Language Planner: Grade 5

Date: 30.09.14 8.11.14

Length of unit: 5 Weeks
TEXT TYPE: Explanation
Unit link: How the World Works
Stage 1 Desired Results
Established Goals:
Using their understanding of the features of explanation text, students will
synthesize (through discussions) and share (through speaking and writing) their
understanding of how and why the various simple machines explored work.
They will also demonstrate their understanding of how their contraption for the
unit of inquiry works.
Conceptual Understandings:
Students will understand that
Synthesizing ideas enables them to build on what they know and express
new ideas
Knowing what we aim to achieve helps us to plan and develop different
forms of writing
Students will know (Knowledge)
How to organize and structure and explanation of a process (how and
why something works)
Visual presentations (such as diagrams and videos) contribute to learning
and impact the audience
Students will be able to(Skills)
Use appropriate paragraphing to organize ideas
Locate, organize, synthesize and present written information from valid
sources
Use graphics/diagrams/pictures/flowcharts to support and enhance their
explanation
Use written language as a means of reflecting on their own learning (PYP
Language)
Stage 2 Assessment Evidence
Pre-Assessment: Students write an explation of how to ride a bike or
how to swim.
Observation: (Teacher questions) Does the writing show an understanding of
cause and effect? Is there a logical sequence of ideas? Does the writer use action
verbs in the simple present? Does the writer include any visuals to support the
explanation?

Performance Task: Students will write an explanation text explaining what

their contraption is and how and why it works, making reference to the scientific
principles explored in the unit.
Notes for moderation of assessment:
Expectations:
Statement of phenomenon
Explanation sequence
Concluding statement
Resources: Samples of explanation texts for deconstruction
Other Evidence:
Draft writing pieces, discussions, text analysis tasks
Stage 3 Learning Plan
Learning Experiences: (include differentiation)
Students read explanations and identify desirable elements/ features of
the text type (deconstruction of sample texts: photocopied from library
books)
Read aloud, or have students read a short explanation of a familiar
phenomenon and draw diagrams or flow charts that represents the
written text
Shared reading activities: highlighting technical language, cause & effect
relationships within text, identify nouns & noun groups, from reading a
text students label diagrams
Shared viewing activity: watch a video documentary (explanation)
encouraging students to record questions as they are viewing. Watch the
documentary a second time to find the answers to their questions. May
need additional research to find the answers to some questions
Pre-writing focus: creating an outline or mind map
Students learn and practice vocabulary and grammar associated with text
type in their writing (paragraphs, style)
Through discussion, students will generate, develop and modify ideas and
opinions about how/why their contraption works (PYP Lang)
Dictagloss practice: Developing note-taking skills when researching (and
avoiding plagiarism). Teacher slowly reads aloud a text (unit link: simple
machines), students listen. Teacher reads text again, students write key
words only. Teacher reads one more time, students add words. Students
rewrite the text using their words, compare to each other, compare to the
original.
Visual Text focus during this unit:
Synthesizing understanding of information from visual texts is dependent
upon personal interpretation and leads to new understandings.