curriculum mapping subject: grade: 5 - temple … docs... · 2017-10-25 · curriculum mapping...
TRANSCRIPT
CURRICULUM MAPPING
Subject: Language Arts Grade: 5
Standards:
The following Common Core Standards apply to all units below.
SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1a- 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.
SL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c- Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
SL.5.1d- Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
SL.5.2- Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL.5.3- Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
SL.5.4- Report 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.
SL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
L.5.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.5.3a- Expand, combine, and reduce sentences form meaning, reader/listener interest
and style.
L.5.3b- Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
L.5.4- 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.
L.5.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue
to the meaning of a word or phrase.
L.5.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., photograph, photosynthesis).
L.5.4c- 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.
L.5.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.5.5a- Interpret figurative language, including similes and metaphors, in context.
L.5.5b- Recognize and explain the meaning of common idioms adages, and proverbs.
L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
L.5.6- Acquire and use accurately grade-appropriate general academic and domain-
specific words an phrases, including those that signal contrast, addition, and other
logical relationships (e.g., however, although, nevertheless, similarly, moreover, in
addition).
I. Unit - Vocabulary Development
A. Content/Essential Questions
Students will use multiple strategies to develop grade appropriate vocabulary.
Standards:
RL.5.4- Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RI.5.4- Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
B. Skills
The student will be able to:
Use new vocabulary that is introduced and taught directly
Listen to, read, and discuss stories and informational text
Listen to, read, and discuss conceptually challenging text
Use context clues and graphics to determine meanings of unknown
words
Categorize key vocabulary and identify relevant features
Relate new vocabulary to familiar words
Use meaning of familiar base words and affixes to determine meanings
of unfamiliar complex words
Identify the meaning of words using knowledge of tense (-ed, -ing),
plural endings, and regular contractions
Identify common synonyms, antonyms, and homonyms
Use knowledge of antonyms, synonyms, homophones, and homographs
to determine meanings of words
Identify the correct meaning of a word with multiple meanings in
context
Identify “shades of meaning” in related words
Determine meanings of words, pronunciation, parts of speech
etymologies, and alternate word choices by using a dictionary,
thesaurus, and digital tools
Use meaning of familiar roots and affixes derived from Greek and Latin
to determine meaning of unfamiliar complex words
C. Activities/Procedures
Student will create a study guide called “two-column” notes to study
definitions, synonyms, and antonyms of words in vocabulary unit or for
a novel test.
Student reads the story aloud in whole group and teacher checks orally
for comprehension.
Students complete workbook pages independently then meet as a whole
group to discuss the words.
Students can complete the “blue pages” in workbook, which focus on
shades of meaning and word study.
Vocabulary in context is pulled by the teacher from the selected novels.
Students find the word in the novel and define it using context clues
(objects or ideas related to the word; definitions, descriptions, or
synonyms; antonyms; location or setting; what the word is used for;
what the word is compared with; what the word is contrasted with; what
kind of object, concept, or action the word is; how something is done).
Vocabulary in context is also reinforced in the workbook.
Students will use dictionaries and thesauruses in two forms: hard copies
and electronic versions.
D. Resources
Vocabulary words from class novels for contextual meaning: Maniac
Magee by Jerry Spinelli, Seedfolks by Paul Fleishman, The Mostly True
Adventures of Homer P. Figg by Rodman Philbrick/Escape By Night by
Laurie Myers, Letters from Rifka by Karen Hesse, and The Devil’s
Arithmetic by Jane Yolan.
Shostak, Jerome, et al. Vocabulary Workshop-Level Blue. New York;
William H. Sadlier, Inc., 2011.
E. Technology
On-line activities and resources from the Vocabulary Workshop series
are at www.vocabularyworkshop.com. Activities include flashcards,
hangman, family games, word searches, crossword, and concentration.
Use of online dictionaries/thesauruses
F. Assessment
Teacher-created unit quizzes after individual unit
Teacher-created cumulative writing tests after three consecutive units
Completion of flashcards or 2-column notes to organize vocabulary
words and their definitions.
Completion of the workbook pages in the vocabulary workbook.
Completion of the vocabulary section in the question packet that
correlates with the class novel being taught.
Class participation when discussing the unit.
Teacher observation
II. Unit - Reading
Fluency
A. Content/Essential Questions
Students will demonstrate the ability to read grade level text orally with
accuracy, appropriate rate, and expression.
Students will adjust reading rate based on purpose, text difficulty, style, and
form.
Student will be able to read grade level text silently while maintaining
comprehension.
Standards:
Common Core Standards
RF.5.4- Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a- Read on-level text with purpose and understanding
RF.5.4b- Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
RF.5.4c- Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
B. Skills
The student will be able to:
Read text with high frequency sight words and phonetically regular
words with accuracy.
Read with expression and attends to punctuation.
Keep place when reading and reads with appropriate rate
Read silently without vocalization.
Use a variety of strategies to identify words: graphophonic, semantic,
and syntactic words.
C. Activities/Procedures
Have students read passages orally in a whole group session.
Read passages orally and/or silently and answer questions based on the
information presented in text.
Model voice expression used when reading types of sentences such as
exclamatory, declarative, interrogative, and imperative or when reading
dialect. Have students read orally and listen to their peers for the fluency
skills.
Model voice expression used when reading poetry. Have students read
orally and listen to their peers for the fluency skills.
D. Resources
Shostak, Jerome, et al. Vocabulary Workshop-Level A. New York;
William H. Sadlier, Inc., 2011.
Poems: Ode to Pablo’s Tennis Shoes by Gary Soto, O Captain, My
Captain! By Walt Whitman, The New Colossus by Emma Lazarus, The
Butterfly by Pavel Friedman
Excerpts from novels: House on Mango Street by Sandra Cisneros, Bull
Run by Paul Fleishman, True Confessions of Charlotte Doyle by Avi,
and Number the Stars by Lois Lowry.
Short stories that begin each unit in the Vocabulary Workshop series.
E. Technology
Reading Plus
F. Assessment
Teacher generated checklist to track student’s ability to accuracy, rate
and expression.
Calculate student reading fluency using the Words Correct Per Minute
(WCPM) at the beginning and end of the year. Suggested website:
www.scholastic.com/.../oral-fluency-assessment-calculator-grades-3-5.
Teacher observation
Comprehension
A. Content/Essential Questions
Students will use a variety of strategies to comprehend grade level text.
Standards:
Common Core Standards
RL.5.1- Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RL.5.2- 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.
RL.5.3- 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).
RL.5.4- Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide
the overall structure of a particular story, drama, or poem.
RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events
are described.
RL.5.7- 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).
RL.5.9- Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RL.5.10- 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.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI.5.2- Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text (informational).
RI.5.3- Explain the relationship or interactions between two or more individuals,
events, ideas or concepts in historical, scientific, or technical text based on specific
information in the text.
RI.5.4- Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5- 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.
RI.5.6- Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI.5.7- Draw information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8- Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which point(s).
RI.5.9- Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.
RI.5.10- 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.
B. Skills
The student will be able to:
Explain the purpose of text features (i.e. format, title headings, captions,
graphics, diagrams, illustrations, charts, maps)
Use prior knowledge to make predictions of context and purpose of text.
Identify the author’s purpose (i.e. story-telling, narrative, persuade, inform,
entertain, expository) using key words, phrases, and graphics in text.
Identify specific information in text including main idea/topic, supporting
details (who, what, where, why, when, and how), and sequence of events.
Determine the main idea or essential message through inferring,
paraphrasing, summarizing, and identifying relevant details
Identify cause and effect relationships in stories and informational text.
Identify text structures (i.e. similarities and differences, sequence of events,
cause and effect) in novels, short stories, and informational text.
Explain how text structure impacts meaning in text
Identify the theme or topic across a variety of fiction and nonfiction
selections.
Identify similarities and differences in elements (characters, setting, objects,
and incidents) within text and between multiple texts
Use strategies to restore comprehension when self-monitoring by
(examples):
o rereading
o checking context clues
o predicting
o note-taking
o summarizing
o using graphic and semantic organizers
o connecting to life experiences
o questioning
o clarifying by checking other sources
C. Activities/Procedures
Discussions and predictions based on the cover of a novel
Class activities to build usage of context clues to help identify meaning of
words
Monthly reading responses to connect life experiences to novels read
Venn diagrams to understand the similarities and differences of literary
elements.
Graphic organizers to construct a paragraph(s).
Literature circles after reading the required section of the novel.
Additional Learning Specialist Activities/Procedures:
Utilize Fountas and Pinnell Reading Intervention Program to develop
comprehension, vocabulary, writing skills,and word knowledge (as
needed).
Selected usage of Paragraph Writing Strategy for organizing writing of
paragraphs
Identification of different comprehension questions & creation of own
comprehension questions based on a variety of texts
Choosing correct transition words
Development of the revision process.
o Additional Learning Specialist Assessments: Fountas and
Pinell Reading Running Records, Measures of Academic
Progress, and Reading Plus
D. Resources
Summer Reading (incoming fifth grade):
o Maniac Magee by Jerry Spinelli
o The Crossover by Kwame Alexander or Brown Girl Dreaming
by Jacquline Woodson
Various novels (i.e.: Maniac Magee by Jerry Spinelli, Seedfolks by Paul
Fleishman, The Mostly True Adventures of Homer P. Figg by Rodman
Philbrick or Escape by Night by Laurie Myers, Letters from Rifka by
Karen Hesse, and The Devil’s Arithmetic by Jane Yolan.)
Various Poems: (i.e.: Ode to Pablo’s Tennis Shoes by Gary Soto, O
Captain, My Captain! By Walt Whitman, The New Colossus by Emma
Lazarus, The Butterfly by Pavel Friedman, and student selected lyrics.)
Various excerpts from novels related to the themes of assigned novels
above: (i.e.: House on Mango Street by Sandra Cisneros, Bull Run by
Paul Fleishman, True Confessions of Charlotte Doyle by Avi, and
Number the Stars by Lois Lowry.)
E. Technology
Students use the computer to search their favorite lyrics for poetry
analysis and to select a favorite quote to write a response for the
yearbook.
Literature-related movies: Miracle at Midnight, and TheDevil’s
Arithmetic.
Participate in WebQuests as they pertain to the novel themes. (i.e; eduscapes.com/ladders/themes/webquests.htm and
webquest.sdsu.edu/literature-wq.htm
Reading Plus
F. Assessment
Teacher-created questions packets that include vocabulary in context,
comprehension questions, literary elements, and literary devices.
Teacher-created tests.
Various post novel activities
Monthly reading packets, which include a log, reading responses, and a
checklist.
Student will be able to identify the main idea/topic and supporting ideas
in content areas of science and social studies (coordination with other
core teachers)
Teacher observation
Reading Plus
Literary Analysis - Fiction
A. Content/Essential Questions
Students will identify, analyze and apply knowledge of the elements of a variety
of fiction and literary texts to develop a thoughtful response to a literary
selection.
Standards:
Common Core Standards
RL.5.2- 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.
RL.5.3- 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).
RL.5.4- Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide
the overall structure of a particular story, drama, or poem.
RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events
are described.
RL.5.7- 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).
RL.5.9- Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
RL.5.10- 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.
B. Skills
The student will be able to:
Distinguish the characteristics of various genres (i.e. poetry, fiction, short
story, drama)
Explain the purpose of a variety of genres (i.e. poetry, fiction, short story,
drama)
Identify characters, setting, plot structure, theme, tone, and point of view in
a variety of fiction.
Locate and analyze the elements of plot structure, including:
o Introduction/exposition
o Setting
o Character development
o Rising/falling actions
o Problem/resolution
o Theme
Identify rhyme, repetition, rhythm, and descriptive language in poetry.
Demonstrate how rhythm and repetition as well as descriptive and figurative
language help to communicate meaning in a poem
Identify the main topic or essential message of a familiar literary selection.
Identify an author’s theme and use details from the text to explain how the
author developed that theme
Demonstrate understanding of a literary selection, and depending on the
selection include evidence from the text, personal experience, and
comparison to other text/media
Demonstrate understanding of a literature selection by describing how it
connects to life experiences.
Write a paragraph, book report, review, or critique that identifies the main
idea, characters, setting, sequence of events, conflict crisis, and resolution
Recognize and explain the author’s use of descriptive, idiomatic, and
figurative language (i.e. simile, metaphor, personification, hyperbole,
symbolism)
Examine how the meaning of common idioms and figurative language is
used to describe people, feelings and objects
Distinguish between examples of past and present language used in stories.
Explain changes in the vocabulary and language patterns of literary texts
written across historical periods
Select a variety of fiction materials to read; based on interest or
recommendations, to expand the core foundation of knowledge necessary to
function as a fully literate member of a shared culture (i.e. novels, historical
fiction, mythology, poetry)
C. Activities/Procedures
Exposure and presentation of a variety of literature: historical fiction,
fiction, poetry, short stories, books in verse, epistolary novels, etc.
Activities to delineate the parts of a plot, define the five elements, and
construct a plot stair for selected novels.
Student-created original poems using the instructed poetic elements (i.e.
rhythm, repetition, descriptive and figurative language, and format)
Instruction so that students understand theme/message in a novel or
poem
Activities for student to relate their own experiences to events in a text
Monthly student reading responses focusing their reflections while
reading self-selected literature.
Assignments for students to analyze characters based on their
personality traits, similarities and differences, and their relationships
with other characters and be able to write a paragraph using a graphic
organizer
Assignments for students to identify figurative language and descriptive
idiomatic language presented in a text and explain its meaning
Class discussions and assignments for students to recognize the
differences in language and vocabulary in different novels and poetry
based on time period and author
Self-selected grade/level appropriate literature to read independently,
separate from the assigned novels from class.
D. Resources
Various novels (i.e.: Maniac Magee by Jerry Spinelli, Seedfolks by Paul
Fleishman, The Mostly True Adventures of Homer P. Figg by Rodman
Philbrick/Escape by Night by Laurie Myers, Letters from Rifka by
Karen Hesse, and Devil’s Arithmetic by Jane Yolan.
Various poems (i.e.: Ode to Pablo’s Tennis Shoes by Gary Soto, O
Captain, My Captain! By Walt Whitman, The New Colossus by Emma
Lazarus, The Butterfly by Pavel Friedman, and student selected lyrics.)
Various excerpts from novels related to the themes of the above novels:
(i.e.: House on Mango Street by Sandra Cisneros, Bull Run by Paul
Fleishman, True Confessions of Charlotte Doyle by Avi, and Number
the Stars by Lois Lowry.)
E. Technology
Teacher will model lessons, display reading passages/poems for
interpretation, and present graphic organizers on the Promethean Board.
Use of Ipads for post reading activities to reinforce comprehension
F. Assessment
Teacher-created questions packets that include vocabulary in context,
comprehension questions, literary elements, and literary devices
Teacher-created tests
Various post novel activities
Monthly reading packets, which include a log, reading responses, and a
checklist
Teacher observation
Literary Analysis - Nonfiction (Cross-curricular in science and social studies)
A. Content/Essential Questions
Students will identify, analyze, and apply knowledge of the elements of a
variety of nonfiction, informational, and expository text to demonstrate an
understanding of the information presented.
Standards:
Common Core Standards
RI.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI.5.2- Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text (informational).
RI.5.3- Explain the relationship or interactions between two or more individuals,
events, ideas or concepts in historical, scientific, or technical text based on specific
information in the text.
RI.5.4- Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5- 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.
RI.5.6- Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI.5.7- Draw information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8- Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which point(s).
RI.5.9- Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.
RI.5.10- 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.
B. Skills
The student will be able to:
Locate, explain, and use information from text features (i.e. table of
contents, glossary, index, transition words/phrases, headings,
subheadings, charts, graphs, illustrations)
Identify and use information from the text to answer questions related to
explicitly stated main ideas or relevant details
Complete a graphic organizer or write a summary to demonstrate
understanding (i.e. representing main ideas within text through charting,
mapping, paraphrasing, or summarizing)
Identify the characteristics of a variety of types of text (i.e. reference,
newspapers, practical/functional text)
Demonstrate the ability, by interest or through recommendations, to
select a balance of age-appropriate nonfiction materials to read (i.e.
biographies, topic specific materials in science and social studies) to
continue building a core foundation of knowledge.
C. Activities/Procedures
Hands-on exploration and discussion of parts of a textbook
Instruction on the use of highlighting of main idea and supporting details
Student-written summaries
Class discussions to understand text and answer questions
Reading content based research to create a power point presentation.
Exposure to newspapers, children’s newspapers, textbooks, and reference
material in all subject areas.
Self-selected articles to read in all subject areas
D. Resources
Science World from Scholastic, Inc.
Current Heath from Weekly Reader
Scholastic News from Scholastic, Inc.
E. Technology
PowerPoint program
Promethean ActivBoard
www.scholastic.com
F. Assessment
Comprehension tests in student magazines. (i.e. Scholastic News,
Current Health, Science World)
Teacher created tests from student magazines. (i.e. Scholastic News,
Current Health, Science World)
Final presentation of PowerPoint slides.
III. Unit - Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy
Project.
Blending of Jewish values to secular literature
Finding Jewish interpretation of mainstream materials
Connection of Jewish values to secular values in our society
Integration of art, music to literature and Judaic morals
Book: Henry’s Freedom Box: A True Story from the Underground Railroad by Ellen
Levine
A. Content/Essential Questions
Why is freedom so important in our lives? What rights should every
person have?
Why is it important for us to remember the past and the challenges our
ancestors faced for freedom?
What qualities are possessed by those who do what they can to help
others?
Standards:
Connects to Common Core reading and writing standards (see
language arts)
Engage students in critical thinking through the blending of Jewish
wisdom, ethics, and values, above and beyond the standards
Integrates art, music and literature to Judaic learning
Judaic Heritage:
The Exodus from Egypt
“Do not oppress a stranger, for you know the feelings of a stranger, for
you were strangers in the land of Egypt” (Exodus 23:9)
The Celebration of Passover
Justice, Justice Shall You Pursue – Tzede, Tzedek, Tirdof
B. Understandings
Human beings cannot thrive without freedom and will risk almost
anything in the pursuit of freedom.
Individuals have a responsibility to take action and stand up for what is
right when they believe the rights of others are being violated.
The message of Passover to never take our freedoms for granted.
C. Activities/Procedures
Activities listed in Rosenfeld Legacy Project lesson plans (Pages 104-126)
D. Resources
The Rosenfeld Legacy Project: Connecting Children’s Literature with
Judaic Heritage Edited by Anita Meyer Meinbach
Henry’s Freedom Box: A True Story from the Underground Railroad
by Ellen Levine
“Mah NIshtana” by Lisa Baydush, performed by SHir Synergy
“Miriam’s Song” by Debbie Friedman
Moses by Margaret Hodges
Other literature connections as listed in Rosenfeld project lesson plans
E. Technology
See resources above
F. Assessment
Students will demonstrate understanding of values presented in the
literature
IV. Unit - Grammar/Word Analysis
A. Content/Essential Questions
Students will demonstrate knowledge of the principles of grammar, mechanics,
and usage and apply grade level skills to read text and in written composition.
Standards:
Common Core Standards
RF.5.3a- Know and apply grade-level phonics and word analysis skills in decoding
words: Use combined knowledge of all letter-sound correspondences, syllabication
patters, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
RL.5.4- Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RI.5.4- Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
L.5.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.5.1a- Explain the function of conjunctions.
L.5.1b- Form and use the perfect (e.g., I had walked; I will have walked) verb
tenses.
L.5.1c- Use verb tense to convey various times, sequences, states, and conditions.
L.5.1d- Recognize and correct inappropriate shifts in verb tense.
L.5.1e- Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.5.2a- Use punctuation to separate items in a series.
L.5.2b- Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c- Use a comma to set off 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?).
L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e- Spell grade-appropriate words correctly, consulting references as needed.
B. Skills
The student will be able to:
Use a variety of sentence structures in writing (ex: expands basic
sentence patterns, uses exclamatory and declarative sentences.)
Use a wide variety of parts of speech in written composition.
Use the conventions of spelling, punctuation, and capitalization in
written composition.
Identify phonemes in common spelling patterns, including blends,
digraphs, and diphthongs
Decode words with consonant and vowel digraphs and common vowel
diphthongs.
Decode compound words and contractions
Recognize words with possessives and inflection (-ed; –ing)
Decode phonetically regular multi-syllabic words
Recognize high frequency words with irregular spellings
Recognize common abbreviations
Use self-correction when subsequent reading indicates and earlier
misreading.
C. Activities/Procedures
Students will learn and practice vocabulary concepts presented in the
Vocabulary Workshop series
Students will practice grammar skills utilizing teacher generated packets
based on Grammar Units of Study (Punctuation and Spelling, Parts of
Speech, Understanding Sentences, and Mechanics).
Students will refer to a grammar handbook pages that correlate to the
Grammar Packet Unit of Study
Students will apply the concepts presented in the Vocabulary Workshop
book and teacher compiled packets to written composition.
Students will orally read passages in various media.
Students will recognize and indicate grammatical, mechanical, and usage
errors in their own writing as well as the writing of others during the
editing step of the writing process.
Students will incorporate the concepts presented in teacher compiled
packets and the Vocabulary Workshop series through a series of
cumulative writing tests.
D. Resources
Shostak, Jerome, et al. Vocabulary Workshop-Level A. New York;
William H. Sadlier, Inc., 2011.
Poems: Ode to Pablo’s Tennis Shoes by Gary Soto, O Captain, My
Captain! By Walt Whitman, The New Colossus by Emma Lazarus, The
Butterfly by Pavel Friedman
Excerpts from novels: House on Mango Street by Sandra Cisneros, Bull
Run by Paul Fleishman, True Confessions of Charlotte Doyle by Avi,
and Number the Stars by Lois Lowry.
Short stories that begin each unit in the Vocabulary Workshop series.
E. Technology
On-line activities and resources from the Vocabulary Workshop series
are at www.vocabularyworkshop.com. Activities include flashcards,
hangman, family games, word searches, crossword, and concentration.
F. Assessment
Completion of the grammar packet.
Class participation when discussing the unit.
Grammar tests after each unit.
Participation in the peer editing and revision steps of the writing process.
Teacher observation
V. Unit – Writing
Standards:
The following Common Core Standards apply to all units listed below.
SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1a- 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.
SL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c- Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
SL.5.1d- Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
SL.5.2- Summarize a written text read aloud or information presented in diverse
media and formats, including visually , quantitatively, and orally.
SL.5.3- Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
SL.5.4- Report 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.
SL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
L.5.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.5.2a- Use punctuation to separate items in a series.
L.5.2b- Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c- Use a comma to set off 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?).
L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e- Spell grade-appropriate words correctly, consulting references as needed.
L.5.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.5.3a- Expand, combine, and reduce sentences form meaning, reader/listener interest
and style.
L.5.3b- Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
L.5.4- 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.
L.5.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue
to the meaning of a word or phrase.
L.5.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., photograph, photosynthesis).
L.5.4c- 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.
L.5.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.5.5a- Interpret figurative language, including similes and metaphors, in context.
L.5.5b- Recognize and explain the meaning of common idioms adages, and proverbs.
L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
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).
Writing Process
A. Content/Essential Questions
Pre-writing
Drafting
Revising
Editing for Language Conventions
Publishing
Standards:
The following Common Core standards apply to the Writing Process:
W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or typing a new
approach.
W.5.6 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.
W.5.10 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 task, purposes, and audiences.
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
Generating ideas from multiple sources (e.g., brainstorming, graphic
organizers, writer’s notebook, group discussion, printed materials.)
based on teacher-directed topics or student interest.
Determining author’s purpose and intended audiences of a piece. (e.g.,
to entertain, to inform, to communicate, to persuade)
Organizing ideas using strategies and tools (e.g., technology, graphic
organizers, logs)
The student will use the second step of the Writing Process, a first draft, by:
Using a pre-writing plan to focus on the main idea, organize supporting
details, choose appropriate word choice for mood and tone, and use
descriptive language.
Organizing information into a logical sequence and combining or
deleting sentences to improve clarity.
Creating interesting leads by studying the leads of professional authors,
and experimenting with various types of leads. (e.g., a quote, astonishing
fact, a dramatic incident)
The student will use the third step of the Writing Process, revise, by:
Evaluating the draft for idea/content development, organization, voice,
point of view, word choice, and sentence variety.
Creating clarity by omitting repetitive/extraneous information, tightening
plot or central idea through the use of organization, appropriate
transitional devices, and sentence structure.
Creating interest by expressing ideas though varied language techniques
(e.g., foreshadowing, imagery, sensory language, simile, metaphor,) and
modifying word choices using resources and reference materials
(dictionary, thesaurus, etc).
Applying appropriate tools or strategies to evaluate and refine the draft
(e.g., peer editing, teaching editing, “praise and polish” edits, checklists,
rubrics).
The student will use the fourth step of the Writing Process, edit, by:
Using technology to prepare the piece in a format appropriate to the
audience and the purpose. (e.g., manuscript, power point, presentation
board).
Using elements of spacing and design to enhance appearance of the
document and add graphics where appropriate
Sharing the writing with the intended audience.
C. Activities/Procedures
Small group instruction
1 to 1 instruction
Inspirational pre-writing activities
Graphic organizers used for idea generation
Additional Learning Specialist Activities/Procedures:
Teacher modified instruction - The Paragraph Writing Strategy
Group brainstorming
D. Resources
Writers Express handbook
Dictionary and thesaurus books (print and electronic)
Individual writing folders
Individual resource folders (teacher-generated)
Computer lab
E. Technology
Word processing in the computer lab.
Downloading and formatting photos ,and place appropriately
Experimenting with layout, font, and size.
Kidspiration
Use of iPads for word processing and writing resources
F. Assessment
Teacher observation
Ability to understand and implement the writing process in all
assignments.
Responses to questions asked in small group or one to one instruction.
Writing Applications - Poetry
A. Content/Essential Questions
Elements of poetry
Writing free-verse poems
Writing Process
Sounds of poetry
B. Skills
The student will be able to:
Recognize that poetry is different than prose.
Write in a variety of poetic forms (e.g., free-verse, end-rhyme,
biographical poems, haiku, sonnet)
Identify, explain, and apply the five elements of poetry:
o Looks different
o Speaks to the mind as well as the heart
o Says a lot in few words
o Employs figurative language
o Pleases the ear
Identify, explain, and apply the sounds of poetry (e.g., alliteration,
assonance, end rhyme, metaphor, onomatopoeia, personification,
repetition, rhythm, simile, hyperbole.)
C. Activities/Procedures
Small group instruction
1 to 1 instruction
Inspirational pre-writing activities
Graphic organizers used for idea generation
Additional, occasional, Learning Specialist Activities/Procedures
Student support in Computer Lab
D. Resources
Writers Express handbook
The Crossover by Kwame Alexander/Brown Girl Dreaming by
Jacqueline Woodson (summer reading book)
Awakening the Heart-Exploring Poetry in Elementary and Middle
School by Georgia Heard
Selected poems from professional writers
Selected poems from students
Use of Ipads for word processing and writing resources
E. Technology
Students will type their poems in the computer lab.
Students will be able to download, format photos, and place on poem.
Students will experiment with layout, font, and size.
Kidspiration
F. Assessment
Write an original nature poem
Write a poem in response to a famous quote
Write a biographical poem about a family member
Reflect on poetry from student portfolios and from published authors
Celebrate National Poetry Month in April with an “Open Mic NIte.”
Writing Applications - Expository/Informational
A. Content/Essential Questions
Writing process
Main idea
Hook/lead sentences
Thesis
Parts of a paragraph
Word choice
Mechanics
Sentence variety
Paragraph development
Organization
Supporting details
Standards:
The following Common Core standards apply to Writing Applications-
Expository/Informational W.5.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
W.5.2a- 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.
W.5.2b- Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W.5.2c- Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W.5.2d- Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.5.2e - Provide a concluding statement or section related to the information or
explanation presented.
W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or typing a new
approach.
W.5.6 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.
W.5.7 Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
W.5.8. 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.
W.5.10 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 task, purposes, and audiences.
B. Skills
The student will be able to:
a. Write in a variety of informational/expository forms (e.g., summaries,
biographies, procedures, instructions, experiments, assembly
instructions) (Cross-curricular with science and social studies)
b. Record information (e.g., observations, notes, lists, charts, maps labels,
legends) related to topic, including visual aids to organize and record
information on charts, data tables, maps, and graphs. (Cross-curricular
with science and social studies)
Write informational/expository essays that state a thesis with a narrow
focus, contain introductory, body, and concluding paragraphs.
Write a variety of communications (e.g., friendly letters, thank-you
notes, formal letters, messages, invitations, e-mails) that have a clearly
stated purpose and that include the date, proper salutation, body, closing,
and signature.
Write directions to unfamiliar locations using cardinal and ordinal
directions, landmarks, and distances, and create an accompanying map.
(Cross-curricular with social studies)
Construct a paragraph based on a prompt through the Reading Plus
Program that correlates with a See Reader completed by student. Student
will restate the questions, give one to two reasons with evidence to
support topic, reference the paragraph in the reading passage, and
construct a conclusion sentence.
C. Activities/Procedures
Small group instruction
1 to 1 instruction
Inspirational pre-writing activities
Graphic organizers used for idea generation
D. Resources
Writers Express handbook
Dictionary and thesaurus (print and electronic)
Individual writing books
Individual resource folders (teacher-generated)
Computer lab
E. Technology
Students will use word processing in the computer lab.
Students will be able to download, format photos, and place
appropriately.
Students will experiment with layout, font, and size.
Kidspiration
Use of iPad for word processing and writing resources
Reading Plus-Writing Component
F. Assessment
Teacher observation
Ability to understand and implement the writing process in all
assignments.
Responses to questions asked in small group or one to one instruction.
Writing Applications - Narrative/Creative
A. Content/Essential Questions
Writing process
Main idea
Hook/lead sentences
Thesis
Parts of a paragraph
Word choice
Mechanics
Sentence variety
Paragraph development
Organization
Supporting details
Figurative language
Standards:
The following Common Core standards apply to Writing Applications-
Narrative/Creative:
W.5.3 Write narratives to develop real or imagined experiences or events using
effective technique,; descriptive details, and clear event sequences.
W.5.3a- Orient the reader by establishing a situation and introducing a narrator
and/or characters, organize an event sequence that unfolds naturally.
W.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
W.5.3c- Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
W.5.3.d- Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W.5.3.eProvide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or typing a new
approach.
W.5.6 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.
W.5.9a 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)”).
W.5.10 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 task, purposes, and audiences.
B. Skills
The student will be able to:
Write narratives that establish a situation and plot with rising action,
conflict, and resolution.
Write a variety of expressive forms (e.g., fiction, short stories,
autobiography, memoirs) that employ figurative language, rhythm,
dialogue, characterization, plot, and/or appropriate format.
C. Activities/Procedures
Small group instruction
1 to 1 instruction
Inspirational pre-writing activities
D. Resources
Writers Express handbook
Dictionary and thesaurus (print and electronic)
Individual writing books
Individual resource folders (teacher-generated)
Computer lab
E. Technology
Students will use word processing in the computer lab.
Students will be able to download, format photos, and place
appropriately.
Students will experiment with layout, font, and size.
Kidspiration
Use of iPad for work processing and writing resources
F. Assessment
Teacher observation
Ability to understand and implement the writing process in all
assignments.
Responses to questions asked in small group or one to one instruction.
Writing Applications-Persuasive
A. Content/Essential Questions
Writing process
Main idea
Hook/lead sentences
Thesis
Parts of a paragraph
Word choice
Mechanics
Sentence variety
Paragraph development
Organization
Supporting details
Figurative language
Standards:
The following Common Core standards apply to Writing Applications-
Persuasive: W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
W.5.1a- 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.
W.5.1b- Provide logically ordered reasons that are supported by facts and details.
W.5.1c- Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
W.5.1d- Provide a concluding statement or section related to the opinion
presented.
W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or typing a new
approach.
W.5.6 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.
W.5.9a- Draw evidence from literary or informational texts to support analysis,
reflection, and research: 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)”).
W.5.10 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 task, purposes, and audiences.
B. Skills
The student will be able to:
Write persuasive text (e.g., essay, written communication) that establish
and develop controlling idea and supporting arguments for the validity of
the proposed idea with evidence.
Identify, explain, and apply persuasive techniques (e.g., word choice,
repetition, emotional appeal, hyperbole)
C. Activities/Procedures
Small group instruction
1 to 1 instruction
Inspirational pre-writing activities
Graphic organizers used for idea generation
D. Resources
Writers Express handbook
Dictionary and thesaurus (print and electronic)
Individual writing books
Individual resource folders (teacher-generated)
Computer lab
E. Technology
Students will use word processing in the computer lab.
Students will be able to download, format photos, and place
appropriately.
Students will experiment with layout, font, and size.
Kidspiration
Use of iPads for word processing and writing resources
F. Assessment
Teacher observation
Ability to understand and implement the writing process in all
assignments.
Responses to questions asked in small group or one to one instruction.
Revised September 2, 2016