Purpose

Learning goals

Standards

• [New York] 5R1 - Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
• [New York] 5L6 - Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
• [New York] 5L5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• [New York] 5L4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
• [New York] 5L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• [New York] 5R4 - Determine the meaning of words, phrases, figurative language, academic, and content- specific words and analyze their effect on meaning, tone, or mood.
• [New York] 5R8 - Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims.
• [New York] 5W1 - Write an argument to support claims with clear reasons and relevant evidence.
• [New York] 5W2 - Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.
• [New York] 5W5 - Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
• [New York] 5W6 - Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.
• [New York] 5SL1 - Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
• [New York] 5R2 - Determine a theme or central idea and explain how it is supported by key details; summarize a text.
• [New York] 5R6 - In literary texts, explain how a narrator's or speaker's point of view influences how events are described. In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
• [New York] 5R9 - Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences.
• [New York] 5W7 - Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

Competencies

• Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
• Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
• Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
• Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
• Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Launch

Exhibition