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Intros the Unit: The before, during, and after.

Gives the research that backs up what the IFD is telling us do.

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Prior to the Unit: what students have previously learned (previous units or years)--know what to build on
During the Unit: what the focus of the unit will be; vocabulary
After the Unit: tells us what students should have mastered--shows us where we are headed by the end and lets us know what we should assess; GOALS

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Gives you the focus for the unit, the specific skills and questions for learning, and the Performance Assessments.
It also tells you the 'Show.'

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genre, characteristics and structures of fictional text. Literary elements including plot, character, setting, and theme. Also literary devices such as point of view, similes, metaphors

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Informs you where kids could get mixed up based on research, as well as, academic vocabulary.

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Provides guiding questions to focus the unit. Probes for deeper understanding.
Provides overarching views and concepts that direct instruction. Questions can be asked of students to gauge understanding throughout the unit.

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Analyzing & writing literary texts, specifically poetry & drama.
During: students read, respond to/write about, and discuss multiple poems & scenes from plays.
After: share writing with an audience through an oral performance.

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It will tell you if it directly taught or partially taught, on-going, and ELPS.

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Identifying genre, recognize and understand genre characteristics. Analyze author's craft . What skills help me understand the text.

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Gives you things to consider while teaching; provides areas that may be confusing to students, allowing you to correct for that before the misunderstanding can occur.

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See 4th Grade ^^
Lets you know if TEKS are directly taught, partially taught, or on-going. Lists ELPS. Outlines what the TEKS are and how they are specifically taught.

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How do I identify genre?
How do I analyze and examine author's craft?
What types of resources can demonstrate my understanding?

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Students think there are static stages to crafting a text rather than recycling through a writing process.Some students think topic and theme are the same thing. Students may think research is only used for informational writing.

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Some students may think that mood and tone are the same thing.
Some students may think poetry must always rhyme.
Some students may think topic and theme are the same thing.

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5.2A phonics, recognizing and decoding words.
5.2B demonstrate spelling knowledge.