Grade 5

     

Common  Core  Implementation  

Archdiocese  of  New  York      

 

             

 

 

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Grade 5 Table of Contents Grade-by-Grade Snapshot

03

Year at a Glance

1

Reading Strategies

1

Grammar pacing guide

3

Unit 1

Playing with Words



Unit 2

Inventive Thinking

4

Unit 3

Clues to a Culture

4

Unit 4

Countries in Conflict

4

Unit 5

Exploration – Real and Imagined

5

Unit 6

Coming of Age

5

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

GRADE 6 STANDARDS “What will students learn next?”

Reading Standards for Literature (RL) Refer to details/examples in a text when drawing inferences and explaining what text explicitly says.

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

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text.

Use specific text details to describe a character, setting, or event in a story/drama.

RL.5.3 Compare /contrast two or more characters, settings, or events in a story or drama.

Determine word/phrase meanings including those that allude to significant characters found in mythology (e.g., Herculean). Explain major differences between poems/drama/ prose; refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., characters, settings, dialogue, etc.) when writing or speaking about a text.

RL.5.4 Determine word/phrase meanings including figurative language (metaphors/similes).

RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide structure of a text.

Compare/contrast the point of view from different stories, including the difference between first- and third-person narrations.

RL.5.6 Describe how a narrator’s/speaker’s point of view influences how events are described. Recognize and describe how an author’s background/ culture affects perspective.*

Make connections between the text of a story/drama and a visual or oral presentation, identifying where versions reflect specific text descriptions/directions.

RL.5.7 Analyze how visual elements contribute to the meaning/ tone/ beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

(Not applicable to literature)

RL.5. 8 (Not applicable to literature)

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Cite evidence to support analysis of what the text says explicitly and any inferences drawn from text. Determine a theme/central idea of a text and how it is conveyed through particular details; provide a summary distinct from personal opinions/judgments. Describe how a plot unfolds in a series (story/drama) of episodes and how the characters respond or change as the plot resolves. Determine word/ phrase meanings, including figurative and connotative meanings; analyze how word choice impacts meaning and tone. Analyze how a particular sentence/chapter/scene/stanz a fits into the overall structure of a text and contributes to the development of the theme/setting/plot. Explain how an author develops the point of view of the narrator/speaker. Explain how an author’s geographic location or culture affects his/ her perspective.* Compare /contrast reading a story/drama/poem to listening to (audio) or viewing (video/ live) a version of the same story, including contrasting what they “see” and “hear” when reading to what they perceive when they listen or watch. (Not applicable to literature)

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

Compare and contrast treatment of similar themes/topics (good vs. evil) and patterns of events in stories, myths and literature from different culture.

RL.5.9 Compare/contrast stories in the same genre and their approach to similar themes/topics.

Read and comprehend grades 4-5 literature (including stories, dramas, poetry) proficiently, with scaffolding, by end of the year.

RL.5.10 Read and comprehend literature (including stories, dramas, poetry) at the high of grades 4-5 independently and proficiently, with scaffolding, by end of the year.

Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. Self-select texts based on personal preferences.*

RL.5.11 Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, eras, personal events, and situations. Self-select texts to develop personal preferences regarding authors; use established criteria to categorize, select texts, and assess to make informed judgments about the quality*

GRADE 6 STANDARDS “What will students learn next?”

Compare/contrast texts in different forms or genres and their approaches to similar themes and topics. Read and comprehend literature (stories, dramas, poems) at the high end of grades 6-8 proficiently, with scaffolding, by end of the year. Make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. Self-select texts based on personal preferences, and classify, select, and use established criteria to evaluate texts to make informed judgments about the quality.*

Reading Standards for Informational Text (RI) Refer to details/examples in a text when drawing inferences and explaining what text explicitly says.

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

Identify the main idea of text, explaining how details support the main idea; summarize text.

RI.5.2 Identify the main idea of text, explaining how details support the main idea; summarize text.

Explain events (and why), procedures, ideas, or concepts, in a historical/ scientific/technical text, based on text information.

RI.5.3 Explain the relationships/interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on information in the text.

Determine the meaning of academic words and phrases in a text relevant to grade 4.

RI.5.4 Determine the meaning of academic words and phrases in a text relevant to grade 5.

Describe the structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in a text.

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

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Cite evidence to support analysis of what the text says explicitly and any inferences drawn from text. Determine a theme/central idea of a text and how it is conveyed through particular details; provide a summary distinct from personal opinions/judgments. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Determine word/phrase meanings, including figurative, connotative, and technical meanings. Analyze how a particular sentence/ paragraph/ chapter/section fits into the overall structure of a text and contributes to the development of the ideas. Page 2 of 10

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?” Compare/ contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information. Interpret visual, oral, or quantitative information (e.g., charts, graphs, diagrams, time lines, animations, or interactive Web pages) and explain how it contributes to an understanding of the text.

GRADE 5 STANDARDS

“What are students currently learning?”

GRADE 6 STANDARDS “What will students learn next?”

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

Determine an author’s point of view/ purpose, and explain how it is conveyed in the text.

RI.5.7 Use information from multiple print or digital sources to locate an answer quickly or to solve a problem efficiently.

Use information from words and different media/ formats to develop a coherent understanding of a topic or issue.

Explain how an author uses reasons and evidence to support points in a text.

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

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

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

Read and comprehend the high end of grades 4-5 informational texts (history/social studies, science, and technical texts) proficiently, with scaffolding, by the end of year.

RI.5.10 Read and comprehend the high end of grades 4-5 informational texts (history/social studies, science, and technical texts) independently and proficiently, by the end of year.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Trace and evaluate textual arguments and claims, distinguishing those supported by reasons/evidence from claims that are not. Compare/contrast one author’s presentation of events with that of another about the same topic. Use experience and knowledge of language and logic, as well as culture, to think analytically, problem solve, and advocate persuasively.* Read and comprehend nonfiction at the high end of grades 6-8 proficiently, with scaffolding, by end of the year.

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

GRADE 6 STANDARDS “What will students learn next?”

“What are students currently learning?” Reading - Foundational Skills (RF)

NA

RF.5.1 NA

NA

NA

RF.5.2 NA

NA

RF.5.3 Decode grade 5 level words using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context.

NA

RF.5.4 Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct).

NA

Decode grade 4 level words using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context. Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct).

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

GRADE 6 STANDARDS “What will students learn next?”

Writing Standards (W)

Write opinion piece by introducing topic/text clearly, stating opinion and organizational structure with reasons and information (facts/details), grouping related ideas together to support purpose, link opinion and reasons using words and phrases (for instances, in order to, in addition); provide conclusion related to opinion.

Write informative/explanatory texts to examine topic and information: introduce topic clearly and group related information in paragraphs and sections; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc.; use linking words/phrases to link ideas within categories ( another, for example, etc.) ; use precise vocabulary; provide conclusion related to information.

W.5.1 Write opinion piece by introducing topic/text clearly, stating opinion and organized structure with logically ordered reasons (supported by facts/details) and information, grouping related ideas together to support purpose, link opinion and reasons using words, phrases, and clauses (consequently, specifically); provide conclusion related to opinion.

W.5.2 Write informative/explanatory texts to examine topic and information: introduce topic clearly and provide observation and focus; group related information logically; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc., ; link ideas within categories, using linking words/phrases/clauses (in contrast, especially, etc.) ; use precise vocabulary; provide conclusion related to information.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Write arguments to support claims with clear reasons and relevant evidence by introducing claim and organizing the reasons and relevant evidence clearly; support claims with credible sources; use words/phrases/ clauses to clarify the relationship between claims and reasons; write formally, and provide a conclusion that follows from the argument presented.

Write informative/explanatory texts to examine a topic and convey ideas/concepts/ information through the selection/organization/analysi s of relevant content. Introduce a topic; organize ideas and information using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia as comprehension aids. Develop the topic with relevant facts, definitions, concrete details, quotations, etc.; use transitions, precise language and domain-specific vocabulary; write formally; and provide a conclusion that follows from the information presented.

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

GRADE 6 STANDARDS “What will students learn next?”

Write narratives of real or imagined experiences/ events using effective Write narratives of real or imagined experiences/events using effective technique, descriptive details and clear sequence. Establish situation, use dialogue and descriptions to develop events or show character’s responses; use transitional words/phrases/ clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events.

W.5.3 Write narratives of real or imagined experiences/events using effective technique, descriptive details and clear sequence. Establish situation, use narrative techniques (dialogue, description, pacing, etc.) to develop events or show character’s responses; use transitional words/phrases/clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience, and grade level.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience, and grade level. Produce text (print or nonprint) that explores a variety of cultures and perspectives.*

With adult and peer support, develop and strengthen writing by planning, revising, and editing according to grade 4 standards. With help, use technology and internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of one page in single sitting.

W.5.5 With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach according to grade 5 standards.

Conduct short research projects to increase knowledge through investigation of different aspects of a topic.

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

W.5.6 With help, use technology and internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of two pages in single sitting.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

technique, descriptive details, and well-structured sequences. Establish a context and introduce a narrator and/or characters; organize an event sequence that unfolds naturally and logically; use narrative techniques and description to develop, events/characters; use transition words/ phrases/clauses to convey sequence and signal shifts between time frames/settings; use precise words/phrases, descriptive details, and sensory language; provide a conclusion that follows from the narrated experiences or events. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience and grade level. Produce text that explores a variety of cultures and perspectives.* With help, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach according to grade 6 standards. Use technology and the Internet to produce and publish writing in collaboration with others; demonstrate keyboarding skills sufficient enough to type a minimum of three pages in a single sitting. Conduct short research projects, using several sources, in order to answer a question. Refocus the inquiry when appropriate. Page 6 of 10

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

Use prior knowledge or gather information from print/digital sources; take notes and categorize information; provide a list of resources.

GRADE 5 STANDARDS

“What are students currently learning?”

W.5.8 Use prior knowledge or gather information from print/digital sources; summarize or paraphrase information in notes and final work; provide a list of resources.

Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 4 standards (literature: Describe in depth a character, setting, or event, etc.; informational text: Explain how an author uses reasons and evidence to support points in a text).

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 5 standards (literature: Compare/contrast characters, setting, events, etc.; informational text: Explain how an author uses reasons and evidence to support points in a text, identifying evidence).

Write routinely over extended and shorter time frames for specific tasks, purposes, and audiences.

W.5.10 Write routinely over extended and shorter time frames for specific tasks, purposes, and audiences.

Create and/or present a poem, narrative, play, art work, or literary review in response to a particular author or theme studied in class.*

W.5.11 Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/cultural features in the presentation.*

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

GRADE 6 STANDARDS “What will students learn next?” Gather relevant information from multiple print/digital sources; assess the source’s credibility; quote/paraphrase information while avoiding plagiarism. Provide basic bibliography. Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 6 standards (literature: compare/contrast texts in different forms or genres in terms of their approaches to similar themes and topics; nonfiction: trace and evaluate textual arguments and claims, distinguishing those supported by reasons/evidence from claims that are not). Write routinely over extended and shorter time frames for a range of disciplines specific tasks, purposes, and audiences. Create/present a text (poetry/story/play) or art work/video in response to a literary work. Develop a perspective or theme supported by details; recognize and illustrate social/ historical/ cultural features in the presentation.*

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

GRADE 6 STANDARDS “What will students learn next?”

Speaking and Listening Standards (SL)

Work collaboratively with a partner or in groups discussing grade 4 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key ideas and explain own ideas. Understand and communicate with those from different cultural backgrounds.*

SL.5.1 Work collaboratively with a partner or in groups discussing grade 5 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key ideas and draw conclusions from discussions. Understand and communicate with those from different cultural backgrounds. Use experience and knowledge of language, logic, and culture, to analyze, problem solve, and advocate persuasively.*

Paraphrase portions of a text read aloud or information presented, including visually, quantitatively, and orally.

SL.5.2 Summarize text read aloud or information presented, including visually, quantitatively, and orally.

Identify the reasons and evidence a speaker provides to support particular points. Speaking clearly, and at understandable pace, give a report, tell a story, or recount an experience (in an organized manner), with relevant facts and descriptive details to support main ideas or themes. Add audio recordings and visual displays to presentations when appropriate to add to main idea/theme.

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

SL.5.4 Speaking clearly, and at understandable pace, give a report, or present an opinion, sequencing ideas logically, with relevant facts and descriptive details to support main ideas or themes. SL.5.5 Include multimedia and visual displays in presentations when appropriate to add to main idea/theme.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Work collaboratively with a partner or in groups discussing grade 6 topics/texts building on ideas of others and self. Be prepared and draw on preparation during discussion; follow rules for discussions, set goals/deadlines, and define roles. Pose and respond to questions, elaborating and making comments that contribute to the discussion; review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.* Interpret information presented in diverse media and formats; explain how it contributes to a topic, text, or issue under study. Use experience and knowledge of language and logic, as well as culture, to think analytically, problem solve, and advocate persuasively. * Explain a speaker’s argument/ claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Present findings, sequencing ideas logically, and using descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Include multimedia components and visual displays in presentations to clarify information. Page 8 of 10

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate.

GRADE 5 STANDARDS

“What are students currently learning?”

SL.5.6 Adapt speech to a variety of contexts/tasks using formal English when appropriate.

GRADE 6 STANDARDS “What will students learn next?”

Adapt speech to a variety of contexts/tasks, using formal English when appropriate.

Language Standards (L) Use standard English grammar in writing/ speaking (relative pronouns [who, whose, whom, etc.] and relative adverbs [where, when, why]; progressive verb tenses [I was, I am, I will be]; modal auxiliaries [can, may, must]; order adjectives [small red bad NOT red small bag]; prepositional phrases; produce [and correct inappropriate] complete sentences; correctly use frequently confused words [to/too/two]).

L.5.1 Use standard English grammar in writing/ speaking (conjunctions/propositions/interjections; perfect verb tenses; verb tense to convey time/sequence/states/ conditions; correct inappropriate shifts in verb tense; use corrective conjunctions).

Use standard conventions of English capitalization, punctuation, (commas and quotation marks in direct speech and quotations from a text, comma in compound sentences), and spelling (grade appropriate words, consulting references as needed).

L.5.2 Use standard conventions of English capitalization, punctuation, (commas: items in a series, separate introductory element from rest of sentence, set off yes or no, tag questions from rest of sentence, direct address [Is that you, Steve?]; quotation marks/italics for titles of works), and spelling (grade appropriate words, consulting references as needed).

Use knowledge of language conventions when writing, speaking, reading, or listening; choose precise words and phrases to convey ideas and punctuation for effect; differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening; expand/combine/reduce sentences for meaning, reader/listener interest, and style; compare/contrast the varieties of English (e.g., dialects) used in stories, dramas, or poems.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

Use standard English grammar and usage when writing/ speaking using proper case and intensive pronouns. Correct inappropriate shifts in pronoun number/person and vague pronouns; recognize variations from standard English writing and speaking (self and others); identify and use strategies to improve expression in conventional language.

Use standard conventions of standard English capitalization, punctuation (use commas, parentheses, dashes to set off nonrestrictive/parenthetical elements), and correct spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening; vary sentence patterns for meaning, reader/listener interest, and style and maintain consistency in style and tone.

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Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5 GRADE 4 STANDARDS “What should students have learned?”

GRADE 5 STANDARDS

“What are students currently learning?”

Determine the meaning of unknown and multiplemeaning words and phrases based grade 4 reading, using multiple strategies (context, Greek and Latin affixes/roots, and reference materials).

L.5.4 Determine the meaning of unknown and multiplemeaning words and phrases based grade 5 reading, using multiple strategies (context, cause/effect, comparison, Greek and Latin affixes/roots, and reference materials).

Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms).

L.5.5 Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/ synonyms/homographs).

Use accurately gradeappropriate academic, and domain-specific words and phrases, including those that signal precise actions, emotions and states of being (whined, stammered), and that are basic to a particular topic (wildlife/endangered).

L.5.6 Use accurately grade-appropriate academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (however, although, similarly, in addition, etc.).

GRADE 6 STANDARDS “What will students learn next?” Determine the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading, using multiple strategies (context, Greek and Latin affixes/ roots; and reference materials. Verify the preliminary purpose of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Understand figurative language, word relationships, and nuances in word meanings by interpreting figures of speech (e.g., personification), using the relationship between particular words (e.g., cause/effect, part/whole, item/category), and distinguishing among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, thrifty). Use accurately gradeappropriate academic and domain-specific words and phrases; use vocabulary knowledge when considering a word/phrase important to comprehension or expression.

*Indicates standard specific to NY only.

Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 5

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Grade 5 ELA Standards At-A-Glance *Indicates standard specific to NY only. ** Indicates standards that are not overtly addressed in the maps. Typically, these standards are naturally addressed during upper elementary/ middle school English language arts lessons. Teachers should be noting these standards in their daily lesson plans.

SEPT

OCT

NOV

Reading Standards for Literature (RL) RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences. RL.5.2 Determine a theme of a story, drama, or poem from details in the text including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text.

U1

DEC

JAN

U3

U3

FEB

MAR

APR

JUN

U6

U6

U1

RL.5.3 Compare /contrast two or more characters, settings, or events in a story or drama. **RL.5.4 Determine word/phrase meanings including figurative language (metaphors/similes). RL.5.5 Explain how a series of chapters, scenes, or stanzas fit together to provide structure of a

U5

text.

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

U4

Recognize and describe how an author’s background/culture affects perspective.* RL.5.7 Analyze how visual elements contribute to the meaning/ tone/ beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

U2

U5

U4 U5

RL.5.8 (Not applicable to literature) RL.5.9 Compare/contrast stories in the same genre and their approach to similar themes/topics. **RL.5.10 Read and comprehend literature (including stories, dramas, poetry) at the high of

MAY

U5

U2

grades 4-5 independently, and proficiently, by end of the year. **RL.5.11 Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, eras, personal events, and situations. Self-select texts to develop personal preferences regarding authors; use established criteria to categorize, select texts, and assess to make informed judgments about the quality.*

Reading Standards for Informational Text (RI) RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences. RI.5.2 Identify the main idea of text, explaining how details support the main idea; summarize text.

RI.5.3 Explain the relationships/ interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on information in the text.

**RI.5.4 Determine the meaning of academic words and phrases in a text relevant to grade 5. RI.5.5 Compare/contrast the structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

NYC ARCH Year-at-a-Glance Grade 5

U1

U1 U2

U2 U4

U4

U4

U4 Page 1 of 4

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Grade 5 ELA Standards At-A-Glance *Indicates standard specific to NY only. ** Indicates standards that are not overtly addressed in the maps. Typically, these standards are naturally addressed during upper elementary/ middle school English language arts lessons. Teachers should be noting these standards in their daily lesson plans. RI.5.6 Analyze multiple accounts of the same event or topic, noting similarities/differences in the point of view they represent. RI.5.7 Use information from multiple print or digital sources to locate an answer quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point.

SEPT

OCT

NOV

DEC

U3

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

U2

about the subject knowledgeably.

JAN

FEB

MAR

APR

MAY

JUN

U6

U6

U6

U6

U3 U5

U5

U4

U4/5

U5

U4

U4

U2

**RI.5.10 Read and comprehend the high end of grades 4-5 informational texts (history/social studies, science, and technical texts) independently and proficiently, by the end of year.

Reading – Foundational Skills (RF) RF.5.1 NA RF.5.2 NA RF.5.3 Decode grade 5 level words using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context. RF.5.4 Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct).

U1

U1 U2

U2

U3

U3

U3

U3

Writing Standards (W) W.5.1 Write opinion piece by introducing topic/text clearly, stating opinion and organized

structure with logically ordered reasons (supported by facts/details) and information, grouping related ideas together to support purpose, link opinion and reasons using words, phrases, and clauses (consequently, specifically); provide conclusion related to opinion. W.5.2 Write informative/explanatory texts to examine topic and information: introduce topic clearly and provide observation and focus; group related information logically; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc.; link ideas within categories, using linking words/phrases/clauses (in contrast, especially, etc.); use precise vocabulary; provide conclusion related to information. W.5.3 Write narratives of real or imagined experiences/events using effective technique, descriptive details and clear sequence. Establish situation, use narrative techniques (dialogue, description, pacing, etc.) to develop events or show character’s responses; use transitional words/phrases/clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events. NYC ARCH Year-at-a-Glance Grade 5

U2

U2

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Grade 5 ELA Standards At-A-Glance *Indicates standard specific to NY only. ** Indicates standards that are not overtly addressed in the maps. Typically, these standards are naturally addressed during upper elementary/ middle school English language arts lessons. Teachers should be noting these standards in their daily lesson plans. **W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience, and grade level. Produce text (print or nonprint) that explores a variety of cultures and perspectives.*

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W.5.5 With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach according to grade 5 standards.

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W.5.6 With help, use technology and internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of two pages in single sitting. W.5.7 Conduct short research projects that use several sources to increase knowledge through

investigation of different aspects of a topic. W.5.8 Use prior knowledge or gather information from print/digital sources; summarize or paraphrase information in notes and final work; provide a list of resources. **W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 5 standards (literature: compare/contrast characters, setting, events, etc.; informational text: Explain how an author uses reasons and evidence to support points in a text, identifying evidence).

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**W.5.10 Write routinely over extended and shorter time frames for specific tasks, purposes,

and audiences. W.5.11 Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/ cultural features in the presentation.*

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Speaking and Listening Standards (SL) SL.5.1 Work collaboratively with a partner or in groups discussing grade 5 topics/texts, building

on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key ideas and draw conclusions from discussions. Understand and communicate with those from different cultural backgrounds. Use experience and knowledge of language, logic, and culture, to analyze, problem solve, and advocate persuasively.* SL.5.2 Summarize text read aloud or information presented, including visually, quantitatively, and orally. SL.5.3 Summarize points a speaker makes and explain how each claim is supported by reasons/evidence. SL.5.4 Speaking clearly, and at understandable pace, give a report, or present an opinion, sequencing ideas logically, with relevant facts and descriptive details to support main ideas or themes. NYC ARCH Year-at-a-Glance Grade 5

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Grade 5 ELA Standards At-A-Glance *Indicates standard specific to NY only. ** Indicates standards that are not overtly addressed in the maps. Typically, these standards are naturally addressed during upper elementary/ middle school English language arts lessons. Teachers should be noting these standards in their daily lesson plans. SL.5.5 Include multimedia and visual displays in presentations when appropriate to add to main idea/theme. **SL.5.6 Include multimedia and visual displays in presentations when appropriate to add to main idea/theme.

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Language Standards (L) L.5.1 Use standard English grammar in writing/ speaking (conjunctions/propositions/

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interjections; perfect verb tenses; verb tense to convey time/sequence/states/ conditions; correct inappropriate shifts in verb tense; use corrective conjunctions).

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**L.5.2 Use standard conventions of English capitalization, punctuation, (commas: items in a series, separate introductory element from rest of sentence, set off yes or no, tag questions from rest of sentence, direct address [Is that you, Steve?]; quotation marks/italics for titles of works), and spelling (grade appropriate words, consulting references as needed). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening; expand/combine/reduce sentences for meaning, reader/listener interest, and style; compare/contrast the varieties of English (e.g., dialects) used in stories, dramas, or poems.

L.5.4 Determine the meaning of unknown and multiple-meaning words and phrases based on

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grade 5 reading, using multiple strategies (context, cause/effect, comparison, Greek and Latin affixes/roots, and reference materials).

L.5.5 Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms/ homographs).

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**L.5.6 Use accurately grade-appropriate academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (however, although, similarly, in addition, etc.).

NYC ARCH Year-at-a-Glance Grade 5

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Reading Strategies for Archdiocese of NYC Unit Plans General Reading Strategies and Techniques Annotating the Text – is writing notes in the margins of the text or on sticky notes while reading. Annotating is a way to summarize main ideas by paraphrasing a section of text. Annotation can be done by having students write synonyms above difficult words and restating the phrases of difficult sentences. You may begin by having students visualize the text and write notes about what they see in their minds beside each image in the text. Anticipation Guide – An anticipation guide is a checklist of approximately five to ten controversial statements that either tap into a student’s prior knowledge or focus on the themes and main ideas of the text being considered. Next to each statement, have students write A (Agree), D (Disagree) or ?,(Not sure). For example, a statement on an anticipation guide for Kate Chopin’s The Awakening might read, “Men and women should have different roles in life based on their different abilities,” while a statement on an anticipation guide for Shakespeare’s Hamlet, or Julius Caesar, or Orwell’s Animal Farm might read, “Power always eventually corrupts.” Teachers can generate statements or provide students with a topic or theme of text and see if they can generate statements. Categorizing – Categorizing involves grouping objects or ideas according to criteria that describe common features or the relationships among all members of that group. This procedure enables students to see patterns and connections; it develops students' abilities to manage or organize information Choral Reading – Choral Reading is a group or class oral reading method in which the students read together, allowing them to feel more comfortable with reading unfamiliar words. The teacher may also read with the students, allowing the teacher to lead by example. The teacher might use a slightly faster pace and louder voice to direct the students in correct pronunciation and emphasis. Clarify-Clarifying is the awareness that the text being read or the situation being described is not making sense. It is noticing when you are not understanding, and then having strategies to “fix-up” the problem. Clarifying, also called “monitoring your thinking” involves asking yourself questions while reading such as: Does this make sense?, What does not make sense?, Do I know what is going on in the text?, Am I getting the main idea?, Is there anything I don’t understand—vocabulary, sentence, paragraph, page, or concept? The process of clarifying and the use of fix-up strategies must be explicitly taught and applied in all content areas. Cloze – Cloze is a procedure that requires students to use clues from the context of a passage to fill in the blanks—those places in the passage where words have been deleted. As students read, they must infer the missing words and details. Directed Reading and Thinking Activity (DRTA) – instructional approach used with fluent readers to improve comprehension skills. During independent reading students follow a predict, read, verify sequence to discover information and derive meaning from text. Dramatization (Drama)-Drama is an art form that explores human conflict and tension. It takes the form of a story presented to an audience through dialogue and action. Drama has an emotional and Page 1 of 10

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intellectual impact on both the participants and the audience. It enables students to examine themselves and deepen theirr understanding of human motivation and behavior. It broadens students’ perspectives through stories that portray life from different points of view, cultures and time periods. Evaluate-An evaluation is an overall value claim about a subject. To evaluate, we use criteria to make judgments based on evidence. Often, we also make use of comparison and contrast as strategies for determining the relative worth of the subject we are considering. Critical parts of a solid evaluation are: • Overall Claim or Judgment • Supporting Judgments • Criteria • Evidence • Comparison and Contrast Good Reader Strategies – skills (e.g., look at the picture, read it again, find a little word in the big word, see if the word fits, read it again, etc.) students should use to comprehend text and self-monitor. These skills should be taught explicitly during instruction and reviewed during each lesson. Graphic Organizers – a tool used to provide a visual way for students to organize the information or concepts presented in text or an idea. Organizers assist students with the comprehension strategies of visualizing, making connections and summarizing. Graphic organizers included in the appendix are: Basic Web, GO Box, KWL, Prediction Chart, Cause/Effect Chart, Sequence Chart, Story Map, Main Idea/Details, Concept Map, Character Map, Vocabulary Map, and the Venn Diagram. Guided Reading – instructional approach whereby the teacher introduces a text to students and then uses questions and prompts to interact with each child as he attempts to apply good reader strategies to decode and comprehend the story, bringing meaning to the text. Guided Reading steps: Introduce the text to the students in a brief conversation about the meaning, language, and features of the text. During this conversation, clarify some of the language or provide other vital information students will need to process the text with understanding, explain a few difficult words or concepts (at the lower grade levels, the teacher may do a picture walk through the book to prepare students for reading the text independently), and help the students notice a few important words. Students then read for themselves. Each student whisper reads the text (softly in a “whisper” voice). The teacher moves among students listening to individuals and sometimes interacting to support reading. After reading, the group discusses the meaning of the text and revisits the text as necessary. Guided reading provides the teacher with ideas for explicit teaching points based on what was observed as students processed the text. Identify the Goals of the Assignment Before Reading the Text – Is the assignment to read the text and report on the information it contains? Is it to understand and follow a specific procedure? Is it to assess how an author uses literary elements to shape the plot and convey a theme? Knowing what they need to gain from a reading assignment can help students focus their attention and select the appropriate, specific reading strategies to help them meet these goals. Incorporate Vocabulary – When a student encounters an unfamiliar vocabulary word while reading a passage, he or she should highlight the word, consider the context clues to gain a general sense of Page 2 of 10

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meaning, and then move on. After the reading assignment is completed, the student should go back and enter the unfamiliar words in his or her vocabulary log or create note cards for them.

Journal- Journal writing is a flexible instructional tool, useful across the entire curriculum. While often used as a class startup activity, it is used primarily to give students an opportunity to speculate on paper. Curriculum oriented journal entries have the advantage of causing students to relate personally to the topic before instruction begins. Asking for a summary of learning or for a question or two the student still has at the end of the period causes the student to process and organize his or her thoughts about the material covered. Journals are also beneficial as repositories for personal vocabulary and and word list collections. Multimedia Presentation – The integration of text, graphics, animation, sound, and/or video into a presentation (e.g., Power Point presentations, commercial software, multimedia encyclopedias used for reference) Paired Reading – Paired reading is a method used to support student reading by having a pair of students either read together in unison, or take turns reading sections of text aloud to each other. After students read a designated section, the pair discusses what they have read. Usually strong readers are paired with weak readers. Phonemic Awareness – ability to think about and manipulate sounds to create new words (i.e., cat  bat, an  fan). Phonemic awareness is auditory where phonics is both auditory and visual. Picture Walk – Before opening the book, show the children the cover and read the title. Ask them what they think the story will be about, based only on what they see. Slowly flip through the book, page by page. Do not read the text aloud. Ask students questions about each picture they see, and try to elicit responses that require them to make inferences based upon the pictures. On each page ask questions using the 5 “W’s” such as: "Who is this?" "What is going on here?" "When is this story taking place?" "Where is the character going?" "Why does the character look happy?" "How do you think the story will end?" At the end of a picture walk, students go back to the beginning of the book and attempt to independently read the text. QAR – Question Answer Relationships is a guided reading strategy that trains students to recognize the relationship between the type of question being asked and the place in the text where the answer may be found. Generally there are four major types of questions identified in this strategy. They are: Right There questions (factual answers which can be found in clearly stated text), Think and Search questions (answers found in different parts of the text), Author and You questions (answer combines the reader’s knowledge with information found in the text) and On My Own questions (questions do not ask the reader to refer to the passage). Questioning – a reading strategy in which questions are provided to readers before they begin reading a narrative or informative passage. This strategy helps the reader pay close attention to specific information such as key definitions and concepts within a text.

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Questioning the Author – is when teachers encourage students to question an author’s purpose and to ponder the meanings the author intended to communicate in a given text. In addition to evaluating and author’s viewpoint, questioning the author includes critically examining how successful an author is at communicating his or her ideas. For example, students may disagree with the author’s perspective, but respect the writer’s craft. Read Aloud- A read aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study. The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension Reader’s Theater-The performance of a literary work by an individual or group, wherein the text is read expressively, but not fully staged and acted out. Reciprocal Teaching – an instructional activity in which the teacher and students engage in a dialogue about a text or specific content. Initially the teacher leads the dialogue and models how to lead the discussion. Gradually over the course of the lesson, or over the course of the year, the teacher allows students to take charge of guiding the dialogue, exchanging leadership responsibilities with their teacher and peers. Reread – After finishing a reading assignment, students often move on without reviewing the material. However, going back and rereading recently or previously completed sections of the text are essential for checking predictions or opinions and verifying information. Additionally, revisiting a particular passage after completing the whole assignment can help students troubleshoot areas of difficulty. Reflect – After reading students should reflect both on what they have learned and on the strategies that best allow them to maximize their comprehension of the material. Retelling-The process of retelling improves comprehension, concept of a story, critical thinking and oral language development. The student constructs meaning as connections are being made between prior knowledge of the content and an understanding about how text works. The structure of fiction retelling is provided by basic story elements such as character, setting etc. The structure for nonfiction retelling is through text features such as headings, photographs, and diagrams and the organization of the main idea and supporting details of the content. Shared Reading – is an instructional approach where the teacher reads the book to children in order to develop reading readiness skills. Focus is on book awareness (cover page, title, etc.) and conventions of print (written, spoken, word correspondence, punctuation, etc.) Shared reading involves using an enlarged text, such as a big book that all the children can see. The teacher reads with fluency and expression and may use a pointer as she/he moves through the text. Rereading of books, retellings, poems, songs, shared writing products, and charts are included in this type of reading. The value of shared reading is as follows: • Allows the teacher to explicitly demonstrate early reading strategies • Involves children in an active, social and purposeful and risk free way • Provides opportunity to behave like a reader • Creates body of known texts that children can access during independent reading

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Shared Writing – Shared writing is a cooperative instructional activity during which the teacher serves as the scribe. Students contribute their ideas and the teacher negotiates the text. Shared writing provides an opportunity for students to see the relationship between reading and writing. Skim the Text to Identify the Main idea – Suited to shorter reading assignments, this strategy can be tailored to skimming and identifying the main idea within chapters or sections of longer texts. SQ3R – SQ3R, or survey, question, read, recite, review is a method of studying informative text. SQ3R was designed to be used with textbooks and expository texts that provide information in an organized, direct way. Summarize – The process of synthesizing, condensing, and restating the important ideas of a text. Summarizing is useful in helping students to identify and connect the main ideas and significant details from a piece, while eliminating unnecessary or redundant information. Take Notes – Whether they highlight or annotate, use a graphic organizer, or maintain a separate notebook, constantly taking notes keeps students actively engaged with the text. These reading notes can then become the basis for such assessments or assignments as paraphrasing and summarizing, creating critical questions, making predictions, and role playing. Textual Clues – Skilled readers get the lay of the land before they even begin reading. Looking at any pictures or illustrations and reading introductions or chapter headings can help students think critically about what to expect from the text. Text Structure – The various patterns or ideas that are imbedded in the organization of text. Common patterns of text structure are expository, cause/effect, compare/contrast, problem/solution and sequence. Think Aloud – A form of explicit modeling in which teachers give an oral description of the cognitive processes they go through as they read with their students, so that students can understand how a successful reader approaches a text. In other words, teachers say whatever they are looking at, thinking, doing, and feeling, as they go about their task. This enables the students to see first-hand the process of task completion (rather than only its final product). Timeline – A timeline is a way of displaying a list of events in chronological order. It is typically a graphic design showing a long bar labeled with dates alongside itself and (usually) events labeled on points where they would have happened. Whisper Reading – Students read their book out loud, yet in a quiet voice as the teacher provides “over the shoulder” monitoring and support. Before Reading Strategies •

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Brainstorm-textual clues, topic articles, keywords and concepts, word maps, analogy problems

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Connect to-own experiences, other texts and authors, preview the text, and examine clues to overall structure and elements of the story

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Set Purposes and General Questions-using anticipation guide, by selecting reading strategies

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Write-nonstop, focused, or generalized notes, questions, pretests, questionnaires

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Enact-role playing, improvisations, dramatizations, debates

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Construct-graphic organizers, sketches, drawings, models, semantic maps

During Reading Strategies •

Clarify-Notice if something is not making sense and clarify it.

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Discuss-retellings from different points of view, responses to any before or during reading activities, reflections.

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Students Independently-mark or gloss text, take notes, write questions, partner read, keep reading journals, predict, read to prove predictions, reread, alter reading rate, make associations, compare and contrast, restate information, monitor comprehension, ask questions, use fix-up strategies, hypothesize, ignore small problems and move on, seek expert sources for clarification, ask reciprocal questions.

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Teacher Directed-questioning or predicting, role taking, playing doubting or believing, reading aloud

After Reading Strategies •

Enact-debates, panel discussions, dramatizations, simulations, role playing

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Present-demonstrations, talks

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Write-nonstop, focused or generalized note taking, questions or answers

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Map or Revise-previously made literary or informational text, tests, stories

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Read-related material, rereading text from different perspectives

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Construct-sketches, drawings

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Question-self-question, generate questions from text

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View Related-slides, videos, films

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Summarize-Summarize what was read, identifying and connected main ideas and details.

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Evaluate-evaluate what was read, judging its validity based on the evidence given.

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Retelling-paraphrase/retell what was just read.

Vocabulary Strategies •

Context Clues-Students use their knowledge of their overall understanding of a sentence or passage and their knowledge of other word meanings, syntax, and grammatical structures in the passage to determine the meaning of an unknown word.

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T-chart – A chart used to compare, contrast, or simply list two ideas

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Vocabulary Journals-Students maintain a notebook for new vocabulary they encounter. There are several forms of a vocabulary journal: Record unfamiliar vocabulary words they have learned and what they have learned about them. Students record word definitions before they read and arrange them in alphabetical order for a glossary. Maintain a list of unfamiliar words students encounter while engaged in independent reading, research or homework assignments. Have students record vocabulary word, definition and example in table format.

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Vocabulary Note Cards-Note cards should contain some of the following information: part of speech, etymological information, such as its Greek or Latin roots and prefixes or suffixes, and the word’s definition in the students’ own words. Students can also include a sentence that uses the word correctly or synonyms or antonyms or both.

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Vocabulary Games- Most games are best played at the end of a unit when students have had ample opportunities to explore new terminology in depth, and apply their knowledge in writing and classroom discussion.

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Word Wall-Word walls are posted lists of words students should know and be able to use effectively. These words are posted on a wall of the classroom, creating a physical environment that supports vocabulary enrichment. Word walls can deepen students’ understanding of the content of a unit when each student is asked to contribute a new word from the reading or class assignment. This is also a good way to frame the approach to vocabulary within a unit, by creating a student-selected list of words that can be further investigated through word organizers, concept webs, vocabulary note cards, and vocabulary games.

•

Another alternative is to create a wall of high-frequency words that students should master. To be effective, the word wall should be a regular part of the classroom activities, as it could serve as a part of a journal prompt, in conjunction with a particular assignment, or as ammunition for an impromptu game.

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Debate-Classroom debate requires students to conduct independent research, build a case, share their learning with team members, and then present their findings to a cohesive group. The four basic styles of debate are public forum debate on open-ended topics, parliamentary debate on broad policy topics, Lincoln-Douglas debate on value-based topics, and a policy debate, on public policy issues. Gallery Walk-A discussion activity for active student engagement. The Gallery Walk gets students out of their chairs and actively involves them in synthesizing important concepts, in consensus building, in writing, and in public speaking. In Gallery Walk, teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups. Questions are posted on charts or just pieces of paper located in different parts of the classroom. Each chart or "station" has its own question that relates to an important class concept. The technique closes with an oral presentation or "report out" in which each group synthesizes comments to a particular question. Jigsaw-Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective. Roundtable Discussion-In a roundtable discussion there is no “head” or “foot” of the table. Everyone’s input should be considered equal. A group or team discusses an issue, share opinions, strategies, tactics, creation, maintenance, outcomes assessment, or just to brainstorm (throwing forth any ideas, no matter what they may be). At these meetings, individuals should be open, honest, and direct with others around the table; always showing mutual respect for the opinions of others. Socratic Seminars-Is a collaborative intellectual dialogue facilitated with open-ended questions about the text. In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner. Think-Pair-Share-is a cooperative learning activity structured for partners. Students are given a problem, asked to think about it and to come up with a response. Then they pair with a partner to discuss their approach, ideas, and strategies for solving the problem. Each pair then shares their common understandings with the whole class or group. Essential Comprehension Skills Cause and Effect-This pattern describes or discusses an event or action that is caused by another event or action. On occasion, this pattern is also referred to as result. There are four possible cause-effect Page 8 of 10

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relationships: single cause-single effect, single cause-multiple effects, multiple causes-single effect, and multiple causes-multiple effects. Character Analysis- The character analysis is a specific character's traits. You can include feelings, acts, says, looks, thoughts, title, author, etc. Compare and Contrast-Compare and Contrast is used to highlight similarities and differences between two things. It is a process where the act of classification is practiced. Compare and Contrast is used to help students distinguish between types of ideas or group like ideas. It can be used to help students identify language cues, clarify thinking and define ideas. It can also be used to facilitate indirect instruction through concept formation or concept attainment. Drawing Conclusions- Drawing conclusions refers to information that is implied or inferred. This means that the information is never clearly stated. In drawing conclusions (making inferences), you are really getting at the ultimate meaning of things - what is important, why it is important, how one event influences another, how one happening leads to another. Fact and Opinion-Helping students understand and apply the differences between fact and opinion is crucial to analytical reading, writing, listening, and speaking. Distinguishing between fact and opinion is key to interpreting information intelligently. It is one of the few “macro” skills that is interdisciplinary. It is also a life-long skill that is refined from elementary school up through post doctoral study. Identifying Main Idea-Students must be able to follow a specific sequence to identify stated and inferred main idea as follows: 1. Identifying the key words of a sentence 2. Identifying key words or topic of a paragraph 3. Identifying the topic sentence of a paragraph 4. Recognizing an explicitly stated main idea of a paragraph 5. Inferring the main idea of a paragraph 6. Recognize relationships among main ideas in related paragraphs in longer selections 7. Inferring relationships among main ideas in related paragraphs in longer selections Infer-An inference is a prediction or deduction about something in written text often to do with what the character may see, hear, smell, taste or feel. An inference contrasts sharply with mere observation, or literal language. Apart from generally improving a student's vocabulary and word knowledge, a good way to improve inference skills is to ask prediction questions. The student could read a passage from a book and then asked what may happen next and why. Predict-Predicting involves more than trying to figure out what happens next. Students need to learn to find evidence to form hunches, Prediction skills are also improved as students learn to ask better questions, recall facts, reread, skim, infer, draw conclusions, and, ultimately, comprehend the text more fully. Sequence- Sequencing is recognizing the order of events. This not only helps in reading comprehension with stories or historical events, but also provides a foundation for breaking large tasks into manageable pieces that must go together in proper order. Page 9 of 10

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Skimming and Scanning – Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word; instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it. Supporting Details-Students must be able to identify Details as major and minor. They must know that they support the main idea by telling how, what, when, where, why, how much, or how many. Tone and Mood- Tone is the attitude a writer has towards the subject they're writing about. It is evident in their diction, style, and opinion if they express one. Mood is the atmosphere created by the setting, and actions of people and characters in it. It also relates to how the reader emotionally responds to these elements like sadness for a tragedy.

Graphic Organizers Definition-A graphic organizer is a visual depiction of key points in the text. It is a powerful tool to help students process semantic information (words, facts and places). It creates images in the brain that facilitate long term memory and it shows the relationship between concepts, facts and events in the text in an explicit manner. A list of graphic organizer suggestions follows. Please see appendix___ for samples. • • • • • • • •

• • • • •

K-W-L Venn Diagram Cause and Effect Chart Sequence Chart Story Map Prediction Chart Main Idea/Details Semantic/Concept Map

Character Map Vocabulary Map Basic Web Basic Graphic Organizer Box T-Chart

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Cause and Effect

Fill in the missing information for the first five examples; then write your own cause/effect statements.

Cause (reason)

Effect (result)

1. It rains very hard for one hour.

1. _________________________

2. Your teacher gives a surprise quiz. 3. Your alarm clock doesn’t go off.

2. _________________________

4. _______________________

3. _________________________ 4. The boy was very hungry.

5. _______________________

5. The principal sent a message that he wants to see you.

_____________________________

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Cause/Effect Graphic Organizer 27 27

Venn Diagram Compare/Contrast

Compare and Contrast Venn Diagram Graphic Organizer

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DETAILS

Main Idea

_________________________________________________________

Details = Main Idea Graphic Organizer 29 29

Graphic Organizer Box

(Use for Sequence of Events, Details, Prediction, etc.)

GO BOX Graphic Organizer 30 30

Prediction Chart

For use with narrative text (fiction) Write your prediction in the box on the left. After reading the passage, write what actually happened in the box on the right. Compare your prediction with what really happened. Was your prediction correct?

Prediction

What Actually Happened

Prediction Chart Graphic Organizer 31 31

SEQUENCE CHAIN FOR

Sequence Chain Graphic Organizer 32 32

Story Map Title: _________________________________Author ________________ Genre: ________________________________ Setting: Characters:

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________

Problem:

Event 1 _____________________________________________ Event 2 _____________________________________________ Event 3 _____________________________________________ Event 4 _____________________________________________ Summary

Theme/Author’s Purpose:______________________________________ Solution:

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Topic______________________ Name:

_________________ Date:

___

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ADNY Grammar Pacing Guide Grade 5 Grammar/Mechanics Infused daily: GRAMMAR: EIGHT parts of speech: • STRUCTURE: what part of speech it IS (noun) •

FUNCTION: what that part of speech DOES (subject in a sentence)

SENTENCES: • Simple • Compound MECHANICS: recognize and use correct • Capitalization • Punctuation • Spelling

September Review the correct structure • Nouns: definition, common, proper, collective, plural, collective, possessive, abstract • Adjectives: comparative, superlative • Pronouns: personal, reflective, relative • Contractions • Verbs: action/being, regular/irregular / principal parts – present, past, present participle, past participle, modal auxiliary • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate (and, or, but) Review the correct function of: • Nouns: subject, direct object, object of preposition • Pronouns: subject, direct object, object of preposition • Verbs: predicate • Adverbs: manner, place, time • Prepositions: adjectival & adverbial phrases • Conjunctions: connect • Agreement: subject & predicate

Recognize and use simple and compound declaratory, interrogative, exclamatory, and imperative sentences.

October Review the correct structure • Nouns: definition, common, proper, synonyms, antonyms, plural, collective, possessive, abstract • Adjectives: comparative, superlative • Pronouns: personal, reflective, relative • Contractions • Verbs: action/being, regular/irregular / principal parts – present, past, present participle, past participle • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate (and, or, but) Review the correct function of: • Nouns: S, DO, O of P • Pronouns: S, DO, O of P • Verbs: predicate • Adverbs: manner, place, time • Prepositions: adjectival & adverbial phrases • Conjunctions: connect • Agreement: subject & predicate Introduce the correct functions of: • Nouns: direct address Recognize and use four types of simple and compound sentences.

November Review the correct structure • Nouns: definition, • Adjectives • Pronouns: personal, reflective, relative • Contractions • Verbs: action/being, regular/irregular / principal parts – present, past, present participle, past participle • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate Review the correct function of: • Nouns: S, DO, O of P, direct address • Pronouns: S, DO, O of P • Verbs: predicate • Adverbs: manner, place, time • Prepositions: adjectival & adverbial phrases • Conjunctions: connect • Agreement: subject & predicate Introduce the correct function of: • Nouns: subjective complement • Pronouns: linking verb complement (LVC) • Adjectives: linking verb complement (LVC Recognize and use four types of simple and compound sentences.

35 35

ADNY Grammar Pacing Guide Grade 5 Grammar/Mechanics Infused daily: GRAMMAR: EIGHT parts of speech: • STRUCTURE: what part of speech it IS (noun) •

FUNCTION: what that part of speech DOES (subject in a sentence)

SENTENCES: • Simple • Compound MECHANICS: recognize and use correct • Capitalization • Punctuation • Spelling

December Review the correct structure • Noun: definition • Pronouns: reflective, relative • Adjectives: comparative, superlative • Verbs: action/linking, reg. irreg • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate • Review the correct function of: • Nouns: subject, direct object, object of preposition, subjective complement, direct address • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound subject, predicate, direct object • Agreement: subject & predicate Introduce the correct function of: • Conjunctions: compound objects of prepositions, prepositional phrases • Conjunctions: compound sentences Recognize and use simple and compound sentences.

January Review the correct structure • Noun: definition • Pronouns: personal, reflective, relative • Adjectives: comp, superlative • Verbs: action/linking, regular/irregular / principal parts – present, past, present participle, past participle • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate Review the correct function of: • Nouns: S, DO, OofP, SC, DA • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound subject, predicate, direct object, objects of prepositions, prepositional phrases, sentences • Agreement: subject & predicate Recognize and use simple sentences (Declaratory, Interrogative, and Exclamatory) and compound sentences

February Review the correct structure • Noun: definition • Pronouns: relative • Adjectives • Verbs: action/linking, modal auxiliary, reg, irreg • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate (and, or, but) Introduce the correct structure of: • Conjunctions: correlative (either…or, neither…nor) Review the correct function of: • Nouns: subject, direct object, object of preposition, subjective complement, direct address • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound subject, predicate, direct object • Agreement: subject & predicate Recognize and use simple sentences (Declaratory, Interrogative, Exclamatory and Imperative) and compound sentences.

36 36

ADNY Grammar Pacing Guide Grade 5 Grammar/Mechanics Infused daily: GRAMMAR: EIGHT parts of speech: • STRUCTURE: what part of speech it IS (noun) •

FUNCTION: what that part of speech DOES (subject in a sentence)

SENTENCES: • Simple • Compound MECHANICS: recognize and use correct • Capitalization • Punctuation • Spelling

March Review the correct structure • Noun: definition • Pronouns: personal, reflective, relative • Adjectives: comparative, superlative • Verbs: action/linking, regular/irregular / principal parts – present, past, present participle, past participle • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate, correlative Review the correct function of: • Nouns: S, DO O of P, SC, DA • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound subject, predicate, direct object, objects of prepositions, prepositional phrases, sentences • Agreement: subject & predicate Recognize and use simple sentences (Declaratory, Interrogative, Exclamatory and Imperative) and compound sentences.

April Review the correct structure • Noun: definition • Pronouns: personal • Adjectives • Verbs: action/linking • Adverbs: describe verbs • Prepositions • Conjunctions: correlative Review the correct function of: • Nouns: subject, direct object, object of preposition, subjective complement, direct address • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound objects of prepositions, prepositional phrases, sentences • Agreement: subject & predicate Introduce the correct function of: • Interjections Recognize and use simple and compound sentences.

May/June Review the correct structure • Noun: definition • Pronouns: reflective, relative • Adjectives: comp / superlative • Verbs: action/linking , modal auxiliary, principal parts • Adverbs: describe verbs • Prepositions • Conjunctions: coordinate (and, or, but) , correlative (either…or, neither…nor) • Interjections Review the correct function of: • Nouns: subject, direct object, object of preposition, subjective complement, direct address • Pronouns: subject, direct object, object of preposition, linking verb complement • Adjectives: linking verb complement • Verbs: transitive, intransitive • Adverbs: manner, place, time • Prepositions: introduce phrases • Conjunctions: compound subject, predicate, direct object, objects of prepositions, prepositional phrases, sentences • Agreement: subject & predicate Recognize and use simple sentences (Declaratory, Interrogative, Exclamatory, and Imperative) and compound sentences.

37 37

ADNY Grammar Pacing Guide

Grade 5 Mechanics September •

•

Reviews correct usage of capital letters and punctuation Reviews correct simple and compound sentence structures

October •

• •

February •

Reviews correct usage of commas, apostrophes, and hyphens

Uses correct capitalization in: titles of God and sacred books; sections of the country (e.g., North, South); monuments and structures; products; and outline format Uses exclamation marks after interjections Uses commas in direct address

November •

•

Reviews correct usage of capital letters and punctuation Reviews correct simple and compound sentence structures

December •

Uses apostrophes when writing time (e.g., four o’clock)

January •

•

March •

Uses commas in compound sentences and series of nouns, adjectives, and adverbs

April •

•

Reviews correct usage of capital letters and punctuation Reviews correct simple and compound sentence structures

May •

•

Reviews correct usage of capital letters and punctuation Reviews correct simple and compound sentence structures

Uses hyphens to divide syllables and in compound numbers (e.g.. thirty-four) Uses correct punctuation for friendly and business letters

June •

•

Reviews correct usage of capital letters and punctuation Reviews correct simple and compound sentence structures

38 38

ADNY Grammar Pacing Guide

Grade 5 Writing September •

Narrative: Personal narrative; Short story

October •

•

•

February •

Opinion (Analytic): Compare/Contrast folktale and historical fact; Analyze and evaluate information (ideas, issues, opinions, themes, experiences, and conflicts)

Note-taking (in all content areas) from class lectures, written materials, and primary sources Informative / Explanatory (Expository): Book report relating to a saint Opinion (Analytical): Responding to DBQ questions using details and examples

November •

March •

•

Informative / Explanatory (Expository): Scientific method; How-to article; News report; Informational report Note-taking (in all content areas) from class lectures and print materials using semantic maps, clusters, graphic organizers

Narrative (Descriptive): Poems (using imagery and figurative language); Experimenting with personification

December •

April •

•

Narrative (Imaginative): Short story that creates mood and holds readers’ interest (using rising action, conflict, climax, falling action, and resolution) Note-taking (in all content areas) from speeches and interviews

Narrative (Imaginative): Original short story (using elements of science fiction)

January •

•

May •

Research report: Using outline; Multiple sources; Including thesis statement, support, and conclusion

Opinion (Persuasive): Business letter (returning item) Narrative / Communicative: Thank you note; Acceptance; Regret; Email

June •

•

Opinion (Interpretive): Editorial expressing a particular point of view; Creating a convincing argument with supporting evidence Self-evaluating several pieces of work

39 39

Grade: 5

Unit: 1

Essential Question How (and why) do we play with language? How can words be used in different ways? Do words have more than one meaning or a “hidden” meaning?

Title: Playing with Words

Key Content: The student will… • • • • •

Read classic and humorous stories and poems. Conduct research on poets and authors of interest. Create digital presentations. Write responses to a variety of literature and poetry. Participate in group discussions about poetic techniques and figurative language.

Unit Focus Appreciate and explore language. Write about a famous poet or author using a book that has personal interests, and acts as a springboard for information. Explore word origins, compare literal and figurative language, and present a poem they have written. This unit ends with an open-ended reflective essay response to the essential question.

Code RL.5.2 RI.5.1 RF.5.3 W.5.7 SL.5.1

Vocabulary and Terms to Emphasize biography dialogue homonym homophone idiom/cliché literal and figurative language poetic techniques: rhyme scheme, meter, stanza, metaphors, similes, alliteration, onomatopoeia • spoonerism • theme (and variation)

• • • • • • •

Dates of Instruction: _______________________

L.5.5

Standard

Concept

Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out of context. Conduct short research projects that use several sources to increase knowledge through investigation of different aspects of a topic.

Theme

Work collaboratively with a partner or in groups discussing grade 5 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key idea and draw conclusions from discussions. Understand and communicate with those from different cultural backgrounds. Use experience and knowledge of language, logic, and culture, to analyze, problem solve, and advocate persuasively.* Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms/homographs).

Cooperative Learning

Quoting Text Word Analysis Research

Grammar

*Indicates standard specific to NY only.

40 40

Grade: 5

Unit: 1

Title: Playing with Words

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos:

1.

CLASS DISCUSSION: After reading a number of texts about different poets and authors discuss answers to the following questions, How are the poets and authors read about similar to one another? How are they different? How and why do poets and authors “play” with words?

2.

CLASS DISCUSSION/WRITING: Use a Venn diagram to compare and contrast the presentation of a topic in two different formats, such as baseball in Casey at the Bat, by Ernest Lawrence Thayer to We Are the Ship: The Story of Negro League Baseball, by Kadir Nelson, drawing on specific details from the text. Have students write their own response on a note card, on a white board, or in a journal and share it with a partner before, or during, the class discussion.

Strategies

Graphic Organizer: Venn Diagram

Figurative Language Graphic Organizer: T-chart

3.

POETIC DEVICES: Find examples of figurative language (e.g., similes, metaphors, alliteration, and onomatopoeia) in poems addressing the unit theme, Playing with Words, and mark them with coded note cards. Students create a T-chart in their journals that includes the technique and examples of each. Students attempt to write their own poem that uses at least one of the techniques found.

4.

JOURNAL WRITING: Students write a humorous story or poem incorporating figurative language or idioms learned. Using an “author’s chair,” have students share their writing with the class.

5.

DRAMATIZATION/FLUENCY: Choose a poem, such as one from the anthology Joyful Noise: Poems for Two Voices, by Paul Fleischman, to do a choral reading with a classmate. After the performance, discuss specific passages and poetic elements that made the poem come alive.

Choral Reading

6.

WORD STUDY: Students maintain a word bank in the form of an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, see; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards allows students to sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This should be an ongoing activity all year long.)

Word Bank

7.

LISTENING/MUSICAL APPRECIATION: Listen to Benjamin Britten’s composition, The Young Person’s Guide to the Orchestra, as a class. Discuss how the ideas of “theme and variations” are expressed through music. Choose a common topic on which to write, and then anyone who is interested may share their draft with the class. Discuss the similarities and differences in students’ writing, just as “themes and variations” exist in music.

41 41

Grade: 5

Unit: 1

Title: Playing with Words

Dates of Instruction: _______________________

Cross-curricular Connections

Resources

Religion/ Values: Have a class discussion on how figurative language is used in religion. Example: Jesus is the vine; we are the branches. The Kingdom of God is compared to a mustard seed. How did Jesus compare everyday life to God’s kingdom? Use the Bible to find examples of figurative language within Scripture.

This is a collection of rhymes, limericks, and poetry about science, scientists, and mathematics: http://jcdverha.home.xs4all.nl/scijokes/poet.html

Social Studies: How do poets and authors from different cultures express different views and perspectives through their writing?

Assessing Student Understanding • • •

Create a famous poet and author graphic organizer. Keep track of information, such as name, date of birth, death, where they lived, how they became famous, and additional interesting facts. Write an essay response to the essential question, “Why, and how, do we play with language?”. Illustrate the literal and figurative meaning of an idiom from a text, such as The King Who Rained, by Fred Gwynne. Contribute the page to a class book to be shared with younger students.

•

•

Have students read about a favorite sports hero, author, poet, illustrator, artist, or musician and make a chart in their journal that includes the following information: o Name of person o When he/she lived o What did he/she do that made him/her famous? o What are some additional facts that are interesting? After finishing this research, create a bio-poem based on the person chosen.

Teacher Notes/Reflections

42 42

Grade: 5

Unit: 2

Title: Inventive Thinking

Dates of Instruction: _______________________

Essential Question

Key Content: The student will…

How has inventive thinking, as revealed in fiction and nonfiction, changed our world?

• • Read and compare information learned from fiction and nonfiction books about an inventor of choice (e.g.,Turning Point Inventions: The Lightbulb, by Joseph Wallace or the biography series: Young Inventor [Childhood of • Famous Americans]). • Write a variety of responses to historical fiction texts. • • Recognize the value of primary-source documents when studying a historical period, such as the American inventors of the 19th century (e.g., • The Thomas Edison papers).

Unit Focus Focus on the American inventors of the 19th century. This was a time of new learning and discovery. Students learn the research process, including how to identify the person or historical context behind particular inventions. Students publish and present their research papers to the class. Students find commonalities among inventors and innovators, share these insights in group discussions, and use this information as a springboard for their own writing

Code

bibliography character development fiction nonfiction paraphrase primary source documents

Standard

Concept

RL.5.9 RI.5.2

Compare/contrast stories in the same genre and their approach to similar themes/topics. Identify the main idea of text, explaining how details support the main idea; summarize text.

Compare/Contrast Main Idea/ Details Summarize

RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Read with sufficient accuracy and fluency to support comprehension. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Write informative/explanatory texts to examine topic and information: introduce topic clearly and provide observation and focus; group related information logically; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc.; link ideas within categories, using linking words/phrases/clauses (in contrast, especially, etc.); use precise vocabulary; provide conclusion related to information. Work collaboratively with a partner or in groups discussing grade 5 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key idea and draw conclusions from discussions. Understand and communicate with those from different cultural backgrounds.Use experience and knowledge of language, logic, and culture, to analyze, problem solve, and advocate persuasively.*

Synthesize

Use standard English grammar in writing/speaking (conjunctions/prepositions/interjections; perfect verb tenses; verb tense to convey time/sequence/states/conditions; correct inappropriate shifts in verb tense; use corrective conjunctions).

Grammar

RF.5.4

W.5.2

Vocabulary and Terms to Emphasize • • • • • •

Conduct research and develop a multimedia presentation on an inventor of choice. Explain the historical context surrounding an invention of choice, based on information from multiple print or digital sources. Begin defining relationships between words (i.e., inventor, invention, venue, innovator, innovative, innovate, etc.). Participate in group discussions.

SL.5.1

L.5.1

Fluency

Features of Informational Text

Cooperative Learning

*Indicates standard specific to NY only.

… 43 43

Grade: 5

Unit: 2

Title: Inventive Thinking

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos: 1.

LITERATURE RESPONSE: Compare and contrast various historical fiction stories. Create a journal T-chart and take notes about people, places, or events that are represented accurately, and people, places, or events that are fictional. Include the page number and book title for each example so the text can be referenced. In the journal, students should create a character map of the main character in the historical novel they are reading. Show how the character changes (or develops), over the course of the text.

2.

INFORMATIONAL TEXT GRAPHIC ORGANIZER: As a class, maintain a chart about the creative and inventive people read about; the chart will include the following information: • Name of person. • Where he/she lived. • When he/she lived. • What did he/she do that made him/her famous? • What are some additional interesting facts about the person? • What adjectives best describe this person? Why? Be sure to include page numbers and the title of the book so you can refer back to the text if needed.

3.

CLASS DISCUSSION: Read and compare information about American inventors, such as Eli Whitney and Thomas Edison, from fiction and nonfiction text (e.g., Turning Point Inventions: The Lightbulb).

4.

RESEARCH PROJECT/MULTIMEDIA PRESENTATION: Using the Internet, biographies, and an encyclopedia, direct students to read all about an inventor. As a class, create a timeline of the inventors studied, in order to understand where each inventor “lived” chronologically in history.

5.

JOURNAL WRITING: Have students look at the notebook of a famous inventor such as Thomas Edison. Students create a section of their writing journal for their own ideas and list invention ideas that they have. As they create lists, direct them to draw and label pictures to illustrate those ideas.

6.

WORD STUDY: As an individual and as a class, keep an index card file of words studied (e.g., inventiveness, inventor, innovation, creativity, creation, etc.). Words may then be sorted by prefix, suffix, root words, meaning, spelling feature, etc. How do the root words help us understand the meaning of the words? (Note: This will be an ongoing activity all year long.) Groups of students may also create semantic maps/concept map, using those words.

7.

Listening/Musical Appreciation: Students listen to music, such as American folk music from the 19th century (see Resources), and answer the questions: How does this music reflect the time period in which it was written? How is it similar to and different from today’s music? Then discuss as a class.

Strategies Graphic Organizer: T-chart

Timeline

Journal

Graphic Organizer: Concept Map

… 44 44

Grade: 5

Unit: 2

Title: Inventive Thinking

Dates of Instruction: _______________________

Cross-curricular Connections

Resources

Religion/Values: Introduce Gregor Mendel, a friar that exemplifies the characteristic of an inventive thinker. Read Gregor Mendel: The Friar Who Grew Peas, by Cheryl Bardoe. Consider using as a read-aloud book. Religion: Many Catholic saints were also scientists interested in astronomy and biology. In celebration of All Saints Day, pick one and research how he or she contributed to science knowledge as well as to our Church. Social Studies: Inventors and their inventions have an impact on the types and availability of resources and the production and distribution of goods and services within our economy. What were the economic impacts of the inventor and inventions studies on the economies of the U.S.A., Canada, and Latin America?

For American folk music, click on this link: http://www.contemplator.com/america/ Click on Post Civil War tunes, such as Grandfather’s Clock, by Henry C. Work. For The Thomas Edison papers: http://edison.rutgers.edu/NamesSearch/SingleDoc.php3?DocId=NV12016

Assessing Student Understanding • Discuss the common characteristics of the creative/inventive thinkers the class has studied. Based on the discussion, have students define creative/inventive thinkers in one descriptive paragraph. • After reading and comparing information about a renaissance inventor, work with a partner to create a chart that lists the ways historical information helps a researcher to write historical fiction.

• Using the Internet, biographies, and an encyclopedia, direct students to read all about an inventor. Have students write a short informative/explanatory piece about an inventor of choice that answers the question “How do innovators and inventors build on what has come before them?” Publish it and present it in a multimedia format to the class, or create a podcast and upload it to the class webpage. • Have students write an essay response to the essential question, “How has inventive thinking, as revealed in fiction and nonfiction, changed our world?”

Teacher Notes/Reflections

… 45 45

Grade: 5

Unit: 3

Essential Question How does literature provide clues to a culture?

Title: Clues to a Culture

Key Content: The student will… • • • • • •

Define “culture.” Compare fiction and nonfiction books about cultural experiences during Westward Expansion (19th century America). Create a multimedia presentation on a Latin American nation of choice. Write responses to a variety of literature and poetry. Find similarities and differences in trickster tales from various cultures. Participate in group discussions.

Unit Focus Define and discuss the word “culture.” Compare 19th century America from the Native American and American pioneer points of view to determine similarities and differences. To do this, students read trickster stories and informational text, as well as listen to music and examine art from a variety of Latin American cultures. Class discussions should reinforce awareness of how perspective can affect how they view events and people.

Code

Concept Quoting Text

Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct). Write opinion piece by introducing topic/text clearly, stating opinion and organized structure with logically ordered reasons (supported by facts/details) and information, grouping related ideas together to support purpose, link opinion and reasons using words, phrases, and clauses (consequently, specifically); provide conclusion related to opinion. Produce text that explores a variety of cultures and perspectives.* Summarize points a speaker makes and explain how each claim is supported by reasons/evidence.

Fluency

L.5.1

Use standard English grammar in writing/speaking (conjunctions/prepositions/interjections; perfect verb tenses; verb tense to convey time/sequence/state/condition; correct inappropriate shifts in verb tense; use corrective conjunctions).

Grammar

L.5.4

Determine the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading, using multiple strategies (context, cause/effect, comparison, Greek and Latin affixes/roots, and reference materials).

Vocabulary/Structural Analysis

RI.5.7 RF.5.4 W.5.1

SL.5.3 personification perspective point of view sound imagery trickster tale

Standard Quote accurately from a text when explaining what the text says explicitly and when drawing inferences. Use information from multiple print or digital sources to locate an answer quickly or to solve a problem efficiently.

RL.5.1

Vocabulary and Terms to Emphasize • • • • •

Dates of Instruction: _______________________

Research

Writing Opinion Cultural Literacy

Summarize

*Indicates standard specific to NY only.

… 46 46

Grade: 5

Unit: 3

Title: Clues to a Culture

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos:

Strategies

1.

CLASS DISCUSSION: Ask students, “What is meant by the word ‘culture’? For which elements does one look when learning about a culture? Direct students to write their ideas down on a note card, which can be shared among students. (Teacher Notes: Answers may include: language, social organization, customs/traditions, arts, religion, symbols, etc.) Create a class T-chart of elements to look for and inform students that the group will look to find examples in texts read during this unit.

2.

LITERATURE RESPONSE: Choose a book, such as The Birchbark House, by Louise Erdrich, a realistic and sympathetic portrayal of a Native American culture during the period of westward expansion. Compare life as presented from a Native American’s perspective and a pioneer’s perspective, such as Laura’s perspective in Little House on the Prairie, by Laura Ingalls Wilder or If You Were a Pioneer on the Prairie by Anne Kamma. Have students question/discuss with a partner

Question/Discuss

3.

MULTIMEDIA PRESENTATION: Direct students to read all they can about the Latin American nation of their choice including drawing on information from multiple print or digital sources. Then have them write a short informative/explanatory piece about their nation of choice, quoting accurately from the texts. Publish it and present it in a multimedia format to the class.

Multimedia Presentation

4.

CLASS DISCUSSION: Discuss how trickster stories can reveal insights into a culture different from one’s own. Ask what students learned about the nation from a trickster story the class has read. What does a story/poem reveal about a culture that reading solely from an informational text does not? Ask students to write ideas down in their journal prior to class discussion.

Discuss

5.

WORD STUDY: As an individual and as a class, maintain index card files of words studied (e.g., tribe, tribute; nation, nationality, nationwide, culture, cultural, etc.). Keeping the words on index cards will help students when they sort words by prefix, suffix, root words, meaning, etc. Ask how do the prefixes and suffixes help students understand the meaning of the words while changing the part of speech? (Note: This should be an ongoing activity for the year.)

6.

ESSAY/ART CONNECTION: View the works from one of the selected tribes. Ask students what they can learn about the tribe by viewing the images. Ask the students to write an essay describing what they have learned by viewing the images/art.

Graphic Organizer: T-Chart

… 47 47

Grade: 5

Unit: 3

Title: Clues to a Culture

Dates of Instruction: _______________________

Cross-curricular Connections

Resources

Religion/Values: The Apostles’ Creed is a statement of our Catholic beliefs. How does a culture reflect the beliefs of its people? What are the examples in signs and language within a culture that express religious beliefs?

Online trickster tales for children (click on “Children’s Stories”): http://americanfolklore.net/folklore/tricksters/

Art: Students will look closely at the art of various cultures to determine what the art communicates about the culture.

View Pacific Northwest Native American Art on you-tube. Once there, click on “315 videos” to see other Native American art. http://www.youtube.com/watch?v=IspcYtCV0oA&feature=channel

Science Connection: All living things need food to stay alive. How do different cultures prepare, experience, and share food? Examine the foods of different cultures for their nutritional composition. Social Studies: How is culture expressed during holiday celebrations?

3-minute video history of Native Americans (good introduction to unit): http://video.nationalgeographic.com/video/kids/history-kids/nativeamericans-kids/

Assessing Student Understanding • Choose an event from one of the Native American stories read, and write about what was the most surprising about their experiences. • Have students write an essay response to the essential question, “How does literature provide clues to a culture?”

• Think about how art and music can provide insight or understanding about a culture. Write an essay about what was learned about Native Americans from viewing their Native American art or listening to their music.

Teacher Notes/Reflections

… 48 48

Grade: 5

Unit: 4

Essential Question How are fictionalized characters and real people changed through conflict?

Title: Countries in Conflict

Key Content: The student will… • • • • •

Read and write poetry about the Americas. Compare fiction and nonfiction books about the Mexican War of Independence and the Mexican Civil War. Analyze two accounts of the same event and describe important similarities and differences in the details they provide. Conduct research on a person or event from the Mexican Civil War time period. Create a multimedia presentation on a person or event of choice from the Mexican Civil War.

Unit Focus Students can choose from a variety of historical fiction, and compare and contrast this with informational text about the same time period. In order to hone a deeper understanding of the Mexican Civil War period beyond what is conveyed in print, students listen to music and examine art from the Mexican Civil War period.

Code RL.5.6 RI.5.5

•

Continue defining relationships between words (e.g., civil, civilization, and civilian). Write a historical narrative based in the Mexican Civil War time period.

Standard Describe how a narrator’s/speaker’s point of view influences how events are described. Recognize and describe how an author’s background/culture affects perspective.* Compare/contrast the structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Concept Author’s Point of View Compare and Contrast Text Structures Relationships

Explain the relationships/interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on information in the text.

RF.5.4

Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluency, prose/poetry orally with fluency, and use context to confirm, or self-correct. Write narratives of real or imagined experiences/events using effective technique, descriptive details, and clear sequence. Establish situation, use narrative techniques (dialogue, description, pacing, etc.) to develop events or show character’s responses; use transitional words/phrases/clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events.

Fluency

SL.5.4

Speaking clearly, and at understandable pace, give a report, or present an opinion, sequencing ideas logically, with relevant facts and descriptive details to support main ideas or themes.

Oral Presentation Skills

L.5.4

Determine the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading, using multiple strategies (context, cause/effect, comparison, Greek and Latin affixes/roots, and reference materials).

Vocabulary

W.5.3

ballad characterization conflict poetic terms, meter, rhyme, scheme, metaphor, simile • symbolism

•

RI.5.3

Vocabulary and Terms to Emphasize • • • •

Dates of Instruction: _______________________

W.5.11

Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/cultural features in the presentation.* *Indicates standard specific to NY only.

Writing Narratives

Presentation

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Grade: 5

Unit: 4

Title: Countries in Conflict

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos:

Strategies Think-pair-share

1.

CLASS DISCUSSION: Do a Think-pair-share cooperative learning activity to answer the question, “How do the symbols of Mexico provide strength during times of conflict?” Have students give examples from the poems and stories they’ve read.

2.

POETRY RESPONSE: Continue the “Poetic Devices Chart”–T-chart (begun in unit 1) that includes examples of similes, metaphors, alliteration, and onomatopoeia in poems from this unit. Have students write their own poem about America that uses at least two of the techniques found.

Graphic Organizer: T-chart

3.

ART APPRECIATION: How is war depicted through art? View a photo of the Mexican Civil War, and discuss what can be learned about the war, even before learning facts and reading literature from that time period.

Discuss

4.

LITERATURE RESPONSE: While reading a story, such as Bull Run, by Paul Fleischman, have students keep an ongoing list of words in their vocabulary journals to describe the main character(s) and their feelings. After finishing the book, ask students to choose the best adjectives that describe the character’s internal responses and external behaviors in response to conflicts experienced.

5.

CLASS DISCUSSION: Read and compare what you learn about slavery in America from fiction and nonfiction texts (e.g., Dear Austin: Letters from the Underground Railroad by Elvira Woodruff and If You Lived When There Was Slavery in America, by Anne Kamma. How does knowing the historical information enhance understanding of the fictional story? Think-Pair-Share, talk with a classmate to share ideas prior to group discussion.

6.

WORD STUDY: As an individual, keep a vocabulary note card file of words studied. This should be an ongoing activity for the year.

7.

GRAPHIC ORGANIZER: Make a T-chart of the positive and negative changes that are the outcome of conflict.

Vocabulary Journals

Think-pair-share

Vocabulary Note Cards

Graphic Organizer: T-chart

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Grade: 5

Unit: 4

Title: Countries in Conflict

Dates of Instruction: _______________________

Cross-Curricular Connections

Resources

Religion/Values: We are all created in God’s image and are equal in God’s eyes.

For Resources on the Mexican Civil War including background, documents and images: http://www.casahistoria.net/mexicorevolution.htm#2._The_Mexican_Revolu tion_1910-1920

Guiding Question: How do we welcome/accept people who are different? Science Connection: Many countries have animals and plants as symbols for their country. Research what those symbols are for several countries in the Americas (including the U.S.A.). Examine their habitats and where they can be found today. Identify which of these are endangered and why this is so.

Assessing Student Understanding • •

Compose a story that is set within a real historical context like the Mexican Civil War. Include a fictional character with a conflict to grow from, and incorporate authentic facts, photos, or artwork. Maintain a semantic web about the Mexican Civil War period learned from a variety of fiction and nonfiction; the chart should answer the following questions: o What is the conflict? o Why does this conflict occur? o Who is involved on each side of the conflict?

•

o How is the conflict resolved? o How does this conflict have an effect on our lives today? Write a research essay about an event from the Mexican Civil War, highlighting the causes and effects of the conflict. Part of the essay should explain the relationship or interaction between individuals or events. Present this report in a multimedia format to the class.

Teacher Notes/Reflections

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Grade: 5

Unit: 5

Essential Question What do people, real or imagined, learn from exploring their world?

Title: Exploration—Real or Imagined

Key Content: The student will… •

• •

Compare similarities and differences between two exemplar texts, such as Alice’s Adventures in Wonderland (Lewis Carroll) and The Little Prince (Antoine de Saint-Exupery) or The Lion, the Witch and the Wardrobe, by C.S. Lewis and The Tale of Despereaux, by Kate DiCamillo. Respond to poetry, prose, and informational text in writing and in class discussions. Explain how poetry is used within prose.

Unit Focus Students choose an exemplar text with a dream-like context— Alice’s Adventures in Wonderland, The Little Prince, or another chosen to be read with their peers and to examine what can be learned from the characters’ experiences. Students read informational texts, or biographies of explorers, to apply lessons learned from literature to informational text.

Code

Vocabulary and Terms to Emphasize

• • • •

Discuss how illustrations in the exemplar texts play a role in telling the story. Continue defining relationships between words (e.g., exploration, explorer, exploratory; character, characterization, characterize). Interpret figurative language, including similes and metaphors. Research and report on an explorer. Students write their own exploration story.

Standard

Concept

Explain how a series of chapters, scenes, or stanzas fit together to provide structure of a text.

RL.5.7

Analyze how visual elements contribute to the meaning/tone/ beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RI.5.8

Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and what evidence support which points. Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct).

Supporting Author’s Points Fluency

With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach according to grade 5 standards. Summarize text read aloud or information presented, including visually, quantitatively, and orally.

Process Writing

RF.5.4

SL.5.2

Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms/homographs). W.5.11 Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/cultural features in the presentation.* *Indicates standard specific to NY only. L.5.5

metaphor nonsense literature paradox parody soliloquy style symbol

•

RL.5.5

W.5.5

• • • • • • •

Dates of Instruction: _______________________

Structure of Text Analyze

Summarize Figurative Language Presentation/ Genre

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Grade: 5

Unit: 5

Title: Exploration—Real or Imagined

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos: Note: Students should have the opportunity to choose a book to read and discuss in groups. 1.

2.

PARTNER DISCUSSION: At the end of the students’ novel study, have students pair up with a partner, each having read different books, and share: What did the character learn about himself/herself by exploring their unique world? How the illustrations are part of the story, showing specific pages. How the music/songs from this unit reminded them of the story they read (if applicable). MEDIA APPRECIATION: How is reading Alice’s Adventures in Wonderland, The Little Prince, The Lion, the Witch and the Wardrobe, etc. similar to/different from watching a DVD version? Which is preferred? Why? Have students write their initial thoughts in their journals before discussing as a class.

3.

WORD STUDY: As an individual and as a class, keep vocabulary note cards, literal and figurative words, studied in this unit (e.g., exploration, explorer, exploratory; character, characterization, characterize). Keeping the words on index cards will help when the class sorts words by prefix, suffix, root words, meaning, etc. Ask students to think about how do word relationships help us understand the meaning of the words, while the prefixes and suffixes affect the part of speech and spelling? (Note: This will be an ongoing activity for the year.)

4.

INFORMATIONAL TEXT RESPONSE: After reading a nonfiction text such as My Librarian is a Camel by Margriet Ruurs, ask students to think about their perspective on the topic, such as “What do they think about the school library? How has access to library books changed?” “What are some ways that the author influenced their thinking?” Cite specific examples from the text during class discussion.

5.

WRITING ACTIVITY/ART CONNECTION: Provide students with a few famous self portraits from which to choose. Have students select one work to study. They should begin their exploration by creating a list of the visual elements in the painting. They will use their list to write a short story based on the painting, referring to their list and to the painting as they develop their story (see Resources).

6.

INFORMATIONAL TEXTS: Provide students with informational text selections based on fifth grade social studies curriculum such as: Columbus, Cortes, Pizarro, Marquette. Ask students to select one explorer and complete a reflective essay on the person they selected and what they learned from that person’s explorations.

Strategies Discussion

Journal

Vocabulary Note Cards

Discussion

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Grade: 5

Unit: 5

Title: Exploration—Real or Imagined

Dates of Instruction: _______________________

Cross-curricular Connections

Resources

Religion/Values: Select texts about characters that reflect Christian values and discover their moralities through their journeys.

Click on link. Next, click on “Main menu” to bring you to Frida Kahlo’s art and self portrait http://www.fridakahlofans.com/

Science Connection: Identify how knowledge of winds and currents (air and water) as well as astronomy were helpful to early explorers. Many inventions, such as the astrolabe, the sextant, and the chronometer were used in navigation to help early explorers. Investigate these tools, as well as modern technology and how they contribute to exploration and travel?

In Search box, type in →”Norman Rockwell” to find his self portrait: http://www.wikipaintings.org/

Social studies: Follow the travel routes of explorers past and present. Explore oceans and continents, latitude and longitude, geography and parallels, and meridians maps and aerial photos.

Click on link→on artists by nationality→Dutch→Vincent van Gogh to find his self portrait: http://www.wikipaintings.org/

Assessing Student Understanding • Students create an individual semantic map of the word “exploration” in order to help their understanding of the real and fictional types studied in this unit. • Students write an open-ended reflective essay response to the essential question.

• Have students write their own exploration story about a real or fictional character. The story should have a moral, or a lesson they want the reader to learn from the character.

Teacher Notes/Reflections

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Grade: 5

Unit: 6

Essential Question How can literature help us understand what it means to “grow up”?

Title: Coming of Age

Key Content: The student will… • • • • •

Define the term “coming of age novel.” Compare the treatment of coming of age in a variety of novels. Read and respond to literature and poetry in a variety of ways. Compare and contrast how characters in a story respond to challenges and what they learn from their experience. Research the steps that would be involved in turning a hobby or interest into a career.

Unit Focus In this unit, students choose one of many exemplar novels to study, using all the strategies and skills learned up until this point in the year. Students compare and contrast characters’ experiences to come up with their own definition for “coming of age novels.” Students research the historical context behind a novel. The culminating project is for students to create their own coming of age multimedia presentation with an introduction that answers the essential question.

Vocabulary and Terms to Emphasize • • • • • • •

climax dialogue foreshadowing imagery resolution style idiom such as: “act your age” “at the tender age of” “ripe old age”

Dates of Instruction: _______________________

Code

•

•

Compare fiction and nonfiction books about the Great Depression, such as the historical context for Bud, Not Buddy, by Christopher Paul Curtis. Write and publish a multimedia coming of age presentation.

Standard

Concept

RL.5.3

Compare/contrast two or more characters, settings, or events in a story or drama.

Compare/Contrast

RI.5.6

Analyze multiple accounts of the same event or topic, noting similarities/differences in the point of view they represent. Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency), and use context to confirm, or self-correct.

Analysis

With help, use technology and Internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of two pages in single sitting. Use prior knowledge or gather information from print/digital sources; summarize or paraphrase information in notes and final work; provide a list of resources. Include multimedia and visual displays in presentations when appropriate to add to main idea/theme.

Using Technology

L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, and listening; expand/combine/reduce sentences for meaning, reader/listener interest, and style; compare/contrast the varieties of English (e.g., dialects) used in stories, dramas, or poems.

Language Usage

W.5.11

Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/ cultural features in the presentation.*

Presentation/ Genre

RF.5.4 W.5.6 W.5.8 SL.5.5

Fluency

Research Multi-media Presentation

*Indicates standard specific to NY only.

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Grade: 5

Unit: 6

Title: Coming of Age

Dates of Instruction: _______________________

Suggested Activities/Investigations/Demos: 1.

2.

3.

4. 5.

6. 7.

8.

CLASS DISCUSSION: Ask students, “What is meant by the term ‘coming of age’ novel”? (Teacher Note: Prompting may be needed and answers would include: a story where a main character “grows up” by gaining knowledge or life experience; a story where we see a character transition from childhood to adulthood; a story where characters take on “adult” responsibility or learn a lesson, etc.) Create a class T-chart of characters they read about and ways they “grow up” in the stories. After students read their novels, generate definition that will help students to write about the topic. LITERATURE RESPONSE: Students keep a journal about their “coming of age novel” that specifies: The main character. The characteristics that enable him/her to overcome obstacles The obstacles faced. The character’s internal responses and external behaviors to these obstacles The events that lead up to climax, and, ultimately, the character’s growth GRAPHIC ORGANIZER: As a class, develop a story map with the following categories of the novels we’ve read. As the map is filled in, and at the end of the unit, use this information to make comparisons and generalizations about characters (and people) who undergo changes in their development: Setting. Main character who undergoes a change, and adjectives that describe him/her. Obstacles faced by the main character Climax (where/when the main character resolves the conflict). Resolution (how the story ends; what the character learns). CLASS DISCUSSION: Compare and contrast two or more characters, settings, or events across novels, drawing on specific information from each novel. What did students learn about themselves from these characters? POETRY RESPONSE: Have students read and discuss the connection between the two people in Emily Dickinson’s poem “I’m Nobody! Who Are You?” (see Resources). Ask them to relate the experience of the characters in the poem to the characters in their coming of age novel. Which characters might have a similar conversation? Ask students to justify their answers by citing specific details from the text. With whom has the main character connected? Is the character an outsider? MUSIC/ART APPRECIATION: View art and listen to music from the Great Depression (see Art, Music, and Media). Discuss how art and music can provide insight into historical events. What do you learn about these events by listening to music and looking at art? How do the arts provide comfort and solace in times of conflict? RESEARCH PROJECT/PRESENTATION: Part of “coming of age” means moving into adulthood and getting a job. Have students read informational text about people who followed their interests and turned them into careers, such as Lisa Dabek in Quest for the Tree Kangaroo. Prepare a multi-media presentation about the challenges people encountered as part of their work. Ask students to research the steps you need to take to be ready for the profession(s) in which they are interested. Have them include visual displays in their presentations. Have them present their findings to the class. RESEARCH PROJECT/PRESENTATION: Have students select a particular saint. They should research the saint’s life and consider how they might emulate the characteristics of this saint. Students may give a PowerPoint presentation to other classmates that outlines the saint’s life, and why this person is someone they want to be more like.

Strategies Graphic Organizer: T-chart

Journal

Story Map

Compare and Contrast

Discussion Discussion

Multi-media Presentation

Multi-media Presentation

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Grade: 5

Unit: 6

Title: Coming of Age

Dates of Instruction: _______________________

Cross-Curricular Connections

Resources

Religion/Values: Confirmation is the time in a Catholic person’s life when they are asked to affirm their faith as a young adult. Students should be able to answer the question, “Are you growing in your faith enough to answer God’s call?”

Click on the link→ for Emily Dickenson; type, “I’m nobody” into the search box; click on the poem title http://www.poemhunter.com/

Social Studies: Students will learn how culture and experiences influence people’s coming of age, as well as perceptions of places and regions in the United States and other countries. The class should discuss how the children of other cultures celebrate their coming of age.

For the most famous depression era song, Brother, Can You Spare a Dime, click on the link, scroll down the page and click on the left hand side, for Rudy Vallee version: http://www.npr.org/2008/11/15/96654742/a-depression-era-anthem-for-ourtimes Click on link for a gallery of Depression art. http://www.english.illinois.edu/maps/depression/artgallery.htm

Assessing Student Understanding • After students read their novels, have them create a “coming of age” comic strip that outlines the key events and supporting details that the main character went through to “grow up.” • Based on the reading of Bud, Not Buddy, have students look back to what they learned during “Countries in Conflict” (unit 4), and compare it to what they learned about life during the Great Depression. How did life change for African-Americans from the beginning of the Civil War to the end of the Great Depression? How did it stay the same?

• Have students write their own coming of age multimedia presentation. They can create an iMovie, write a poem, write a song, start a blog, etc. They should create a character with an obstacle to overcome. How does he/she overcome it? The presentation should begin with an introduction that answers the essential question: “How can literature help us understand what it means to ‘grow up’?”

Teacher Notes/Reflections

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