Course Title: English Language Arts Grade: 5 · Course Title: English Language Arts Grade: 5 Board...

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: English Language Arts

Grade: 5

Board of Education Adoption Date: April 25, 2016

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Nancy Maresca

Jennifer Michal

Joshua A. Goldberg

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Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

● All people have inherent worth.

● Life-long learning is basic to the survival and advancement of society.

● The primary influence on the individual's development is the family in all its forms.

● Valuing diversity is essential to individual growth and the advancement of society.

● All individuals have strengths and human potential has no known limits.

● Democracy thrives when individuals accept responsibility for their choices.

● Being trustworthy builds trust.

● Creativity and imagination are essential for society to flourish.

● A safe environment is essential for the well-being of the individual and for society to

flourish

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Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

● Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

● Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

● Units and lessons will be differentiated

● Curriculum is be student focused on success and balances developmental theory and

psychometric standards

● Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Unit/Section Page

Educational Outcomes 1

Core Materials 2

Pacing Guide 4

Unit Launch 5

Unit 1: Realistic Fiction/Narrative Writing 22

Unit 2: Mystery and Adventure/Opinion 34

Unit 3: Myths, Legends, Folktales,

Fables/Narrative Writing

46

Unit 4: Historical Fiction/Informational and

Explanatory

58

Unit 5: Autobiography and Biography/

Informational and Explanatory

70

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Educational Outcome Goals/Course Overview

The students in the Freehold Borough Public Schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and demonstrate

safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting

information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)

and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the heritage of

America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural aspects

and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of society.

Develop the ability to be creative, inventive decision-makers with skills in communicating

ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which are

significant to many aspects of life and work.

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Core Materials

Supplemental workbook used for all units.

Reader’s and Writer’s Notebook (Reading Street)

www.superteacherworksheets.com subscription

Unit Launch

Texts:

● Use of class novels

Unit 1:

Texts:

● Island of the Blue Dolphins

● Red Kayak

● Sweet Music in Harlem

Unit 2:

Texts:

● The Mystery of St. Matthew Island

● Talk with an Astronaut

● Journey to the Center of the Earth

● The Hindenburg

● The Mystery of the Hindenburg

Unit 3:

Texts:

● The Midnight Ride of Paul Revere

● The Ch’i-lin Purse

● King Midas and the Golden Touch

http://www.superteacherworksheets.com/

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Unit 4:

Texts:

● Ghost Towns of American West

● The Hindenburg

● The Unsinkable Wreck of the R.M.S. Titanic

● A Job for Michelangelo

Unit 5:

Texts:

● The Gymnast

● The Animals in My Life

● Books and Adventure

● Anne Frank’s Diary

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Pacing Guide

Unit Anticipated Timeframe

Unit Launch 10 Days

Unit 1: Realistic Fiction/Narrative Writing 34 Days

Unit 2: Mystery and Adventure/Opinion 34 Days

Unit 3: Myths, Legends, Folktales,

Fables/Narrative Writing

34 Days

Unit 4: Historical Fiction/Informational and

Explanatory

34 Days

Unit 5: Autobiography/Informational and

Explanatory

34 Days

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Unit Plan Title Unit Launch – Launching Reading and Writing Workshop

Suggested Time Frame 10 Days

Overview / Rationale

What is this unit about? What will students be able to independently use their learning to do?

This month, we lay the foundation of the reading and writing workshop. We teach our students the routines and rituals of the workshop

and we help them set goals for a successful year. We use this launching unit to create a strong community of learners.

Through informal surveys and individualized conferences, formal assessments and on-demand writing pieces we begin to assess the needs

of our students and begin formulating plans for instruction.

Our classroom libraries are set up with engaging books at appropriate levels for all students in the class. In this beginning unit, we teach

students to choose appropriate books so that reading is joyful, and then teach them reading strategies that will help them become more

powerful and independent readers.

The Writer’s Workshop invites us to enter the Writerly Life with our students. When we participate and demonstrate our commitment to

writing as a form of self-expression, we can inspire them to struggle through the process with us and feel proud of their final works. We

kick off the year with personal narratives because students are able to write best from what they already know – themselves.

This unit is intended to last six weeks. By the end of this unit, students will be ready to delve deeper into different reading and writing

genres with more agency and independence.

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Stage 1 – Desired Results

Established Goals:

Standards to be covered…

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

RL.5.3Compare 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).

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-

structured event sequences.

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5

topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Enduring Understandings:

● In this beginning unit, we teach students to choose appropriate

books so that reading is joyful, and then teach them reading

strategies that will help them become more powerful and

independent readers.

● Writers will participate and demonstrate in their commitment to

writing as a form of self-expression, teachers can inspire them to

struggle through the process with them and feel proud of their

final works.

Essential Questions:

● What are some strategies I can use to make sense of

what I'm reading?

● How can I make reading a big part of my life?

● How can I set and achieve reading goals?

● What can I do to make my writing more readable?

● How can I be a good reading and writing in all areas of

my life?

● How can my own experiences help me to create

engaging personal narratives?

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Knowledge:

Students will know…

● Compose a personal narrative

● Identify their role in reader’s and writer’s workshop

● Identify textual evidence is to back up thoughts and ideas about

text

Skills:

Students will be able to…

● Effectively compose a personal narrative using

descriptive details and a well structured sequence of

events.

● Participate and clearly express my thoughts, as well as

build upon other’s ideas in collaborative book and

writing discussions

● Make inferences about a literary text and provide text

evidence to support my ideas.

● Determine how stories unfold from beginning to end

and recognize that characters change throughout the

story.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T, A CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of

decisions.

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Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in

solving them.

9.2 Career Awareness, Exploration, and

Preparation

E CRP9. Model integrity, ethical leadership and effective management.

Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation E CRP12. Work productively in teams while using cultural global competence.

Interdisciplinary Connections

Other standards covered:

Student Resources

Primary Source

Readings

Reading Street Short Stories

Independent Reading Books on Student’s Reading Level

Secondary Source

Readings

Supporting Text pages

Teacher Resources

Texts: (All text were taken from the Scott Foresman Reading Street)

On Demand Writing Prompt

Reading Survey

Writing Survey

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Reading Record

Reading Log (optional)

**Teachers will need to choose at least three picture books to use for mentor texts. We suggest picture books because of their shortness

and easy to comprehend story; this in turn make it easier for students to grasp the reading skills being taught.

Supplemental Workbooks:

Websites:

Worksheets:

● Reader’s Survey

● Writer’s Survey

● Conference Sheet

Videos:

Stage 2 – Assessment Evidence

Performance Task(s):

Pre-Write

Personal Narrative writing piece

Reading Notebook

Other Evidence:

Pre-Assessments, Formative Assessments, Summative Assessments

Teacher’s College Reading Assessment (Based on Fountas and Pinnell)

On Demand Writing Prompt

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Writing Notebook

Conferences

Teacher Observations

Narrative Rubric

Writing Process


Independent Reading & Writing

Small-Group Strategy Lessons

Explicit, Whole-Group Mini-Lessons

Explicit Strategy Instruction

Read Aloud

Partner Reading

Turn and Talk

Stop and Jot

Reading Log

Free-Writing

Think-Aloud

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Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Standards

Next to

Each Day

Spelling

Program

Reading Workshop Writing Workshop

Day 1

SL 5.1

W 5.3

Objective: Readers will identify a text that

they are able to read independently with

support from the teacher.

● Introduction to classroom library

lending system.

● Mini-Lesson: Readers choose books

wisely using a variety of strategies to

ensure that they have a book they

can and will read.

● Introduction to Reading Log

Objective: Writers will independently

generate a heart map to brainstorm

things, people, and places nearest and

dearest to their hearts.

Collecting Ideas: Heart Map – Writers

think about the things and people and

places nearest and dearest to their

hearts.

Day 1

SL 5.1

W 5.3

Objective: Readers will define their role

within a read aloud through the use of stop

and jots and turn and talks.

● Introduction to Instructional Read

Aloud – Readers will understand the

role of the teacher and their own role

during the read aloud:

**Choose class novels used with past


produce short narratives through the

use of photographs.

Collecting Ideas: Writing off of

photographs. Writers bring in pictures

of their lives and write about the

memories.

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classes for mentor text; know that you

only read excerpts that apply to the

lesson being taught for the day.

● Readers will think freely by using

open-ended stop and jot to record

their thoughts:





Day 2

RL 5.1

W5.3

Objective: Readers will read

independently recognizing and jotting

the main character, setting, and

conflict in their reading notebook.

● Introduction to Independent Reading

● Readers will understand their role in

independent reading

● Readers will jot the main character

and setting; conflict if possible

● Reading Survey/Timeline


compose a narrative piece on an

account of a school memory.

On Demand Writing Assessment:

Write a narrative account of a school

memory. All students write from

prompt – 30 minutes.

Day 2

RL 5.2,3

Objective: Readers will independently

respond to their text in their notebook

using “I think, I wonder, I notice” and

share these with a partner.

Objective: Writers will with partners

analyze the word choice within their

essay to replace weak verbs with

stronger ones.

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W 5.3d ● Mini-Lesson: Readers stop and jot

while independent reading so that

they can hold onto ideas and

thought as they read – so they can

share with a partner.





● Share their thoughts on their book

Drafting – How do I breathe life into

my writing? Students pay attention to

word choice – using strong action verbs

as they continue to draft.

Day 3

RL 5.1

W 5.3

Objective: Readers will independently read

and provide the teacher with a summary

during conferencing.

● Introduction to Mini-Lesson: What

is a mini-lesson, what is your role

during a mini-lesson?

● Mini-Lesson: Readers can stop and

retell as they read as a way to make

sure they understand their book.


recall moments of their lives when they

overcame odds and record in their

notebook.

Collecting Ideas: Writers remember the

moments in their lives when they

overcame great odds or when they

accomplished something because they

worked really hard.

Day 3

RL 5.1


record small details about characters from

their reading book in their notebook.

● Review – What is a conference?


select a memory for a narrative essay

and begin drafting in their notebook.

Choosing a Topic – Students choose

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W 5.3 Readers learn the role of the teacher

and their role as they are reading

independently.

● Mini-Lesson: Readers track

characters and record small details

about them as a way to hold onto

who they are. **Choose class

novels used with past classes for

mentor text; know that you only

read excerpts that apply to the


and commit to a memory they would

like to develop across the writing

process.

Planning – Students plan for the draft

Day 3

SL 5.1

RL 5.1

W 5.3

Objective: Readers will actively participate

in a read aloud and respond to text using

“I think, I wonder, I notice…”

● Instructional Read Aloud – Readers

share their ideas using prompts ―I

think…,‖ ―I wonder…,‖ ―I

notice…‖ during stop and jot and

turn and talk:





● Independent Reading: Readers

respond to read aloud by writing

freely in their reader’s notebook

Objective: Writers will in partners

generate leads for their narrative

essays in their notebooks.

Drafting – How do I use my draft plan

to begin drafting? Students get started

by crafting the leads of their stories.

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either on their own book or the

instructional read aloud Day 4

SL 5.1

RL 5.1

W 5.3e

Objective: Readers will actively participate

in a read aloud and respond to text using

“I think, I wonder, I notice…”

● Instructional Read Aloud using ―I

think…,‖ ―I feel…,‖ ―I wonder…‖:





● Independent Reading – Readers

continue to use ―I think,‖ ―I feel,‖

and ―I wonder‖ as they read

independently – and then they

practice talking to a reading partner.

Objective: Writers will compose a

stronger closure to their narrative and

receive partner feedback.

Drafting & Revising – Providing

Closure – Students craft the ending to

their narrative.

Writers swap drafts to help give ideas

for revision to partners.

Day 4

RL 5.1,2,3

W 5.4


distinguish time and setting shifts within

their stories and record in their notebook.

● Mini-Lesson – Readers think about

the setting of a story and notice

where a character is and when time

shifts or changes.





revise their narrative essays

highlighting setting and dialogue

within the piece.

Revision – Writers add to their drafts by

using techniques such as setting and

dialogue.

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● Setting goals for building stamina

as readers: in class reading with

pages, envelop with personal goal,

at home goal back up books Day 5

RL 5.1,2,3

W 5.4

Objective: Readers will identify the

characteristics of a strong read and apply

these to their independent reading.

● Mini-Lesson – Readers work really

hard at being a strong reader. What

does this mean? What do good

readers do to work really hard?





● Setting goals for building stamina

as readers: in class reading with

pages, envelop with personal goal,

at home goal back up books

Objective: Writers will edit their

narrative essay by swapping drafts with

a partner to identify misspelled words.

Editing – Writers edit by circling all

possibly misspelled words. Writers

swap drafts to help one another edit.

Day 6

RL 5.3


compose a summary of the read aloud

through the use of turn and talks and stop

and jots.

● Instructional Read Aloud – Turn

Objective: Writers will

independently edit their narrative

essay examining the sentence

structure throughout.

Hand out and Review the Student

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SL 5.1c, 2

W5.4

and Talk and Stop and Jot with a

focus on Retell and Summary:





● Independent Reading – Readers

stop every so often and jot a retell.

When they are finished with a

chapter, they write a summary.

Friendly Rubric for Narrative

Writing

Editing – The four sentence types

and end punctuation

Day 7

RL 5.3

W 5.4


compose a summary of their reading book

focusing on the key events in their

notebook.

● Mini-Lesson – Readers don’t give

long drawn out summaries of their

books; they focus on the key events

of the chapter





● Independent Reading – free write in

their reader’s notebook to

summarize what they had read the

day before


independently edit their narrative

essay reviewing capitalization and

punctuation.

Editing – Making sure writers

include end punctuation as well as

capitalize beginnings of sentences.

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Day 8

RL 5.3

W 5.4


compose a summary of the read aloud

through the use of turn and talks and stop

and jots.

● Instructional Read Aloud – Turn

and Talk and Stop and Jot with a

focus on Retell and Summary and

also opinions, feelings, and

wondering:





● Independent Reading – Readers jot

their opinion and feelings after they

have written a retell or summary of

what they have read

Objective: Writers will create a

final copy of their narrative essay

and consult the rubric before

submission.

Final Copy – Students finish final

copying the personal narrative.

Day 9

RL 5.2,3

W 5.4


analyze how characters evolve throughout

stories in their notebook.

● Mini-Lesson – Reader’s think about

the scenes in a story. They track the

scenes and notice how the

character changes from scene to

scene



independently examine their “On

Demand” piece and begin revising.

On Demand Assessment – Students

revisit their original ―On Demand‖

piece about a school memory.

Students think about the revisions

they would make and begin

rewriting.

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● Share – Building Talk – How our

partners add more to writing?

Prompts to support elaboration.

Day 10

RL 5.2,3

W 5.4

SL 5.1a


analyze how characters evolve throughout

stories in their notebook.

● Mini-Lesson – Readers think about

how a main character changes

across a book. Readers go back and

track the page numbers of the

scenes in the story that show how

the character is changing.

● Share – Building Talk – Fishbowl

good book talk


independently compose a final copy

of their “On Demand” consulting

the narrative rubric before

submission.

On Demand Assessment – Students

continue to finish the final ―On

Demand‖ about a school memory.

Modifications Special Education Students:

● Students read books appropriate to their independent reading level

● Students can work at different paces

● Small strategy groups will support students to reach goals

● Questions embedded into read aloud are multi-leveled

● Graphic organizers may be provided to scaffold essay writing ● 1:1 conferences offer extra individualized support to readers and writers

● Charts display examples and instructions ● Pictorial charts and prompts used for students who need

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English Language Learners:

● Repeat, reword, and clarify.

● One on one conferencing as needed

● Directions and or questions read out loud.


● Notes and handouts provided to any student absent.

● Reword and have them repeat back.

● put work in smaller chunks.

● Cover any cultural background needed to clarify information.

Students at Risk of Failure:

Struggling Writers

Publish one piece of writing with focus on grammar, punctuation, and capitalization.

Sentence structure

Create lists of nouns, verbs, and adjectives

Use of sentence starters

Struggling Readers

● Read just right books

● Guided reading

● Phonics instruction, enrichment

● Alternative novel, choose one novel and incorporate skills, immersion into one novel more beneficial

than various chapters in multiple novels.

Gifted Students:

**G & T should strongly consider teaching the 6 sign posts from Notice and Note to start out the

Launch Unit**

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In addition to the general education requirements, G & T will have the following options for suggested

reading and writing pieces:

Reading: Students should be encouraged to read a minimum of 3 or more books in this unit.

Writing: Students should be given the option to write a longer personal narrative demonstrating a higher

understanding and use of additional literary skills (figurative language, dialogue, sensory details, hooks/leads

and strong conclusions)-or- a collection of shorter personal narratives that all fit a specific theme.

D indicates differentiation at the lesson level

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Unit Plan Title Unit 1 – Reading: Realistic Fiction

Writing: Narrative




The purpose of this unit is to show students how they can use published well-known authors as models for their own writing. Students

should master the idea that they are responsible for creating unique, vivid stories that are interesting and appealing to their audience. At

the beginning of the unit, students will be introduced to various realistic short stories where they can imagine life in that story. After

discussing, analyzing, and writing about the reading, students will be prepared to create their own realistic fiction stories that include

dynamic characters, a strong setting, and a clear plot.

Overview:

Bend One

During the first portion of the unit, you will invite readers to build on the work they began last month, using their growing complexity in

thinking to now think about their books from an interpretive stance. Fifth graders will naturally continue to predict and envision, just as

they did earlier in the year, but they’ll now do so with an eye toward theorizing about the characters in their books. You will ask them to

formalize this thinking, generating theories about the characters they encounter. By doing this work, readers will develop skills in synthesis

and inference. You will want to make sure you clearly envision the pathway for this skill development. In writer’s workshop, students will

begin collecting ideas for their own short, realistic fiction stories. They will use their writer’s notebooks to try out different story ideas.

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They will also use their reader’s notebook for collecting ideas about characters as they read – using the stop and jot strategy.

Bend Two

In the next portion of the unit, you will teach students to turn their ideas about characters into larger theories, all the while developing

thinking that is both more precise and more complex. As encouraged by the Common Core (RL 5.3) you’ll want them to not just observe

these characters in isolation, but to compare and contrast at least two, noting their interactions and relationships. In this part of the

writer’s workshop, students will commit to a story idea and begin drafting. Students will use what they are learning about the different

story elements and literary devices to influence their own choices as writers, employing these craft moves into their own writing. Students

will finish a short, realistic piece for publication.

Bend Three

Finally, during the third portion of the unit, you will set students up to think interpretively across texts, considering how two or more

authors explore similar themes, each in particular ways. Across this bend, your students’ fledgling theories will build in complexity. Rather

than focusing merely on cross-text character similarities and differences, in this final part students will think about larger perspectives and

messages, determining a story’s theme and comparing and contrasting the distinct ways in which several authors (or several texts) address

like themes. In writer’s workshop, students will flash draft several one-day literary essays – learning how to extend a thesis statement and

create an organizational structure around it. One of those drafts will go to final publication.


Established Goals:


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

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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.

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 4-5 text

complexity band and independently and proficiently.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-

structured 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.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.4 Produce clear and coherent writing in which the development and oraganization are appropriate to task, purpose, and audience.

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● Reading realistic fiction allows readers to understand that

problems in life are not isolated to just them. Others have

problems too and solve them in many different ways.

● At the beginning of the unit, students will be introduced to various

realistic short stories where they can imagine life in that story.

After discussing, analyzing, and writing about the reading,

students will be prepared to create their own realistic fiction

stories that include dynamic characters, a strong setting, and a

clear plot.


● What do we gain from reading and writing realistic

fiction?

● What is realistic fiction?

● How does the content of realistic fiction relate to real

life?

● What is the author’s purpose for writing realistic

fiction?

● What makes realistic fiction a distinct genre?

● How does a good reader use the author’s choice of

words/phrases to analyze character(s)?

● What literary techniques do writers use to create

realistic fiction?

Knowledge:


● How to make inferences.

● Determine how characters change from the beginning to the end.

● Summarize without personal opinion or judgement.

● Use context clues to determine meaning of words.

● Effectively explain the author’s point of view.

● Effectively compose a narrative using descriptive details, effective

word choice, sequence of events, and strong conclusion.

Skills:


● Make inferences about a literary text and provide text

evidence to support my ideas.

● Determine how stories unfold from beginning to end

and recognize that characters change throughout the

story.

● Compose a summary of a text without personal

judgment or opinion.

● Determine the meaning of unknown words through the

use of context clues, and decide how it impacts the

text.

● Effectively explain how the author develops the point

26

of view/narrator of a text and how it impacts the story.

● Effectively compose a narrative using descriptive

details, effective word choice, structured sequence of

events, and a strong conclusion.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.

Income and Careers T,A CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management T,A CRP4. Communicate clearly and effectively and with reason.


decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in

solving them.


Preparation

CRP9. Model integrity, ethical leadership and effective management.

Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence.

27



Student Resources

Primary Source

Readings



Secondary Source

Readings


Teacher Resources


● Unit 1: Week 1: Red Kayak

● Unit 1: Week 3: Island of the Blue Dolphins

● Unit 6: Week 5: Sweet Music in Harlem


Websites:

Reading and Writing Project

Read Works

NewsELA

Learn Zillion

Worksheets: ● Conference Sheet

28

Videos:



Pre-Write

Narrative writing piece

Reading Notebook

Writing Notebook

Conferences


Other Evidence:


Narrative Writing Rubric

Notebook Rubrics

Reading Log

Writing Process



Close Reading

Guided Reading




Read Aloud

Partner Reading

29

Turn and Talk

Stop and Jot

Reading Log

Free-Writing

Think-Aloud


Instructional

Strategies

Descriptions

Standards

Next to

Each Day

Reading Workshop

**Please look at your Scott Foresman Reading

Street for the reading passages

*Read Alouds 10 minutes

*Mini Lesson 10-15 minutes

*Independent Reading/Guided Reading 40-45

minutes

*Sharing 5 minutes

Writing Workshop

**Mini lessons will vary when

drafting/revising/editing based on the needs

of the students when conferencing

*Mini Lesson/Modeling 15 minutes

*Independent Writing 25 minutes

*Sharing 10 minutes

Week 1

RL5.1 RL5.2

● Administer Unit Pre Assessment (1 day

only; select a grade level read works

passage of this genre)

● Introduction to the Unit (1 day only; can be

done after or before the pre-assessment)

● Review the elements of a narrative story

30

RL5.6

W5.3.a

● discuss essential question to gather ideas of

what the answer could be

● Review point of view

● Focus on point of view and how it impacts a

text (Read Aloud)

● Find direct quotes that impact the feelings of

the narrator of the text

● Examine how the point of view impacts the

description of the text (Read Aloud; same

text if wanted)

● Brainstorm different conflicts present

within stories, characters, settings, etc…

● Examine the different manners in which

authors introduce a narrative story (examine

text used for read alouds in addition to

others)

● Students select a conflict to use to create a

narrative story

● draft two different introductions for the

same story

● Conference with children as they are

working independently

Week 2

RL5.2

RL5.5 RL5.6

W5.3.b

● Review what themes are

● Examine the theme of the text; back up with

evidence to support the idea (Read Aloud)

● Discuss how a point of a new text and its

impact on the story/theme

● Examine scenes from a novel (Island of the

Blue Dolphin) discuss how the scenes

impact the structure/theme of the text. What

is the author trying to prove

● Summarize; teach how to summarizes a

passage free of personal opinion or thoughts

● Draft out a narrative story; storyboard

creation to assist in the story flowing in

sequential order

● Review elements of a narrative; dialogue

and how it effects a piece

● Examine the pacing of a story to build up to

the climax

● How author’s show and don’t tell their

stories


working independently; mini lessons may

be added in as they are working if problem

areas are noticed

Week 3 ● Examine quotes from a text; why do authors

use certain words; what do these quotes

● Examine word choice with narratives and

it’s impact; transitions between events

31

RL5.1

RL5.2

RI5.1

W5.3.d

W5.3.e

mean; infer the meaning of the words

● Draw inferences from the text based on

author's word choice; explain inferences

thoroughly with textual evidence to back up

thoughts

● Review the theme of another text; use

quotes to explain why this theme was

selected

● Summarize the text; graphic organizer can

be used to assist students

● Examine the conclusion of text; stories just

don’t end the character learns something or

reflects on what took place

● Revise draft accordingly; will vary

depending on the skills of the students.

Conferences will give a better picture was

to mini lessons that can be reviewed to

enhance their work

● Revise; work in pairs to review one

another’s work, use a revision checklist

Week 4

RL5.2 RL5.6

W5.3 W5.4

● Examine the point of view of an additional

text

● How does this point of view differ from the

others?

● If the point of view was from a different

character; how would the story change.

● Write the story from another character’s

point of view

● Continue to revise as needed

● Review figurative language and how it

helps to show author’s ideas

● Teach editing; what is the difference

between revising and editing

● provide an editing checklist for students

Week 5

RL5.10

W5.4

● Share their favorite book read with their

peers

● review the essential question

● Administer Post Assessment

● Create a published copy; can be

handwritten or typed

● Final Draft Published

● Share their story with their peers



32


● Small strategy groups will support students to reach goals ● Questions embedded into read aloud are multi-leveled


● Charts display examples and instructions

● Pictorial charts and prompts used for students who need











Struggling Writers


Sentence structure



Struggling Readers


33

● Guided reading




Gifted Students:




Writing: Students should be given the option to write a longer narrative demonstrating a higher


and strong conclusions).


34

Unit Plan Title Unit 2 – Reading: Mystery/Adventure

Writing: Opinion




Mystery stories and novels are a perfect vehicle for encouraging students to read for pleasure and also to practice second order thinking

skills. This unit does requires imaginative thinking, and unfortunately today's students are more used to being entertained visually, with no

imagination or effort required. This is also a good opportunity to teach and reinforce the elements of a story. Mysteries provide excellent

examples of conflict as well as the other elements. Applying knowledge of the elements of a book is using a higher order thinking skills

and should result in better retention of this required knowledge; students will deepen their understanding of reading elements in order to

better comprehend stories of any genre.

This unit allows for students to explore their opinion and create a mini-presentation to share with the class. Exploring their opinion will

also allow for students to dig deep into the text and provide proof of their opinion.

35


Established Goals:


RL.5.3 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

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

RL.5.7 Analyze how the graphics or the media in a multi-media presentation help the reader to understand more about the meaning, tone,

or beauty of a text.

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 Read increasingly complex texts at the grades 4–5 text complexity band independently and proficiently.

W.5.1.a Create an introduction that states an opinion in which ideas are logically grouped to support the writer’s purpose. Introduce a topic

or text clearly and state an opinion.

W.5.1.b Provide logically ordered reasons that are supported by facts and details to support an opinion.

W.5.1.c Link opinion and reasons using words (e.g., consequently, specifically).

W.5.1.d Write a concluding statement or section related to the opinion presented.

W.5.2.a Introduce a topic clearly when writing informative/explanatory text. Provide a general observation and focus when writing

informational/expository text.

36

W.5.2.b Develop a topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.

W.5.2.c Link ideas within and across categories of information using words (e.g. especially, consequently, furthermore).

W.5.2.d Express ideas using precise language and domain-specific vocabulary to explain topic.

W.5.2.e Provide a concluding statement or section related to the information or explanation presented.

W. 5.3.c Use a variety of transitional words 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.e Create a conclusion that follows from the narrated experiences or events.

W.5.4 Produce clear and coherent writing, appropriate to task, purpose, and audience.

W 5.5 With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying

a new approach.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.10 Create writing pieces routinely over extended (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.

L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you).


● How do readers make meaning out of text.

● How does background and culture influence reading text.


● How do literary devices enhance literature?

● How do you determine an author’s purpose and

37

● Implement reading strategies in order to comprehend the text.

● How to infer and make connections.

● The elements of a story.

● Communicate through choice of words.

theme?

● How do readers find meaning in a text?

● How does background and culture influence the

reading of a text? How do readers make meaning?

● How do readers effectively choose strategies to help

read text?

● How do readers use clues to understand different types

of text? How do readers make inferences about the

text?

● How do readers make connections with the text and

beyond?

● How do writers determine purpose to fit the audience?

● How do writers communicate ideas clearly?

Knowledge:


● How to compose an opinion piece with evidence to back up their

claim.

● How to write to a specific audience.

● Write clearly and accurately.

● Use appropriate conventions of English.



● Summarize without personal opinion or judgment.





Skills:


● Demonstrate the ability to read and understand text.

Summarize and critically analyze keys points of text,

events, issues, phenomena or problems, distinguishing

factual from non-factual and literal from inferential

elements.


● Adapt writing to different audiences, purposes, and

contexts in a variety of formats and media, using

appropriate technology.

● Develop organized, well-reasoned, supported, and

focused opinion piece.

● Write to explain, summarize, and inform, including

business, professional, technical, and personal

38

communications.

● Use appropriate conventions to write clearly and

coherently, including correct use of grammar,

punctuation, capitalization, spelling, sentence

construction, and formatting.

● Listen actively to understand verbal and non-verbal

communication.

● Give and follow spoken instructions to perform a task,

ask and answer questions, and solve problems.

● Use language appropriate to particular audiences and

contexts.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T,A CRP2. Apply appropriate academic and technical skills.


Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.


decisions. Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in

39

solving them.


Preparation





Student Resources

Primary Source

Readings



Secondary Source

Readings


Teacher Resources


● Unit 6: Week 2: The Mystery of Saint Matthew Island

● Unit 5: Week 3: Talk With an Astronaut

● Unit 5: Week 4: Journey to the Center of the Earth

● Unit 6: Week 4: The Hindenburg

● Unit 6: Week 4: The Mystery of the Hindenburg


40

Websites: ● http://unsolved.com/archives/missing (select appropriate passages for the children to read or to be used as read alouds)

● Reading and Writing Project

● Read Works

● NewsELA

● Learn Zillion

Worksheets:

Videos:

Please locate a mystery/adventure clip (use a grade appropriate movie; short clip)



Pre-Write

Opinion writing piece

Reading Notebook

Writing Notebook

Conferences


Other Evidence:


OPINION Rubric

Writing Process



Close Reading

Guided Reading

http://unsolved.com/archives/missing

41




Read Aloud

Partner Reading

Turn and Talk

Stop and Jot

Reading Log

Free-Writing

Think-Aloud


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Standards

Next to

Each Day

Reading Workshop




Writing Workshop




42



minutes

*Sharing 5 minutes



*Sharing 10 minutes

Week 1

RL5.7 L5.2c

● Administer Pre Assessment (1 day; select a

Read Works passage that is on grade level in

this genre)

● Review the essential question and possible

answers

● Examine a small text of a

mystery/adventure; see if the children are

able to tell it’s a mystery/adventure; how do

they know?

● Show a clip of a mystery/adventure movie;

examine the graphics and tone add to the

mystery; how did they know this was a

mystery/adventure?

● Review what a mystery/adventure is and

how it’s different from other fiction text

● Introduction to the Unit

● Draft a mini mystery or adventure

● review dialogue and showing not telling in

writing

● have children share their mini stories with a

partner

● from this work; review how to use a comma

correctly when writing

● add using a comma correctly to the revision

checklist

Week 2

RL5.3 RL5.4

W5.1 W5.2b

● Examine a reading passage with multiple

characters; compare and contrast these

characters (traits, actions, etc…) use textual

evidence to support (Venn Diagram) (break

across two days in the week; one day create

a diagram another day write a quick reader’s

response explaining the the differences)

● Examine how authors give insight into the

differences in characters through word

● Introduction to opinion writing; show

examples from media, text, etc…

● Review the components of opinion writing

● Have students in pairs create a paragraph

explaining their opinion on a provided idea

(best book, movie, types of pizza, etc…)

● Create a mini presentation through the use

of google presentation and present to

partners (can be done in a round robin style

43

choice, action, dialogue, thoughts (have

students look for in their own text)Examine

the figurative language within a passage;

similes, metaphors, etc...what are these, why

are they used, what do they mean, etc....

● Examine how figurative language adds in

the description of a story; cite examples and

what this does for a reader/how it helps a

reader understand

to save time)

Week 3

RL5.9 W5.1a

W5.1b

W5.2b

W5.2c

● Read either two new or revisit to previously

read mysteries/adventures

● Create a Venn Diagram comparing and

contrasting them on their approaches to a

similar theme/topic

● From the Venn Diagram have the students

explain the similarities and differences

between the two works citing textual

evidence as support

● Have the students write a reader’s response

using the Venn Diagram explaining the

similarities and differences by using textual

evidence

● Discuss how you can create opinion of

characters in books; these opinion are their

character traits; weak, strong, brave, bossy,

etc… review character traits also

● Model how to write an opening paragraph

for an opinion piece; allow students to write

their opening paragraph for their character.

(model using a different character from a

text)

● Students may select their own character or

can be done whole group; just don’t model

the same person.

● Model how to write body paragraphs;

graphic organizer can be used to help

organize the paragraphs. Textual evidence

is needed to back up opinions. Students

then try on their own

Week 4 ● Using the website, select reading passages

for the students; in either whole group or

● Model how to write a conclusion for an

opinion essay

44

RL5.4 RI5.5

W5.1d

W5.2d

W5.3e

small groups read the passages. first discuss

why these are non-fiction (do this at least

twice, make sure to select passages in the

different real life mystery categories)

● Students can compare and contrast two

non-fiction mystery

● Students then try on their own

● Model how precise language can enhance

their work; students then try

● Model transition words and how they help

an essay flow smoothly

Week 5

RL5.10

W5.1

● Unit Post Assessment (Read Works grade

level passage; same as pre assessment)

● Review of the essential question

● Reader’s response of the essential question

to be graded

● Publish final copy of opinion piece

● Share published copy with

partner/table/class






● Graphic organizers may be provided to scaffold essay writing

● 1:1 conferences offer extra individualized support to readers and writers







45




● Put work in smaller chunks.



Struggling Writers


Sentence structure



Struggling Readers


● Guided reading




Gifted Students:




Writing: Students should be given the option to compose both an opinion piece and a mystery/adventure

demonstrating a higher understanding and use of additional literary skills (figurative language, dialogue,

sensory details, hooks/leads and strong conclusions).

46

Unit Plan Title Unit 3 – Reading: Legends, Folktales, Fables

Writing: Narrative




Fables, Folktales, Myths and Legends

Myths, legends, fables and folktales are types of stories originally passed by word-of-mouth, but are now found in writing. They vary in

their subject matter, from explaining the natural world and delivering life lessons, to exaggerated events and people grounded in history.

What they have in common, though, is their durability as both forms of entertainment and as teaching tools.

Fables are short tales that usually feature animals (real or mythical) given human-like qualities to deliver a specific moral or lesson.

Folktales also stem from an oral tradition, passed down by the 'folk' who told them. The term 'folktale' is often used interchangeably with

fable, since folktales can have a lesson at the end. Folktales are different from fables because they feature people as their main characters,

Myths are stories from every culture, that, for centuries, have explained natural phenomena and answered questions people have about the

human condition: origin and creation stories, stories about life, death and life after death.

(Study.com,2015)

47

Legends are stories, sometimes of a national or folk hero, which have a basis in fact but also include imaginative material.Legends often

explain the reason for a natural occurrence. Native American legends are available in picture book format. Pourquoi stories explain why

natural events occur.

(http://www.ux1.eiu.edu/~cfder/GenreCharacteristicsChart.pdf)


Established Goals:


RL.5.3 Compare and contrast two or more characters, setting or events in a story or drama and compare and contrast using specific details

from the text.

RL.5.4, L.5.5.a Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors

and similes.

RL.5.7 Analyze how the graphics or the media in a multimedia presentation help the reader to understand more about the meaning, tone, or

beauty of a text.

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 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.

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

48

information in two or more texts.

RF.5.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to

read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4.a Read grade-level text with purpose and understanding.

RF.5.4.b Read grade-level prose and poetry aloud with appropriate rate, expression, and accuracy.

RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary


● How do readers make meaning out of text.

● How does background and culture influence reading text.

● Implement reading strategies in order to comprehend the text.

● How to infer and make connections.

● The elements of a story.

● Communicate through choice of words.


● How do literary devices enhance literature?

● How do you determine an author’s purpose and

theme?

● How do readers find meaning in a text?

● How does background and culture influence the

reading of a text? How do readers make meaning?

● How do readers effectively choose strategies to help

read text?

● How do readers use clues to understand different types

of text? How do readers make inferences about the

text?

● How do readers make connections with the text and

beyond?

● How do writers determine purpose to fit the audience?

49

● How do writers communicate ideas clearly?

Knowledge:




● Summarize without personal opinion or judgement.





Skills:


● Demonstrate the ability to read and understand text.

Summarize and critically analyze keys points of text,

events, issues, phenomena or problems, distinguishing

factual from non-factual and literal from inferential

elements.


● Adapt writing to different audiences, purposes, and

contexts in a variety of formats and media, using

appropriate technology.

● Develop organized, well-reasoned, and focused

narrative piece.

● Use appropriate conventions to write clearly and

coherently, including correct use of grammar,

punctuation, capitalization, spelling, sentence

construction, and formatting.

● Listen actively to understand verbal and non-verbal

communication.

● Give and follow spoken instructions to perform a task,

ask and answer questions, and solve problems.

● Use language appropriate to particular audiences and

contexts.

50



21st Century Themes



● T – taught

● A – assessed



Income and Careers T,A CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management CRP4. Communicate clearly and effectively and with reason.


decisions. Becoming a Critical Consumer T CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting T,A CRP8. Utilize critical thinking to make sense of problems and persevere in

solving them.


Preparation





51

Student Resources

Primary Source

Readings



Secondary Source

Readings


Teacher Resources


● Unit 2: Week 5: The Midnight Ride of Paul Revere (Poem)

● Unit 2: Week 3: The Ch’i-lin Purse (Folk Tale)

● Unit 6: Week 3: King Midas and the Golden Touch (Myth)


Websites: ● http://weirdnj.com/category/stories/ use for informative sources (select stories you feel would be appropriate)

● http://www.americanfolklore.net/sindex.html

● Reading and Writing Project

● Read Works

● NewsELA

● Learn Zillion

Worksheets:

Videos:

http://weirdnj.com/category/stories/

http://www.americanfolklore.net/sindex.html

52



Pre-Write

Narrative writing piece

Reading Notebook

Writing Notebook

Conferences


Other Evidence:


Narrative Rubric

Writing Process



Close Reading

Guided Reading




Read Aloud

Partner Reading

Turn and Talk

53

Stop and Jot

Reading Log

Free-Writing

Think-Aloud


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Standards

Next to

Each Day

Reading Workshop






minutes

*Sharing 5 minutes

Writing Workshop






*Sharing 10 minutes

Week 1

RL5.7

W5.3.a

● Administer Pre Assessment (1 day;

select a Read Works passage that is on

grade level in this genre)

● Review the essential question and

possible answers

● Examine a short

myth/fable/legend/folktale; see if the

● Introduction to the Unit (1 day only;

can be done after or before the pre-

assessment)

● Review the elements of a

myth/fable/legend/folktale

● Students select which they would like

54

children are able to tell it’s a myth, how

do they know?

● Show a clip of a myth movie; examine

the graphics and tone add to the

mystery; how did they know this was a

myth/fable/legend/folktale?

● Review what myth/fable/legend/folktale

are and how it’s different from other

fiction text

to write myth/fable/legend/folktale

● Brainstorm different ideas for

composing the story of their choice

(change be altered to whole class writes

one kind and choice is given to G&T)

● Refer back to different manners in

which stories are opened

● Students select characters; lesson to be

learned, what came out, etc…graphic

organizer can be used

● draft two different introductions for the

same story


working independently

Week 2

RL5.3 RL5.4

W5.3.b

● Examine a reading passage with

multiple characters; compare and

contrast these characters (traits, actions,

etc…) use textual evidence to support

(Venn Diagram) (break across two days

in the week; one day create a diagram

another day write a quick reader’s

response explaining the the differences)

● Examine how authors give insight into

the differences in characters through

word choice, action, dialogue, thoughts

(have students look for in their own text)

● Examine the figurative language within

a passage; similes, metaphors, etc...what

● Draft out the myth/fable/legend/folktale

● storyboard creation to assist in the story

flowing in sequential order

● Review elements of a narrative; dialogue

and how it effects a piece

● Examine the pacing of a story to build up to

the climax

● How author’s show and don’t tell their

stories


working independently; mini lessons may

be added in as they are working if problem

areas are noticed

55

are these, why are they used, what do

they mean, etc....

● Examine how figurative language adds

in the description of a story; cite

examples and what this does for a

reader/how it helps a reader understand Week 3

RL5.9

W5.3.d

W5.3.e

● Read either two new or revisit to

previously read

myth/fable/legend/folktale

● Create a Venn Diagram comparing and

contrasting them on their approaches to

a similar theme/topic

● From the Venn Diagram have the

students explain the similarities and

differences between the two works

citing textual evidence as support

● Have the students write a reader’s

response using the Venn Diagram

explaining the similarities and

differences by using textual evidence

● Examine word choice with narratives and

it’s impact; transitions between events

● Examine the conclusion of text; stories just

don’t end the character learns something or

reflects on what took place

● Revise draft accordingly; will vary

depending on the skills of the students.

Conferences will give a better picture was

to mini lessons that can be reviewed to

enhance their work

● Revise; work in pairs to review one

another’s work, use a revision checklist

Week 4

RL5.4 RI5.5

W5.3 W5.4

● Using the website, select reading

passages for the students; in either

whole group or small groups read the

passages. first discuss why these are

fiction

● Students can compare and contrast two

myth/fable/legend/folktale; what are

these tales trying to prove to the reader;

how do they approach their story in

● Continue to revise as needed

● Review figurative language and how it

helps to show author’s ideas

● Teach editing; what is the difference

between revising and editing

● provide an editing checklist for students

56

similar and different manners Week 5

RL5.10

W5.4

● Unit Post Assessment (Read Works

grade level passage; same as pre

assessment)


● Reader’s response of the essential

question to be graded

● Create a published copy; can be

handwritten or typed

● Final Draft Published

● Share their story with their peers




● Small strategy groups will support students to reach goals ● Questions embedded into read aloud are multi-leveled


● 1:1 conferences offer extra individualized support to readers and writers ● Charts display examples and instructions











57


Struggling Writers


Sentence structure



Struggling Readers


● Guided reading




Gifted Students:




Writing: Students should be given the option to write multiple writing pieces (myth/fable/legend/folktale)


sensory details, hooks/leads and strong conclusions)


58

Unit Plan Title Unit 4 – Reading: Historical

Writing: Informational/Explanatory




Historical fiction offers us the opportunity to be lifted out of ordinary lives and imagine lives of great adventure and heroism. It’s an

exciting genre for any age, replete with dramatic plotlines and adventures, yet with characters and issues that somehow manage to resonate

with us now, years later, in the twenty-first century.

Historical fiction also creates an opportunity for you to teach your students to tackle complex texts, through close reading and in the

company of friends. Because historical fiction is inherently complicated—it happens in a time and a place the reader has never inhabited,

the characters are entangled in historical and social issues of great significance, and the events of the story are intimately related to real

historical events—students have opportunities to harness all the teaching you’ve done up to this point in the year. Your goal is for your

kids to emerge from this unit of study as knowledgeable readers who have new confidence in tackling complicated literature.

59


Established Goals:


RL.5.3 Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text.

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

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.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.5.10 Read increasingly complex text at the grades 4-5 text complexity band independently and proficiently.

RF.5.4a Read grade-level text with purpose and understanding.

RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.1.c Link opinion and reasons using clauses when writing.

W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically. When writing, include

formatting (e.g., headings, illustrations, and multimedia) when useful to aiding comprehension.

W.5.2b Use facts, definitions, concrete details, quotations, or other information and examples related to a topic when writing.

W.5.2c Link ideas within and across categories of information using phrases.

60

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, appropriate to task, purpose, and audience.

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.

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.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

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.

L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

L.5.3a Expand, combine, and reduce sentences for style.

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.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

61


● Students will have new confidence in tackling complicated

literature.

● Students will come away with the understanding that many people

became entangled in historical and social issues of great

significance and their stories are intimately related to real

historical events.

● Students will deepen their understanding of comparing and

contrasting.

● Students will be able to summarize without personal opinion.

● Determine the main idea.

● Determine the important facts from non-important facts and what

to include in their writing.

● Effectively compose an opinion writing piece with personal

opinion; however, backed up with facts.


● Why is historical fiction a good vehicle for sharing

stories?

● How is truth or accuracy included in historical

fiction?

● What strategies can you use to read literary and

informational complex texts?

● What is the relationship between historical fiction and

truth?

● What truths are best communicated through the

historical fiction genre?

● How do writers create, extend and support a claim?

Knowledge:


● How to read through challenging texts.

● How historical fiction is based on true events.

● Why historical fiction is a good vehicle to share our history.

● Effectively develop a topic with relevant facts, definitions, details

and other information and examples.

● Determine credible sources that can be used to highlight

information on my topic.

● Determine central idea of text and how it is conveyed through

particular details.

Skills:


● I can effectively compose an opinion writing piece

backing up my claim with textual evidence.

● I can effectively explain how the author develops the

point of view/narrator of a text and how it impacts the

story.

● I can determine the central idea of a text and how it is

conveyed through particular details.

● I can effectively develop a topic with relevant facts,

definitions, details and other information and

62

● Compose summary without personal judgment or opinion.

● Determine the meaning of unknown words through the use of

context clues, and decide how it impacts the text.

● Analyze text using specific ideas and how they impact the text

examples.

● I can use precise language when explaining my topic.

● I can determine credible sources that can be used to

highlight information on my topic.



● I can compose a summary of a text without personal


● I can determine the meaning of unknown words

through the use of context clues, and decide how it

impacts the text.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. Income and Careers T,A CRP2. Apply appropriate academic and technical skills.


Credit and Debt Management E,T,A CRP4. Communicate clearly and effectively and with reason.


decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in

63

solving them.


Preparation





Student Resources

Primary Source

Readings

Reading Street short stories


Secondary Source

Readings


Teacher Resources


● Unit 5: Week 5: Ghost Towns of the American West

● Unit 6: Week 4: The Hindenburg

● Unit 5: Week 2: The Unsinkable Wreck of the R.M.S. Titanic

● Unit 3: Week 2: A Job for Michelangelo


Websites:

64


Read Works

NewsELA

Learn Zillion

Worksheets:

Videos:



Opinion Writing piece

Pre-Write

Informational/Explanatory writing piece

Reading Notebook

Writing Notebook

Conferences

Other Evidence:

Writing Process

Opinion writing piece rubric



Close Reading

Guided Reading




65

Read Aloud

Partner Reading

Turn and Talk

Stop and Jot

Reading Log

Free-Writing

Think-Aloud


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Standards

Next to

Each Day

Reading Workshop






minutes

*Sharing 5 minutes

Writing Workshop






*Sharing 10 minutes

Week 1 ● Administer Pre Assessment (on grade level

genre text; 1 day to complete)

● Introduction to the unit; why is

66

RI5.6 W5.1

W5.2

● Examine the essential question; discuss

● Read a text to the children, have them listen

to the story; read a nonfiction text on the

same time period and have them listen; ask

if they noticed a difference between the two

and what it was.

Historical fiction different from other

text?

● Look at Social Studies time periods

● Have the students write a paper

explaining what makes this time period

different from today.

● Students will need to gather facts on a

time period from Social Studies; use a

graphic organizer

● Model how to gather the facts

● Model how to record information in

their own words

Week 2

RI5.9 RL5.4

W5.2a

W5.2b

W5.2d

● Examine what is the message the author is

trying to send to the reader from the text

● Examine how the author creates the mood

through scene details and how this impacts

the story

● Model to students that readers consult

nonfiction text to find additional

information to aid in the comprehension of a

fiction piece

● Model how to write an opening

paragraph for an

informative/explanatory

brochure/paper on a time period

● Model how to create different sections

with a topic and information to support

the topic

● Model how language affects a time

period; domain specific words need to

be used

Week 3 ● Examine what the characters are fighting for

in a historical fiction piece

● Model how to write a conclusion for

the time period; can be done after each

67

RL5.3 W5.e

● Examine how the setting affects the main

character

● Examine how the mood and tone are

affected by the setting

● Compare the situation of the character to

other situations covered in other text; how

are similar and different.

section

● using a revising checklist, allow

children to work with their partner to

help one another revise their word

● Mini lesson can be conducted if you

notice similar mistakes across

students**these can be done at any

time

Week 4

RL5.3 RL5.4

W5.2 W5.4

● Examine how perspective impacts the

novel, how would a story change if told

from a different point of view; compare

with stories told from different points of

view to analyze the difference

● Compare characters/themes/obstacles/

across text to see how authors present

information differently

● Analyze how word choice may be

representative of the time period and affect

the mood, tone, setting, etc...

● Begin publishing sections on the

computer to be pasted into a brochure;

model how to put it together

● Begin putting brochure together;

images can be gathered or drawings

done for the time period

Week 5

RI5.6 RI5.9

RI5.10 W5.1

● Examine both a fiction and nonfiction piece

to see how authors gather information; what

is historical vs. what is created by the

author

● Administer Post Assessment

● Have students answer the essential question

for a grade

● Compose an opinion on which time

period they would rather live in and

why; use evidence from their project to

support their opinion

● Publish final copy

● Share published piece


68






● 1:1 conferences offer extra individualized support to readers and writers













Struggling Writers


Sentence structure



Struggling Readers


● Guided reading

69




Gifted Students:




Writing: Students should be given the option to write a longer informational/explanatory writing piece


sensory details, hooks/leads and strong conclusions).


70

Unit Plan Title Unit 5 Reading: Autobiography

Writing: Informational/ Explanatory




The Common Core Standards place incredible emphasis on reading and writing nonfiction. In this unit, students will read narrative

nonfiction. Students will learn how autobiographies are structured and how good readers can predict those structures and even come to rely

on them.

Students will read preselected mentor texts in order to both deepen comprehension of literary nonfiction texts as well as to study an

author’s style to get ideas for their own writing. In the first bend of this unit, students will be immersed in the genre of autobiography by

participating in read aloud sessions. Students will collect and record details in sequential order. In the second bend of this unit, writers will

write their life story and organize information about their life in order to create a mini-autobiography and present it to the class. The third

bend of writing will be organizing and recording information, deciphering what important facts they should include and what they should

leave out.

71


Established Goals:


RL.5.1 Refer to a text using direct quotes to explain what the text says explicitly and when drawing inferences from the text.

RL.5.7 Analyze how the graphics or the media in a multimedia presentation help the reader to understand the meaning, tone, or beauty of a

text.

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.5.6 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 on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to

solve a problem efficiently.

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.

RF.5.4.a Read grade-level text with purpose and understanding.

RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.2.c Link ideas within and across categories of information using clauses (e.g., in contrast, especially).

W.5.4 Produce clear and coherent writing, appropriate to the task, purpose, and audience.

72

W.5.5 With guidance and support from peers and adults, develop and strengthen writing 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.

W.5.6 Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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.5.1.c Use verb tense to convey various times, sequences, states, and conditions.

L.5.4.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 keywords and phrases.

L.5.6 Obtain and use correctly 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).


● Students will be exposed to the lives of people who have done

something extraordinary or perhaps contributed to society in a

productive way allowing their world to expand.


● How do writers organize their ideas?

● How do writers plan effectively?

● How do writers decide which facts to include and

which not include?

73

● Writing their own life stories will help readers internalize the

different features of texts and decisions that go on when creating

informational texts.

● How do writers elaborate their ideas?

● Who is the author of an autobiography and why do

they write their biographies?

● What is autobiography?

● What are the predictable patterns and sections of an

autobiography?

● How does audience determine what facts are included

and excluded?

Knowledge:


● Effectively develop a topic with relevant facts, definitions, details

and other information and examples.

● Determine credible sources that can be used to highlight

information on my topic.

● Determine central idea of text and how it is conveyed through

particular details.

● Compose summary without personal judgment or opinion.

● Determine the meaning of unknown words through the use of

context clues, and decide how it impacts the text.

● Analyze text using specific ideas and how they impact the text

Skills:


● I can effectively develop a topic with relevant facts,

definitions, details and other information and

examples.

● I can use precise language when explaining my topic.

● I can determine credible sources that can be used to

highlight information on my topic.



● I can compose a summary of a text without personal


● I can determine the meaning of unknown words

through the use of context clues, and decide how it

impacts the text.

74



21st Century Themes



● T – taught

● A – assessed



E Income and Careers T,A CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management T,A CRP4. Communicate clearly and effectively and with reason.


decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in

solving them.


Preparation


E Career Awareness CRP10. Plan education and career paths aligned to personal goals. E Career Exploration CRP11. Use technology to enhance productivity. Career Preparation E CRP12. Work productively in teams while using cultural global competence.



75

Student Resources

Primary Source

Readings

Reading Street short stories


Secondary Source

Readings


Teacher Resources


● Unit 4: Week 5: The Gymnast

● Unit 6: Week 1: The Animals in My Life

● Unit 5: Week 1: Books and Adventure

● http://www2.burlingame.org/pdf/library/PDF/MiddleReaderNonfictionBooklists/AutobiographyBooklist.pdf list of

autobiographies

● Anne Frank’s Diary


Websites:


Read Works

NewsELA

Learn Zillion

Worksheets:

● Interview Questions for an autobiography (students will answer about themselves)

● Follow 5th Grade Autobiography Project (see resource folder modify as needed; rubric needed)

http://www2.burlingame.org/pdf/library/PDF/MiddleReaderNonfictionBooklists/AutobiographyBooklist.pdf

76

Videos:



Pre-Write

Informative/Explanatory writing piece

Reading Notebook

Writing Notebook

Conferences


Other Evidence:


Writing Process

Informational/Explanatory rubric


Close Reading

Guided Reading




Read Aloud

Partner Reading

Turn and Talk

77

Stop and Jot

Reading Log

Free-Writing

Writing Process

Think-Aloud


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Standards

Next to

Each Day

Reading Workshop






minutes

*Sharing 5 minutes

Writing Workshop






*Sharing 10 minutes

Week 1

RL5.10

W5.2c W5.4

● Administer Pre Assessment (1 day;

select a Read Works passage that is on

grade level in this genre)

● Review the essential question and

possible answers

● Introduction to the Unit (1 day only;

can be done after or before the pre-

assessment)

● Introduce the Autobiography project (it

is 24 chapters; modify as needed; or

78

W5.5 W5.6

● Review what an autobiography is and

how it’s different from other text

● Teacher read part of Anne Frank’s

Autobiography

● Discuss why this is an autobiography

plan for 5 chapters a week)

Week 2

RL5.1 W5.2c

W5.4 W5.5

W5.6

● Examine a text; read it once through; jot

what makes this an autobiography

● read a second time; focus on the feelings

and thoughts conveyed in the autobiography

● what inferences can be gathered about the

narrator and other characters within the text;

support with textual evidence

● Autobiography project

Week 3

RL5.1 RL5.6

RI5.4 W5.2c

W5.4 W5.5

W5.6

● Use The Animals in My Life

● Read the text once alone; students jot why

this is an autobiography

● Examine the language within this

autobiography; how does this impact the

events

● Examine the order of the events within the

text; how does this impact the text


Week 4 ● Use Books and Adventures

● Examine differences from other text read


79

RL5.1 RL5.6

RI5.4 W5.2c

W5.4 W5.5

W5.6

● Examine literary devices used to present

events within the text

● Quotes/specific sections of text lead to

inferences of the characters life

● Character traits that can be discovered from

text

Week 5

RL5.10

W5.2c W5.4

W5.5 W5.6

● Unit Post Assessment (Read Works

grade level passage; same as pre

assessment)


● Reader’s response of the essential

question to be graded


● Published and present!















80





Struggling Writers


Sentence structure



Struggling Readers


● Guided reading




Gifted Students:




Writing: Students should be given the option to write a longer autobiography demonstrating a higher


and strong conclusions).


Course Title: English Language Arts Grade: 5 · Course Title: English Language Arts Grade: 5 Board...

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