Fifth Grade ELA (pdf)

Unit #1, 5th grade English Language Arts, Building a Writing Community Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA September 4 weeks Published

Enduring Understanding  Writers work collaboratively to produce clear and concise writing pieces.  Writers support their thoughts with evidence from text.  Strong writers improve their skills by writing for extended periods of time and following the writing process.

Essential Questions  What strategies do effective writers utilize to improve their writing with others?  How do writers successfully support their opinions in writing?  How do successful writers improve their writing skills?

Common Core Standards LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.9 LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Student Learning Objectives Students will:    

Produce clear and coherent writing appropriate to task, purpose, and audience. (W5.4) With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach. (W5.5) Draw evidence from literary or information texts to support analysis, reflection, and/or research. (W5.9) Create writing pieces routinely over extended or shorter time frames for a range of tasks.

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(W5.10) Use context clues to determine unknown and multiple-meaning words and phrases. (L5.4)

Grammar LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instructional Activities  Create a personal journal  Respond to prompts  Free write  Team build  Peer edit  Keyboarding final draft  Blogging, Wikis  Respond to literature  Parts of speech collage  One-on-one conferencing  Establish a baseline rubric score  Compare and contrast with peer on Venn diagram - Write about their similarities and differences  Interview one another and record a news cast  Create a collage of words that describes the writer  Word Clouds, Wordles based on the individual student

Texts and Resources •• •• •• •• •• •• •• •• •• •• •• •• •• ••

Model Curriculum Becoming a Writer CCSS Sample Writing Dictionary Grammar Workbooks Journals Proofreading Marks Smartboard, IPADS, Computers Thesaurus Write Source Writer's Checklist Writing Fundamentals Writing Prompts

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www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/writing_prompts/gr_5_writing_prompts. pdf

Assessment 

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http://educationcloset.com/wpcontent/uploads/2012/09/aicompositionassessment.jpg Teacher Observation Student Participation Writing Pieces www.wtschools.org/file/4fe486fd.pdf Writer's Conference

Unit #2, 5th grade English Language Arts, Narrative Writing Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA October 7 weeks Published

Enduring Understanding  Narratives are carefully structured depictions of diverse human experiences.  Time is the main organizational structure of narrative writing.  A narrative writer conveys meaning through deliberate use of literary elements and narrative techniques.

Essential Questions  Why do people tell and write imagined stories?  How do writers craft engaging, vivid narratives?

Common Core Standards LA.5.CCSS.ELA-Literacy.W.5.3 LA.5.CCSS.ELA-Literacy.W.5.3a LA.5.CCSS.ELA-Literacy.W.5.3b LA.5.CCSS.ELA-Literacy.W.5.3c LA.5.CCSS.ELA-Literacy.W.5.3d LA.5.CCSS.ELA-Literacy.W.5.3e LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.6

LA.5.CCSS.ELA-Literacy.W.5.10

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.3 LA.5.CCSS.ELA-Literacy.L.5.5 LA.5.CCSS.ELA-Literacy.L.5.6

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...             

Brainstorm potential topics and narrow focus for their fictional narrative (creative story). (W.5.3) Use an outline or graphic organizer to plan and organize ideas about writing. (W.5.5) Demonstrate the ability to write over various lengths of time, create a fictional narrative establishing a plot or conflict, setting, characters, using a consistent point of view. (W.5.3.a, W.5.10) Organize narrative writing into paragraphs, and use effective transitions based on changes in action, dialogue, time and place. (W.5.3.c, d; L.5.6) Elaborate main events and ideas by adding thoughts and feelings, dialogue, and description. (W.5.3.b,d; W.5.4) Write a compelling lead and satisfying closing, trying a variety of strategies. (W.5.3.a,e) Using technology, produce a clear published copy of narrative through the use of word processing (W.5.6) Demonstrate the use of figurative language within narrative (L.5.5.a,b) Use vivid verbs and sensory details. (W.5.3.d; L.5.1.c, d; L.5.6) Attempt compositional risks within a narrative. (W.5.3) Receive and incorporate feedback on their writing from their peers and teacher. (W.5.5) Review, revise, and edit work for sentence construction, spelling, capitalization, punctuation, usage, and clarity. (W.5.5, L.5.1, L.5.2, L.5.3, L.5.4.c) Engage in collaborative small and whole group discussions about narrative writing modeling respected and established expectations. (SL.5.1.a-d)

Grammar LA.5.CCSS.ELA-Literacy.L.5.1a LA.5.CCSS.ELA-Literacy.L.5.1b LA.5.CCSS.ELA-Literacy.L.5.1c LA.5.CCSS.ELA-Literacy.L.5.1d LA.5.CCSS.ELA-Literacy.L.5.1e LA.5.CCSS.ELA-Literacy.L.5.2a LA.5.CCSS.ELA-Literacy.L.5.2b LA.5.CCSS.ELA-Literacy.L.5.2c LA.5.CCSS.ELA-Literacy.L.5.2d LA.5.CCSS.ELA-Literacy.L.5.2e LA.5.CCSS.ELA-Literacy.L.5.5a LA.5.CCSS.ELA-Literacy.L.5.5b LA.5.CCSS.ELA-Literacy.L.5.5c

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Instructional Activities  Examine Writing Exemplars

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Picture Book Reads as Mentor Texts Peer Edit Writing Pieces Read and create a Podcast Publication on Class Webpage Create a Picture Book Act out as a Play - Video Record IPAD apps - Grammar Word Walls - Parts of Speech Cut and Paste Collage - Grammar

Texts and Resources 

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Mentor texts Picture Books: Who’s That Knocking on Christmas Eve? by Jan Brett Aunt Isabel Tells a Good One by Kate Duke If You Were a Writer by Joan Lowery Nixon The Plot Chickens by Mary Jane and Herm Auch Author – a true Story by Helen Lester

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Graphic Organizers/Outlines EdHelper Lessons that Change Writers, Nancie Atwell 6+ 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin The Writers Express, by Patrick Sebranek, Ruth Nathan, and Dave Kemper Measuring UP Express – speculative prompts Being a Writer Word Walls Smartboard, Ipads, Wiki, Blogs, Computer, etc.

Assessment  See prompt document  See Narrative Assessment document  http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg  Teacher Observation

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Student Participation Writing Pieces www.wtschools.org/file/4fe486fd.pdf Writer's Conference

Unit #3, 5th grade English Language Arts, Grammar and Usage (Writing) Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA December 4 weeks Published

Enduring Understanding  Proper grammar and mechanics promotes fluency of written and oral communication.  Conventions are rules that have been established to standardize written and oral communication to assist in more easily understanding the message.  Good writers determine which conventions of language most clearly and effectively communicate their thoughts and ideas to the reader.

Essential Questions  Why is it important to use correct grammar when writing and speaking?  Why is it important to use correct capitalization and punctuation when writing?

Common Core Standards LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.1a LA.5.CCSS.ELA-Literacy.L.5.1b LA.5.CCSS.ELA-Literacy.L.5.1c LA.5.CCSS.ELA-Literacy.L.5.1d LA.5.CCSS.ELA-Literacy.L.5.1e LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.2a

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.

LA.5.CCSS.ELA-Literacy.L.5.2b LA.5.CCSS.ELA-Literacy.L.5.2c LA.5.CCSS.ELA-Literacy.L.5.2d LA.5.CCSS.ELA-Literacy.L.5.2e LA.5.CCSS.ELA-Literacy.L.5.3 LA.5.CCSS.ELA-Literacy.L.5.3a LA.5.CCSS.ELA-Literacy.L.5.4b LA.5.CCSS.ELA-Literacy.L.5.4c

Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Student Learning Objectives Students will:       

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Spell grade appropriate words. Develop language base with roots and affixes. Understand the etymology of words. Consult dictionary and thesaurus. Expand sentences with stronger vocabulary. Write for extended periods of time.

Instructional Activities  Use Mentor Text Picture Books to Identify grammar and usage topics  Sentence stems  Create a Cheat Sheet of Grammar usage for easy access (Bookmark)  IPAD apps  Partner write a paragraph  Use sticky notes to identify conventions during novel reads  Use colored pencils to identify parts of speech  Play Punctuation or Grammar Bingo  Peer Edit/Proofread  Read a sample writing that has no punctuation so students can recognize the importance of mechanics  Create a Grammar Flip Book  Read a story and create a poster of words that describe the character or setting

Texts and Resources  Write Source  Becoming a Writer

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Writing Fundamentals Sadlier-Oxford Grammar IPAD, Wikis, Blogs, Computer Mentor Picture Books and Novels Scholastic Grammar Tales United Streaming

Assessment •Diagraming Sentences •http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg •http://www.testdesigner.com/questions/Grammar/Grade_5 •IPAD apps •Student Participation •Study Island •Teacher Observation •Writing Pieces •www.wtschools.org/file/4fe486fd.pdf

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Unit #4, 5th grade English Language Arts, Expository Writing Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA January 8 weeks Published

Enduring Understanding  Informational/explanatory writing conveys accurate information to increase the readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.  Effective informational/explanatory writing uses a variety of techniques (naming, defining, describing, differentiating different types or parts, comparing/contrasting ideas or concepts, the use of diagrams or visuals, or citing an anecdote or scenario) to clearly communicate how things work and why things happen.  Informative and explanatory writing is reliant upon recollection of one’s own experience, as well as accurate research, to support the thesis.  Conducting research and gathering evidence follows a generally accepted format and process.

Essential Questions

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What characteristics differentiate informational and explanatory writing? How does a writer convey information clearly and accurately to deepen the reader’s understanding of a topic? How do writers draw on their own experiences and from research in order to support their topic? How can technology be used to enhance the writing process?

Common Core Standards WORK.5-8.9.2.8 A.1 WORK.5-8.9.2.8 A.3 WORK.5-8.9.2.8 C.4 WORK.5-8.9.2.8 C.6 WORK.5-8.9.1.8.1 WORK.5-8.9.1.8.A.1 WORK.5-8.9.1.8.A.4 WORK.5-8.9.1.8.1 WORK.5-8.9.1.8.B.2 WORK.5-8.9.1.8.1 WORK.5-8.9.1.8.C.3 WORK.5-8.9.1.8.1 WORK.5-8.9.1.8.D.1 WORK.5-8.9.1.8.D.2 LA.5.CCSS.ELA-Literacy.W.5.2 LA.5.CCSS.ELA-Literacy.W.5.2a LA.5.CCSS.ELA-Literacy.W.5.2b LA.5.CCSS.ELA-Literacy.W.5.2c LA.5.CCSS.ELA-Literacy.W.5.2d LA.5.CCSS.ELA-Literacy.W.5.2e LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.6

LA.5.CCSS.ELA-Literacy.W.5.7 LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.4b LA.5.CCSS.ELA-Literacy.L.5.4c

Communicate, analyze data, apply technology, and problem solve. Identify and assess problems that interfere with attaining goals. Demonstrate appropriate social skills within group activities. Participate as a member of a team and contribute to group effort. The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. Design and implement a project management plan using one or more problem-solving strategies. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, genderspecific, generational), and determine how the data can best be used to design multiple solutions. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Model leadership skills during classroom and extra-curricular activities. Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Employ appropriate conflict resolution strategies. Demonstrate the ability to understand inferences. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

LA.5.CCSS.ELA-Literacy.L.5.6

pronunciation and determine or clarify the precise meaning of key words and phrases. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...           

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Research information on an assigned topic. (W.5.7) Compare and contrast the information presented in two or more texts by reading published and student mentor texts/models. (RI.5.5) Collect information that adheres to a pre-determined set of guidelines provided by the teacher. (RI.5.1, W.5.2., W.5.7) Utilize provided credible resources to research topics. (RI.5.7, RI.5.9, RI.5.10,W.5.7, W.5.8, W.5.9.b ) Distinguish between major and minor details in an informational resource. (RI.5.2, RI.5.3, RI.5.6, RI.5.9, W.5.8) Provide a list of sources utilized. (W.5.8) Use collected information to write a detailed, organized, multi-paragraph report. (W.5.2, W.5.4, W.5.10) Establish and maintain a formal style and awareness of audience. (W.5.2, W.5.4) Use peer/teacher conferencing, as well as a scoring rubric/checklist, as a guide to revising writing. (W.5.5) Apply standard English conventions as noted in Conventions Unit. (L.5.1.a-e, L.5.2.a-e, L.5.3.a) Determine and comprehend the meaning of unfamiliar, content specific vocabulary (including those signaling contrast, addition, and other logical relationships) in writing. (L.5.6) Understand the meaning of unfamiliar, content specific, vocabulary within informational text using previously learned methods such as context clues and affixes. (RI.5.4, L.5.4a,b, L.5.6) Consult dictionaries and other reference materials to determine word meaning. (L.5.4.c) Review and edit work for spelling, usage and clarity. (W.5.5, L.5.1.a-e, L.5.2.a-e) Use technology to produce and publish writing. (W.5.6) Engage in collaborative small and whole group discussions about informative/explanatory writing modeling respected and established expectations. (SL.5.1.a-d) Demonstrate the ability to summarize a text, information presented and the point a speaker makes using the support of reasoning/inferring and textual evidence. (SL.5.2, SL.5.3) Share by presenting on a topic with an audience (offering appropriate and relevant facts in a sequential order, descriptive details; speaking clearly and an understandable pace) utilizing multimedia components (e.g., graphics, sounds) and visual displays to enhance the development of the main idea. (SL.5.4, SL.5.5, SL.5.6)

Grammar

LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instructional Activities  Read and examine an exemplar writing sample  Focused vocabulary mini lessons and activities  Grammar instruction and mini lessons (ie: correlative conjunctions, comma rules, sentence combining to clarify meaning, formatting titles of cited texts, etc.)  Written responses discussing cause and effect relationships in nonfiction texts  Research in the library using both print and digital sources  Planning and drafting of Compare/Contrast Essay  Whole class read alouds of mentor informative/explanatory texts with targeted mini lessons on their organization, support, use of precise language and domain specific vocabulary, and writing techniques  Small group reading of mentor informative/explanatory texts with targeted practice activities (ie: paragraph organization, use of facts to support ideas, main ideas/supporting details, vocabulary, combining sentences, etc.)  Jigsaw group activity with reading of informative/explanatory sample texts  Think-pair-share  Guided and independent completion of graphic organizers such as Venn Diagrams for Compare/Contrast  Create All-About Books  Research and lab reports  Oral presentations  Newsletters and memos  Webpage  Glogster

Texts and Resources •• Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy, Irene Fountas and Gay Su Pinnell •• http://owl.english.purdue.edu/ •• In the Middle: New Understandings about Writing, Reading, and Learning, Nancie Atwell •• Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8, Lynne R. Dorfman •• Online research databases: Facts on File, EbscoHost, WorldBook Online, etc. •• Research note taking outlines and graphic organizers •• Rubrics for compare/contrast essay, research project, and oral presentation •• SmartBoard/Elmo •• Time for Kids, Storyworks magazine and activity pages •• Various Nonfiction Informative/Explanatory Mentor Texts •• Word processing software •• Writers Express, Patrick Sebranek, Ruth Nathan, and Dave Kemper •• Writing organizers/outlines •• www.dictionary.com

Assessment See Expository Assessment document

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Short written analysis of cause-effect relationships in texts Compare/contrast Self assess using rubric Peer edit Peer assess using rubric IPAD apps essay Research project* (choice of multi-paragraph written report, brochure, PowerPoint, Prezi, poster, or “news report”) with oral presentation Student notes, note cards, and all other prewriting documentation Peer editing checklists Student/teacher writing conferences Exit tickets Class discussion of mentor texts and group writes Student participation Journals and/or written responses to sample/mentor texts and news media Graphic organizers (ie: Venn diagrams) Teacher Observation http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg www.wtschools.org/file/4fe486fd.pdf

Unit #5, 5th grade English Language Arts, Opinion/Persuasive Writing Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA March 7 weeks Published

Enduring Understanding  The purpose of opinion writing is to convince a reader to take a certain action or adopt a point of view by presenting valid reasoning and factual evidence which appeals to the emotions and self-interest of the reader.  Knowledge of an audience helps the writer support their thesis with convincing arguments

and effective counter arguments that address the opposing point of view, and possible concerns of their their reader.

Essential Questions  How are logical opinion techniques used in writing to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s opinion?  How does knowledge of an audience shape the writer’s decisions in presenting an opinion?

Common Core Standards WORK.5-8.9.1.8 A.7 WORK.5-8.9.1.8 B.5 WORK.5-8.9.2.8 A.4 WORK.5-8.9.2.8 A.5 WORK.5-8.9.2.8 B.2 WORK.5-8.9.2.8 B.3 WORK.5-8.9.2.8 C.2 WORK.5-8.9.2.8 C.3 WORK.5-8.9.2.8 C.4 WORK.5-8.9.1.8.C.1 WORK.5-8.9.1.8.C.2 WORK.5-8.9.1.8.C.3 WORK.5-8.9.1.8.D.1 WORK.5-8.9.1.8.D.2 LA.5.CCSS.ELA-Literacy.CCRA.W.2 LA.5.CCSS.ELA-Literacy.CCRA.W.6 LA.5.CCSS.ELA-Literacy.W.5.1 LA.5.CCSS.ELA-Literacy.W.5.1a LA.5.CCSS.ELA-Literacy.W.5.1b LA.5.CCSS.ELA-Literacy.W.5.1c LA.5.CCSS.ELA-Literacy.W.5.1d LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.7 LA.5.CCSS.ELA-Literacy.W.5.10

Plan and conduct a cooperative project that addresses one of the problems faced by the school and/or community. Compare and contrast possible choices based on identified/perceived strengths, goals, and interests. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information. Practice goal setting and decision-making in areas relative to life skills. Demonstrate responsibility for personal actions and contributions to group activities. Explain the need for, and advantages of, lifelong learning. Organize thoughts to reflect logical thinking and speaking. Work cooperatively with others to solve a problem. Demonstrate appropriate social skills within group activities. Determine an individual's responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. Model leadership skills during classroom and extra-curricular activities. Employ appropriate conflict resolution strategies. Demonstrate the ability to understand inferences. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Student Learning Objectives Students will ...    

Identify characteristics of effective opinion/persuasive writing by reading published and student mentor texts/models. (RI.5.5, RI.5.8) Determine an author’s point of view in an opinion/persuasive text. (RI.5.6) Identify main ideas and various types of supporting details in opinion/persuasive writing. (RI.5.1, RI.5.2, RI.5.8) Take a stand on a debatable issue and recognize different points of view on the topic.

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(RI.5.6) Write a detailed, organized multi-paragraph opinion/persuasive essay/letter with an introduction, thesis, topic sentences, supporting details, conclusion. (W.5.1, W.5.4, W.5.5, W.5.9.b) Apply evidence from text or resource to support analysis, reflection, and research. (W.5.9.b) Utilize a graphic organizer to plan and organize an opinion/persuasive letter/essay. (W.5.1.a,b) Provide a logical sequence in a multi-paragraph work and develop transitions between ideas. Use words, phrases, and clauses to clarify the relationships among claims and reasons. (W.5.1.c) Establish and maintain a formal style of presentation maintaining awareness of the intended audience. (W.5.4) Use peer/teacher conferencing, as well as a scoring rubric/checklist as a guide to revising writing. (W.5.5) Receive feedback on writing from peers and provide specific feedback to other students. (W.5.5) Revise writing based on peer conferences and teacher feedback. (W.5.5) Apply standard English conventions as noted in Conventions Unit (L.5.1.b, d-e, and L.5.2.a-e) Review and edit work for spelling, usage, and clarity. (W.5.5)

Grammar LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instructional Activities  Anticipation guide  Quick writes  Mini-lessons (ie: thesis and topic sentences, author’s bias, effective counter arguments, etc.)  Mentor texts  IPAD apps  Book reviews  Persuasive letters, essays  Blogs  Photo documentaries  Advertisements (Video Record or Podcast)  Guided and independent evaluation of the effectiveness of writing techniques used in mentor/sample opinion essays  Modeled, shared, guided and independent writing  Peer conferencing

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Writing conferences

Texts and Resources •6 + 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin •Click, Clack, Moo: Cows that Type (Doreen Cronin) •Computers •Dear Mrs. LaRue: Letters from Obedience School (Mark Teague) •Duck for President (Doreen Cronin) •Hey, Little Ant! (Phillip Hoose) •http://animal.discovery.com/breed-selector/dog-breeds.html •http://www.toyportfolio.com/ •Ike for Mayor: Letters from the Campaign (Mark Teague) •In the Middle: New Understandings about Writing, Reading, and Learning, Nancie Atwell •IPAD •Lessons That Change Writers, Nancie Atwell •Mentor texts (magazines, newspapers, articles, student samples) •Otto Runs for President (Rosemary Wells) •Perdue OWL site •Smartboard •The True Story of the 3 Little Pigs (Jon Scieszka) •Time for Kids magazine •Write Source 2000: A Guide to Writing, Thinking , and Learning by Patrick Sebranek, Verne Meyer, and Dave Kemper •www.bestcatbreeds.com •www.commonsensemedia.org •www.kidsfirst.org

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Assessment  See Opinion Based Assessment document  Graphic organizersComments on drafts  Teacher/Peer revising/editing conferences  Journal writing, quick writes, and reading responses  Group workExit cards  Evaluating teacher-modeled writing and sample student writing  Classroom discussions  http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg  Teacher observation  Student participation  Writing pieces  www.wtschools.org/file/4fe486fd.pdf

Unit #6, 5th grade English Language Arts, Poetry/Prose/Dramatic Writing Content Area: Course(s): Time Period: Length:

Language Arts Literacy Generic Course, ELA April 4 weeks

Status:

Published

Enduring Understanding Poetry/Drama can give meaning to life lessons through theme and main idea.

Essential Questions  How can poetry/drama be defined?  What are poetic/dramatic devices?  How are poetic/dramatic devices used to engage readers?

Common Core Standards LA.5.CCSS.ELA-Literacy.CCRA.W.6 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.9a LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.4 LA.5.CCSS.ELA-Literacy.SL.5.5 LA.5.CCSS.ELA-Literacy.SL.5.6 LA.5.CCSS.ELA-Literacy.L.5.2e LA.5.CCSS.ELA-Literacy.L.5.3b LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.5a LA.5.CCSS.ELA-Literacy.L.5.5b LA.5.CCSS.ELA-Literacy.L.5.5c

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Spell grade-appropriate words correctly, consulting references as needed. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Student Learning Objectives  Read classic and humorous poems, prose, drama.  Write responses to a variety of literature, poetry and/or drama.  Participate in group discussion about poetic techniques and figurative language.  Compare and contrast two or more characters or events in poetry and/or drama.  Recognize, explain the meaning, and use figurative language.  Create a multimedia component or visual display of main idea or theme.  Write a poem or drama.

Instructional Activities  Read and interpret poetry  Write poetry  Collaboratively discuss the meaning of poetry  Record poetry as a podcast  Rewrite a story as a drama  Experiment with writing various forms of poetry  Attend a theater performance or poetry slam  Perform reader's theater  Create a multimedia presentation to display poetry  Cut words from print media and create poetry as a group or individual activity  Present theme of poetry in powerpoint  Submit poetry to publishing company  Create a "Poet Tree" bulletin board  Act out a scene from a novel

Texts and Resources •"A Bird Came Down the Walk" by Emily Dickinson •"Casey at Bat" by Ernest Thayer •"The Echoing Green" by William Blake •Exemplar poetry texts •http://famouspoetsandpoems.com •http://www.aaronshep.com/rt/RTE.html •Shel Silverstein books •View, via the Internet, a poetry slam •www.shelsilverstein.com

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Assessment  PARCC - See Poetry Assessment Document  www.wtschools.org/file/4fe486fd.pdf  http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg  Teacher Observation  Student Participation  Writing Pieces  Writer's Conference

Unit #7, 5th grade English Language Arts, Research

Writing Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA May 4 weeks Published

Enduring Understanding Information literacy helps individuals become independent, lifelong learners.

Essential Questions How does information literacy help me become an independent, lifelong learner? How does my understanding of library organization effect how I access, evaluate and use information? What are my responsibilities as a user of information?

Common Core Standards LA.5.CCSS.ELA-Literacy.CCRA.W.4 LA.5.CCSS.ELA-Literacy.CCRA.W.5 LA.5.CCSS.ELA-Literacy.CCRA.W.10 LA.5.CCSS.ELA-Literacy.W.5.2 LA.5.CCSS.ELA-Literacy.W.5.2a LA.5.CCSS.ELA-Literacy.W.5.2b LA.5.CCSS.ELA-Literacy.W.5.2c LA.5.CCSS.ELA-Literacy.W.5.2d LA.5.CCSS.ELA-Literacy.W.5.2e LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.6

LA.5.CCSS.ELA-Literacy.W.5.7 LA.5.CCSS.ELA-Literacy.W.5.8 LA.5.CCSS.ELA-Literacy.W.5.9 LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.2e LA.5.CCSS.ELA-Literacy.L.5.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell grade-appropriate words correctly, consulting references as needed. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LA.5.CCSS.ELA-Literacy.L.5.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will:      

Conduct research using print and digital materials. Introduce a topic clearly. Draw evidence from text to support a thesis. Produce and publish a clear and concise two-page research paper. Provide a concluding statement that supports the thesis. Edit and revise.

Grammar LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.3

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Instructional Activities  Read an exemplar writing sample  Complete an outline and scaffolding graphic organizers  Visit bibme.org for citing sources  Create a personal interest box (half a cereal box) Have students collect information from multimedia sources and print text and put their research in the interest box. Students can then reference their interest box to complete outline and scaffolding and cite information from their research during the writing process.  http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methodsresearch-paper-1155.html?tab=4#tabs  Scavenger hunt in the library to find sources  Present outline in powerpoint form  Give a summarized oral presentation to the class  Think/Pair/Share for brainstorming  Visit various websites to model searching for authentic information  Peer edit  Writer's conference

Texts and Resources •http://blog.dearbornschools.org/cibasek/strategy-group-assignments/ •http://schoolbuildings.westg.org/westwood/baker/social%20studies%20materials/Explorers/Explorer%20Report%20Packet.pdf •http://www.keelers.com/christy/TAH/Sanders_ResearchProjectDescriptionAndForms.pdf •Research Handbook (see attached) •www.bibme.org •www.readwritethink.org •www.teacherspayteachers.com

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Assessment  See Research Paper Reference document  www.pinterest.com  http://educationcloset.com/wp-content/uploads/2012/09/aicompositionassessment.jpg  Teacher Observation  Student Participation  Outline  Rough Draft  Edited Version  Final Typed Publication  www.wtschools.org/file/4fe486fd.pdf  Writer's Conference

Unit 1, 5th grade English Language Arts, Building a Community of Readers Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA September 4 weeks Published

Enduring Understanding  Effective readers construct meaning from text using a variety of comprehension skills and strategies (ie: vocabulary skills, rereading, questioning, etc.)  Readers improve their skills by selecting a variety of ‘just right’ books across many genres.

Essential Questions  What strategies do effective readers utilize to construct meaning from texts?  How do strong readers independently monitor their understanding of texts?  How do successful readers improve their reading level and interest?  How do readers support their thinking about texts?

Common Core Standards

LA.5.CCSS.ELA-Literacy.RL.5.1 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RL.5.10 LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.9 LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.4c

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Student Learning Objectives Students will ...  

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Select ‘just right’ independent reading books of interest across multiple genres. (RL.5.10) Review and apply previously learned reading comprehension strategies to monitor their understanding of text. Skills and strategies will include: making predictions, visualizing, questioning, inferencing, and making connections. (RL.5.10) Determine meaning of unfamiliar words by means of a variety of strategies including rereading, context clues, etc. (RL.5.4, L.5.4a) Determine meaning of unfamiliar words through use of reference materials, both print and digital (RL.5.4, L.5.4c) Organize and write open ended reading responses about text. (W.5.4, W.5.9) Quote accurately from the text to support ideas and conclusions drawn in written responses to reading (RL.5.1, W.5.9) Make and support inferences by quoting accurately from the text (RL.5.1, W.5.9)

Instructional Activities  Whole class read alouds of picture books, exemplar texts, and/or novels with targeted mini-lessons on reading strategies and skills  Small group picture book reading  Partner reading/ pair-share  Jigsaw activity  Dictionary practice activities  Library introductory session to select books at “just right level” across various genres for project.  Reading responses  Team building activities  Use of multimedia i.e. video clips, Ipads, wiki, blogs, etc.  Book talk - Students can create a advertisement for a book they read, present the book to the class for a class discussion, suggest a book - can also be done as a bulletin board for interaction  Begin introduction to classroom wiki - students can suggest a book on the wiki, introduce themselves, discuss a question they have, etc. Teachers and other stuents can respond.

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Present "positive points" about being a constructive member of the wiki community. Develop sticky note thoughts - Introduce using sticky notes to mark sections for questions/comments (Also can be done instead of the wiki): Develop a what stuck with you board-students can interact with each other and respond to what questions they have, comments or concerns. Research authors and create a collage Reading Inventory, Reading Interest Survey, Personality Assessment, and Motivation Questionnaire

Interdisciplinary Studies:    

Real life skills accessed such as negotiation, compromise, getting along, etc. A news cast to introduce other members to the class - Can use technology to video/record If another class is available, can skype with another class to interact with readers to build additional community Utilize student interest in varying areas to choose books later on during the year (in areas of social studies, science, etc.)

Texts and Resources 

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Dictionaries Time for Kids magazines Story Works magazine

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Picture Books for Context Clues: o Jabberwocky, Graeme Base (original poem by Lewis Carol)

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Picture Books for Visualizing: o o o

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Picture Books for Making Predictions: o o

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Night in the Country, Cynthia Rylant The Midnight Ride of Paul Revere, Henry Wadsworth Longfellow Tar Beach, Faith Ringgold

Sylvester and the Magic Pebble, William Steig For the Love of Autumn, Patricia Polacco

Picture books for Making Connections Strategy: o

My Rotten Headed Older Brother, Patricia Polacco

o o o 

Picture books for Asking Questions: o o o o o

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Fly Away Home, Eve Bunting The Wall, Eve Bunting Miss Alaineus: A Vocabulary Disaster, Debra Frasier The Day of Ahmad’s Secret, Florence Heide and Judith Heide Gilliland The Stranger, Chris Van Allsburg

Picture books for Drawing Inferences: o o o o o

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Thank You Mr. Falker, Patricia Polacco The Relatives Came, Cynthia Rylant Bedhead, Margie Palatini

Teammates, Peter Golenbock Tuesday, David Weisner Just a Dream, Chris Van Allsburg Babushkah’s Doll, Patricia Polacco Fireflies, Julie Brinkloe

Picture books for Synthesizing: o Zathura, Chris Van Allsburg o Fables, Arnold Lobel o The Sweetest Fig, Chris Van Allsburg Reading Street by Scott Forsman Making Meaning In the Middle: New Understandings About Writing, Reading, and Learning, Nancie Atwell Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy, Irene Fountas and Gay Su Pinnell Student “bookmark” Reading Skills Graphic Organizers Reading Response Organizer 5th Grade Reading Response Rubric (1-4) Common Core Exemplar Texts Read Alouds Pictures of Hollis Woods by Patricia Reilly Giff Novel Quizzes Smartboard, Wiki, Ipads, Computers, Senteo Clickers

Assessment  Teacher observation  Student participation  Application of reading skills and strategies during group, partner, and independent reading

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of picture books and novels. Graphic organizers “Book mark” to record various skills/strategies Reading Responses Exit tickets Novel quizzes Project Wiki Responses Multimedia Presentations

Unit 2A, 5th grade English Language Arts, Fictional Organization/Literary Elements (reading) Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA October 3 weeks Published

Enduring Understanding  Fictional literature has identifiable and common story elements (setting, character, plot, theme, point of view) to effectively tell a complete story.  Literature often demands readers to analyze the meaning of words and phrases to support their understanding of the text and their ability to discuss/respond to the text.

Essential Questions  How does analyzing story elements give you a better understanding of the text?  How does interpreting figurative language, shades of meaning, and author’s point of view, give you a better appreciation of the text?

Common Core Standards LA.5.CCSS.ELA-Literacy.RL.5.1 LA.5.CCSS.ELA-Literacy.RL.5.2 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RL.5.5 LA.5.CCSS.ELA-Literacy.RL.5.6 LA.5.CCSS.ELA-Literacy.RL.5.7 LA.5.CCSS.ELA-Literacy.RL.5.10

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end

LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.9a LA.5.CCSS.ELA-Literacy.W.5.9b

LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.SL.5.2 LA.5.CCSS.ELA-Literacy.SL.5.4 LA.5.CCSS.ELA-Literacy.SL.5.5 LA.5.CCSS.ELA-Literacy.SL.5.6 LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.4b LA.5.CCSS.ELA-Literacy.L.5.4c LA.5.CCSS.ELA-Literacy.L.5.5 LA.5.CCSS.ELA-Literacy.L.5.5a LA.5.CCSS.ELA-Literacy.L.5.5b LA.5.CCSS.ELA-Literacy.L.5.5c

of the grades 4-5 text complexity band independently and proficiently. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Student Learning Objectives Students will ...          

Use quotes accurately when explaining or summarizing implicit or explicit text passages either orally or in writing. (RL.5.1, SL.5.2, W.5.4) Utilize information from a text, accurately quoting passages, to draw inferences. (RL.5.1) Identify, through writing or speaking, the theme of a story by analyzing how characters respond to challenges. (RL.5.2, SL.5.4, W.5.9) Summarize a text including a discussion of the story’s theme, how characters respond to challenges, or how a poem’s speak reflects upon a topic. (RL.5.2, SL.5.4, W.5.9) Compare and contrast various elements of literature (characters, setting, events, text details, etc.) using specific details from the text. (RL.5.3) Define unfamiliar words within text using context clues and other resources and by applying knowledge of affixes and roots. (RL.5.4, RF.5.3.a, RF.5.4.c, L.5.4.a, L.5.4.b) Recognize and demonstrate understanding of figurative language (similes, metaphors, personification, idioms, symbolism, adage, proverbs). (RL.5.4., L.5.5.a, L.5.5.b) Analyze chapters and scenes in order to gain an understanding of the structure within the text (e.g., analyzing elements of character, setting, and plot in a narrative. (RL.5.5) Describe how a narrator’s or speaker’s point of view influences how events are described. (RL.5.6) Determine how visual and multimedia elements enhance understanding and appreciation of a text. (RL.5.7)

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Compare and contrast stories within the same genre through discussion and/or writing (RL.5.9, SL.5.1, W.5.4) Read and comprehend a variety of genres demonstrating accuracy, fluency, and expression during engagement. (RF.5.4.a-c, RL.5.10) Engage in collaborative small and whole group discussions about text, modeling respected and established expectations (e.g., being prepared for discussions, follow established rules for discussions, participate in discussions). (SL.5.1.a, SL.5.1.b) Ask and answer questions during discussions related to texts. (SL.5.1.c) Use ideas and insights gained through literature discussions to draw conclusions about a text. (SL.5.1.d) Apply knowledge of phonics during silent and oral reading. (RF.5.3.a) Consult dictionaries and other reference materials when necessary to determine word/phrase meaning. (L.5.4.c)

Instructional Activities  Mini-lessons  Anchor charts - Display and continuously record on  Modeled, shared, guided and independent reading  Flexible groups  Story retellings  Large & small group discussions  Book projects and reports  Book reviews  Mentor texts/read alouds  Teacher/peer conferencing  Think alouds  Reading journal  Reader’s response  Guided reading/literature circles  Reciprocal reading  Small group lessons  Graphic Organizers  Illustration/Written Responses  

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Use picture books to find literary elements and record from the text Jigsaw The students read the passage independently, then travel around the classroom answering the questions on butcher paper. There can be 3-4 stations with each station asking a question about a story element (i.e. one on characters, one on setting etc). Each stations has enough squares for each student in the class to write their answer. The question can be posted on the butcher paper, or on the wall. Students must support their answer with evidence from the story. Begin and create a reader's notebook- show students how to utilize post its in the

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notebook, reading responses, areas for comments and questions, etc Interdisciplinary Studies: - Have students create a picture that represents the story that they are currently reading - Create a visual representation of the elements of a story and present to the class

-Use of multimedia to study in depth a specific topic for example: social issues such as homelessness via printed research, video clips, and transfer of learned material to produce podcast or movie maker production

Texts and Resources  The Whipping Boy by Sid Fleichman  Prince Brat and the Whipping Boy Movie  Poppy by Avi  Number the Stars by Lois Lowry  Al Capone Does My Shirts by Gennifer Choldenko  Growing Readers, Kathy Collins  Lucy Calkins, Units of Study  Strategies That Work, Harvey and Goudvis  Reading With Meaning, Debbie Miller  Strategies That Work, Harvey and Goudvis  Lessons in Comprehension, Frank Serafini  Growing Readers, Kathy Collings  7 Keys to Comprehension; Susan Zimmermann  Mosaic of Thought; Susan Zimmerman  Lessons That Change Writers, Nancie Atwell, Heinemann, 2002 (with accompanying resource binders or copies of binder pages  Various novels  Novel Study guides  Read, Write, Think  United Streaming  Video presentations  You Tube  Dictionary/Thesaurus (on-line and hard copy)  Wordly Wise  Measuring Up Express  Picture Books  Graphic Organizers  Smartboards, Ipads, Wiki, Blogs  Internet Resources

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Apples to Oregon picture book www.fcrr.org www.pinterest.com www.teacherspayteachers.com http://tc.readingandwritingproject.com/ http://www.storylineonline.net/ www.readwritethink.com www.scholastic.com

Assessment  Reading responses  Teacher conferences  Small group discussion  Whole class discussions  Quizzes  Illustration/Written Responses  Graphic organizers  Exit cards  Jigsaw activity  Essays  Project  Book reports

Unit 2B, 5th grade English Language Arts, Reading Fictional Narratives Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA October 4 weeks Published

Enduring Understanding  Narratives are carefully structured depictions of diverse human experiences.  Time is the main organizational structure of narrative writing.  Understanding that a narrative writer conveys meaning through deliberate use of literary elements and narrative techniques.

Essential Questions  Why do people tell and write imagined stories?  How do writers craft engaging, vivid narratives? Common Core Standards LA.5.CCSS.ELA-Literacy.RL.5.2 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RL.5.5 LA.5.CCSS.ELA-Literacy.RL.5.6 LA.5.CCSS.ELA-Literacy.RL.5.7 LA.5.CCSS.ELA-Literacy.RL.5.9 LA.5.CCSS.ELA-Literacy.RF.5.4a LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.5 LA.5.CCSS.ELA-Literacy.W.5.6

LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.3 LA.5.CCSS.ELA-Literacy.L.5.5 LA.5.CCSS.ELA-Literacy.L.5.6

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Read on-level text with purpose and understanding. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...      

Identify characteristics of a fictional narrative (creative story) by listening to or reading a variety of mentor texts. (RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. Identify differences in authors' approaches to stories read aloud or in groups. (RL.5.9) Follow a plot structure with clear exposition, rising action, climax, falling action, and resolution. (W.5.3.a) Engage in collaborative small and whole group discussions about narrative writing modeling respected and established expectations. (SL.5.1.a-d) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Instructional Activities 

Mini-lessons

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Crossword puzzle Jigsaw Read alouds of picture books Group reads Independent reads Teacher discussion Peer pair-share Group discussions Reading responses Reading journal thoughts Create a character traits board - pick five-six beloved picture books and discuss the traits of those characters. Post trait list and/or books on a bulletin board for students to access while responding to reading prompts Have students use SLAM - http://www.teacherspayteachers.com/Product/SLAM-Response-GuidedReading-Response-163519 Print questions on post it notes and send students on a novel hunt to find the answers Develop a questioning anchor chart such as what is your thinking within the text, beyond the text, and about the text Teach a double journal entry and what that response looks like for students to use in responding to reading Offer choice boards and menus to choose from for activities and centers

Interdisciplinary Studies:    

Use of technological resources such as ipad, computers, wikis, blogs, etc. Historical fiction book choice with social studies material used to spark background knowledge Science fiction book choice with science materials used to spark background knowledge Introduction of social studies/science vocabulary words to use with the book choice

Texts and Resources Who’s That Knocking on Christmas Eve? by Jan Brett Aunt Isabel Tells a Good One by Kate Duke If You Were a Writer by Joan Lowery Nixon Author – a true Story by Helen Lester Graphic Organizers/Outlines EdHelper Number the Stars by Lois Lowry

Guided Reading Books such as Lily's Crossing, Who stole George Washington's socks? Smart board, ipads, wikis, blogs Making Meaning www.readwritethink.org

Assessment 

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Teacher observation Student participation Teacher conferences Anecdotal Records Do Now (beginning of class) Exit Cards Classroom discussions Study Island Reading Responses Project Book report

Unit 3, 5th grade English Language Arts, Word Study (reading) Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA November 4 weeks Published

Enduring Understanding 

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Phonics involves the relationship between sounds and their spellings. Developing a broad vocabulary deepens comprehension and allows for more precise communication. Vocabulary is acquired through reading, writing, speaking and listening.

Essential Questions  How do letter sounds and patterns help a reader identify unknown words?  How can context clues be used to understand new words?  How can parts of a word help determine the meaning of a new word?

Common Core Standards LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RI.5.4 LA.5.CCSS.ELA-Literacy.RF.5.3 LA.5.CCSS.ELA-Literacy.RF.5.3a LA.5.CCSS.ELA-Literacy.RF.5.4c LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.4b LA.5.CCSS.ELA-Literacy.L.5.4c LA.5.CCSS.ELA-Literacy.L.5.5 LA.5.CCSS.ELA-Literacy.L.5.5a LA.5.CCSS.ELA-Literacy.L.5.5b LA.5.CCSS.ELA-Literacy.L.5.5c LA.5.CCSS.ELA-Literacy.L.5.6

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...         

Apply the knowledge of root words and affixes to read unfamiliar multi-syllabic words. (RF.5.3) Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multi-syllabic words in and out of context. (RF.5.3.a) Decode words using known syllabication patterns. (RF.5.3.a) Use Greek and Latin affixes and roots to accurately read and determine the meaning of unfamiliar multi-syllabic words in and out of context. (RF.5.3.a, L.5.4.b) Spell grade-appropriate words correctly, properly utilizing references as needed. (L.5.2.e) Use print and digital resources to determine or clarify the spelling, pronunciation, and/or meaning of key words and phrases. (L.5.2.e, L.5.4.c) Demonstrate the understanding of a word utilizing knowledge of other known, related words and their relationship to one another (synonyms, antonyms, homographs). (L.5.5.c) Use context to determine the meaning of a word or phrase. Demonstrate understanding of and interpret figurative language, word relationships, and nuances in word meanings. (L.5.5)

Grammar LA.5.CCSS.ELA-Literacy.L.5.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

Instructional Activities 

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Word sorts Matching/memory games Literature and rhymes Bingo, tic-tac-toe games Word work/spelling Flexible grouping Modeling Word ladders Syllable sorts Word wall activities/games Literacy centers Making words Dictation Reading discussions Group discussions of material Use youareyourwords.com Have students develop a picture that they make out of words that describe themselves Use menus/choice blocks for students to show understanding of the word study unit Students develop a word wall to display Students develop a dictionary to utilize words of interest found during word study Have students mark words of interest during reading then develop a list with definitions and discuss orally with class or present to class

Interdisciplinary Studies:       

Mythology stories used during word study unit Non fiction texts to include current events dealing with science and social studies related topics Real world problem based projects Primary and Secondary sources Technology resources utilized Discussion of specialized vocabulary in areas of science, math, and social studies (Utilizing real life career fields such as Zoologists, chemist, biologist, statistician etc.) Utilizing 21st century career and college readiness requirements

Texts and Resources Read Alouds/Mentor Texts Florida Center for Reading Research Making Words, Cunningham, Hall and Heggie Words Their Way: Pearson Learning Group Vocabulary Games for the Classroom, Carlton and Marzano Smartboard, Ipads, Wiki, Blogs

Reader's Theater Three cups of Tea Word wall Building Academic Vocabulary, Marzano www.pinterest.com www.teacherspayteachers.com www.havefunteaching.com http://www.sadlier-oxford.com/prof_development.cfm Full article on incorporating vocabulary into the general education classroom http://www.sadlier-oxford.com http://wik.ed.uiuc.edu/index.php/Phonic_awareness http://www.proteacher.com/070171.shtml http://tc.readingandwritingproject.com http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/valdes/index.html http:/www.readingresource.net/websiteforkids.htm http://www.plattscsd.org/oak/smartboard/phonemic.htm

Assessment 

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Student participation Anecdotal records Teacher observation Performance tasks: sorting, literacy centers Quizzes Work station checklist/folders Checklists Dictation Running records Group discussions Developmental Spelling Assessment Spelling/Vocabulary tests Running Records miscue analysis DRA

Unit 4A, 5th grade English Language Arts, Reading Non-fiction/Informational text Content Area: Course(s):

Language Arts Literacy ELA

Time Period: Length: Status:

January 4 weeks Published

Enduring Understanding  Informational text has features that help the reader navigate the text and often provides additional information to help comprehend the content.  Readers read informational text to obtain information on social and environmental topics.  Authors write non-fiction for a variety of reasons including to relay information, to explore a topic in depth, to argue a point, or to entertain the reader with interesting facts.

Essential Questions  How do readers use informational text to find and share information?  What strategies do effective readers use to understand the elements of informational text?  Why do authors write non-fiction?

Common Core Standards LA.5.CCSS.ELA-Literacy.RI.5.1 LA.5.CCSS.ELA-Literacy.RI.5.2 LA.5.CCSS.ELA-Literacy.RI.5.3 LA.5.CCSS.ELA-Literacy.RI.5.4 LA.5.CCSS.ELA-Literacy.RI.5.5 LA.5.CCSS.ELA-Literacy.RI.5.6 LA.5.CCSS.ELA-Literacy.RI.5.7 LA.5.CCSS.ELA-Literacy.RI.5.8 LA.5.CCSS.ELA-Literacy.RI.5.9 LA.5.CCSS.ELA-Literacy.RI.5.10 LA.5.CCSS.ELA-Literacy.RF.5.3 LA.5.CCSS.ELA-Literacy.RF.5.3a LA.5.CCSS.ELA-Literacy.RF.5.4 LA.5.CCSS.ELA-Literacy.RF.5.4a LA.5.CCSS.ELA-Literacy.RF.5.4b LA.5.CCSS.ELA-Literacy.RF.5.4c LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.9b

LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.SL.5.2

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including

LA.5.CCSS.ELA-Literacy.SL.5.3 LA.5.CCSS.ELA-Literacy.SL.5.4 LA.5.CCSS.ELA-Literacy.L.5.3 LA.5.CCSS.ELA-Literacy.L.5.3a LA.5.CCSS.ELA-Literacy.L.5.3b LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.4b LA.5.CCSS.ELA-Literacy.L.5.4c LA.5.CCSS.ELA-Literacy.L.5.6

visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...             

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Read and comprehend informational materials and texts fluently and accurately (RI.5.10, RF.5.3.a, RF.5.4.a,b) Answer literal and inferential questions to demonstrate understanding using evidence from the text. (RI.5.1, W.5.4, W.5.9.b) Identify and analyze the relationship between the text features and the organizational structures with content (title, sub-titles, images, graphs, maps and diagrams) (RI.5.10) Determine the authors’ purpose for writing non-fiction text (RI.5.8, W.5.9) Compare and contrast authors’ points of view between non-fiction texts addressing similar topics (RI.5.1, RI.5.6, SL.5.1 a-d, L.5.6) Compare and contrast the structure of non-fiction text, including chronology, cause/effect, problem/solution, description or list (RI.5.5, W.5.4) Identify main ideas and key details of non-fiction text (RI.5.2) Explain the relationships and interactions between two or more individuals, events, ideas or concepts in non-fiction text (RI.5.3) Understand the meaning of unfamiliar, content specific, vocabulary within non-fiction text using previously learned methods such as context clues and affixes (RI.5.4, L.5.4.a,b, L.5.6) Use information from two texts on the same topic to inform the reader or listener (RI.5.3) Explain to a group, using textual evidence, how an author used reasons and evidence to support a particular point in a text (RI.5.3. SL.5.1.a,b,c,d) Consult dictionaries and other reference materials to determine word meaning (L.5.4.c) Determine and comprehend the meaning of unfamiliar context specific vocabulary (including those that signal precise actions, emotions, or states of being and that are basic to a particular topic) to aid in comprehending text (L.5.6) Demonstrate the ability to summarize a text, information presented and the point a speaker makes using the support of reasoning/inferring and textual evidence (SL.5.2, SL.5.3) Share by presenting a topic with an audience (offering appropriate and relevant facts in a sequential order, descriptive details; speaking clearly and an understandable pace) (SL.5.4)

Instructional Activities 

Model, share and guided practice

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Flexible grouping Partner reading Read Aloud/Mentor text Leveled libraries Grouping strategies Literature Circles Teacher led “book talks” Partner/Pair share Reading response logs Skill-based work stations Reciprocal reading Guided reading Independent reading Jigsaw activity Exit slips Task cards to assign "exploration" of non-fiction materials Develop connections to text Students pick an area of interest and read the books that deal with that area Identify non-fiction text elements: scavenger hunt

Interdisciplinary Strategies  

Students will have picture books in area of science and social studies to read and explore during the nonfiction unit Topic could determine social studies, science, art connection for example Michaelangelo connected to Smithsonian text in the classroom

Texts and Resources •• Leon’s Story by Leon Walter Tillage •• Measuring UP Express – Non-fiction reading lessons •• The Tarantula in My Purse; and 172 Other Wild Pets by Jean Craighead George •http://betterlesson.com/directory/fifth_grade/nonfiction_literature •http://betterlesson.com/unit/12488/informational-text# •Newspaper Articles •Non-fiction trade books •Picture Books •Report Form – Language circle •Science/Social Studies Informational Resources •Textbooks •Time for Kids Magazine •Treasury of Literature – “Out of This World” fifth grade anthology •United Streaming •Video presentations – You Tube •Websites/Digital Sources (Multimedia) •www.dictionary.com •www.ppst.com •www.thesaurus.com

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Assessment

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Written Responses Quizzes Graphic organizers Exit Tickets Teacher Conference/Peer Conference Whole/Small group discussion Writing Responses Comprehension Tests Essay/Written Response DRA, Rigby

Unit 4B, 5th grade English Language Arts, Reading Non-fiction Biography Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA February 5 weeks Published

Enduring Understanding  A person can make a positive or negative difference in the lives of others and in the course of history.  Personal characteristics and the action of an individual can lead to making a difference.

Essential Questions 

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How can a person's decisions and actions change his/her life? How do the decisions and actions of characters reveal their personalities? How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?

Common Core Standards LA.5.CCSS.ELA-Literacy.RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

LA.5.CCSS.ELA-Literacy.RI.5.2 LA.5.CCSS.ELA-Literacy.RI.5.3 LA.5.CCSS.ELA-Literacy.RI.5.4 LA.5.CCSS.ELA-Literacy.RI.5.5 LA.5.CCSS.ELA-Literacy.RI.5.6 LA.5.CCSS.ELA-Literacy.RI.5.7 LA.5.CCSS.ELA-Literacy.RI.5.9 LA.5.CCSS.ELA-Literacy.RI.5.10 LA.5.CCSS.ELA-Literacy.W.5.1a LA.5.CCSS.ELA-Literacy.W.5.2a LA.5.CCSS.ELA-Literacy.W.5.2b LA.5.CCSS.ELA-Literacy.W.5.2d LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.2 LA.5.CCSS.ELA-Literacy.SL.5.4 LA.5.CCSS.ELA-Literacy.SL.5.5 LA.5.CCSS.ELA-Literacy.SL.5.6 LA.5.CCSS.ELA-Literacy.L.5.6

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Use precise language and domain-specific vocabulary to inform about or explain the topic. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...           

Read and comprehend informational materials and texts fluently and accurately (RI.5.10, RF.5.3.a, RF.5.4.a,b) Answer literal and inferential questions to demonstrate understanding using evidence from the text. (RI.5.1, W.5.4, W.5.9.b) Identify and analyze the relationship between the text features and the organizational structures with content (title, sub-titles, images, graphs, maps and diagrams) (RI.5.10) Determine the authors’ purpose for writing non-fiction text (RI.5.8, W.5.9) Compare and contrast authors’ points of view between non-fiction texts addressing similar topics (RI.5.1, RI.5.6, SL.5.1 a-d, L.5.6) Compare and contrast the structure of non-fiction text, including chronology, cause/effect, problem/solution, description or list (RI.5.5, W.5.4) Identify main ideas and key details of non-fiction text (RI.5.2) Explain the relationships and interactions between two or more individuals, events, ideas or concepts in non-fiction text (RI.5.3) Understand the meaning of unfamiliar, content specific, vocabulary within non-fiction text using previously learned methods such as context clues and affixes (RI.5.4, L.5.4.a,b, L.5.6) Use information from two texts on the same topic to inform the reader or listener (RI.5.3) Explain to a group, using textual evidence, how an author used reasons and evidence to support a particular point in a text (RI.5.3. SL.5.1.a,b,c,d)

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Consult dictionaries and other reference materials to determine word meaning (L.5.4.c) Determine and comprehend the meaning of unfamiliar context specific vocabulary (including those that signal precise actions, emotions, or states of being and that are basic to a particular topic) to aid in comprehending text (L.5.6) Demonstrate the ability to summarize a text, information presented and the point a speaker makes using the support of reasoning/inferring and textual evidence (SL.5.2, SL.5.3) Share by presenting a topic with an audience (offering appropriate and relevant facts in a sequential order, descriptive details; speaking clearly and an understandable pace) (SL.5.4)

Instructional Activities 

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mini-lessons shared reading independent reading think aloud graphic organizers: facts, compare and contrast, time line story maps/venn diagrams questions and responses reading conferences written reports read aloud/model texts reading journals/written response skill-based work stations text browsing (locate parts of a text) modeled and guided practice peer conferencing sharing/discussions biography project - Students research someone of their choice using the internet/books. Use character traits to explain what made that person a good/strong person. Present project in powerpoint format to class. biography timeline biography anchor chart display picture book biography in class library whole class discussions peer pair share

Interdisciplinary Studies:    

Student research about a person they chose (science, social sciences, social studies, math, art, etc) Technology used in powerpoint presentation Global awareness utilized Researching someone of interest in a career field of interest

Texts and Resources •• •• •• •• •• •• •• •• •• •• •• ••

Biography Picture Books EBSCOhost http://search.epnet.com Facts on File http://www.fofweb.com/IP https://sites.google.com/a/compasscharter.org/fifthgrade/online-resources Knots in my Yo-yo String By Jerry Spinelli Magazine articles Making meaning News articles Online articles Story Painter: The True Story of Jacob Lawrence www.pinterest.com www.teacherspayteachers.com

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Assessment 

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Graphic organizers Conferences Rubrics Oral and written response/summary Exit tickets Classroom observation Time line of chronological and/or consequential events Presentation/Book Talk Extended written response Running Record Assessment Biography Project

Unit 5, 5th grade English Language Arts, Reading Fiction Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA March 4 weeks Published

Enduring Understanding 

Determining the meaning in text requires a curious learner to respond personally to the author’s intent.

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Confident readers are well equipped with complex reading strategies.

Essential Questions  How does my understanding of literary elements increase my enjoyment of fiction, poetry and drama?  How is my understanding of a text deepen by my conversation with others?  How do I know which reading strategies are best to use when I am stuck?  How does reading, reflecting, and discussing what I read help me understand who I am?

Common Core Standards LA.5.CCSS.ELA-Literacy.CCRA.R.3 LA.5.CCSS.ELA-Literacy.RL.5.1 LA.5.CCSS.ELA-Literacy.RL.5.2 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.5 LA.5.CCSS.ELA-Literacy.RL.5.6 LA.5.CCSS.ELA-Literacy.RL.5.10 LA.5.CCSS.ELA-Literacy.RF.5.3 LA.5.CCSS.ELA-Literacy.RF.5.3a LA.5.CCSS.ELA-Literacy.RF.5.4 LA.5.CCSS.ELA-Literacy.RF.5.4a LA.5.CCSS.ELA-Literacy.RF.5.4b LA.5.CCSS.ELA-Literacy.RF.5.4c LA.5.CCSS.ELA-Literacy.W.5.9 LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.SL.5.2 LA.5.CCSS.ELA-Literacy.SL.5.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Draw evidence from literary or informational texts to support analysis, reflection, and research. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Student Learning Objectives Students will ...     

Identify characteristics of a fictional narrative (creative story) by listening to or reading a variety of mentor texts. (RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6) Identify differences in authors’ approaches to stories read aloud or in groups (RL.5.9) Demonstrate the use of figurative language within narrative (L.5.5.a,b) Engage in collaborative small and whole group discussions about narrative writing text respected and established expectations (SL.5.1.a-d) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences

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from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Instructional Activities 

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Literature circles Teacher discussion Peer pair-share Guided reading novels Whole class read alouds Picture books Multimedia presentations Write a summary using five key words Book report/project Create a laptop book Analog blog Reading response journal Oral presentations Book talk Pick areas of the story that allowed use of a reading strategy and make a list Discuss similarities in different guided reading books that they are reading

Interdisciplinary Studies:    

Pick a character and make a facebook/twitter page/account for that character Pick a scene and illustrate it Write a song about a character or a setting in the story Act out a scene from the story

Texts and Resources

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BFG by Roald Dahl Bud, Not Buddy by Christopher Paul Curtis Exemplar texts Frindle by Andrew Clement Making meaning Number the Stars by Lois Lowry Phantom Tollbooth by Norton Juster and Jules Feiffer Picture books Rules by Cynthia Rylan www.pinterest.com www.readwritethink.org www.teacherspayteachers.com

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Assessment  Teacher Observation  Student Participation  DRA, Rigby  Study Island  Novel Quizzes/Tests  Student Discussion  Projects/Book Reports

Unit 6, 5th grade English Language Arts,Reading Poetry/Drama Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy ELA April 4 weeks Published

Enduring Understanding  Poetry can create pictures and feelings by the written word.  Poetry can be used as a way to express oneself.

Essential Questions  How can poetry enrich our lives?  How can we express ourselves through poetry?

Common Core Standards LA.5.CCSS.ELA-Literacy.RL.5.1 LA.5.CCSS.ELA-Literacy.RL.5.2 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RL.5.5 LA.5.CCSS.ELA-Literacy.RL.5.6 LA.5.CCSS.ELA-Literacy.RL.5.7 LA.5.CCSS.ELA-Literacy.RL.5.10 LA.5.CCSS.ELA-Literacy.RI.5.1 LA.5.CCSS.ELA-Literacy.RI.5.4 LA.5.CCSS.ELA-Literacy.RF.5.3a LA.5.CCSS.ELA-Literacy.RF.5.4a LA.5.CCSS.ELA-Literacy.RF.5.4b LA.5.CCSS.ELA-Literacy.RF.5.4c LA.5.CCSS.ELA-Literacy.W.5.1 LA.5.CCSS.ELA-Literacy.W.5.1a LA.5.CCSS.ELA-Literacy.W.5.6

LA.5.CCSS.ELA-Literacy.W.5.9a LA.5.CCSS.ELA-Literacy.W.5.10 LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.L.5.5 LA.5.CCSS.ELA-Literacy.L.5.5a LA.5.CCSS.ELA-Literacy.L.5.5b LA.5.CCSS.ELA-Literacy.L.5.5c

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Student Learning Objectives Students will:      

Identify the elements of poetry. Identify different types of poetry. Communicate consistently and effectively to a variety of audiences for different purposes through an expressive oral presentation. Respond critically to oral and visual information in a presentation. Respond critically to oral and visual information by exploring and questioning the topic. Understand elements of poetry such as metaphors, similes, personification, hyperbole, onomatopoeia, alliteration, idioms, etc.

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Identify different types of poetry such as, haiku, cinquain, concrete, acrostic, etc. Participate in group discussion about poetic techniques and figurative language. Compare and contrast two or more characters or events in poetry and/or drama. Recognize, explain the meaning, and use figurative language. Create a multimedia component or visual display of main idea or theme.

Instructional Activities 

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Whole Group Discussion Small Group Discussion Brainstorming Graphic Organizer "I Know Words" Self Selected Words Presentations of Different Types of Poems Paired Reading Independent Reading Visual Representation Class Discussion Oral Presentation Book Making Read Aloud Whole Group Discussion Assess Oral/Written Presentation with Rubrics Self Evaluation Handout Journal Writing Exit Slip

Interdisciplinary Studies:  

Use of poetry that deals with science and social studies topics (example: http://www.educationworld.com/a_curr/voice/voice120.shtml ) Students can research poets in different areas or draw pictures that illustrate a poem in different areas

Texts and Resources 

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Don’t Read This Book, Whatever You Do! by Kalli Dakos Swimming Upstream Middle School Poems by Kristine O’Connell George Wham! It’s a Poetry Jam by Sara Holbrook Where the Sidewalk Ends by Shel Silverstein

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Dear Mother, Dear Daughter by Jane Yolen and Heidi E. Y. Stemple Raining Pigs and Noodles by Jack Preluksyk Harlem by Walter Dean Myers Poetry for Young People Robert Frost by Gary D. Schmidt Laughing Out Loud, I Fly: Poems in English and Spanish by Juan Felipe Herrera http://library.thinkquest.org http://kotn.nut.ac.uk/create/woodthrope.cfm http://www.sandiprimary.co.uk.classes/primary_seven_04_05/personification_poems.php http://www.readwritethink.org http://www.nancypolette.com/Lindenwood/poetry.htm http://volweb.utk.edu/Schools/beford/harrisms/ http://www.cfsd.k12.az.us/˜ogwww/bbindschadler/poetrytutorial/simile/html http://www.tnellen.com/cybereng/lit_terms/simile.html http://www.abcteach.com/Writing/metaphors.htm http://www.rhischool.com/eng3n26.htm http://www.emints.org/ethemes/resources/S00000561.shtml http://www.watertown.k12.ma.us/cunniff/4grdpoetry/onomatopoeia.html http://www.eslcafe.com/idioms/id-list.html http://www.english-zone.com/idioms/animals1a.html http://www.idiomsite.com http://a4esl.org/q/h/idioms.html http://www.gigglepoetry.com http://members.shaw.ca/kcic1/haiku.html http://www.hailu.insouthsea.co.uk/primary.htm http://www.sasked.gov.sk.ca/docs/mla/haiku.html http://www.poewar.com/archives/2004/10/24/poetry-in-forms-series-cinquian/ http://www.ahapoetry.cinqhpg.htm http://home.vicnet.net/au/˜poems/ps/html/cinquain.html http://www.ivyhall.district96.k12.il.us/4th/kkhp/Kodaykids/3poetry.html http://www.mrsdingman.homestead.com/BioPoems˜ns4.html http://holycross.edu/departments/socant/dhummon/acrostics/acrostics.html http://www.poetryteachers.com/poetclass/lessons/acrostic.html http://www.smfc.k12.ca.us/class/park/birnhaum/quilt/ http://www.edhelper.com/ReadingComprehension_33_88.html http://www.pinellas.k12.us/educators/tech/pravda3/concrete.html http://www.baymoon.com/˜ariadne/form/concrete.htm http://falcon.jmu.edu/˜ramseyil/poeform.htm http://webbschool.com/rhood/creativewriting/concrete_poem.htm http://www.ubu.com http://gort.ucsd.edu/preseduc.bookmkg.htm http://www.lib.msu.edu/drewes/Conservation/bookmakingbib.htm http://www.learningbooksnet/splitpagebooks.html http://www.makingbooks.com/indexcard.html

Assessment  Teacher Observation  Discussion in Small Group and Large Group  Student Participation  Graphic Organizer "I Know Words"  Paired Reading  Journal Writing  Self Evaluation Handout  Oral Presentation of Student Poems  Poetry Book  Written Poetry Test  Rubrics for Miniposter  Rubrics for Poetry Book

Unit 7, 5th grade English Language Arts, Independent Reading Content Area: Course(s): Time Period: Length: Status:

Language Arts Literacy Generic Course, ELA May 4 weeks Published

Enduring Understanding 

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Reading expands our understanding of the world, its people and ourselves. Sharing and discussing what we have read with peers can expose them to new and varied reading choices and deepen the understanding of all participants. Effective communication relies on the usage of an accepted format and style.

Essential Questions  How does personal response to literature and non-fiction text contribute to my understanding?  How does in-person and online discussion of texts contribute to our growth as independent readers?  How does the purpose of a text influence the format and style of writing?

Common Core Standards LA.5.CCSS.ELA-Literacy.RL.5.1 LA.5.CCSS.ELA-Literacy.RL.5.2 LA.5.CCSS.ELA-Literacy.RL.5.3 LA.5.CCSS.ELA-Literacy.RL.5.4 LA.5.CCSS.ELA-Literacy.RL.5.5 LA.5.CCSS.ELA-Literacy.RL.5.6 LA.5.CCSS.ELA-Literacy.RL.5.10 LA.5.CCSS.ELA-Literacy.RF.5.3a LA.5.CCSS.ELA-Literacy.RF.5.4a LA.5.CCSS.ELA-Literacy.RF.5.4c LA.5.CCSS.ELA-Literacy.W.5.1 LA.5.CCSS.ELA-Literacy.W.5.1a LA.5.CCSS.ELA-Literacy.W.5.4 LA.5.CCSS.ELA-Literacy.W.5.9 LA.5.CCSS.ELA-Literacy.W.5.9a LA.5.CCSS.ELA-Literacy.SL.5.1 LA.5.CCSS.ELA-Literacy.SL.5.1a LA.5.CCSS.ELA-Literacy.SL.5.1b LA.5.CCSS.ELA-Literacy.SL.5.1c LA.5.CCSS.ELA-Literacy.SL.5.1d LA.5.CCSS.ELA-Literacy.SL.5.2 LA.5.CCSS.ELA-Literacy.L.5.1 LA.5.CCSS.ELA-Literacy.L.5.2 LA.5.CCSS.ELA-Literacy.L.5.3 LA.5.CCSS.ELA-Literacy.L.5.4 LA.5.CCSS.ELA-Literacy.L.5.4a LA.5.CCSS.ELA-Literacy.L.5.6

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read on-level text with purpose and understanding. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Objectives Students will ...       

Self-select independent reading at appropriate reading level. Read consistently and independently. Reflect on reading. Make connections (text-self, text-text, text-world) during and after reading. Prepare and present information about self-selected texts to peers during a Book Café/Talk. Listen, discuss and record information presented by peers. Determine and discuss literary elements of a fiction novel with other students in the class.

Instructional Activities 

                           

mini-lessons shared reading independent reading think aloud graphic organizers: compare and contrast, story/chapter outlines story maps/venn diagrams posters/anchor charts (classroom listening/sharing) questions and responses reading conferences reading journals/written response skill-based work stations flexible grouping partner reading partner/pair share text browsing (locate parts of a text) modeled and guided practice peer conferencing inferencing sharing/discussions read aloud/model texts independent reading "thinkmarks" - log thoughts regarding the text they are reading Reading checklist Quick Writes (http://www.teachingwithamountainview.com/2013/04/independent-reading-responseanchor.html) Book hunt for various literary elements Cafe meetings Teacher Discussion Group Discussion Story Map Who am I? worksheet http://www.teachervision.fen.com/tv/printables/tv00004S1.pdf

Interdisciplinary Studies      

Use of technology to read book reviews to help choose a book Book of high interest chosen (Can be based in any area: science, social studies, math, etc) Draw a picture of the most important piece of your novel Act out an important scene in the novel Find a art connection to the text: Example: Percy Jackson goes to the Met, bring in a photo of the Met and discuss connection to text Write a script for your story

Texts and Resources •• •• ••

Amazon.com Book Reviews http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/archived/reading/books_teens_want.pdf

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http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/archived/reading/middle_school_high_interest_list. pdf •• •• •• •• •• •• •• •• •• ••

http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/archived/writing/intermediate_units_of_study.pdf http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/Benchmark_books_for_middle_school.pdf Leveled Texts Making Meaning Mentor texts Smartboard, Ipads, Wiki, Blogging www.pinterest.com www.scholastic.com www.teacherspayteachers.com www.webenglishteacher.com/

Assessment  DRA, Rigby  Retelling Rubric Attached  Graphic organizers  Conferences  Rubrics  Notebook  Teacher observation  Student Participation  Oral and written response/summary  Exit tickets  Classroom Observation  Extended Written Responses  End of Novel Project(Book Café/Book Talk)

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