WPTest1

Author: Capital Region BOCES

  • Grade 5 ELA Unit 4

    Literary Analysis and Narrative Writing

    Unit description: Students will identify and analyze story elements and how they are used to develop a fictional text. They will use the knowledge that they have acquired to help them write their own personal narratives.  

    Essential Outcomes of the Unit

    Reading

    5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

    Reading Foundations- Fluency

    5RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    5L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    5L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    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).

    Writing

    5W3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

    Speaking and Listening

    5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others

    Other Standards Addressed in the Unit

    • 5R1
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W3, 5W5
    • 5SL1-5SL6

    Essential Questions and Big Ideas

    How does an author develop an impactful plot?

    • Authors use sequenced events to develop the plot of a story 
    • Authors use story elements to create a certain effect on the plot of a story
    • Good readers identify the impact key story elements have on a story and its plot development 
    • Readers look for trends in story elements and plot events within and across texts 

    How can my personal experiences impact my writing? 

    • Writers draw on lived experiences to create powerful personal narratives 
    • Writers use story elements carefully to create a certain effect in personal narrative
    • Good writers plan their topic, sequence of events, and story elements before they begin to draft 

    Download the complete Grade 5 ELA Unit 4 framework to customize for your own planning.

  • Grade 6 ELA Unit 3

    Comparative Literature Short Stories/Mood & Tone Focus

    Unit description: Building on their learning from the previous unit, students will continue their work with theme, and dive deeply into multiple short stories to compare and contrast themes and their development in each. Students will also work on the diction level to analyze the impact that specific words have on the development of the plot and theme of each story. Students will utilize a variety of formats to respond to teacher and student- generated questions about each text.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 6R2 Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.
    • 6R3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
    • 6R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.

    Language

    • 6L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies
      Writing
    • 6W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R2, 6R3, 6R4
    • 6L1, 6L2, 6L3, 6L4
    • 6W3, 6W5
    • 6SL1, 6SL3

    Essential Questions and Big Ideas

    • How do author’s develop mood and tone?
      • Authors use multiple techniques, including use of story elements, to develop mood and tone.
      • Good readers track mood and tone within and across stories.
    • What makes a short story effective?
      • Authors’ use of techniques can make a short story effective or ineffective.
      • Good readers evaluate the use of author’s techniques, including mood and tone, as they read.
    • Why is comparing and contrasting stories important?
      • Short stories have similarities and differences, and it’s our job as readers to evaluate and ask questions about them as we read.
      • When we compare and contrast multiple short stories, we become more in tune with an author’s style, choices, and techniques.
      • Readers can express their findings in many formats, including written and verbal forms.

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (literary.)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research.
    • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

    Download the complete Grade 6 ELA Unit 3 framework to customize for your own planning.

  • Grade 4 ELA Unit 4

    Using Story Elements to Develop and Express Key Components of a Text

    Unit description: Through the use of mentor texts, students will analyze fictional story elements. Students will write an organized realistic fiction piece applying appropriate use of fictional story elements. 

    Essential Outcomes of the Unit

    Reading

    4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

    4R3  In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. 

    Reading Foundations- Phonics and Word Recognition and Fluency

    4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

    4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    4L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

    Writing

    4W3  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

    4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

    Speaking and Listening

    4SL4 : Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for the audience.

    All Standards Addressed in this Unit

    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W3, 4W5
    • 4SL1, 4SL4, 4SL6

    Essential Questions and Big Ideas

    How does an author develop a plot?

    • Authors use sequenced events to develop the plot of a story 
    • Authors use story elements to create a certain effect on the plot of a story
    • Good readers identify the impact key story elements have on a story and its plot development 
    • Readers look for trends in story elements and plot events within and across mentor texts 

    How can writers use story elements to create a powerful realistic fiction story?

    • Writers use story elements carefully to create a certain effect in a work of realistic fiction 
    • Good writers plan their sequence of events and story elements before they begin to draft 
    • Writers play with different story elements to determine how they impact their story and development of a plot 

    Download the complete Grade 4 ELA Unit 4 framework to customize for your own planning.

  • Grade 7 Math Unit 2

    Expressions, Equations and Inequalities 

    Students will deepen their understandings of relationships between quantities as they write and simplify expressions, equations, and inequalities that represent real world contexts.  

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors. 

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.  

    Download the complete Grade 7 Unit 2 framework to customize for your own planning.

    Essential Outcomes

    • NY-7.EE.1 : dd, subtract, factor, and expand linear expressions with rational coefficients by applying the properties of operations.
    • NY-7.EE.2: Understand that rewriting an expression in different forms in real-world and mathematical problems can reveal and explain how the quantities are related. e.g., a + 0.05a and 1.05a are equivalent expressions meaning that “increase by 5%” is the same as “multiply by 1.05.”
    • NY-7.EE.3: Solve multi-step real-world and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate. Assess the reasonableness of answers using mental computation and estimation strategies. e.g., 
      • If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. 
      • If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
    • NY-7.EE.4a: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. e.g., The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
      • Note: The words leading to in the standard may require students to simplify or combine like terms on the same side of the equation before it is in the form stated in the standard. This standard is a fluency expectation for grade 7. For more guidance, see Fluency in the Glossary of Verbs Associated with the New York State Next Generation Mathematics Learning Standards. 
    • NY-7.EE.4b: Solve word problems leading to inequalities of the form px + q > r, px + q ≥ r, px + q ≤ r, or px + q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality on the number line and interpret it in the context of the problem. e.g., As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.
      • Note: The words leading to in the standard may require students to simplify or combine like terms on the same side of the equation before it is in the form stated in the standard.

    Essential Questions and Big Ideas

    • How do I identify equivalent expressions? 
      • Expressions with the same variable can be combined or subtracted.  
      • Coefficients of like terms can be combined or subtracted.  
    • How can I represent percentages mathematically?
      • Percentages can be represented as a decimal to the hundredths.  
      • A percentage multiplied by a variable represents a percentage of that amount.  
    • How can I represent areas and perimeters mathematically?
      • Side lengths can be represented using variables.  
      • With a known area or perimeter, a side length can be solved for in an equation. 
    • How can I solve real world problems using equations/inequalities?
      • Constants can be moved to the same side of an equation.  
      • When a coefficient with a variable is found to equal a constant, the constant can be divided by the coefficient to find the value of the variable. 

    Download the complete Grade 7 Unit 2 framework to customize for your own planning.

  • Grade 1 Math Unit 4

    Measurement and Data

    Unit description: In this unit students will learn to tell time to the hour and half-hour using analog and digital clocks. The students will learn to identify coins and their values and to use the cent (¢) sign. The students will count combinations of dimes and pennies within 100 cents.The students also learn to measure and compare lengths using standards and nonstandard measuring tools. The students will organize, represent and interpret data, including asking and answering questions and comparing amounts across categories.

    Essential Outcomes of the Unit

    Measurement and Data- Tell and write time and money

    1.MD.3a . Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past.

    1.MD.3b Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately. 

    1.MD.3c Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents)

    Measurement and Data- Represent and interpret data.

    1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

    Other Standards Addressed in the Unit

    Measurement and Data- Measure lengths indirectly and by iterating length units

    1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

    1.MD.2 Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.” 

    Essential Questions and Big Ideas

    How do we know the time?

    • Analog and digital clocks tell us the time.

    What is money and how do we know its worth?

    • Money is made up of bills and coins that have a certain value that can be exchanged for goods and services.
    • American money is valued in dollars(bills) and cents(coins).
    • The coins are:
      • Penny: 1 cent, 1¢
      • Nickel: 5 cents, 5¢
      • Dime: 10 cents, 10¢
      • Quarter: 25 cents, 25¢

    How do we measure and compare lengths?

    • Standard and non-standard tools can be used to measure lengths.
    • Lengths of objects can be compared when measured.

    How can data be displayed and analyzed?

    • Data can be displayed using charts and graphs.
    • Data can be analyzed by asking and answering questions and comparing amounts across categories.

    Download the complete Grade 1 Math Unit 4 framework to customize for your own planning.

  • Grade 1 ELA Unit 4

    Genres and Opinion Writing

    Unit description:  Students will develop an understanding of the difference between fiction and nonfiction pieces. They will begin to express their opinions through discussion and writing. 

    This unit should be paired with the Reading Foundations which focus on the acquisition of phonological awareness and phonics which are essential foundations for reading and writing. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Download the complete Grade 1 ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    1R2: Identify a main topic or central idea in a text and retell important details. 

    Reading Foundations- Fluency

    1RF4: Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.

    Addressed in RF unit: 

    1RF3: Know and apply phonics and word analysis skills in decoding words. 

    Language

    1L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    1L2:  Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

    1L5: Demonstrate understanding of word relationships and nuances in word meanings.

    Writing

    1W1: Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.

    1W4: Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

    Speaking and Listening

    1SL4: Describe familiar people, places, things, and events with relevant details expressing ideas clearly

    1SL6: Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF3a-g
    • 1R2
    • 1RF4
    • 1L1, 1L2, 1L4, 1L5
    • 1W1, 1W4
    • 1SL1, 1SL2, 1SL4, 1SL6

    Essential Questions and Big Ideas

    • What is an opinion?
      • Opinions are the beliefs, views or judgement of a person or group of people.
      • How do authors support their opinions?
      • Opinions are the beliefs, views or judgement of a person or group of people.
    • Authors support their opinions by including facts and experiences which help the reader to understand how their opinion was formulated.
      • My opinion might be different than someone else’s opinion.
      • How do we know if a book is fiction or nonfiction? 
      • Fiction books contain made up or fake information.
      • Nonfiction books contain real, factual information.
      • Pictures and/or illustrations determine the genre of a text.

  • Grade 3 Social Studies Unit 4

    Development, Movement, and Interaction of Cultures

    Unit description: In this unit students will explore how communities share cultural similarities and differences across the world. Students will investigate the structure and activities of families and schools and share similarities and differences across world communities. In addition, students will learn about cultural diffusion and the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    Download the complete Grade 3 Social Studies – Development, Movement, and Interaction of Cultures framework to customize for your own planning.

    Essential Outcomes of the Unit

    • Compare and contrast the structure and activities of families and schools in each selected community with their own.
    • Investigate the structure and activities of families and schools and share similarities and differences across world communities.
    • Examine how cultural diffusion and the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

    Standards

    • Standard 1- U.S. & N.Y. History
    • Standard 2- World History
    • Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big idea of the unit: Our similarities and differences affect how we interact with people around the world.

    • How does diversity in our homes, schools, and communities affect beliefs and practices?
      • The structure and activities of families and schools share similarities and differences across world communities.
    • What role does cultural diffusion play in diversity at home and around the world?
      • Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.
    • How does it help communities to learn about other community’s members, languages spoken, customs and traditions, religious beliefs, practices, holidays and festivals?
      • Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices.

    Prerequisite Skills

    Teachers should select at least three communities that represent different regions of the world, types of communities (urban, suburban, and rural), and governmental structures. The communities selected should reflect the diversity of the local community. The key ideas, conceptual understandings, and content specifications guide the study of communities while exploring the major themes of social studies. The various world communities, Key Ideas and social studies practices may be presented in any order.

  • Kindergarten Math Unit 4

    Numbers 10-20, Counting to 100

    Unit description: In this unit, students will learn to count to 100 by ones and tens. They will compose and decompose numbers in the teens into tens and ones. They will represent and write numbers with their quantities up to 20. 

    Essential Outcomes of the Unit

    Counting and Cardinality- Know number names and the count sequence.

    NY-K.CC.1 Count to 100 by ones and by tens.

    NY-K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

    Counting and Cardinality- Count to tell the number of objects

    NY-K.CC.4 Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.

    Other Standards Addressed in the Unit

    Counting and Cardinality- Know number names and the count sequence. 

    NY-K.CC.2 Count to 100 by ones beginning from any given number (instead of beginning at 1).

    Number and Operations in Base Ten- Work with numbers 11–19 to gain foundations for place value.

    NY-K.NBT.1 Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones

    Essential Questions and Big Ideas

    How are teen numbers composed and decomposed?

    • Knowledge of smaller numbers (combinations to 5, combinations to 10) and counting to 10, lead to decompose teen numbers as “ten and some more ones” 
    • Teen numbers can be composed and decomposed by using objects or drawings, and recording each by a drawing or equation.

    What is significant about the teen numbers?

    • Teen numbers are composed of a group of ten and some more.
    • Understanding teen numbers lays a foundation for place value.

    How can you use 0-10 to predict other counting sequences?

    • Knowledge of numbers 0-10 are applied to count and represent numbers up to 20.
    • Apply knowledge of numbers 0-10 to predict order and sequence higher numbers (10-20, 20-30, etc), including counting to 100.
    • Understand that each successive number name refers to a quantity that is one larger.

    Download the complete Kindergarten Math Unit 4 framework to customize for your own planning.

  • Grade 2 ELA Unit 4

    Cross Genre Literature and Opinion Writing

    * This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Unit description: Students will be reading various texts by a variety of authors. Students will explore similarities between books in a series.  They will also determine differences that may exist between books that are written by the same author. Students will use their knowledge and understanding from this author study to write an opinion piece. This will include stating a clear opinion and then supporting it with examples/ details.

    Download the complete Grade 2 ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    2R6: Identify examples of how illustrations, text features, and details support the point of view or purpose of the text

    2R9: Make connections between self and text (texts and other people/world).

    Reading Foundations- Fluency

    2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension

    Language

    2L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    2L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies

    Writing

    2W1: Write an opinion about a topic or personal experience, using clear reasons and relevant evidence. 

    2W7:(CC 2W8) Recall and represent relevant information from experiences or gather information from provided sources to answer a question.

    Speaking and Listening

    2SL3: Develop and answer questions about what a speaker says; agree or disagree with the speaker’s point of view, providing a reason(s).

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 2RF3, 2RF3a, 2RF3b, 2RF3c, 2RF3d, 2RF3e
    • 2R1, 2R3, 2R4, 2R6, 2R8, 2R9
    • 2RF4 , 2RF4a, 2RF4b
    • 2L1, 2L2, 2L3, 2L3a, 2L4, 2L4a, 2L4b, 2L4c, 2L5, 2L5a, 2L5b, 2L5c
    • 2W1, 2W3, 2W4, 2W7
    • 2SL1, 2SL1a, 2SL1b, 2SL1c, 2SL1d,  2SL4, 2SL6

    Essential Questions and Big Ideas

    • How do readers understand traditional literature?
      • Readers will use strategies to summarize important story events in sequence and determine the central idea.
      • Readers will identify how a character changes based on events and challenges in a story.
      • Readers and writers will make connections through collaborative conversations.
    • How do writers create personal narratives to tell a story?
      • Readers and writers will make connections through collaborative conversations.
      • Writers will write narratives with a clear beginning, middle, and end using temporal words and relevant details.

  • Grade 5 Social Studies Unit 4

    Geography in the Western Hemisphere

    Unit description: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. In this unit, students will identify regions in the Western Hemisphere and explore their common identifiable characteristics. In addition, students will investigate how the physical environment influences human population distribution, land use, and other forms of economic activity in these areas. 

    Standard

    Standard: 3, Theme: GEO

    Essential Questions and Big Ideas

    Big idea of the unit: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways.

    How are physical maps useful in helping us understand different characteristics of a region?

    • Physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere.

    What regions is the Western Hemisphere divided into and what are their common identifiable characteristics?

    • The Western Hemisphere can be divided into regions. 
    • Regions are areas that share common, identifiable characteristics such as physical, political, economic, or cultural features. 
    • Regions within the Western Hemisphere include:  North America (Canada and the United States)  Mesoamerica (Mexico and Central America)  Caribbean  South America

    How does the physical environment influence human population distribution, land use, and other forms of economic activity?

    • The physical environment influences human population distribution, land use, and other forms of economic activity. 

    Download the complete Grade 5 Social Studies Unit 4 framework to customize for your own planning.