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Grade: 5 Unit 2: Playing with Words

Groveport Madison Local Schools

Course of Study

Unit Name: Playing With Words Nine Week Period: 1st

Grade Level: 5 Approximate Number of Weeks: 4

Overview: Reading classic poetry provides students a chance to explore and appreciate language.

Students bring in a book about an important figure, such as an artist or an inventor, as a

springboard for writing about their own interests and for researching famous scientist. Students

explore word origins, compare literal and figurative language, and present a poem they have

written. Students write an opinion essay in response to the essential a question.

Unit Strands and Content Statements

1. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters

in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize

the text.

2. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

3. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 5 topic or subject area.

4. RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

5. RF 5.3(a) Use combined knowledge of all letter-sound correspondences, syllabication, patterns, and

morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out

of context.

6. W.5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic.

7. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) on grade 5 topics and texts, building on other’ ideas and expressing their own clearly.

8. SL.5.1(a) Come to discussions prepared, having read or studied required material; explicitly draw on

the preparation and other information known about the topic to explore ideas under discussion.

9. SL.5.1(b) Follow agreed upon rules for discussion and carry out assigned roles.

10. L.5.5 Demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

Enduring Understanding:

Effective readers use a variety of strategies to make sense of the ideas and details presented

in text.

Analyzing texts for a structure, purpose, and viewpoint allows an effective reader to gain

insight and strengthen understanding.

Word analysis and decoding skills are foundational for success as a reader.

Effective research presents an answer to a question, demonstrates understanding of the

inquiry, and properly cites information from multiple sources.

Comprehension is enhanced through a collaborative process of sharing and evaluating

ideas. Effective readers and writers use knowledge of the structure and context of language

to acquire, clarify, and appropriately use vocabulary.

Use multiple sources and appropriate communication tools to locate, investigate, organize

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Grade: 5 Unit 2: Playing with Words

and communicate information on a public issue.

Explain the relationship between those in power and individual citizens in a democracy, a

dictatorship and a monarchy.

Play with vocabulary to discover literal and figurative, and word origins while researching

important people and writing about language.

Appreciation of poetry

Research and important person

Word origins

Comparing literal and figurative language

Reflective essay

Essential Questions

1. Why (and how) do we play with language?

2. What do good readers do?

3. Am I clear about what I just read?

4. Author’s choice: Why does it matter?

5. What makes a story a “great story”?

6. How do sounds and letters create words?

7. When a word doesn’t make sense, what can I do?

8. What do good researchers do?

9. “Cut and Paste:” What’s the problem?

10. What makes collaboration meaningful?

11. Making meaning from a variety of sources: What will help?

12. How do I use what I know to figure out what I don’t know?

13. How are civic ideals translated into practice?

14. How does governmental authority affect citizens’ rights?

Learning Targets “I Can Statements”

(Correspond with Bloom’s Taxonomy)

1. I can read classic and humorous stories and

poems. (RL.5.2)

2. I can conduct research on people of interest,

notably scientists. (W.5.7)

3. I can create digital presentations. (RF.5.3)

4. I can write responses to a variety of literature

and poetry. (RI.5.1)

5. I can participate in group discussions about

poetic techniques and figurative language. (L.5.5)

6. I can define theme. (RL.5.2)

7. I can analyze details in a text to determine

theme. (RL.5.2)

8. I can define summary. (RL.5.2)

9. I can compose a summary starting the key points

of the text. (RL.5.2)

10. I can quote accurately from a text. (RI.5.1)

11. I can define inference and explain how a reader

uses direct quotes from a text to reach a logical

conclusion. (RI.5.1)

12. I can read closely and find answers explicitly in

text and answers that require an inference. (RI.5.1)

Level of Bloom’s Taxonomy (Correspond with

Learning Targets)

1.Knowledge

2. Skill

3. Product

4. Reasoning/Understanding

5. Skill

6. Knowledge

7. Reasoning/Understanding

8. Knowledge

9. Product

10. Skill

11. Reasoning/Understanding

12. Skill

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Grade: 5 Unit 2: Playing with Words

13. I can analyze an author’s words and find quotes

needed to support both explicit and inferential

questions. (RI.5.1)

14. I can identify general academic words or

phrases in a text. (RI.5.4)

15. I can identify domain specific words or phrases

in a text. (RI.5.4)

16. I can use various strategies to determine the

meaning of general academic and domain-specific

words and phrases in a text. (RI.5.4)

17. I can locate and use resources to assist me in

determining the meaning of unknown words and

phrases. (RI.5.4)

18. I can recognize that letters and combinations of

letters make different sounds. (RF.5.3)

19. I can use my knowledge of consonant blends,

long-vowel patterns and short-vowel patterns to

decode words. (RF.5.3)

20. I can analyze the structure of words by finding

compound words, roots, prefixes, suffixes, and

syllables. (RF.5.3)

21. I can use my analysis of word structure to help

me decode unfamiliar multi-syllabic words.

(RF.5.3)

22. I can define research and explain how research

is different from other types of writing. (W.5.7)

23. I can focus my research around a central

question that is provided or determine my own

research worthy question. (W.5.7)

24. I can choose several sources and gather

information to answer my research questions.

(W.5.7)

25. I can analyze the information found in my

sources and determine if it provides enough support

to answer my question. (W.5.7)

26. I can read or study materials to be discussed.

(SL.5.1)

27. I can list important information about the topic

to be discussed. (SL.5.1)

28. I can identify and follow the agreed upon rules

for discussion and carry out assigned role. (SL.5.1)

29. I can ask questions when I do not understand.

(SL.5.1)

30. I can stay on topic by making comments about

the information being discussed. (SL.5.1)

31. I can make connections between the comments

of others. (SL.5.1)

32. I can explain my own ideas and tell what I’ve

learned from a discussion. (SL. 5.1)

33. I can define and identify various form of

figurative language. (L.5.5)

13. Skill

14. Knowledge

15. Knowledge

16. Skill

17. Skill

18. Knowledge

19. Skill

20. Reasoning/Understanding

21. Skill

22. Reasoning/Understanding

23. Skill

24. Skill

25. Reasoning/Understanding

26. Skill

27. Knowledge

28. Product

29. Skill

30. Skill

31. Skill

32. Skill

33. Knowledge

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Grade: 5 Unit 2: Playing with Words

34. I can distinguish between literal language and

figurative language. (L5.5)

35. I can recognize when an author is using idioms,

adages, and proverbs and determine his/her

intended meaning. (L.5.5)

36. I can recognize words relationships and use the

relationships to further understand each of the

words. (L5.5)

37. I can gather information from multiple sources

to better understand public issues.

34. Reasoning/Understanding

35. Reasoning/Understanding

36. Skill

37. Skill

Core Text

• The Disappearing Alphabet by Richard Wilbur and David Diaz

• The King Who Rained by Fred Gwynne

• The Phantom Tollbooth by Norton Juster and Jules Feiffer

• Casey at the Bat" by Ernest Lawrence Thayer

• Joyful Noise: Poems for Two Voices by Paul Fleischman and Eric Beddows

• "The Echoing Green" by William Blake

• “Little Red Riding Hood and the Wolf” by Roald Dahl

• “Eletelephony” by Laura Richards

• “My Shadow” by Robert Louis Stevenson

• Runny Babbit: A Billy Sook by Shel Silverstein

• The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from Mexico with

Paintings by Mexican Artists by Naomi Shihab Nye

Suggested Supplemental Texts/Resources

1. Michelle Kwan: Heart of a Champion by Michelle Kwan as told to Laura James

2. Mae Jemison: Space Scientist by Gail Sakurai

Unit Diagnostic Assessment

Complete a K-W-L chart on figurative language

and word origins.

Formative Assessment (Highlighted assessments

required.)

1. 1. Entrance/Exit Slips

2. KWL

3. Dry Erase Boards

4. Daily Journal Question/Prediction

5. Character Trading Card completion (See

Activity List)

6. Graphic Organizer

7. Highlighting

8. Thumbs Up/Thumbs Down

9. Questioning

10. Small Group Discussion

11. Reader’s Theater Completion

12. BrainPop Quizzes—5 to 10 Questions for

each video. Quizzes may be taken online as

a class or printed for individual assessment.

Good Habits, Great Readers—Assessment

Handbook, Common Core Edition

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Grade: 5 Unit 2: Playing with Words

Suggested Activities

1. Poets use a variety of formats, rhyme

schemes, poems and meters. They also

use specific devices to make their

poems unique. As poetry is shared,

explicitly explain poetic techniques and

assist students in finding examples of

these (eg., similes, metaphors,

alliteration, and onomatopoeia).

Students may mark these with coded

Post-it notes as they are observed,

during whole class instruction.

Students will create a T-chart that

includes these literary techniques and

examples of each. After several days of

teacher instruction and modeling,

students will be able to create their own

poetry and use at least two of the

techniques discussed. Similes List

of Similes Fun Ways to Teach

Similes Metaphors List of

Metaphors Alliteration Alliteration in

Prose Onomatopoeia Examples of

Onomatopoeia List of

Onomatopoeia Spoonerism

2. Examine Ogden Nash poetry which is

witty and humorous. Explore the poetry

form for aphorisms ( a brief, forceful,

meaningful and concise statement or

observation) that Ogden Nash uses.

Ben Franklin also used this form of

writing to explain his philosophical

thoughts. Through Shared Writing,

model this poetry type format several

times for students. Students will then

write, illustrate, and share their own

aphorisms/epigrams. This activity may

take multiple days. Student products

may be complied into a class

“aphorism” book.

3. Ask students the question, “What

makes something funny?” The

discussion will focus on exaggeration,

Vocabulary:

1. Similes (L.5.5)-a figure of speech in which

two unlike things are explicitly compared,

as in “she is like a rose.”

2. Metaphors (L.5.5)-a figure of speech in

which a term or phrase is applied to

something to which it is not literally

applicable in order to suggest a

resemblance, as in “A mighty fortress is

our God.”

3. Alliteration (L.5.5)-the commencement of

two or more stressed syllables of a word

group either with the same constant sound

or sound group. As in from stem to stern,

or with a vowel sound that may differ from

syllable to syllable, as in each to all.

4. Onomatopoeia (L.5.5)-the formation of a

word, as cuckoo, meow, honk or boom by

imitation of a sound made by or associated

with its referent.

5. Theme (RL.5.2)- a unifying or dominant

idea

6. Summary (RL.5.2)- a comprehensive and

usually brief abstract of previously stated

facts or statements

7. Quote (RI.5.1)-to repeat from a book,

speech or the like, as by the way of

authority, illustration, etc.

8. Inference (RI.5.1)- the act or process of

inferring

9. Explicit (RI.5.1)- fully and clearly

expressed or demonstrated; leaving nothing

merely implied

10. General academic words (RI.5.4)-different

ways to say the same thing, e.g., saunter

instead of walk.

11. Domain-specific words (RI.5.4)-words

specific to the content such as lava,

democracy or pulley.

12. Consonant blend (RF.5.3)- is a group of

consonants which have no intervening

vowel.

13. Long-vowel pattern (RF.5.3)- a pattern

where the vowel in the word says its name.

14. Short-vowel pattern (RF.5.3)- a pattern

where the vowel

15. Root (RF.5.3)- the form of a word after all

affixes are removed

16. Prefix (RF.5.3)- an affix placed before a

word base, or another prefix to modify a

term’s meaning

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Grade: 5 Unit 2: Playing with Words

embarrassment, the unexpected, things

can’t really happen, words with

multiple meanings, irony, sarcasm, etc.

Use the chart What Makes Something

Funny as you teach this concept.

Explicitly teach why each of these

make people laugh. Compare classic

and humorous poetry by reading and

writing poetry using this lesson from

the National Endowment for the

Humanities. Students may collaborate

with a partner as their information is

recorded on a Venn diagram. Share

ideas with the class.

4. Have students in pairs create “funny”

lines for each of the things on the What

Makes Something Funny chart (Poetry

G 1). Share them with other partners.

Have the listeners determine which

type of “funny” the lines incorporated.

5. Have students use the two websites

below to independently explore and

read funny poems. They will copy and

illustrate two of their favorite poems.

Students will be given time to practice

re-reading the poems to improve their

prosody, then they will read them aloud

to a partner, using expression and other

fluent reading strategies (reading

quickly and accurately). Extension:

have students work in small groups to

script poetry for choral readings, and

share with class.

Funny poems, poetry lessons, games, podcasts

Read and rate poems, poetry theatre, word

games

6. Read poetry selections from Houghton

Mifflin Expeditions pgs. 232-253.

(2001 or 2006 edition) Discuss

elements of poetry, sensory description,

rhythm, and humor in the writer’s craft

17. Suffix (RF.5.3)- an affix that follows the

element to which it is added

18. Syllable (RF.5.3)- an uninterrupted

segment of speech consisting of a vowel

sound, diphthong or a syllabic consonant,

with or without preceding or following

consonant sounds

19. Research (W.5.7)- diligent and systematic

inquiry or investigation into a subject in

order to discover or revise facts, theories or

applications

20. Central Question (W.5.7)- the main

question

21. Source (W.5.7)- a book, statement, person

etc, supplying information

22. Discussion (SL.5.1)- an act or instance of

discussing, consideration or examination

by argument or comment, etc., especially

to explore solutions

23. Connection (SL.5.1)- an association or

relationship

24. Main Idea (SL.5.5)- the most important or

central thought of a paragraph or larger

section of text, which tells the reader what

a text is about

25. Enhance (SL.5.5)- to raise to a higher

degree; intensify; magnify

26. Multimedia Component (SL.5.5)- a

component related to multimedia such as

TV, Video or computers

27. Visual Display (SL.5.5)- a display you can

see with the eye

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Grade: 5 Unit 2: Playing with Words

lessons (mini lesson). Have students

talk about the elements in small groups,

draw pictures to represent each

element, and write a brief definition in

kid-friendly terms for each. Post these

where students can see for reference.

Next, have the students write sentences

that show the use of the elements, (e.g.,

an orange has a skin that is rough, it

smells sweet and sugary, it tastes juicy

and somewhat tart - for sensory

descriptions). Discuss the way each

student has written their sentences.

Have student close their eyes and

visualize descriptions, feel rhythm, or

expresses humor.

7. Additional poetry mentioned in this

unit are:

1. The Echoing Green (William Blake)

2. Little Red Riding Hood and the Wolf

(Roald Dahl)

3. Eletelephony (Laura Richards)

4. My Shadow (Robert Louis Stevenson)

5. Runny Babbit: A Billy Sook (Shel

Silverstein)

8. Interactively read aloud Frindle by

Andrew Clements, stopping often to

enjoy the humor and the message.

Prior to reading, give students a

purpose for listening. Using a graphic

organizer chosen by you to support the

learning, have students record their

findings (e.g., listen for descriptive

words (adjectives) that describe people,

places, or things in the story. Record

the nouns and the adjectives that

describe them).

9. Read a variety of informational and

narrative texts in shared reading about famous

people, including scientists and people who

had an impact on the history of the United

States. Record information about each person

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Grade: 5 Unit 2: Playing with Words

you read about on a chart. Students will

continue their research on a chosen person and

record their data on note cards. Organize

information into similar categories as those

used on the whole class chart. Have students

share their research through a mini research

report or project. From the student research,

add more information to the class chart!

(Informative/Explanatory)

10. Biography resources Biography Report

Organizer

11. Elizabeth Blackwell became the first

woman to earn a MD degree in

1849 (ReadWriteThink) In this unit the

students will discover other great firsts. Have

students work in small groups to gather

information on one of History’s firsts. Then

create an Acrostic poem with the name of their

person, using descriptive words about them

and their contribution(s).

12. Biographies for Children (Pitara Kids

Network) With your class, explore other

famous firsts. Begin by brainstorming a list of

people who have done something "first" (i.e.,

the first person on the moon, the first woman

to run for national elected office, the first

Latino to win the Nobel Prize). To start your

list, check out this month's entries on Amelia

Earhart and Jackie Robinson. Once you've

collected a list of firsts, divide your class into

small groups to conduct some research into the

lives of one of these people. Have each group

design a multimedia presentation to report their

research results to the rest of the class.)

13. Usborne Book of Scientists:from

Archimedes to Einstein, provides a list of

famous scientists for students to use in their

research. When conducting research, student

need to be taught that they should use at least

two different sources. They can be print and/or

digital. An idea for a presentation would be to

transfer biography report information into a

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Grade: 5 Unit 2: Playing with Words

biography poster and use to present

information to the class. See an example of a

biography poster.

14. Pick two of the biography presentations to

compare and contrast with each other, using a

venn diagram.

15. After teaching about Idioms explicitly, and

reading several texts such as The King Who

Rained by Fred Gwynne, that illustrate the

literal and figurative meaning of an idiom, ask

students to draw pictures of their favorite

idiom. Compile these illustrations into a class

book, which can be shared with younger

students. Challenge student to use idioms they

have learned in your daily writing and

speaking as well.

16. Use the three sites below to teach students

about figurative language. Have them read

examples, explore, and engage in activities.

Use the KidPix program to create humorous

art. Write a humorous poem using figurative

language to describe the picture. Extension:

create a poetry booklet using a brochure

template in the Pages program.

Power Point Presentations for teaching poetry

Teaching metaphors and similes with Brain

Pop

Figurative Language Rap

17. Explicitly teach students the difference

between thought bubbles and speech bubbles

when introducing dialogue. Use this poster to

help teach the difference. White out the

bubbles on several comic strips and photocopy

them for the class to use. Use can use this

Calvin and Hobbes example to begin with. It

only has speech bubbles in this example. Have

groups of students decide what might be going

on in each frame of the comic strip. After they

finish, encourage them to share their ideas with

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Grade: 5 Unit 2: Playing with Words

the class, as well as why they made those

inferences from the pictures. Students then add

their own dialogue and share with groups. Two

good lessons on using cartoons and comic

strips include: Resource #1 Resource #2

18. Have students in pairs and then

individually, create a comic strip using the

Comic Life program. Ask them to include

speech and thought bubbles, dialogue, and

captions. If you have Photo Booth on your

computer, you can take a variety of pictures to

use in the comic strip, or download various

class photos. Connect the idea of comics with

graphic novels, using graphic novels like

Rapunzel’s Revenge and Calamity Jack by

Shannon Hale. Explicitly explain this genre of

texts. Be careful to read the graphic novels

prior to reading them with the students to

ensure the appropriate nature of the text.

19. Explicitly teach what a biopoem is, create

one or two in shared writing, before they create

one on their own. Student will create a

Biopoems about a favorite sports hero, author,

poet, illustrator, artist, notable person in U.S.

history, scientist, or musician. They will

research their chosen person, record the

information (in their journals or on a graphic

organize), which will be used to write their

biopoem: They will explain why they chose the

words that were used in their poetry. With

guidance and support, students will create a

digital presentation of their biopoem.

(Informative/Explanatory)

Name of your person

Where he/she lived

When he/she lived

What did he/she do that made him/her famous?

What are some additional facts you found

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Grade: 5 Unit 2: Playing with Words

interesting?

20. Teachers will model humorous writing, in a

poem or story, based on something funny that

happening their own life. Teachers will

include figurative language, idioms, and a

variety of rich descriptive words. Students will

then write their own humorous story or poem

in which they will incorporate figurative

language or idioms that have been discussed.

They will share this with a classmate, asking

that classmate how he/she thinks the writing

could be improved.

21. After reading a variety of literature and

poetry, allow students to choose one of the

responses. Through a “quick write” students

will share their thoughts or feelings concerning

a specific poem or narrative story. (Narrative)

22. “Suggested texts for this unit: (Reading

Literature A 1) (Poetry G 1)

23. Explicitly teach students how to compare

and contrast two different text formats (poem

and informational text), such as in the poem

about baseball “Casey at the Bat” by Ernest

Lawrence Thayer, to We are the Ship: The

Story of Negro League Baseball by Kadir

Nelson, drawing on specific details from the

text. Model your teacher talk when jotting

down ideas from the texts. Record your

thinking on a two-sided chart, one side for the

poem and the other side for the story. With the

students input, put stickers by the information

that is similar. Have students work with a

partner to compare and contrast a different

poem and story and do their own two-sided

graphic organizer. Have students work in

double partner sets to share their findings.

24. With a partner, choose a poem, such as one

from the anthology Joyful Noise by Paul

Fleischman and Eric Beddows. Practice

multiple re-readings of the poem, deciding on

how to include expression, intonation, and

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Grade: 5 Unit 2: Playing with Words

varied pace, (procody) to dramatic perform this

poem together. Presentations can be done in

the classroom or in other classrooms.

25. As an individual and as a class, keep an

index card file of words and phrases learned

from the stories and poems in this unit,

especially homonyms (i.e., sea, sea; to, two,

too, etc.) and homophones, (i.e., weather,

whether). Keeping the words on index cards or

wall charts will help you when we sort words

by prefix, suffix, root words, meaning, spelling

feature, etc. (Note: This will be an ongoing

activity all year long.)

26. Teachers will explicitly teach students

about themes and variation in music.. Here is a

website to help with your own background

knowledge, to help you plan your explicit

instruction.

27. After you have explicitly taught theme and

variation in music, tell the students, “We will

listen to Benjamin Britten’s The Young

Person’s Guide to the Orchestra as a class. We

will discuss how the ideas of “theme and

variations” are expressed through music.” As

a class, we choose a common topic about

which to write in shared writing. Teachers and

students will share their thinking about the

music, their feelings, and thoughts as the

writing is done. Play a different piece of music

and have students do their own writing about

feelings and thought related to theme and

variations. As a whole class discuss the

similarities and differences in our writing, and

relate it to the “themes and variations” that

exist in music. (Music, Art, Media H 1)

28. Alliteration All Around (ReadWriteThink)

In this lesson, students learn about alliteration

from picture books by author/illustrator,

Pamela Duncan Edwards. Using the books'

illustrations for inspiration, students write

original alliterative sentences and share them

with the class. As the lesson continues,

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Grade: 5 Unit 2: Playing with Words

students practice using alliteration to create

acrostic poems, alphabet books, number books,

and tongue twisters. Noah Webster published

his American Dictionary of the English

Language in 1828. (ReadWriteThink)

29. Divide students into groups of five or six,

and provide each group with a dictionary and

some blank paper Spelling Patterns, “Go Fish”

Card Game (ReadWriteThink) . In this lesson,

students use a chart with fifty-two words

grouped by spelling patterns to make a card

game designed to help them recognize several

common English spelling patterns.

30. Reference word origins. Using this website

will allow the teacher and the student s to gain

a greater understanding of Greek and Latin

roots, including prefixes and suffixes. A class

chart may be constructed as these words are

introduced, including their origin, meaning,

and use. Students will refer to this chart often

as they write or as they participate in word

sorting activities.

31. Wrap up this unit by discussing with the

students when it is appropriate to use figurative

language or literal language. Students will

work with a partner, one using the word

“Figurative” as an “Acrostic Poetry” word. The

other using the word “Literal” as an “Acrostic

Poetry” word. They will then compare and

contrast their poetry definitions and share with

class members.

32.http://www.ckcolorado.org/units/5th_grade/

5_PoetryInterpretationandFigurativeLanguage.

pdf

Additional Resources:

http://t4.jordan.k12.ut.us/cbl/images/Fifth/%20

unit1i%20-%20additional%20resources.doc

Short-cycle

Assessment

End-of-Unit

Assessment

“Both Sides of the

End-of-Course

(Grades 9-12)

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Grade: 5 Unit 2: Playing with Words

See End-of-Unit

Assessment

Fence” by Teresa

Bateman (from OAA

2011 Released

Materials)

“In the Time of Silver

Rain” by Langston

Hughes (from OAA

2005 Released

Materials)

N/A

Differentiated Strategies

1. See Suggested Supplemental Guided Reading

Texts based on needs of students

2. Small Group based on reading level

3. Strategies for meeting the needs of all learners

including gifted students, English Language

Learners and students with disabilities can be found

at this site. www.cast.org

Differentiated Assessments

1. Follow Guided Reading process based

on needs of students

2. Annotated Notes of progress of

students

3. Senteo/Smart Response Quizzes

4. Create rubric based on Reading Skill

rather than Text

The Ohio Department of Education’s website offers additional ideas on instructional strategies

and resources. Ideas can be found at 111.ode.oh.state.us.

*Standard, Enduring Understanding, Essential Questions, Learning Targets, and Vocabulary

taken from the “The Common Core: Clarifying Expectations for Teachers and Students” Created

and Presented by Align, Assess, Achieve.*

*https://docs.google.com/a/gocruisers.org/document/pub?id=1MWW2dBk_aaXgpdPl5k4-

kE8ThCYuZsiG_w5u9bwo1K4*