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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
Opinion Writing
Unit Number
Fifth Grade English Language Arts
Content Area
Language Arts
Readers ask questions before, during and after reading to establish a purpose for reading, determine the meaning of unfamiliar words, clarify confusing information, validate inferences and extend learning.
4 Week(s)
Enduring Understandings
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
Writers strengthen their craft through practice.
Speakers share information to a variety of audiences for specific purposes.
Listeners make meaning from the spoken word.

Essential Questions
How do writers communicate an opinion?
How do listeners make meaning from the spoken word? 
How do speakers share information to a variety of audiences for specific purposes?

Additional Unit Resources
  • Benchmark Literacy Writer's Workshop Unit 4: Persuasive Letters
  • Words Their Way
  • BrainPOP
  • BrainPOPJr.                  
  • Grammar & Punctuation – SMART Notebook resources on Insider
  • The Continuum of Literacy Learning

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Standard Component
Use knowledge of language and its conventions when writing, speaking, reading, or listening
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style
• Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• Interpret figurative language, including similes and metaphors, in context
• Recognize and explain the meaning of common idioms, adages, and proverbs
• Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,however, although, nevertheless, similarly, moreover, in addition)
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation
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
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting
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
• Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”)
• Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)

Standard Component
Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
• Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences
• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses
• Use verb tense to convey various times, sequences, states, and conditions
• Recognize and correct inappropriate shifts in verb tense
• Use correlative conjunctions (e.g., either/or, neither/nor)
• Maintain legible handwriting

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• Use punctuation to separate items in a series
• Use a comma to separate an introductory element from the rest of the sentence
• Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)
• Use underlining, quotation marks, or italics to indicate titles of works
• Spell grade-appropriate words correctly, consulting references as needed

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
• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• Follow agreed-upon rules for discussions and carry out assigned roles
• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
Write opinion pieces on topics or texts, supporting a point of view with reasons and information
• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose
• Provide logically ordered reasons that are supported by facts and details
• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
• Provide a concluding statement or section related to the opinion presented

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach