Unit Title: Time Frame: st21 Century Theme - rocktwp.org Title: Time Frame: st21 Century Theme...

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Unit Title: Time Frame: 21st Century Theme Nonfiction Ongoing through the year in conjunction with

fiction units

Civic Awareness Environmental Literacy

Enduring Understanding(s): Essential Question(s):

Good readers compare, infer, synthesize, and make connections to make text personally relevant.

Good readers use a variety of strategies to enhance their comprehension. Good readers know that an author’s choice of words and figurative language

effect their understanding. Good readers survey and use text features that contribute to comprehension.

How do readers construct meaning from text? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How does understanding a text’s structure help me better understand its

meaning? Why is discussion of literature important?

How do speakers express their thoughts and feelings?

RELATED LITERATURE/ TEXTS (Guided Reading levels/ Fountas and Pinnell)

Surviving Volcanoes and Glaciers National Geographic minibook Kids Care for the Earth National Geographic minibook The Viking World National Geographic minibook Voyages to the Indies National Geographic minibook IOpeners –(nonfiction)

Going Solo – by Michael Wagner (U) skill: compare/ contrast Wildlife Photographer – by Frank Greenaway (S) skill: main idea Building an Ice Hotel -by Gib Goodfellow (T) skill: prediction Hurricanes - by Maurine Haselhurst (R) skill: summary Mystery in the Arctic – by Wendy Blackland (T) Crafts and Games – by Claire Llewellyn (T) skill: steps in a process Light and Shade- (U) skill: draws conclusions Time Travelers.– by Susanna Daniel (T ) skill: journals, diagram, Tremendous Tress –(S) by Chip Lovitt skill: classifying

UNIT LEARNING TARGETS The student will be able to….

SUGGESTED ACTIVITIES Including Differentiated Strategies (DI)

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

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

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 5.3)

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (RI 5.4)

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. (RI 5.5)

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI 5.6)

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. (RI5.10)

See attached guide (see intranet)

Summaries Reading Response Logs Reading Response Prompts RACE – Restate, Answer, Cite, Extend Literary Discussions Guided reading groups Silent discussions Reading Strategies – Use Post-its to help identify the following:

-Picturing: What clues in the author’s language help me visualize to better understand

what I am reading?

-Connecting: How can I relate this text to my life, another book, or things in the world?

-Questioning: What questions do I have before, during, and after reading that help me

better understand and focus attention on what’s important?

-Inferencing: How can I use my prior knowledge and information from what I read to

make predictions, seek answers to questions, draw conclusions, and create interpretations

that deepen my understanding of the text?

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Draw on information from multiple print or digital sources to answer a question quickly (RI 5.7)

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI5.8)

Engage effectively in a range of collaborative discussions (SL 5.1)

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

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. (SL 5.4)

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL 5.5)

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (SL 5.6)

Know and apply grade-level phonics and word analysis skills in decoding words. (RF.5.3.)

Read with sufficient accuracy and fluency to support comprehension. (RF 5.4)

-Determining the big idea: How do I determine the most important information in the

text that will help me understand the main idea and theme?

-Fixing-up Strategies: rereading, using context clues, adjusting reading rate

Resource Materials Assessments National Geographic Explorer Magazine

3-4 selections are required as part of reading instruction each marking

period

See iOpeners Teaching Plan trifold cards

Assessments provided within the resource material

Reading Response Logs

Reading Response Prompts RACE – Restate, Answer, Cite, Extend

www.ngsp.com (click on resources)

www.ngpathfinder.org

Technology Integration Vocabulary www.ngsp.com (click on resources)

www.ngpathfinder.org

Table of contents, appendix, glossary, index, caption, headings, subheadings.

http://www.ngsp.com/

http://www.ngpathfinder.org/

http://www.ngsp.com/

http://www.ngpathfinder.org/

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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS ENGLISH LANGUAGE ARTS AND LITERACY

5th GRADE:

Unit Title: Time Frame: 21st Century Theme Realistic Fiction One Marking Period Global Awareness

Enduring Understanding(s): Essential Question(s): Good readers compare, infer, synthesize, and make connections to make

text personally relevant.

Good readers use a variety of strategies to enhance their comprehension.

Good readers know that an author’s choice of words and figurative language effect their understanding.

How do readers construct meaning from text?

What do readers do when they do not understand everything in a text?

Why do readers need to pay attention to a writer’s choice of words?

Why is discussion of literature important?


RELATED LITERATURE/ TEXTS (Guided Reading levels/ Fountas and Pinnell) Night of the Twisters by Ivy Ruckman (5.9 U) (790L) Maniac Magee by Jerry Spinelli (5.4 W) (820L)

Jelly Belly by Robert Kimmel Smith (5.4 S ) (680L) Holes by Louis Sachar (5.2 V) (660L) Short Stories from Macmillan/McGraw Hill 2003



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

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 5.2)

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (RL 5.3)

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (RL5.4) (L.5.4)(l.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. (RL5.5)

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

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (RL 5.7)

Compare and contrast stories in the same genre on their approaches to

Reading Response Logs Poems and plays Summaries Reading Response Prompts Weekly Reading Contract Comprehension Packets (see intranet) Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend Literary Discussions Reading Strategies – Use Post-its to help identify the following:


what I am reading?







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similar themes and topics. (RL 5.9)

Analyze text by using: sequencing, cause and effect, main idea, fact and opinion, author and reader’s purpose.

Using textual elements and background knowledge to make predictions.

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. (RL 5.10)


Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL 5.2)









-Fixing-up Strategies: rereading, using context clues, adjusting reading rate Attached Activities

There’s No Place Like Home Pertinent Plot Parts Plot Turning Posters Rising and Falling Action Points of Decision Reading Response Logs Reading Response Prompts Weekly Reading Contract

Resource Materials Assessments Night of Twisters and Maniac Magee novel ties

Night of Twisters and Maniac Magee comprehension and activity packets.

StoryWorks

Character trait list

Scholastic Comprehension Mini-Lesson Series (grades 4-8)

Scholastic 35 Reading Passages for Comprehension (grades 4-8)

Teacher created (see sample on intranet of Night of the Twister)

Activity Journals (see intranet)

RACE – Restate, Answer, Cite, (see sample on intranet)

Technology Integration Vocabulary

Microsoft Word

http://www.carolhurst.com/

Inspiration

See novel specific vocabulary created for Night of Twisters and Maniac Magee

Conflict, resolution, climax, protagonist, antagonist, setting, plot, theme, genre, foreshadow, flashback, irony, symbolism, simile, metaphor, personification, onomatopoeia, imagery, hyperbole, mood (To be defined as it applies to each novel)


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Unit Title: Time Frame: 21st Century Theme Mystery One Marking Period Global Awareness











From the Mixed-Up FileS of Mrs. Basil E. Frankweiler by E.L. Konigsburg 6.3 R (700L) Magnificent Mummy Maker by Elvira Woodruff 5.4 S (880L)

Terror at the Zoo by Peg Kehret 5.9 (680L)

Sister’s Grimm: The Unusual Suspect by Michael Buckley 4.5

Sammy Keyes and the Hotel Thief by Wendelin Van Draanen 5.9 T (840L)



Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text. (RL 5.1)

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

5.2)

Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how

characters interact). (RL 5.3)

Determine the meaning of words and phrases as they are used in a text,

including figurative language such as metaphors and similes. (RL5.4)

(L.5.4)(l.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

5.5)

Describe how a narrator’s or speaker’s point of view influences how

events are described. (RL 5.6)

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (RL 5.7)


Reading Response Logs Poems and plays Summaries Weekly Reading Contract Comprehension Packets (see intranet) Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend Literary Discussions Reading Strategies – Use Post-its to help identify the following:


what I am reading?









-Fixing-up Strategies: rereading, using context clues, adjusting reading rate Attached Activities First, Second, and Third Mystery Rubric

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Using textual elements and background knowledge to make prediction.





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. (SL 5.4)

Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the development

of main ideas or themes. (SL 5.5)

Adapt speech to a variety of contexts and tasks, using formal English

when appropriate to task and situation. (SL 5.6) Know and apply grade-

level phonics and word analysis skills in decoding words. (RF.5.3.)

Read with sufficient accuracy and fluency to support comprehension. (RF

5.4)

The Good, the Bad, and the Ugly Character Comparison

Resource Materials Assessments Magnificent Mummy Maker, Terror at the Zoo, and Sister’s Grimm: The

Unusual Suspect comprehension and activity packets.

StoryWorks

Character trait list

4th

/5th

skill list

Scholastic Comprehension Mini-Lesson Series (grades 4-8)

Scholastic 35 Reading Passages for Comprehension (grades 4-8)

Teacher created (Night of Twisters assessment on the intranet is an example of a format that may used for teachers to create their own assessments)

Activity Journals (see intranet)

RACE – Restate, Answer, Cite, Extend (Night of Twisters open ended questions on the intranet are examples of formats that may used for teachers to create their own open ended questions)


Microsoft Word


Inspiration

See novel specific vocabulary created for Magnificent Mummy Maker, Terror at

the Zoo, and Sister’s Grimm: The Unusual Suspect.

Conflict, resolution, climax, protagonist, antagonist, setting, plot, theme, genre,

foreshadow, flashback, irony, symbolism, simile, metaphor, personification,

onomatopoeia, imagery, hyperbole, mood (To be defined as it applies to each novel)


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Unit Title: Time Frame: 21st Century Theme Historical Fiction One Marking Period Global Awareness











The Cabin Faced West by Jean Fritz (4.8 R) (860L)

Toliver’s Secret by Esther Wood Brady (5.5 T) (740L)

Sign of Beaver by Elizabeth George Speare (5.7 U) (770L)

The Cay by Theodore Taylor (6.3 V) (860L)

Fighting Ground by Avi (6.4 V) (580L)



Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text. (RL 5.1)

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

5.2)

Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how

characters interact). (RL 5.3)

Determine the meaning of words and phrases as they are used in a text,

including figurative language such as metaphors and similes. (RL5.4)

(L.5.4)(l.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

5.5)

Describe how a narrator’s or speaker’s point of view influences how

events are described. (RL 5.6)

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text(RL 5.7)


Reading Response Logs Poems and plays Summaries Weekly Reading Contract Comprehension Packets (see intranet) Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend Literary Discussions Reading Strategies – Use Post-its to help identify the following:


what I am reading?









-Fixing-up Strategies: rereading, using context clues, adjusting reading rate

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Attached Activities

Scene Sketcher HELPS Historical Fiction graphic organizer Point of View Comparative Timelines Real-Life Character Cubes

That’s Life

Resource Materials Assessments The Cabin Faced West, Toliver’s Secret, and Sign of Beaver Novel Ties The Cabin Faced West, Toliver’s Secret, and Sign of Beaver comprehension

and activity packets. StoryWorks Character trait list 4th/5th skill list Scholastic Comprehension Mini-Lesson Series (grades 4-8) Scholastic 35 Reading Passages for Comprehension (grades 4-8)

Teacher created (Night of Twisters assessment on the intranet is a example of a format that may used for teachers to create their own assessments)

Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend (Night of Twisters open ended questions on the

intranet are examples of formats that may used for teachers to create their own open ended questions)


Microsoft Word http://www.carolhurst.com/ Inspiration

See novel specific vocabulary created for The Cabin Faced West, Toliver’s Secret,

and Sign of Beaver,





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Unit Title: Time Frame: 21st Century Theme Fantasy One Marking Period Global Awareness



Good readers use a variety of strategies to enhance their comprehension. Good readers know that an author’s choice of words and figurative language

effect their understanding.

How do readers construct meaning from text? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? Why is discussion of literature important?


RELATED LITERATURE/ TEXTS (Guided Reading levels/ Fountas and Pinnell) Jeremy Thatcher – Dragon Hatcher by Bruce Coville (5.9) Matilda by Roald Dahl (5.2 S) (840L) The Cricket in Times Square by George Selden (5.9 S) (780L) Bridge To Terrabithia by Katherine Patterson (6.1 T) (810L) The Phantom Tollbooth by Norman Juster (5.4 W) (1000L) Mrs. Frisby and the Rats of Nimh by Robert C. O’Brien (5.8 V) (790L)



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

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 5.2)

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (RL 5.3)

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (RL5.4)

(L.5.4)(l.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 5.5)

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

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text(RL 5.7)

Compare and contrast stories in the same genre on their approaches to similar themes and topics. (RL 5.9)



Reading Response Logs Poems and plays Summaries Weekly Reading Contract Comprehension Packets (see intranet) Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend Literary Discussions Reading Strategies – Use Post-its to help identify the following: -Picturing: What clues in the author’s language help me visualize to better understand what I am reading? -Connecting: How can I relate this text to my life, another book, or things in the world? -Questioning: What questions do I have before, during, and after reading that help me better understand and focus attention on what’s important? -Inferencing: How can I use my prior knowledge and information from what I read to make predictions, seek answers to questions, draw conclusions, and create interpretations that deepen my understanding of the text? -Determining the big idea: How do I determine the most important information in the text that will help me understand the main idea and theme? -Fixing-up Strategies: rereading, using context clues, adjusting reading rate

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Engage effectively in a range of collaborative discussions (SL 5.1) Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally. (SL 5.2) Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence. (SL 5.3) 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. (SL 5.4)


Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (SL 5.6) Know and apply grade-level phonics

and word analysis skills in decoding words. (RF.5.3.)


Attached Activities

Character Sketch

Effective Effects

Visualizing Views

You’re Just My Type

The Ripple Effect

Resource Materials Assessments Jeremy Thatcher – Dragon Hatcher , Matilda, Bridge To Terrabithia. Novel

Ties Jeremy Thatcher – Dragon Hatcher , Matilda, Bridge To Terrabithia.

comprehension and activity packets. StoryWorks Character trait list 4th/5th skill list Scholastic Comprehension Mini-Lesson Series (grades 4-8) Scholastic 35 Reading Passages for Comprehension (grades 4-8)

Teacher created (Night of Twisters assessment on the intranet is a example of a format that may used for teachers to create their own assessments)

Activity Journals (see intranet) RACE – Restate, Answer, Cite, Extend (Night of Twisters open ended questions on the

intranet are examples of formats that may used for teachers to create their own open ended questions)


Microsoft Word http://www.carolhurst.com/ Inspiration

See novel specific vocabulary created for Jeremy Thatcher – Dragon Hatcher , Matilda, Bridge To Terrabithia.





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Unit Title: Time Frame: 21st Century Theme Writing Conventions and Grammar Ongoing throughout the year Global

Enduring Understanding(s): Essential Question(s): A piece of writing is strengthened through the editing for punctuation, capitalization, and grammar.

How does correct structure make my writing effective? How does punctuation and grammar clarify the message of my writing?

RELATED LITERATURE/ TEXTS

Teacher selected materials (See Writing Fundamentals)


ACTIVITIES Including Differentiated Strategies (DI)

o Explain the function of conjunctions, prepositions, and interjections in general and

their function in particular sentences. (L.5.1)

o Form and use the perfect (e.g., I had walked; I have walked; I will have walked)

verb tenses. (L.5.1)

o Use verb tense to convey various times, sequences, states, and conditions.(L.5.1)

o Recognize and correct inappropriate shifts in verb tense.(L.5.1)

o Use punctuation to separate items in a series. (L.5.2)

o Use a comma appropriately: (L.5.2)

To separate an introductory element from the rest of the sentence.

To set off the words yes and no, to set off a tag question from the rest of

the sentence, appositives, and to indicate direct address.

Use a comma before a coordinating conjunction in a compound sentence

o Use correct capitalization.

Use underlining, quotation marks, or italics to indicate titles of works.

o Use commas and quotation marks to mark direct speech and quotations from a

Computer One to one conferences Specialized word lists Project Read Color coding parts of speech

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text.

o Produce complete sentences, recognizing and correcting inappropriate fragments

and run-ons.*

o Use correlative conjunctions (e.g., either/or, neither/nor). (L.5.1)

Use relative pronouns (who, whose, whom, which, that) and relative adverbs

(where, when, why).

Correctly use frequently confused words (e.g., to, too, two; there, their).*

Use possessives correctly

Use figurative language such as metaphors and similes. (L.5.4)(l.5.5)

o Spell grade-appropriate words correctly, consulting references as needed. (L.5.2)

Resource Materials Assessments

Writing Fundamentals: How Writer’s Work

Writing Fundamentals: Picture Book Study

Writing Fundamentals: Essay

Writing Fundamentals: Persuasive (white binder)

Writing Fundamentals: Feature Article

Teacher selected materials

Student writing Student self-assessment using appropriate rubric


Inspiration, Microsoft Office Brainstorm, Draft, Revise, Edit, Publish

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Unit Title: Time Frame: 21st Century Theme Narrative Writing Three to Four Months Global


Effective writing speaks to a reader and has a clear purpose

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts

How do good writers make their writing interesting and understandable to the readers? How do writers hook a reader? How does the process shape the writer’s product?


Writing Fundamentals: How Writer’s Work (personal narrative) Amelia’s 5

th Grade Notebook , Marissa Mass

How Writers Work by Ralph Fletcher The Other Side by Jacqueline Woodson (AD300L) The Other Way To Listen by Byrd Baylor (AD410L) The Seashore Book by Charlotte Zolotow (AD840L)



Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event

sequences. (W.5.2)

Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that

unfolds naturally. (W.5.3)

Use narrative techniques, such as dialogue, description, and

pacing, to develop experiences and events or show the responses

of characters to situations. (W.5.3)

Use a variety of transitional words, phrases, and clauses to

manage the sequence of events. (W.5.3) (L.5.6)

Use concrete words and phrases and sensory details to convey

Writing Fundamentals: How Writer’s Work and Picture Book Study One published personal narrative One published fictional narrative Timed writing Computer One to one conferences Specialized word lists Use of pictures and model samples Journal Topics (see examples below): If you could create one new show for television, what kind of show would it be (sports,

situation comedy, exploring nature, etc)? Describe the show, and explain your reason for adding it to the schedule.

If you had the power to turn yourself into an animal anytime you wish, which animal would you choose to turn into?

Some people are happy with their appearance, while others are not. I you could

Writing Fundamentals: Picture Book Study (fictional narrative) Charlie Anderson by Barbara Abercrombie (840L) Going Home by Eve Bunting (840L) “Let’s Get a Pup!” Said Kate by Bob Graham (AD350L) Local News by Gary Soto (770L) Miss Rumphius By Barbara Cooney Once Upon a Time by Eve Bunting (BR) The Old Woman Who Name Things by Cynthia Rylant (AD760) A Picnic in October by Eve Bunting (AD310L) Shrek! By William Steig (AD540L) Song and Dance Man by Karen Ackerman (780L)

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experiences and events precisely. (W.5.3)

Provide a conclusion that follows from the narrated experiences or

events. (W.5.3)

Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and

audience.(W.5.4)

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.5.5)

Use technology to produce and publish writing (W.5.6)

change one thing about your appearance what would it be? How would this affect your life?

Were you ever asked to keep a secret you didn’t want to keep? How did it make you feel?

One of your teachers just returned from lunch and doesn’t know he has a piece of lettuce on his front tooth. Some students are beginning to laugh at him. Would you tell him? Why or why not?

Did you ever get blamed for something you didn’t do? How did it make you feel?

Did you ever have a day when everything went wrong? Describe this day from start to finish.

If you see your best friend breaking a class rule, would you tell the teacher or try to convince him/her not to do it? Explain.

If you could close your eyes and see yourself ten years from now, what do you think you’d see? What are you doing?

If you were magically granted three wishes to make someone else’s life easier, what would they be?

(see attached) Developing Character Traits Elaborating with Details Punctuating Dialogue Problem or Challenge Take Away Endings Writing Satisfying Story Endings Target Skills in Children’s Literature Picture Book Annotated List

Resource Materials Assessments Writing Fundamentals Banish Boring Words (Scholastic) Student Generated Writer’s Notebook

One published personal narrative One published fictional narrative Timed writings Student self-assessment using appropriate rubric



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Unit Title: Time Frame: 21st Century Theme Essay Writing Two Months Global


Different genres have unique organizational patterns.

Good writers utilize strategies learned from mentor texts.

Good writers vary form and style, in order to write for different purposes, audiences, and contexts

How do writers hook a reader? How does the process shape the writer’s product? How does word choice keeps the reader interested and informed?


Writing Fundamentals: Essay (informational) Endangered Tigers by Bobbie Kalman Gentle Giant Octopus by Karen Wallace (AD490L) Sharks by Seymour Simon A Walk in the Rain Forest by Rebecca L. Johnson A Swim Through the Sea by Kristin Joy Pratt



Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. (W.5.2)

Introduce a topic clearly, provide a general observation and

focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia when

useful to aiding comprehension. (W.5.2)

Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the

topic. (W.5.2)

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (W.5.2) (L.5.6)

Use precise language and domain-specific vocabulary to

inform about or explain the topic. (W.5.2)

Provide a concluding statement or section related to the

information or explanation presented. (W.5.2)

Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and

Writing Fundamentals: Essay (Informational) One published essay Timed writing Computer One to one conferences Specialized word lists Graphic organizers (Venn-diagram, tcharts, four square, outlines, Inspiration) Journal Topics (see examples below):

Write about an animal.

Write about a sport.

Write about a season.

Write about a person.

Explain how to play a sport.

Explain how to take care of a pet.

Explain how to dress for a snowball fight.

Explain how to make a favorite food.

Compare and contrast two characters from a book, TV show, and/or a movie.

Compare and contrast yourself and a character from a book, TV show, and/or a movie.

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audience.(W.5.4)

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.5.5)

Use technology to produce and publish writing(W.5.6)

Compare and contrast Rockaway Township with the setting from a book, TV show, and/or a movie.

Compare and contrast two different types of food (two cookies, two snacks, two cereals, etc.).

Compare and contrast two different types of pastimes (two sports, two hobbies, two crafts etc.).

Compare and contrast a mixture and a solution.

Compare and contrast two different types of crystals.

Compare and contrast two planets.

Compare and contrast two different types of environments.

Compare and contrast a physical change and a chemical change.

Compare and contrast an Isopod and a beetle.

Explain how to separate a mixture.

Explain how to separate a solution.

Explain how to grow a plant in a terrarium.

Describe how to best protect the brine shrimp in Mono Lake.

Imagine you are a native and strange men appear in your village (explorers). Write about your experience.

Compare and contrast two explorers.

What if Marco Polo had never traveled to China?

Compare and contrast Jamestown and Roanoke.

Describe what you think happened in Roanoke.

Choose a colonial region you would have liked to live in. Explain and use examples.

Compare and contrast two colonial leaders.

What would have happened if the colonists had representation in Parliament?

Compare and contrast the continental army and the British Army.

If you could work in one of the three branches of government, what would you choose? Why?

Research and coordinate with Science and Social Studies teachers (See attached) How to Make Toast Thanksgiving

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“The Golden Bricks” Introductory Paragraphs

Resource Materials Assessments

Writing Fundamentals Banish Boring Words (Scholastic) Student Generated Writer’s Notebook

One published essay Timed writing Student self-assessment using appropriate rubric


Inspiration, Microsoft Office Brainstorm, Draft, Revise, Edit, Publish, plagiarism

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Unit Title: Time Frame: 21st Century Theme Persuasive Writing/Argument Two Months Global


Different genres have unique organizational patterns.


Persuasive writing can be found in many contexts.

How is an argument in a persuasive piece best supported? How do good writers make their writing interesting and understandable to the readers? How does my sequence of ideas and word choice impact my writing?


Writing Fundamentals: Persuasive Supplemental White Binder Essay Pack with mentor texts



Write opinion pieces on topics or texts, supporting a point of view

with reasons and information. (W.5.1)

Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped and

focused to support the writer’s purpose. (W.5.1)

Provide logically ordered reasons that are supported by facts and

details.(W.5.1)

Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).(W.5.1) (L.5.6)

Provide a concluding statement or section related to the opinion

presented.(W.5.2)

Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the

topic.(W.5.2)

Use precise language and domain-specific vocabulary to inform

about or explain the topic.(W.5.2)

Produce clear and coherent writing in which the development and

Writing Fundamentals: Persuasive Supplemental Binder Computer One to one conferences Specialized word lists Graphic organizers (Venn-diagram, tcharts, four square, outlines, Inspiration) Journal Topics (see examples below): Some people think it is better to be ugly and rich, while others would rather be

beautiful and poor. Which would you choose? Give reasons to support your stand.

Is a lie always bad? Provide examples to support your view.

Do you think it is okay for scientists to experiment of animals, even if the experiments might eventually save human lives? Explain and use examples.

Do you think you should have more time for recess? Explain and use examples.

In China, children go to school on Saturdays. Would you consider a six-day school week if you could have a longer summer? Explain and use examples.

There is a Mother’s Day, a Father’s Day, and even a Grandparents’ Day. Should there be a Children’s Day? Explain and support your point of view.

The Post Master General is selecting the next postage stamp. Who would you choose to be on the next postage stamp? Explain and support your point of view.

Do you think children should have chores? Explain and support your point of view?

Persuade your parents to buy you something you have wanted for a long time. Explain and support your point of view.

Persuade your teacher to not give homework for a week. Explain and support your

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organization are appropriate to task, purpose, and

audience.(W.5.3)



rewriting, or trying a new approach. (W.5.4)

Use technology to produce and publish writing (W.5.5)

point of view.

Pick a favorite book, TV show, or movie and persuade your friends to read or watch it.

Additional resources see attached: Differentiated graphic organizers Advertisement Persuasive Essay Editing Sheet Picture Book Annotated List – Persuasive Writing Persuasive Essay Model

Resource Materials Assessments Writing Fundamentals One published persuasive essay

Timed writing Student self-assessment using appropriate rubric



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Unit Title: Time Frame: 21st Century Theme Descriptive Essay Two Months Global


Using the five senses while writing make my reader feel like he or she is there.


How do good writers make their writing appealing and understandable to the readers? How do writers hook a reader? How does word choice keeps the reader interested and informed?


Writing Fundamentals: Essay (informational – use supplemental tab) Home: A Collaboration of Thirty and Illustrators by Michael Rosen The Table Where Rich People Sit by Byrd Baylor (720L) A Quiet Place by Douglas Wood (AD750L)



Write descriptive piece that examines a topic, conveys ideas,

and information clearly. (W.5.2)

Introduce a topic clearly, provide a general observation and

focus, and group related information logically(W.5.2)

Use precise language and domain-specific vocabulary to inform

about or explain the topic.(W.5.2)

Provide a concluding statement or section related to the

information or explanation presented. (W.5.2)

Use effective technique, descriptive details, and clear event

sequences.

Use a variety of transitional words, phrases, and clauses to

manage the sequence of events.(W.5.3)

Use concrete words, phrases, and sensory details to convey

experiences and events precisely.(W.5.3)

Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and audience.

(W.5.4)


Writing Fundamentals: Essay – supplemental tab

Computer One to one conferences Poetry Graphic organizers (Venn-diagram, tcharts, four square, outlines, Inspiration) Specialized word lists Pictures and modeled samples Journal Topics (see examples below):

Imagine you are a native and strange men appear in your village (explorers). Write about your experience.

Describe what you think happened in Roanoke.

Imagine you opened your own restaurant. Describe what it looks like, what the food tastes like etc.

Imagine you are a wonderful painter, and your parents would let you paint anything on your walls. Describe what it would be.

Describe your trip on the Mayflower.

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rewriting, or trying a new approach.(W.5.5)

Use technology to produce and publish writing(W.5.6)

Resource Materials Assessments Writing Fundamentals Banish Boring Words (Scholastic) Student Generated Writer’s Notebook

One published descriptive essay Timed writing Student self-assessment using appropriate rubric



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