Grade 5 Language Arts/Writing Unit 5 of 15
Narrative: Realistic Fiction Overview
Overall days:
15
1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented.) Correlates with Reading Units 2.4, 2.5, 2.6 Foundational Skills
Handwriting
Conventions
Students will review and practice using correct spacing to improve penmanship during whole group instruction and independent practice. Students will review and practice cursive letter formation during whole group instruction and independent practice. Students will understand, identify and provide examples of main and helping verbs through whole group and independent practice. Students will understand and apply rules of subject-verb agreement through whole group and independent practice. Higher Order Concepts, Skill, & Strategies
Writing
Students will demonstrate their understanding of narrative writing by creating a short story, incorporating the features of realistic fiction, in which the main character stands up for what is right. Reading Selections
The following reading selections will support student understanding of the text type they are studying: A Summer’s Trade, Pearson/Scott Foresman Reading Street, Grade 5, Unit 2, Vol. 2, pp. 264-267
Essential questions students should be able to answer by end of unit: Unit Question: What makes people want to do the right thing? Weekly Questions: Why do people make sacrifices for others? How can people promote freedom?
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Written Curriculum COMMON CORE STATE STANDARDS .
WRITING Text Types and Purposes W5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge W5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Range of Writing W5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SPEAKING AND LISTENING Comprehension and Collaboration SL5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Providence Public Schools, in collaboration with the University of Connecticut’s Center for Behavioral Education and Research
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d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas SL5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
LANGUAGE Conventions of Standard English L5.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor). L5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language L5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition and Use L5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
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Notes, Clarifications, and Prerequisites W5.3 Narrative In previous grades, students focused their narrative development work on learning how to orient the reader by establishing a situation, how to use transition words and phrases to manage the sequence of events, provide a conclusion that follows from the narrated experience or events and use concrete words and sensory details to convey experiences and events precisely. This year they will continue to build on this work but additionally will focus on using narrative techniques and pacing as well as clauses to manage the sequence of events. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for fourth graders, so provide appropriate time and support. W5.5 Process In previous grades students responded to questions and suggestions from peers, added details to strengthen writing, focused on a topic during the planning stage of writing, edited and revised their writing, used peer support in and adult support while engaging in the writing process, developed their planning skills and edited for conventions from the language standards that were being addressed. These skills will continue to be practiced at this grade level. Additionally, students will be expected to rewrite and/or try a new approach when engaging in the writing process. W5.6 Technology In previous grades, students explored a variety of digital tools and used keyboarding skills to produce and publish writing in collaboration with peers and with guidance and support from adults. At this point they should be working on demonstrating sufficient command of keyboarding skills to type a minimum of one page in a single sitting. In addition, in this grade level students begin to use the internet to produce and publish their writing. W5.7 Research In previous grades students began to conduct short research projects. In this grade, students will be expected to continue this development by learning how to use several sources to build their knowledge. At this point, this is a new skill and will need direct, explicit instruction with a focus at the introductory level. Conducting this type of research may difficult for fifth graders, so provide appropriate time and supports. W5.8 Information In previous grades, students were expected to be able to gather relevant information from print and digital sources, take brief notes on sources, sort evidence into categories and provide a list of sources for the information they gathered. In fifth grade, they will continue to develop these skills and additionally practice summarizing or paraphrasing information in notes and finished work. At this point in the year, this is a new skill and will need direct, explicit instruction with a focus at the introductory level.
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Grade 5 Unit 5 Text Type Elements NARRATIVE WRITING WRITING FRAME Text type: Narrative (W3) Specific type of writing: Short Story Topic: Students will write a short story that focuses on characters that overcome obstacles and stand up for what is right. Purpose: To entertain Audience: 5th-grade classmates Writing will support: Understanding the elements of realistic fiction Writing should include: Essential elements in students’ narrative writing (see below). Research and Note taking: Not applied for this publication.
Process Strategies Publication: Students will compose a short story. Their writing should include elements of a short story (i.e., well developed characters, dialogue, setting, plot sequenced in logical order, conflict, resolution, conclusion, and climax). The story should be realistic fiction focusing on a main character standing up for what is right. Assessment: See ancillary writing materials for text-type specific rubric Relevant Reading Street Resources: Throughout the 3 week unit call attention to the concept questions and readings relating to why people do the right thing. ESSENTIAL ELEMENTS IN STUDENTS’ NARRATIVE WRITING Orient the reader by establishing a situation and introduce a narrator and/or characters Organize an event sequenced that unfolds naturally Use narrative techniques such as dialogue, description and pacing to develop experiences and events or show the responses of character to situations Use a variety of transition words, phrases, and clauses to manage the sequence of events Provide a conclusion that follows from the narrated experiences or events Use concrete words and phrases and sensory details to convey experiences and events precisely REALISTIC FICTION Definition: A classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. It is categorized as historical or contemporary based upon the time period of publication (Contemporary begins at 1960). Experts define categories of realistic fiction using aspects of theme (e.g., survival friendship diversity, tolerance, environmental preservation, courage, freedom, justice). What does it look like? A short story containing elements of a narrative and includes a beginning, middle, and end, with characters that seem real. Charactersengage in actions and situations that could really happen. Key structures, features, and elements Can be humorous, adventurous, and/or imaginative Has a theme rather than a topic that reflects realistic and human life experiences An identifiable problem that gives shape to the plot o Beginning-introduction of characters, setting, problem Providence Public Schools, in collaboration with the University of Connecticut’s Center for Behavioral Education and Research
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o Middle-development and elaboration of a problem or tension, introduction of other elements o Conclusion-resolution or acceptance of inevitable Characters, mood, tension, strength of story line, and setting are interwoven and interdependent elements Characters should be true to life, are confronted with challenges, and behave in realistic ways Often rely on sensory details for impact Usually include description and dialogue ALIGNING CCSS AND NARRATIVE WRITING Common Core State Expectations (W5.3.a) Orient the reader by establishing a situation and introduce a narrator and/or characters
(W5.3.e) Provide a conclusion that follows from the narrated experiences or events
Narrative Writing Introduction should include main character that is true to life and behaves in realistic ways. The setting should also be introduced. Plot should develop sequentially, unfolding into a problem/conflict or tension that will lead to a resolution that exhibits the concept of doing the right thing. Dialogue should be meaningful and used to develop characters and help the story progress. Dialogue can also build tension and lead to plot development. Pacing of a short story should cover a short period of time (e.g., ranging from one hour to 1-2 day span). Transitional words and phrases should be used to link events in the story sequentially. Clauses can be used for emphasis on setting, events, or character development (e.g., “His face was grim, especially his cold, dark eyes”). Conclusion should reflect the theme of doing the right thing while providing closure.
(W5.3.d) Use concrete words and phrases and sensory details to convey experiences and events precisely
Use concrete words and phrases and sensory details throughout to convey experiences and events precisely.
(W5.3.a) Organize an event sequenced that unfolds naturally (W5.3.b) Use narrative techniques such as dialogue, description and pacing to develop experiences and events or show the responses of character to situations
(W5.3.c) Use a variety of transition words, phrases, and clauses to manage the sequence of events
Other not specified in CCSS: Please note that the resolution is different from the conclusion. The resolution should provide a solution to the problem/conflict of the story before the conclusion is stated.
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Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 1 Summative/Unit Assessment for details about this assessment. Score each student’s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
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Grade 5, Language Arts/Writing Unit 5.1
Taught Curriculum Writing Unit 5.1 (Unit 5, Week 1) Learning Objectives Handwriting
Conventions
Writing
Students will improve cursive penmanship by practicing the use of correct size, slant, and form of capital and lowercase I by writing sentences during whole group instruction and independent practice. Through oral practice in whole group, students will understand, respond to questions, and provide examples of main and helping verbs. Students will apply their understanding of main and helping verbs to generate individual sentences both orally and in writing. Students will identify additional examples of main and helping verbs within the week’s readings. Given short compositions with errors, students will rewrite the composition editing for main and helping verbs. Through engaging in class discussion, students will understand the key features of narrative writing. Through engaging in class discussion, students will compare and contrast realistic fiction to other types of writing. Students will use key vocabulary related to narrative writing (example: well-developed characters, dialogue, setting, plot sequenced in logical order, conflict, resolution, conclusion, and climax) in order to discuss the elements of realistic fiction. Through whole class analysis, students will identify and chart the key elements of narrative writing by looking at examples of realistic fiction. Students will apply their knowledge of the key elements of narrative writing in order to identify a topic and audience for their realistic fiction piece. Students will brainstorm a setting and a main character that behaves realistically and stands up for what is right. Students will identify and understand the elements of narrative writing by using the SUTW color coding system to indicate these features.
Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Daily Handwriting, TE p.179d Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Conventions Lessons, TE pp. 179d, 189c, 195e, 201c, 201o
Providence Writing Resource Guide: Conventions routine A days 1-5
Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1
Sopris West Step Up to Writing Intermediate Level: Teacher’s Guide: - 4-1 Introducing two kinds of writing (p.132-134) - 6-1 Introducing Story Elements (p.248-249) - 6-2 Learning Story Elements (p. 249-251) - 6-9 Creating and Developing Characters (pp. 265-266) - 6-10 Planning for Changes in Characters (p. 267) Tools: 4-1a, b; 6-1a,b,c; 6-2a, b,c; 10-1a, , 6-9a, 6-10a Bonus tool: 4-11 Handy Pages: Two Kinds of Writing (front cover) Poster: Intermediate Poster No.1
Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: pp.264-277
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Grade 5, Language Arts/Writing Unit 5.1
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary committed, consequences, selflessness, sacrifice, integrity, honorable, principled Genre/Text Type Specific Vocabulary problem, solution, conclusion, resolution, dialogue, climax
Planning and Instructional Delivery Considerations Writing: When discussing and charting the key features of realistic fiction, teachers may revisit the story, A Summer’s Trade, for the purpose of “reading like a writer”. As students skim and scan the story, they can also note various ways in which the author develops those key features. Note that in the SUTW lessons, new colors (lilac and purple) are introduced as a part of planning in narrative writing. Daily instruction should begin with discussion revolving around text type specific vocabulary. The following is an approximation of instruction for the week: – Day 1: introduce two kinds of writing; – Day 2: introduce story elements; – Day 3: identify story elements within a given text; – Days 4 &5: focus on character planning and development.
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Grade 5, Language Arts/Writing Unit 5.1
Assessed Curriculum 5.1 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept.
Day 2: Teacher checks to see if students can use the convention concept in writing. Day 3: Teacher checks to see if students can identify and describe the convention concept. Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only. Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention.
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Grade 5, Language Arts/Writing Unit 5.2
Taught Curriculum Writing Unit 5.2 (Unit 5, Week 2) Learning Objectives Handwriting
Conventions
Writing
Students will improve cursive penmanship by focusing on smoothness in writing of capital and lowercase U by writing sentences during whole group instruction and independent practice. Through oral practice in whole group, students will understand, respond to questions, and provide examples of subject-verb agreement. Students will apply their understanding of subject-verb agreement to generate individual sentences both orally and in writing. Students will identify additional examples of subject-verb agreement within the week’s readings. Given a prompt related to the week’s reading, students will create a short response using possessive nouns.
Students will apply their understanding of the SUTW color coding system to organize their ideas and plan their narrative writing. Students will apply their knowledge of prewriting/planning strategies needed to write realistic fiction (short story) through whole group discussion and independent planning/writing. Students will demonstrate their knowledge of the key elements of realistic fiction (short story) through the development of a first draft. Students will demonstrate an understanding of plot by developing sequential events that unfold naturally and lead to a resolution that exhibits the concept of doing the right thing. Students will apply their understanding of dialogue by implementing it in a meaningful way to develop characters and help the story progress. Students will apply their knowledge of the key structures, features and elements of realistic fiction (short story) to setting a goal for revision.
Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Daily Handwriting, TE p.205d Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Conventions Lessons , TE pp. 205d, 213c, 221e, 229c, 229o
Providence Writing Resource Guide: Conventions routine B days 1-5
Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 2
Sopris West Step Up to Writing Intermediate Level: Teacher’s Guide: - 6-7 Quick Sketch and Quick Note Planning (pp.262-264) - 6-12 Ways to Begin a Story (pp. 272-274) Tools: 6-7b – 6-7f, 6-12a - d Bonus tool: 4-11, 6-12-1 Handy Pages: 20 and 23 Poster: Intermediate Poster No. 2 and 3
Students will conference with peers and/or teachers to get feedback on their drafts and develop a plan for revision.
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Grade 5, Language Arts/Writing Unit 5.2
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary Not applicable at this time Genre/Text Type Specific Vocabulary Not applicable at this time
Planning and Instructional Delivery Considerations Writing: As students draft their short stories, they should be using previously taught conventions. Students will use planning tools from this current week and week one to write their drafts. When teaching lesson SUTW 6-12, “Ways to Begin a Story”, teachers should choose only three of the strategies presented.
Assessed Curriculum 5.2 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept. Day 2: Teacher checks to see if students can use the convention concept in writing. Day 3: Teacher checks to see if students can identify and describe the convention concept. Day 4: Teacher reviews rewriting, checking for editing of the convention concepts. Day 5: Teacher evaluates whether the student has correctly edited for the convention concept.
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Grade 5 Language Arts/Writing Unit 5.3
Taught Curriculum Writing Unit 5.3 (Unit 5, Week 3) Learning Objectives Handwriting
Conventions
Writing
Not addressed in this week
Students will review conventions taught within the unit by generating individual sentences both orally and in writing. Students will review conventions taught within the unit within the week’s readings. Given a prompt related to the week’s reading, students will create a short response using conventions taught within the unit.
Students will learn and practice the strategies of revising and editing by participating in whole class, small group or independent practice. Students will demonstrate an understanding of the revision process by revising their personal narrative draft through the use of the revision checklist (SUTW). Students will edit their writing by using the CUPS strategy, emphasizing usage of subjects and predicates. Students will learn and practice the strategy of conferring by discussing drafts with peers and/or adults. Students will demonstrate an understanding of narrative writing by publishing and sharing their personal narratives with specific audience.
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Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Daily Handwriting, TE p. 233d Pearson/Scott Foresman Reading Street, Unit 2, Vol. 1: Conventions Lessons, TE pp.233d, 243c, 251e, 257c, 257o
Providence Writing Resource Guide: Conventions routine A days 1-5
Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 3
Sopris West Step Up to Writing Intermediate Level: Teacher’s Guide: - 10-3 Checklists for Revision (pp. 414-415) - 6-9 Creating and Developing Characters (pp. 265-266) - 6-10 Planning for Changes in Characters (p. 267) - 6-12 Ways to Begin a Story (pp. 272-274) Tools: 10-3a, 6-9a, 6-10a, 6-12a, b, c Bonus tool: 4-11, 6-9-1, 6-12-1
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Grade 5 Language Arts/Writing Unit 5.3
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary Not applicable at this time Genre/Text Type Specific Vocabulary problem, solution, conclusion, resolution, dialogue, climax
Planning and Instructional Delivery Considerations Writing:
Note that students can also use SUTW tools for developing character ( 6-9a and 6-10a) and beginning a story (6-12a, b) as tools for revision as well as initial planning. Since students have previously revised their work using more powerful verbs in the journal writing unit, they can continue with this revision technique in addition to those mentioned above. Once the students have been introduced to the neat paper rules, share with them that these are the expectations from this point forward. The editing with CUPS should focus on subject and verb agreement as previously taught in week one convention lessons.
Assessed Curriculum 5.3 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept.
Day 2: Teacher checks to see if students can use the convention concept in writing. Day 3: Teacher checks to see if students can identify and describe the convention concept. Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only. Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention.
Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 1 Summative/Unit Assessment for details about this assessment. Score each student’s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
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Notes
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