Grade 5 Modules Preparation List

Module	Unit	Lesson(s)	Preparation Items
1	1	1-12	Prepare Academic and Domain-Specific Word Walls. These are two separate areas of the classroom to which you will add new vocabulary as students encounter it in texts. The Academic Word Wall is a permanent Word Wall that will continue to be added to throughout the year. The Domain-Specific Word Wall will change from module to module as the topic changes. Prepare cards or paper of a clearly visible size to be seen throughout classroom to keep near the Word Walls. Prepare vocabulary logs for Lesson 4. Prepare independent reading journals for Lesson 2. The following materials are introduced in this unit and referenced both throughout the module and the school year: Academic Word Wall Discussion Norms anchor chart Working to Become Ethical People anchor chart Close Readers Do These Things anchor chart World map Independent Reading journals Vocabulary logs Affix list Equity sticks Strategies to Answer Selected Response Questions anchor chart Criteria for an Effective Summary anchor chart Tracking Progress folders
1	2	1-16	Prepare two individuals (e.g., students, other teachers, adult guests, etc.) to perform the model two-voice poem in Lesson 11. This will require them to read parts both independently and in unison. Prepare materials for the Painted Essay lesson plan in Lesson 12: Paintbrushes (one per student) Read, yellow, blue, and green watercolor paint (one set per pair) Cups of water (one per pair) Painting an Essay lesson plan (for teacher reference) Red, yellow, blue, and green colored pencils (one set; for teacher modeling) Prepare technology for students to type their final literary essays in Lesson 16. The following materials are introduced in this unit and referenced both throughout the module and the school year: Peer Critique Protocol anchor chart The Painted Essay® template Painting an Essay lesson plan Working to Become Effective Learners anchor chart Parts of Speech anchor chart Linking Words and Phrases handout
1	3	1-13	Consider enlisting a drama teacher to support work on the monologues and programs throughout the unit. Prepare technology necessary to research current threats to human rights in Lesson 9, and publish the programs in in Lesson 12 (e.g., a computer or other word-processing tool). The Working to Contribute to a Better World anchor chart is introduced in this unit and referenced both throughout the module and the school year.
2	1	1-13	Students will need technology to access digital sources in their research. Connect with technology specialists in advance to secure the resources and expertise needed to support this work effectively.
2	2	1-13	For basic lesson preparation, refer to the materials list and Teaching Notes in each lesson. The following may take more time or effort to organize or prepare. Gather the following materials from Module 1 for use in this unit: Close Readers Do These Things anchor chart Working to Become Effective Learners anchor chart Working to Become Ethical People anchor chart Fluent Readers Do These Things anchor chart Tracking Progress Folders Linking Words and Phrases handout Vocabulary log Independent reading journal Affix list Discussion Norms anchor chart For the next unit, Unit 3: Students will need access to technology to create an eBook. Connect with technology specialists in advance to ensure that you have the resources and expertise you need to support this work effectively.
2	3	1-13	Students will need access to technology to create an ebook. Connect with technology specialists in advance to secure the resources and expertise needed to support this work effectively. Gather the following materials from Module 1 for use in this unit: Close Readers Do These Things anchor chart Working to Become Effective Learners anchor chart Working to Become Ethical People anchor chart Parts of Speech anchor chart Tracking Progress folders Linking Words and Phrases handout
3	1	1-12	Inform families in advance that students will be learning about Jackie Robinson and segregation in the United States. Open a dialogue of how best to support students through some of the issues that Promises to Keep presents. The Factor for Success anchor charts will be added to throughout Units 1 and 2, and used during the writing process in Units 2 and 3. Gather the following materials from previous modules for use in this unit: Close Readers Do These Things anchor chart (begun in Module 1) Academic Word Wall (begun in Module 1) Vocabulary logs (begun in Module 1) Working to Become Ethical People anchor chart (begun in Module 1) Working to Become Effective Learners anchor chart (begun in Module 1) Working to Contribute to a Better World anchor chart (begun in Module 1) Criteria for an Effective Summary anchor chart (begun in Module 1) Tracking Progress folders (from Module 1) Affix List (from Module 1) Strategies to Answer Selected Response Questions anchor chart (begun in Module 1)
3	2	1-15	Inform families in advance that students will be learning about Jackie Robinson and segregation in the United States. Open a dialogue of how best to support students through some of the issues that the text they read presents. Students will each need devices with internet access to listen to and read "This I Believe: Free Minds and Hearts at Work" (Lessons 1-3, 5), and to view "Jackie Robinson: Royals to Obamas" (Lessons 4-5) and "Jackie Robinson--Mini Biography" (Lesson 6); prepare this technology prior to Lesson 1. Gather the following materials from previous modules for use in this unit: Close Readers Do These Things anchor chart (begun in Module 1) Academic Word Wall (begun in Module 1) Vocabulary logs (begun in Module 1) Working to Become Ethical People anchor chart (begun in Module 1) Working to Become Effective Learners anchor chart (begun in Module 1) Working to Contribute to a Better World anchor chart (begun in Module 1) Affix List (from Module 1) Criteria for an Effective Summary anchor chart (begun in Module 1) Strategies to Answer Selected Response Questions anchor chart (begun in Module 1) Tracking Progress folders (from Module 1) Discussion Norms anchor chart (begun in Module 1) The Painted Essay(r) template (from Module 1) Painting an Essay lesson plan (from Module 1) Peer Critique Protocol anchor chart (begun in Module 1) Linking Words and Phrases (from Module 1)
3	3	1-13	Consider inviting an audience for students' end of unit presentations in Lesson 11. Prepare technology necessary to complete research in Lessons 2 and 3, type essays in Lesson 5, and give presentations in Lessons 9 and 10. Practice delivering the presentation (or practice delivering the presentation while projecting the Model Presentation provided in Microsoft Word format in the Lesson 8 supporting materials). Consider collaborating with media specialists (e.g., art or technology experts) to support students in creating their performance task posters. Note, The Effective Presentations anchor chart will be referred to again in Module 4 so keep it for future use. Gather the following materials from previous modules for use in this unit: Close Readers Do These Things anchor chart (begun in Module 1) Working to Become Effective Learners anchor chart (begun in Module 1) Working to Become Ethical People anchor chart (begun in Module 1) Working to Contribute to a Better World anchor chart (begun in Module 1) Painted Essay® template (from Module 1) Painting an Essay lesson plan (from Module 1) Linking Words and Phrases handout (from Module 1) Academic Word Wall (from Module 1) Vocabulary log (from Module 1) Discussion Norms anchor chart (begun in Module 1) Peer Critique Protocol anchor chart (from Module 1)
4	1	1-13	No Additional Materials Preparation
4	2	1-9	Ensure that families are aware of the sensitive content of the texts and videos and prepare students who may be affected by this context in advance. Prepare the technology necessary to watch online videos in Lessons 3, 4, 5, 6, 8, and 9, whole group and individually or in smaller groups (e.g., one device per triad).
4	3	1-9	Invite guests, including community and family members, to the performance task presentations in Lesson 12. Prepare technology necessary for students to: Research online in Lessons 1–2. Word-process opinion essays in Lessons 3–7. Create emergency preparedness leaflets in Lessons 8–9. Play PSAs while practicing their presentations in Lesson 11. Play PSAs for performance task in Lesson 12. Prepare emergency preparedness kit(s). Refer to the following site for more information on preparing an emergency preparedness kit: https://www.ready.gov/build-a-kit. How the supplies are obtained for kits is dependent on school resources. For example, schools may provide the supplies and keep the kits in classrooms in case of an emergency. In following years, students could then review the contents based on current research and check the expiration dates on supplies in these kits. Students or community members could also donate supplies for one class kit, or students could provide supplies to create their own kits. How many kits you choose to create will depend on school/student resources and how you organize the presentations for the performance task. Options include: Each student creates an emergency preparedness kit for his or her family. A number of kits are created and then distributed to classrooms after the performance task. One kit is created for the whole group.

Grade 5 Materials & Preparation