text about a historical figure that you find interesting who demonstrated fairness. Your text should do the following things:
- Explain when and where the person was born.
- Explain how the person showed fairness.
- Explain what their fairness helped them to accomplish.
- Explain what you learned from them.
- Include a list of 3 sources at the end.
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