fremon t city scho ols - fremontschools.net guides/5/gr 5 lang art.pdfpw 2/04/ f section on thro qu...

PW 2/04/

F

Section

OnthroQu

/13

Fremon CCSS Lang Grade 5

n/Lessons

ngoing oughtout uarter 1

RR R R RR Rba RR

R

LL5

nt Cityguage Arts

Gradin

Reading StandardsRL.5.4. Determine th

RL.5.9. Compare an

RL.5.10. By the end band indep

Reading StandardsRI.5.4. Determine th

RI.5.10. By the end and independently

Reading StandardsRF.5.3. Know and a

a. Use combinunfamiliar m

RF.5.4. Read with sua. Read gradeb. Read gradec. Use contex

anguage Standard5.2. Demonstrate c

a. Use punctub. Use a commc. Use a commd. Use underle. Spell grade

y Scho PACING G

ng Period 1

CCSS

s for Literaturehe meaning of word

nd contrast stories i

of the year, read apendently and profi

s for Informationahe meaning of gene

of the year, read anand proficiently.

s: Foundational Skpply grade-level phned knowledge of amultisyllabic words

ufficient accuracy ae-level text with pure-level prose and pxt to confirm or self-

ds command of the conuation to separate itma to separate an ma to set off the woining, quotation ma

e-appropriate words

ols GUIDE

ds and phrases as

n the same genre (

and comprehend liteciently

l Text eral academic and d

nd comprehend lite

kills honics and word anall letter-sound corrin context and out

and fluency to supprpose and understa

poetry orally with ac-correct word recog

nventions of standatems in a series.* introductory elemeords yes and no arks, or italics to inds correctly, consulti

1

Shared Sto

they are used in a

(e.g., mysteries and

erature, including s

domain-specific wo

erature, including st

nalysis skills in decorespondences, syllaof context.

port comprehensionanding. ccuracy, appropriategnition and understa

ard English capitaliz

nt from the rest of t

dicate titles of worksing references as n

StoryTown

Reading ories

text, including figur

d adventure stories

stories, dramas, and

ords and phrases in

tories, dramas, and

oding words. abication patterns,

n.

e rate, and expressanding, rereading a

zation, punctuation

the sentence.

s. needed

C

n Lessons 1

Focus SkiFocus Strate

rative language suc

s) on their approach

d poetry, at the hig

n a text relevant to a

d poetry, at the high

and morphology (e

sion. as necessary.

n, and spelling whe

CCSS Language A

- 7

lls egies Comp

ch as metaphors an

hes to similar them

h end of the grades

a grade 5 topic or s

h end of the grades

e.g., roots and affixe

n writing.

Arts – Grade 5

Read Aloud prehension Stateg

nd similes.

es and topics

s 4–5 text complex

subject area

s 4–5 text complexit

es) to read accurat

gies

ity

ty

tely

PW 2/04/13 2 CCSS Language Arts – Grade 5

Ongoing throughout Quarter 1

L5.4. 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.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. 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.

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Writing Standards W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to

situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide 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 trying 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 tasks, purposes, and audiences. Speaking and Listening Standards SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.


Section 1 (Lessons 1 & 2)

2 weeks

*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.5.5. 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.

*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).

Rope Burn Line Drive

Plot: Conflict and Resolution Use Story Structure

Unit 1 for use

Sections 1 - 3

Schema Making Connections

Read Alouds Modeling StoryTown

selections Content Areas


2 weeks

*RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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). Connections


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.

RI.5.3. 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.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

Chang and the Bamboo Flute The Daring Nellie Bly

Character’s Motives Monitor Comp: Reread


Seciton 2

(continued)

events, ideas, concepts, or information in two or more texts.

*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)

Review Section 3

(Lesson 5)

1 week

*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). Connections 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. 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. RI.5.3. 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. 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.

Review: Plot Story Stucture Character’s Motives Monitor Comp: Reread



2 weeks

*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.


The Night of San Juan When the Circus Came to Town

Theme Questioning

Unit 2 for use

Sections 4 - 6

Quesitoning Read Alouds Modeling StoryTown


PW 2/04/

F

Section

OnthroQu

/13


n/Lessons

ngoing oughout uarter 2

R*R *R R R*R R RR

R

LaL5

L5

nt Cityguage Arts

Grading

eading Standards foRL.5.4. Determine the

RL.5.9. Compare and

L.5.10. By the end of band indepen

eading Standards foRI.5.4. Determine the

I.5.10. By the end of t band independ

eading Standards: FF.5.3. Know and app

a. Use combinemultisyllabic

F.5.4. Read with suffia. Read grade-b. Read grade-c. Use context

anguage Standards 5.1. Demonstrate com

a. Explain the fb. Form and usc. Use verb tend. Recognize ae. Use correlati

5.2. Demonstrate coma. Use punctuab. Use a commc. Use a commd. Use underline. Spell grade-a

y Scho PACING G

g Period 2

CCSS

or Literature e meaning of words a

contrast stories in the

the year, read and codently and proficiently

or Informational Texmeaning of general a

the year, read and codently and proficiently

Foundational Skillsly grade-level phonicsed knowledge of all lewords in context and

icient accuracy and fl-level text with purpos-level prose and poetrto confirm or self-cor

mmand of the conventfunction of conjunctionse the perfect (e.g., I hnse to convey variousand correct inappropriive conjunctions

mmand of the conventation to separate itemsma to separate an introma to set off the wordsning, quotation marks,appropriate words co

ols GUIDE

nd phrases as they a

e same genre (e.g., m

omprehend literature,y

xt academic and domain

omprehend literature, y.

s and word analysis setter-sound correspond out of context.

uency to support comse and understandingry orally with accuracyrect word recognition

tions of standard Engns, prepositions, and had walked; I have wa

s times, sequences, state shifts in verb tens

tions of standard Engs in a series.* oductory element froms yes and no , or italics to indicate trrectly, consulting ref

6

SharedSt

re used in a text, inclu

mysteries and adventu

, including stories, dra

n-specific words and p

including stories, dra

skills in decoding wordndences, syllabication

mprehension. . y, appropriate rate, anand understanding, r

glish grammar and usainterjections in generalked; I will have walktates, and conditions.se.*

glish capitalization, pu

m the rest of the sente

titles of works. erences as needed

StoryTown

d Reading tories

uding figurative langu

ure stories) on their a

amas, and poetry, at t

phrases in a text relev

amas, and poetry, at th

ds. n patterns, and morph

nd expression. rereading as necessa

age when writing or sral and their function iked) verb tenses. .

unctuation, and spellin

ence.

C

Lessons 8

Focus SkilFocus Stateg

uage such as metaph

approaches to similar

the high end of the gr

vant to a grade 5 topi

he high end of the gra

hology (e.g., roots and

ary.

speaking. in particular sentence

ng when writing.

CCSS Language A

- 15

ls gies

RCompre

ors and similes.

themes and topics

rades 4–5 text comple

ic or subject area

ades 4–5 text comple

d affixes) to read accu

es.

Arts – Grade 5

Read Aloud hension Strateg

exity

exity

urately unfamiliar

gies



L5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. 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. L5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


L5.6. 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 Standards W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. 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.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. 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 trying 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 tasks, purposes, and audiences. Speaking and Listening Standards SL5.3 Summarize the points a specaker makes and explain how each claim is supported by reasons and evidence. SL5.4 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. SL5.5 Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.



2 weeks

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

When Washington Crossed the Delaware Leonardo’s Horse

Sequence Graphic Organizers

Unit 2 for use

Sections 4 - 6

Quesitoning Read Alouds Modeling StoryTown selections Content Areas

Review Section 6

(Lesson 10)

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.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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

Review Theme Sequence Questioning Graphic

Organizers


2 weeks

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). Connections

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).

Sailing Home Ultimate Field Trip 3

Compare and Contrast Monitor Comp: Self-correction

Unit 3 for use

Sections 7 - 9

Sensory Images (Visualizations)

Read Alouds Modeling StoryTown selections Content Areas


2 weeks


*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.

Stormalong A Drop of Water

Cause and Effect Graphic Organizers


Section 8 (continued)




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.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Review Section 9

(Lesson 15)

1 week



*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.



Review: Compare and

Contrast Cause and

Effect Monitor Comp:

Self-correciton Graphic

Organizers



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.

PW 2/04/

F

Section

OnthroQu

/13


n/Lessons


RR Rba R Rba RRR R R RR

R

nt Cityguage Arts

Grading

Reading StandardsRL.5.4. Determine th

RL.5.10. By the end and independently

RI.5.4. Determine th

RI.5.10. By the end and independently

Reading StandardsResearch IntegratioRI.5.6. Analyze mult

RI.5.7. Draw on info efficiently.

RI.5.9. Integrate info

Reading StandardsRF.5.3. Know and a

a. Use combinunfamiliar m

RF.5.4. Read with sua. Read gradeb. Read gradec. Use contex

y Scho PACING G

g Period 3

CCSS

s for Literaturehe meaning of word

of the year, read aand proficiently

he meaning of gene

of the year, read anand proficiently.

s for Informationaon tiple accounts of the

rmation from multip

ormation from seve

s: Foundational Skpply grade-level phned knowledge of amultisyllabic words

ufficient accuracy ae-level text with pure-level prose and pxt to confirm or self-

ols GUIDE

ds and phrases as

and comprehend lite

eral academic and d

nd comprehend lite

l Text

e same event or to

ple print or digital so

ral texts on the sam

kills honics and word anall letter-sound corrin context and out

and fluency to supprpose and understa

poetry orally with ac-correct word recog

11

S

SharedSt

they are used in a

erature, including s

domain-specific wo

erature, including st

pic, noting importan

ources, demonstrat

me topic in order to

nalysis skills in decorespondences, syllaof context.

port comprehensionanding. ccuracy, appropriategnition and understa

StoryTown L

d Reading tories

text, including figur

stories, dramas, and

ords and phrases in

tories, dramas, and

nt similarities and d

ting the ability to lo

write or speak abo

oding words. abication patterns,

n.

e rate, and expressanding, rereading a

Lessons 16

Focus SkFocus Strat

rative language suc

d poetry, at the hig

n a text relevant to a

d poetry, at the high

differences in the p

ocate an answer to

out the subject know

and morphology (e

sion. as necessary.

CCSS Language

- 25

kills egies

RCo

ch as metaphors an

h end of the grades

a grade 5 topic or s

h end of the grades

oint of view they re

a question quickly

wledgeably.

e.g., roots and affixe

e Arts – Grade 5

Read Aloud omprehension

Strategies

nd similes.

s 4–5 text complex

subject area

s 4–5 text complexit

epresent.

or to solve a proble

es) to read accurat

ity

ty

em

tely


Ongoing

throughout Quarter 3

Language Standards L5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions

L5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed

L5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. 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. L5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


L5.6. 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 Standards W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. 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.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. 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 trying 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.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. 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]”).

b. 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 tasks, purposes, and audiences. Speaking and Listening Standards SL5.1 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 tht prepartation and other informations 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 discusssions.

SL5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL5.4 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. SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.



2 weeks

RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.



The School Story Nothing Ever Happens on 90th Street

Make Inferences (review) Use Story Structure (review)

Unit 4

for use with Sections 10 - 12

Inferring




2 weeks



*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.


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.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Project Mulberry Inventing the Future

Main Idea and Details Monitor Comp: Adjust Reading Rate


Review Section 12

(Lesson 20)

1 week





*RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.



Review: Make Inferences Main Idea and

Details Use Story

Structure Adjust Reading

Rate


2 weeks


RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described


*RI.5.2. Determine two or more main ideas of a text and

Interrupted Journey The Power of WOW

Author’s Purpose and Perspective Summarize

Unit 5 for use with

Sections 13 - 15

Determining Importance


Section 13 (continued)

explain how they are supported by key details; summarize the text.



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).



Section 14 (Lessons 23 &24)

2 weeks


RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figuraive language such as metaphors and similes.

Any Small Goodness Chester Cricket’s Pigeon Ride

Literary Devices Answer Questions

Review Section 15

(Lesson 25)

1 week

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.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. *RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Review: Author’s

Purpose Literary Devices Summarize Answer

Quesions


Seciton 15 (continued)

*RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. 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. 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.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

PW 2/04/

F

Section

OnthroQu

/13


n/Lessons


RR R R RR R RR

R

LaL5

L5

nt Cityguage Arts

Grading

eading Standards foL.5.4. Determine the

L.5.7. Analyze how v poem).

L.5.10. By the end of and proficientl

eading Standards foI.5.4. Determine the m

I.5.10. By the end of t and proficiently

eading Standards: FF.5.3. Know and app

a. Use combinemultisyllabic

F.5.4. Read with suffia. Read grade-b. Read grade-c. Use context

anguage Standards 5.2. Demonstrate com

a. Use punctuab. Use a commc. Use a commd. Use underline. Spell grade-a

5.3 Use knowledge ofa. Expand, comb. Compare an

y Scho PACING G

g Period 4

CCSS

or Literature meaning of words an

isual and multimedia

the year, read and coly

or Informational Texmeaning of general ac

the year, read and coy.

Foundational Skillsly grade-level phonicsed knowledge of all lewords in context and

icient accuracy and fl-level text with purpos-level prose and poetrto confirm or self-cor

mmand of the conventation to separate itemsma to separate an introma to set off the wordsning, quotation marks,appropriate words co

f language and its conmbine, and reduce send contrast the varietie

ols GUIDE

nd phrases as they are

elements contribute t

omprehend literature,

xt cademic and domain-

omprehend literature,

s and word analysis setter-sound correspond out of context.

uency to support comse and understandingry orally with accuracyrect word recognition

tions of standard Engs in a series.* oductory element froms yes and no , or italics to indicate trrectly, consulting ref

nventions when writinntences for meaning, es of English (e.g., dia

18

S

SharedSt

e used in a text, inclu

to the meaning, tone,

, including stories, dra

-specific words and p

including stories, dra

skills in decoding wordndences, syllabication

mprehension. . y, appropriate rate, anand understanding, r

glish capitalization, pu

m the rest of the sente

titles of works. erences as needed

ng, speaking, readingreader/listener intere

alects, registers) used

StoryTown L

d Reading tories

ding figurative langua

or beauty of a text (e

amas, and poetry, at t

phrases in a text relev

amas, and poetry, at th

ds. n patterns, and morph

nd expression. rereading as necessa

unctuation, and spellin

ence.

, or listening. est, and style. d in stories, dramas, o

Lessons 26

Focus SkiFocus Strate

age such as metapho

e.g., graphic novel, m

the high end of the gr

vant to a grade 5 topic

he high end of the gra

hology (e.g., roots and

ary.

ng when writing.

or poems.

CCSS Language

6 - 30

ills egies

RCompre

ors and similes.

ultimedia presentatio

rades 4–5 text comple

c or subject area

ades 4–5 text comple

d affixes) to read accu

e Arts – Grade 5

Read Aloud ehensionStrateg

n of fiction, folktale, m

exity band independe

exity band independen

urately unfamiliar

gies

myth,

ently

ntly




a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. 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. L5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


L5.6. 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 Standards W.5.1. 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.

a. Provide logically ordered reasons that are supported by facts and details. b. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). c. 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 trying 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.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. 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]”).

b. 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 tasks, purposes, and audiences. Speaking and Listening Standards SL5.1 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 tht prepartation and other informations 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 discusssions.

SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when approporitate to task and situation.





*RI.5.3. 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.

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.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Lewis and Clark Klondike Kate

Summarize and Paraphrase Monitor Comp: Read Ahead

Unit 6

for use with Sections 16 -18






*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).

Top of the World The Man Who Went to the Far Side of the Moon

Fact and Opinion Summarize


Review Section 18

(Lesson 30)





Review: Summarize and

Paraphrase Fact/Opinion Read Ahead Summarize

fremon t city scho ols - fremontschools.net guides/5/gr 5 lang art.pdfpw 2/04/ f section on thro qu...

Documents