Grade 5
Focus Standard
ELA
Objective (s)
Theme 2
Who Makes the Rules?
Activities / Materials
Assessment
Reading Literature / Informational Text
Essential Questions
What rules do we follow at school?
What would happen if there were no rules?
Why do people break rules?
How are rules different from laws?
Who decides how rules or laws are applied?
How can we ensure that rules/laws are applied
to everyone in the same way?
What are civil rights?
How can we respond when our civil rights are
violated?
Students will:
-"Draw conclusions about
characters within a text based on
the characters' thoughts, actions,
feelings, dialogue, etc.
-Investigate character development
in depth by focusing on how
animals and their traits are
personified in literature
KEY IDEA AND DETAILS
RL.5.1. Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
-Draw conclusions about texts by
answering questions to understand
the important information about
characters, both explicit and
inferred, during whole group and
partner work
RI.5.2. Determine two or more main ideas of a
text and explain how they are supported by key
details; summarize the text.
- Compare and contrast coming-ofage stories by identifying similar
themes
CRAFT AND STRUCTURE
RL.5.6. Describe how a narrator’s or speaker’s
point of view influences how events are
described.
- Compare, contrast, and connect
ideas using graphic organizers
INTEGRATION OF KNOWLEDGE
AND IDEAS
RI.5.7.
Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
-Compare and contrast various
types of natural disasters
-Determine main idea and support
details in various nonfiction texts
-Identify cause and effect
relationships in various nonfiction
texts
- Analyze explicit and implicit main
ideas, details, sequence of events,
and cause-effect relationships in
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
“Eye of the Storm” Houghton Mifflin Nonfiction
Riding Out the Storm Leveled Reader Realistic Fiction
White Dragon Leveled Reader Nonfiction
Hurricane Opal Leveled Reader Nonfiction
Benjamin Franklin Leveled Reader Nonfiction
Day of Tornadoes Vocabulary Reader Nonfiction
“Night of the Twisters” Houghton Mifflin Fiction
“Blizzard!” Houghton Mifflin Nonfiction
“Volcanoes” Houghton Mifflin Nonfiction
Floods Leveled Reader Nonfiction
Mexico’s Smoking Mountain Leveled Reader Nonfiction
A Deep Blue Lake Leveled Reader Nonfiction
Volcanoes Around the World Vocabulary Reader Nonfiction
Common Core Standards Bell Ringers
PSSA Coach Assessment Anchors Reading
Common Core English Language Arts State Standards Book
Ladders to Success
Common Core Coach
Chocolate Fever Realistic Fiction
Triumph Lesson 4 Point of View
Triumph Lesson 8 Point of View
Triumph Lesson 11 Cause and Effect
Triumph Lesson 12 Compare and Contrast Informational
Multiple short passages both fictional and non-fictional from Study Island, Triumph and RAZ Kids
Formative:
PDN Responses
Collins Type 1 Writing
Graphic Organizers
Discussion
Thumbs Up/ Thumbs Down
Summative:
Vocabulary Quiz
Skills Test
Study Island Topics
Triumph Learning
TRACES
PSSA Released Item Samplers
Grade 5
ELA
Theme 2
Who Makes the Rules?
fictional text
-Identify the narrator’s point of
view and how it influences the
various events in a story.
Reading Foundational Skills
PHONICS AND WORD
RECOGNITION
RF.5.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Use combined knowledge of all lettersound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Students will:
-Identify and apply spelling/sound
patterns featured within the given
word lists.
PRODUCTION AND
DISTRIBUTION OF WRITING
W.5.5. With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting,
or trying a new approach.
Students will:
-Researched self-assigned topics
-Produce a clear and coherent
writing piece using rubric
guidelines.
1.
2.
3.
4.
Spelling Unit
System 44 Skill Strands
Rosetta Stone
Study Island
- extending vocabulary knowledge
by learning and using new words.
Formative:
Spelling Assignments
Summative:
Vocabulary Quizzes
Study Island
Triumph Learning
Common Assessment
Writing
RESEARCH TO BUILD AND
PRESENT KNOWLEDGE
W.5.8.
Recall relevant information from experiences or
gather relevant information from print and
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.
-Revise and edit documents for the
traits of quality writing (e.g., ideas,
organization, word choice, voice,
sentence fluency, conventions and
presentation)"
-Create appropriate transitions to
connect ideas between sentences
and paragraphs when composing
writing samples.
- Apply knowledge of English
conventions when composing
written pieces
1.
2.
3.
4.
5.
6.
7.
8.
9.
Triumph Lesson 8 Revise, Editing, and Publishing
Triumph Lesson 10 Using Research
Triumph Lesson 13 Research Writing
Triumph Lesson 18 Revise, Editing, and Publishing
Triumph Lesson 19 Research and Resources
Study Island
MLA Format
Internet Websites for Research
Various Written Nonfiction Resources (i.e. Library Books)
Formative:
PDN Journal Response
Research Project Note Taking
Cards
Summative:
Various Informational Writing
Prompts
Final Research Report
Study Island
Triumph
Grade 5
ELA
Theme 2
Who Makes the Rules?
Language
KNOWLEDGE OF LANGUAGE
L.5.3. 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.
Students will:
-Explain and present final research
project to the entire 5th grade.
1. Cross-curricular Research Project
2. English Textbook exercises/various worksheet exercises
3. Triumph Lesson 6 Verb Tenses
4. Triumph Lesson 20 Verbs and Verb Tenses
Formative:
Student and Teacher
conferencing
-Demonstrate Proper use of verbs
and tenses.
Summative:
Final Presentation of Research
Project
Speaking and Listening
COMPREHENSION AND
COLLABORATION
SL.5.1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics 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.
d. Review the key ideas expressed and
draw conclusions in light of information and
knowledge gained from the discussions.
Students will:
-Independently read and analyze
various grade level literatures.
- Complete literacy driven assignment
based on the assigned reading and
agreed upon role.
1. There’s a Boy in the Girl’s Bathroom Realistic Fiction
2. SLOB Fiction
3. The Thief Fiction
4. Doug Rules Fiction
5. Al Capone Does My Shirts Fiction
6. Million Dollar Throw Realistic Fiction
7. Rules Fiction
Formative:
Weekly Group Discussions
Assigned Roles:
-Checker
-Summarizer
-Vocabulary Enricher
-Travel Tracer
-Literary Luminary
-Discussion Director
-Report and discuss their assigned task
with their group.
-Complete a self-evaluation of the
strengths and weaknesses of their
Literacy Circle group.
-Use the literature to show
understanding of the author’s purpose,
story elements, and discussions during
Literature Circles in a summative
project.
Summative:
Literacy Based Project/Report
Literature Circle Participation
Grade