Level
Unit Name
Unit Description
1
Stories Julian
Tells
Students read literary and informational texts to learn that stories and books are
important for learning about themselves and others. Students understand that
storytelling can be a way to connect them to others and pass on family history and
traditions. Students express their understanding by explaining how characters learn
lessons through their experiences with one another and by writing their own story
based on illustrations.
1
Cajun Folktales
Students read literary and informational texts to learn how storytelling can be
entertaining as well as educational. Students develop an understanding of Louisiana
history and culture as well as character and theme development. Students express
their understanding by analyzing story elements in a variety of folktales representing
cultures around the world.
2
Because of
Winn-Dixie
Students read literary and informational texts to understand the value of
companionship, the joy of finding friends in unexpected places, and the significance of
building a community of different perspectives. Students express their understanding
by explaining how characters change throughout Because of Winn-Dixie based on the
relationships formed throughout the book.
2
Treasure Island
Students read both literary and informational texts about different types of treasure,
the ways people hunt for treasure, and the various treasures which have been found,
lost, and stolen over time. Through discussions, writing, and research, students
understand and express their understanding of why people hunt for treasure and what
people are willing to do to get treasure.
3
Louisiana
Purchase
Students read literary and informational texts to learn about the Louisiana Purchase
and the characteristics of pioneers during this time period. While exploring these
texts, including quotes from primary source documents, students develop their
understanding of narrative writing and make connections between sentences and
paragraphs in a text. Students express their understanding of the Louisiana Purchase
by explaining the events leading up to the acquisition of the territory and the results
of those events.
Cajun Folktales
About this Unit
By the end of this unit, students will have read literary and informational texts to learn how storytelling can be
entertaining as well as educational and develop an understanding of Louisiana’s history and culture.
The main text students will read in this unit is Lapin Plays Possum: Trickster Tales From the Louisiana Bayou by Sharon
Arms Doucet, which is a collection of trickster tales involving a Lapin, a quick witted and conniving rabbit, and Bouki, an
often out-witted neighbor. Throughout the unit, students will explore Louisiana Cajun culture and elements of folktales.
At the end of the unit, students will be asked to write an essay explaining why a rabbit is a good animal to play the role of
a trickster.
Unit Texts
In this unit, students will read the following texts:
● “Introduction” and “The Theft of Honey” from Cajun Folktales by J.J. Reneaux
● “Swapping Stories: Folktales from Louisiana - Glossary” from Louisiana Folklife Program
● “Culture” from Britannica Kids
● The Tale of Peter Rabbit by Beatrix Potter
● “The Trickster Tricked” retold by S.E. Schlosser
● Lapin Plays Possum: Trickster Tales From the Louisiana Bayou by Sharon Arms Doucet
● Dear Peter Rabbit by Alma Flor Ada
● Zomo the Rabbit by Gerald McDermott
● Conejito: A Folktale from Panama by Margaret MacDonald
● Tops and Bottoms by Janet Stevens
● “Vegetable Jungle” from Ag in the Class
● “Where do fruits and vegetables come from?” from Ag in the Class
● “Follow that Food - Carrot edition” from Ag in the Class
● “Animal Traits and Features” by LDOE
● “The Hare & the Tortoise” from the Aesop for Children
● “The Hare and the Tortoise” from Verse
Possible Supports
Support for Background Knowledge
Students might need extra support with the content and texts before starting the unit. Instructional videos to support
students in building context about the Cajun culture in Louisiana, elements of folktales, and common Creole French
words can be found here: https://learnzillion.com/wikis/136625-cajun-folktales-let-s-set-the-context-videos/.
Students can watch these videos on any device. Students will encounter stopping signs across the video when they
should pause to complete part of a handout. Students will need a printed handout for each video which can be found on
the “Additional Materials” tab.
Support for Language
● The following words and their word families are important to the unit focus. Throughout the unit, students will
read these words in multiple texts and learn the meaning of them. Students should use these words in their
conversations and written responses. As often as you can, you should try to work these words into your
conversations with students.
○ harvest , harvesting, harvests, harvestable, harvestability, harvestless, half-harvested, postharvest
○ debt, debted, debting, debtless, superdebt
○ profit, profiting, profited, profitable, profiter, profitless, proprofit
○ bargain, bargained, bargaining, bargainer, bargainable, outbargain
○ opportune, opportunity, opportunities, opportuned, opportuning,
Support for Reading
Students who are still learning English may need to use native language to English dictionaries/translators, native
language texts (when available) and other supports to make the texts more accessible. They will need more time to read
the texts.
Support for Organization
If students struggle with organization, you should:
● consider printing and using a self-monitoring checklist to help them stay on task;
5
● consider creating or asking students to help you create a daily or weekly to-do list to help them stay on task and
6
understand their responsibilities each day for school and at home;
● consider visual/pictorial directions to help them understand what they should be doing at certain times
7
throughout the day;
● provide clear, realistic expectations for the recommended duration of work sessions, and break assignments into
manageable work periods with suggested break times throughout materials to support student needs; and/or
● provide visual support like social stories and choice boards to reinforce expectations and support
8
communication.
Support for Writing
If students struggle to write, you should:
● consider reviewing The Writing Revolution
ⓒ
strategies taught in the unit using new context and tools such as the
Student Reference Guides, ELA Guidebook Grammar Guide and the WriteAlongframes. If you are unsure of how
to use these tools, you should request a telephone conference with the student’s teacher for additional
guidance.
● consider allowing students to respond orally while you write down their responses, if they qualify for an
accommodation of transcribed answers; and/or
● consider having students write in their native language if English is not their first language, then translate their
written responses into English on another day.
8
http://www.researchautism.net/interventions/168/social-stories-and-autism?print=1
7
https://catapultlearning.com/2016/05/17/using-visual-supports-for-students-with-developmental-disabilities/
6
https://web.uri.edu/teachonline/the-power-of-to-do-lists/
5
https://goalbookapp.com/toolkit/v/strategy/self-monitoring
Because of Winn-Dixie
About this Unit
By the end of this unit, students will understand the value of companionship and the joy of finding friends in unexpected
places.
The main text students will read in this unit is Because of Winn-Dixie by Kate DiCamillo, about a lonely girl named Opal
who, although she is new to town, somehow makes friends everywhere she goes, beginning with a stray dog she finds at
the grocery store that she names Winn-Dixie. Throughout the unit, students will describe characters, discuss character
traits, identify changes in characters over time and explain how characters’ actions and speech move a story forward to
demonstrate the theme. At the end of the unit, students will be asked to write an essay to discuss how Opal’s friendships
develop a central message, or theme, of the story.
Unit Texts
In this unit, students will read the following texts:
● Because of Winn-Dixie by Kate DiCamillo
● Unlikely Friendships for Kids: The Dog & The Piglet: And Four Other Stories of Animal Friendships by Jennifer S.
Holland
● Owen and Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff, and Paula
Kahumbou
● Charlotte’s Web by E.B. White
● The Miraculous Journey of Edward Tulane by kate DiCamillo
● Just Ask! Be Different, Be Brave, Be You by Sonia Sotomayor
● “On Writing” by Kate DiCamillo
Possible Supports
Support for Background Knowledge
Students might need extra support with the content and texts before starting the unit. Instructional videos to support
students in reading stories within a story and defining companionship and community can be found here:
https://learnzillion.com/wikis/159502-because-of-winn-dixie-let-s-set-the-context-videos/.
Students can watch these videos on any device. Students will encounter stopping signs across the video when they
should pause to complete part of a handout. Students will need a printed handout for each video which can be found on
the “Additional Materials” tab.
Support for Language
● The following words and their word families are important to the unit focus. Throughout the unit, students will
read these words in multiple texts and learn the meaning of them. Students should use these words in their
conversations and written responses. As often as you can, you should try to work these words into your
conversations with students.
○ friend, friendly, friendship, friendless, befriend, friendliness
○ fortunate, fortunately, congregation, congregate
○ mutter, muttering, muttered
○ lonely, lonesome
Support for Reading
An audio recording of Because of Winn-Dixie is available at
https://www.audiobooks.com/audiobook/because-of-winn-dixie/160122.
Students who are still learning English may need to use native language to English dictionaries/translators, native
language texts (when available) and other supports to make the texts more accessible. They will need more time to read
the texts.
Support for Organization
If students struggle with organization, you should
● consider printing and using a self-monitoring checklist to help them stay on task;
9
● consider creating or asking students to help you create a daily or weekly to-do list to help them stay on task and
10
understand their responsibilities each day for school and at home;
● consider visual/pictorial directions to help them understand what they should be doing at certain times
11
throughout the day;
● provide clear, realistic expectations for the recommended duration of work sessions, and break assignments into
manageable work periods with suggested break times throughout materials to support student needs; and/or
● provide visual support like social stories and choice boards to reinforce expectations and support
12
communication.
Support for Writing
If students struggle to write, you should
● consider reviewing The Writing Revolution
ⓒ
strategies taught in the unit using new context and tools such as the
Student Reference Guides, ELA Guidebook Grammar Guide and the WriteAlongframes. If you are unsure of how
to use these tools, you should request a telephone conference with the student’s teacher for additional
guidance.
● consider allowing students to respond orally while you write down their responses, if they qualify for an
accommodation of transcribed answers; and/or
● consider having students write in their native language if English is not their first language, then translate their
written responses into English on another day.
12
http://www.researchautism.net/interventions/168/social-stories-and-autism?print=1
11
https://catapultlearning.com/2016/05/17/using-visual-supports-for-students-with-developmental-disabilities/
10
https://web.uri.edu/teachonline/the-power-of-to-do-lists/
9
https://goalbookapp.com/toolkit/v/strategy/self-monitoring
The Louisiana Purchase
About this Unit
By the end of this unit, students will have read information and literary texts about the Louisiana Purchase to understand
the characteristics of American pioneers, the events leading up to the acquisition of the Louisiana Territory, and the
results of those events.
The main text students will read in this unit is Louisiana Purchase: Ready for Chapters by Peter and Connie Roop which
explores the decisions that shaped the Louisiana Purchase. Throughout the unit, students will analyze the perspectives of
Jefferson, Livingston and Napoleon to better understand the events leading up to the Louisiana Purchase. At the end of
the unit, students will be asked to form an opinion about who benefitted the most from the Louisiana Purchase.
Unit Texts
In this unit, students will read the following texts:
● The Louisiana Purchase: Would You Close the Deal? (What Would You Do?) by Elaine Landau
● How We Crossed the West: The Adventures of Lewis and Clark by Rosalyn Schanzer
● Louisiana Purchase (Ready-for-Chapters) by Peter Roop
● The Journey of York: The Unsung Hero of the Lewis and Clark Expedition by Hasan Davis
● National Geographic REaders: Sacagawea by Kitson Jazynka
● “Stopping by the Woods on a Snowy Evening” by Robert Frost
● “The Louisiana Purchase and the Forced Removal of Native Americans from ReadWorks
● “How Haiti Saved the United States” from Social Studies for Kids
● “Jean-Jacques Dassalines: Restoring the Reputation of a Haitian Hero” From teleSur
Possible Supports
Support for Background Knowledge
Students might need extra support with the content and texts before starting the unit. Instructional videos to support
students in building context about the Louisiana Purchase, the Port of Orleans, and a timeline of the Louisiana territory
can be found here: https://learnzillion.com/resources/124381-louisiana-purchase-let-s-set-the-context-videos/.
Students can watch these videos on any device. Students will encounter stopping signs across the video when they
should pause to complete part of a handout. Students will need a printed handout for each video which can be found on
the “Additional Materials” tab.
Support for Language
● The following words and their word families are important to the unit focus. Throughout the unit, students will
read these words in multiple texts and learn the meaning of them. Students should use these words in their
conversations and written responses. As often as you can, you should try to work these words into your
conversations with students.
○ explore, explorers, exploring, explored
○ empire, emperor
○ settled, settler, settling, settle, settlement
○ revolt, revolution
○ colony, colonist, colonial
Support for Reading
Students who are still learning English may need to use native language to English dictionaries/translators, native
language texts (when available) and other supports to make the texts more accessible. They will need more time to read
the texts.
Support for Organization
If students struggle with organization, you should
● consider printing and using a self-monitoring checklist to help them stay on task;
17
● consider creating or asking students to help you create a daily or weekly to-do list to help them stay on task and
18
understand their responsibilities each day for school and at home;
● consider visual/pictorial directions to help them understand what they should be doing at certain times
19
throughout the day;
● provide clear, realistic expectations for the recommended duration of work sessions, and break assignments into
manageable work periods with suggested break times throughout materials to support student needs; and/or
● provide visual support like social stories and choice boards to reinforce expectations and support
20
communication.
Support for Writing
If students struggle to write, you should
● consider reviewing The Writing Revolution
ⓒ
strategies taught in the unit using new context and tools such as the
Student Reference Guides, ELA Guidebook Grammar Guide and the WriteAlongframes. If you are unsure of how
to use these tools, you should request a telephone conference with the student’s teacher for additional
guidance.
● consider allowing students to respond orally while you write down their responses, if they qualify for an
accommodation of transcribed answers; and/or
● consider having students write in their native language if English is not their first language, then translate their
written responses into English on another day.
20
http://www.researchautism.net/interventions/168/social-stories-and-autism?print=1
19
https://catapultlearning.com/2016/05/17/using-visual-supports-for-students-with-developmental-disabilities/
18
https://web.uri.edu/teachonline/the-power-of-to-do-lists/
17
https://goalbookapp.com/toolkit/v/strategy/self-monitoring
