HARMONY DC PUBLIC CHARTER SCHOOLS ELA CURRICULUM MAP 5 th Grade PACING GUIDE BY UNITS

HARMONY DC PUBLIC CHARTER SCHOOLS ELA CURRICULUM MAP 5th Grade PACING GUIDE BY UNITS August September UNIT 1 17 days October UNIT 2 19 days Nove...
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HARMONY DC PUBLIC CHARTER SCHOOLS ELA CURRICULUM MAP 5th Grade

PACING GUIDE BY UNITS August

September

UNIT 1 17 days

October

UNIT 2 19 days

November

December

January

UNIT 3 UNIT 4 UNIT 5 15 days 10 days 19 days

February

UNIT 6 23 days

March

April

UNIT 7 UNIT 8 14 days 19 days

May

UNIT 9 24 days

June

Grade 5 Week 1 1 2 3

4

5

Week 2 1 2 3

4

Week 3 1 2 3

5

4

5

Week 4 1 2 3

4

5

Week 5 1 2 3

U1: Personal Narratives Week 9 1 2 3

4

5

Week 10 1 2 3

4

Week 11 1 2 3

5

U3: Poetry Week 17 1 2 3

4

5

Week 18 1 2 3

4

5

Week 6 1 2 3

4

5

Week 12 1 2 3

4

5

Week 13 1 2 3

4

5

Week 14 1 2 3

4

5

Week 26 1 2 3

4

U4: Contemporary Fiction 4

Week 19 1 2 3

5

4

5

U8: A Midsummer Night's Dream

Week 27 1 2 3

5

Week 7 1 2 3

4

5

U2: Early American Civilizations

4

5

Week 20 1 2 3

4

5

4

5

Week 8 1 2 3

Week 28 1 2 3

4

5

5

U3: Poetry Week 15 1 2 3

4

5

Week 16 1 2 3

4

5

Week 21 1 2 3

4

5

Week 22 1 2 3

4

5

Week 23 1 2 3

4

5

Week 24 1 2 3

4

5

U7: The Reformation 5

4

U5: Don Quixote

U6: The Renaissance Week 25 1 2 3

4

Week 29 1 2 3

4

5

Week 30 1 2 3

U9: Native Americans

October 29, 2014

4

5

Week 31 1 2 3

U8 4

5

Week 32 1 2 3

4

5

UNITS INTRODUCTION

Unit 2

Early American Civilizations Teacher Guide GRADE 5 Core Knowledge Language Arts®

Introduction Unit 2: Early American Civilizations Unit 2: Early American Civilizations This introduction includes the necessary background information to teach the Early American Civilizations unit. This unit contains 15 daily lessons, plus four Pausing Point days that may be used for differentiated instruction. Lessons and activities address various aspects of a comprehensive language arts curriculum aligned to the Common Core State Standards-English Language Arts (CCSS-ELA): reading, writing, spelling, grammar, and morphology. A chart indicating which lessons in the Early American Civilizations unit address content from the Core Knowledge Sequence (Core Content Objectives) and Common Core State Standards (CCSS) is located on the CKLA Teacher Resources website at http://ckla.amplify.com. Each entire lesson will require a total of 90 minutes. Lesson 15 is devoted to a unit assessment. As noted, four days are intended to be used as Pausing Point days. You may choose to use all four days at the end of the unit, or you may use one day immediately after Lesson 6 and three days at the end of the unit. If you use one Pausing Point day after Lesson 6, you may administer Activity Page PP.1 to assess students’ understanding of the content at this midpoint, or you may use the day to focus on writing, spelling, grammar, or morphology skills covered in Lessons 1–6. It is recommended that you spend no more than 19 days total on this unit.

Why the Early American Civilizations Unit Is Important The Big Idea of this unit is that large complex civilizations, including those of the Maya, Aztec, and Inca, developed in the Americas prior to the arrival of Europeans. This unit orients students to the geography, region, climate, flora, and fauna of the Americas. It also presents an overall history and timeline highlighting the rise and fall of the Maya, Aztec, and Inca civilizations. In addition, the unit describes innovations and discoveries of the Maya, Aztec, and Inca and features myths from these ancient civilizations.

Core Content Objectives Addressed in Core Knowledge Language Arts During Previous Grades Students who have received Core Knowledge Language Arts (CKLA) instruction in Grades K–3 will already have pertinent background knowledge for this unit. Units in which students have been taught this relevant background knowledge are:

Note To prepare for this unit, read this entire introduction, preview the unit and content assessments, and preview the Teacher Resources section of this Teacher Guide. You may wish to collect assessment Activity Pages 15.2, PP.1, and PP.2 from students before beginning the unit.

• Columbus and the Pilgrims (Kindergarten) • Early World Civilizations (Grade 1) –– Explain the importance of the Tigris and Euphrates Rivers and the use of canals to support farming and the development of the city of Babylon

Core Knowledge Language Arts  |  Grade 5

Introduction | Unit 2

1

–– Explain why a written language is important to the development of a civilization –– Explain why rules and laws are important to the development of a civilization –– Explain the ways in which a leader is important to the development of a civilization –– Identify hieroglyphics as the system of writing used in ancient Egypt –– Identify Tutankhamun as a pharaoh of ancient Egypt and explain his significance • Early American Civilizations (Grade 1) • Early Asian Civilizations (Grade 2) –– Describe the key components of a civilization –– Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall) • The Ancient Greek Civilization (Grade 2) –– Define the term civilization –– Explain that the ancient Greeks worshipped many gods and goddesses • The Ancient Roman Civilization (Grade 3) –– Explain why ancient Rome was considered a civilization –– Define the terms BC/BCE and AD/CE –– Describe the many structures the ancient Romans built, including roads, bridges, aqueducts, and amphitheaters • Astronomy (Grade 3)

Overview The following is an overview of the unit schedule. Lesson 1 Lesson 2 Lesson 3 Core Connections

Reading

Review Prior Knowledge

Small Group: Chapter 2 “Golden Age of the Maya”



45 min.

45 min.

Word Work: Game Reading

45 min.

Read-Aloud: Chapter 1 “The Rise of Early American Civilizations” Word Work: Diverse

Grammar

15 min.

Introduce Subject and Predicate

Unit 2 | Introduction

45 min.

Reading

Lesson 5 45 min.

Close Reading: Chapter 2 “Golden Age of the Maya”

45 min.

Read Aloud: Chapter 4 “Myths of the Maya”

Writing

Writing

45 min.

Plan and Draft a Paragraph

Grammar

15 min.

Practice Subject and Predicate; Introduce Run-On Sentences Morphology 15 min.

Introduce Prefixes il– and ir–

Practice Prefixes il– and ir–

Writing

Writing

15 min.

Reading

Whole Group: Chapter 3 “Hidden Secrets in the Word Work: Symbolize Rainforest” Word Work: Distinct

Morphology 15 min.

Paraphrase from a Text

2

Reading

Lesson 4

Word Work: Vast 45 min.

Take Notes

15 min.

Introduce the Codex Project and Rubric

Grade 5  |  Core Knowledge Language Arts

Unit 6

The Renaissance Teacher Guide GRADE 5 Core Knowledge Language Arts®

Introduction Unit 6: The Renaissance This introduction includes the necessary background information to teach The Renaissance unit. This unit contains 19 daily lessons, plus four Pausing Point days that may be used for differentiated instruction. You may choose to use all four days at the end of the unit, or you may use one day immediately after Lesson 7 and three days at the end of the unit. If you use one Pausing Point day after Lesson 7, you may administer Activity Page PP.1 to assess students’ understanding of the content at this midpoint, or you may use the day to focus on writing, spelling, grammar, or morphology skills covered in Lessons 1–7. Each entire lesson will require a total of 90 minutes. Lesson 15 is devoted to a unit assessment. Lessons 16–19 of this unit are devoted exclusively to writing instruction. It is recommended that you spend no more than 23 days total on this unit. Lessons and activities in this unit address various aspects of a comprehensive language arts curriculum aligned to the Common Core State Standards-English Language Arts (CCSS-ELA): reading, writing, spelling, grammar, and morphology. A chart indicating which lessons in The Renaissance unit address content from the Core Knowledge Sequence (Core Content Objectives) and the CCSS is located on the CKLA Teacher Resources website at CKLA.Amplify.com and also at CoreKnowledge.org/CKLA-files.

Note To prepare for this unit, read this entire introduction, preview the unit and content assessments, and preview the Teacher Resources section of this Teacher Guide. You may wish to collect assessment Activity Pages 15.2, PP.1, and PP.2 from students before beginning the unit.

Why The Renaissance Unit Is Important The Big Idea of this unit is that the Renaissance was a cultural movement that began in Italy and swept through Europe. During the Renaissance, increased trade between European countries led to increased wealth, power, and influence of the middle class. This increased wealth allowed merchants and businessmen to support artists as their patrons. Scholars, philosophers, and artists turned to the works of the ancient Greeks and Romans for inspiration. This unit provides students with a broad exposure to the art and literature of this time period, through the works of renowned masters such as Leonardo da Vinci, Michelangelo, Raphael, Donatello, Brunelleschi, Botticelli, Bruegel, Dürer, Van Eyck, Machiavelli, Castiglione, Cervantes, and Shakespeare.

Core Content Objectives Addressed in Core Knowledge Language Arts During Previous Grades

Note This unit provides a valuable opportunity for cross-curricular collaboration with an art teacher or department. Throughout this unit, such opportunities will be highlighted, but it is suggested you consult with the art teacher before beginning the unit.

Students who have received Core Knowledge Language Arts (CKLA) instruction in Grades K–4 will already have pertinent background knowledge for this unit. These students may have gained relevant background knowledge during the following domains:

The Ancient Greek Civilization (Grade 2) • Describe how the contributions of the ancient Greek civilization have influenced the present

Core Knowledge Language Arts  |  Grade 5

Introduction | Unit 6

1

The Ancient Roman Civilization (Grade 3) • Identify some of the contributions of the ancient Roman civilization, and describe how they have influenced the present • Describe the many structures the ancient Romans built, including roads, bridges, aqueducts, and amphitheaters

The Middle Ages (Grade 4) • Explain that towns developed during the Middle Ages as a result of increasing trade among people • Explain that a middle class, which included merchants and craftsmen, grew in importance during the Middle Ages • Explain the importance of the Church in the everyday lives of Europeans in the Middle Ages • Describe the power and wealth of the Church during the Middle Ages and its influence over kings and political decisions

Overview The following is an overview of the unit schedule. The Teacher Guide uses the following color-coding: purple for reading lessons; red for grammar, morphology, and spelling lessons; and green for writing lessons. Lesson 1 Core Connections

Review Prior Knowledge

45 min.

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Reading 45 min. Whole Group: Chapter 2 “The Early Renaissance”

Reading 45 min. Small Group: Chapter 3 “The Spirit of the Renaissance”

Reading 45 min. Close Reading: Chapter 3 “The Spirit of the Renaissance”

Word Work: Embodiment

Word Work: Refinement

Word Work: Uncharted

Reading 45 min. Whole Group: Chapter 4 “Michelangelo and Raphael”

Writing 45 min. Write an Informational Paragraph

Grammar 15 min. Practice Linking Verbs in the Past Tense

Reading 45 min. Grammar 15 min. Read-Aloud: Chapter Introduce Linking 1 “An Italian Rebirth” Verbs in the Past Tense Word Work: Inspire

2

Unit 6 | Introduction

Word Work: Reluctantly

Morphology 15 min. Introduce Prefixes im– and in–

Morphology 15 min. Practice Prefixes im– and in–

Writing 15 min. Respond to a Writing Prompt

Writing 15 min. Respond to a Writing Prompt

Writing 45 min. Write an Informational Paragraph

Grade 5  |  Core Knowledge Language Arts

Unit 7

The Reformation Teacher Guide GRADE 5 Core Knowledge Language Arts®

Introduction Unit 7: The Reformation This introduction includes the necessary background information to teach The Reformation unit. This unit contains 10 daily lessons, plus four Pausing Point days that may be used for differentiated instruction. You may choose to use all four days at the end of the unit, or you may use one day immediately after Lesson 6 and three days at the end of the unit. If you use one Pausing Point day after Lesson 6, you may administer Activity Page PP.1 to assess students’ understanding of the content at this midpoint, or you may use the day to focus on writing, spelling, grammar, or morphology skills covered in Lessons 1–6. Each entire lesson will require a total of 90 minutes. Lesson 10 is devoted to a unit assessment. It is recommended that you spend no more than 14 days total on this unit. Lessons and activities in this unit address various aspects of a comprehensive language arts curriculum aligned to the Common Core State Standards-English Language Arts (CCSS-ELA): reading, writing, spelling, grammar, and morphology. A chart indicating which lessons in The Reformation unit address content from the Core Knowledge Sequence (Core Content Objectives) and the CCSS is located on the CKLA Teacher Resources website at CKLA.Amplify.com and also at CoreKnowledge.org/CKLA-files.

Why The Reformation Unit Is Important The Big Idea of this unit is that the Reformation was a movement involving religious and political upheaval that shifted the power in Europe from the Catholic Church to the state and led to the creation of Protestantism. Gutenberg’s invention of an efficient printing press helped fuel the Reformation movement and allowed Martin Luther’s and others’ ideas to spread quickly. Great advances in science were also made during this time, some of which challenged religious doctrine and contributed to the undermining of the power of the Catholic Church.

Core Content Objectives Addressed in Core Knowledge Language Arts During Previous Grades and Units Students who have received Core Knowledge Language Arts (CKLA) instruction in Grades K–4 and up to this point in Grade 5 will already have pertinent background knowledge for this unit. These students may have gained relevant background knowledge during the following domains and units:

Note To prepare for this unit, read this entire introduction, preview the unit and content assessments, and preview the Teacher Resources section of this Teacher Guide. You may wish to collect assessment Activity Pages 10.2, PP.1, and PP.2 from students before beginning the unit.

Columbus and the Pilgrims (Kindergarten) Early World Civilizations (Grade 1) • Identify Judaism, Christianity, and Islam as monotheistic world religions • Define monotheism as the belief in one God

Core Knowledge Language Arts  |  Grade 5

Introduction | Unit 7

1

• Explain that Christianity developed after Judaism • Explain that followers of Christianity are called Christians • Identify the Bible as the Christian holy book • Identify that a Christian house of worship is called a church

Astronomy (Grades 1 and 3) • Recognize the sun in the sky • Explain that the sun, moon, and stars are located in outer space • Identify Earth as a planet and our home • Explain that Earth orbits the sun • Describe stars as large, although they appear small in the night sky • Explain that astronomers study the moon and stars using telescopes • Explain that our solar system includes the sun and the planets that orbit around it • Describe tools and methods used to study space and share information • Describe the life and contributions of Copernicus • Recall key details about the history of space exploration (e.g., Galileo’s invention of the telescope; Sputnik I; Apollo 11; and the Hubble Space Telescope)

The Ancient Greek Civilization (Grade 2) • Define the term civilization • Describe how the contributions of the ancient Greek civilization have influenced the present • Identify Socrates, Plato, and Aristotle as famous philosophers of ancient Greece

The Ancient Roman Civilization (Grade 3) • Locate Rome on a map and identify it as the capital of present-day Italy and the approximate area where the ancient Roman civilization began • Define the terms BC/BCE and AD/CE • Describe the development of Christianity during the Roman Empire, including the persecution of Christians • Identify Latin as the language of ancient Rome and the origin of the Romance languages

2

Unit 7 | Introduction

Grade 5  |  Core Knowledge Language Arts

Colonial America (Grade 3) The Middle Ages (Grade 4) • Identify the Middle Ages as the approximately 1,000-year time period in Europe between ancient and modern times • Describe the Middle Ages as a time that had both negative aspects, such as conflict and hardship, and positive aspects, such as creation and innovation • Explain the importance of the Church in the everyday lives of Europeans in the Middle Ages • Describe the power and wealth of the Church during the Middle Ages and its influence over kings and political decisions • Describe the role of monks in the Middle Ages • Identify the Middle Ages as a time of transformation

The Renaissance (Grade 5) • Describe patrons as wealthy merchants who supported artists during the Renaissance movement • Explain that the Renaissance was marked by an interest in the natural world • Identify the Medici family in Florence and the popes in Rome as patrons of the arts and learning • Explain that patrons’ motivation for supporting art was linked to the fame it brought them

Core Knowledge Language Arts  |  Grade 5

Introduction | Unit 7

3

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