Students write a letter to parents/grandparents with 2-4 details they learned about Aztecs, Maya, or Inca. Should include a connection they made using appropriate letter writing structure. Teacher might model how to write a letter and provide sentence stems for students to use and vocabulary web chart for student reference. Teacher assist students as needed.

2.7E Interact with sources in meaningful ways such as illustrating and writing.

2.11Bii develop an idea with specific and relevant details.

2.12B Compose informational text, including procedural text and reports.

Teacher will model an example using the peanut butter and jelly making process. They will write an exemplar modeling the details and expectations. Then, teachers will lead students in generating a list of possible procedural topics. Students will choose a topic and pair up to discuss, organize thoughts, and talk about each step. They will begin to draft. They will check their draft for correct spelling, grammar, etc.

What does it look like?

Classroom bulletin board with student classroom work display.

Students will create a Souvenir Suitcase that will have items representing important elements of the plot of the story, Treasure Island. They can do a hard copy or digitally. Students can add 6 items to the suitcase. They will write a description of why they chose that item. It will be important for students to pick souvenirs that are relevant to the plot, not just random items. Encourage creativity of items being chosen.

5.4A use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

R5.11Bi organizing with purposeful structure, including an introduction, transitions, and a conclusion

5.12A compose literary texts such as personal narratives, fiction and poetry using genre characteristics and craft

5.13H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Description of task:

Students will write your own poem describing your memories of growing up. When they complete the writing process, they will publish their work in a creative way. Using the poem students have written, they will record a documentary movie of the locations of where they grew up. Students can use background music, audio, digital images, sound effects, people, and props to help relive their best memories growing up.

How will it look in the classroom:

Model and have students complete the writing process in creating a narrative poem

Model for students how to use the descriptive poem rubric and documentary rubric. Students will use rubrics to score their PT.

Students will rehearse reading their poem to a peer by using their speaking voice (speed, volume, and tone of your voice).

Create presentation

RLA Standards Assessed:

5.7C text evidence

5.12C argumentative texts

Teachers will provide option of digital or physical poster. Teacher will provide instruction guide for using Canva. Teacher will also provide guidance on language of product. Teacher can provide a graphic organizer for students to state their claim and evidence to the prompt. Students can then be grouped by claim to complete their poster.

TEKS Assessed:

R 3.9Ei identify the claim

S 3.9Eiii identifying the intended audience or reader

R 3.12C compose argumentative texts, including opinion essays, using genre characteristics and craft

How would it look in a classroom:

Teacher would share the rubric to explain the expectations of the task.

Students would be given a graphic organizer to collect information as they read.

Teachers would guide students to write their paragaph using the RACE(S) strategy.

Students can use technolgy such as Canva to create their movie poster.