Using Research and Inquiry Projects to Build Knowledge Monitor Progress as Students Complete the Grade 5

Research Steps in Their E-Notebooks

This teacher’s guide supports the seven Research and Inquiry Projects for this grade. Each The Build-Reflect-Write e-Notebooks assigned at the beginning of each unit include a
project provides an opportunity for students to confront and analyze different aspects of a section that steps out the project, providing point-of-use coaching and self-evaluation tools.
unit topic in greater depth, using multiple texts and other source materials. Across the units,
projects become progressively more challenging. This helps ensure that students acquire Choose, Explore and Interpret
deeper topic knowledge as well as grade-level research skills they can apply across the
curriculum.

Introduce the Project

During Lesson 1 in the Teacher’s Resource System
for each unit, teachers introduce the project students
will complete. In Units 1–4, students complete one Build-Reflect-Write E-Notebook
project for each three-week unit. Beginning in Unit
5, students participate in six-week projects based on Focus on a Topic Generate Questions and Research and Take Notes
Gather Sources
the topics of Units 5, 7, and 9. Page 31 of each Texts
for Close Reading outlines the project topic and steps.
Each project engages students in speaking, listening, Create and Present
reading, and writing to build knowledge.

Texts for Close Reading, p. 31

Provide Explicit Instruction

This teacher’s guide includes suggested pacing, support Design and Construct Share and Build Knowledge Together
for independent and collaborative research, and explicit
lessons for each project to support development of research
skills. Teachers can draw from these lessons as needed to Reflect on Knowledge and Research Skills
support and scaffold student work in the Build-Reflect-Write
e-Notebooks.

Research & Inquiry Project Teacher’s Guide (Digital Only) Assess and Self-Reflect Research and Inquiry Project Tool

GRADE 5 • [Link] GRADE 5 • [Link]

Research and Inquiry Projects at a Glance Grade 5

The projects grow in length and complexity across the units.

Unit(s) Project Length Unit Topic Project Title Project Topic

3 Weeks Cultivating Natural Research Plant-Based Research a plant-based
Resources Resources resource or staple food crop.
1

3 Weeks Developing Author Comparison Conduct research on Jason

Characters’ Study Reynolds and another author
Relationships of interest.
2

3 Weeks The U.S. Laws Continue to Select a law and explore

Constitution: Evolve how that law has continued
Then and Now to evolve.
3

3 Weeks Recognizing Research Perspectives Research the perspective of a

Author’s Point in Literature narrator in a historical fiction.
of View
4

6 Weeks Technology’s Technology and Research how a current piece

Impact on Society/ Change in Society of technology was developed
Up Against the and how it has shaped
5–6 Wild people’s lives.

6 Weeks Conflicts that Careers in Conflict Research careers that involve

Shaped a Nation/ Resolution preventing or peacefully
Water: Fact and resolving conflicts.
7–8 Fiction

6 Weeks The Economic Economies Shape Research a crucial historical

Development Cities event or economic
9–10 of Cities/ development and explore
Transforming how it shaped a community.
Matter

GRADE 5 • [Link]
Research Skills to Meet Grade-Level Expectations Grade 5

Projects grow progressively more challenging across each

grade level. As new skills are introduced, they are explicitly
taught within the teacher’s guide. By the end of the year,
students will have met grade-level expectations. Unit 1 Unit 2 Unit 3 Unit 4 Units 5–6 Units 7–8 Units 9–10
Research Plant-Based Author Comparison Laws Continue Research Perspectives Technology and Change Careers in Economies Shape Cities
Resources Study to Evolve in Literature in Society Conflict Resolution
Research and Inquiry Process
Identify research topics • • • • • • •
Narrow and choose the topic • • • • • • •
Frame questions for inquiry:
Three questions • • •
Four questions • •
Five questions • •
Ask and evaluate questions • • • • • • •
Choose reference sources:
Choose three sources • •
Choose four sources • • •
Choose five sources • •
Choose print and digital sources • • • •
Use a variety sources:
Informational Primary Source • • • • •
Informational Secondary Source • • • • • • •
Literature • • • •
Evaluate sources • • • • • • •
Locate and collect information using organizational features of print or digital sources • • •
Take notes • • • • • • •
Evaluate Notes for key information • • • • • • •
Identify supporting facts to incorporate:
Identify 5 facts and/or details •
Identify 8 facts and/or details • •
Identify 10 facts and/or details • •
Identify 12 facts and/or details • •
Summarize or Paraphrase Information • • • •
Provide a list of sources • • •
Use Digital Tools/Multimedia Elements
Use digital tools to complete a research project • • • • • • •
Add visual and audio elements to presentations to emphasize certain facts and/or details • • • •
Presentation
Report on a topic or text in a logical manner using appropriate facts and/or details • • • • • • •
Use formal/informal English in the appropriate contexts • • • •
Speak clearly and at an understandable pace • • • • • • •
Speak in complete sentences • • • • • • •
Speak at an appropriate volume • • • • • • •
Use nonverbal cues • • • • • • •
Ask questions about what a speaker says in order to gather or clarify information • • • • • • •
Respond to questions and provide clarification as needed • • • • • • •
GRADE 5 • [Link] GRADE 5 • [Link]
Addressing the Needs of Multilingual Learners Grade 5

Understanding the Purpose

Keeping our multilingual learners in the forefront of our practice is critical to the equity work that we, as
educators, embrace on a daily basis. We have the power and responsibility to create responsive learning
conditions in order for all of our students to express themselves and build independence.

Educators can readily access planned scaffolding for multilingual learners built into every step of the
Research and Inquiry projects. This interwoven approach facilitates opportunities for multilingual learners to:

• Build knowledge and use topic specific language for a meaningful purpose
• Express ideas using the collaborative, interpretive, and productive modes of communication
• Foster metalinguistic awareness and knowledge of how English works
• Nurture positive multilingual learner identities

Using the Multilingual Learner Supports

The lesson sequences explicitly

teach strategies. The Multilingual The sidebar scaffold corresponds to
Learner sidebar provides specific linguistic demands directly from the
teaching points to ensure Research and Inquiry lesson sequence.
multilingual learners understand Employing the gradual release of
how to effectively express responsibility—by modeling and
their ideas. explaining how English works in context
and providing learners opportunities to
practice and apply—promotes deeper
content and language learning.

GRADE 5 • [Link]
Making Time for Research and Inquiry A Closer Look at Utilizing Small-Group/Independent Time
Twice a week, as needed, use 15 minutes of small-group/independent time to teach a Research and Inquiry Project
Grade 5

“Over the long term, kids’ reading achievement is driven substantially by whether whole-group lesson. Students can then use independent time to work on their projects. Meet with small groups or
they’re getting access to the content, the science and social studies and things about individual students as needed to scaffold their progress. The time for independent/group project work may vary based
the world, because what you understand from what you read depends on whether on the literacy block.
you can hook it to concepts and topics that you have some knowledge about.” WEEK 1 SMALL-GROUP/INDEPENDENT TIME
—Linda Darling-Hammond DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Whole-Group lesson, Whole-Group lesson, Small-Group Reading 1 / Small-Group Reading 1 / Small-Group Reading 1 /
15 min. 15 min. Independent Reading and Independent Reading and Independent Reading and
It’s important to remember the relationship between reading comprehension Activities Activities Activities
and background knowledge and vocabulary. In our effort to create a balanced Independent or group Independent or group Small-Group Reading 2 / Small-Group Reading 2 / Small-Group Reading 2 /
schedule where our students are explicitly and systematically taught important Research and Inquiry Research and Inquiry Independent Reading and Independent Reading and Independent Reading and
Project work, 30 min. Project work, 30 min. Activities Activities Activities
reading skills, we also need to protect time for knowledge-building and vocabulary Small-Group Reading 3 / Small-Group Reading 3 / Small-Group Reading 3 /
development with meaningful, engaging topics across content areas. Benchmark Independent Reading and Independent Reading and Independent Reading and
Activities Activities Activities
Advance’s Research and Inquiry Projects are an integral part of this.
In Week 1, teach the Research and Inquiry Project lesson—if needed— on Days 1 and 2.
However, making time for these projects is flexible, and the time demands may Students can then use independent time to work on the project, or they may work on it at home.
change as the year progresses. The projects can follow a gradual release model.
After the first several units, it may not be necessary to provide whole-group WEEK 2 SMALL GROUP/INDEPENDENT TIME
instruction, or you may wish to provide targeted lessons to only small groups of DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
students. Whole-Group lesson, Small-Group Reading 1 / Whole-Group lesson, Small-Group Reading 1 / Small-Group Reading 1 /
15 min. Independent Reading and 15 min. Independent Reading and Independent Reading and
Activities Activities Activities
Incorporating the Research and Inquiry Project Independent or group Independent or Group Independent or group Small-Group Reading 2 / Small-Group Reading 2 /
Research and Inquiry Research and Inquiry Research and Inquiry Independent Reading and Independent Reading and
Into Your Day Project work, 30 min. Project work and Project work, 30 min. Activities Activities
conferring
Here are several ways you can complete the Research and Inquiry projects. Consider utilizing
Small-Group Reading 3 / Small-Group Reading 3 / Small-Group Reading 3 /
these options throughout the school year: Independent Reading and Independent Reading and Independent Reading and
Activities Activities Activities

Option 1 Utilize Small Group Time Small group time can be set aside for the project. In Week 2, teach the Research and Inquiry Project lesson—if needed— on Days 1 and 3.
Students can then use independent time to work on the project, or they may work on it at home.
Once a lesson is taught, students can work on some of the project
Option 2 Bridge School and Home
at home as an extension of their learning in school. WEEK 3 SMALL-GROUP/INDEPENDENT TIME
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Whole-Group Research Whole-Group Research Small-Group Reading 1 / Small-Group Reading 1 / Small-Group Reading 1 /
Many of the Research and Inquiry Projects are directly aligned and Inquiry Project lesson and Inquiry Project lesson Independent Reading and Independent Reading and Independent Reading and

Option 3 Use Other Content Area Time to content area subjects. Use some time from Science or Social Activities Activities Activities
Studies to conduct the project. Independent or group Independent or group Small-Group Reading 2 / Small-Group Reading 2 / Small-Group Reading 2 /
Research and Inquiry Research and Inquiry Independent Reading and Independent Reading and Independent Reading and
Project work, 30 min Project work, 30 min. Activities Activities Activities
Small-Group Reading 3 / Small-Group Reading 3 / Small-Group Reading 3 /
Independent Reading and Independent Reading and Independent Reading and
Activities Activities Activities

In Week 3, teach the Research and Inquiry Project lesson—if needed— on Days 1 and 2.
Students can then use independent time to work on the project, or they may work on it at home.

GRADE 5 • [Link] GRADE 5 • [Link]

How to Group Students: Grade 5

Flexible Grouping to Promote Learning Adapting Grouping to Student Needs

The first project is both an opportunity for students to build knowledge and a chance for
There are a number of ways to group students across the year to complete the you to informally assess students’ research skills and project work. To this end, you may
Research and Inquiry Projects. wish to have students complete this project individually.

Possible Groupings for the Research and Inquiry Project Consider the following when informally assessing students’
project work:
Individual Students complete the project on their own. Lessons can be taught either as small-group or whole- 1. Notice what is challenging for students, what extra supports are needed, and
group lessons. who is ready for more advanced learning opportunities.

Collaborative Students complete the project in pairs with support for equitable learning and collaboration. 2. Consider grouping students heterogeneously to teach the lessons. Or, if your schedule
Lessons or conferring strategies can be utilized as needed. allows, teach this first project in a whole group setting. Create small groups when you
are more familiar with your students’ needs.
Jigsaw of 4-6 In one option for this grouping, each student completes different parts of the project.
3. Take notes about possible groupings for subsequent projects.
Another jigsaw option is to have students take the central topic and then have each group
member research a particular subtopic or perspective. For example, if the project is researching
After each project, use the Research and Inquiry Project Tool and this if/then chart to help you create
rain forests, each group member’s contribution would focus on one part, such as the canopy,
pairs and groups for subsequent projects.
camouflage, wildlife, etc.
IF . . .  THEN . . .
S tudents are ready for more Differentiate instruction by having those students take the project further. The “Extend” section
complex experiences. in each lesson offers a suggestion for students ready to tackle more complex project work.
Based on your observations of student work, a conferring conversation, or the Research and
S tudents had difficulty completing
Inquiry Project Tool, reteach a strategy for that step, either in a small group (if more than one
one of the project steps
student is having difficulty) or as part of a conferring conversation.

Strategies to Support Distance and Hybrid Learning

However learning is taking place—in person, virtually, or a hybrid—Research and Inquiry projects play
a vital role. Project grouping can be adjusted to accommodate hybrid and virtual learning settings.
Here are some suggestions on how to maximize the projects in any classroom situation:

• Students who are face-to-face in the classroom can be grouped with those in a virtual setting.
• Students who are in the same groups can work together in breakout rooms so you can visit and support their work.
• C
 onsider turning one copy of the Research and Inquiry Project Tool into a shared document where students from the
same group can keep track of their progress and you can monitor progress, too.
• A
 sk students for ideas on how to make virtual and hybrid groups run smoothly. Students can be very skilled and creative
with technology and problem-solving.
• P roject presentations can be video recorded and students can give each other feedback. These videos will be great
sources of student reflection and can save instructional time in your daily schedule.
Project groupings should • Avoid the time-consuming approach of having all students present to the whole class—an approach that can present
be based on student needs.
challenges in a virtual or hybrid setting. Instead, consider having students present to partners, triads, or small groups and
However, a possible grouping is
suggested for each project. provide feedback to one another.

GRADE 5 • [Link] GRADE 5 • [Link]

Using the Research and Inquiry Project Tool Grade 5

to Support and Assess Students

The project tool will guide you and your students through each step of
the Research and Inquiry Project. It provides both areas for support and
assessment. Additionally, the tool serves as a meaningful springboard for
student self-reflection, goal setting, and promoting a growth mindset.

Here is how the STUDENT can use this tool:

For each step of the Research and Inquiry Project, the
student will read the first column.
• Use that statement to guide them in using their
e-notebook.
• Jot down any notes or reminders in the second column.
• At the end of the project, complete a
self-assessment using a scale of 1–4.
• Use this tool for the self-reflection part of the Each step of the process is
listed in the first column.
research process. Narrow the topic by

3 3
This gives you and your
students a glimpse into the 1. Reading over list of ideas
pathway they will follow from 2. Comparing starred topics
start to finish. 3. Choosing your favorite
Here is how the TEACHER can use this tool:

3 4
• Focus students on the step they are completing in the
Research and Inquiry Project. The second column includes  se the question words
U
space for students to add
• Connect the step in the Tool to the pages of the in e-notebook to help
notes that will help with each
e-notebook.
step of the project. This is
• Jot any helpful notes or reminders in the second column.
also a space for you to add

3
• Support students in self-assessment at the end of The third column is

2
in reminders, strategies, or Search tip:
the project. other ideas that will support completed by the student at
• Add your scores in the End of Project Teacher students’ independence. Keep my questions in mind the culmination of the project.
Assessment column. They give themselves a score
for each step.

Try not to copy by

3
Tips for using column two “Important Notes
or Reminders”
• Look at the suggested strategies in the teacher’s guide.
1. cover words I want to jot down
2. Say it in similar words
3. Now write them down
2 The fourth column is
completed by the teacher
as a summative assessment.
Jot down a strategy you note will be helpful for the
This can be used for grading
student. purposes or a final response
My teacher says:

2 3
• Pause after a lesson and ask students to jot any to students upon completion
important notes they would like to remember about A plan is a must for a of the project. This can also
that task. help plan groupings for the
• If working in collaboration or in jigsaw groups, give time
good project next Research and Inquiry
at the end of the lesson for students to meet and jot project.
down any ideas or agreements for their work.
• When you see a strength during the Research
and Inquiry Project, jot down that strength as
encouragement.
Plan + Present + Ask
4 4
GRADE 5 • [Link] GRADE 5 • [Link]
At a Glance: Build-Reflect-Write e-Notebook Grade 5

Research and Inquiry Project

Each of the six steps in a Research and Inquiry Project is supported
by two pages in students’ Build-Reflect-Write e-Notebooks. These In each step, students are reminded to use
pages scaffold students through the research process. Students may their Research and Inquiry Project Tool,
and also, when appropriate, to connect their
not always need whole-group lessons because support for building work to the unit’s Enduring Understandings.
knowledge and research skills is here.

The top of each page clearly

shows students which step
in the research and inquiry
process they are focusing on.

Tip boxes unpack important

research concepts for students.

Where appropriate, sentence

stems are provided to help
students scaffold their thinking.

Students record sources, notes

and other important details
they brainstorm or discover
during the research and inquiry
process.

Students use digital tools in

a variety of ways to complete
the research and inquiry
process.

GRADE 5 • [Link] GRADE 5 • [Link]

At a Glance: Research and Inquiry Project Grade 5

Teacher’s Guide Lessons

Each step in the research and inquiry process is supported by a
Each lesson focuses on a
lesson that may be used in a variety of instructional settings. specific step in the research
and inquiry process.

We have crafted teacher

language that you may draw
upon so that the words you
use are intentional and support
students.

Each lesson has specific

learning targets to help
students complete the
research process and reach
grade-level standards.

Support for multilingual

learners is offered in each
lesson.
Extend ideas are provided in
each lesson to help support
accelerated learning.

In each step, a strategy is

offered to help students
complete this part of the
research process.

GRADE 5 • [Link] GRADE 5 • [Link]

Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Choose
1 Focus on a Topic (15 min.)

Cultivating Natural Resources,

Introduce the Project (2 min.) Model the strategy, using a plant-based resource of your choosing.
page 31 ML Multilingual Learners
Share the project’s goals with students.
Strategy: Talk, Jot, Choose Generate examples of plant-based
For this Research and Inquiry Project, you will research a plant-based resource or a staple Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic resources and staple food crops.
food crop such as rubber, timber, wheat, rice, soy, or potatoes. Then you will create a 1. Pick a plant-based 1. Think about what can be 1. Read over the list and star Explain that plant-based means
“made from plants.”
project to present the knowledge you have built. Your project will include facts and key resource or staple made from the plant. the topics you are most
food crop. 2. Jot down ideas in your interested in. Ask:
information about the topic, as well as visuals such as maps, drawings, time lines, or
2. Talk about your resource e-notebook. 2. Compare the starred What plant-based resources are
photographs that help the audience build knowledge. You will create a podcast, a video, a or crop. topics.
Build-Reflect-Write e-Notebook, you most curious about?
pages 47-48 print or digital time line, or an idea of your own. 3. Repeat. 3. Choose your favorite.
I’m curious about __ because __.
Over time, we will work through six steps to support your research and build your I’ve always wondered about __.
Learning Targets knowledge on a plant-based resource or a staple food crop that interests you. Introduce the Research and Inquiry Project Tool (2 min.) __ is interesting to me because
Introduce the Research and Inquiry Project Tool for the six steps of the Research and Inquiry __.
• Brainstorm ideas for a research Learning about resource development will help you understand how communities choose
project topic. Projects. Reinforce that the tool is for reflecting on learning. Once students have completed
what resources to develop and why.
• Use academic vocabulary words. Step 1 in the Research and Inquiry Project section of their Build-Reflect-Write e-Notebooks,
have them reflect on why they chose their specific crop or resource. Add your feedback in
• Speak using correct syntax. Set a Purpose (1 min.)
the Important Notes or Reminders column.
• Evaluate topic ideas and select Tell students that today they will choose a topic for their research project.
a focus.
• Build knowledge about Today, you will you choose a topic that you want build more knowledge about. Send Off (1 min.)
resource development. Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to
Guide Topic Choice (6 min.) ML complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect-
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in Write e-Notebooks. Encourage students to consider what plants or plant-based products they
Ways to Complete the sidebar for support in helping multilingual learners focus on a topic. eat or use in their daily lives as they prepare for and work on this project.
the Project
Based on your knowledge of I’m going to show you a strategy called Talk, Jot, Choose. First, we have a conversation It’s time for you to work on the first step of your research project in your e-notebooks.
students, decide whether to have with others about important resources. During this conversation, we will use academic Use the Talk, Jot, Choose strategy to help you choose a topic. Remember to use academic
them complete this unit’s Research vocabulary words to talk about plant-based resources and staple food crops. We will also vocabulary words in your conversations. Speak using the correct syntax, too.
and Inquiry Project independently,
with a partner, or in small speak using the correct syntax. Syntax is the grammatical structure we use to form proper
collaborative groups. sentences. For example, I might say: “I’m curious about both rice and soy crops. Both seem Wrap-Up (3 min.)
Since this is the first project of like they are some of the most important staple food crops in the world. These resources are
Invite students to share their process for choosing a resource or crop to focus on.
the year, you may wish to have also used to make many different products.”
students complete it independently
in order to better assess their Notice how I used the academic vocabulary words staple food crops, resources, and Extend
research and inquiry skills and Encourage advanced learners to choose to research a plant and several products that are
products. I also spoke using the correct syntax. In the sentences I just spoke, my words
plan for future projects. made from that plant.
match in number and tense.

After our conversation, we will brainstorm ideas that we might be interested in researching.
Finally we will review and select one idea to focus on.

2 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 3
Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Explore
2 Generate Questions and
Gather Resources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49-50
Tell students that today they will develop guiding questions and find valid sources to help Tell students that, during independent time, they will use the Question, Search, Decide
Learning Targets them create their research project. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
• Frame guiding questions to Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
Today you will have the opportunity to think of all the different questions you have about the
structure research. Tool as they work through this step. Add your feedback in the Important Notes or
plant or resource you chose in Step 1. Tapping into your curiosity will guide your knowledge
• Evaluate and select print and Reminders column.
digital sources. and learning. The purpose of this lesson is to help you design guiding questions and collect
valid sources for creating your research project. Discuss several examples of strong guiding questions such as What are its uses? How has its
• Build knowledge about
resource development. cultivation changed over time? How does its cultivation impact ecosystems? What are the
Guide Question Design and Source Selection (8 min.) ML benefits/costs of development? Also review the information in the Tip box and discuss what
Provide a think-aloud of the Question, Search, Decide strategy. See the Multilingual Learners makes a valid and trustworthy print and digital source. Explain to students that using both
box in the sidebar for support in helping multilingual learners formulate questions that focus primary and secondary sources helps them build a strong understanding of the topic.
ML Multilingual Learners
on a topic. It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
Review formulating questions that
start with or include Who, What, I’m going to show you a strategy called Question, Search, Decide. This strategy will help you Question, Search, Decide strategy to help you generate guiding questions about your topic
When, Where, Why and How.
design guiding questions, search for reliable and valid sources, and choose which sources and find resources.
Ask: will be most useful for you.
What do you want to learn about? Wrap-Up (4 min.)
Model the strategy, using the plant-based resource you chose in your Step 1 strategy
Why do___? Invite several students to share their process for developing guiding questions and finding
modeling. If needed, add one or more of these strategies to the Important Notes or
How does ___? valid sources.
Reminders column in the Research and Inquiry Project Tool.
I’d like to know what ___.
Strategy: Question, Search, Decide Extend
To expand their research possibilities, advanced learners may wish to choose to add more
Question: Brainstorm Search: Find Sources Decide: Select the Most
guiding questions as they find interesting facts in their research. Explain that strong guiding
Guiding Questions 1. Search through the Valuable Sources
questions often lead to even more questions and that researching those can lead to a deeper
1. Choose a sentence stem sources you have with 1. Review your sources with understanding of the topic.
such as How does… your guiding questions your guiding questions
What do/does…. Why in mind. in mind.
is… and then add our 2. Choose several sources 2. Pick at least three sources
topic. you think will be useful in you think will best help
2. Confirm that this guiding helping you answer your you answer your
question can have guiding questions. guiding questions.
detailed answers.
3. Repeat steps 1 and 2 until
you have generated all of
your guiding questions.

4 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 5
Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51-52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
their topic. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Identify facts in textual and In today’s lesson we will work on Step 3 of your Research and Inquiry Project. What you
through this step. Have them reflect on whether the facts relate to their guiding questions.
visual elements of print and learn today will help you gather facts and other key information that answer your guiding
digital sources. Students should put facts in their own words and not copy directly from their sources. Add
questions.
your feedback in the Important Notes or Reminders column.
• Evaluate facts for relevance.
• Build knowledge of Guide Research and Fact Gathering (8 min.) ML Remind students that facts are true information that can be proven. When they are reading
resource development.
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in their print and digital sources, they should look for facts and other key information. To record
the sidebar for support in helping multilingual learners research and gather facts. these facts in their notes, they should summarize and paraphrase. Doing so prevents them
from recording unnecessary information and keeps their notes focused on the key facts.
ML Multilingual Learners I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you
research and gather facts. First we read a bit of one of our sources. Then we think about Now it’s time for you to work on Step 3 of your research project in your e-notebooks. Focus
Ask:
whether this information helps answer our guiding question. If it does, we write down on the selection of strong resources and relevant facts.
What can you do when you are
having trouble using your own that information.
words to jot the facts you find? Wrap-Up (4 min.)
Model the strategy, using the plant-based resource you chose in your Step 1 strategy
What can you do when you find Invite several students to share their process for researching and gathering facts.
challenging words or phrases in modeling and a source of your choosing. If needed, add one or more of these strategies to
your sources? the Important Notes or Reminders column in the Research and Inquiry Project Tool.
Extend
In what ways does your home
language help you with English? Strategy: Read, Interpret, Jot Advanced learners can include more than five facts about their topic. Explain that some
facts, particularly statistics and data, are difficult to summarize and may be more effective if
Read: Interpret: Jot: Rephrase Facts quoted from the original source. Have students place this information in quotation marks and
Read for Understanding Evaluate Relevance 1. Cover up the part of demonstrate how to cite where they found it.
1. Pick one of your sources. 1. Pause and think about the source you want to
2. Keep your guiding what you just read. write down.
questions in mind. 2. Ask yourself, “Does this 2. Summarize or paraphrase
3. Look at both the words information answer one the information by saying
and the graphics. of my guiding questions?” the most important facts
3. If it does, go on to the in your own words.
next step. If it doesn’t, 3. Write down those words.
keep reading.

6 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 7
Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Create
4 Design and Construct (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 53-54
Tell students that today they will plan and make their research project. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Incorporate relevant information lesson is to help you select a project format and develop your research project.
through the step. Students should begin creating their projects digitally or in print. Add your
into a research project plan.
feedback in the Important Notes or Reminders column. Affirm student learning, stretch
• Select a format to present Guide Design and Creation (8 min.) ML understanding, build academic language, and strengthen relationships.
information in a logical order.
Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box
• Build knowledge about As students are creating their projects, encourage them to think about the types of sentences
in the sidebar for support in helping multilingual learners create their research projects.
resource development
they use in conversation. Point out that they use a variety of sentence structures, including
I’m going to show you a strategy called Read, Design, Create. This strategy will help you simple sentences and longer more complex sentences. Explain that using a series of short
design and create your project. First, we read over our notes. Then we sketch out a plan. sentences in a research project can sound boring and choppy to the reader or the audience,
Finally, we make our project. so expanding and combining some sentences in their project can help hold their reader’s or
ML Multilingual Learners
audience’s attention.
Explain that when writing a Model the strategy, using the plant-based resource you chose in your Step 1 strategy
research project, students are modeling and the facts you gathered in Step 3. If needed, add one or more of these Use this time to work on Step 4 of your research project in your e-notebooks. Use the ideas
presenting facts. They should strategies to the Important Notes or Reminders column in the Research and Inquiry
not include their own ideas or
we discussed and imagined together.
opinions about the topic. Project Tool.
Students might find it helpful to Wrap-Up (4 min.)
vary words that are repeated
Strategy: Read, Design, Create
throughout the project, such as
Invite several students to share their thoughts about creating their research projects. Remind
Read: Review and Design: Develop a Create: Assemble Project
plants and crops with the name of Incorporate Information Project Plan them that Step 5 is when they share their projects.
1. Start with one part of
the plant or crop they selected as 1. Read over one part of 1. Consider the information your design.
their focus.
your notes. you want to share. 2. Put that part into your Extend
2. Think about where and 2. Choose the type of research project. Some students, such as advanced learners, may choose to create their project in more than
how you will include presentation you want 3. Repeat until your project one format. This may mean recording a podcast or video and also presenting a timeline,
that information. to create. is completed. slideshow, or web page.
3. Choose whether it will be 3. Make a plan for how 4. Double-check that you
presented in a graphic or it will look or how you have everything you want
in words or both. will create it using quick to include and that it
4. Consider how to sketches and shapes. makes sense.
incorporate this 4. Pause and consider
information and these any changes you want
visual elements into to make.
your project. 5. Finalize your design.

8 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 9
Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 55-56 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their project. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets After presenting, ask others
complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 5 of your Research and Inquiry Project. The purpose of this what they learned from your
• Report on research. Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
lesson is to help you share your research project so that you can build knowledge together presentation.
• Use academic vocabulary words. through the step. Have students reflect on how their presentation went. What went well? Add What was most interesting about
with your classmates.
• Speak clearly, with proper pacing your feedback in the Important Notes or Reminders column. my presentation? Why?
a volume. Use formal English
What helped you build the most
as necessary. Guide Preparing and Presenting (8 min.) ML Review the tips for presenting and discuss why these are important. Explain the importance
knowledge?
• Use the correct syntax when Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in of presenting information clearly and logically. Students who are presenting orally should
speaking. consider their pacing, volume, and use of nonverbal cues. Ask students to explain the
the sidebar for support helping multilingual learners ask classmates about the knowledge
• Provide and receive feedback by that they built. difference between formal and informal language and offer suggestions for stating facts in
asking and answering questions. formal English. Give examples and non-examples to clarify this point for students.
• Build knowledge about I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you share
resource development. your project and build knowledge with others. First you will plan your presentation. In your Researchers—it is time for you to work on Step 5 of your research project in your
plan, you will include the academic vocabulary words that you want to be part of your e-notebooks. Be sure to include appropriate academic vocabulary words in your
presentation. Then you will present to others using the correct syntax when you speak. presentation. Practice your presentation, too, and listen to make sure you’re using the
Options for Presenting correct syntax. Enjoy sharing what you created and learning from others!
Finally you will have opportunities to ask others about their research projects.
There are many ways that students
can share with one another. Model the strategy. If needed, add one or more of these strategies to the Important Notes or
Choose one that works well in
Wrap-Up (4 min.)
your classroom setting. Reminders column in the Research and Inquiry Project Tool.
Invite several students to talk about presenting their projects.
• Whole Group: Students can
Strategy: Plan, Present, Ask
present to the entire class
Plan: Review the Plan Present: Share with Others Ask: Gather Feedback
• Small Group: Break students Extend
into groups of 3–4 to present to 1. List out your plan in 1. Share your 1. Ask others what
your e-Notebook. guiding questions. they learned from Offer students the opportunity to share their research presentations to other audiences. With
one another.
permission, post projects on a class or school web page and invite families and the school
2. Confirm that your plan 2. Share one part of your your project.
• Partnerships: Pair students up to community to view them.
incorporates all the project that answers a 2. Jot down their answers in
share their projects.
elements you wanted guiding question. your e-Notebook.
• Video: Students can film their to include. 3. Share another part of
presentation and share them on 3. Reread your plan to make your project that answers
a digital platform. sure it is just what you another guiding question.
• Visits: Students can visit other want to present. 4. Display or present
classrooms to share what they the entire project for
have created and learned, everyone to see.
or guests can join you in the
classroom in person or virtually.
• Out in the World: If the inquiry
project is one that would be
useful for others, students can
mail or email the project to a

10 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 11
Unit 1 • Research Plant-Based Resources Grade 5 Unit 1

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 57-58
Tell students that today they will reflect on the process of creating their research projects and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
Today you will reflect on the knowledge you built researching and creating your plant-based
• Reflect on knowledge gained
about how communities resources presentation. This is the final step of your Research and Inquiry Project. The Now, knowledge builders—it is time for you to work on Step 6 of your research process in
develop resources. purpose of this lesson is to help you pause and reflect on the knowledge you have built so your e-notebooks. Reflect on the knowledge you’ve built and the research strategies you’ve
• Reflect on the unit’s Enduring that you can hold onto it in the future. developed. Enjoy reflecting on all you have learned!
Understandings.
• Reflect on the research process Guide Self-Assessment and Self-Reflection (8 min.) ML Wrap-Up (4 min.)
and identify strategies that will be
useful for future projects. Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Invite several students to share their self-reflections and the knowledge they built.
Learners box in the sidebar for support in helping multilingual learners reflect on their
project experiences. Extend
ML Multilingual Learners I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you
Advanced learners and others may wish to take this project a little farther. Invite them to
think about how the use of plant-based resources impacts the environment. Does their use
Invite students to reflect on the pause and reflect on your research process and the knowledge you built. deplete other resources? Does it benefit the environment in some way, such as reducing
benefits of being multilingual. pollution or preventing erosion? Invite them to create a poster, advertisement, or infomercial
How did knowing multiple
Model the strategy. If needed, add one or more of these strategies to the Important Notes or to persuade others to see their point of view.
languages to help you throughout Reminders column in the Research and Inquiry Project Tool.
this project?
How did you feel about presenting Strategy: Question, Remember, Jot
information in English? Why? Question: Read and Reflect Remember: Review Jot: Record Conclusions
1. Read each question twice. and Answer 1. Pick the best answer(s).
2. Repeat it to yourself in 1. Look back through your 2. Write the answer(s) down
your own words. research process in as you clearly as you can
3. Reflect on the knowledge your e-notebook. in your e-notebook.
you built about plant- 2. Think about a few
based resources and the ways you could answer
research strategies that the questions.
you practiced.

12 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 13
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Choose
1 Focus on a Topic (15 min.)

Developing Characters’ Relationships,

Introduce the Project (2 min.) Introduce the Research and Inquiry Project Tool (2 min.)
Grade 5 Unit 2 Page 31 ML Multilingual Learners
Share the project’s goals with students. Introduce the Research and Inquiry Project Tool for the six steps of the Research and
Generate examples of living and
Inquiry Project. Reinforce that the tool is for reflecting on learning. Once students
For this Research and Inquiry Project, you will research Jason Reynolds and another author nonliving authors. Explain that the
have completed Step 1 in the Research and Inquiry section of their Build-Reflect-Write prefix non before living means
of your choice. Then you will create an author comparison study that compares and
e-Notebooks, have them reflect on why they chose their specific author and ask themselves “not alive.”
contrasts the lives, work, and approach to writing of these two authors.
if this is a topic they really care about. Add your feedback in the Important Notes or Ask: What authors are you curious
Over time, we will work through six steps to support your research and build your Reminders column. Affirm student learning, stretch understanding, build academic about?
Build-Reflect-Write e-Notebook, knowledge about the authors you choose to focus on. Being curious about authors and language, and strengthen relationships I’m curious about __ because __.
pages 47-48
researching about their lives and their work helps us build our understanding of how the I’ve always wondered about __.
lives of authors influence their work. Knowing this, we can better appreciate what we read. Send Off (1 min.) __ is interesting to me because
Learning Targets __.
Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to
• Discuss authors and Set a Purpose (1 min.) complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect-
brainstorm subjects for an Tell students that today they will choose an author for their author comparison study. Write e-Notebooks.
author comparison.
• Narrow the comparison’s focus Today, you will use a strategy to help you choose an author to compare to Jason Reynolds. Explain that students may have a favorite book but be unsure of who wrote it. Encourage
and select a subject. them to find out who the author is and include this author in their list of possible topics.
• Build knowledge about authors Guide Topic Choice (6 min.) ML
and their unique viewpoints. What author will you choose? It’s time for you to work on the first step of your author
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in
comparison in your e-notebooks. Use the Talk, Jot, Choose strategy to help you choose a
the sidebar for support in helping multilingual learners focus on a topic.
topic.
I’m going to show you a strategy called Talk, Jot, Choose. This strategy will guide you in
Ways to Complete
the Project choosing an author that really interests you. First, we have a conversation with others about Wrap-Up (3 min.)
our favorite authors and books. Then we brainstorm authors that we might be interested Invite several students to share their process for choosing a topic.
Based on your knowledge of
students, decide whether to have in learning about. Finally, we review and select one author to focus on and compare and
them complete this unit’s Research contrast with Jason Reynolds. Extend
and Inquiry Project independently,
You may wish to share several examples of author comparisons for advanced learners who
with a partner, or in small Model the strategy, using a living or nonliving author of your choosing.
collaborative groups. want to create something larger, broader, and more complex than the project requirements.
Students may even choose to compare more than two authors.
You may wish to have Strategy: Talk, Jot, Choose
students complete this project
Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic
independently in order to better
assess their research and inquiry 1. Pick a book or author that 1. Think of reasons you 1. Read over the list and
skills and plan for future projects. you enjoy. enjoy reading books by underline the authors or
2. Talk about your author If this author. books whose authors you
you chose a book and are 2. Jot down ideas in are most interested in.
not sure who wrote it, talk your e-notebook. 2. Compare the underlined
about what you like about names or titles
the author. 3. Choose the author that
3. Repeat. interests you the most.

14 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 15
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Explore
2 Generate Questions and
Gather Sources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49-50
Tell students that today they will develop guiding questions and find valid sources to help Tell students that, during independent time, they will use the Question, Search, Decide
them create their author comparison study. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
• Frame three guiding questions. Today you will have the opportunity to think of questions about the author you chose in
Tool as they work through this step. Add your feedback in the Important Notes or
• Find and evaluate print and Step 1. Your curiosity will guide your knowledge and learning. The purpose of this lesson
Reminders column.
digital sources. is to help you design guiding questions and collect valid sources for creating your author
• Build knowledge about authors comparison study. Discuss the type of information students might want to learn in order to compare and
and their unique perspectives. contrast the authors. Explain that they will need to formulate guiding questions that will
Guide Question Design and Source Selection (8 min.) ML provide relevant, descriptive facts that can be used in their project.
Provide a think-aloud of the Question, Search, Decide strategy. See the Multilingual Learners It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
ML Multilingual Learners box in the sidebar for support in helping multilingual learners formulate questions that focus Question, Search, Decide strategy to help you generate guiding questions about your topic
on a topic. and find sources.
Discuss examples of sentences
that will show how the authors are
alike and different.
I’m going to show you a strategy called Question, Search, Decide. This strategy will help you
design guiding questions, search for reliable sources, and choose which sources will be most Wrap-Up (4 min.)
Both authors have written
about ___. useful for you. Invite several students to share their process for developing guiding questions and finding
The author I chose ___. valid sources.
Model the strategy, using the author you chose in your Step 1 strategy modeling. If needed,
Jason Reynolds ____. add one or more of these strategies to the Important Notes or Reminders column in the
Extend
Research and Inquiry Project Tool.
To expand their research possibilities, advanced learners may wish to create more than three
guiding questions. Encourage them to think of various aspects of the authors’ lives or works
Strategy: Question, Search, Decide they would like to know more about (e.g. childhood, family, other talents, favorite type of
Question: Brainstorm Search: Find Sources Decide: Narrow books to write, etc.) and generate questions that will provide this information.
Guiding Questions 1. Search through the Your Sources
1. Choose a sentence stem sources you have with 1. Review your sources with
such as Who... Where... your guiding questions your guiding questions
Why did… and then add in mind. in mind.
your topic. 2. Choose several sources 2. Pick at least three sources
2. Confirm that this guiding you think will be useful in you think will best help
question can have more helping you answer your you answer your guiding
than a yes/no answer. guiding questions. questions.
3. Think of questions that
will provide information
you can use to find how
the authors are similar
and different.
4. Repeat steps 1 and 2 until
you have generated all of
your guiding questions.

16 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 17
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51-52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
their topic. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Use textual and visual elements Today we will work on Step 3 of your Research and Inquiry Project. In this lesson you will
through this step. Have them reflect on whether the facts relate to their guiding questions.
to gather facts from sources. use your selected sources to gather facts and other information about the authors that will
Students should put facts in their own words and not copy directly from their sources. Add
• Evaluate information and help you answer your guiding questions.
summarize useful facts. your feedback in the Important Notes or Reminders column.

• Build knowledge about authors Guide Research and Fact Gathering (8 min.) ML Encourage students to select facts that show both similarities and differences between the
and their unique perspectives.
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in authors. Point out that selecting random facts about each author may make it difficult to
the sidebar for support in helping multilingual learners research and gather facts. compare and contrast them.

ML Multilingual Learners I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you Now it’s time for you to work on Step 3 of your author comparison study in your
research and gather facts. First, we read a bit of one of our sources. Then we think about e-notebooks. Gather facts that clearly show the similarities and differences between
Ask:
whether this information helps answer our guiding questions. If it does, we summarize and your authors.
What strategies help you
summarize information, or put it paraphrase the information and write it down.
into your own words? Wrap-Up (4 min.)
Model the strategy, using the author you chose in your Step 1 strategy modeling and a
If students struggle to summarize Invite several students to share their process for researching and gathering facts.
information, suggest that they source of your choosing. If needed, add one or more of these strategies to the Important
paraphrase it in their home Notes or Reminders column in the Research and Inquiry Project Tool.
language first, then translate that
to English.
Strategy: Read, Interpret, Jot Extend
Advanced learners can use more than three sources of information. Encourage them to select
Read: Search for Facts Interpret: Evaluate Sources Jot: Rephrase Facts information from a variety of print and online sources, including primary sources, podcasts,
1. Pick one of your sources. 1. Pause and think about 1. Cover up the part of the websites, books, and magazines. Point out that the back of books or the inside jacket often
2. Keep your guiding what you just read. source you want to offers information about the author that students may find helpful.
questions in mind. 2. Ask yourself, “Does this write down.
3. Look at both the words information answer one 2. Summarize or paraphrase
and the graphics. of my guiding questions?” the information by
3. If does, go on to the next saying it to yourself in
step. If it doesn’t, keep similar words.
reading. 3. Write down those words.

18 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 19
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Create
4 Design and Construct (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 53-54
Tell students that today they will plan and create their author comparison study. Tell students that, during independent time, they will use the Read, Design, Create strategy
Learning Targets to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
• Evaluate research notes to Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
lesson is to help you design and create your author comparison study.
determine the best way to through the step. Students should begin creating their project, either digitally or in print
present information.
depending on the format they have selected. Add your feedback in the Important Notes or
• Develop and execute a Guide Design and Creation (8 min.) ML Reminders column. Affirm student learning, stretch understanding, build academic language,
project plan.
Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners and strengthen relationships.
• Build knowledge about authors box in the sidebar for support in helping multilingual learners create their author
and their unique points of view. Remind students of digital writing tools they have used in the past or show examples of new
comparison studies.
ones that they might want to try. Encourage them to be creative.
I’m going to show you a strategy called Read, Design, Create. This strategy will help you
design and create your author comparison study. First, we read over our notes. Then, we Use this time to work on Step 4 of your author comparison study in your e-Notebooks. As
ML Multilingual Learners sketch out a plan. Finally, we make our author comparison study. you execute your plan, feel free to revisit the plan as you see which ideas work and which
Explain that when writing an do not.
author comparison, students will Model the strategy, using the author you chose in your Step 1 strategy modeling and the
use words and phrases such as facts you gathered in Step 3. If needed, add one or more of these strategies to the Important
same, both, like, and also to show
Wrap-Up (4 min.)
Notes or Reminders column in the Research and Inquiry Project Tool.
how the two are alike. They will Invite several students to share their thoughts about creating their research projects. Remind
use words such as however, but,
Strategy: Read, Design, Create them that Step 5 is when they share their projects.
although, and unlike to show how
they are different. Read: Review Information Design: Develop a Plan Create: Make an Author
Students might find it helpful Comparison Study Extend
1. Read over your notes. 1. Consider the information
to use a Venn Diagram to 2. Think about where and you want to share. 1. Start with one part of Some students, such as advanced learners, may like to add information about the authors
visualize similarities and how you will include this 2. Choose whether you will your design. who influenced the authors in their author comparisons. This can add more interesting
differences between the authors information. create an e-magazine 2. Put that part into your information about the authors.
before writing. author comparison study.
3. Choose whether this article, virtual poster,
information is best video news report, or 3. Repeat until your study
communicated with another type of project. is completed.
graphics, words, or a 3. Make a plan for how your 4. Double-check that you
combination of both. project will look using have everything you want
4. Consider how this quick sketches to include and that it
information could and shapes. makes sense.
be incorporated into 4. Pause and consider
a design. any changes you want
to make.
5. Finalize your design.

20 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 21
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 55-56 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their author comparison studies. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets After presenting, ask others what
complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect-
• Evaluate a project plan and make Today we will work on Step 5 of your Research and Inquiry project. The purpose of this they learned.
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
revisions as needed. lesson is to help you share your author comparison study so that you can build knowledge What was the most interesting fact
through the step. Have students reflect on how their presentation went. What went well? Add
• Present a project and exchange together with your classmates. about an author?
feedback by asking and your feedback in the Important Notes or Reminders column.
What information made you want
answering questions. to read (or not read) a book by
Guide Preparing and Presenting (8 min.) ML Remind students that the purpose of a presentation is to share information with an audience.
my author?
• Build knowledge of authors and
Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in Discuss the presentation strategies in the Tip box and why these are important. Also remind
their unique perspectives. Do you have any questions?
the sidebar for support helping multilingual learners ask classmates about knowledge built. them that, after presenting, they will need to pose specific questions to their audience, asking
what they learned. Audience members should contribute to the discussion and elaborate on
I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you what they heard.
Options for Presenting share your author comparison study and build knowledge with others. You will plan your
presentation, present to others, and then ask them what they learned. Researchers: it is time for you to work on Step 5 of your author comparison studies in your
There are many ways that students
can share with one another. e-notebooks. Remember the tips we discussed for presenting your project effectively. Enjoy
Choose one that works well in Model the strategy. If needed, add one or more of these strategies to the Important Notes or sharing what you created and learning from others!
your classroom setting. Reminders column in the Research and Inquiry Project Tool.
• Whole Group: Students can Audience: Be prepared to contribute to a discussion by responding to specific questions
present to the entire class Strategy: Plan, Present, Ask from the presenter, and by posing some specific questions of your own. You should pose
• Small Group: Break students Plan: Review Your Plan Present: Share with Others Ask: Gather Feedback questions and make comments that elaborate on what the presenter said, as well as on
into groups of 3–4 to present to the remarks of others. Think about the key ideas expressed in the presentation. What
1. List out your plan in 1. Share your 1. Ask others what they
one another.
your e-notebook. guiding questions. learned from your author conclusions can you draw from the information and knowledge you learned?
• Partnerships: Pair students up to 2. Reread your plan to make 2. Share one part of your comparison study.
share their projects. sure it is just what you author comparison 2. Jot down their answers in
want to present. study that answers a your e-notebook.
Wrap-Up (4 min.)
• Video: Students can film their
presentation and share them on guiding question. 3. Respond to clarifying Invite several students to talk about presenting their author comparison studies.
a digital platform. 3. Share another part of questions your classmates
your author comparison may have.
• Visits: Students can visit other
study that answers Extend
classrooms to share what they
another guiding question. Offer advanced learners and other students the opportunity to share their author
have created and learned,
4. Display or present the comparison entries in other settings. Have them share their studies with students in
or guests can join you in the
entire author comparison other classes or display them in the media center to help other students choose books
classroom in person or virtually.
study for everyone to see. by the featured authors.
• Out in the World: If the inquiry
project is one that would be
useful for others, students can
mail or email the project. For
example, a local nature center or
community garden could display
something students made.

22 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 23
Unit 2 • Author Comparison Study Grade 5 Unit 2

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 57-58
Tell students that today they will reflect on the process of creating their author comparison Tell students that, during independent time, they will use the Question, Remember, Jot
Learning Targets entries and the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
• Reflect on knowledge built about Reflect-Write e-Notebooks.
Today you will reflect on the knowledge you built researching and creating your author
authors and their perspectives.
comparison. This is the final step of your Research and Inquiry Project. The purpose of this Now, knowledge builders—it is time for you to work on Step 6 of your research process
• Reflect on the unit’s Enduring
Understandings. lesson is to help you pause and reflect on the knowledge you have built so that you can in your e-notebooks. Reflect on the knowledge you built and the research strategies you
hold onto it in the future. practiced. How might this knowledge and these practices help you in future projects? Enjoy
• Reflect on the research process
and presentation strategies. reflecting on all you have learned!
Guide Self-Assessment and Self-Reflection (8 min.) ML
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Wrap-Up (4 min.)
ML Multilingual Learners Learners box in the sidebar for support in helping multilingual learners reflect on their Invite several students to share their self-reflections and the knowledge they built.
Invite students to reflect on the
project experiences.
benefits of being multilingual. Extend
I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you
How did you use your languages Advanced learners and others may wish to take this project a little farther. Invite them to
pause and reflect on your research process and the knowledge you built. think about topics or ideas that the authors present in their writing. Have students
to help you throughout this
project? find whether each author writes similar stories or tells about similar topics. Have
Model the strategy. If needed, add one or more of these strategies to the Important Notes or students describe how the authors’ stories, topics, or styles changed over the years, or
In what ways did you build more Reminders column in the Research and Inquiry Project Tool. have not changed.
confidence in English?

Strategy: Question, Remember, Jot

Question: Read and Reflect Remember: Review Jot: Record Conclusions
1. Read each question twice. and Answer 1. Pick the best answer(s).
2. Repeat it to yourself in 1. Look back through 2. Write the answer(s) down
your own words. your research process as clearly as you can in
in your e-notebook. your e-notebook.
2. Think about a few
ways you could
answer the question.

24 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 25
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Choose
1 Focus on a Topic (15 min.)

The U.S. Constitution: Then and Now

Introduce the Project (2 min.) Introduce the Research and Inquiry Project Tool (2 min.)
Grade 5, Unit 3, Page 31
Share the project’s goals with students.
ML Multilingual Learners
Introduce the Research and Inquiry Project Tool for the six steps of the Research and Inquiry
Projects. Reinforce that the tool is for reflecting on learning. Once students have completed Generate examples of laws and
For this Research and Inquiry Project, you will research the evolution of various laws and groups of laws students learned
Step 1 in the Research and Inquiry Project section of their Build-Reflect-Write e-Notebooks, about throughout the unit. Explain
create a presentation to share the knowledge you have built. Being curious about laws and
have them reflect on why they chose the laws they selected. Add your feedback in the that groups of laws relate to the
researching related topics helps us build important knowledge about our country. same issue.
Important Notes or Reminders column. Affirm student learning, stretch understanding, build
Review the six steps you will use to support your research and build your knowledge of academic language, and strengthen relationships. Ask: What laws are you curious
about?
Build-Reflect-Write e-Notebook, how laws evolve. For this project, you will stretch your research skills and find at least four
pages 47–48 I’m curious about __ because __.
sources, more than for your previous project. Send Off (1 min.)
I’ve always wondered about __.
Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to
Learning Targets Set a Purpose (1 min.) complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect- __ is interesting to me because
__.
• Brainstorm research topics using Tell students that today they will choose the topic for their research project. Write e-Notebooks.
knowledge built from reading
and discussion. Today, you will use a strategy to help you choose a law or set of laws from the unit that Encourage students to consider how laws affect their lives and the lives of others as they
• Evaluate and select a interest you to be the topic for your research. prepare to work on this project.
research topic.
Let’s start researching and exploring! It’s time for you and your partner to work on the first
• Build knowledge about laws and Guide Topic Choice (6 min.) ML step of your research project in your e-notebooks. Use the Talk, Jot, Choose strategy to help
how they evolve.
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in you choose a topic that interests both of you.
the sidebar for support in helping multilingual learners focus on a topic.

Ways to Complete I’m going to show you a strategy called Talk, Jot, Choose. This strategy will guide you in Wrap-Up (3 min.)
the Project choosing a topic. First, have a conversation with others about the laws you learned about in Invite several students to share their process for choosing a topic.
Based on your knowledge of this unit. Then brainstorm ideas and select one idea to focus on.
students, decide whether to have Extend
them complete this unit’s Research Model the strategy, using traditional tales of your choosing.
and Inquiry Project independently, You may wish to share several examples of research projects for advanced learners who want
with a partner, or in small to create something larger, broader, and more complex than a project addressing a single
Strategy: Talk, Jot, Choose topic. Students may choose several laws to research and compare how these have changed
collaborative groups.
Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic and developed over time.
Now that students have worked
independently, you may wish to 1. Pick a law or set of laws 1. Reflect on the laws you 1. Read over the list and star
have students complete this project that was discussed in discussed and consider the topics you are most
with a partner. the unit. how each affects you. interested in.
2. Talk about how these 2. Jot down ideas in your 2. Choose the topics that
laws impacted the nation e-notebook. interests you the most.
and changed over time.
3. Repeat.

26 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 27
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Explore
2 Generate Questions and
Gather Sources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49–50
Tell students that today they will develop guiding questions and find reliable and valid Tell students that, during independent time, they will use the Question, Search, Decide
sources to help them create their research project. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
• Frame three guiding question Today you and your partner will have the opportunity to think of questions you have about
Tool as they work through this step. Add your feedback in the Important Notes or
to research. the research project topic you chose in Step 1. Your curiosity will guide your research and
Reminders column.
• Evaluate and select four relevant learning. The purpose of this lesson is to help you frame guiding questions and collect at
research sources. least four relevant, reliable, and valid sources for developing your research project. As you choose the three guiding questions to use for your research, think about which ones
• Build knowledge about laws and will provide the best, most interesting information. Consider what you would like to learn,
how they evolve.
Guide Question Design and Source Selection (8 min.) ML what you are curious about, and what would be the most interesting. Then choose at least
Provide a think-aloud of the Question, Search, Decide strategy. See the Multilingual Learners four sources that will help you answer those questions.
box in the sidebar for support in helping multilingual learners formulate questions that focus It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
ML Multilingual Learners on a topic. Question, Search, Decide strategy to help you generate guiding questions about your topic
Model how to write questions that and find sources.
begin with the words Who, What, I’m going to show you a strategy called Question, Search, Decide. This strategy will help you
When, Where, Why and How. create guiding questions, search for reliable sources, and choose at least four sources that
Explain that it’s important to create
will be useful for you. Wrap-Up (4 min.)
questions that go beyond “yes” or
“no” answers. Invite several students to share their process for developing guiding questions and finding
Model the strategy, using the law you chose in your Step 1 strategy modeling. If needed, add
Ask: What do you want to learn relevant, reliable, and valid sources.
one or more of these strategies to the Important Notes or Reminders column in the Research
about your law? What would you
like to find out? and Inquiry Project Tool.
Extend
Strategy: Question, Search, Decide To expand their research possibilities, advanced learners may wish to create more than three
guiding questions. Encourage them to compare guiding questions with other pairs of students
Question: Create Search: Review Decide: Evaluate and to get ideas for other things they might be interested in learning. You might also consider
Guiding Questions Possible Sources Select Sources allowing small groups to brainstorm possible guiding questions together, then select several
1. Choose a sentence stem 1. Search through the 1. Review your sources with questions they would like to focus on during their research.
such as How has… Why sources you have with your guiding questions
do…. What caused… your guiding questions in mind.
and then add our topic. in mind. 2. Pick at least four
2. Confirm that this 2. Choose several sources sources you think will
guiding question can you think will be useful in best help you answer
have detailed answers helping you answer your your guiding question.
that will help you better guiding questions.
understand the topic.
3. Repeat steps 1 and 2 until
you have generated all of
your guiding questions.

28 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 29
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
their topic. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Gather and summarize In this lesson we will work on Step 3 of your Research and Inquiry Project. We will review
through this step. Have them reflect on whether the facts relate to their guiding questions.
information from text and a strategy to help you gather facts and key information that you can use to answer the
visual sources. Students should put facts in their own words and not copy directly from their sources. Add
guiding questions you selected in the previous step.
• Evaluate facts for relevance and your feedback in the Important Notes or Reminders column.
select eight facts to include in a
research project. Guide Research and Fact Gathering (8 min.) ML Discuss how authors support their points. Explain that dates, examples, and explanations not
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in only support the author's point, but can also help students understand the text and answer
• Build knowledge of laws and
how they evolve. the sidebar for support in helping multilingual learners research and gather facts. their guiding questions. Point out that different text structures can help students decide
how to present facts in their research project. For example, if a source lists information
I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you chronologically, students may want to use it to create a timeline.
research and gather facts. First, we read a bit of one of our sources. Then we think about
ML Multilingual Learners Now it’s time for you to work on Step 3 of your research project in your e-notebooks. Use
whether this information helps answer our guiding question. If it does, we summarize and
Ask: write down that information. the ideas we discussed and imagined together. Consider how best to use the many elements
How can your partner help you if you find in your sources.
you have trouble paraphrasing or Model the strategy, using the law you chose in your Step 1 strategy modeling and a source
summarizing information? of your choosing. If needed, add one or more of these strategies to the Important Notes or Wrap-Up (4 min.)
What unfamiliar words or Reminders column in the Research and Inquiry Project Tool.
phrases have you found related Invite several students to share their process of researching and gathering facts.
to this topic? What strategies Strategy: Read, Interpret, Jot
were helpful in determining their Extend
meaning? Read: Identify Facts Interpret: Jot: Rephrase
Evaluate Information Important Details Advanced learners can use more than three sources and eight facts. Encourage them to
1. Pick one of your sources.
gather information from a variety of sources, including primary sources, podcasts, websites,
2. Keep your guiding 1. Pause and think about 1. Cover up the part of
books, charts, tine lines, and other sources. This will offer multiple perspectives on their topic.
questions in mind. what you just read. the source you want to It will also provide more facts and information to include in their final product.
3. Look at both the words 2. Ask yourself, “Does this write down.
and the graphics. information answer one 2. Summarize or paraphrase
of my guiding questions?” the information by saying
3. If it does, go to the next the most important facts
step. If it doesn’t, keep in your own words.
reading. 3. Write down those words.

30 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 31
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Create
4 Design and Construct (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 53–54
Tell students that today they will plan and make their research project. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Select a format for a lesson is to help you design and make your research project.
through the step. Students should begin creating their projects digitally or in print. Add your
research project and create
a development plan. feedback in the Important Notes or Reminders column. Affirm student learning, stretch
Guide Design and Creation (8 min.) ML understanding, build academic language, and strengthen relationships.
• Create a research project that
presents information in a clear Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box
and logical order. in the sidebar for support in helping multilingual learners create their research projects. Discuss how students can present information in a logical sequence by organizing their ideas
in a way that makes sense. For example, students might group similar ideas together or tell
• Build knowledge of laws and
how they evolve. I’m going to show you a strategy called Read, Design, Create. This strategy will help you events in chronological order. Point out that visual aids should also be included at a logical
evaluate what information to include in your project and select a format that best presents point where they can best support or explain the information.
your research. First, you read over your notes. Then you sketch out a plan. Finally, you will
make your project. Use this time to work on Step 4 of your research project in your e-notebooks. Find your best
ML Multilingual Learners ideas, create a plan, and follow through.
Model the strategy, using the law you chose in your Step 1 strategy modeling and the facts
Explain that when writing about
things that happened in the past, you gathered in Step 3. If needed, add one or more of these strategies to the Important Wrap-Up (4 min.)
students should use past tense Notes or Reminders column in the Research and Inquiry Project Tool.
verbs, such as was, wrote, and Invite several students to share their thoughts about creating their research projects. Remind
changed. them that Step 5 is when they share their projects.
Strategy: Read, Design, Create
When writing about how laws have
Read: Evaluate Design: Develop Create: Make
changed over time, they may find Extend
Information a Plan Your Project
it helpful to include sequencing
words and phrases such as later, 1. Read over one part of 1. Consider the information 1. Start with one part of Some students, such as advanced learners, may choose to learn a new format for presenting
after that, and now to organize your notes. you want to share. your design. information. Encourage them to be creative. Offer guidance by asking what they would like
their ideas. 2. Think about where and 2. Choose the type of 2. Put that part into your to accomplish, then suggesting or helping them find programs or apps that would best help
how you will include presentation you want research project. them create the project they are envisioning. The school media or technology specialist may
be able to offer ideas if needed.
that information. to make. 3. Repeat until your project
3. Choose whether it will be 3. Make a plan on how is completed.
a graphic or words it will look using quick 4. Double-check that you
or both. sketches and shapes. have everything you want
4. Add it to your design. 4. Pause and consider to include and that it is
any changes you want presented information in
to make. a logical order.
5. Finalize your design.

32 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 33
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 55–56 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their research projects. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets After presenting, ask others
complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect-
• Report on research and present Today we will work on Step 5 of your Research and Inquiry Project. The purpose of this what they learned from your
important facts in a logical order. Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work presentation.
lesson is to help you share your research project so that you can build knowledge about the
through the step. Have students reflect on how their presentation went. What went well? Add What part of my presentation was
• Present effectively by speaking historical development of laws with your classmates.
clearly, in complete sentences, your feedback in the Important Notes or Reminders column. most interesting?
and at appropriate volume. Did you learn anything from my
Guide Preparing and Presenting (8 min.) ML As students prepare for their presentations, discuss the importance of presenting information presentation that surprised you? If
• Build knowledge about laws and
how they evolve. Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in clearly and a logical order. For students with multimedia elements, urge them to think about so, what?
the sidebar for support helping multilingual learners ask classmates about the knowledge how they can most effectively integrate the elements into their presentations.
• Provide feedback by asking and
answering questions. that they built. Time to share what we’ve learned. It is time for you to work on Step 5 of your research
I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you share project in your e-notebooks. Use the ideas we discussed and imagined together. Enjoy
your project and build knowledge with others. You will plan your presentation, present to sharing what you created and learning from others!
Options for Presenting
others, and then ask them what they learned.
There are many ways that students
can share with one another.
Wrap-Up (4 min.)
Model the strategy. If needed, add one or more of these strategies to the Important Notes or
Choose one that works well in your Invite several students to talk about presenting their projects.
classroom setting. Reminders column in the Research and Inquiry Project Tool.
• Whole Group: Students can Extend
present to the entire class Strategy: Plan, Present, Ask
Offer students the opportunity to share their projects with other audiences. Invite families,
• Small Group: Break students into Plan: Evaluate Your Plan Present: Share Ask: Gather Feedback
staff members, or other classes to join you for a special project showcase day where
groups of 3–4 to present to one 1. List out your plan in your with Others 1. Ask others what students who are interested can present their projects again. Allow them to reflect on
another. e-Notebook. 1. Share your they learned from what they learned from presenting to the class and make any changes or improvements
• Partnerships: Pair students up to 2. Reread your plan to make guiding questions. your project. before the showcase.
share their projects. sure it includes all the 2. In a logical order, 2. Jot down their answers in
facts and information you introduce parts of your your e-Notebook.
• Video: Students can film their project that address your
wanted to present.
presentation and share them on a
3. Review your use guiding questions.
digital platform.
of visuals or other 3. Display the entire project
• Visits: Students can visit other multimedia elements to for everyone to see.
classrooms to share what they ensure they are effective.
have created and learned,
or guests can join you in the
classroom in person or virtually.
• Out in the World: If the inquiry
project is one that would be
useful for others, students can
mail or email the project. For
example, a local nature center or
community garden could display
something students made.

34 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 35
Unit 3 • Laws Continue to Evolve Grade 5 Unit 3

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 57–58
Tell students that today they will reflect on the process of creating their research projects and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
• Reflect on knowledge gained Today you will reflect on the knowledge you built researching the evolution of our laws and
about laws and how they evolve. creating your research project. This is the final step of your Research and Inquiry Project. Encourage students to consider both the knowledge they built and the strategies they used
• Reflect on the unit’s Enduring The purpose of this lesson is to help you pause and reflect on the knowledge you have built to build knowledge. If a student struggled presenting information, have them reflect on what
Understandings. and understand how your experiences will help you in future projects. they’ve learned about presenting knowledge effectively.
• Reflect on the research process.
Now, law learners—it is time to work on Step 6 of your research process in your
Guide Self-Assessment and Self-Reflection (8 min.) ML
e-notebooks. Think of all that you have learned throughout this project. Use the ideas we
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual discussed and imagined together. Enjoy reflecting on all of the knowledge you have built!
ML Multilingual Learners Learners box in the sidebar for support in helping multilingual learners reflect on their
project experiences.
Invite students to reflect on the Wrap-Up (4 min.)
benefits of being multilingual.
I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you Invite several students to share their self-reflections and the knowledge they built.
How did knowing more than one reflect on your research process and the knowledge you built.
language affect your ability to
research? Extend
Model the strategy. If needed, add one or more of these strategies to the Important Notes or
Advanced learners and others may wish to take this project a little farther. Invite them to
In what ways did being multilingual Reminders column in the Research and Inquiry Project Tool. think about laws other than those discussed in the unit. Which ones are important to them?
affect your presentation?
In what ways do they feel that the laws should be changed? How would changing these
Strategy: Question, Remember, Jot laws benefit society? Suggest that they draft a new or revised law and write a speech or
infomercial to explain why this change is important. Invite them to share their ideas with
Question: Read and Reflect Remember: Review Jot: Record Answers
the class.
1. Read each question twice. and Apply 1. Pick the best answer(s).
2. Repeat it to yourself in 1. Look back through your 2. Write the answer(s) down
your own words. research process in as clearly as you can in
3. Think about what your e-notebook. your e-notebook.
knowledge you built 2. Think about how the
about laws and how knowledge you built helps
they have changed over you answer the question.
time. What did you learn
about changing laws and
the people who worked
to change them? What
did you learn about
researching their efforts?

36 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 37
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Choose
1 Focus on a Topic (15 min.)

Recognizing Author’s Point of View,

Introduce the Project (2 min.) Introduce the Research and Inquiry Project Tool (2 min.)
Grade 5 Unit 4 Page 31 ML Multilingual Learners
Share the project’s goals with students. Introduce the Research and Inquiry Project Tool for the six steps of the Research and
Generate examples of the time
Inquiry Projects. Reinforce that the tool is for reflecting on learning. Once students
For this Research and Inquiry Project, you will choose a time period from one of the unit periods from the unit selections.
have completed Step 1 in the Research and Inquiry section of their Build-Reflect-Write Remind them that characters in
selections. You will then find another historical fiction narrator from that same time period
e-Notebooks, have them reflect on why they chose their specific narrator and ask themselves historical fiction were not real
and investigate how the narrator’s historical context shapes their perspective. Examining people but represent what people
if this narrator really interests them. Add your feedback in the Important Notes or Reminders
perspectives from different time periods helps us build knowledge about the past. would have been like at that time.
column. Affirm student learning, stretch understanding, build academic language, and
Ask: What time periods that we
Build-Reflect-Write e-Notebook, You will present your research to the class. For this project, you will also need to create one strengthen relationships. read about are you curious about?
pages 47–48
more guiding question for your research as well as find more facts and details to use. You will
I’m curious about __ because __.
also learn a new research skill: summarizing or paraphrasing the information you find. Send Off (1 min.)
I’ve always wondered about __.
Learning Targets Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to __ is interesting to me
• Brainstorm a time period Set a Purpose (1 min.) complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect- because __.
and perspective to research. Tell students that today they will choose a topic for their research project. Write e-Notebooks.
• Evaluate research options
and chose a focus. Today, you will use a Talk, Choose, Jot strategy to help you choose a topic. Now it's time to research! You will work on the first step of your research project in your
• Build knowledge about e-notebooks. Use the Talk, Jot, Choose strategy to help you choose a topic.
historical perspectives. Guide Topic Choice (6 min.) ML
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in the Wrap-Up (3 min.)
sidebar for support in helping multilingual learners focus on a topic. Invite several students to share their process for choosing a topic.
Ways to Complete
the Project I’m going to show you a strategy called Talk, Jot, Choose. First, we have a conversation with
Extend
Based on your knowledge of others about the time periods of unit selections. Then we brainstorm ideas that we might be
You may wish to share several examples of projects that research perspectives in literature
students, decide whether to have interested in writing about. Finally we review and select one idea to focus on. We may need to for advanced learners who want to create something larger, broader, and more complex.
them complete this unit’s Research
do a little extra research to complete this step. Allow them to select a real-life historical figure who lived during their chosen time period and
and Inquiry Project independently,
compare or contrast their perspective with that of the narrators'.
with a partner, or in small
collaborative groups. Model the strategy, using a historical fiction narrator of your choosing.

Now that students have worked

independently, you may wish to
Strategy: Talk, Jot, Choose
have students complete this project Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow the Topic
with a partner. 1. Pick time period from 1. Research literature from 1. Read over the list and
one of the unit selections. the period you selected. identify the narrators that
2. Talk about what interests 2. Identify narrators from interest you the most.
you about each period. the historical period 2. Select a single narrator as
3. Repeat. you chose. your focus.
4. Select a historical period 3. Jot down ideas in your 3. Identify the works in your
to focus on. e-notebook. narrator appears. This
might require a little extra
research.

38 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 39
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Explore
2 Generate Questions and
Gather Resources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49–50
Tell students that today they will develop guiding questions and find a variety of reliable and Tell students that, during independent time, they will use the Question, Search, Decide
valid sources to help them create their research project. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
• Frame four guiding questions. Today you will have the opportunity to get curious about the research project topic you
Tool as they work through this step. Add your feedback in the Important Notes or
• Identify, evaluate, and select chose in Step 1. Your curiosity about the topic will guide your knowledge as you choose
Reminders column.
a variety of print and guiding questions for your research. The purpose of this lesson is to help you design
digital resources. guiding questions and collect reliable and valid sources. Remember that you will now Review organizing and categorizing information from multiple sources. Point out that
• Build knowledge about have to create four guiding questions, rather than three. information from different sources may be used to answer a single question. Organizing facts
historical perspectives.
will help students group similar information so they can more easily answer each guiding
Guide Question Design and Source Selection (8 min.) ML question. This will also help them to organize information in a logical sequence.
Provide a think-aloud of the Question, Search, Decide strategy. See the Multilingual Learners It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
ML Multilingual Learners
box in the sidebar for support in helping multilingual learners. Question, Search, Decide strategy to help you generate four guiding questions about your
Model how to formulate questions
that will provide information about I’m going to show you a strategy called Question, Search, Decide. This strategy will help you topic and find resources.
a narrator's point of view, such design guiding questions, search for reliable and valid sources, and choose which sources
as What did the narrator think
about…, How did he feel…? will be most useful for you. Wrap-Up (4 min.)
Explain the use of past tense verbs Invite several students to share their process for developing guiding questions and finding
Model the strategy, using the historical fiction narrator you chose in your Step 1 strategy
when formulating questions about valid sources.
historical fiction. modeling. If needed, add one or more of these strategies to the Important Notes or
Reminders column in the Research and Inquiry Project Tool.
Extend
Strategy: Question, Search, Decide To expand their research possibilities, advanced learners may wish to create more than the
minimum number of guiding questions. They may choose to start with more questions or
Question: Brainstorm Search: Identify Decide: Narrow add questions to the list as they come up with more ideas during their research. As they
Guiding Questions Various Sources Your Sources research, encourage students to ask themselves Is there anything else I am curious about?
1. Choose a sentence stem 1. Search through the 1. Review your sources What else do I want to know about my topic? What caused this to happen? What were the
such as What was... How sources you have with with your guiding results of this action? Students can then add the new guiding questions to their projects.
did... When... and then your guiding questions questions in mind.
add your topic. in mind. 2. Pick at least four sources
2. Confirm that this 2. Choose several sources you think will best
guiding question can you think will be useful in help you answer your
have detailed answers. helping you answer your guiding questions.
Simple yes/no answers guiding questions.
will not provide enough 3. Remember that you will
information for need literary sources
your research. that show the narrator’s
3. Repeat steps 1 and 2 until perspective as well as
you have generated four informational sources that
guiding questions. describe the narrator’s
historical context.

40 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 41
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
the historical perspectives of the narrators they selected. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Identify and evaluate relevant Today we will work on Step 3 of your Research and Inquiry Project. In this lesson you will
through this step. Have them reflect on whether the facts and details they find relate to their
information and details in gather facts that answer your guiding questions using the sources you selected. You will also
multiple sources. guiding questions. Add your feedback in the Important Notes or Reminders column.
learn how to summarize or paraphrase the information you find.
• Summarize and paraphrase Review how to summarize or paraphrase information. Students should put facts in their
information from sources.
Guide Research and Fact Gathering (8 min.) ML own words and not copy directly from their sources. Ask students to explain why this is an
• Build knowledge about
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in important part of note-taking. Suggest strategies for students to use.
historical perspectives.
the sidebar for support in helping multilingual learners research and gather facts. When you find important facts in a source, ask yourself questions such as, "What does this
I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you mean? What is the main idea? What details are important to remember?" Mentally answer
ML Multilingual Learners research and gather facts and then summarize or paraphrase them. First, we look for the questions in your own words then write down your thoughts in your own words. Another
Ask: information in one of our sources. Then we think about whether this information helps strategy is to look away from the source and explain the information in your head in the
answer our guiding question. If it does, we summarize or paraphrase that information and same way you might explain it to a friend. If you get stuck, think of synonyms or words and
What does it mean to summarize
or paraphrase information? write it down. phrases that have similar meanings to the words in the source. This will help you take notes
What strategies help you
without copying the text.
summarize or paraphrase Model the strategy, using the historical fiction narrator you chose in your Step 1 strategy
information that you read in modeling and a source of your choosing. If needed, add one or more of these strategies to Now it’s time for you to work on Step 3 of your research project in your e-notebooks. Use
English? the Important Notes or Reminders column in the Research and Inquiry Project Tool. the skills we discussed and worked on together.
This section is mostly about . . .
It describes . . . Strategy: Read, Interpret, Jot Wrap-Up (4 min.)
I now understand . . .
Some repeated words I Read: Use Source Features Interpret: Evaluate Facts Jot: Rephrase Information Invite several students to share their process of researching and gathering facts.
noticed are . . . 1. Pick one of your sources. and Details 1. Cover up the part of
2. Keep your guiding 1. Pause and think about the source you want to
Extend
questions in mind. what you just read. write down.
3. Use the textual and visual 2. Ask yourself, “Does this 2. Summarize or paraphrase Advanced learners can use more than four sources and/or include more than 10 facts.
features of your sources information answer one the information by saying Explain that using more sources provides even more perspectives on their topic. Including
of my guiding questions?” more than 10 facts in their final product will provide their audience with an even deeper
to help you identify the most important facts
understanding of the topic.
relevant information. 3. If it doesn’t, keep reading. in your own words.
3. Write down those words.

42 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 43
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Create
4 Design and Construct (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 53–54
Tell students that today they will plan and make their presentations on historical perspectives. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Develop a presentation about lesson is to help you develop a plan to present your investigation into a historical fiction
through the step. Students should begin creating their project digitally or in print. Add your
the perspective of a narrative in a narrator’s perspective.
piece of historical fiction. feedback in the Important Notes or Reminders column. Affirm student learning, stretch
• Create a presentation with understanding, build academic language, and strengthen relationships.
Guide Design and Creation (8 min.) ML
multimedia element.
Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box Review summarizing and paraphrasing information and details. Point out the tip box in
• Build knowledge about
in the sidebar for support in helping multilingual learners create their research projects. student’s e-notebooks. Remind students that they summarized and paraphrased sources
historical perspectives.
while recording information in their notes. Encourage them to be sure the information in
I’m going to show you a strategy called Read, Design, Create. This strategy will help you their final project is in their own words as well.
design and create your project. First, we read over our notes. Then we sketch out a plan.
ML Multilingual Learners Finally, we make our presentations. Use this time to work on Step 4 of your research project in your e-notebooks. Use the ideas
Explain that when writing a and skills we discussed and worked on together.
research project about a narrator's Model the strategy, using the historical fiction narrator you chose in your Step 1 strategy
perspective, students are sharing modeling and the facts you gathered in Step 3. If needed, add one or more of these strategies Wrap-Up (4 min.)
the thoughts of other people and
to the Important Notes or Reminders column in the Research and Inquiry Project Tool.
so they should use third person Invite several students to share their thoughts about creating their research projects. Remind
he, she, they, and it. They should
Strategy: Read, Design, Create them that Step 5 is when they share their projects.
not use first person I statements.
Students might find it helpful Read: Evaluate Research Design: Develop a Create: Execute Your Plan
to use synonyms for perspective, Presentation Plan Extend
1. Read over one part of 1. Start with one part of
such as ideas or thoughts. your notes. 1. Consider the information your design. Some students, such as advanced learners, may choose to create a project that includes
Encourage students to 2. Think about where you want to share. 2. Put that part into several presentation formats. For example, a video presentation or written report might
use synonyms. and how you will 2. Choose the type of your project. also include a virtual poster. A web page might include a virtual poster or a link to a video
presentation you want presentation. Allow groups of students to brainstorm other multimedia options for making
include that information. 3. Repeat until your project
their presentations. If students consistently choose similar presentation formats, such as
3. Choose whether it will be to create. is completed. slideshows, suggest they try something new. Encourage their creativity!
a graphic or words 3. Make a plan for how 4. Double-check that you
or both. it will look or how you have everything you want
4. Add it to your design. will create it using quick to include and that it
sketches and shapes. makes sense.
4. Pause and consider
any changes you want
to make.
5. Finalize your design.

44 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 45
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 55–56 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their research projects. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets
After presenting, ask others
complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect-
• Practice and present a research Today we will work on Step 5 of your Research and Inquiry project. The purpose of this what they learned from your
project on historical perspective. Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work presentation.
lesson is to help you share your presentation about historical perspective so that you can
through the step. Have students reflect on how their presentation went. What went well? Add What was the most interesting
• Ask and answer questions to build knowledge together with your classmates.
provide and receive feedback on your feedback in the Important Notes or Reminders column. part of my presentation?
a presentation. What did you learn?
Guide Preparing and Presenting (8 min.) ML Researchers—it is time for you to work on Step 5 of your research project in your
• Build knowledge on
historical perspectives. Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in e-notebooks. Remember the strategies we’ve practiced for effective presentations, including
the sidebar for support helping multilingual learners ask classmates about knowledge built. the use of appropriate volume and pace, the use of formal English, and the appropriate use
of nonverbal cues. Enjoy sharing what you created and learning from others!
Options for Presenting I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you share
your project and build knowledge with others. You will plan your presentation, present to Wrap-Up (4 min.)
There are many ways that students
can share with one another. others, answer any questions they may have, and receive helpful feedback.
Invite several students to talk about presenting their projects.
Choose one that works well in your
classroom setting. Model the strategy. If needed, add one or more of these strategies to the Important Notes or
Reminders column in the Research and Inquiry Project Tool. Extend
• Whole Group: Students can
present to the entire class Offer students the opportunity to share their research projects with other audiences. Students
Strategy: Plan, Present, Ask can work together with others who chose the same time period to research and create a web
• Small Group: Break students into page for that time period. Students can post all of their projects and share the web page with
groups of 3–4 to present to one Plan: Review Present: Share the Ask: Receive Feedback
their families or with other classes who might be studying that time in history.
another. Your Presentation Knowledge You Built 1. Ask others what they
• Partnerships: Pair students up to 1. List out your plan in 1. Share your learned from your
share their projects. your e-notebook. guiding questions. research project.
2. Reread your plan to make 2. Share one part of your 2. Jot down their answers in
• Video: Students can film their
sure it is just what you project that answers a your e-notebook.
presentation and share them on a
digital platform.
want to present. guiding question.
3. Share another part of
• Visits: Students can visit other your project that answers
classrooms to share what they another guiding question.
have created and learned, 4. Display or share the
or guests can join you in the
entire project for
classroom in person or virtually.
everyone to see.
• Out in the World: If the inquiry
project is one that would be
useful for others, students can
mail or email the project. For
example, a local nature center or
community garden could display
something students made.

46 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 47
Unit 4 • Research Perspectives in Literature Grade 5 Unit 4

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 57–58
Tell students that today they will reflect on the process of creating their research projects and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
• Reflect on knowledge built about Today you will reflect on the knowledge you built researching and creating your research
historical perspective. project. This is the final step of your Research and Inquiry Project. The purpose of this lesson Now, research experts—it is time for you to work on Step 6 of your research process in your
• Reflect on the unit’s Enduring is to help you pause and reflect on the knowledge you have built so that you can hold onto e-notebooks. Use the ideas we discussed and imagined together. Enjoy reflecting on all you
Understandings. it in the future. have learned and be proud of your progress!
• Reflect on the research process.
Guide Self-Assessment and Self-Reflection (8 min.) ML Wrap-Up (4 min.)
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Learners Invite several students to share their self-reflections and the knowledge they built.
ML Multilingual Learners box in the sidebar for support in helping multilingual learners reflect on their project
Invite students to reflect on the experiences. Extend
benefits of being multilingual. Advanced learners and others may wish to take this project a little farther. Invite them to
I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you think about the time period they chose. Encourage them to learn more about what life
Were you able to use more
than one of your languages pause and reflect on your research process and the knowledge you built. was like during this time by reading nonfiction sources about it. Did the historical fiction
while working on this project? accurately reflect the time period? In what ways was real life the same or different than it was
If so, how? Model the strategy. If needed, add one or more of these strategies to the Important Notes or portrayed in the historical fiction? Do you think the perspectives of actual people living at that
Reminders column in the Research and Inquiry Project Tool. time would be similar to those of the narrator? Would you like to have lived during that time?
Do you feel that this process Why or why not?
helped you improve your English
skills? If so, how? Strategy: Question, Remember, Jot
Question: Reflect Remember: Reflect Jot: Produce Answers
on Knowledge on Research 1. Pick the best answer(s).
1. Read the question twice. 1. Look back through your 2. Write the answer(s) down
2. Repeat it to yourself in research process in as clearly as you can in
your own words. your e-notebook. your e-notebook.
3. What knowledge did 2. Think about a few
you build about the ways you could answer
perspectives of others? the question.

48 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 49
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Choose
1 Focus on a Topic (15 min.)

Introduce the Project (2 min.)

Technology’s Impact on Society Strategy: Talk, Jot, Choose ML Multilingual Learners
Grade 5, Unit 5, Page 31
Share the project’s goals with students. Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic
Generate and discuss examples of
For this Research and Inquiry Project, you will choose a current piece of technology to 1. Pick a current piece 1. Think of how these 1. Read over your list and current technology students might
of technology. technologies affect our identify the topics you are consider for their topics.
research. Being curious about technology helps us build our understanding and better
2. Talk about the impact of daily lives. most interested in.
appreciate the role of technology in our world. Ask: What technology are you
these technologies. 2. Jot down ideas in 2. Evaluate the topics
curious about?
3. Repeat. your e-notebook. you identified.
Be sure to choose something specific that is familiar to you. Then you will create a 3. Choose your favorite. I’m curious about __ because __.
Build-Reflect-Write e-Notebook, presentation about how the technology was developed, how it has changed our day-to-day I’ve always wondered about __.
pages 47–48
lives, and the emotional and cultural impact this technology has had. Introduce the Research and Inquiry Project Tool (2 min.)
__ is interesting to me
Introduce the Research and Inquiry Project Tool for the six steps of the Research and Inquiry because __.
This project will be different from others you’ve worked on previously. Your research will
Learning Targets Projects. Reinforce that the tool is for reflecting on learning. Once students have completed
be more in-depth, building on your knowledge of the research process so far. You will still
Step 1 in the Research and Inquiry section of their Build-Reflect-Write e-Notebooks, have
• Brainstorm current technologies complete six steps in the process, but you will spend more time on each step. You will also
and their cultural impact. them reflect on why they chose the topic and ask themselves if this is a topic they really
need to provide a list of your sources with the presentation for the first time.
• Use academic vocabulary words. care about. Add your feedback in the Important Notes or Reminders column. Affirm student
learning, stretch understanding, build academic language, and strengthen relationships.
• Use the correct syntax when Set a Purpose (1 min.)
speaking.
• Select a research project topic. Tell students that today they will choose a topic for their research project. Send Off (1 min.)
• Build knowledge about the Today, you will use a strategy to help you choose a topic you would like to research. During independent time, students will use the Talk, Jot, Choose strategy to complete Step 1:
impact of technology on people Choose of the Research and Inquiry Project in their Build-Reflect-Write e-Notebooks.
and society.
Guide Topic Choice (6 min.) ML Let's start researching! You will think about technology that interests you and work on the
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in first step of your research project in your e-notebooks. Use the Talk, Jot, Choose strategy to
Ways to Complete
the sidebar for support in helping multilingual learners focus on a topic. help you choose a topic. Remember to include appropriate academic vocabulary during
the Project
your conversations. Speak and listen for sentences spoken in the correct syntax.
Based on your knowledge of Remember the strategy called Talk, Jot, Choose? First, we have a conversation about current
students, decide whether to have technologies we find interesting. During this conversation, we will use appropriate academic
them complete this unit’s Research Wrap-Up (3 min.)
and Inquiry Project independently, vocabulary words. We will also speak using the correct syntax. For example: “I’m curious
with a partner, or in small about virtual reality. I bet there have been many important innovations that led to this Invite several students to share their process for choosing a topic.
collaborative groups. technology. I think virtual reality will only become more important in the future.”
You may wish to have the students Extend
complete the longer, 6-week Notice how I used the academic vocabulary words innovations, development, and Share several examples of illustrated time lines for advanced learners who want to create
project in groups. technology. I also spoke using the correct syntax. The arrangement of my words and something broader and more complex. Students may even choose to include more than one
phrases makes sense. invention on their time line to show how they developed or progressed together, or how the
development of one affected the other, such as trains and automobiles.
Next we will brainstorm ideas that we might be interested in writing about. Finally we will
review and select one idea to focus on.

Model the strategy, using the technology of your choosing.

50 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 51
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Explore
2 Generate Questions and
Gather Resources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49–50
Tell students that today they will develop guiding questions and find reliable and valid Tell students that, during independent time, they will use the Question, Search, Decide
sources to help them create their research project. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool
• Frame guiding questions Today you will have the opportunity to investigate the technology topic you chose in Step
as they work through this step. Add your feedback in the Important Notes or Reminders
• Identify and evaluate a variety of 1. Your curiosity about the topic will guide as you formulate your guiding questions. The
column.
research sources. purpose of this lesson is to help you design your guiding questions, collect reliable and valid
• Build knowledge about the sources, and record citation information to help you create your list of sources. Review the information in the Citing a Source box. Point out where students can find the
impact of technology on people necessary citation information in print and digital sources. Explain that they need to include
and society.
Guide Question Design and Source Selection (8 min.) ML the information listed in the Sources chart in this section of their e-notebooks.
Provide a think-aloud of the Question, Search, Decide strategy. See the Multilingual Learners It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
box in the sidebar for support in helping multilingual learners formulate questions that focus Question, Search, Decide strategy to help you generate guiding questions about your topic,
ML Multilingual Learners
on a topic. find resources, and record the citation information you will need to cite your list of sources.
Have students think about the
technology they chose what they I’m going to show you a strategy called Question, Search, Decide. This strategy will help
want to learn about the topic. you design guiding questions, search for a variety of reliable and valid print and digital Wrap-Up (4 min.)
Model how to generate strong,
open-ended guiding questions that sources, and choose which sources will be most useful for you. It will also help you record Invite several students to share their process for developing guiding questions and finding
will lead to information beyond a the information you will need to cite the source. valid sources.
“yes” or “no” answer.
Remind students to use past tense Model the strategy, using the technology you chose in your Step 1 strategy modeling. If
Extend
verbs such as was, did, and were needed, add one or more of these strategies to the Important Notes or Reminders column in
to ask about events related to To expand their research possibilities, advanced learners may wish to create more three
the Research and Inquiry Project Tool. guiding questions. Explain that researching more guiding questions will lead students to
their topic that happened in the
past. When referring to current discover more information about technology and gain a deeper understanding of the topic. If
technology, they should use Strategy: Question, Search, Decide students can only think of three guiding questions, encourage them to add questions to their
present tense verbs such as is list as their curiosity develops while researching. Encourage them to ask themselves questions
Question: Frame Search: Identify Sources Decide: Evaluate and
and are. such as What else would I like to know about ___? What caused ___? What happened as a
Guiding Questions 1. Search through the Select Sources
result of ___?
Telephones were __ in the past. 1. Choose a sentence step sources you have with 1. Review your sources with
Now, cell phones are __.. such as Why did… How your guiding questions your guiding questions
has… When was… and in mind. in mind.
then add your topic. 2. Choose several sources 2. Pick at least four sources
2. Confirm that this guiding you think will be useful in you think will best help
question can have helping you answer your you answer your
detailed answers. Simple guiding questions. guiding questions.
yes/no answers will not 3. Make a list of the 3. Include one poem,
be enough information print and digital memoir, and/or fictional
for your research. sources you find. story as a source.
3. Repeat steps 1 and 2 until 4. Include the information
you generated all of your you will need to cite each
guiding questions. source.

52 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 53
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
the technology they have selected. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Identify and evaluate facts and Now it is time to start working on Step 3 of your Research and Inquiry Project. Today's
through this step. Have them reflect on whether the facts relate to their guiding questions.
details from a variety of sources. lesson will help you gather facts that answer your guiding questions using the sources
Students should put facts in their own words and not copy directly from their sources. Add
• Take notes and summarize or you selected.
paraphrase relevant information. your feedback in the Important Notes or Reminders column.

• Build knowledge about the Guide Research and Fact Gathering (8 min.) ML Review recording facts and details. Explain that informational sources will provide facts about
impact of technology on people
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in the topic. Literary sources will provide details that show the emotional and cultural impact
and society.
the sidebar for support in helping multilingual learners research and gather facts. that technology has had on people.

I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you Technology has changed the way people live. Think about the differences in daily life today
ML Multilingual Learners gather and evaluate facts and details. First, we read a bit of one of our sources. Then we compared to 100 years ago. What emotional impact do you think technology may have
Ask: think about whether this information helps answer our guiding question. If it does, we had? Do you expect that it has had a positive or negative impact on people emotionally?
summarize or paraphrase that information and write it down. Why? How do you think technology has impacted society? Do you think these impacts are
What words related to technology
are a challenge for you? positive or negative? Explain your ideas.
Model the strategy, using the technology you chose in your Step 1 strategy modeling and
What can you do if summarizing Now it’s time for you to work on Step 3 of your research project in your e-notebooks. Use
and paraphrasing information is a a source of your choosing. If needed, add one or more of these strategies to the Important
challenge? Are there repeated Notes or Reminders column in the Research and Inquiry Project Tool. the ideas we discussed and imagined together.
words that you notice in your
sources? How might those words
help you explain what the text is
Strategy: Read, Interpret, Jot Wrap-Up (4 min.)
mostly about? Read: Identify Facts Interpret: Evaluate and Jot: Rephrase Information Invite several students to share their process of researching and gathering facts.
and Details Categorize Facts 1. Cover up the part of the
and Details
1. Pick one of your sources. source you want to write
1. Pause and think about Extend
2. Keep your guiding down.
what you just read. 2. Summarize or paraphrase Advanced learners can use more than four sources and/or include more than 10 facts. They
questions in mind.
2. Ask yourself, “Does this the information by saying may also add more than one literary source. Explain that using additional sources and facts
3. Look at both the words provides even more perspectives and information on their topic. Encourage them to use
and the graphics. information answer one the most important facts
of my guiding questions?” primary and secondary sources, books, magazines, and websites to do research. They may
in your own words. even be able to find information on the people or companies that developed the technology
3. If it does, jot it down. If it 3. Write down those words.
and use their thoughts about the product and its impact.
doesn’t, keep reading.

54 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 55
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Create
4 Design and Construct (15 min.)

Up Against the Wild

Set Purpose (2 min.) Send Off (1 min.)
Grade 5, Unit 6, Page 31
Tell students that today they will plan and make their research project. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
lesson is to help you design and make your presentation, including your list of sources.
through the step. Students should begin creating their projects digitally or in print. Add your
feedback in the Important Notes or Reminders column. Affirm student learning, stretch
Guide Design and Creation (8 min.) ML understanding, build academic language, and strengthen relationships.
Build-Reflect-Write e-Notebook, Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box
pages 47–48 in the sidebar for support in helping multilingual learners create their research projects. Review the instruction box on how to style a list of research sources. Choose a print and a
digital source to cite together on the board as examples.
I’m going to show you a strategy called Read, Design, Create. This strategy will help you
Learning Targets Use this time to work on Step 4 of your research project in your e-notebooks. Use the ideas
design and create your project. First, we will read over our notes. Then we will sketch out a
• Review and evaluate information. plan. Finally, we will make our project. and skills we discussed and worked on together. Don’t forget to style your list of sources and
• Develop and execute a add it to your presentation.
presentation plan. Model the strategy, using the technology you chose in your Step 1 strategy modeling and the
• Build knowledge about facts you gathered in Step 3. If needed, add one or more of these strategies to the Important Wrap-Up (4 min.)
technology’s impact on people Notes or Reminders column in the Research and Inquiry Project Tool.
and society. Invite several students to share their thoughts about creating their research projects. Remind
Strategy: Read, Design, Create them that Step 5 is when they share their projects.

Read: Evaluate Design: Develop a Create: Make

Information Presentation Plan Your Presentation Extend
ML Multilingual Learners
1. Read over one part of 1. Consider the information 1. Start with one part of Some students, such as advanced learners, may choose to create a project that includes
Point out the word address in the your notes. you want to share. your design. several presentation formats. For example, a written report may be accompanied by a
How to Style a List of Sources box. 2. Think about where and 2. Choose the type of 2. Put that part into slideshow to present the visuals for the project. Encourage students to use their creativity
Explain that this word has more to think of end products that are not listed. They may choose something that builds on one
how you will include presentation you want your project.
than one meaning. Usually address of their existing talents or interests, or they may choose to challenge themselves by trying
refers to where someone lives or
that information. to create. 3. Repeat until your project
something new. Allow groups of students to brainstorm presentation ideas together, then
where a building is located. In this 3. Choose whether it will be 3. Make a plan on how is completed. choose the type of end product they want to create.
case address refers to where to a graphic, words, or both. it will look using quick 4. Double-check that you
find information on the internet. 4. Add it to your design. sketches and shapes. have everything you want
4. Pause and consider to include and that it
Review the meanings of other
any changes you want makes sense.
words related to citing sources,
such as title, author, publisher, and
to make.
URL. Discuss the meaning of each 5. Finalize your design.
and point out examples on print
and digital sources.

56 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 57
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 49–50 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their research projects. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect- After presenting, ask others
Today we will work on Step 5 of your Research and Inquiry project. The purpose of this what they learned from your
• Present information on the Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work presentation.
impact of technology. lesson is to help you share your project so that you can build knowledge together with
through the step. Have students reflect on how their presentation went. What went well? Add What did you learn from my
• Use academic vocabulary words. your classmates.
your feedback in the Important Notes or Reminders column. presentation?
• Use the correct syntax when Did any information in my
speaking. Guide Preparing and Presenting (8 min.) ML Review the Tips for Presenting Box.
presentation change your ideas
• Ask and answer questions to give Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in about technology? If so, how?
What does it mean to use appropriate volume? Why is this important? How could you
and receive feedback.
the sidebar for support helping multilingual learners ask classmates about knowledge built. prepare to answer questions from the audience? If you are an audience member, how can
• Build knowledge about the
impact of technology on people I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you you ask questions respectfully? What other tips for presenting do you think are important to
and society. share your project and build knowledge with others. First you will plan your presentation. remember?
In your plan, you will include the academic vocabulary words that you want to be part of Presenters—it is time for you to work on Step 5 of your research project in your e-notebooks.
your presentation. Try to use some of the academic vocabulary words you used in your If you run into any unexpected challenges, adapt your presentation plan and follow
Options for Presenting conversations in Step 1. Then you will present to others using the correct syntax while you through. Remember to use appropriate academic vocabulary words in your presentations
There are many ways that students speak. Finally you will ask your audience what they learned. such as innovation, development, and technology. Speak using the correct syntax, too. Enjoy
can share with one another. sharing what you created and learning from others!
Choose one that works well in your Model the strategy. If needed, add one or more of these strategies to the Important Notes or
classroom setting. Reminders column in the Research and Inquiry Project Tool.
• Whole Group: Students can
Wrap-Up (4 min.)
present to the entire class. Strategy: Plan, Present, Ask Invite several students to talk about presenting their projects. Use this as an opportunity
• Small Group: Break students into Plan: Review Present: Share Knowledge Ask: Receive Feedback to have a constructive conversation about the projects. Students should pose and respond
groups of 3–4 to present to one the Presentation 1. Share your guiding 1. Ask others what they to specific questions, making comments that contribute to the discussion and elaborating
another. 1. List out your plan in questions with peers. learned from your
on the remarks of others. Review some of the key ideas expressed. Student should draw
• Partnerships: Pair students up to your e-notebook. 2. Share one part of your research project.
share their projects. 2. Reread your plan to make project that answers a 2. Ask what they found conclusions about presenting a project in light of information and knowledge gained from
sure it is just what you guiding question. most interesting about the discussions. Remind students that they should keep these new conclusions in mind when
• Video: Students can film their
presentation and share them on a
want to present. 3. Share another part of your project. they are doing their next project.
digital platform. your project that answers 3. Jot down their answers in
another guiding question. your e-notebook.
• Visits: Students can visit other 4. Display or share the Extend
classrooms to share what they Offer students the opportunity to share their research projects with other audiences. Students
entire project for
have created and learned or can choose to create a digital version of their projects to share with others who might be
guests can join you in the
everyone to see.
interested, such as the school science or technology clubs. The school technology coordinator
classroom in person or virtually. or media specialist might be interested in sharing the information with other students or
• Out in the World: If the inquiry classes if it relates to any topics or lessons they plan to discuss.
project is one that would be
useful for others, students can
mail or email the project to a
local library.

58 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 59
Units 5–6 • Technology and Change in Society, Part 1 and Part 2 Grade 5 Units 5–6

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will reflect on the process of creating their research projects and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
• Reflect on knowledge gained Today you will reflect on the knowledge you built researching and creating your research
about technology and its impact project. This is the final step of your Research and Inquiry Project. The purpose of this lesson Now, technology experts—you will work on Step 6 of your research process in your
on people and society.
is to help you pause and reflect on the knowledge you have built so that you can hold onto e-notebooks. Use the ideas we discussed. Enjoy thinking about all you have learned and
• Reflect on the unit’s it in the future. accomplished!
Enduring Understandings.
• Reflect on the research process.
Guide Self-Assessment and Self-Reflection (8 min.) ML Wrap-Up (4 min.)
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Invite several students to share their self-reflections and the knowledge they built.
Learners box in the sidebar for support in helping multilingual learners reflect on their
ML Multilingual Learners
project experiences. Extend
Invite students to reflect on the
Advanced learners and others may wish to take this project a little farther. Invite them to
benefits of being multilingual. I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you learn more about the person who originally invented the technology they researched and the
How did both of your languages pause and reflect on your research process and the knowledge you built. time period during which it was first introduced. How do they think the inventor would feel
help you while working on this about the way technology has developed over time? How has the world changed since then?
project? Model the strategy. If needed, add one or more of these strategies to the Important Notes or What impact has the inventor's work had that he or she would likely be surprised to learn
Reminders column in the Research and Inquiry Project Tool. about? Have students write a letter to the inventor of their technology to let them know of the
In what ways does collaboration
impact their work has had on the world.
with others and presenting a
project help you grow more Strategy: Question, Remember, Jot
comfortable with English?
Question: Reflect Remember: Reflect on the Jot: Record
on Knowledge Research Process Your Conclusions
1. Read the question twice. 1. Do you feel that you 1. Pick the best answer(s).
2. Repeat it to yourself in could have done 2. Write the answer(s) down
your own words. more research? as you clearly as you can
3. What knowledge did you 2. Look back through your in your e-notebook.
build about technology? research process in
your e-notebook.
3. Think about a few
ways you could answer
the question.

60 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 61
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

STEP Choose
1 Focus on a Topic (15 min.)

Conflicts that Shaped a Nation;

Introduce the Project (2 min.) Introduce the Research and Inquiry Project Tool (2 min.)
Grade 5, Units 7 and 8, Page 31 ML Multilingual Learners
Share the project’s goals with students. Introduce the Research and Inquiry Project Tool for the six steps of the Research and Inquiry
Generate and discuss examples of
Projects. Reinforce that the tool is for reflecting on learning. Once students have completed
For this Research and Inquiry Project, you will choose a career in conflict resolution careers students might consider
Step 1 in the Research and Inquiry section of their Build-Reflect-Write e-Notebooks, have for their topics.
that interests you and investigate how people in these careers work to peacefully
them reflect on why they chose the specific career they selected and ask themselves if this Ask: What careers are you curious
resolve conflicts. Then you will create a project to present information about how these
is a topic they really care about. Add your feedback in the Important Notes or Reminders about?
professionals resolve conflicts, including famous examples of conflicts these professionals
column. Affirm student learning, stretch understanding, build academic language, and I’m curious about __ because __.
may have resolved and what conflict they might help resolve today. The project could be a
Build-Reflect-Write e-Notebook, strengthen relationships. I’ve always wondered about __.
pages 47–48 printed or digital report, a poster, a web page, a digital slideshow, a video report, or another
presentation of your choice. __ is interesting to me
Send Off (1 min.) because __.
Learning Targets Being curious about how to resolve or prevent conflict can help us discover interesting and Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to
important information about careers and ways we might peacefully contribute to the world. complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect-
• Brainstorm careers in
conflict resolution. Write e-Notebooks.
• Evaluate and select a career in
Set a Purpose (1 min.)
conflict resolution as the focus of Tell students that today they will choose a topic for their research project. Let's start researching! You will think about a career that interests you and work on the first
a research project. step of your research project in your e-notebooks. Use the Talk, Jot, Choose strategy to help
• Build knowledge about the Today, you will use a Talk, Jot, Choose strategy to help you choose a topic you would like you choose a topic.
impact of conflict on people to research.
and society.
Wrap-Up (3 min.)
Guide Topic Choice (6 min.) ML
Invite several students to share their process for choosing a topic.
Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in
Ways to Complete
the sidebar for support in helping multilingual learners focus on a topic.
the Project Extend
Based on your knowledge of I’m going to show you a strategy called Talk, Jot, Choose. This strategy will guide you in You may wish to share several examples of different types of research reports to help
students, decide whether to have choosing a topic that really interests you. First, we will have a conversation with others advanced learners who want to create something larger, broader, and more complex to get
them complete this unit’s Research ideas. Allow them to select two careers, such as one that works to prevent conflict and one
about professionals who prevent or resolve conflicts. Then we will brainstorm ideas that we that resolves conflict, or one career that resolves conflicts between individuals and one that
and Inquiry Project independently,
with a partner, or in small might be interested in writing about. Finally, we will review and select one idea to focus on. resolves conflicts between groups. Then, have students compare and contrast the careers.
collaborative groups.
Model the strategy, using the technology of your choosing.
You may wish to have students
complete this longer, 6-week
project in groups. Strategy: Talk, Jot, Choose
Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic
1. Pick a career in 1. Think of how 1. Read over the list and
conflict resolution. professionals in this identify the topics you are
2. Talk about this career. career prevent or most interested in.
3. Repeat. resolve conflicts. 2. Compare the topics
2. Jot down ideas in you identified.
your e-notebook. 3. Choose your favorite.

62 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 63
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

STEP Explore
2 Generate Questions and
Gather Resources (15 .) min

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49–50
Tell students that today they will develop guiding questions and find a variety of reliable and Tell students that, during independent time, they will use the Question, Search, List, Decide
valid print and digital sources to help them create their research project. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
• Frame guiding questions. Today you will have the opportunity to explore the career you chose in Step 1. You will
Tool as they work through this step. Add your feedback in the Important Notes or
• Identify, evaluate, and create guiding questions that will guide your investigation. Then you will identify facts that
Reminders column.
select a variety of print and help you answer your questions. The purpose of this lesson is to help you design guiding
digital sources. questions and collect a variety of reliable and valid print and digital sources for creating Review the information in the Researching Tips box. As students research, encourage
• Build knowledge about your research project. them to think about how each professional resolves conflict, whether there are famous
how conflict impacts people
examples of conflicts that the professionals might have resolved, and what conflicts they
and society.
Guide Question Design and Source Selection (8 min.) ML might resolve today.
Provide a think-aloud of the Question, Search, List, Decide strategy. See the Multilingual It’s time for you to work on Step 2 of your research project in your e-notebooks. Use the
ML Multilingual Learners Learners box in the sidebar for support in helping multilingual learners formulate questions Question, Search, List, Decide strategy to help you generate guiding questions about your
that focus on a topic. topic and find resources.
Have students think about the
career they chose and why they I’m going to show you a strategy called Question, Search, List, Decide. This strategy will help
want to learn about professionals
you design guiding questions, search for reliable and valid print and digital sources, and Wrap-Up (4 min.)
in this field. Model how to
generate strong open-ended choose which sources will be most useful for you. Invite several students to share their process for developing guiding questions and finding
guiding questions that will lead to valid sources.
the information they want to know. Model the strategy, using the technology you chose in your Step 1 strategy modeling. If
Explain that conflict means needed, add one or more of these strategies to the Important Notes or Reminders column in
"problem" or "battle." Discuss
Extend
the Research and Inquiry Project Tool.
types of conflicts that people might To expand their research possibilities, advanced learners may wish to create more than
work to resolve. three guiding questions. Encourage students to be curious about the career as they research.
Strategy: Question, Search, List, Decide Invite them to ask themselves questions while researching, such as How does someone___?
Question: Frame Search: Identify Sources List: Record Sources What makes someone qualified to____? What if___? They can use these ideas to add more
Guiding Questions guiding questions to their list.
1. Search through the 1. Make a list of the print
1. Choose a sentence stem sources you have with and digital sources
such as How does... What your guiding questions you find.
do... Is there... and then in mind. 2. Include the information
add your topic. 2. Choose several sources needed to cite
2. Confirm that this you think will be useful in each source.
guiding question can helping you answer your
have detailed answers. guiding questions. Decide: Evaluate and
Simple yes/no answers Select Sources
will not provide enough 1. Review your sources with
information for your guiding questions
your research. in mind.
3. Repeat steps 1 and 2 until 2. Pick at least four sources
you have generated all of you think will best help
your guiding questions. you answer your
guiding questions.
64 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 65
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
the conflict resolution career they chose to focus on. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
Learning Targets
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
• Navigate a variety of text features Today we will move on to Step 3 of your Research and Inquiry Project. This lesson will help
through this step. Have them reflect on whether the facts relate to their guiding questions.
to identify and evaluate facts you gather facts that answer your guiding questions using the sources you selected.
from print and digital sources. Students should put facts in their own words and not copy directly from their sources. Add
• Paraphrase and summarize your feedback in the Important Notes or Reminders column.
Guide Research and Fact Gathering (8 min.) ML
relevant information.
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in Review the information in the How to Use Images and Audio and Digital Sources box.
• Build knowledge about the
the sidebar for support in helping multilingual learners research and gather facts. Model how to find each type of source related to the career you chose. Share examples
impact of conflict on people
and society. with the class.
I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you
gather facts and take effective notes that rephrase important information in your own How do you think including these sources will benefit your research? How will the
words. First, we will read a bit of one of our sources. Then we will think about whether this information you find in these sources be different from information you could find in a print
ML Multilingual Learners source? What ideas do you have for using these sources?
information helps answer our guiding question. If it does, we will summarize or paraphrase
Ask: that information and write it down. Now it’s time for you to work on Step 3 of your research project in your e-notebooks. If your
What words related to conflict
resolution or the career you chose Model the strategy, using the career you chose in your Step 1 strategy modeling and a struggling to find relevant information, remember to the text and graphic features of the
are new to you? source of your choosing. If needed, add one or more of these strategies to the Important sources you find. Also, remember that your notes should rephrase the information you find
Talk to a partner about Notes or Reminders column in the Research and Inquiry Project Tool. in your own words..
your readings.
This section is mostly about . . . Strategy: Read, Interpret, Jot Wrap-Up (4 min.)
It describes . . . Read: Identify Facts Interpret: Evaluate Jot: Rephrase Information Invite several students to share their process of researching and gathering facts.
1. Pick one of your sources. Information 1. Cover up the part of
I now understand . . .
2. Keep your guiding 1. Pause and think about the source you want to
Extend
questions in mind. what you just read. write down.
3. Use the textual and 2. Ask yourself, “Does this 2. Summarize or paraphrase Advanced learners can use more than four sources and/or include more than 12 facts.
graphic features information answer one the information by saying Encourage them to use a combination of print, images, audio, and digital sources as they
of my guiding questions?” research. If possible, help students find a professional in the career they chose to interview,
of your source to the most important facts
either in person, on the phone, or via video conference. Explain that students will need to
help you identify 3. If it doesn’t, keep reading. in your own words. know something about the career first and write a list of interview questions before speaking
relevant information. 4. If it does, use the 3. Write down those words. to the person. Assist students in finding someone to interview as needed.
directions in the next part
of the strategy.

66 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 67
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

STEP Create
4 Design and Construct (15 min.)

Water Fact and Fiction

Set Purpose (2 min.) Send Off (1 min.)
Grade 5, Units 8, Page 31
Tell students that today they will plan and make their research project. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
lesson is to help you design a plan to present the knowledge you’ve built about a career in
through the step. Students should begin creating their project digitally or in print. Add your
conflict resolution and make your final project.
feedback in the Important Notes or Reminders column. Affirm student learning, stretch
understanding, build academic language, and strengthen relationships.
Build-Reflect-Write e-Notebook,
Guide Design and Creation (8 min.) ML
pages 47–48 Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box Review the information in the Arranging Multimedia Elements box. Lead a discussion
in the sidebar for support in helping multilingual learners create their research projects. about the information. Have students share how they plan to incorporate these elements
into their presentations.
Learning Targets
I’m going to show you a strategy called Read, Design, Create. This strategy will help you
• Evaluate information for design and create your project. First, we will read over our notes. Then we will sketch out a Use this time to work on Step 4 of your research project in your e-notebooks. Use the ideas
inclusion into a research project. we discussed and imagined together.
plan. Finally, we will make our project.
• Develop and execute a
presentation plan. Model the strategy, using the career you chose in your Step 1 strategy modeling and the Wrap-Up (4 min.)
• Build knowledge about the facts you gathered in Step 3. If needed, add one or more of these strategies to the Important
impact of conflict on people Invite several students to share their thoughts about creating their research projects. Remind
Notes or Reminders column in the Research and Inquiry Project Tool.
and society. them that Step 5 is when they share their projects.
Strategy: Read, Design, Create
Extend
Read: Evaluate Design: Develop a Create: Make Your
ML Multilingual Learners Information Presentation Plan Final Project Some students, such as advanced learners, may choose to create a project that includes more
than two multimedia elements. Encourage them to use as many formats as possible. Some
Explain that students must include 1. Read over one part of 1. Consider the information 1. Start with one part of
students may choose to create visual aids as well. Have them think about what formats would
at least two multimedia elements. your notes. you want to share. your design. best enhance the information in their report and what information or images they would
Review the meanings of the terms 2. Think about where and 2. Choose the type of 2. Put that part into like to include. Students might create a digital or print chart, graph, diagram, or other idea.
for multimedia elements, such as how you will include presentation you want your project. Encourage them to be creative.
artifact and audio. that information. to create. 3. Repeat until your project
What challenging or unfamiliar 3. Choose whether it will be 3. Make a plan for how is completed.
words have you found related to a graphic or words it will look or how you 4. Double-check that you
creating your presentation? What or both. will create it using quick have everything you want
can you do when you find new 4. Add it to your design. sketches and shapes. to include and that it
words while working on a project? 4. Pause and consider makes sense.
any changes you want
to make.
5. Finalize your design

68 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 69
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

Present
STEP Share and Build Knowledge
5
Together (15 min.)

Build-Reflect-Write e-Notebook, pages 49–50 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their research projects. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets After presenting, ask others
complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 5 of your Research and Inquiry project. The purpose of this what they learned from your
• Review and, if necessary, revise a Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work presentation.
presentation plan. lesson is to help you share your project so that you can share the knowledge you built about
through the step. Have students reflect on how their presentation went. What went well? Add What was most interesting about
conflict resolution with your classmates.
• Share knowledge effectively. your feedback in the Important Notes or Reminders column. my presentation?
• Build knowledge about the How did the multimedia elements
impact of conflict on people Guide Preparing and Presenting (8 min.) ML Review the Tips for Presenting Box. Invite students to share their thoughts on why these tips help you understand the topic?
and society.
Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in are important. Discuss how nonverbal cues impact a presentation. Ask volunteers to provide
the sidebar for support helping multilingual learners ask classmates about knowledge built. examples and non-examples of using appropriate nonverbal cues.

Also remind them that, after presenting, they should pose specific questions to their
Options for Presenting I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you share
your project and build knowledge with others. You will plan your presentation, present to audience. Audience members will need to contribute to the discussion and elaborate on
There are many ways that students
others, and then receive feedback from them about what they learned. what they heard.
can share with one another.
Choose one that works well in your
classroom setting. Model the strategy. If needed, add one or more of these strategies to the Important Notes or Presenters: It is time for you to work on Step 5 of your research project in your e-notebooks.
Reminders column in the Research and Inquiry Project Tool. Remember the presentation strategies you’ve been practicing: speaking at the proper
• Whole Group: Students can
present to the entire class. volume and pace, using nonverbal cues effectively, and using formal or informal English as
• Small Group: Break students into Strategy: Plan, Present, Ask the situation demands. Enjoy sharing what you created and learning from others!
groups of 3–4 to present to one Plan: Review Presentation Present: Share Knowledge Ask: Receive Feedback
another. Audience: Contribute to the post-presentation discussion by responding to specific
1. List out your plan in 1. Share your 1. Ask others what they
questions from the presenter, and by posing some specific questions of your own. You
• Partnerships: Pair students up to your e-notebook. guiding questions. learned from your
share their projects. 2. Reread your plan to make 2. Share one part of your research project. should elaborate on what the presenter said, as well as on the remarks of other audience
• Video: Students can film their sure it is just what you project that answers a 2. Ask what part of your members. Think about the key ideas expressed. What conclusions can you draw from what
presentation and share them on a want to present. guiding question. project they found you have learned?
digital platform. 3. Share another part of most interesting.
your project that answers 3. Jot down their answers in
• Visits: Students can visit other
another guiding question. your e-notebook. Wrap-Up (4 min.)
classrooms to share what they
have created and learned or 4. Display or share the Invite several students to talk about presenting their projects.
guests can join you in the entire project for
classroom in person or virtually. everyone to see.
Extend
• Out in the World: If the inquiry
Offer students the opportunity to share their research projects with other audiences. Students
project is one that would be
can choose to create a digital version of their projects to share with others who might
useful for others, students can
benefit from the information. For example, the school guidance counselor might share the
mail or email the project. For
presentations with other classes when discussing conflict resolution strategies. Other teachers
example, a local nature center or
might share the presentations when discussing career options with their students.
community garden could display
something students made.

70 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 71
Units 7–8 • Careers in Conflict Resolution, Part 1 and Part 2 Grade 5 Units 7–8

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will reflect on the process of creating their research projects and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built about conflict resolution. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
• Reflect on how conflict impacts Today you will reflect on the knowledge you built researching, creating, and presenting your
people and society. research project. This is the final step of your Research and Inquiry Project. The purpose of Now, conflict resolvers—you will work on Step 6 of your research process in your
• Reflect on the unit’s Enduring this lesson is to help you pause and reflect on the knowledge you have built so that you can e-notebooks. Remember the feedback you gave and received during the presentation
Understandings. hold onto it in the future. process. How does it impact your understanding of the research process? Enjoy thinking
• Reflect on the research process. about all you have learned and accomplished through this project!
Guide Self-Assessment and Self-Reflection (8 min.) ML
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Learners Wrap-Up (4 min.)
ML Multilingual Learners box in the sidebar for support in helping multilingual learners reflect on their project Invite several students to share their self-reflections and the knowledge they built.
Invite students to reflect on the experiences.
benefits of being multilingual. Extend
How could being multilingual help
I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you
Advanced learners and others may wish to take this project a little farther. Invite them to
you in a future career? pause and reflect on your research process and the knowledge you built. think about the careers they learned about through their own research and through listening
In what ways does working with to others' presentations. Invite them to think about creating a conflict resolution team at
Model the strategy. If needed, add one or more of these strategies to the Important Notes or school. How would this benefit the school? How could the team help other students? What
others on a project help you grow
more comfortable and confident Reminders column in the Research and Inquiry Project Tool. training would be needed? What strategies would other students respond well to? What
with English? causes conflicts at school? What could be done to prevent future conflicts? Have students
Strategy: Question, Remember, Jot write a letter to the principal or guidance counselor explaining their ideas for resolving or
preventing conflicts at school.
Question: Reflect on Built Remember: Reflect on the Jot: Record Conclusions
Knowledge Research Process 1. Pick the best answer(s).
1. Read the question twice. 1. Do you feel that you 2. Write the answer(s) down
2. Repeat it to yourself in could have done as clearly as you can in
your own words. more research? your e-notebook.
3. What knowledge did 2. Look back through your
you build about research process in
careers related to your e-notebook.
conflict resolution? 3. Think about a few ways
you could answer
the question.

72 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 73
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

STEP Choose
1 Focus on a Topic (15 min.)

The Economic Development of Cities;

Introduce the Project (2 min.) Introduce the Research and Inquiry Project Tool (2 min.)
Grade 5, Unit 9, Page 31 ML Multilingual Learners
Share the project’s goals with students. Introduce the Research and Inquiry Project Tool for the six steps of the Research and Inquiry
Generate and discuss examples of
Projects. Reinforce that the tool is for reflecting on learning. Once students have completed
For this Research and Inquiry Project, you will choose a city and research how a crucial communities and events students
Step 1 in the Research and Inquiry section of their Build-Reflect-Write e-Notebooks, have might consider for their topics.
historical event or economic development changed it. You may choose a city or community
them reflect on why they chose the topic and ask themselves if this is a topic they really Ask: What communities are you
with an economy centered around a topic that interests you, either in your own community
care about. Add your feedback in the Important Notes or Reminders column. Affirm student curious about?
or in another community. Then you will create a museum exhibit to present the information.
learning, stretch understanding, build academic language, and strengthen relationships. I’m curious about __ because __.
Your exhibit will also include images and/or audio clips. The project could be a written or typed
Build-Reflect-Write e-Notebook,
report, a poster, a digital slideshow, a brochure, or another presentation of your choice. I’ve always wondered about __.
pages 47–48
Send Off (1 min.) __ is interesting to me
Being curious about the effects of historical events or economic developments on a Tell students that, during independent time, they will use the Talk, Jot, Choose strategy to because __.
Learning Targets community helps us discover interesting and important information about how communities complete Step 1: Choose in the Research and Inquiry Project section of their Build-Reflect-
grow and change. Write e-Notebooks.
• Brainstorm historical and
economic events that have
shaped the development Set a Purpose (1 min.) Let's start researching! You will think about a community and event that interests you and
a community. work on the first step of your museum exhibit in your e-notebooks. Use the Talk, Jot, Choose
Tell students that today they will choose a topic for their museum exhibit.
• Select a focus for a strategy to help you choose a topic.
research project on the Today, you will use a strategy to help you choose a topic you would like to research.
economic development of
a community.
Guide Topic Choice (6 min.) ML Wrap-Up (3 min.)
• Build knowledge on Invite several students to share their process for choosing a topic.
how economics shape Provide a think-aloud of the Talk, Jot, Choose strategy. See the Multilingual Learners box in the
the development of sidebar for support in helping multilingual learners focus on a topic.
various communities. Extend
I’m going to show you a strategy called Talk, Jot, Choose. This strategy will guide you in You may wish to share several examples of different types of museum exhibits to help
choosing a topic that really interests you. First, we will have a conversation with others about advanced learners who want to create something larger, broader, and more complex to
communities and major events. Then we will brainstorm ideas that we might be interested in get ideas. Allow them to select two events and research how both impacted a selected
Ways to Complete community or allow them to select a single event and research how it impacted two or
the Project writing about. Finally, we will review and select one idea to focus on. more communities.
Based on your knowledge of Model the strategy, using a city of your choosing.
students, decide whether to have
them complete this unit’s Research
and Inquiry Project independently, Strategy: Talk, Jot, Choose
with a partner, or in small Talk: Have a Conversation Jot: Brainstorm Ideas Choose: Narrow Your Topic
collaborative groups.
1. Pick a city or major event. 1. Think of how cities 1. Read over the list and star
You may wish to have students 2. Talk about your city and historical events the topics you are most
complete this longer, 6-week or event. are related. interested in.
project in groups. 3. Repeat. 2. Jot down ideas in your 2. Compare the
e-notebook. starred topics.
3. Choose your favorite

74 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 75
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

Explore
STEP Generate Questions and
2
Gather Resources (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 49–50
Tell students that today they will develop guiding questions and find a variety of reliable and Tell students that, during independent time, they will use the Question, Search, Decide
valid print and digital sources to help them create their museum exhibit. strategy to complete Step 2: Explore in the Research and Inquiry Project section of their
Learning Targets
Build-Reflect-Write e-Notebooks. Remind them to use the Research and Inquiry Project
• Frame guiding questions. Today you will have the opportunity to get curious about the community you chose in Step
Tool as they work through this step. Add your feedback in the Important Notes or
• Identify, evaluate, and list 1. Your curiosity about the topic will guide your knowledge as you choose what questions
Reminders column.
research sources. you want to learn the answers to. The purpose of this lesson is to help you design guiding
• Build knowledge about the questions and collect variety of reliable and valid print and digital sources for creating your Review the information in the Researching Tips box. As students research, remind them to
impact of economics on the museum exhibit. focus on the event they selected and how it affected their chosen community. Then discuss
development of communities..
what might be included in a museum exhibit. Consider sharing a virtual museum tour for
Guide Question Design and Source Selection (8 min.) ML students who may be unfamiliar with museum exhibits.
Provide a think-aloud of the Question, Search, List, Decide strategy. See the Multilingual A museum may display a wide range of items. Some display artworks, such as paintings
ML Multilingual Learners
Learners box in the sidebar for support in helping multilingual learners formulate questions and sculptures. Others display historic information such as models and artifacts. Some even
Explain that the word crucial that focus on a topic.
means really important. Also, present re-enactments where people act out historical events. What have you seen in a
amplify that a historical event is I’m going to show you a strategy called Question, Search, Decide. This strategy will help you museum? What did you find most interesting? How did the exhibit help you understand the
something that happened in the topic or the time period? As you research, think about what visuals you want to include in
past and that economic means design guiding questions, search for reliable and valid sources, and choose which sources
“related to money.” will be most useful for you. your museum exhibit that will best help the audience understand your topic.

Model the strategy, using the community you chose in your Step 1 strategy modeling. If It’s time for you to work on Step 2 of your museum exhibit in your e-notebooks. Use the
needed, add one or more of these strategies to the Important Notes or Reminders column in Question, Search, Decide strategy to help you generate guiding questions about your topic
the Research and Inquiry Project Tool. and find resources.

Strategy: Question, Search, Decide Wrap-Up (4 min.)

Question: Frame Search: Identify and List Decide: Evaluate and Invite several students to share their process for developing guiding questions and finding
Guiding Questions Sources Select Sources
valid sources.
1. Choose a sentence stem 1. Search through the 1. Review your sources with
such as How did... What sources you have with your guiding questions
happened... Is there... and your guiding questions in mind. Extend
then add your topic. in mind. 2. Pick at least four sources To expand their research possibilities, advanced learners may wish to create more than three
2. Confirm that this 2. Choose several sources you think will best help guiding questions. They may include additional questions before beginning to research or
guiding question can you think will be useful in you answer your add questions that come up as they read their sources. Encourage students to be curious as
have detailed answers. helping you answer your guiding questions. they research and to ask themselves questions about the facts they find.
Simple yes/no answers guiding questions.
will not provide enough 3. Make a list of the print
information for and digital sources
your research. you find.
3. Repeat steps 1 and 2 until 4. Include the information
you have generated all of needed to cite each of
your guiding questions. your sources.

76 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 77
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

STEP Interpret
3 Research and Take Notes (15 min.)

Build-Reflect-Write e-Notebook,
pages 51–52
Set Purpose (2 min.) Send Off (1 min.)
Tell students that today they will research and gather facts and key information about Tell students that, during independent time, they will use the Read, Interpret, Jot strategy to
Learning Targets their topic. complete Step 3: Interpret in the Research and Inquiry Project section of their Build-Reflect-
• Identify and evaluate details Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
Today we will work on Step 3 of your Research and Inquiry Project. This lesson will help you
relevant to a research project. through this step. Have them reflect on whether the facts relate to their guiding questions.
gather facts that answer your guiding questions using the sources you selected, then choose
• Paraphrase or summarize Students should put facts in their own words and not copy directly from their sources. Add
important facts. the best facts to include in your museum exhibits.
your feedback in the Important Notes or Reminders column.
• Build knowledge on the impact of
economics on the development Guide Research and Fact Gathering (8 min.) ML Review the information about relevant and irrelevant facts.
of communities.
Provide a think-aloud of the strategy Read, Interpret, Jot. See the Multilingual Learners box in Why do you think it is important to only include relevant facts in your notes? Some irrelevant
the sidebar for support in helping multilingual learners research and gather facts. facts may be interesting. Why would you not want to include those? How can you determine
whether a fact is relevant or irrelevant?
ML Multilingual Learners I’m going to show you a strategy called Read, Interpret, Jot. This strategy will help you
research and gather facts. First, we will read a bit of one of our sources. Then we will Now it’s time for you to work on Step 3 of your museum exhibit in your e-notebooks.
Ask:
think about whether this information helps answer our guiding question. If it does, we will Remember that text and graphic features are there to help you find crucial information and
What words related to conflict
resolution or the career you chose summarize or paraphrase that information and write it down. navigate the text.
are new to you?
Model the strategy, using the community you chose in your Step 1 strategy modeling and
Talk to a partner about your
a source of your choosing. If needed, add one or more of these strategies to the Important Wrap-Up (4 min.)
readings.
Notes or Reminders column in the Research and Inquiry Project Tool. Invite several students to share their process of researching and gathering facts.
This section is mostly about . . .
It describes . . . Strategy: Read, Interpret, Jot Extend
I now understand . . . Read: Identify Facts Interpret: Evaluate Jot: Rephrase Information Advanced learners can use more than four sources and/or include more than 12 facts.
and Details Information 1. Cover up the part of Explain that while irrelevant facts do not help answer one of the guiding questions, they can
1. Pick one of your sources. 1. Pause and think about the source you want to offer information that the audience will find interesting. Students may choose to extend their
2. Keep your guiding what you just read. write down. museum exhibit by creating a way to display these interesting facts. For example, they might
questions in mind. 2. Ask yourself, “Does this 2. Summarize or paraphrase create a chart or poster labeled "Did You Know…" or "Interesting Facts About ___." This
3. Use the textual and information answer one the information by saying would allow them to include the extra information in addition to the 12 relevant facts that
graphic features of the of my guiding questions?” support their topic.
the most important facts
source to help you find 3. If it doesn’t, keep reading. in your own words.
relevant information. 4. If it does, see the 3. Write down those words.
steps in the Jot part of
the strategy.

78 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 79
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

STEP Create
4 Design and Construct (15 min.)

Transforming Matter
Set Purpose (2 min.) Send Off (1 min.)
Grade 5, Unit 10, Page 31
Tell students that today they will plan and make their museum exhibit. Tell students that, during independent time, they will use the Read, Design, Create strategy
to complete Step 4: Create in the Research and Inquiry Project section of their Build-Reflect-
Today we will work on Step 4 of your Research and Inquiry Project. The purpose of this
Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work
lesson is to help you design a plan to present the your museum exhibits.
through the step. Students should begin creating their project digitally or in print. Add your
feedback in the Important Notes or Reminders column. Affirm student learning, stretch
Guide Design and Creation (8 min.) ML understanding, build academic language, and strengthen relationships.
Build-Reflect-Write e-Notebook, Provide a think-aloud of the Read, Design, Create strategy. See the Multilingual Learners box
pages 47–48 in the sidebar for support in helping multilingual learners create their museum exhibits. Use this time to work on Step 4 of your museum exhibit in your e-notebooks. Use the ideas
we discussed and imagined together.
I’m going to show you a strategy called Read, Design, Create. This strategy will help you
Learning Targets design and create your project. First, we will read over our notes. Then we will sketch out a Wrap-Up (4 min.)
• Evaluate the relevance of plan. Finally, we will make our exhibit projects.
information about the economic Invite several students to share their thoughts about creating their museum exhibits. Remind
development of communities. Model the strategy, using the community you chose in your Step 1 strategy modeling and the them that Step 5 is when they share their projects.
• Develop and execute a facts you gathered in Step 3. If needed, add one or more of these strategies to the Important
presentation plan. Notes or Reminders column in the Research and Inquiry Project Tool. Extend
• Build knowledge about the Some students, such as advanced learners, may choose to create a project that includes
impact of economics on the Strategy: Read, Design, Create more than one type of end product. Have them think about the most effective ways to share
development of communities.. their information, what formats they would most enjoy creating, and what they can do to
Read: Evaluate Design: Develop a Create: Make Your Exhibit
showcase their talents and interests. Ideas might include a digital slideshow that includes
Information Presentation Plan 1. Start with one part of audio, a web page with links to various visual and audio elements, or a written report with an
1. Read over each part of 1. Consider the information your design. accompanying video.
your notes. you want to share. 2. Put that part into
ML Multilingual Learners
2. Think about where and 2. Choose the type of your project.
Explain that students may choose how you will include presentation you want 3. Repeat until your project
to make a brochure. Show several that information. to create. is completed.
examples to ensure that students 3. Choose whether it will be 3. Make a plan for how 4. Create your list
understand how to create this type a graphic or words it will look or how you of sources.
of project. or both. will create it using quick 5. Double-check that you
Explain that students may use 4. Add it to your design. sketches and shapes. have everything you want
the words city, community, town, 4. Pause and consider to include and that it
society, or place to refer to their any changes you want makes sense.
topic and avoid repetition. to make.
5. Finalize your design.

80 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 81
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

STEP Present
5 Share and Build Knowledge
Together (15 .) min

Build-Reflect-Write e-Notebook, pages 49–50 Set Purpose (2 min.) Send Off (1 min.)
ML Multilingual Learners
Tell students that today they will share their museum exhibits. Tell students that, during independent time, they will use the Plan, Present, Ask strategy to
Learning Targets complete Step 5: Present in the Research and Inquiry Project section of their Build-Reflect- After presenting, ask others
Today we will work on Step 5 of your Research and Inquiry project. The purpose of this what they learned from your
• Present a museum exhibit Write e-Notebooks. Remind them to use the Research and Inquiry Project Tool as they work presentation.
research project. lesson is to help you share your project so that you can build knowledge together with
through the step. Have students reflect on how their presentation went. What went well? Add
your classmates. What was the most interesting
• Ask questions to give and your feedback in the Important Notes or Reminders column. thing you learned from my
receive feedback. presentation?
• Build knowledge about Guide Preparing and Presenting (8 min.) ML Review the Tips for Presenting box. Invite students to explain why these are important.
What part of my project stood out
how economics impacts the to you most?
Provide a think-aloud of the Plan, Present, Ask strategy. See the Multilingual Learners box in You have presented several Research and Inquiry Projects in the past. What other tips for
development of communities.
the sidebar for support helping multilingual learners ask classmates about knowledge built. presenting do you feel are important? How do these affect your presentation? Which do
I’m going to show you a strategy called Plan, Present, Ask. This strategy will help you share you think are most helpful for your audience? What tips do you have for being a good
Options for Presenting your project and build knowledge with others. You will plan your presentation, present to audience member?

There are many ways that students others, and then ask them what they learned. It’s time to become curators! Work on Step 5 of your museum exhibit in your e-notebooks.
can share with one another.
Choose one that works well in your Model the strategy. If needed, add one or more of these strategies to the Important Notes or Follow your plan when you meet challenges and, if you have to, adapt the plan to your new
classroom setting. Reminders column in the Research and Inquiry Project Tool. situation. Enjoy sharing what you created and learning from others!
• Whole Group: Students can
present to the entire class. Strategy: Plan, Present, Ask Wrap-Up (4 min.)
• Small Group: Break students into Plan: Review Presentation Present: Share Knowledge Ask: Give and Invite several students to talk about presenting their projects.
groups of 3–4 to present to one Receive Feedback
1. List out your plan in 1. Share your
another.
your e-notebook. guiding questions. 1. Ask others what they
• Partnerships: Pair students up to
Extend
2. Reread your plan to make 2. Share one part of learned from your
share their projects. sure it is just what you your museum exhibit museum exhibit. Offer students the opportunity to share their museum exhibits with other audiences. Create
want to present. that answers a 2. Ask what part of your a history museum in your classroom or other large area in the school and have students
• Video: Students can film their
project they found display their projects. Invite family, school, and community members to tour the museum
presentation and share them on a guiding question.
and view the students' museum exhibits.
digital platform. 3. Share another part of most interesting.
your exhibit that answers 3. Jot down their answers in
• Visits: Students can visit other
classrooms to share what they another guiding question. your e-notebook.
have created and learned or 4. Display or share the
guests can join you in the entire exhibit for everyone
classroom in person or virtually. to see.
• Out in the World: If the inquiry
project is one that would be
useful for others, students can
mail or email the project. For
example, a local nature center or
community garden could display
something students made.

82 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 83
Units 9–10 • Economies Shape Cities, Part 1 and Part 2 Grade 5 Units 9–10

STEP Reflect
6 Assess and Self-Reflect (15 min.)

Build-Reflect-Write e-Notebook, Set Purpose (2 min.) Send Off (1 min.)

pages 51–52
Tell students that today they will reflect on the process of creating their museum exhibits and Tell students that, during independent time, they will use the Question, Remember, Jot
the knowledge they have built. strategy to complete Step 6: Reflect in the Research and Inquiry Project section of their Build-
Learning Targets
Reflect-Write e-Notebooks.
• Reflect on built knowledge Today you will reflect on the knowledge you built researching and creating your museum
of how economics impacts exhibit. This is the final step of your Research and Inquiry Project. The purpose of this lesson How did you do as a museum curator? You will work on Step 6 of your research process
community development.
is to help you pause and reflect on the knowledge you have built so that you can hold onto in your e-notebooks. Reflect on all the knowledge you built and the strategies you used to
• Reflect on the unit’s it in the future. create your exhibit. Enjoy thinking about all you have learned and accomplished through
Enduring Understandings.
creating your museum exhibit!
• Reflect on the research process.
Guide Self-Assessment and Self-Reflection (8 min.) ML
Provide a think-aloud of the Question, Remember, Jot strategy. See the Multilingual Wrap-Up (4 min.)
Learners box in the sidebar for support in helping multilingual learners reflect on their Invite several students to share their self-reflections and the knowledge they built.
ML Multilingual Learners project experiences.
Invite students to reflect on the Extend
benefits of being multilingual. I’m going to show you a strategy called Question, Remember, Jot. This strategy will help you
Advanced learners and others may wish to take this project a little farther. Invite them
How does being multilingual help pause and reflect on your research process and the knowledge you built. to think about how events and development have changed communities in the past and
you in your community? consider what changes could take place in the future. Will these changes have a positive or
Model the strategy. If needed, add one or more of these strategies to the Important Notes or negative affect on the community? How could these changes impact citizens? What can we do
In what ways does researching
and presenting in English Reminders column in the Research and Inquiry Project Tool. to prevent negative consequences or promote positive changes and growth? Have students
help you gain confidence with draft a plan for how the community can plan for and react to change in the future.
the language? Strategy: Question, Remember, Jot
Question: Reflect on Remember: Reflect on Jot: Record
Built Knowledge Research Your Conclusions
1. Read the question twice. 1. Think about any part of 1. Pick the best answer(s).
2. Repeat it to yourself in the question that still 2. Write the answer(s) down
your own words. confuses you. as clearly as you can in
3. What knowledge did you 2. Look back through your your e-notebook.
build about how events research process in
shape communities? your e-notebook.
3. Think about a few
ways you could
answer the question.

84 Grade 5  © Benchmark Education Company, LLC © Benchmark Education Company, LLC  Grade 5 85
 Research Plant-Based Resources
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
project. There is a space for you to jot notes or reminders as you work through
each step. At the end of the project, you will assess how you did using the scale
below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose a resource
or crop for my
research project.

I developed at least
three guiding questions.

I identified at least
three reliable print and
digital sources.

In my notes,
I summarized or
paraphrased information
from my sources that
helped answer my
guiding questions.
I designed a research
project that has at least
five facts.

I presented my research
project to others.

© Benchmark Education Company, LLC  Grade 5 • Unit 1

 RESEARCH AND INQUIRY PROJECT Research Plant-Based Resources
PRESENTATION CHECKLIST
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Unit 1

 Author Comparison Study
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
project. There is a space for you to jot notes and reminders as you work through
each step. At the end of the project, you will assess how you did using the scale
below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose an author
to research.

I developed three
guiding questions.

I identified at least
three varied and
reliable sources.

I took notes from my

sources that helped
answer my guiding
questions.

I designed an author
comparison study
that has eight or
more facts.

I presented my author
comparison study
to others.

© Benchmark Education Company, LLC Grade 5 • Unit 2

 RESEARCH AND INQUIRY PROJECT Author Comparison Study
PRESENTATION CHECKLIST
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Unit 2

 Laws Continue to Evolve
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
exploration of how laws change over time. There is a space for you to jot notes
and reminders as you work through each step. At the end of the project, you
will assess how you did using the scale below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose a law or
group of laws for my
research project.

I developed three
guiding questions.

I identified four
reliable sources.

In my notes I
summarized or
paraphrased
information from my
sources that helped
answer my guiding
questions.
I designed a research
project that has at
least eight facts.

I presented my
research project
to others.

© Benchmark Education Company, LLC Grade 5 • Unit 3

 RESEARCH AND INQUIRY PROJECT Laws Continue to Evolve
PRESENTATION CHECKLIST
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the student use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the student report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the student speak clearly and at

an understandable pace?

Did the student speak in complete

sentences?

Did the student speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Unit 3

 Research Perspectives in Literature
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
project. There is a space for you to jot notes or reminders as you work through
each step. At the end of the project, you will assess how you did using the scale
below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of End of Project

Important Notes or Reminders Project Self- Teacher
Assessment Assessment
I chose a historical
fiction narrator from a
time period in the unit
as my topic.

I developed four
guiding questions.

I identified at least
four valid and
reliable sources.

In my notes I
summarized information
from my sources that
helped answer my
guiding questions.
I designed a research
project that has at
least ten facts and some
visual details.

I presented my research
project to others.

© Benchmark Education Company, LLC Grade 5 • Unit 4

 RESEARCH AND INQUIRY PROJECT Research
PRESENTATION CHECKLIST Perspectives in Literature
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Unit 4

 Technology and Change in Society, Parts 1-2
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
project. There is a space for you to jot notes and reminders as you work
through each step. At the end of the project, you will assess how you did using
the scale below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose a current
piece of technology
as my topic.

I developed four
guiding questions.

I identified at least
four valid and
reliable print and
digital sources.

In my notes
I summarized
information from my
sources that helped
answer my guiding
questions.

I designed a research
project that has at
least ten facts, some
visual details, and a
list of sources.
I presented my
research project
to others.

© Benchmark Education Company, LLC Grade 5 • Units 5-6

 RESEARCH AND INQUIRY PROJECT Technology and
PRESENTATION CHECKLIST Change in Society
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Units 5-6

 Careers in Conflict Resolution, Parts 1-2
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your investigation
of careers in conflict resolution. There is a space for you to write notes and reminders
as you work through each step. At the end of the project, you will assess how you did
using the scale below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose a career
as my topic.

I developed five
guiding questions.

I identified at least
five valid and
reliable print and
digital sources,
including primary and
secondary sources.
In my notes
I summarized
information from
my sources that
helped answer my
guiding questions.
I designed a research
report that has at
least twelve facts, at
least two multimedia
elements, and a list
of sources.
I presented my
research project
to others.

© Benchmark Education Company, LLC Grade 5 • Units 7-8

 RESEARCH AND INQUIRY PROJECT Careers in Conflict Resolution
PRESENTATION CHECKLIST
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Units 7-8

 Economies Shape Cities, Parts 1-2
RESEARCH AND
INQUIRY PROJECT TOOL
Use the Research and Inquiry Project Tool below to help you complete your
project. There is a space for you to record notes and reminders as you work
through each step. At the end of the project, you will assess how you did using
the scale below. Your teacher will do the same.

1-no evidence 2-some evidence 3-met expectations 4-went beyond expectations

End of Project
End of Project
Important Notes or Reminders Teacher
Self-Assessment
Assessment
I chose a community
and major event as
my topic.

I developed at least
five guiding questions.

I identified at least
five valid and
reliable digital
and print sources,
including a variety of
sources.
In my notes
I summarized
information from my
sources that helped
answer my guiding
questions.
I designed a museum
exhibit that has at
least twelve facts,
images and/or audio
clips, and a list of
sources.
I presented my
museum exhibit
to others.

© Benchmark Education Company, LLC Grade 5 • Units 9-10

 RESEARCH AND INQUIRY PROJECT Economies Shape Cities
PRESENTATION CHECKLIST
1—no evidence 2—some evidence 3—met expectations 4—above expectations

ere

ere

ere

ere

ere

ere
H

H
es

es

es

es

es

es
Go

Go

Go

Go

Go

Go
me

me

me

me

me

me
Notes:

Na

Na

Na

Na

Na

Na
SPEAKER

Did the speaker use digital tools to

complete the project?

Did the speaker add visual and

audio elements to presentations
to emphasize certain facts and/or
details?
Did the speaker report on a topic
or text in a logical manner using
appropriate facts and/or details?

Did the speaker use formal/informal

English in the appropriate contexts?

Did the speaker speak clearly and at

an understandable pace?

Did the speaker speak in complete

sentences?

Did the speaker speak at an

appropriate volume?

Did the speaker use nonverbal cues?

Did the speaker respond to questions

and provide clarification as needed?

LISTENER
Can the listener ask questions about Notes:
what a speaker says in order to
gather or clarify information?

© Benchmark Education Company, LLC Grade 5 • Units 9-10

 STEP
1 Choose

Unit 1 Unit 3
Strategy: Talk, Jot, Choose Strategy: Talk, Jot, Choose
Talk: Have a Conversation Talk: Have a Conversation
1. Pick a plant-based resource or staple food crop. 1. Pick a law or set of laws that was discussed in the unit.
2. Talk about your resource or crop. 2. Talk about how these laws impacted the nation and
3. Repeat. changed over time.
3. Repeat.
Jot: Brainstorm Ideas
1. Think about what can be made from the plant. Jot: Brainstorm Ideas
2. Jot down ideas in your e-notebook. 1. Reflect on the laws you discussed and consider how each
affects you.
Choose: Narrow Your Topic
2. Jot down ideas in your e-notebook.
1. Read over the list and star the topics you are most
interested in. Choose: Narrow Your Topic
2. Compare the starred topics. 1. Read over the list and star the topics you are most
3. Choose your favorite. interested in.
2. Choose the topics that interests you the most.

Unit 2
Strategy: Talk, Jot, Choose Unit 4
Strategy: Talk, Jot, Choose
Talk: Have a Conversation
1. Pick a book or author that you enjoy. Talk: Have a Conversation
2. Talk about your author If you chose a book and are not 1. Pick time period from one of the unit selections.
sure who wrote it, talk about what you like about the 2. Talk about what interests you about each period.
author. 3. Repeat.
3. Repeat. 4. Select a historical period to focus on.
Jot: Brainstorm Ideas Jot: Brainstorm Ideas
1. Think of reasons you enjoy reading books by this author. 1. Research literature from the period you selected.
2. Jot down ideas in your e-notebook. 2. Identify narrators from the historical period you chose.
3. Jot down ideas in your e-notebook.
Choose: Narrow Your Topic
1. Read over the list and underline the authors or books Choose: Narrow the Topic
whose authors you are most interested in. 1. Read over the list and identify the narrators that interest
2. Compare the underlined names or titles you the most.
3. Choose the author that interests you the most. 2. Select a single narrator as your focus.
3. Identify the works in your narrator appears. This might
require a little extra research.

Grade 5  © Benchmark Education Company, LLC

 STEP
1 Choose

Units 5-6 Units 9-10

Strategy: Talk, Jot, Choose Strategy: Talk, Jot, Choose
Talk: Have a Conversation Talk: Have a Conversation
1. Pick a current piece of technology. 1. Pick a city or major event.
2. Talk about the impact of these technologies. 2. Talk about your city or event.
3. Repeat. 3. Repeat.
Jot: Brainstorm Ideas Jot: Brainstorm Ideas
1. Think of how these technologies affect our daily lives. 1. Think of how cities and historical events are related.
2. Jot down ideas in your e-notebook. 2. Jot down ideas in your e-notebook.
Choose: Narrow Your Topic Choose: Narrow Your Topic
1. Read over your list and identify the topics you are most 1. Read over the list and star the topics you are most
interested in. interested in.
2. Evaluate the topics you identified. 2. Compare the starred topics.
3. Choose your favorite. 3. Choose your favorite.

Units 7-8
Strategy: Talk, Jot, Choose
Talk: Have a Conversation
1. Pick a career in conflict resolution.
2. Talk about this career.
3. Repeat.
Jot: Brainstorm Ideas
1. Think of how professionals in this career prevent or resolve
conflicts.
2. Jot down ideas in your e-notebook.
Choose: Narrow Your Topic
1. Read over the list and identify the topics you are most
interested in.
2. Compare the topics you identified.
3. Choose your favorite.

© Benchmark Education Company, LLC  Grade 5

 STEP
2 Explore
Unit 1 Unit 3
Strategy: Question, Search, Decide Strategy: Question, Search, Decide
Question: Brainstorm Guiding Questions Question: Create Guiding Questions
1. Choose a sentence stem such as How does... What do/ 1. Choose a sentence stem such as How has... Why do...
does... Why is... and then add our topic. What caused... and then add our topic.
2. Confirm that this guiding question can have detailed 2. Confirm that this guiding question can have detailed
answers. answers that will help you better understand the topic.
3. Repeat steps 1 and 2 until you have generated all of your 3. Repeat steps 1 and 2 until you have generated all of your
guiding questions. guiding questions.
Search: Find Sources Search: Review Possible Sources
1. Search through the sources you have with your guiding 1. Search through the sources you have with your guiding
questions in mind. questions in mind.
2. Choose several sources you think will be useful in helping 2. Choose several sources you think will be useful in helping
you answer your guiding questions. you answer your guiding questions.
Decide: Select the Most Valuable Sources Decide: Evaluate and Select Sources
1. Review your sources with your guiding questions in mind. 1. Review your sources with your guiding questions in mind.
2. Pick at least three sources you think will best help you 2. Pick at least three sources you think will best help you
answer your guiding questions. answer your guiding question.

Units 7-8
Strategy: Question, Search, List, Decide
Question: Frame Guiding Questions
1. Choose a sentence stem such as How does... What do... Is
there... and then add your topic.
2. Confirm that this guiding question can have detailed
answers. Simple yes/no answers will not provide enough
information for your research.
3. Repeat steps 1 and 2 until you have generated all of your
guiding questions.
Search: Identify Sources
1. Search through the sources you have with your guiding
questions in mind.
2. Choose several sources you think will be useful in helping
you answer your guiding questions.
List: Record Sources
1. Make a list of the print and digital sources you find.
2. Include the information needed to cite each source.
Decide: Evaluate and Select Sources
1. Review your sources with your guiding questions in mind.
2. Pick at least four sources you think will best help you
answer your guiding questions.
Grade 5  © Benchmark Education Company, LLC
 STEP
2 Explore
Units 5-6 Units 9-10
Strategy: Question, Search, Decide Strategy: Question, Search, Decide
Question: Frame Guiding Questions Question: Frame Guiding Questions
1. Choose a sentence step such as Why did... How has... 1. Choose a sentence stem such as How did... What
When was... and then add your topic. happened... Is there... and then add your topic.
2. Confirm that this guiding question can have detailed 2. Confirm that this guiding question can have detailed
answers. Simple yes/no answers will not be enough answers. Simple yes/no answers will not provide enough
information for your research. information for your research.
3. Repeat steps 1 and 2 until you generated all of your 3. Repeat steps 1 and 2 until you have generated all of your
guiding questions. guiding questions.
Search: Identify Sources Search: Identify and List Sources
1. Search through the sources you have with your guiding 1. Search through the sources you have with your guiding
questions in mind. questions in mind.
2. Choose several sources you think will be useful in helping 2. Choose several sources you think will be useful in helping
you answer your guiding questions. you answer your guiding questions.
3. Make a list of the print and digital sources you find. 3. Make a list of the print and digital sources you find.
4. Include the information you will need to cite each source. 4. Include the information needed to cite each of your
sources.
Decide: Evaluate and Select Sources
1. Review your sources with your guiding questions in mind. Decide: Evaluate and Select Sources
2. Pick at least four sources you think will best help you 1. Review your sources with your guiding questions in mind.
answer your guiding questions. 2. Pick at least four sources you think will best help you
3. Include one poem, memoir, and/or fictional story as a answer your guiding questions.
source.

© Benchmark Education Company, LLC  Grade 5

 STEP
2 Explore

Unit 2 Unit 4
Strategy: Question, Search, Decide Strategy: Question, Search, Decide
Question: Brainstorm Guiding Questions Question: Brainstorm Guiding Questions
1. Choose a sentence stem such as Who... Where... Why did… 1. Choose a sentence stem such as What was... How did...
and then add your topic. When... and then add your topic.
2. Confirm that this guiding question can have more than a 2. Confirm that this guiding question can have detailed
yes/no answer. answers. Simple yes/no answers will not provide enough
3. Think of questions that will provide information you can information for your research.
use to find how the authors are similar and different. 3. Repeat steps 1 and 2 until you have generated all of your
4. Repeat steps 1 and 2 until you have generated all of your guiding questions.
guiding questions.
Search: Identify Various Sources
Search: Find Sources 1. Search through the sources you have with your guiding
1. Search through the sources you have with your guiding questions in mind.
questions in mind. 2. Choose several sources you think will be useful in helping
2. Choose several sources you think will be useful in helping you answer your guiding questions.
you answer your guiding questions. 3. Remember that you will need literary sources that show the
narrator’s perspective as well as informational sources that
Decide: Narrow Your Sources
describe the narrator’s historical context.
1. Review your sources with your guiding questions in mind.
2. Pick at least three sources you think will best help you Decide: Narrow Your Sources
answer your guiding questions. 1. Review your sources with your guiding questions in mind.
2. Pick at least four sources you think will best help you
answer your guiding questions.

Grade 5  © Benchmark Education Company, LLC

 STEP
3 Interpret

Unit 2 Unit 3
Strategy: Read, Interpret, Jot Strategy: Read, Interpret, Jot
Read: Search for Facts Read: Identify Facts
1. Pick one of your sources. 1. Pick one of your sources.
2. Keep your guiding questions in mind. 2. Keep your guiding questions in mind.
3. Look at both the words and the graphics. 3. Look at both the words and the graphics.
Interpret: Evaluate Sources Interpret: Evaluate Information
1. Pause and think about what you just read. 1. Pause and think about what you just read.
2. Ask yourself, “Does this information answer one of my 2. Ask yourself, “Does this information answer one of my
guiding questions?” guiding questions?”
3. If it does, go on the next steps. If it doesn’t, keep reading. 3. If it does, go on the next steps. If it doesn’t, keep reading.
Jot: Rephrase Facts Jot: Rephrase Important Details
1. Cover up the part of the source you want to write down. 1. Cover up the part of the source you want to write down.
2. Summarize or paraphrase the information by saying it to 2. Summarize or paraphrase the information by saying the
yourself in similar words. most important facts in your own words.
3. Write down those words. 3. Write down those words.

Unit 1 Unit 4
Strategy: Read, Interpret, Jot Strategy: Read, Interpret, Jot
Read: Read for Understanding
Read: Use Source Features
1. Pick one of your sources. 1. Pick one of your sources.
2. Keep your guiding questions in mind. 2. Keep your guiding questions in mind.
3. Look at both the words and the graphics. 3. Use the textual and visual features of your sources to help
Interpret: Evaluate Relevance you identify relevant information.
1. Pause and think about what you just read. Interpret: Evaluate Facts and Details
2. Ask yourself, “Does this information answer one of my 1. Pause and think about what you just read.
guiding questions?” 2. Ask yourself, “Does this information answer one of my
3. If it does, go on the next steps. If it doesn’t, keep reading. guiding questions?”
Jot: Rephrase Facts 3. If it doesn’t, keep reading.
1. Cover up the part of the source you want to write down. Jot: Rephrase Information
2. Summarize or paraphrase the information by saying the 1. Cover up the part of the source you want to write down.
most important facts in your own words. 2. Summarize or paraphrase the information by saying the
3. Write down those words. most important facts in your own words.
3. Write down those words.

© Benchmark Education Company, LLC  Grade 5

 STEP
3 Interpret

Units 5-6 Units 9-10

Strategy: Read, Interpret, Jot Strategy: Read, Interpret, Jot
Read: Identify Facts and Details Read: Identify Facts and Details
1. Pick one of your sources. 1. Pick one of your sources.
2. Keep your guiding questions in mind. 2. Keep your guiding questions in mind.
3. Look at both the words and the graphics. 3. Use the textual and graphic features of the source to help
you find relevant information.
Interpret: Evaluate and Categorize Facts and Details
1. Pause and think about what you just read. Interpret: Evaluate Information
2. Ask yourself, “Does this information answer one of my 1. Pause and think about what you just read.
guiding questions?” 2. Ask yourself, “Does this information answer one of my
3. If it does, jot it down. If it doesn’t, keep reading. guiding questions?”
3. If it doesn’t, keep reading.
Jot: Rephrase Information
4. If it does, see the steps in the Jot part of the strategy.
1. Cover up the part of the source you want to write down.
2. Summarize or paraphrase the information by saying the Jot: Rephrase Information
most important facts in your own words. 1. Cover up the part of the source you want to write down.
3. Write down those words. 2. Summarize or paraphrase the information by saying the
most important facts in your own words.
3. Write down those words.
Units 7-8
Strategy: Read, Interpret, Jot
Read: Identify Facts
1. Pick one of your sources.
2. Keep your guiding questions in mind.
3. Use the textual and graphic features of your source to help
you identify relevant information.
Interpret: Evaluate Information
1. Pause and think about what you just read.
2. Ask yourself, “Does this information answer one of my
guiding questions?”
3. If it doesn’t, keep reading.
4. If it does, use the directions in the next part of the strategy.
Jot: Rephrase Information
1. Cover up the part of the source you want to write down.
2. Summarize or paraphrase the information by saying the
most important facts in your own words.
3. Write down those words.

Grade 5  © Benchmark Education Company, LLC

 STEP
4 Create

Unit 1 Unit 3
Strategy: Read, Design, Create Strategy: Read, Design, Create
Read: Review and Incorporate Information Read: Evaluate Information
1. Read over one part of your notes. 1. Read over one part of your notes.
2. Think about where and how you will include that 2. Think about where and how you will include that
information. information.
3. Choose whether it will be presented in a graphic or in 3. Choose whether it will be a graphic or words or both.
words or both. 4. Add it to your design.
4. Consider how to incorporate this information and these
Design: Develop a Plan
visual elements into your project.
1. Consider the information you want to share.
Design: Develop a Project Plan 2. Choose the type of presentation you want to make.
1. Consider the information you want to share. 3. Make a plan on how it will look using quick sketches and
2. Choose the type of presentation you want to create. shapes.
3. Make a plan for how it will look or how you will create it 4. Pause and consider any changes you want to make.
using quick sketches and shapes. 5. Finalize your design.
4. Pause and consider any changes you want to make.
Create: Make Your Project
5. Finalize your design.
1. Start with one part of your design.
Create: Assemble Project 2. Put that part into your research project.
1. Start with one part of your design. 3. Repeat until your project is completed.
2. Put that part into your research project. 4. Double-check that you have everything you want to
3. Repeat until your project is completed. include and that it is presented in a logical order.
4. Double-check that you have everything you want to
include and that it makes sense.

© Benchmark Education Company, LLC  Grade 5

 STEP
4 Create

Unit 2 Units 9-10

Strategy: Read, Design, Create Strategy: Read, Design, Create
Read: Review Information Read: Evaluate Information
1. Read over your notes. 1. Read over each part of your notes.
2. Think about where and how you will include this 2. Think about where and how you will include that
information. information.
3. Choose whether this information is best communicated 3. Choose whether it will be a graphic or words or both.
with graphics, words, or a combination of both. 4. Add it to your design.
4. Consider how this information could be incorporated into a
Design: Develop a Presentation Plan
design.
1. Consider the information you want to share.
Design: Develop a Plan 2. Choose the type of presentation you want to create.
1. Consider the information you want to share. 3. Make a plan for how it will look or how you will create it
2. Choose whether you will create an e-magazine article, using quick sketches and shapes.
virtual poster, video news report, or another type of project. 4. Pause and consider any changes you want to make.
3. Make a plan for how your project will look using quick 5. Finalize your design.
sketches and shapes.
Create: Make Your Exhibit
4. Pause and consider any changes you want to make.
5. Finalize your design. 1. Start with one part of your design.
2. Put that part into your project.
Create: Make an Author Comparison Study 3. Repeat until your project is completed.
1. Start with one part of your design. 4. Create your list of sources.
2. Put that part into your author comparison study. 5. Double-check that you have everything you want to
3. Repeat until your study is completed. include and that it makes sense.
4. Double-check that you have everything you want to include
and that it makes sense.

Grade 5  © Benchmark Education Company, LLC

 STEP
4 Create

Unit 4 Units 7-8

Strategy: Read, Design, Create Strategy: Read, Design, Create
Read: Evaluate Research Read: Evaluate Information
1. Read over one part of your notes. 1. Read over one part of your notes.
2. Think about where and how you will include that 2. Think about where and how you will include that
information. information.
3. Choose whether it will be a graphic or words or both. 3. Choose whether it will be a graphic or words or both.
4. Add it to your design. 4. Add it to your design.
Design: Develop a Presentation Plan Design: Develop a Presentation Plan
1. Consider the information you want to share. 1. Consider the information you want to share.
2. Choose the type of presentation you want to create. 2. Choose the type of presentation you want to create.
3. Make a plan for how it will look or how you will create it 3. Make a plan for how it will look or how you will create it
using quick sketches and shapes. using quick sketches and shapes.
4. Pause and consider any changes you want to make. 4. Pause and consider any changes you want to make.
5. Finalize your design. 5. Finalize your design
Create: Execute Your Plan Create: Make Your Final Project
1. Start with one part of your design. 1. Start with one part of your design.
2. Put that part into your project. 2. Put that part into your project.
3. Repeat until your project is completed. 3. Repeat until your project is completed.
4. Double-check that you have everything you want to include 4. Double-check that you have everything you want to include
and that it makes sense. and that it makes sense.

© Benchmark Education Company, LLC  Grade 5

STEP
4 Create

Units 5-6
Strategy: Read, Design, Create
Read: Evaluate Information
1. Read over one part of your notes.
2. Think about where and how you will include that
information.
3. Choose whether it will be a graphic, words, or both.
4. Add it to your design.
Design: Develop a Presentation Plan
1. Consider the information you want to share.
2. Choose the type of presentation you want to create.
3. Make a plan on how it will look using quick sketches and
shapes.
4. Pause and consider any changes you want to make.
5. Finalize your design.
Create: Make Your Presentation
1. Start with one part of your design.
2. Put that part into your project.
3. Repeat until your project is completed.
4. Double-check that you have everything you want to
include and that it makes sense.

Grade 5  © Benchmark Education Company, LLC

 STEP
5 Present

Unit 1 Unit 3
Strategy: Plan, Present, Ask Strategy: Plan, Present, Ask
Plan: Review the Plan Plan: Evaluate Your Plan
1. List out your plan in your e-Notebook. 1. List out your plan in your e-Notebook.
2. Confirm that your plan incorporates all the elements you 2. Reread your plan to make sure it includes all the facts and
wanted to include. information you wanted to present.
3. Reread your plan to make sure it is just what you want to 3. Review your use of visuals or other multimedia elements
present. to ensure they are effective.
Present: Share with Others Present: Share with Others
1. Share your guiding questions. 1. Share your guiding questions.
2. Share one part of your project that answers a guiding 2. In a logical order, introduce parts of your project that
question. address your guiding questions.
3. Share another part of your project that answers another 3. Display the entire project for everyone to see.
guiding question.
Ask: Gather Feedback
4. Display or present the entire project for everyone to see.
1. Ask others what they learned from your project.
Ask: Gather Feedback 2. Jot down their answers in your e-Notebook.
1. Ask others what they learned from your project.
2. Jot down their answers in your e-Notebook.
Unit 4
Strategy: Plan, Present, Ask
Unit 2 Plan: Review Your Presentation
Strategy: Plan, Present, Ask 1. List out your plan in your e-notebook.
Plan: Review Your Plan 2. Reread your plan to make sure it is just what you want to
1. List out your plan in your e-notebook. present.
2. Reread your plan to make sure it is just what you want to Present: Share the Knowledge You Built
present. 1. Share your guiding questions.
Present: Share with Others 2. Share one part of your project that answers a guiding
1. Share your guiding questions. question.
2. Share one part of your author comparison study that 3. Share another part of your project that answers another
answers a guiding question. guiding question.
3. Share another part of your author comparison study that 4. Display or share the entire project for everyone to see.
answers another guiding question. Ask: Receive Feedback
4. Display or present the entire author comparison study for 1. Ask others what they learned from your research project.
everyone to see. 2. Jot down their answers in your e-notebook.
Ask: Gather Feedback
1. Ask others what they learned from your author comparison
study.
2. Jot down their answers in your e-notebook.
3. Respond to clarifying questions your classmates may have.

© Benchmark Education Company, LLC  Grade 5

 STEP
5 Present

Units 5-6 Units 9-10

Strategy: Plan, Present, Ask Strategy: Plan, Present, Ask
Plan: Review the Presentation Plan: Review Presentation
1. List out your plan in your e-notebook. 1. List out your plan in your e-notebook.
2. Reread your plan to make sure it is just what you want to 2. Reread your plan to make sure it is just what you want to
present. present.
Present: Share Knowledge Present: Share Knowledge
1. Share your guiding questions with peers. 1. Share your guiding questions.
2. Share one part of your project that answers a guiding 2. Share one part of your museum exhibit that answers a
question. guiding question.
3. Share another part of your project that answers another 3. Share another part of your exhibit that answers another
guiding question. guiding question.
4. Display or share the entire project for everyone to see. 4. Display or share the entire exhibit for everyone to see.
Ask: Receive Feedback Ask: Give and Receive Feedback
1. Ask others what they learned from your research project. 1. Ask others what they learned from your museum exhibit.
2. Ask what they found most interesting about your project. 2. Ask what part of your project they found most interesting.
3. Jot down their answers in your e-notebook. 3. Jot down their answers in your e-notebook.

Units 7-8
Strategy: Plan, Present, Ask
Plan: Review Presentation
1. List out your plan in your e-notebook.
2. Reread your plan to make sure it is just what you want to
present.
Present: Share Knowledge
1. Share your guiding questions.
2. Share one part of your project that answers a guiding
question.
3. Share another part of your project that answers another
guiding question.
4. Display or share the entire project for everyone to see.
Ask: Receive Feedback
1. Ask others what they learned from your research project.
2. Ask what part of your project they found most interesting.
3. Jot down their answers in your e-notebook.

Grade 5  © Benchmark Education Company, LLC

 STEP
6 Reflect

Unit 1 Unit 3
Strategy: Question, Remember, Jot Strategy: Question, Remember, Jot
Question: Read and Reflect Question: Read and Reflect
1. Read each question twice. 1. Read each question twice.
2. Repeat it to yourself in your own words. 2. Repeat it to yourself in your own words.
3. Reflect on the knowledge you built about plant-based 3. Think about what knowledge you built about laws and
resources and the research strategies that you practiced. how they have changed over time. What did you learn
about changing laws and the people who worked to
Remember: Review and Answer
change them? What did you learn about researching their
1. Look back through your research process in your
efforts?
e-notebook.
2. Think about a few ways you could answer the questions. Remember: Review and Apply
1. Look back through your research process in
Jot: Record Conclusions
2. Your e-notebook.
1. Pick the best answer(s).
3. Think about how the knowledge you built helps you
2. Write the answer(s) down as you clearly as you can in
answer the question.
your e-notebook.
Jot: Record Answers
1. Pick the best answer(s).
2. Write the answer(s) down as clearly as you can in your
Unit 2
e-notebook.
Strategy: Question, Remember, Jot
Question: Read and Reflect
1. Read each question twice. Unit 4
2. Repeat it to yourself in your own words. Strategy: Question, Remember, Jot
Remember: Review and Answer Question: Reflect on Knowledge
1. Look back through your research process in your 1. Read the question twice.
e-notebook. 2. Repeat it to yourself in your own words.
2. Think about a few ways you could answer the question. 3. What knowledge did you build about the perspectives of
Jot: Record Conclusions others?
1. Pick the best answer(s). Remember: Reflect on Research
2. Write the answer(s) down as clearly as you can in your 1. Look back through your research process in your
e-notebook. e-notebook.
2. Think about a few ways you could answer the question.
Jot: Produce Answers
1. Pick the best answer(s).
2. Write the answer(s) down as clearly as you can in your
e-notebook.

© Benchmark Education Company, LLC  Grade 5

 STEP
6 Reflect

Units 5-6 Units 9-10

Strategy: Question, Remember, Jot Strategy: Question, Remember, Jot
Question: Reflect on Knowledge Question: Reflect on Built Knowledge
1. Read the question twice. 1. Read the question twice.
2. Repeat it to yourself in your own words. 2. Repeat it to yourself in your own words.
3. What knowledge did you build about technology? 3. What knowledge did you build about how events shape
communities?
Remember: Reflect on the Research Process
1. Do you feel that you could have done more research? Remember: Reflect on Research
2. Look back through your research process in your 1. Think about any part of the question that still confuses you.
e-notebook. 2. Look back through your research process in your
3. Think about a few ways you could answer the question. e-notebook.
3. Think about a few ways you could answer the question.
Jot: Record Your Conclusions
1. Pick the best answer(s). Jot: Record Your Conclusions
2. Write the answer(s) down as you clearly as you can in 1. Pick the best answer(s).
your e-notebook. 2. Write the answer(s) down as clearly as you can in your
e-notebook.

Units 7-8
Strategy: Question, Remember, Jot
Question: Reflect on Built Knowledge
1. Read the question twice.
2. Repeat it to yourself in your own words.
3. What knowledge did you build about careers related to
conflict resolution?
Remember: Reflect on the Research Process
1. Do you feel that you could have done more research?
2. Look back through your research process in your
e-notebook.
3. Think about a few ways you could answer the question.
Jot: Record Conclusions
1. Pick the best answer(s).
2. Write the answer(s) down as clearly as you can in your
e-notebook.

Grade 5  © Benchmark Education Company, LLC