Unit Plan: Making Choices
Grade 5
Key Understandings
Your personal identity refers to who you are as a human being.
Your personal identity gives you support, and it guides your way when making important and less important choices in life.
Many adolescents struggle with finding out who they really are and what really matters to them as a person.
Family and friends have a huge impact on the development of an adolescent’s self-identity.
Essential Questions:
How does advertising affect me?
How do advertisers try to persuade me?
What does it mean to be emotionally health?
What does it mean to be physically healthy?
What prevents people from making healthy choices?
How do friends influence my choices?
How can I help friends and family make healthy choices?
What is healthy living?
How can I shape an argument to persuade others?
Assessment Assessment Tools
Triangulation of Evidence Circle Chart
Observation Table
Traffic Light
Target
Writing Rubrics
Sample Match
Bump it Up Wall
Seesaw
Diagnostic Assessment: is often administered before teaching a unit to assess skills, abilities, or levels of achievement; not included in the grade
Formative Assessment: occurs while the learning is taking place and allows for immediate interventions during the process so teachers can modify the teaching and learning
activities; provides specific feedback to help students; the assessment may be used formatively or summatively depending on whether it is used to give feedback and determine
instruction or to determine a level of proficiency related to the outcome
Summative Assessment: is used to grade or make final judgments about what the student has learned at the end of instruction; often occurs at the end of a unit
Targeted Outcomes & Indicators Evidence of Learning Key Teaching Tasks
What do you want students to know, understand, or be able to do by the end of the unit? How will I know they know, understand, or can do? What is the sequence (flow) of the lessons?
Share these learning targets with students (I can…)
ELA: CR5.1 (a-e), CR5.2 (b-d), CR5.3 (a-c, f, g), CR5.4 (a, b, c, d, j) Conversation Launch 1 - Wonder
Health: USC5.4, 5.6 Anticipation Guide
Quickwrite
ELA: CR 5.1 (a, c, e), CR 5.2 (b, e, f) Conversation Launch 2 – View Body Image Commercials
Health: USC5.4, 5.6 Viewing Guide
Quickwrite
ELA Targeted Outcomes & Indicators Evidence of Learning Key Teaching Tasks
ELA: CR5.4, CC5.4 Initial and Final Vocabulary Inventory (self-assessment) Vocabulary
Vocabulary activities
ELA: CR5.1, CR5.3, CR5.4, CC5.1, CC5.2, CC5.3, CC5.4 Observation, conversation Read Aloud
Reader Response Wonder
ELA : CR5.1, CR5.3, CR5.4, CC5.2, CC5.3 Book club meetings/discussions Book Club Novels/Weekly meetings and tasks
Reading Response Because of Mr. Terupt
Self-assessment After All, You’re Callie Boone
11 Birthdays
Jake and Lily
ELA: CR5.1, CR5.3, CR5.4, CC5.3 Shared Reading Reading Lessons 1 to 6
Discussion/Connection Poems of the Week
Comprehension Response
CR5.4 Comprehension assessment RAD – Hot Wheels
ELA: CR5.1, 5.2, 5.4, CC5.1, 5.2, 5.3, 5.4 Drafts, published persuasive Writing Lessons 1 to 19
Observation, conversation (writing conference) Article “Would You Eat This?”
Self-assessment Various texts related to unit topic (Junior Scholastic magazine articles)
Health Targeted Outcomes & Indicators Evidence of Learning Key Teaching Tasks
Health USC5.4
a, c, e, g, h Pre/Post Survey Identity Who Are You
Conversation
a, c, g, i Conversation Be You
Handout ‘Add a Page…Be’
a, g, i Conversation Mental Health and Wellness
Self-Reflection
a, g, i Helpful/Hurtful Discussion Self Talk
d, e, f, h, i Conversation Diversity and Differences
Diversity Pre/Post Survey
Diversity Four Square
c, d, e, f, g, h, i, k Stereotypes Pre/Post Survey Stereotypes
d, e, f, i, l Injustice Pre/Post Survey Injustice and Disrespect
d, e, f, i, l Take Action Pre/Post Survey Social Action
Health USC5.6
c, b, e Scenario Discussion Making Responsible Decisions
Exit Ticket
a, c, d, e Ad Search and Discussion Influences on Your Health
d, e Quick Check: Healthy/Unhealthy Healthy Friendships
a, b, c, d, e, f Exit Ticket Peer Pressure
Health USC5.1
a, b Canada’s Food Guide Charts Canada’s Food Guide
Anticipation Guide
a, b, c, g Self-Assessment ‘Nutrient Knowledge’ Information on Food Products
Reflection ‘Food Packaging’
a, c, d Exit Ticket Nutrition Fact Tables
a, b, d, h, i Investigation – Ingredient Lists Ingredient Lists
Self-Assessment ‘Food Packaging’
a, c, d, h, i Test ‘Making Healthy Choices’ Making Healthy Choices
a, d, f, h, k Live Well Log Eating Practices
g, j Infographic Changing Eating Practices
a, b, g Conversation Media and Food Choices
Food Advertisement Cards
b Handout Food Advertising Techniques
a, b, c, g, h, i Self-Assessment ‘Food Marketing’ Advertising and Young Children
a, b, c, e, g Self-Assessment ‘Making Healthy Choices’ Healthy Choices and Health Claims
a, b, c, d, h, i Healthy Food Choices brochure Making Healthy Choices Expert
Anticipation Guide
Culminating Task Targeted Outcomes & Indicators Evidence of Learning Key Teaching Tasks
ELA: CR5.1 (a-e), CR5.3 (a-c, f, g), CR5.4 (a-d, f, i), CC5.1 (a-c), CC5.2 (a-d, g), CC5.3 (a-d, f, i, j), Conversation You are a young, talented public speaker. You have been hired by a radio station to write and present a two-minute
radio spot for a popular radio show called “Kids Speak Out.” This show is written and presented entirely by kids, with
CC5.4 (a-c, g-j) Observation themes chosen by the radio station. This week’s theme is “Making Choices.”
Health: USC5.1, 5.4, 5.6 Two-minute Radio Spot
