A Publication of Complete Curriculum
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any means without prior permission from the Publisher or Authorized Agent.
Published in electronic format in the U.S.A.
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Acknowledgments
Complete Curriculum’s K-12 curriculum has been team-developed by a consortium
of teachers, administrators, educational and subject matter specialists, graphic artists
and editors.
In a collaborative environment, each professional participant contributed to ensuring the quality,
integrity and effectiveness of each Compete Curriculum resource was commensurate with the
required educational benchmarks and contemporary standards Complete Curriculum had set
forth at the onset of this publishing program.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 1
Get Ready for Fifth Grade Fun!
Objective: The student will begin to keep a Writing Notebook.
Lesson 2
Let’s Get D.I.R.T.y
Objective: The student will be enthusiastic about reading and do substantial reading
on his own.
Lesson 3
Words, Words, Words
Objective: Working with closed syllable words, the student will use structural, syntactic, and semantic clues
including letter sound, rhymes, base words, affixes and syllabication to read words and learn rules for
spelling.
Lesson 4
All About Me!
Objective: The student will exhibit personal style and voice to enhance his written
narrative.
Lesson 5
I Have an Idea!
Objective: The student will create a list of possible topics to use for writing throughout
the year.
Lesson 6
Which Type of Sentence?
Objective: The student will review types of sentence structure.
Lesson 7
Reading to Learn
Objective: The student will use strategies for reading informational articles or textbooks.
Lesson 8
Words, Words, Words Assessment
Objective: The student will be assessed on closed syllable words from a list given to
study in Lesson 3.
Lesson 9
Double Your Pleasure!
Objective: The student will learn the spelling and definitions of words following this rule: If a word has a
single vowel with the short vowel sound, spell it by doubling the final consonants: "l", "f" and "s".
Lesson 10
Top Secret
Objective: The student will begin to work on producing a well-written piece of writing.
Lesson 11
Revise and Edit
Objective: The student will complete a 3-step process to revise and edit a story. A final copy will then be
completed.
Lesson 12
We Go Together!
Objective: The student will define and identify compound subjects and predicates.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 13
Planning for Great Writing
Objective: The student will learn several forms of prewriting to help prepare for a
longer, more complete piece of writing.
Lesson 14
Double Your Pleasure! Assessment
Objective: The student will show his skill in spelling words with double “l,” “f,” and “s.”
Lesson 15
One Sound, Three Ways
Objective: The student will learn a word list with 3 different spellings of /k/: “c”, “k”, “ck”
Lesson 16
Making Predictions
Objective: The student will use the reading strategy for making predictions while
engaged in reading books.
Lesson 17
Common or Proper?
Objective: The student will define and identify common and proper nouns.
Lesson 18
You Be the Guide
Objective: The student will define the term guide words for a dictionary; he will locate guide words on
specific pages of a dictionary.
Lesson 19
Protagonist and Antagonist
Objective: The student will read a short story and learn the vocabulary from the story.
The student will be introduced to the idea of protagonist/antagonist in a story.
Lesson 20
One Sound, Three Ways Assessment
Objective: The student will show his skill in spelling words with “ck”.
Lesson 21
The Loud Silence
Objective: Word Study with the “silent e” – The student will correctly spell frequently
encountered words and use structural cues to support spelling skills.
Lesson 22
Lights, Camera, Action…Verbs!
Objective: The student will be able to define and identify verbs and their function in sentences.
Lesson 23
Look at Me!
Objective: The student will be able to define and identify verbs and their function in sentences
Lesson 24
The Big Concept: SVA
Objective: The student will be introduced to subject-verb agreement.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 25
E Pluribus Unum
Objective: The student will read and engage in an activity based upon an informational article about
the U.S. flag.
Lesson 26
The Loud Silence Assessment
Objective: The student will show the ability to spell words having a silent “e” at the end
of the word.
Lesson 27
Make Mine Plural
Objective: The student will identify and correctly use singular and plural for several
nouns.
Lesson 28
The Box of Robbers
Objective: The student will learn about character development and plot as it unfolds in
a classic fairy tale.
Lesson 29
SVA and Sentence Review
Objective: The student will review the 4 types of sentences and subject-verb agreement.
Lesson 30
Hello Author – Part 1
Objective: The student will complete a longer personal narrative.
Lesson 31
Hello Author – Part 2
Objective: The student will revise, edit, and publish a final copy of the personal narrative started in
Lesson 30. The student will self-evaluate the piece.
Lesson 32
Make Mine Plural Assessment
Objective: The student will be assessed on words from Lesson 25.
Lesson 33
Simple Past Tense
Objective: The student will learn how to spell past tense words by adding “-ed.”
Lesson 34
From King to President
Objective: The student will read and show comprehension of an informational
article.
Lesson 35
“…the pursuit of happiness…”
Objective: The student will look at some core democratic values as an informational
reading exercise.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 36
What Do You Think? – Part 1
Objective: The student will work on developing an idea that is focused on one of his
opinions.
Lesson 37
What Do You Think? – Part 2
Objective: The student will revise her informational writing started in Lesson 36.
Lesson 38
Simple Past Tense Assessment
Objective: The student will be assessed on words from Lesson 33.
Lesson 39
Drop and Add
Objective: The student will study the suffix rule that drops a silent "e" when the suffix begins with a vowel.
Lesson 40
Writer's Workshop – Part 1
Objective: The student will create a lengthy personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: Prewriting, Drafting, and Self-Conferencing.
Lesson 41
Writer's Workshop – Part 2
Objective: The student will finish the personal narrative begun in Lesson 40. The student will complete the
following steps of the writing process: revision, editing, and final copy.
Lesson 42
Does It Look Right?
Objective: The student will develop a sense of judgment when comparing words with
common sounds that are spelled differently.
Lesson 43
Rhyme and Reason
Objective: The student will use a food product containing a common rhyme, or spelling
pattern, to brainstorm a list of words containing that rhyme
Lesson 44
Drop and Add Assessment
Objective: The student will be assessed on words from Lesson 39.
Lesson 45
What Is a Syllable?
Objective: The student will learn about an emphasized syllable and how it sounds and
is spelled.
Lesson 46
Northwest Natives
Objective: The student will practice reading informational articles.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 47
Who Is That Masked Kid?
Objective: The student will learn from informational reading and show her
understanding by responding to questions.
Lesson 48
Thunderbirds
Objective: The student will read an informational article for comprehension and
connection to other cultures.
Lesson 49
Adjectives
Objective: The student will recognize and be able to use adjectives in her writing.
Lesson 50
What Is a Syllable? Assessment
Objective: The student will be assessed on words from Lesson 45.
Lesson 51
Why, or “Y?”
Objective: The student will learn and apply these rules: When a one-syllable word
ends with ‘y’, the word ends with the long ‘i’ sound. When a multi-syllabic word ends
with ‘y’, the word usually ends with the long ‘e’ sound
Lesson 52
Your Own Fable – Part 1
Objective: The student will write an original fable in the style of those read in Lessons 47 and 48.
Lesson 53
Your Own Fable – Part 2
Objective: The student will complete a final copy of the legend she began in Lesson 52 and illustrate it.
Lesson 54
Want To Catch A Dream?
Objective: The student will read for the purpose of understanding and following
directions while learning more about Native American culture.
Lesson 55
Can You Find the Correct Word?
Objective: The student will be given some words and will need to read a sentence and
find that word that would make sense by adding the word; Cloze sentence practice.
.
Lesson 56
Why or “Y?” Assessment
Objective: The student will be assessed on words from Lesson 51.
Lesson 57
Word With “ai”
Objective: The student will learn the spelling of words with “ai”. Rule: ‘ai’ vowel
combination makes the long ‘a’ sound in the beginning or middle of a word.
Lesson 58
A Native American Legend: White Deer
Objective: The student will read a short version of an Native American legend to
broaden his knowledge of different culture.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 59
The American Symbol
Objective: The student will: read, take notes and recall details from reading an informational article.
Lesson 60
American Persistence
Objective: The student will read a story for comprehension.
Lesson 61
Why Do Writers Write?
Objective: The student will identify an author’s purpose for writing.
Lesson 62
Words With “ai” Assessment
Objective: The student will be assessed on words from Lesson 57.
Lesson 63
Sacagawea Words
Objective: The student will practice words with the long /e/ spelled either “ee” or “ea.”
Lesson 64
Writer’s Workshop 2 – Part 1
Objective: The student will create a personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing.
Lesson 65
Writer’s Workshop 2 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 64. The student will complete the
following steps of the writing process: revision, editing, final copy.
Lesson 66
What in the World is Realistic Fiction?
Objective: The student will recognize and describe a variety of reading genres.
Lesson 67
The Truth and Nothing But the Truth—Or Is It?
Objective: The student will be able to tell the difference between facts and opinions in
informational texts such as articles and the Internet.
Lesson 68
Sacagawea Words Assessment
Objective: The student will practice words with the long /e/ spelled either “ee” or “ea.”
The student will apply the rule to other words.
Lesson 69
Confusing “ei” and “ie”
Objective: The student will learn words that contain “ei” or “ie.”
Lesson 70
Balance, Reach, Fly – Words that Show Action
Objective: The student will recognize verbs as action verbs, linking verbs, and helping
verbs in a sentence.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 71
Can You Find the Verb?
Objective: The student will find verbs in an informational article.
Lesson 72
Vivid Verbs
Objective: The student will learn about replacing linking verbs with more vivid verbs.
He will also practice using verbs in comparisons.
Lesson 73
Writing for Feeling
Objective: The student will look at a stimulating picture and then write about her
feelings.
Lesson 74
Confusing “ei” and “ie” Assessment
Objective: The student's understanding of the rule for spelling with "ei" or "ie" will be assessed. The student
will learn the format for reading response using his D.I.R.T. book.
Lesson 75
Another Double Vowel Rule
Objective: The student will learn a list of words with “oo” and understand that “oo”
vowel combination usually makes two sounds: like in cook and moon, though there is at
least one strange exception - blood
Lesson 76
Where Could It Be?
Objective: The student will learn about prepositions.
Lesson 77
It’s Only Proper
Objective: The student will focus on the use of proper nouns to clarify her writing.
Lesson 78
Writer’s Workshop 3
Objective: The student will create a personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing
Lesson 79
Writer’s Workshop 3 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 78. The student will complete the
following steps of the writing process: revision, editing, final copy.
Lesson 80
Another Double Vowel Rule Assessment
Objective: The student will be assessed on words from Lesson 75—“oo” words. The
student will complete a response to reading.
Lesson 81
How Now Brown Cow
Objective: The student will learn words having the vowel combination “ow.” The
student will review the meaning of syllables and how to separate words in print.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 82
A Fragment of What?
Objective: The student will be able to recognize fragments of sentence and run-on
sentences in their writing.
Lesson 83
The Main Idea
Objective: The student will learn strategies to pick out the main ideas in her reading.
Lesson 84
About an Artist
Objective: The student will read an article about a person and find the main idea.
Lesson 85
Smile for Similes!
Objective: The student will learn about similes and how to compare unlike things with
“as” or “like.”
Lesson 86
How Now Brown Cow Assessment
Objective: The student will be assessed on words from Lesson 81—“ow” words. The
student will complete a response to reading.
Lesson 87
The R Has Control
Objective: The student will learn the rules for r-controlled words and study a list of
words for this unit.
Lesson 88
The Irony of It All
Objective: The student will identify an ironic situation.
Lesson 89
Telling Time in Writing
Objective: The student will learn the tenses of verbs and recognize how writing shows
when something happened.
Lesson 90
Dinosaurs…or Dragons?
Objective: The student will read an informational article to form an opinion.
Lesson 91
Monster Madness
Objective: The student will read an informational article about a possible mystery.
Lesson 92
The R Has Control Assessment
Objective: The student will be assessed on words from Lesson 81—“r-controlled”
words. The student will complete a Response to Reading.
Lesson 93
Irregular Verb Word Study
Objective: The student will learn the rules for irregular verb tense words and study a list
of words.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 94
The Replacements
Objective: The student will learn rules for using pronouns in place of a noun.
Lesson 95
Subject and Object Pronouns
Objective: The student will learn which pronoun to use as the object of the sentence,
and which to use as the subject of the sentence.
Lesson 96
An Adventure With Wolves
Objective: The student will read a grade level appropriate piece of literature.
Lesson 97
Commas
Objective: The student will learn where and when to use commas when writing.
Lesson 98
Irregular Verb Word Study Assessment
Objective: The student will be assessed on words from Lesson 93 – irregular verbs.
The student will complete a Response to Reading.
Lesson 99
O U R A GR8 Speller!
Objective: The student will learn the rules for “ou” words and study a list of words for
this unit. The student will complete a fun activity using single letters in place of words.
Lesson 100
An American Myth
Objective: The student will read about Paul Bunyan to understand why he is called an
American Myth.
Lesson 101
Honest Abe
Objective: The student will begin reading an historical fiction novel. The student will recognize frequently
encountered words in print and read literature fluently.
Lesson 102
Writer’s Workshop 4 – Part 1
Objective: The student will create a personal narrative chosen from the list of
topics he generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing.
Lesson 103
Writer’s Workshop 4 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 102. The student will complete the
following steps of the writing process: revision, editing, final copy.
Lesson 104
O U R A GR8 Speller! Assessment
Objective: The student will be assessed on words from Lesson 99—“ou” words. The
student will complete a Response to Reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 105
Fifth Grade Mastery Words
Objective: The student will receive new spelling words for this unit. These words are
unrelated; they are simply words that the typical fifth grader should master.
Lesson 106
Say It Like a Poet
Objective: The student will look at poetry and the effects word choice have on feeling
and mood.
Lesson 107
Abe Lincoln Moves
Objective: The student will read the second chapter of the historical fiction novel begun in Lesson 101.
Lesson 108
To Whom Does It Belong?
Objective: The student will look at possessive nouns and how they are formed
Lesson 109
Tom Thumb
Objective: The student will read the classic fairy tale; “Tom Thumb” by The Brothers
Grimm.
Lesson 110
Fifth Grade Mastery Words Assessment
Objective: The student will be assessed on words from Lesson 105—basic mastery
words. The student will complete a Response to Reading.
Lesson 111
Content Words
Objective: The student will study a list of specialized content words for this unit.
Lesson 112
Abe Goes to School
Objective: The student will read the third chapter of the historical fiction novel begun in Lesson 101.
Lesson 113
How-To Writing
Objective: The student will learn the necessary steps in writing a “how-to” article.
Lesson 114
Subject-Verb Agreement
Objective: The student will learn that the subject of a sentence must agree in number
with the verb used.
Lesson 115
Abe Gets a Chance
Objective: The student will read the fourth chapter of the historical fiction novel begun in Lesson 101.
Lesson 116
Content Words Assessment
Objective: The student will be assessed on words from Lesson 111—science and
social studies content word, and he will complete a Response to Reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 117
Over-Used Words
Objective: The student will learn about over-used words and study a new word list.
Lesson 118
Hold It Together With a Conjunction
Objective: The student will identify conjunctions in writing compound sentences.
Lesson 119
Can You Solve the Mystery?
Objective: The student will read a mystery story and attempt to solve it using careful
reading strategies.
Lesson 120
Recognizing the Subject and the Verb
Objective: The student will be able to recognize the subject and verb of a sentence.
Lesson 121
Have You Ever Eaten a TV Dinner?
Objective: The student will read an article to practice comprehension and retention.
Lesson 122
Overused Words Assessment
Objective: The student will be assessed on words from Lesson 117 – overused words.
The student will complete a Response to Reading.
Lesson 123
Challenging Fifth Grade Words
Objective: The student will be presented with a list of sophisticated Vocabulary words to challenge her
spelling and vocabulary retention skills.
Lesson 124
Abe’s Family Welcomes a New Member
Objective: The student will continue reading the historical fiction novel begun in Lesson 101.
Lesson 125
Comma Practice
Objective: The student will practice using commas in a series and an address.
Lesson 126
Writing for Pleasure – Part 1
Objective: The student will write a story using the elements of plot development.
Lesson 127
Writing For Pleasure – Part 2
Objective: The student will continue to write a story using the elements of plot
development.
Lesson 128
Challenging Fifth Grade Words Assessment
Objective: The student will be assessed on words from Lesson 123-challenging fifth grade words. The
student will complete a Response to Reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 129
More Challenging Fifth Grade Words
Objective: The student will learn about more challenging fifth grade words and study a list of words for this
unit.
Lesson 130
Abe’s Father
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 131
The Place Where Our President Lives
Objective: The student will read an informational article to develop comprehension and
retention.
Lesson 132
The Growing Pains of the White House
Objective: The student will prewrite in response to a writing prompt based upon the
theme of an informational article that will be read for comprehension and retention.
Lesson 133
Abe’s Tomfoolery
Objective: The student will continue reading an historical fiction novel begun in Lesson 101.
Lesson 134
More Challenging Fifth Grade Words Test
Objective: The student will be assessed on words from Lesson 129. The student will
complete a Response to Reading.
Lesson 135
New Vocabulary Words
Objective: The student will learn and study a list of words for this unit.
Lesson 136
Abbreviations and Contractions
Objective: The student will be introduced to abbreviations and the proper use of apostrophes in
contractions.
Lesson 137
Abe’s Big Goal
Objective: The student will continue reading historical fiction.
Lesson 138
Roses are Red…
Objective: The student will look at the imaginative language of poetry.
Lesson 139
The Peanut Man
Objective: The student will read a biographical article about a person in history.
Lesson 140
New Vocabulary Words Assessment
Objective: The student will be assessed on words from Lesson 135. The student will
complete a Response to Reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 141
Crossword Words
Objective: The student will study a list of words for this unit.
Lesson 142
Abe’s Formal Education
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 143
We’re Moving Where?
Objective: The student will respond to a writing prompt in order to create a well
developed paper.
Lesson 144
How, When, Where
Objective: The student will study adverbs and how they are used to tell how, when
and where something happens.
Lesson 145
Abe Struggles to Learn
Objective: The student will continue reading historical fiction begun in Lesson 101.
Lesson 146
Crossword Words Assessment
Objective: The student will be assessed on words from Lesson 141. The student will
complete a Response to Reading.
Lesson 147
Spelling and Vocabulary Words
Objective: The student will study a new list of words.
Lesson 148
Reading the Bumps
Objective: The student will learn about Braille—the method for reading and writing for
visually impaired people.
Lesson 149
The Wave of the Future
Objective: The student will respond to a writing prompt.
Lesson 150
Abe Gets Bored
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 151
What is Your Talent?
Objective: The students will read about a professional author and illustrator.
Lesson 152
Spelling and Vocabulary Words Assessment
Objective: The student will be assessed on words from Lesson 1479 and the student
will complete a response to reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 153
Homonyms
Objective: The student will learn about words and study a list of words for this unit.
Lesson 154
Pure Potential
Objective: The student will read about potential by recognizing how different people
express their talents.
Lesson 155
Abe Takes a Trip
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 156
Put Yourself in Someone Else’s Shoes
Objective: The student will use his knowledge of another person’s life in order to write
a diary as that person.
Lesson 157
Abe as a Young Man
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 158
Homonyms Assessment
Objective: The student will be assessed on words from Lesson 153 - homonyms9
the student will complete a Response to Reading.
Lesson 159
Ideas are Nouns, Too
Objective: The student will study a new list of Vocabulary Words.
Lesson 160
Animal Poetry
Objective: The student will write a poem.
Lesson 161
Compare and Contrast
Objective: The student will analyze how characters solve problems in different types of
literature via a compare and contrast essay.
Lesson 162
Modifiers
Objective: The student will look at the use of adjectives in different forms.
Lesson 163
Abe Becomes a Lawyer
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 164
Ideas are Nouns, Too Assessment
Objective: The student will be assessed on words from Lesson 159 – including many
nouns that are ideas. The student will complete a response to reading.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 165
Penultimate Spelling List
Objective: The student will learn about nouns and study a new list of Vocabulary
Words.
Lesson 166
Image Poem
Objective: The student will have an opportunity to write in a poetic form, using
adjectives to describe someone.
Lesson 167
Proud to Be an American
Objective: The student will read an informational article about the privileges of being
an American.
Lesson 168
Abe Finally Gets His Chance
Objective: The student will continue reading an historical fiction begun in Lesson 101.
Lesson 169
Review and Report
Objective: The student will summarize and evaluate the novel about Abraham Lincoln
begun in Lesson 101 and completed in Lesson 168.
Lesson 170
Penultimate Spelling List Assessment
Objective: The student will be assessed on words from Lesson 165, and the student
will complete a response to reading.
Lesson 171
Final Spelling List
Objective: The student will be presented with new Vocabulary and Spelling words; the student will review
adjectives.
Lesson 172
Technical Writing
Objective: The student will be introduced to technical writing and compare it to other
forms of writing.
Lesson 173
Letter of Inquiry
Objective: The student will write a letter of inquiry using the correct letter form.
Lesson 174
Color, Feeling, Taste
Objective: The student will create poems of his own using his senses and feelings.
Lesson 175
Look Out For That Iceberg!
Objective: The student will read a colorfully written article about icebergs for reading
comprehension.
TABLE OF CONTENTS AND OBJECTIVES
FIFTH GRADE LANGUAGE ARTS
Lesson 176
Final Spelling List Assessment
Objective: The student will be assessed on words from Lesson 171 – nouns and
adjectives. The student will complete a response to reading.
Lesson 177
Many Hands
Objective: The student will read two poems and then write a poem of her own.
Lesson 178
Position Paper – Part 1
Objective: The student will write a position paper.
Lesson 179
Position Paper – Part 2
Objective: The student will complete the persuasive essay begun in Lesson 178.
Lesson 180
That’s a Wrap
Objective: The student will write a reflective letter to someone who will be in fifth grade next year.
Prepare to Depart for
Fifth Grade Language Arts!
TM
Fifth Grade Language Arts Common Core
Alignment
Complete Curriculum Lesson
Key Ideas and Details
RL.5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
RL.5.2. Determine a theme of a story, drama, or poem
from details in the text, including how characters in a
story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the
text.
47, 59, 74, 84, 90, 91, 100, 109, 110,
112, 115, 116, 120, 121, 122, 124, 128,
130, 131, 132, 133, 134, 137, 139, 140,
143, 145, 146, 148, 150, 151, 152, 154,
155, 157, 158, 163, 164, 167, 168, 170,
175, 176
19, 28, 60
RL.5.3. Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact). 109, 161
Craft and Structure
RL.5.4. Determine the meaning of words and phrases as
they are used in a text, including figurative language
such as metaphors and similes.
55, 72, 90, 106, 107
RL.5.5. Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
101, 106
RL.5.6. Describe how a narrator’s or speaker’s point of
view influences how events are described.
96, 163
Integration of Knowledge and
Ideas
RL.5.7. Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of fiction,
folktale, myth, poem).
RL.5.8. (Not applicable to literature)
84
RL.5.9. Compare and contrast stories in the same genre
(e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.
45, 47
Range of Reading and Complexity
of Text
RL.5.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 4–5 text complexity band
independently and proficiently.
Key Ideas and Details
RI.5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
RI.5.2. Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
RI.5.3. Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific
information in the text.
Craft and Structure
RI.5.4. Determine the meaning of general academic and
domain‐specific words and phrases in a text relevant to a
grade 5 topic or subject area .
RI.5.5. Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI.5.6. Analyze multiple accounts of the same event or
topic, noting important similarities and differences in the
point of view they represent.
2, 16, 23, 25, 34, 35, 45, 46, 48, 54, 55,
58, 59, 60, 61, 63, 66, 67, 71, 74, 84,
86, 88, 90, 91, 96, 100, 101, 106, 107,
109, 110, 112, 115, 116, 119, 120, 121,
122, 124, 128, 131, 132, 138, 134, 137,
138, 139, 140, 142, 145, 146, 148, 150,
151, 152, 154, 155, 157, 158, 160, 161,
163, 164, 167, 168, 170, 175, 177
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.
RI.5.8. Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
reasons and evidence support which point(s).
RI.5.9. Integrate information from several texts on the
same topic in order to write or speak about the subject
knowledgeably.
Range of Reading and Level of
Text Complexity
RI.5.10. By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and
proficiently.
Phonics and Word Recognition
RF.5.3. Know and apply grade‐level phonics and word
analysis skills in decoding words.
3, 8, 9, 15, 19, 20, 21, 26, 27, 28, 32,
38, 39, 47, 50, 51, 56, 57, 62, 63, 68,
69, 74, 74, 80, 81, 86, 87, 92, 93, 98,
99, 101, 104, 105, 110, 111, 116, 117,
122, 123, 128, 129, 134, 135, 140, 141,
146, 147, 152, 153, 158, 159, 164, 165,
170, 171, 176
Use combined knowledge of all letter‐sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context.
14, 15, 20, 21, 26, 27, 32, 38, 39, 47,
50, 51, 56, 57, 62, 63, 68, 69, 74, 75,
80, 81, 86, 87, 92, 93, 98, 99, 101, 104,
105, 110, 111, 116, 117, 122, 123, 128,
129, 134, 135, 140, 141, 146, 147, 152,
153, 158, 159, 164, 165, 170, 171, 176
Fluency
RF.5.4. Read with sufficient accuracy and fluency to
support comprehension.
Read grade‐level text with purpose and understanding.
Read grade‐level prose and poetry orally with accuracy,
appropriate rate, and expression.
Use context to confirm or self‐correct word recognition
and understanding, rereading as necessary.
25, 34, 60, 63, 74, 86, 88, 90, 91, 92,
98, 100, 101, 104, 106, 107, 109, 110,
112, 115, 116, 120, 122, 124, 128, 130,
131, 132, 133, 134, 137, 139, 140, 142,
145, 146, 148, 150, 151, 154, 155, 157,
158, 163, 164, 167, 168, 170, 175, 176,
177
2, 16, 19, 23, 25, 28, 34, 35, 46, 54, 58,
59, 60, 61, 63, 67, 74, 84, 86, 88, 90,
91, 92, 98, 100, 101, 104, 107, 109,
110, 112, 115, 116, 122, 124, 128, 130,
131, 132, 133, 134, 137, 139, 140, 142,
145, 146, 148, 150, 151, 154, 155, 157,
158, 163, 164, 167, 168, 170, 175, 176,
177
106, 154, 160
55, 101 106
Text Types and Purposes
36, 74, 80, 86, 98, 104, 110, 122, 132,
W.5.1. Write opinion pieces on topics or texts,
140, 146, 152, 164, 169, 170, 176, 178,
supporting a point of view with reasons and information. 179
Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by
facts and details.
Link opinion and reasons using words, phrases, and
clauses (e.g., consequently , specifically ).
Provide a concluding statement or section related to the
opinion presented.
36, 74, 86, 104, 110, 116, 128, 134,
146, 152, 158, 164, 169, 170, 176, 178,
179
36, 74, 80, 98, 104, 110, 122, 128, 140,
158, 178, 179
36, 74
36, 178
W.5.2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
90, 96, 113, 161, 172
Introduce a topic clearly, provide a general observation
and focus, and group related information logically;
include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
113, 172
Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples
related to the topic.
Link ideas within and across categories of information
using words, phrases, and clauses (e.g., in contrast ,
especially ).
Use precise language and domain‐specific vocabulary to
inform about or explain the topic.
Provide a concluding statement or section related to the
information or explanation presented.
W.5.3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
161
161
113
113, 161
1, 4, 8, 10, 11, 20, 26, 30, 31, 32, 40,
45, 50, 52, 53, 56, 61, 64, 65, 73, 78,
94, 102, 103, 143, 156
10, 11, 30, 31, 143, 156
Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show
the responses of characters to situations.
73
Use a variety of transitional words, phrases, and clauses
to manage the sequence of events.
10, 78
Use concrete words and phrases and sensory details to
convey experiences and events precisely.
Provide a conclusion that follows from the narrated
experiences or events.
4, 26, 56, 73
30, 31
Production and Distribution of
Writing
10, 11, 13, 20, 26, 29, 30, 31, 32, 36,
37, 38, 40, 41, 45, 52, 56, 61, 64, 65,
73, 74, 78, 80, 83, 87, 88, 89, 90, 92,
94, 96, 98, 102, 103, 104, 105, 106,
112, 115, 119, 120, 126, 127, 128, 130,
W.5.4. Produce clear and coherent writing in which the 132, 133, 134, 135, 137, 139, 142, 143,
development and organization are appropriate to task, 145, 146, 159, 150‐152, 154‐156, 160,
purpose, and audience. (Grade‐specific expectations for 161, 163, 164, 166, 170, 172‐176, 178‐
writing types are defined in standards 1–3 above.)
180
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
5, 11, 30, 31, 37, 40, 41, 53, 65, 79,
approach.
102, 103, 127, 180
W.5.6. 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. 10, 11, 31, 41, 65, 79, 172, 180
Research to Build and Present
Knowledge
W.5.7. Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic.
35, 47, 48, 55, 59, 71, 90, 96
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.
172
W.5.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
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]”).
58, 142, 161, 163
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 74, 86, 90, 92, 110, 116, 122, 145, 146,
reasons and evidence support which point[s]”).
148, 152, 155, 158, 164, 176
Range of Writing
1, 8, 10, 11, 14, 20, 26, 29, 32, 36, 38,
40, 41, 45, 49, 50, 52, 53, 56, 61, 64,
65, 73, 74, 78, 79, 80, 82, 86, 87, 88‐
90, 92, 94‐96, 102‐106, 110, 113, 115,
W.5.10. Write routinely over extended time frames (time 116, 110, 116, 119, 120, 126‐128, 130,
for research, reflection, and revision) and shorter time 132‐135, 137, 139, 142, 143, 145, 146,
frames (a single sitting or a day or two) for a range of
148‐152, 154‐156, 159, 160‐163, 166,
discipline‐specific tasks, purposes, and audiences.
169, 170, 172, 173, 174, 176‐180
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.
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.
Follow agreed‐upon rules for discussions and carry out
assigned roles.
Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the
discussions.
SL.5.2. Summarize a written text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL.5.3. Summarize the points a speaker makes and
explain how each claim is supported by reasons and
evidence.
19, 28, 31, 46, 47, 48, 63, 91, 100, 101,
107, 109, 114, 117, 124, 130, 131, 132,
135, 137, 148, 157, 167, 168, 173, 175,
177, 180
19, 28, 31, 63, 91, 100, 101, 107, 109,
130, 131, 135, 157, 167, 177
4, 5
91, 101, 148
28
46
46
Presentation of Knowledge and
Ideas
SL.5.4. 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.
84
SL.5.5. Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas
or themes.
41, 50, 56, 63, 84
SL.5.6. Adapt speech to a variety of contexts and tasks,
using formal English when appropriate to task and
situation.
91
Conventions of Standard English
L.5.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
Form and use the perfect (e.g., I had walked; I have
walked; I will have walked ) verb tenses.
Use verb tense to convey various times, sequences,
states, and conditions.
Recognize and correct inappropriate shifts in verb
tense.*
Use correlative conjunctions (e.g., either/or,
neither/nor ).
17, 22, 24, 31, 37, 41, 45, 46, 48, 49,
52, 53, 56, 61‐65, 73, 74, 77, 79, 80,
86, 87, 89‐92, 94‐98, 100, 102‐104,
107, 108, 110, 114‐117, 119, 120‐122,
125‐128, 130, 132‐146, 148‐152, 154‐
164, 166‐170, 172‐180
76, 118
32
44, 70, 72, 89, 93
24, 29, 32, 120
118
21, 31, 37, 38, 39, 41‐43, 45, 52, 53,
56, 61, 62, 65, 73, 74, 77, 79, 80, 87,
89‐92, 94‐98, 102‐104, 108, 110, 114‐
L.5.2. Demonstrate command of the conventions of
116, 119‐122, 125‐128, 130, 132‐140,
standard English capitalization, punctuation, and spelling 142‐146, 148‐152, 154‐156, 158, 160‐
when writing.
164, 166, 169, 170, 172‐180
Use punctuation to separate items in a series.*
97, 125
Use a comma to separate an introductory element from
the rest of the sentence.
97, 125
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? ).
97, 125
Use underlining, quotation marks, or italics to indicate
titles of works.
77
3, 8, 9, 14, 15, 18, 20, 21, 27, 32, 41‐
44, 51, 56, 62, 68, 74, 86, 92, 93, 98,
104, 127, 128, 134, 140, 149, 152, 158,
Spell grade‐appropriate words correctly, consulting
160, 164, 165, 166, 169, 170‐172, 175,
references as needed.
176
Knowledge of Language
L.5.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
Compare and contrast the varieties of English (e.g.,
dialects, registers ) used in stories, dramas, or poems.
6, 22, 32, 37, 42, 45, 52, 53, 56, 62‐65,
73, 74, 77, 86, 89, 90, 92, 94, 96, 98,
102‐104, 107, 110, 116, 120, 122, 128,
132, 134, 139, 140, 142, 148, 149, 150,
151, 152, 154‐158, 160‐162, 164, 166,
170, 172, 176‐180
12, 49, 56, 82
58, 160
Vocabulary Acquisition and Use
L.5.4. 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.
Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a word
or phrase.
Use common, grade‐appropriate Greek and Latin affixes
and roots as clues to the meaning of a word (e.g.,
photograph, photosynthesis ).
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.
L.5.5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Interpret figurative language, including similes and
metaphors, in context.
Recognize and explain the meaning of common idioms,
adages, and proverbs.
Use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better understand
each of the words.
55
55
123, 129
3, 15, 18, 57, 111, 129, 135, 141, 147,
153, 159, 165, 171
72, 90, 106, 160
72, 85, 90, 106, 121
141
51
L.5.6. 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 ).
32, 33, 39, 51, 55, 56, 57, 60, 63, 68,
69, 81, 104, 105, 107, 111, 117, 118,
123, 128, 129, 133, 134, 135, 141, 147,
158, 154, 160, 165
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 1-1
Lesson 1
Get Ready for Fifth Grade Fun!
Objective: The student will begin to keep a Writing Notebook.
Materials Needed: A notebook of lined paper, pencil, colored pencil or markers;
personal pictures or pictures from magazine pages brought from home; old magazines
for pictures; glue
Engage:
Engaging Question: Have you ever thought about how you learned how to read
and write?
Supplemental Engagement Activity: The student may have to research jellyfish to find out what they are and what can happen when a person steps on
one.
Technology Integration: Conduct an Internet search on “Jellyfish” if needed and
available.
Additional Notes to the Teacher: In this Lesson, the student will create a Writing
Notebook. Begin this Lesson and this course by asking the student to think about how
words, sentences and paragraphs create interesting stories that are enjoyable to read.
Then, explain the purpose of a Writing Notebook and how the student will work with it
throughout the year. Remind the student to record things as the year progresses and
encourage her to draw pictures in her Writing Notebook if she wishes.
Periodically, go through the Writing Notebook with the student noticing what has been
written. From these observations, determine if the student is developing or maintaining
an interest in, and enjoying writing.
Advance Preparation: Make sure the student has been told prior to Lesson to bring
personal photos or pictures from magazines, etc. to use for this project.
Lesson Wrap-Up: Ask the student how her decorated Writing Notebook reflects her,
and then have her read her response to the Writing Notebook prompt out loud.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 1-2
Lesson 1
Get Ready for Fifth Grade Fun!
Before you begin your fifth grade Language Arts course, think for a minute
how words, sentences and paragraphs are the building blocks of stories.
Do you remember how magical it was the first time reading words and
sentences made sense to you?
Perhaps you were in first or second grade when you realized words
chained together created a thought, and a sentence. Then, you probably
understood that sentences about the same topic can make up a paragraph
and paragraphs following the same idea could be developed into a story.
This Lesson, and this course, will teach you to write sentences and
paragraphs about your ideas and thoughts that can develop into stories of
your own. You will do this by keeping a Writing Notebook.
Writers keep Notebooks to record his ideas, thoughts and experiences.
This helps spark his imagination and develop his thoughts into the topics of
stories.
So, like all writers, you will record your thoughts, feelings and experiences
in your Notebook. Since it will collect things important to you, you may want
to decorate your Notebook with pictures you cut out of a magazine, pictures
of yourself or family, or words that represent you. Use your markers and
colored pencils. Make it personal.
During these coming Lessons there will be some
Writing Notebook prompts for you to use. You may
write in your Notebook at other times too.
What would you put in your Notebook? Here are a
few thoughts:
· Express your feelings
· Describe something or someone
· Record ideas for stories you might like to write
· Write your opinions
· Record memories
· Record experiences
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 1-3
What else do you think you could write about or keep in your Writing
Notebook?
Here is your first writing prompt:
Imagine you are on a sandy beach running in the sun. The water is
splashing on your toes. Your dog is running in and out of the water as you
throw a stick ahead of him. It is a perfect day until you step on a jellyfish…
Oh my…what happened then?
Lesson Wrap-Up: How does your decorated Writing Notebook reflect you?
Now, read your Writing Notebook prompt response out loud to your teacher.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 2-1
Lesson 2
Let’s Get D.I.R.T.y
Objective: The student will be enthusiastic about reading and do substantial reading
on his own.
Materials Needed: A Notebook with lined paper; pencil, pens, or markers; a selection
of books
Engage:
Engaging Question: Do you think practicing reading can make you a better reader?
Supplemental Engagement Activities: Begin a chart to list the books you read this year. Put a star on the chart each time you finish a book. How many can you
read?
Extensions: The student may write book reports based on the books read.
Additional Notes to the Teacher: In this Lesson, the student will learn about a daily
reading requirement. Daily independent reading is fundamental to building strong
reading skills at this age. Start this Lesson by explaining what D.I.R.T. stands for and
helping the student find an appropriate book to read.
The student will need plenty of books to choose from for a “Just Right” selection. This is
a good Lesson to do at the library. Then, the student will create a reading log. Review
the Reading Log daily. Once a week, have the student read aloud to you so you can
observe his fluency and monitor comprehension by asking questions. Record these
notes in the Reader’s Notebook.
Homework Required: If the student is unable to find an appropriate book during the
Lesson, he must find one he wants to read as homework. Lesson Wrap-Up: Review the meaning of D.I.R.T. with the student.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 2-2
Lesson 2
Let’s Get D.I.R.T.y
Have you heard the saying, “Practice makes perfect?” Practicing what?
Reading! Just like you have to practice to be the best baseball player
or piano player; you need to read often in order to become an excellent
reader. You will enjoy it more as you learn more words and comprehend the
story more easily. It is win-win for you!
So what does D.I.R.T. have to do with this? D.I.R.T. stands for:
· Daily – which means every day
· Independent – which means on your own and your choice
· Reading –which means reading
· Time – which means for a certain amount of time…30 minutes is a
good goal
So, you are going to read a book of your choice for 30 minutes every day!
You are going to keep a log of what you are reading and record how much
you read.
It is time to select a book to read. You could plan a trip to the library or local
book store. Check out or buy a new book to read. The book should be “Just
Right.” What is a “Just Right” book? You remember Goldilocks and the
3 Bears. Papa Bear’s soup was too hot, Mama Bear’s was too cold, and
Baby Bear’s was just right. Books are like that. Some are too challenging
and some are too easy.
To find the “Just Right” book:
· Open it up and read the first page.
· If there are 5 or more words on the page that you do not know and cannot figure out; the book is too hard.
· If you breeze through the page with no problem, the book may be too easy.
· Find a book that is just in-between.
You will be recording your progress in a Reader’s Notebook that you will
want to personalize. Use your markers or colored pencils. Perhaps you want
to draw pictures of favorite characters from books you have already read or
just words. You could just put the capital letters: D.I.R.T. on the cover.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 2-3
You have your Notebook and a book. Now this is how you keep your log
of reading. Copy all of this into your Notebook so you will remember each
element.
Lesson Wrap-Up: This will be an ongoing assignment. You may want to
do your reading before doing your Language Arts Lessons or after. You
may want to read before you go to bed. It doesn’t matter when—just get
D.I.R.T.y with your book. What do those letters stand for again?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 3-1
Lesson 3
Words, Words, Words
Objective: Working with closed syllable words, the student will use structural, syntactic,
and semantic clues including letter sound, rhymes, base words, affixes and syllabication
to read words and learn rules for spelling.
Key Vocabulary/Spelling Words:
act - Kelsey will act the part of Queen Elizabeth in the school play.
list - Mom made a list of things we need from the grocery store.
map - The explorer consulted his map when he was blown off course.
dark - The toddler uses a night light because he is afraid of the dark.
plan -The architect drew a plan for the new house.
fact - A fact about spiders is they have 8 legs.
yet - A teenager is not yet an adult.
hunt - We found all the items on the scavenger hunt.
law - A law was passed forbidding smoking in the park.
lot - We cleaned up the empty lot on our street to build a park.
mix - Don’t forget to mix the eggs into the cookie batter.
nor - Neither she nor her sister came to the party.
bark - The deer ate the bark on the tree.
plump - The plump strawberries were very juicy.
fungus - Mushrooms are a type of fungus.
helmet - Wear your bike helmet to protect your head if you fall.
self - One must complete the work by one’s own self.
snap - My coat had a snap on the pocket to close it.
madcap - Her madcap idea to throw a party was crazy.
misfit - The too-big shoes were a misfit.
mist - A light mist was coming down so I took my umbrella.
drip - The faucet has a small drip.
tiptop - After the exam the doctor pronounced me in tiptop shape.
bump - The bump on her head was caused by a fall from her bike.
trust - If you keep your word all the time, people will trust you.
Materials Needed: Spelling Notebook, dictionary
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 3-2
Engage:
Engaging Question: What do you think is meant by a closed syllable?
Extensions: The student may want to practice the spelling words by rewriting them
several times or writing sentences with the words.
Additional Notes to the Teacher: In this Lesson, the student will learn about closed
syllable words and the requirements for spelling practice. Begin this Lesson by
explaining that each word in the Spelling Words List contains a closed syllable. Explain
that a closed syllable word is a word that has a single, short vowel followed by at least
one consonant.
Continue this Lesson by reading each spelling word and the sentence provided for it.
Instruct the student to write each word in a Spelling Words Notebook, leaving space
beside it to write the definition once she has looked it up in the dictionary.
Advance Preparation or Homework Required: Some students may need a refresher
on how to use a dictionary before looking words up. Take the time to remind the student
where to find the words. All of the definitions for the word should be read in order to see
how many ways it may be used. You may have the student copy all or one definition
depending on her individual needs. A student who does not complete the spelling
assignment should do so as homework.
Remind student to do D.I.R.T. and continue to practice spelling words.
Lesson Wrap-Up: From the list of spelling words, ask the student to give you an
example of each part of speech: a noun, an adjective, an adverb or verb.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 3-3
Lesson 3
Words, Words, Words
Spelling is important because it is a part of being able to read and write. It
is how we communicate. Being a better speller makes you a better reader
and writer.
You will have spelling words to study every five Lessons. You will be
introduced to the words and given a pre-Assessment. Then, you will study
the words for an Assessment in five more Lessons.
You must have a Spelling Notebook to keep track of your ever increasing
vocabulary. Beside the assigned words, you may add any new words you
come across in your reading.
The words in this list are closed syllable words. A closed syllable is where
a single, short vowel is followed by at least one consonant.
An example is the word “dad.” The letter ‘a’ says a short vowel sound and
it’s followed by one consonant, the letter ‘d.’
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 3-4
So the words you have follow the rule of a short vowel followed by one or
more consonants.
You will now be given a pre-Assessment. Your teacher will say each word,
use it in a sentence for you and then say it once more. Then, you are to
write the word in your Notebook.
As soon as the pre-Assessment is finished, check your spelling of each
word with your teacher. The words you misspelled need to be corrected.
Then, for each word, you will:
• Write the word correctly in your Notebook
• Find the definition and copy it in your Notebook
• Include the part of speech: Is it a noun, pronoun, adjective, adverb or verb?
Lesson Wrap-Up: From the list of spelling words, give your teacher an
example of a word representing each part of speech: a noun, an adjective,
an adverb or verb.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 4-1
Lesson 4
All About Me!
Objective: The student will exhibit personal style and voice to enhance his written
narrative.
Key Vocabulary:
collage - a picture made up of many different parts
Materials Needed: One piece of white construction paper per student (to fit in sleeve of
3 ring binder); markers, colored pencils; personal pictures of student; glue; 3-ring binder
(with a plastic sleeve on the cover so you can insert the paper); magazine pictures;
scissors
Engage:
Engaging Question: How would you describe yourself?
Supplemental Engagement Activities: Help the student discover what kind of
writer he is by taking this survey…the results may surprise him!
Additional Notes to the Teacher: In this Lesson, the student will create a collection
binder. Begin this Lesson by focusing on the student as a writer. Then, create a binder
in which writing will be kept and organized. This writing binder will be used all during this
year.
The student will need loose-leaf Notebook paper so he can put his writing in the binder.
To go further with the organization, you may want dividers so he can keep different
types of writing in sections. Remind the student always to date his writings.
The cover of the binder, which will be made in this Lesson, is a collage representing the
student and can act as a springboard to writing throughout the year. The student will
then complete a short, personal writing piece to be placed in the binder.
Advance Preparation or Homework Required: Make sure the student has been told
prior to the Lesson to bring personal photos or pictures from magazines, etc. to use for
this project.
Lesson Wrap-Up: Ask the student how his binder describes him to the world. Have the
student discuss the contents of his binder with others. Explain to the student that when
one person is talking others need to be listening.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 4-2
Writer’s Profile
Everyone writes differently. Put a check in the box that best describes you or your
writing style. Answers will vary
Question:
1. I like to talk about my ideas before I write.
2. I like to organize my ideas before I write my
first draft.
3. I like to know just what I’m going to write
before I start writing.
4. I just jump right in and start writing.
5. I write then go back and make changes.
6. I like to have someone read what I write and
give me suggestions.
7. I like to write made-up stories from my
imagination.
8. I like to write about my feelings and thoughts.
9. I like to write about true things.
10. I like to know my readers’ reactions.
11. It’s easy to come up with things to write about.
12. I’d rather have someone else tell me what to
write.
13. I’m a good writer.
14. I write often, even when I don’t have to.
15. I write so much my hand hurts sometimes.
Always
Sometimes
Never
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 4-3
16. I like to write (put a mark by all that apply to you): Answers will vary
quickly, getting my ideas out
slowly and thoughtfully
with noise around me or music on
in a quiet place
anytime
at a particular time
anyplace
in a special place
with a pencil or pen
on the computer
Discuss the survey responses with the student.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 4-4
Lesson 4
All About Me!
What makes you, you? Is it your name? Is it what you look like? Is it what
you like to do? Is it where you live? Is it your family? Is it your friends? It
is all of this and more. Think about all the things you love; all the things
you love to do; all the people you love to be with. What do you “have” that
would break your heart if it was broken or lost? That must be “something”
that you treasure.
What you will do is take that piece of plain paper and begin to make a
collage of things, people and places that are your personal treasure. If you
are a volleyball player you may want to either draw a picture of a volleyball
or cut a picture of one out of a magazine. If you have a favorite place to go
to alone or with family or friends, draw or put that picture on your paper.
You should think about colors when you make your poster because color
can tell about you too. Use your favorite colors. You should try to show your
feelings in this collage also. If you have a pet or pets and have pictures of
them you may want to glue that picture on your poster called: All About Me!
This poster of you should be placed on the cover of your 3-ring binder.
The reason for this is when you write you are influenced by who you are
and what you have experienced. This binder will be yours to collect your
writings.
When your collage is complete take time to write a 6-word autobiography.
That is you will tell people who you are with just 6 adjectives or nouns that
describe you.
Your adjectives/nouns should be positive. Tell good things about who you
are.
If you have a difficult time thinking of these words; check with your best
friend, or family members. You may be shy, happy-go-lucky, serious, loving,
peaceful, intelligent, clever, sport-lover, reader, writer, helpful, leader,
follower, listener, talkative, out-going, or energetic.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 4-5
So you would have something like this:
Loving
Peaceful
Reader
Learner
Leader
Happy
This is your first writing assignment. Place your 6 word autobiography in
your binder. You can write the words in color with your colored pencils…like
“happy” could be colored in yellow which is a happy, bright color.
Lesson Wrap-Up: You’ve spent some time describing yourself today
in words and pictures. How does your writing binder describe you to the
world?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 5-1
Lesson 5
I Have an Idea!
Objective: The student will create a list of possible topics to use for writing throughout
the year.
Materials Needed: Writing Notebook, pencil, glue
Engage:
Engaging Question: Where do good writing ideas come from?
Extensions: The student is encouraged to gather ideas from home as well. Ask family
members for ideas, look through photo albums, vacation souvenirs, etc.
Additional Notes to the Teacher: In this Lesson, the student will create a list of
possible writing topics. Having a robust set of ideas from which to draw is vital for many
of the Lessons that follow. The more ideas the student can list, the more likely she will
be to have a great idea to write about. Modeling this yourself will help a lot. The student
will create a list of personal writing topics to be used throughout the year. Have the
student share her ideas with a group of four others. Assign roles to the group of
students. There should be a leader who leads the discussion, a timekeeper who keeps
the discussion moving forward, a secretary who records the ideas to write about, and
an interpreter who makes sure everyone in the group understands what has been said.
This chart will be posted on the inside cover of the Writing Notebook for reference.
Advance Preparation: Have your list of ideas created ahead of time. Create your chart.
Lesson Wrap-Up: Remind the student that, often, the hardest part of writing is just
coming up with a topic. This list at the front of her Writing Notebook will help her a great
deal throughout the year. Encourage the student to continue adding ideas to the list
whenever they come up.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 5-2
Lesson 5
I Have an Idea!
Where do good ideas for writing stories come from? Many people get their
ideas from adventures they’ve had, people they know, pets they’ve cared
for. Some of the best stories come from just observing the world around you.
This year, you are going to be writing many, many stories. Sometimes, the
hardest part is just coming up with a good idea. Once you have that idea,
though, a good story practically writes itself.
Now that you’ve thought about the categories, think of specific topics you
can write about and list those beside each bullet. Don’t worry if you don’t
fill all of the spaces. On the other hand, you might have so many ideas that
you add more bullets for some of the categories! If you can come up with
30 different ideas, you are doing great!
When you think you’ve listed all you can, your teacher will have you share
your list with a group of others. Your teacher will assign roles to each student in your group. Take turns reading your ideas, but don’t take the time to
tell your stories right now! If your work with your partner has given you more
ideas, go ahead and write them on your paper! Cut the list out and glue it to
the inside front cover of your Writing Notebook.
Lesson Wrap-Up: For many writers, the hardest part of the whole process
is coming up with an idea to write about. This list at the front of your Writing
Notebook will help you a great deal throughout the year. Don’t feel you
have to be done with it. You can add ideas whenever you think of them.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 5-3
On the chart below, you will find lots of different categories relating to your
life. Take a moment to look over the different categories.
Pets
Family Members
Trips
·
·
·
·
·
·
·
·
·
·
·
·
Sports
Firsts
Holidays
·
·
·
·
·
·
·
·
·
·
·
·
Traditions
Embarrassing
Moments
Hobbies
·
·
·
·
·
·
·
·
·
·
·
·
Other Ideas
Your Future
Adventures
·
·
·
·
·
·
·
·
·
·
·
·
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-1
Lesson 6
Which Type of Sentence?
Objective: The student will review types of sentence structure.
Key Vocabulary: declarative, interrogative, imperative, exclamatory
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: What makes sentences different?
Additional Notes to the Teacher: In this Lesson, the student will review sentence
structure. There are four basic types of sentences. Explain that each of them is used to
give meaning to our expressions. Review the four types of sentences:
• A declarative sentence makes a statement and ends with a period.
The ocean is calm today.
• An interrogative sentence asks a question and ends with a question mark.
Is there a breeze by the shore?
• An imperative sentence gives a command or makes a request. It ends with a period.
Help me raise the sail. (Understood subject: You)
• An exclamatory sentence expresses strong feeling. It ends with an exclamation mark.
What a perfect day this is!
The student will learn these 4 types of sentences and practice completing sentences
with appropriate end marks. During the rest of the Lessons remind the student about
these kinds of sentences.
Homework Required: Remind the student to study the spelling words and do D.I.R.T.
Lesson Wrap-Up: Ask the student to name the four different types of sentences.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-2
Sentence Practice Answer Key:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A sailor must know how to swim.
Do you have a life vest on your boat?
How deep is the water?
We can barely touch the bottom.
Read this book about safety.
Today, I am setting a goal for myself.
Can I really swim all the way out to the floating dock?
How far away it seems!
Judge the distance for yourself.
Will you ride the ferry to the island?
Take your camera.
There are some deep crevices near the caves.
Can you take me along with you?
Tell me what you will see on your trip.
Have a great trip!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-3
Lesson 6
Which Type of Sentence?
How many types of sentences are there? There are four basic types of
sentences. Each of them is used to give meaning to our expressions.
These are the four types of sentences:
• A declarative sentence makes a statement and ends with a period.
The ocean is calm today.
• An interrogative sentence asks a question and ends with a question mark.
Is there a breeze by the shore?
• An imperative sentence gives a command or makes a request. It
ends with a period.
Help me raise the sail. (Understood subject: You)
• An exclamatory sentence expresses strong feeling. It ends with an
exclamation mark.
What a perfect day this is!
Notice that each sentence begins with a capital letter. Now, let's give this
some practice.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-4
Sentence Practice Sheet
Rewrite each sentence on the lines provided adding capitalization and
the correct end punctuation; then identify the type of sentence.
1. a sailor must know how to swim
2. do you have a life vest on your boat
3. how deep is the water
4. we can barely touch the bottom
5. read this book about safety
6. today, I am setting a goal for myself
7. can I really swim all the way out to the floating dock
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-5
8. how far away it seems
9. judge the distance for yourself
10. will you ride the ferry to the island
11. take your camera
12. there are some deep crevices near the caves
13. can you take me along with you.
14. tell me what you will see on your trip
15. have a great trip
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 6-6
Now think about how to use different kinds of sentences. When you write
you need to get used to using all of the kinds of sentences. This will give
your writing personality and interest. It is boring to read things that are
written with the same kinds of sentences throughout the piece. One of the
ways to give some interest to your reader is beginning your writing with a
question or interrogative sentence.
Have you ever felt like you were falling from the sky?
Wow! Did you see that?
When you read these sentences you think the writer is going to tell you
about the feeling of falling, something great to see; you want to keep
reading to find out. The very first sentence in your writing should draw your
reader into your story or writing.
Which of these sentences would be better beginning sentence?
I went to a theme park last week.
or
Wow, you look white as a ghost!
The second sentence is better because it makes the reader wonder what
made the writer look like a ghost.
Now it is you turn. Write in your Notebook about somewhere you went or an
experience you had that you think would be interesting for a reader.
Begin your writing with an interesting sentence. Write at least one to five paragraphs with at least five sentences per paragraph. Be sure to include
variety in your types of sentences.
Some ideas:
• A trip to a theme park
• A surprise party
• A fishing trip
• A topic of your choice
Lesson Wrap-Up: You have the
names for the four different types of
sentences and have had a chance to use them in writing. What are the four
types of sentences?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-1
Lesson 7
Reading to Learn
Objective: The student will use strategies for reading informational articles or textbooks.
Materials Needed: Writing Notebook, pencil, pictures of different types of clouds
Literary Selection: “The Atmosphere: The Ocean of Air Above Us”
Engage:
Engaging Question: How do you remember what you read?
Technology Integration: Research information about atmosphere and types of clouds.
Additional Notes to the Teacher: The student will learn strategies for reading
informational text. Review these steps with the student:
You look at what the information is about.
Think what you already know about the topic. Write that down.
Change the name of the chapter into a question.
Read the information to find the answer to the question.
Take notes on new information. Write these in your words.
Reread the information if you do not understand what was in the chapter.
So, you read, reread, review what you are supposed to learn.
You review by questioning yourself about the information.
The student will work through a scientific article practicing these steps and answering
questions to check for understanding.
Homework Required: Remind the student to study the spelling words and do D.I.R.T.
Lesson Wrap-Up: Review the process of reading an informational article with the
student; reinforce good note-taking practices.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-2
Informational Reading Questions Answer Key:
1. The atmosphere has 3 layers: Thermosphere, Mesosphere, Stratosphere, and Troposphere.
2. The only layer that causes weather and has clouds is the Troposphere.
3. The atmosphere becomes thinner as it goes higher.
4. The temperature changes as it moves from one layer to the next.
The part of the word “sphere” indicates a particular environment of life;
The climbers would experience very thin air and lower temperatures as they near the top of the
mountain.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-3
Lesson 7
Reading to Learn
What is an informational article?
What would you expect to learn if this class was called Science? What
about history?
You would be given different information in these classes. There are
facts and vocabulary that fit each of these subjects. When you read for
information you should look for the vocabulary that is used. Often those
words are given to you in the beginning of the unit of work. So if you were
reading about clouds you would expect to find the names of the kinds of
clouds in bold letters in the text.
You look at what the information is about.
Think about what you already know about the topic. Write that down.
Change the name of the chapter into a question.
Read the information to find the answer to the question.
Take notes on new information. Write these in your words.
Reread the information if you do not understand what was in the chapter.
So, you read, reread, review what you are supposed to learn.
You review by questioning yourself about the information.
Here is an informational article for you to practice with:
First of all, look at the title, “The Atmosphere: The Ocean of Air Above
Us.” Think about what you already know about the topic. Write that in your
Writing Notebook. Next, look at all of the vocabulary words that are in bold
print. Turn the title into a question—What IS atmosphere? How is it like an
ocean? As you read the article, take notes in your Notebook.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-4
The Atmosphere: The Ocean of Air Above Us
The Importance of the Atmosphere
The Earth is surrounded by an ocean of gases we call the atmosphere. The
atmosphere is important because it contains the air most living things breathe.
It also absorbs heat energy and dangerous rays from the sun. It even recycles
water. Without the atmosphere, life as we know it could not exist on Earth.
The Layers of the Atmosphere
The atmosphere extends about 600 kilometers above the surface of the Earth.
Scientists have discovered it is divided into layers, just like a layer cake. The
names and number of layers are: Troposphere, Stratosphere, Mesosphere, and
Thermosphere. Each layer varies in thickness and in the temperature of its air.
They also differ in composition – the types of gases they contain.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-5
The Troposphere
We live in the layer of the atmosphere called the Troposphere. The first part
of the word: Tropo is a Greek word meaning turning or change. This is the
first layer going from sea level and ends up between 8 and 15 kilometers up. It
contains 50% of all the air in the entire atmosphere. It is the bottom layer and
therefore the heaviest. The air pressure (the weight of the air) is greatest there.
The clouds you see and changes in weather occur in the Troposphere.
The remaining atmosphere is made up of the other 3 layers. Together, they
make up the surroundings of the earth. This means the air in these layers is
thinner and has less pressure than air in the Troposphere. Air temperature
steadily decreases with altitude.
The Ozone Layer
The Stratosphere contains a special gas called ozone. It exists in a layer called
the ozone layer. This layer blocks out most of the dangerous rays from our
sun. There has been a lot of discussion about this layer over the past few
years. Scientists have discovered that the ozone layer has gotten thinner due
to pollution from cars and industry and from certain chemicals in spray cans
and refrigerants. This means more harmful rays are getting through to us. To
protect our skin from these cancer-causing rays, we must wear sun screen or
sun block while outside, especially in the summer time. It is also wise to wear
sun glasses on bright sunny days.
Lesson Wrap-Up: Now let us see how much you learned from this article.
Before you answer the questions, review the notes you added to your
Notebook. If there are any areas you are unsure about, reread those
sections. Ask yourself some questions about the information. When you are
positive you understand the information, answer these questions in your
Notebook. Use complete sentences.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-6
These statements are all false. Rewrite them so they are true.
1. The atmosphere has one layer.
2. The stratosphere contains clouds just like the troposphere.
3. The air in the atmosphere is thickest at the top.
4. The temperature stays constant through the entire atmosphere.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 7-7
Apply what you have learned about the atmosphere to answer these
questions.
1. Why do you think the name of each of the layers in the earth’s atmosphere ends with “sphere”?
2. The tallest mountain in the world is Mount Everest at nearly 9000 meters
(29,029 feet) high. What atmospheric conditions would mountain
climbers experience as they climbed to the top of the mountain?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 8-1
Lesson 8
Words, Words, Words Assessment
Objective: The student will be assessed on closed syllable words from a list given to
study in Lesson 3.
Key Vocabulary:
act - You must act appropriately.
list - Make a list of your words.
map - We will need a map to find the house.
dark - It is too dark to find the ball outside.
plan - Make a plan for where and when you will study.
fact - The fact is you are a great learner.
yet - It is not yet time to leave.
hunt - My father will hunt deer this year.
law - What does the law say about this crime?
lot - There is an empty lot down the street.
mix - The recipe says to mix the batter.
nor - You nor your sister may go anywhere.
bark - I can hear the dog bark.
plump - The pig is plump.
fungus - There is fungus growing on the tree.
helmet - Wear your helmet when riding your bicycle.
self - Kaylee has returned to her joyful self again.
snap - The genie will grant your wish at the snap of your fingers.
madcap - That madcap comedy looks funny.
misfit - The screw that is too big for the hole is a misfit.
mist - The mist covers the lake.
drip - Hold the ice cream cone straight or it will drip on your shirt.
tiptop - This delicious hamburger is tiptop!
bump - Careful, there is a bump in the road.
trust - I trust you to return what you borrowed..
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 8-2
Materials Needed: Spelling Notebook; pencil; Writing Notebook
Engage:
Engaging Question: Are you prepared for your first spelling Assessment?
Additional Notes to the Teacher: This Lesson focuses on an Assessment of the
spelling words presented in Lesson 3. Say each word and have the student
write it, then write a sentence containing the word.
Ask the student how he felt he did when he finished the Spelling Assessment. Ask him
if he will study more to prepare for the next one.
This Lesson concludes with a writing assignment based upon the prompt provided.
Lesson Wrap-Up: Ask him if he will study more to prepare for the next one or study
as much as he did for this one?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 8-3
Lesson 8
Words, Words, Words Assessment
Did you study your spelling words? Do you recognize the fact that all of
your words have “closed” syllables--words with a short vowel sound and
one or more consonants following each one?
On the sheet provided, or on a page in your Notebook numbered 1-25,
write each word as your teacher pronounces it. Then, use each one in a
sentence. When you are finished you and your teacher should check your
work.
You may want to keep track of how well you do on your spelling
Assessments. Go to the end of your Notebook and label the page Spelling
and Vocabulary Assessments. Then, put the date for each Assessment and
record your score.
There are 25 words on this Assessment, so each one is worth four points.
You would get a 96% if you misspelled one word incorrectly. You would get
a 100% if you spelled them all correctly.
If you misspelled any words, record those words in your Notebook or on the
back of the page and keep practicing them until you remember how to spell
them.
Now take your Writing Notebook out. You will be given a writing prompt.
This will be a timed writing assignment. That means you will be given
ten minutes to write you thoughts on this topic. This is not to make you
nervous, but just gives you an idea of how well you can put your thoughts
on paper in a given amount of time. You may be pleasantly surprised.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 8-4
The prompt:
It is one of those days…it is raining out and there is nothing to do and no
one to do anything with! Boring! What are you going to do? What are you
going to think about?
Write about a day like this…make it come alive and no longer be boring!
Begin writing and in ten minutes your teacher will say finish your thought
and put your pencil down. Now reread what you wrote. Is it surprising? Did
your creative mind give you some ideas? This writing does not need to be
rewritten. It is simply Writing Notebook writing. You may come back to it one
day when you want an idea for a longer writing.
Lesson Wrap-Up: How did you feel when you finished the spelling
Assessment? Will you study more to prepare for the next one or study as
much as you did for this one?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 8-5
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 8-6
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 8-7
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 9-1
Lesson 9
Double Your Pleasure!
Objective: The student will learn the spelling and definitions of words following this
rule: If a word has a single vowel with the short vowel sound, spell it by doubling the
final consonants: “l”, “f” and “s”.
Key Vocabulary/Spelling Words:
process - The process to make a clay pot has many steps.
guess - A hypothesis is an educated guess.
success - After college, he became a business success.
discuss - We will discuss the book at our meeting next week.
mass - A mass of people were gathered on the steps of the court house.
spell - The witch cast a spell on the poor prince.
glass - Please get me a glass of water to drink.
press - Press the doorbell to let them know we are here.
less - After a diet, one weighs less.
bluff - I stood on the edge of the bluff and looked out to the sea.
frill - At a ball, you will see a lot of dresses with lace, ribbons and frill.
bass - I caught a large-mouth bass when I was fishing.
lass - My Scottish grandfather calls my sister a little lass.
stress - The stress on the chain caused it to break.
staff - The staff of the hospital treated me well when I was sick.
huff - He became angry and left in a huff.
dill - like to eat dill pickles.
fluff - The stuffed animal is filled with fluff.
cliff - The hang glider jumped off the cliff and began to fly.
mill - The wheat is ground into flour at the mill.
hiss - A cat will hiss when it is mad.
fuss - The doting parents made a fuss over the crying baby.
swell - My sprained ankle began to swell and turn blue.
grill - I like to grill chicken on the barbeque.
bless - When she sneezed, I said bless you.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 9-2
Materials Needed: Spelling Notebook, pencil
Engage:
Engaging Question: Why do some words have the same letter written twice?
Additional Notes to the Teacher: In this Lesson, the student will learn a new spelling
rule. When you pronounce the words you will notice that the sound of each word is the
short vowel sound. So the spelling rule for this Lesson is: if a word has a single vowel
with the short vowel sound, double the final consonants: “l”, “f” and “s”. The student will
practice a list of words following this rule.
Advance Preparation or Homework Required: Prepare this week’s words as a list on
chart paper, the board, or an overhead. Any time the student does not finish the Lesson
work, she should do it as a homework assignment. Remind student to study spelling
words and do D.I.R.T.
Lesson Wrap-Up: Ask the student to repeat the rule for doubling certain letters
following short vowels. Encourage her to look for more examples of these words in her
D.I.R.T. reading—there are lots!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 9-3
Lesson 9
Double Your Pleasure!
Your teacher will show you a list of words. What do all of these words have
in common or the same?
Look closely at the vowels; is there something consistent about all of them?
Each of these vowels, when said aloud, makes a short vowel sound, and
each of these short vowels is followed by a double consonant.
The spelling rule for this Lesson is: If a word has a single vowel with the
short vowel sound, double the final consonants: “l”, “f” and “s”.
You will now be given a pre-Assessment. Your teacher will say each word,
use it in a sentence for you and then say it once more. Then, you are to
write the word in your Notebook.
As soon as the pre-Assessment is finished, check your spelling of each
word with your teacher. The words you misspelled need to be corrected.
Then, for each word, you will:
• Write the word correctly in your Notebook.
• Find the definition and copy it in your Notebook.
• Include the part of speech: Is it a noun, pronoun, adjective, adverb or verb?
You will have four more Lessons before you take the formal Spelling
Assessment on these words.
Lesson Wrap-Up: Can you repeat the rule for doubling certain letters
following short vowels? Look for more examples of these words in your
D.I.R.T. reading—there are lots!
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 10-1
Lesson 10
Top Secret
Objective: The student will begin to work on producing a well-written piece of writing.
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: What traits make a piece of writing “good” or not?
Supplemental Engagement Activities: Listen to this short story:
Summertime
In the summer there is lots to do. You can ride your bike. Go to the pool. Last
summer I went to a barbeque and ate shish kabobs. My Uncle Mark did the
grilling. He wore a chef’s hat and a funny apron that said Kiss the Cook. One
summer when I was 8 I had a lemonade stand. I made thirteen dollars and
bought myself a new snorkel. I went snorkeling in Florida when I went to visit my
grandparents when I was ten. It was weird because it was December but it
seemed like summer cause Florida is hot. I love summertime. It is my favorite
season.
What could the writer do to make this piece better?
Extension: Apply the above activity – “What could the writer do to make this piece
better?” - to many different pieces of writing.
Technology Integration: The student can use word processing software for the writing
process.
Additional Notes to the Teacher: This is the first writing piece the student will take all
the way through the writing process. The student will begin with an idea from Lesson 5.
A quick prewriting activity will get the student thinking about the topic, then write a rough
draft. Encourage the student to use transitional words, for example, then, after that, before, etc., when describing the sequence of events.
Encourage the student to write without too much concern for perfection; he will be
reworking this draft in Lesson 11. Skipping lines is encouraged on the draft so that he
has space in which to make corrections during Lesson 11.
Lesson Wrap-Up: Tell the student that when thinking of a topic to write about, to keep
in mind the rule of “So What?” There needs to be a point, a purpose to writing. There
needs to be a reason it was written. If he cannot find the meaning, or the “So What?” in
writing, he might need to dig a little deeper or even find a new topic.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 10-2
Lesson 10
Top Secret
Look at this piece of writing. What do you think about it?
"Summertime"
In the summer there is lots to do. You can ride your bike. Go to the pool. Last
summer I went to a barbeque and ate shish kabobs. My Uncle Mark did the
grilling. He wore a chef ’s hat and a funny apron that said Kiss the Cook. One
summer when I was 8 I had a lemonade stand. I made thirteen dollars and
bought myself a new snorkel. I went snorkeling in Florida when I went to visit
my grandparents when I was ten. It was weird because it was December but it
seemed like summer cause Florida is hot. I love summertime. It is my favorite
season.
What do you think is strong, or well done, about this piece?
What does the writer need to work on?
There are some characteristics that all good writing has in common.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 10-3
Characteristics of Good Writing
Ideas:
The content of the writing
Organization:
The structure or the pattern of the ideas
Voice:
The style or what makes it sound like the writer
Word Choice:
Using strong, vivid, precise language
Sentence Fluency:
The flow of the language, how the words sound
Conventions:
Using grammar and mechanics correctly
Presentation:
The form and the layout, or how the piece looks on paper
Let us begin by looking at Ideas.
Select an idea. Make your topic one that is interesting to your audience and
that matters to you. In Lesson 5, you created a list of ideas to use in your
writing this year.
Narrow the idea. Make it a small, manageable one by narrowing down your
topic. For example, don’t write about your whole trip to the amusement
park—write about that one favorite ride. Don’t write everything about your
puppy—write about his favorite game.
Elaborate on the idea. Develop it by focusing in on the important details
and leaving out the rest.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 10-4
Provide details. It’s important that you know which details to include to
“show” your readers what you want them to “see”. It is also important to use
transitional words when describing a sequence of events.
As you think of your idea, make an organizer for yourself. Put your idea in
the middle of the paper in a circle. Make lines like spokes coming from the
center idea circle. In the circles at the end of the spokes put ideas or details
that will help you write about the real truth behind the rule. The more details
you put on your organizing web, the easier it will be for you while writing the
story.
Double
Scoop
Frozen
Custard
Cold on my
tongue
My favorite thing
about Ice Cream
in Summer
Sugar Cone
or Plain
Frozen
Yogurt
Chocolate
Sprinkles
Melts down
the side
Soft Serve
Now that you have chosen your idea and made an idea web, it is time for
you to write. Since this is your first draft, skip a line between each line so
you can make changes later on if needed.
In Lesson 11, you will revisit this piece of writing.
Lesson Wrap-Up: When thinking of a topic to write about, keep in mind the
rule of “So What?” There needs to be a point, a purpose to your writing.
There needs to be a reason it was written. If you cannot find “So What?” in
your writing, you might need to dig a little deeper or even find a new topic.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 11-1
Lesson 11
Revise and Edit
Objective: The student will complete a 3-step process to revise and edit a story. A final
copy will then be completed.
Key Vocabulary:
self conference
revision conference
editing conference
Materials Needed: Writing Notebook, pencil, 3 different colored ink pens, final copy
paper.
Engage:
Engaging Question: How many times over do you think professional writers work on their stories?
Supplemental Engagement Activities: Show a video clip of a writer talking about the writing process.
Technology Integration: The student can use a word processing program for the final
copy.
Additional Notes to the Teacher: In this Lesson, the student will learn to revise and
edit a story. This is a great place to show your own skills as a writer. You may wish to
model the entire process with a piece of your own writing.
Working with the draft completed in Lesson 10, the student will learn 3 forms of revision/
editing: a self conference to catch simple surface errors and omissions, a revision
conference to work with a partner on content, and an editing conference to do a final
check for errors. Each must be done in a different color ink.
The student will then create a final copy and self-assess according to a given rubric.
Lesson Wrap-Up: Review the purpose and process of each step of the revising/editing
process: Self Conference, Revision Conference, and Editing Conference.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 11-2
Lesson 11
Revise and Edit
True or false: The fewer times you work on a piece of writing, the better
you are at it. False!! All professional authors can tell you that they work on
their stories over and over to get them just right. You will do the same jobs
as a writer yourself.
Take out the first draft you completed in Lesson 10. Get an ink pen and
go to a quiet place. You will have a Self-Conference. During this SelfConference, you will read your piece of writing out loud, slowly to yourself.
The reason you do this out loud is so that you catch things that you would
not normally catch if you were reading silently to yourself. While you
are reading, have your pen ready. Write in any words you may have left
out, add punctuation marks that you forgot, and circle any words whose
spellings you aren’t quite sure about. Also, you may decide to add more
details in certain places or change some other things around. Take the time
now to do all of this to your draft.
Next, it is time for a Revision Conference with someone else. Once you
have a partner, read your story out loud to him. After you have read the
whole thing, ask your partner: “What could I do to improve this piece of
writing?” Your partner should be able to give you specific suggestions
about what you can do to improve the piece. Thank your partner and chose
a different color pen. Sit down and make the changes that were suggested
throughout the story. At this point, you should have 3 different colors and a
very marked up paper!
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Give this
partner a third color of ink pen and work through the story one last time
making all the necessary corrections.
When you have all the corrections made to your satisfaction, you may
recopy your writing. You may use a computer or just handwrite a final copy
on some fancy paper.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 11-3
Next, self-evaluate your writing. How will you score yourself? Rate yourself
from 1 to 5 according to the list below, and figure out how you did overall.
5 - This paper is clear and focused. It holds the reader's attention. Relevant
anecdotes and details enrich the central theme.
A. The topic is narrow and manageable.
B. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
C. Reasonably accurate details are present to support the main ideas.
D. The writer seems to be writing from knowledge or experience; the ideas are fresh and original.
E. The reader’s questions are anticipated and answered.
F. Insight—an understanding of life and a knack for picking out what is significant—is an indicator of high level performance,
though not required.
4 - Better than a 3, but not quite a 5
3 - The writer is beginning to define the topic, even though development is still basic or general.
A. The topic is fairly broad; however, you can see where the writer
is headed.
B. Support is attempted, but doesn't go far enough yet in fleshing out
the key issues or story line.
C. Ideas are reasonably clear, though they may not be detailed,
personalized, accurate, or expanded enough to show in-depth understanding or a strong sense of purpose.
D. The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.
E. The reader is left with questions. More information is needed to "fill in the blanks."
F. The writer generally stays on the topic but does not develop a clear theme. The writer has not yet focused the topic past the
obvious.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 11-4
2 - Better than a 1, but not quite a 3
1 - So far, the paper has no clear sense of purpose or central theme. The details are sketchy or missing. The writing reflects more than one of
these problems:
A. The writer is still in search of a topic, brainstorming, or has not yet decided what the main idea of the piece will be.
B. Information is limited or unclear or the length is not adequate for development.
C. The idea is a simple restatement of the topic or an answer to the question with little or no attention to detail.
D. The writer has not begun to define the topic in a meaningful, personal way.
E. Everything seems as important as everything else; the reader has a hard time sifting out what is important.
F. The text may be repetitious, or may read like a collection of disconnected, random thoughts with no relevant point.
Lesson Wrap-Up: Each time we create a piece of writing, you will be
completing 3 conferences. Let’s review the purpose and process of each
one: Self Conference, Revision Conference, and Editing Conference.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-1
Lesson 12
We Go Together!
Objective: The student will define and identify compound subjects and predicates.
Key Vocabulary:
predicate - part of a sentence or clause containing a verb.
subject - a person or thing that is being discussed, described, or dealt with in a sentence.
Materials Needed: Sentence strips (written and cut up ahead of time), Writing
Notebook, pencil
Engage:
Engaging Question: What do you call the 2 parts of a sentence?
Supplemental Engagement Activities: Review what simple subjects and simple
predicates are.
Additional Notes to the Teacher: In this Lesson, the student will review the simple
subject and the simple predicate.
Use the examples in the Student Manual to explain the difference between simple
subject and compound subject, and simple predicate and compound predicate.
Using the sentence strips you prepared in advance, have the student mix-and-match
subjects and predicates to make new, silly sentences. Make it a fun game for the
student, play until all the strips have been used, and then explain compound subjects
and compound predicates to the student.
Continue to explain that sentences can also have compound subjects and compound
predicates together, or any combination before having the student complete the
Questions at the end of the Student Manual, and assigning the Lesson Wrap-Up.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-2
Advance Preparation: Write the following sentences on sentence strips.
The clown’s red nose squeaked.
Buttery popcorn spilled all over the floor.
My dog barked at the mail carrier.
Huge dinosaurs roamed the earth thousands of years ago.
The candle melted before I could blow it out.
I screamed during the scary movie.
Cut them apart so the complete subject is on one side and the complete predicate on
the other side. You will need one set for each pair of students.
Lesson Wrap-Up: Have the student write sentences with compound subjects and/or
compound predicates on blank sentence strips. Cut them up into pieces so the subjects
and predicates get mixed up. Put them back together, making silly sentences.
Lesson 12 Activity Answer Key
1. Cars ride on the street. Buses ride on the street. Trucks ride on the street.
Cars, buses, and trucks ride on the street.
2. Jack went up the hill. Jill went up the hill.
Jack and Jill went up the hill.
3. Harry did homework. Josh did homework.
Harry and Josh did homework.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-3
Lesson 12
We Go Together!
Review the simple subject and the simple predicate by thinking about this
sentence:
My friend Susan is reading a book.
The simple subject is the main word in the complete subject. Usually it is
just one word.
In our example above “Susan” is the simple subject.
The simple predicate is the main word or words in the complete predicate.
It shows action. Sometimes a helping verb or linking verb is part of the
simple predicate.
In our example above, “is reading” is the simple predicate. “is” is a helping
verb.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-4
Review what complete subjects and predicates are:
The complete subject is all the words in the subject part of a sentence.
The subject part names someone or something. We can use the same
example sentence from before to review.
Example: My friend Susan is reading a book.
“My friend Susan” is the complete subject.
The complete predicate is all the words in the predicate part of a sentence.
The predicate part tells what the subject is or does.
Example: My friend Susan is reading a book.
“is reading a book” is the complete predicate.
Activity:
We can play a game of matching to mix subjects and predicates.
Your teacher has sentences on paper that have been
divided in half – your teacher will give you these
sentences to use.
To play the game, match complete subjects and complete
predicates together and yell out “We Go Together” when
you have a match. The sentences might be silly, but
that’s okay.
Once all the sentences are put back together (silly or
not), point out the simple subject and predicate of each.
Then, point out the complete subject and predicate for the
sentences on the strips.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-5
More complex sentences might also have a compound subject and a
compound predicate.
A compound subject is a subject with 2 or more nouns or pronouns joined
by the word and or another conjunction. Compound subjects share the
same predicate.
Example: Her shoes and ankles were covered with mud.
'Her shoes and ankles' is the compound subject. The predicate is 'were
covered with mud.'
A compound predicate is a predicate with 2 or more verbs joined by the
word and or another conjunction. Compound predicates share the same
subject.
Example: Jan jumped on her bike and rode around the block.
The compound predicate is 'jumped on her bike and rode around the block.'
The subject in both the sentence is ‘Jan’.
Compound Subject and Compound Predicate: A sentence can have a
compound subject and a compound predicate.
Example: Sue and Maria went to the mall and shopped for an hour.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 12-6
Activity:
You are to write a sentence with a compound subject.
You are to write a sentence with a compound predicate.
Combine each pair of sentences into one sentence using a compound
subject or compound predicate.
1. Cars ride on the street. Buses ride on the street. Trucks ride on the street.
2. Jack went up the hill. Jill went up the hill.
3. Harry did homework. Josh did homework.
Lesson Wrap-Up: Write sentences with compound subjects and/or
compound predicates on blank sentence strips. Cut them up into pieces so
the subjects and predicates get mixed up. Put them back together, making
silly sentences.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 13-1
Lesson 13
Planning for Great Writing
Objective: The student will learn several forms of prewriting to help prepare for a
longer, more complete piece of writing.
Key Vocabulary:
pre-write - any form of planning a writer does prior to a first draft
idea web - a prewriting form with a topic in center with spokes/details radiating out
idea list - a prewriting form with a topic written at top of page and all applicable words listed below
free write - a prewriting form; given a topic, write for set amount of time
Materials Needed: Writing Notebook, pencil, idea list from Lesson 5, stop watch or
clock with a second hand
Engage:
Engaging Question: Think about a great book or story you’ve read. How do you
think it started out?
Additional Notes to the Teacher: In this Lesson, the student will learn and practice
several forms of prewriting. It is always helpful for the student to see her teacher as
a writer. The teacher should complete the activities right along with the student. The
student will learn and practice different forms of prewriting from ideas created in Lesson
5. These pre-writings will be kept in the Writing Notebook for use in later pieces.
Homework Required: Remind the student to study the spelling words and do D.I.R.T.
Lesson Wrap-Up: Have the student look through all of the prewriting she’s done today.
Have her choose one that she would like to take through the writing process. Have her
put a star at the top of that page so that she will remember!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 13-2
Lesson 13
Planning for Great Writing
There are many steps involved in writing a great story, no matter how
long or short it is. The step after you have chosen an idea about which
to write is called “Prewriting.” Prewriting provides you, the author, with
time and space to develop an idea or to remember details when writing a
personal essay. For this Lesson, you will be learning about 3 basic types of
prewriting.
Look back in your Writing Notebook at the idea web you completed for your
writing in Lesson 10. That is an example of an idea web. You started by
putting the topic in a circle in the middle of your paper and then drew lines
out from the main circle. On each line, you wrote a detail about your topic.
You can expand this idea web as much as you’d like. You can draw lines
off of lines to show details of details. This form helps you include details
like who, where, when, etc. Look at your idea chart and choose a different
topic. Go to a blank page in your Writing Notebook and create an idea web
for it. Prewriting doesn’t need to take very long. Spend between 5 and 10
minutes creating your web.
The next type of prewriting is called an idea list. It is exactly what it sounds
like. Once you choose a topic, you write it at the top of a page and then
list all of the words and details that come to mind. These might be single
words or simple phrases. Choose a different idea from your idea chart. Go
to a blank page and list the idea at the top. Then, take 5 to 10 minutes (no
longer should be needed) and list straight down all of the details that come
to mind. Many people like to use bullets in front of their phrases.
The last type of prewriting for this Lesson is called a free write. With this
type of prewriting, you write the topic at the top of the page and then just
start writing about the topic and don’t stop until time is called. For Lesson
13, you will be writing for 5 minutes without stopping. Choose a third topic
for this Lesson from your idea list and write it at the top of the blank page.
When instructed, begin writing and continue until time is called.
Lesson Wrap-Up: Look through all of the prewriting you’ve done in
this Lesson. Choose one that you would like to take through the writing
process. Put a star at the top of that page so you will remember!
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 14-1
Lesson 14
Double Your Pleasure! Assessment
Objective: The student will show his skill in spelling words with double “l,” “f,” and “s.”
Key Vocabulary/Spelling Words:
process - The process to make a clay pot has many steps.
guess - A hypothesis is an educated guess.
success - After college, he became a business success.
discuss - We will discuss the book at our meeting next week.
mass - A mass of people were gathered on the steps of the court house.
spell - The witch cast a spell on the poor prince.
glass - Please get me a glass of water to drink.
press - Press the doorbell to let them know we are here.
less - After a diet, one weighs less.
bluff - I stood on the edge of the bluff and looked out to the sea.
frill - At a ball, you will see a lot of dresses with lace, ribbons and frill.
bass - I caught a large-mouth bass when I was fishing.
lass - My Scottish grandfather calls my sister a little lass.
stress - The stress on the chain caused it to break.
staff - The staff of the hospital treated me well when I was sick.
huff - He became angry and left in a huff.
dill - like to eat dill pickles.
fluff - The stuffed animal is filled with fluff.
cliff - The hang glider jumped off the cliff and began to fly.
mill - The wheat is ground into flour at the mill.
hiss - A cat will hiss when it is mad.
fuss - The doting parents made a fuss over the crying baby.
swell - My sprained ankle began to swell and turn blue.
grill - I like to grill chicken on the barbeque.
bless - When she sneezed, I said bless you.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 14-2
Materials Needed: Spelling Notebook, pencil, Writing Notebook
Engage:
Engaging Question: Did you study your spelling words?
Extensions: The student may begin his writing by drawing a picture and then writing
about what could or would have happened.
Additional Notes to the Teacher: Follow the procedure in Lesson 8 for this Spelling
Assessment and informal writing prompt.
Lesson Wrap-Up: Encourage the student to practice spelling these words and think
about how the words can be used in writing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 14-3
Lesson 14
Double Your Pleasure! Assessment
Do you have a good memory for how to spell words? Your teacher will give
you an oral Assessment on the words given to you in Lesson 9.
Using the Spelling Assessment sheet provided, listen carefully as your
teacher says each word, gives you a sentence with the word and repeats it
one more time for you. Write it on your paper. Good luck!
When you have finished your spelling Assessment, check it with your
teacher to evaluate your success. Again each word is worth 4 points. Go
to your last page in your Notebook where you are keeping track of your
spelling Assessments and date and record your score.
How are you doing? If you are maintaining 100% Assessments; good for
you! If you have spelled some words incorrectly, you should go back and
rewrite those misspelled words and remind yourself of their spelling again.
As you write for other Lessons, try to include some of your spelling words in
your writing assignments. This will help you remember them.
Now let us take a minute to practice our writing skills. Here is a writing
prompt for you to think about and write about. Remember to focus your
idea, think of details and maybe include some of your spelling words.
Everyone experiences a lot of “firsts” in life. Choose a “first” and write about
it in your Writing Notebook. Here are some ideas:
• First roller coaster
• First plane ride
• First time you saw a member of your family
Lesson Wrap-Up: Practice spelling and watching how new words can be
used in writing.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 14-4
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 14-5
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 14-6
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 15-1
Lesson 15
One Sound, Three Ways
Objective: The student will learn a word list with 3 different spellings of /k/: “c”, “k”, “ck”
Key Vocabulary/Spelling Words:
chick - A baby chicken is called a chick.
quick - Come quick and see what I caught!
thick - I stirred the pudding until it got thick.
track - We ran around the track.
basic - The basic color of the room is green.
wreck - The rain will wreck our picnic.
mock - It is not nice to mock people.
luck - A four leaf clover brings good luck.
snuck - We snuck into the movie theater after the show started.
pick - Who will you pick to be on your team?
back - We had to go back and get the box we forgot.
attack - The scared dog will attack if it feels threatened.
black - Black thunderclouds flew across the sky.
trek - The trek into the woods tired me out.
cricket - The spider ate a cricket.
bucket - I lowered the bucket into the well.
stock - The soup was made of chicken stock.
blockade - The pirate sailed fearlessly through the blockade.
second - He came in second place behind the winner.
muck - I put on galoshes to walk through the muck around the pond.
chuckle - He will chuckle when he hears the joke.
frock - Another word for a dress is a frock.
flicker - I saw a flicker of light through the darkness.
gecko - A gecko is a type of lizard.
peck - The chicken will peck you if you get too close.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 15-2
Materials Needed: Spelling Notebook, pencil, dictionary
Engage:
Engaging Question: Where in each word do you hear the sound /k/? How many
ways can /k/ be spelled?
Extensions: The student can write a sentence for each spelling word. More
challenging: the student can write a paragraph using as many spelling words as
possible. The etymology of the words could be researched.
Additional Notes to the Teacher: In this Lesson, the student will learn a new spelling
rule. The student will learn that there are 3 ways to spell the /k/ sound. There is no
general rule for most of these words.
Read the Key Vocabulary words to the student to see if she can spell them, then go
over them with the student so that she can add them to her Vocabulary Notebook.
Homework Required: Remind the student that she will have a spelling Assessment for
these words in four more Lessons. Remind the student to do D.I.R.T. The student will
need a picture book for Lesson 16.
Lesson Wrap-Up: Ask the student if any of the word meanings surprised her.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 15-3
Lesson 15
One Sound, Three Ways
Can you spell these words with no studying? You teacher will give you a
pre-Assessment to check your skill. Your teacher will say the word, use it in
a sentence and repeat it one more time. Listen carefully and do your best
to write them down correctly.
Did you miss any of the words? If so, look at the word and correct the
spelling. Now take time to copy all of the words for a study list along with a
definition for the word. Remember to write down the part of speech for each
word.
Spelling is important because it is a part of being literate…being able to
read and write. It is how we communicate. Being a better speller makes
you a better reader and writer.
Were there any words you did not know the meaning of before looking it
up?
Lesson Wrap-Up: What word meaning surprised you or was your favorite
word?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 16-1
Lesson 16
Making Predictions
Objective: The student will use the reading strategy for making predictions while
engaged in reading books.
Key Vocabulary:
prediction - a forecast, a thing guessed about ahead of time
Materials Needed: A weather forecast, a picture book the student is unfamiliar with,
sticky notes
Engage:
Engaging Question: Where can you make predictions? What is a prediction? Look at the definition for prediction. Where are some common places that people
make predictions? What about the weather forecast?
Extension: Chart the predicted weather forecast and then the actual weather each day
for a week.
Technology Integration: Find an online weather forecasting site to complete the
Extension.
Additional Notes to the Teacher: In this Lesson, the student will learn about
prediction. Using weather forecasts as examples of predictions, the student will apply
this understanding to simple books. As he reads through a picture book, he will stop to
write several predictions about what he thinks will happen next.
There is a book called “Little Witch” written by Susan Bennett that is great for the “cliff
hangers” at the end of each chapter and may be fun to read and try to predict what will
happen. (There are other books with the same title as this one so check for the author.
The book was written around the 1950’s.)
Lesson Wrap-Up: Discuss with the student: Being an active reader means paying
attention to details and making sense of the story so you can predict what will happen
next. Being involved in the story makes reading enjoyable and sometimes challenging.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 16-2
Lesson 16
Making Predictions
Where can you make predictions? What is a prediction? Look at the
definition for prediction. Do you think that word works for the weather
forecast? In some ways it does. The weather person should make his
forecast or prediction for our weather as a result of the knowledge he has
about what is happening. A weather person has more understanding of
weather and weather patterns so his prediction for the kind of weather for
that day is based on knowledge.
When do you get to make predictions? Just like weather forecasters, you
can learn to predict from the text you hear or are reading what may happen
next. Look and listen for clues and combine them with what you already
know to predict what will happen next. Predicting helps you be a better
reader and writer. As you read, you can see if your predictions come true.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 16-3
Where can you make predictions in a story?
The most important prediction should come as you read the title or the
headline. Look at the cover and illustrations or pictures. Other predictions
may happen when you read chapter headings or subtitles when the author
of the story asks a question, or when a character in a story is about to do
something.
Try this out: Take the picture book provided for this Lesson. Read the book,
stopping periodically to make a prediction. Write the “guess” on a sticky
note and stick it to that page. Code it with a “P” for prediction. Keep reading
to see if you were correct in your thinking. Continue through the book
making predictions as often as you like. When you come to the end of the
story go back and look at your “P” and see how many were right on. Good
reading for all the ones you got correct!
Use this strategy when you read your choice of books for your D.I.R.T. time.
Even if you already know the story from seeing a movie, when you read
a novel you will be getting a lot more of the feelings and thoughts of the
characters. These clues will help you predict about what may happen next.
Before you read the next chapter of your D.I.R.T. book, read the chapter
title. Make a prediction from that and what you already know of the story
as to what will happen next. Write your prediction in your reading log.
When you finish the chapter, look back at your prediction to see if you were
correct. Put a big star on your prediction if it was correct.
Lesson Wrap-Up: Being an active reader means paying attention to
details and making sense of the story so you can predict what will happen
next. Being involved in the story makes reading enjoyable and sometimes
challenging.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 17-1
Lesson 17
Common or Proper?
Objective: The student will define and identify common and proper nouns.
Key Vocabulary:
common noun - a non-specific person, place, thing, or idea
proper noun - a specific person, place, thing, or idea
Materials Needed: Magazine to cut up; large paper or poster board; glue; scissors;
markers, colored pencils
Engage:
Engaging Question: When is a noun common and when is it proper?
Additional Notes to the Teacher: In this Lesson, the student will learn about common
and proper nouns.
A common noun names a person, place, thing or idea in general.
A proper noun names a person, place, thing or idea in particular and begins with
a capital letter.
The student will practice these general ideas in a variety of ways: through discussion,
by choosing from within written sentences, and by creating a collage of nouns from a
magazine.
Homework Required: Remind student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Make sure the student is able to tell what a noun is and what the
difference is between a common and proper noun.
Subject and Predicate Nouns Practice Answer Key (italicized words should be circled by
student):
1.
2.
3.
4.
5.
6.
7.
8.
Some people look for lost treasure on sunken ships.
A few explorers have found chests filled with jewels.
Many underwater explorers look for information about ancient history.
Divers search the water for traces of old ships.
Old boats reveal valuable clues about the people.
Scientists study the pots and cups found in wrecks.
The contents of the pots indicate the goods that were shipped.
These pots often provide information about foods from long ago.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 17-2
Lesson 17
Common or Proper?
When is a noun common and when is it proper?
You remember the definition of a noun. It is the word that names a person,
place, thing or idea. Nouns can be plural or singular.
Examples:
boy…common
girl…common
house…common
city…common
candy…common
cat…common
Bob…proper
Mary…proper
White House…proper
Trenton…proper
Snickers…proper
Sassy…proper
Thus:
A common noun names a person, place, thing or idea in general.
A proper noun names a person, place, thing or idea in particular and
begins with a capital letter.
Now play a game. Your teacher will name a category and you will give an
example of that category such as…thing and you say ball. Or state and you
say Michigan.
Here are some categories to use:
• State/city names
• Girl/boy names
• Country names
• Candy bar names
• Foreign languages
• Food names
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 17-3
Read each sentence. Circle the nouns that are used in the subject.
Underline the nouns that are used in the predicate.
1. Some people look for lost treasure on sunken ships.
2. A few explorers have found chests filled with jewels.
3. Many underwater explorers look for information about ancient history.
4. Divers search the water for traces of old ships.
5. Old boats reveal valuable clues about the people.
6. Scientists study the pots and cups found in wrecks.
7. The contents of the pots indicate the goods that were shipped.
8. These pots often provide information about foods from long ago.
Activity:
Take the large piece of paper or board and divide it equally into four
sections. Mark the sections: Place, Person, Thing, and Idea. Now go
through the magazine and cut out pictures of nouns. Glue them in the
section they belong in and write a label them. If they are common nouns,
do not use a capital letter; if proper, be sure to use a capital letter when
naming them. If the picture indicates more than one noun, be sure to write
the noun as a plural.
Lesson Wrap-Up: Be able to tell what a noun is and what the difference is
between a common and proper noun.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 18-1
Lesson 18
You Be the Guide
Objective: The student will define the term guide words for a dictionary; he will locate
guide words on specific pages of a dictionary.
Key Vocabulary:
Guide Words - words on the top of a dictionary page
Materials Needed: dictionary, pencil, Spelling and Vocabulary Notebook
Engage:
Engaging Question: How do we find the way? Discuss different situations in which you need help to find the way (GPS, tour guide, map, etc.).
Additional Notes to the Teacher: Tell the student that if he needs to find the meaning
of a word his resource is a dictionary. It helps him know how to spell the word, how to
pronounce the word, the part of speech and what the word means. Dictionaries are very
big books with many pages for each letter of the alphabet. Ask the student: What will
help you find the word you are looking for?
At the top of each page are 2 words. These are called guide words. It is the first and last
word for that page. If the student knows his alphabet he will be able to tell if the word he
is looking for is on that page he is looking at.
The student will practice with a dictionary finding words using the guide words.
Lesson Wrap-Up: Ask the student: What are guide words in a dictionary? How do they
help in locating a target word?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 18-2
Guide Words Answer Key
Guide Words in Your Dictionary:
1. study
yes
no
2. stand
yes
no
blow-blue
3. bloom
yes
no
4. block
yes
no
cheese-church
5. chase
yes
no
6. chimp
yes
no
will-wonder
7. wild
yes
no
8. wonders yes
no
yes
ready-red
9. real
yes
no
10. read
yes
no
ANSWERS WILL VARY
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 18-3
Lesson 18
You Be the Guide
How do we use the dictionary and find words quickly?
If you need to find the meaning of a word, your resource is a dictionary. It
helps you with how to spell the word, how to pronounce the word, the part
of speech, and what the word means. Dictionaries are very big books with
many pages for each letter of the alphabet. What will help you find the word
you are looking for?
At the top of each page are 2 words. These are called guide words. It is
the first and last word for that page. If you know your alphabet you will be
able to tell if the word you are looking for is on that page you are looking at.
Here are 2 guide words: mustache and mystery
Which of these words will you find on a page with these 2 guide words?
murmur
murderous
mysterious
mummy
mystify
mystic
Since the guide words start with mus…and ends with mys…the words you
could find on this page are: mysterious and mummy.
Now look at this set of guide words and choose the words on the page:
Push and quack
phantom
puzzler
perplex
quickly
pyromania
pursue
pursuit
quietly
Did you think puzzler and pyromania? You are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 18-4
It is very important to be able to get around a dictionary with ease and
accuracy. Dictionaries are needed for many reasons including learning the
meaning and pronunciation of words and how to put them into sentences
correctly.
Without guide words on each page in the dictionary it would take a much
longer time to find the word you are looking for. When using your guide
words look to make sure you are within the correct words…alphabetically
on the top of the page. The guide words are usually in bold, darker black
and are on the very top right and left edges of the page.
Tell in your own words what guide words are in a dictionary.
Lesson Wrap-Up: What are guide words in a dictionary; how do they help
you in locating your word?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 18-5
Guide Words
For each set of guide words, decide if the numbered words would be
between them on a dictionary page. Circle “yes” if they would be or
“no” if they would not. Then, look the words up in your dictionary and
list the actual guide words given.
start-stop
Guide Words in Your Dictionary:
1. study
yes
no
2. stand
yes
no
blow-blue
3. bloom
yes
no
4. block
yes
no
cheese-church
5. chase
yes
no
6. chimp
yes
no
will-wonder
7. wild
yes
no
8. wonders
yes
no
ready-red
9. real
yes
no
10. read
yes
no
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-1
Lesson 19
Protagonist and Antagonist
Objective: The student will read a short story and learn the vocabulary from the story.
The student will be introduced to the idea of protagonist/antagonist in a story.
Key Vocabulary/Spelling Words:
glistened - shined brightly
remnants - leftovers
monarch - a king
benefactor - someone who gives money to a cause
mocker - someone who verbally teases someone else
sovereignty - supreme authority
metropolis - a large city and surrounding area
adversary - an enemy
antagonist - major character in a story who has a conflict with the hero, or
protagonist - the most important character in a story
Materials Needed: Reading Notebook, pencil
Literary Selection: “The King of the Polar Bears” by Frank L. Baum
Engage:
Engaging Question: What is your definition of a hero?
Technology Integration: Use search engines to look up information about Frank L.
Baum.
Additional Notes to the Teacher: In this Lesson, the student will learn what a
protagonist and an antagonist are. The reading of the story can count toward the
student’s D.I.R.T. for this Lesson. After studying the vocabulary words, the student
will read this short fairy tale while looking for clues as to which characters are the
protagonists and antagonists. The questions in the Lesson Wrap-Up are very important
for discussion.
Lesson Wrap-Up: Ask the student these questions: What was the conflict in this short
story? What character would you say is the protagonist? What character(s) would you
say is/are the antagonist(s)?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-2
Lesson 19
Protagonist and Antagonist
Before you start reading this short story, you must look at the key
vocabulary. Try to pronounce all of the words. Copy the words and their
definition in your Reading Notebook. When you come across the words in
the writing, you see that those words are in bold print.
You will not find the words protagonist or antagonist in the story. They are
literary terms used by writers. Do you have a brother or sister? If so, you
know how your brothers and sisters can antagonize (bother) you. That is
what part of this word means: to bother, to cause conflict. So the writer has
some kind of conflict in their stories. This is usually seen between the main
character (protagonist) and the minor character(s) (antagonist).
So read along and find out what the conflict is in this story.
This story teaches us that true dignity and courage depend not upon
outward appearance, but come rather from within; also that brag and
bluster are poor weapons to carry into battle.
Lesson Wrap-Up: What was the conflict in this short story? What character
would you say is the protagonist? What character(s) would you say is/are
the antagonist(s)?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-3
The King Of The Polar Bears
By Frank L. Baum
The King of the Polar Bears lived among the icebergs in the far North
Country. He was old and monstrous big; he was wise and friendly to all who
knew him. His body was thickly covered with long, white hair that glistened
like silver under the rays of the midnight sun. His claws were strong and
sharp, that he might walk safely over the smooth ice or grasp and tear the
fishes and seals upon which he fed.
The seals were afraid when he drew near, and tried to avoid him; but the gulls,
both white and gray, loved him because he left the remnants of his feasts for
them to devour.
Often his subjects, the polar bears, came to him for advice when ill or in
trouble; but they wisely kept away from his hunting grounds, lest they might
interfere with his sport and arouse his anger.
The wolves, who sometimes came as far north as the icebergs, whispered
among themselves that the King of the Polar Bears was either a magician or
under the protection of a powerful fairy. For no earthly thing seemed able to
harm him; he never failed to secure plenty of food, and he grew bigger and
stronger day by day and year by year.
Yet the time came when this monarch
of the north met man, and his wisdom
failed him.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-4
He came out of his cave among the icebergs one day and saw a boat moving
through the strip of water which had been uncovered by the shifting of the
summer ice. In the boat were men.
When the king came near the water's edge a man stood up in the boat and
with a strange instrument made a loud "bang!" The polar bear felt a shock; his
brain became numb; his thoughts deserted him; his great limbs shook and
gave way beneath him and his body fell heavily upon the hard ice.
That was all he remembered for a time.
When he awoke he was smarting with
pain on every inch of his huge bulk, for
the men had cut away his hide with its
glorious white hair and carried it with
them to a distant ship.
Above him circled thousands of his
friends the gulls, wondering if their
benefactor were really dead and it was
proper to eat him. But when they saw
him raise his head and groan and
tremble they knew he still lived, and
one of them said to his comrades:
"The wolves were right. The king is a
great magician, for even men cannot
kill him. But he suffers for lack of covering. Let us repay his kindness to us by
each giving him as many feathers as we can spare."
This idea pleased the gulls. One after another they plucked with their beaks
the softest feathers from under their wings, and, flying down, dropped then
gently upon the body of the King of the Polar Bears.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-5
Then they called to him in a chorus:
"Courage, friend! Our feathers are as soft and beautiful as your own shaggy
hair. They will guard you from the cold winds and warm you while you sleep.
Have courage, then, and live!"
And the King of the Polar Bears had courage to bear his pain and lived and
was strong again.
The feathers grew as they had
grown upon the bodies of the
birds and covered him as his own
hair had done. Mostly they were
pure white in color, but some
from the gray gulls gave his majesty a slight mottled appearance.
The rest of that summer and all through the 6 months of night the king left his
icy cavern only to fish or catch seals for food. He felt no shame at his feathery
covering, but it was still strange to him, and he avoided meeting any of his
brother bears.
During this period of retirement he thought much of the men who had
harmed him, and remembered the way they had made the great "bang!" And
he decided it was best to keep away from such fierce creatures. Thus he added
to his store of wisdom.
When the moon fell away from the sky and the sun came to make the icebergs
glitter with the gorgeous tinting of the rainbow, 2 of the polar bears arrived at
the king's cavern to ask his advice about the hunting season. But when they
saw his great body covered with feathers instead of hair they began to laugh,
and one said:
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-6
"Our mighty king has become a bird! Who ever before heard of a feathered
polar bear?"
Then the king gave way to wrath. He advanced upon them with deep growls
and stately tread and with one blow of his monstrous paw stretched the
mocker lifeless at his feet.
The other ran away to his fellows and carried the news of the king's strange
appearance. The result was a meeting of all the polar bears upon a broad field
of ice, where they talked gravely of the remarkable change that had come
upon their monarch.
"He is, in reality, no longer a bear," said one; "nor can he justly be called a bird.
But he is half bird and half bear, and so unfitted to remain our king."
"Then who shall take his place?" asked another.
"He who can fight the bird-bear and overcome him," answered an aged
member of the group. "Only the strongest is fit to rule our race."
There was silence for a time, but at length a great bear moved to the front and
said:
"I will fight him; I—Woof—the strongest of our race! And I will be King of the
Polar Bears."
The others nodded assent, and dispatched a messenger to the king to say he
must fight the great Woof and master him or resign his sovereignty.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-7
"For a bear with feathers," added the messenger, "is no bear at all, and the king
we obey must resemble the rest of us."
"I wear feathers because it pleases me," growled the king. "Am I not a great
magician? But I will fight, nevertheless, and if Woof masters me he shall be
king in my stead."
Then he visited his friends, the
gulls, who were even then feasting
upon the dead bear, and told
them of the coming battle.
"I shall conquer," he said, proudly.
"Yet my people are in the right,
for only a hairy one like themselves can hope to command their
obedience."
The queen gull said:
"I met an eagle yesterday, which had made its escape from a big city of men.
And the eagle told me he had seen a monstrous polar bear skin thrown over
the back of a carriage that rolled along the street. That skin must have been
yours, oh king, and if you wish I will send an hundred of my gulls to the city
to bring it back to you."
"Let them go!" said the king, gruffly. And the hundred gulls were soon flying
rapidly southward.
For 3 days they flew straight as an arrow, until they came to scattered houses,
to villages, and to cities. Then their search began.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-8
The gulls were brave, and cunning, and wise. Upon the fourth day they
reached the great metropolis, and hovered over the streets until a carriage
rolled along with a great white bear robe thrown over the back seat. Then the
birds swooped down—the whole hundred of them—and seizing the skin in
their beaks flew quickly away.
They were late. The king's great battle was upon the seventh day, and they
must fly swiftly to reach the Polar regions by that time.
Meanwhile the bird-bear was preparing for his fight. He sharpened his claws
in the small crevasses of the ice. He caught a seal and tested his big yellow
teeth by crunching its bones between them. And the queen gull set her band
to pluming the king bear's feathers until they lay smoothly upon his body.
But every day they cast anxious glances into the southern sky, watching for the
hundred gulls to bring back the king's own skin.
The seventh day came, and all the Polar bears in that region gathered around
the king's cavern. Among them was Woof, strong and confident of his success.
"The bird-bear's feathers will fly fast enough when I get my claws upon him!"
he boasted; and the others laughed and encouraged him.
The king was disappointed at not having recovered his skin, but he resolved
to fight bravely without it. He advanced from the opening of his cavern with
a proud and kingly bearing, and when he faced his enemy he gave so terrible
a growl that Woof 's heart stopped beating for a moment, and he began to
realize that a fight with the wise and mighty king of his race was no laughing
matter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 19-9
After exchanging one or 2 heavy blows with his foe Woof 's courage returned,
and he determined to dishearten his adversary by bluster.
"Come nearer, bird-bear!" he cried. "Come nearer, that I may pluck your
plumage!"
The defiance filled the king with rage. He ruffled his feathers as a bird does, till
he appeared to be twice his actual size, and then he strode forward and struck
Woof so powerful a blow that his skull crackled like an egg-shell and he fell
prone upon the ground.
While the assembled bears stood looking with fear and wonder at their fallen
champion the sky became darkened.
An hundred gulls flew down from above and dripped upon the king's body a
skin covered with pure white hair that glittered in the sun like silver.
And behold! The bears saw before them the well-known form of their wise
and respected master, and with one accord they bowed their shaggy heads in
homage to the mighty King of the Polar Bears.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 20-1
Lesson 20
One Sound, Three Ways Assessment
Objective: The student will show his skill in spelling words with “ck”.
Key Vocabulary:
chick - A baby chicken is called a chick.
quick - Come quick and see what I caught!
thick - I stirred the pudding until it got thick.
track - We ran around the track.
basic - The basic color of the room is green.
wreck - The rain will wreck our picnic.
mock - It is not nice to mock people.
luck - A four leaf clover brings good luck.
snuck - We snuck into the movie theater after the show started.
pick - Who will you pick to be on your team?
back - We had to go back and get the box we forgot.
attack - The scared dog will attack if it feels threatened.
black - Black thunderclouds flew across the sky.
trek - The trek into the woods tired me out.
cricket - The spider ate a cricket.
bucket - I lowered the bucket into the well.
stock - The soup was made of chicken stock.
blockade - The pirate sailed fearlessly through the blockade.
second - He came in second place behind the winner.
muck - I put on galoshes to walk through the muck around the pond.
chuckle - He will chuckle when he hears the joke.
frock - Another word for a dress is a frock.
flicker - I saw a flicker of light through the darkness.
gecko - A gecko is a type of lizard.
peck - The chicken will peck you if you get too close.
Materials Needed: Spelling Notebook, pencil, Writing Notebook
Engage:
Engaging Question: Did you study your spelling words?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 20-2
Extensions: The student may begin his writing by drawing a picture and then writing
about what could or would have happened.
Additional Notes to the Teacher: Follow the procedure in Lesson 8 for this Spelling
Assessment and informal writing prompt.
Lesson Wrap-Up: Encourage the student to practice spelling and watching how new
words can be used in writing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 20-3
Lesson 20
One Sound, Three Ways Assessment
Do you have a good memory for how to spell words? Your teacher will give
you an oral Assessment on the words given to you in Lesson 14.
Prepare for your Spelling Assessment. Listen carefully as your
teacher says each word, gives you a sentence with the word and repeats it
one more time for you. Write it on your paper. Good luck!
When you have finished your Spelling Assessment, check it with your
teacher to evaluate your success. Again each word is worth 4 points. Go
to your last page in your Notebook where you are keeping track of your
spelling Assessments and date and record your score.
How are you doing? If you are maintaining 100% on your Assessments—
good for you! If you have some words incorrectly, you should go back and
rewrite those misspelled words and remind yourself of their spelling again.
As you write for other Lessons, try to include some of your spelling words in
your writing assignments. This will help you remember them.
Now let us take a minute to practice our writing skills. Here is a writing
prompt for you to think about and write about. Remember to focus your
idea, think of details and maybe include some of your spelling words.
“I could hear him chuckle as we walked through the thick dark woods
looking for an escape….”
Think: where could this be? Who is with you?
Where are you going? Predict: will you make it
safely?
Lesson Wrap-Up: Practice spelling and watching
how new words can be used in writing.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 20-4
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 20-5
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 20-6
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 21-1
Lesson 21
The Loud Silence
Objective: Word Study with the “silent e” – The student will correctly spell frequently
encountered words and use structural cues to support spelling skills.
Key Vocabulary/Spelling Words:
range - The range of her voice is amazing!
state - We live in the state of Arizona.
while - While I stir the soup, you cut the vegetables.
pose - The model will pose for the photographer.
produce - We bought fresh produce at the farmer’s market.
lone - A lone wolf howled on the prairie.
clothe - I like to clothe my dolls in fancy gowns.
describe - I would describe him as a handsome man.
phrase - A phrase is not a whole sentence.
tone - She sang in a high-pitched tone.
locate - Scientists use radar to locate dolphins.
indicate - Indicate you are turning by using your turn signal.
provide - The hotel will provide towels.
operate - The surgeon will operate on his broken leg.
tube - You must squeeze the tube to make the toothpaste come out.
wife - My uncle’s wife is my aunt.
huge - The float in the parade was a huge turkey.
molecule - A molecule of water contains hydrogen and oxygen.
arrive - The guests will arrive at seven o’clock.
decorate - When will we decorate the cake?
aggravate - The noise will aggravate my headache.
irritate - My little brother likes to irritate me by hiding my toys.
acre - Our garden was one acre in size.
estate - The wealthy people lived on a large estate.
Materials Needed: Spelling Notebook, pencil
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 21-2
Engage:
Engaging Question: Why do we need rules for spelling?
Extensions: The student may be assigned to write a sentence with a compound
subject using some or all of her words depending on the student’s ability.
Additional Notes to the Teacher: The student will practice words containing a “silent
–e” at the end. In a syllable, when a vowel is followed by a consonant and then by an
“e”, the “e” is always silent and the vowel is long (says its name). It is useful to present
sets of words wherein the only difference is the silent –e such as hat/hate, hug/huge,
etc. This helps the student see the impact of the silent –e.
Advance Preparation or Homework Required: Spelling words need to be listed on a
chart, board, or overhead transparency. Remind student to study spelling words and do
D.I.R.T.
Lesson Wrap-Up: Discuss the following with the student: Learning the rules to spelling
helps with figuring out new words you hear and must write. Each syllable of a word has
a vowel sound. The rule for silent “e” is very common and can be found frequently in
you D.I.R.T. readings.
Discussion Answer Key (examples):
Words changed by dropping the final “e” are: huge=hug; tone=ton; tube=tub; clothe=cloth
One-syllable words: range, state, while, pose, space, lone, clothe, phrase, tone, tube, wife,
huge, acre
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 21-3
Lesson 21
The Loud Silence
What is the rule for spelling words with a silent “e”?
The English language is a very difficult language to master. Many of our
words come from other languages and that dictates how the words are
spelled. Rules do help with the regular spelling of frequently used words.
The rule that works for this Lesson is:
In a syllable, when a vowel is followed by a consonant and then by an “e”,
the “e” is always silent and the vowel is long (says its name).
Example: bone: the “e” is silent and the “o” is long in sound.
Can you think of other words that follow that rule? List them below.
Pronounce the new words. The syllable you are focused on for this rule is
the last syllable in the word.
To become familiar with these words and their spelling, copy them into your
Notebook. Look each of them up in a dictionary recording both the part of
speech and the definition for each one.
Look at your list again. Can you find four words that would become another
word completely if you took the final “e” off the word? What are they?
That will also change the meaning of the word.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 21-4
Can you find ten words that have only one syllable? This means there is
only one syllable sound. To assess for syllable sounds, clap your hands for
each vowel sound as you say the word. Try it with your name. How many
syllables are there in your name? Bob has 1; Robert has 2. Pete has 1 and
Peter has 2.
Lesson Wrap-Up: Learning the rules to spelling helps with figuring out
new words you hear and must write. Each syllable of a word has a vowel
sound. The rule for silent “e” is very common and can be found frequently
in you D.I.R.T. readings.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 22-1
Lesson 22
Lights, Camera, Action…Verbs!
Objective: The student will be able to define and identify verbs and their function in
sentences.
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: What happens to a sentence when it doesn’t have a verb?
Additional Notes to the Teacher: This Lesson is a review of different types of verbs:
action, helping, and linking. The student will review and practice identifying the different
types of verbs. After working through the verb and writing activities in the Lesson, assign
the Action or Being Verb Practice Sheet.
Lesson Wrap-Up: Remind the student that verbs are the action words or words of
being in a sentence. Ask the student to think of five verbs to describe what he is doing
at this moment.
Action or Being Verb Practice Answer Key
1. Action
2. Action
3. Being
4. Action
5. Action
6. Action
7. Being
8. Action
9. Action
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 22-2
Lesson 22
Lights, Camera, Action…Verbs!
Think about a sentence. It tells about someone or something doing
something or being some way. That is the job of the verb: to show action or
state of being.
Copy the definitions for verbs in your Notebook for future reference.
The boys ran to the store.
The girls played jump rope.
These two sentences show us action verbs. What did the boys do? The
boys ran.
What were the girls doing? The girls played.
Action Verbs are verbs that show action such as run, talk, or grow.
Mrs. White is the secretary.
My father was an electrician.
These two sentences show us verbs of being. Who is the secretary?
What did your father do?
Verbs of being are verbs that show something exists. They may also
be called linking verbs.
Some verbs are used in a verb phrase. That means there is more than one
word in the verb phrase of the sentence. At least one of the verbs in a
verb phrase is called a helping verb.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 22-3
Common Helping Verbs are:
Shall, will, could, would, should, must, can, may, have, had, has, do, did,
and the forms of the verb be…is, are, was, were, am been, am and verbs
such as: smell, look, taste, remain, feel, appear, sound, seem, become,
grow, stand, turn.
Add to this list of words that show action. You should be able to
picture the action for these words.
Now, write five original sentences using action verbs on the lines
provided.
Crawl
Scram
Sing
Jump
Play
Fly
Lesson Wrap-Up: Verbs are the action words or words of being in a
sentence. Think of five verbs to describe what you are doing right at this
moment.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 22-4
Action or Being Verb Practice
Look at the bold verbs in the following sentences. Decide what kind of
verb is used and circle the verb type below that sentence.
1. Stevie Wonder hosted the show.
Action
Being
2. Many famous people joined him on stage.
Action
Being
3. They were present to honor Dr. Martin Luther King, Jr.
Action
Being
4. In 1963, the Berlin Wall stood as a symbol of communism’s strength.
Action
.
Being
5. Today it stands in pieces as a new symbol of communism’s weakness.
Action
Being
6. The baseball hit the batter.
Action
Being
7. That is mine!
Action
Being
8. The earthquake shook San Francisco with a fury.
Action
Being
9. San Francisco was shaken by the earthquake.
Action
Being
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 23-1
Lesson 23
The Truth and Nothing But the Truth…Or Is It?
Objective: The student will define and identify a fact and opinion in her reading. The
student will be able to tell the difference between facts and opinions in informational
texts.
Key Vocabulary:
fact - noun, a piece of information used as evidence; can be proved true or false
opinion - noun, a view or judgment formed about something, not necessarily
based on fact or knowledge
Materials Needed: Reading Notebook, pencil, newspapers and magazines
Engage:
Engaging Question: Can you believe everything you hear and read?
Extensions: Have the student make a poster about one of her favorite subjects,
hobbies, animals etc. Make sure she includes both facts and opinions on her poster.
Additional Notes to the Teacher: Explain that there is a big difference between
someone’s opinion and the facts of a matter. In this Lesson, the student will practice
identifying facts and opinions. Start by going over the following:
A Fact is a statement that you can prove through evidence.
Example: Detroit’s baseball team is called the Tigers.
An Opinion is a statement that represents a belief or judgment, but which you cannot
prove.
Example: The Detroit Tigers are the best baseball team ever!
The student will practice this topic by searching a current newspaper for both facts and
opinions and completing practice work. Then, assign the Fact or Opinion? Practice
Sheet.
Lesson Wrap-Up: Ask the student to tell you the difference between a fact and an
opinion. Ask the student to give examples. Remind her when she reads an article she
should take care to pay attention to whether she is reading facts or opinions.
TEACHER MANUAL
Fact or Opinion? Practice Sheet Answer Key:
1. Fact
2. Opinion
3. Opinion
4. Fact
5. Opinion
6. Fact
7. Opinion
8. Fact
9. Opinion
10. Fact
11. Opinion
12. Fact
13. Fact
14. Opinion
15. Opinion
FIFTH GRADE LANGUAGE ARTS—LESSON 23-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 23-3
Lesson 23
The Truth and Nothing But the Truth…Or Is It?
In nonfiction, facts and opinions are sometimes mixed together. They can
be in the same paragraph…or even in the same sentence. Can you find
them in this paragraph?
The helicopter is a most remarkable flying machine. Not only can it fly forward, but it can fly sideways and backward too. It can hover in the air like a hawk, and it takes off and lands straight up and down.
In the paragraph above, you learn how helicopters fly, take off, and land.
You can prove that a helicopter is able to do all of these things. You cannot
prove that a helicopter is remarkable. Even though you cannot prove an
opinion, you should support it with facts and details.
There is a big difference between someone’s opinion and the facts of a
matter.
A Fact is a statement that you can prove through evidence.
Example: Detroit’s baseball team is called the Tigers.
An Opinion is a statement that represents a belief or
judgment, but which you cannot prove.
D
Example: The Detroit Tigers are the best baseball team ever!
We can prove that the Tigers are Detroit’s baseball team; it is a fact. We
cannot prove that they are the very best baseball team, which is one
person’s opinion.
Now look through the magazine and newspaper you have with you for this
Lesson. Do your own investigating for facts and opinions. Find five facts
and five opinions and write them down in your Notebook. Accurately quote a
and note from your source when clarifying facts.
Lesson Wrap-Up: Explain the difference between a fact and an opinion,
give examples. When you read an article, you should take care to pay
attention to whether you are reading facts or opinions.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 23-4
Fact or Opinion? Practice Sheet
Write whether each sentence below states a fact or opinion.
1. The process of filling a rubber tire with compressed air was invented in 1888.
2. I think that plants are more important than people.
3. That was the best vacation I’ll ever have for the rest of my life!
4. The ranch house was red brick with white trim.
5. A rodeo is the most exciting sport in the world to watch!
6. I’ve already written and thanked them for showing us such a fine time.
7. We have the greatest baseball team ever!
8. Many airplane crashes are the fault of careless traffic controllers.
9. I definitely want to work on a ranch when I grow up.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 23-5
10. Meredith’s family took us to see a rodeo.
11. I have a feeling that Meredith’s family will invite us back again sometime.
12. Several countries claim ownership of land near the South Pole.
13. We watched the cow hands brand some cows.
14. It seems to me that Meredith’s family needs more help around the ranch.
15. I think that ranch food is much better than the food we have at home.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 24-1
Lesson 24
The Big Concept: SVA
Objective: The student will be introduced to subject-verb agreement.
Materials Needed: Writing Notebook, pencil, stickers, photographs, pictures cut out
from a magazine, glue
Engage:
Engaging Question: What do you think the acronym “SVA” stands for?
Additional Notes to the Teacher: In this Lesson, the student will be introduced to
subject-verb agreement. There are many rules to remember. Have the student notice
that when he reads the sentences he hears which verb is correct. That hopefully will
help him relax and figure out which verb matches which subject!
Work through the Lesson activity, then assign the Subject-Verb Agreement Practice
Sheet.
Lesson Wrap-Up: Discuss the following rules from this Lesson: If the subject and verb
of a sentence do not agree, tell the student that he must change one or the other so that
they do agree. Explain: Singular verbs go with singular subjects and plural verbs go with
plural subjects. Encourage the student to listen closely to people talking for the rest of
the day and see if he can pick out any mistakes.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 24-2
Subject-Verb Agreement Practice Sheet Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(is, are)
(is, are)
(doesn’t, don’t)
(doesn’t, don’t)
(is, are)
(live, lives)
(take, takes)
(want, wants)
(is, are)
(is, are)
11.
12.
13.
14.
15.
16.
17.
18.
(Is, Are)
(is, are) while writing (is, are)
(is, are)
(Is, Are)
There (was, were) Now there (is, are)
(debates, debate)
(greets, greet)
(is, are)
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 24-3
Lesson 24
The Big Concept: SVA
The subject and predicate of a sentence must agree in number. What does
that mean? It means if you are writing about a singular or one person,
place, or thing then you must use a singular predicate (verb phrase).
If the subject is “John,” and the sentence is about John running a race, the
correct form is “John runs the race” and not “John run the race.”
The problem is John is only one person and you must use the singular form
of the verb run.
A singular verb often ends in an “s”.
Example: Danny runs a race.
“Runs” is a singular verb. Danny is singular.
Example: He wins the race.
“Wins” is singular and so is he.
Use a plural verb when the subject is plural
Example: The children love cupcakes.
Love is a plural verb. The subject – children – is plural too.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 24-4
Subject-Verb Agreement Practice Sheet
In these sentences, underline the subject of the sentence and circle
the correct verb form.
1. Susan and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming with me.
3. Eddie and Louise (doesn’t, don’t) want to see that movie.
4. Marco (doesn’t, don’t) know the answer.
5. One of my brothers (is, are) going on a trip to France.
6. The man with all the dogs (live, lives) on my street.
7. The movie, including all the previews, (take, takes) about 2 hours to watch.
8. The players, as well as the captain, (want, wants) to win.
9. Either answer (is, are) correct.
10. Every one of those books (is, are) fiction.
11. (Is, Are) the news on at 5or 6?
12. Mathematics (is, are) John’s favorite subject, while writing (is, are) Becky’s favorite subject.
13. Nine dollars (is, are) the price of a movie these days.
14. (Is, Are) the scissors in this drawer?
15. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
16. The committee (debates, debate) these issues carefully.
17. The President, together with his wife, (greets, greet) the press cordially.
18. All of the CDs, even the scratched one, (is, are) in this case.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 25-1
Lesson 25
E Pluribus Unum
Objective: The student will read and engage in an activity based upon an informational
article about the U.S. flag.
Key Vocabulary:
e pluribus unum - Latin meaning one for many
pledge - a solemn promise
allegiance - loyalty
united - one unit; not divided
republic - a country not ruled by a king
nation - a land or country and the people who live there
indivisible - as one; cannot be divided
libert - freedom
justice - fairness
Materials Needed: Reading Notebook; Pencil; red, white, and blue construction paper
glue; scissors; ruler; star pattern
Engage:
Engaging Question: When you say the Pledge of Allegiance, to what are
you pledging your allegiance to?
Additional Notes to the Teacher: In this Lesson, the student will complete an
informational reading about the United States flag. Allow sufficient time for your student
to complete this reading assignment and answer the comprehension questions. Explain
that reading involves understanding symbols. Point out that following directions is also a
reading skill.
Then, the student is to make a flag. If the materials are not available for this project,
have the student draw a large flag and color it correctly.
Advance Preparation or Homework Required: If the student does not yet have the
Pledge of Allegiance memorized; have her do that. Remind the student to study spelling
words and do D.I.R.T.
Lesson Wrap-Up: Review with the student that she doesn’t have to read fast all of the
time. Some things need slow and careful reading.
TEACHER MANUAL
Reading Comprehension Questions Answer Key
1. Yes
2. No
3. Yes
4. No
5. Yes
6. Yes
7. Yes
8. No
9. No
10. yes
FIFTH GRADE LANGUAGE ARTS—LESSON 25-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 25-3
Lesson 25
E Pluribus Unum
The name of this Lesson is “E Pluribus Unum” which means “one from
many” in Latin. It appears on money. It is a way of saying that our country is
one nation made up of many people working together.
Do you know the Pledge of Allegiance to the flag? What do people do
when they show respect for the flag? Yes, they stand, face the flag and
put their right hand on their heart. Some young children misunderstand
the words when they hear them. Like one thought the pledge said: “liver
tea and just this for all.” The child really heard: “liberty and justice for all.”
Another thought he heard: “four witches” for “for which it stands”.
What do you think the word pledge means? You are correct it is a promise.
What definition would you give to the flag; what does it mean?
The flag is like a banner that represents something, such as a country.
Pledge of Allegiance
I pledge allegiance to the flag of the United States of America and to the
Republic for which it stands, one Nation under God, indivisible, with liberty
and justice for all.
Read through the pledge of allegiance to the flag and note the words that
are underlined. Give a meaning for each of the underlined words. Look them
up in a dictionary if you do not know what they are supposed to mean.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 25-4
Read the following sentences. On the lines provided, write yes or no
in response to the sentences.
1. Mary stands up and faces the flag while saying the Pledge of Allegiance.
2. Holly does not know the words, so she whispers while
others are reciting the pledge.
3. When he wears his Boy Scout uniform, Jared salutes the
flag by placing 3 fingers to his forehead.
4. At a parade, John keeps his baseball cap on when the
flag goes by.
5. At a parade, a soldier stands at attention and salutes when the flag goes by.
6. Mr. Jones hangs the flag on the wall with the stars at the
upper left.
7. Jim and Chuck take the flag down and fold it into a triangle.
8. Jon uses an old flag to wipe up a spill.
9. When Hanna and Emma take the flag down from the flagpole they let the flag touch the ground.
10. When the flag gets ragged it is replaced.
Did you understand how much care we take of the flag that represents our
country?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 25-5
Now you are going to make a flag. Your teacher may be willing to help you.
See how well you can read directions and follow them:
Materials
• 4’ x 6’ of wall space for hanging your flag
• a dowel at least 40 inches long and a ribbon for hanging your flag (or you could staple it to a cork board instead)
• red, white and blue construction paper, 9” x 12”
• scissors, ruler, glue stick
• a pattern for stars
To construct the flag:
1.
2.
3.
4.
5.
Trace 50 stars on white construction paper and cut them out.
Count out 30 red, 26 white and 10 blue sheets of construction paper.
Measure the paper into strips one inch wide and 6 inches long.
Cut the strips out.
Make paper chains by pasting the ends of one strip together. Loop a
second strip through the first link and paste its ends together. Repeat
to make the chains listed below:
• 6 chains of 45 red links (R)
• 6 chains of 45 white links (W)
• 8 chains of 12 blue links then 33 red links (B/R)
• 6 chains of 12 blue links then 33 white links (B/W)
6. Hang the flag by slipping the top loop of each chain over the dowel.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 25-6
Arrange chains like this:
B B B B B B B B B B B B B B
/ / / / / / / / / / / / / / W W R R W W R R W W R R
R R W W R R W W R R W W R R
1. Add extra loops, or clip off some, to make the bottom edge as even as
possible. Tie a ribbon to each end of the dowel for hanging.
2. Glue the stars on the blue field in rows of 6,5,6,5,6,5,6,5,6 until all 50
stars are placed.
3. Make a sign for your flag that says : E Pluribus Unum
4. When you hang your flag; put the stars up in the left hand side of the flag.
Lesson Wrap-Up: With this Lesson you should have read and reread the
directions for the activity. So you learned that you do not have to read fast
all of the time. Some things need slow and careful reading.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 26-1
Lesson 26
The Loud Silence Assessment
Objective: The student will show the ability to spell words having a silent “e” at the end
of the word.
Key Vocabulary:
range - The range of her voice is amazing!
state - We live in the state of Arizona.
while - While I stir the soup, you cut the vegetables.
pose - The model will pose for the photographer.
produce - We bought fresh produce at the farmer’s market.
lone - A lone wolf howled on the prairie.
clothe - I like to clothe my dolls in fancy gowns.
describe - I would describe him as a handsome man.
phrase - A phrase is not a whole sentence.
tone - She sang in a high-pitched tone.
locate - Scientists use radar to locate dolphins.
indicate - Indicate you are turning by using your turn signal.
provide - The hotel will provide towels.
operate - The surgeon will operate on his broken leg.
tube - You must squeeze the tube to make the toothpaste come out.
wife - My uncle’s wife is my aunt.
huge - The float in the parade was a huge turkey.
molecule - A molecule of water contains hydrogen and oxygen.
arrive - The guests will arrive at seven o’clock.
decorate - When will we decorate the cake?
aggravate - The noise will aggravate my headache.
irritate - My little brother likes to irritate me by hiding my toys.
acre - Our garden was one acre in size.
estate - The wealthy people lived on a large estate.
Materials Needed: Spelling Notebook, Pencil, Writing Notebook
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 26-2
Engage:
Engaging Question: Would you say you're pretty good at knowing when
a word has an "e" at the end of it?
Additional Notes to the Teacher: Administer the Spelling Assessment and assign the
informal writing prompt.
Lesson Wrap-Up: Ask the student how a free write can get him ready to complete a
longer piece of writing?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 26-3
Lesson 26
The Loud Silence Assessment
It is time to show your spelling skill with a Spelling Assessment. On the
sheet provided, write each word as it is said to you, given in a sentence
and repeated one more time.
When you are done with your Assessment, you should check to see how
well you did. There are 25 words so each one is worth four points each.
Determine what you earned as a grade for this Assessment. Record the
results in your Notebook, remember to date your Assessment.
Then, take your Writing Notebook out. Take a few minutes to think about
this writing prompt.
My Favorite Food is…
Take a couple of minutes to think about this topic. Close your eyes and
imagine eating your favorite food. How does it smell? What does it look
like? Imagine biting into that food. How does it feel in your mouth? How
does it taste?
Begin to write about what the food is and how satisfying it is to enjoy this
tasty delight! Draw a picture of yourself indulging in your favorite. You don’t
need to worry right now about the form and mechanics of this piece. This
is a “free writing” type pre-write. You might return to it in a later Lesson and
turn it into a complete piece of writing.
Lesson Wrap-Up: How does a free write get you ready to complete a
longer piece of writing?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 26-4
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 26-5
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 26-6
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 27-1
Lesson 27
Make Mine Plural
Objective: The student will identify and correctly use singular and plural for several
nouns.
Key Vocabulary:
hero - heroes
dish - dishes
series - series
potato - potatoes
video - videos
leaf - leaves
mailbox - mailboxes
life - lives
pencil - pencils
bison - bison
sky - skies
dictionary - dictionaries
rock - rocks
rodeo - rodeos
guess - guesses
supply - supplies
lunch - lunches
city - cities
bird - birds
goose - geese
suspect - suspects
Materials Needed: Spelling Notebook, pencil
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 27-2
Engage:
Engaging Question: How do you make a noun plural?
Additional Notes to the Teacher: In this Lesson, the student will be introduced to a
list of both singular and plural nouns. Let your student know if she must memorize all
of the words both singular and plural for her next spelling Assessment, or only one set
(singular or plural). Remind her daily to work on learning the words.
Lesson Wrap-Up: Tell the student: There are seven rules for forming the plural of
nouns. As you read your D.I.R.T. book, look for an example of each one.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 27-3
Lesson 27
Make Mine Plural
Do you just add “s” to all words to make them indicate plural or more than
one? Of course not! Though adding an ‘s’ is the most common way to
make something plural, there are several other ways as well.
Plural Rules and Guidelines
A plural noun names more than one person, place, thing or idea. A
plural noun is most often formed by adding the letter “s”.
The plurals of nouns ending in sh, ch, x, s, and z are made by addinges to the singular form.
Brush-brushes
Lunch-lunches
Dress-dresses
Fox-foxes
The plurals of common nouns ending in-y (with a consonant letter just
before the y) are formed by changing the y to i and adding -es.
Party-parties
Pony-ponies
The plurals of nouns that end in y (with a vowel before the y) are
formed by adding only an -s.
Boy-boys
Monkey-monkeys
For most nouns ending in “o” if the “o” follows a consonant, -es is
added to make the plural form of the word. An exception to this rule is
musical terms or words borrowed from other languages. If there is a
vowel before the final letter “o” add –s to make the plural form.
Tomato-tomatoes
Piano-pianos
For some nouns that end in f or fe, change the f to v and then –es or
–s to make the noun plural. Not all nouns ending in –f or –fe follow
this rule.
Wife-wives
Half-halves
Belief-beliefs
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 27-4
For some irregular nouns, the singular and plural forms are the same.
Deer-deer
Sheep-sheep
Some irregular nouns form their plural by changing their spelling.
These just need to be memorized.
Child-children
Woman-women
There are so many rules for turning nouns into their plural forms.
Copy these rules into your Writing Notebook for future reference. Then
when you are not sure what to do you can reread the rule.
Your spelling words for this week are nouns spelled both in their singular
form and plural. Copy them into your Notebook. Look to see why each
one is forming its plural according to which rule. Your teacher will tell you
whether she will expect you to spell them in both forms or just one form. It
will help you with your writing to commit these words to memory. Practice
them each day for the next four Lessons so you will be ready to do your
personal best!
Lesson Wrap-Up: There are seven rules for forming the plural of nouns.
As you read you D.I.R.T. book today or tomorrow, look for an example of
each one.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-1
Lesson 28
The Box of Robbers
Objective: The student will learn about character development and plot as it unfolds in
a classic fairy tale.
Key Vocabulary:
discarded - thrown out
dormer - a window projecting from the roof
astonished - amazed
reviled - attacked verbally
stealthily - secretly
irresolute - not certain
Literary Selection: “The Box of Robbers” by Frank L. Baum
Engage:
Engaging Question: Have you ever imagined finding a secret chest?
What did you imagine was inside?
Extension: The student could draw a picture of what he thinks Martha or the robbers
look like, or he could draw the attic as described at the beginning of the story.
Technology Integration: Have the student look up Frank L. Baum on one of the many
free book sites online.
Additional Notes to the Teacher: In this Lesson, the student will read and respond to
a classic fairytale. The focus of the Lesson is on character development. There are no
formal questions to answer following the story. Make sure you discuss the development
of the characters with your student. At the end of your discussion, have the student
review the key ideas and draw conclusions about each character from this discussion.
Advance Preparation or Homework Required: Have the Key Vocabulary on a board,
chart, or overhead to share with the student.
Lesson Wrap-Up: This story may take more than one class time for the student to read.
He may finish reading it as his D.I.R.T. time for this Lesson. If he still needs more time,
perhaps he can finish it at the beginning of the next Lesson.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-2
Lesson 28
The Box of Robbers
What will happen in the story of “The Box of Robbers?” Why would
there be robbers in a box? Where did they come from? How can this be
considered a fairy tale?
You will find the answers to these questions in a most interesting way as
you read this story. But before you begin to read this story, you need to
look at the Key Vocabulary words, which your teacher will give to you.
These words are found in this chapter. Try pronouncing them, and read the
definitions for each.
You may want to copy the words and their definitions in your Notebook
before you begin reading. Then when you come to them you can refer
back for their meaning if necessary. You may come across other words that
are unfamiliar to you. Keep your Notebook close at hand so you can write
these words down and look them up and add them to your list.
When you are ready, begin reading the short story “The Box of Robbers.”
This story should teach us not to interfere in matters that do not concern
us. For had Martha refrained from opening Uncle Walter's mysterious chest
she would not have been obliged to carry downstairs all the plunder the
robbers had brought into the attic
Lesson Wrap-Up: This story may take more than one class time for you to
read. You may finish reading it as your D.I.R.T. time for this Lesson. If you
still need more time, perhaps you can finish it at the beginning of the next
Lesson.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-3
The Box Of Robbers
By Frank L. Baum
No one intended to leave Martha alone that afternoon, but it happened that
everyone was called away, for one reason or another. Mrs. McFarland was
attending the weekly card party held by the Women's Anti-Gambling League.
Sister Nell's young man had called quite unexpectedly to take her for a long
drive. Papa was at the office, as usual. It was Mary Ann's day out. As for
Emeline, she certainly should have stayed in the house and looked after the
little girl; but Emeline had a restless nature.
"Would you mind, miss, if I just crossed the alley to speak a word to Mrs.
Carleton's girl?" she asked Martha.
"'Course not," replied the child. "You'd better lock the back door, though, and
take the key, for I shall be upstairs."
"Oh, I'll do that, of course, miss," said the delighted maid, and ran away to
spend the afternoon with her friend, leaving Martha quite alone in the big
house, and locked in, into the bargain.
The little girl read a few pages in her new
book, sewed a few stitches in her embroidery
and started to "play visiting" with her four
favorite dolls. Then she remembered that in
the attic was a doll's playhouse that hadn't
been used for months, so she decided she
would dust it and put it in order.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-4
Filled with this idea, the girl climbed the winding stairs to the big room under
the roof. It was well lighted by 3 dormer windows and was warm and pleasant.
Around the walls were rows of boxes and trunks, piles of old carpeting, pieces
of damaged furniture, bundles of discarded clothing and other odds and ends
of more or less value. Every well-regulated house has an attic of this sort, so I
need not describe it.
The doll's house had been moved, but after a search Martha found it away over
in a corner near the big chimney.
She drew it out and noticed that behind it was a black wooden chest which
Uncle Walter had sent over from Italy years and years ago—before Martha was
born, in fact. Mamma had told her about it one day; how there was no key
to it, because Uncle Walter wished it to remain unopened until he returned
home; and how this wandering uncle, who was a mighty hunter, had gone into
Africa to hunt elephants and had never been heard from afterwards.
The little girl looked at the chest curiously, now that it had by accident
attracted her attention.
It was quite big—bigger even than mamma's traveling trunk—and was
studded all over with tarnished brass headed nails. It was heavy, too, for when
Martha tried to lift one end of it she found she could not stir it a bit. But there
was a place in the side of the cover for a key. She stooped to examine the lock,
and saw that it would take a rather big key to open it.
Then, as you may suspect, the little
girl longed to open Uncle Walter's
big box and see what was in it. For
we are all curious, and little girls are
just as curious as the rest of us.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-5
"I don't b'lieve Uncle Walter'll ever come back," she thought. "Papa said once
that some elephant must have killed him. If I only had a key—" She stopped
and clapped her little hands together happily as she remembered a big basket
of keys on the shelf in the linen closet. They were of all sorts and sizes;
perhaps one of them would unlock the mysterious chest!
She flew down the stairs, found the basket and returned with it to the attic.
Then she sat down before the brass-studded box and began trying one key
after another in the curious old lock. Some were too large, but most were too
small. One would go into the lock but would not turn; another stuck so fast
that she feared for a time that she would never get it out again. But at last,
when the basket was almost empty, an oddly-shaped, ancient brass key slipped
easily into the lock. With a cry of joy Martha turned the key with both hands;
then she heard a sharp "click," and the next moment the heavy lid flew up of
its own accord!
The little girl leaned over the edge of the chest an instant, and the sight that
met her eyes caused her to start back in amazement.
Slowly and carefully a man unpacked himself from the chest, stepped out
upon the floor, stretched his limbs and then took off his hat and bowed
politely to the astonished child.
He was tall and thin and his face seemed badly tanned or sunburnt.
Then another man emerged from the chest, yawning and rubbing his eyes like
a sleepy schoolboy. He was of middle size and his skin seemed as badly tanned
as that of the first.
While Martha stared open-mouthed at the remarkable sight a third man
crawled from the chest. He had the same complexion as his fellows, but was
short and fat.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-6
All 3 were dressed in a curious manner. They wore short jackets of red velvet
braided with gold, and knee breeches of sky-blue satin with silver buttons.
Over their stockings were laced wide ribbons of red and yellow and blue,
while their hats had broad brims with high, peaked crowns, from which
fluttered yards of bright-colored ribbons.
They had big gold rings in their ears and rows of knives and pistols in
their belts. Their eyes were black and glittering and they wore long, fierce
mustaches, curling at the ends like a pig's tail.
"My! But you were heavy," exclaimed the fat one, when he had pulled down
his velvet jacket and brushed the dust from his sky-blue breeches. "And you
squeezed me all out of shape."
"It was unavoidable, Luigi," responded the thin man, lightly; "the lid of the
chest pressed me down upon you. Yet I tender you my regrets."
"As for me," said the middle-sized man, carelessly rolling a cigarette and
lighting it, "you must acknowledge I have been your nearest friend for years;
so do not be disagreeable."
"You mustn't smoke in the attic," said Martha, recovering herself at sight of the
cigarette. "You might set the house on fire."
The middle-sized man, who had not noticed her before, at this speech turned
to the girl and bowed.
"Since a lady requests it," said he, "I shall abandon my cigarette," and he threw
it on the floor and extinguished it with his foot.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-7
"Who are you?" asked Martha, who until now had been too astonished to be
frightened.
"Permit us to introduce ourselves," said the thin man, flourishing his hat
gracefully. "This is Luigi," the fat man nodded; "and this is Beni," the middlesized man bowed; "and I am Victor. We are 3 bandits—Italian bandits."
"Bandits!" cried Martha, with a look of horror.
"Exactly. Perhaps in all the world there are not 3 other bandits so terrible and
fierce as ourselves," said Victor, proudly.
"'Tis so," said the fat man, nodding gravely.
"But it's wicked!" exclaimed Martha.
"Yes, indeed," replied Victor. "We are extremely and tremendously wicked.
Perhaps in all the world you could not find 3 men more wicked than those
who now stand before you."
"'Tis so," said the fat man, approvingly.
"But you shouldn't be so wicked," said the girl; "it's—it's—naughty!"
Victor cast down his eyes and blushed.
"Naughty!" gasped Beni, with a horrified look.
"'Tis a hard word," said Luigi, sadly, and buried his face in his hands.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-8
"I little thought," murmured Victor, in a voice broken by emotion, "ever to
be so reviled—and by a lady! Yet, perhaps you spoke thoughtlessly. You must
consider, miss, that our wickedness has an excuse. For how are we to be
bandits, let me ask, unless we are wicked?"
Martha was puzzled and shook her head, thoughtfully. Then she remembered
something.
"You can't remain bandits any longer," said she, "because you are now in
America."
"America!" cried the 3, together.
"Certainly. You are on Prairie Avenue, in Chicago. Uncle Walter sent you here
from Italy in this chest."
The bandits seemed greatly bewildered by
this announcement. Luigi,sat down on an
old chair with a broken rocker and wiped
his forehead with a yellow silk
handkerchief. Beni and Victor fell back
upon the chest and looked at her with pale
faces and staring eyes.
When he had somewhat recovered himself
Victor spoke.
"Your Uncle Walter has greatly wronged us," he said, reproachfully. "He has
taken us from our beloved Italy, where bandits are highly respected, and
brought us to a strange country where we shall not know whom to rob or how
much to ask for a ransom."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-9
"'Tis so!" said the fat man, slapping his leg sharply.
"And we had won such fine reputations in Italy!" said Beni, regretfully.
"Perhaps Uncle Walter wanted to reform you," suggested Martha.
"Are there, then, no bandits in Chicago?" asked Victor.
"Well," replied the girl, blushing in her turn, "we do not call them bandits."
"Then what shall we do for a living?" inquired Beni, despairingly.
"A great deal can be done in a big American city," said the child. "My father
is a lawyer" (the bandits shuddered), "and my mother's cousin is a police
inspector."
"Ah," said Victor, "that is a good employment.
The police need to be inspected, especially in Italy."
"Everywhere!" added Beni.
"Then you could do other things," continued Martha,
encouragingly. "You could be motor men on trolley
cars, or clerks in a department store. Some people
even become aldermen to earn a living."
The bandits shook their heads sadly.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-10
"We are not fitted for such work," said Victor. "Our business is to rob."
Martha tried to think.
"It is rather hard to get positions in the gas office," she said, "but you might
become politicians."
"No!" cried Beni, with sudden fierceness; "we must not abandon our high
calling. Bandits we have always been, and bandits we must remain!"
"'Tis so!" agreed the fat man.
"Even in Chicago there must be people to rob," remarked Victor, with
cheerfulness.
Martha was distressed.
"I think they have all been robbed," she objected.
"Then we can rob the robbers, for we have experience and talent beyond the
ordinary," said Beni.
"Oh, dear; oh, dear!" moaned the girl; "why did Uncle Walter ever send you
here in this chest?"
The bandits became interested.
"That is what we should like to know," declared Victor, eagerly.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-11
"But no one will ever know, for Uncle Walter was lost while hunting elephants
in Africa," she continued, with conviction.
"Then we must accept our fate and rob to the best of our ability," said Victor.
"So long as we are faithful to our beloved profession we need not be ashamed."
"'Tis so!" cried the fat man.
"Brothers! We will begin now. Let us rob the house we are in."
"Good!" shouted the others and sprang to their feet.
Beni turned threateningly upon the child.
"Remain here!" he commanded. "If you stir one step your blood will be on
your own head!" Then he added, in a gentler voice: "Don't be afraid; that's the
way all bandits talk to their captives. But of course we wouldn't hurt a young
lady under any circumstances."
"Of course not," said Victor.
The fat man drew a big knife from
his belt and flourished it about his head.
"S'blood!" he spat, fiercely.
"S'bananas!" cried Beni, in a terrible voice.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-12
"Confusion to our foes!" hissed Victor.
And then the 3 bent themselves nearly double and crept stealthily down the
stairway with cocked pistols in their hands and glittering knives between their
teeth, leaving Martha trembling with fear and too horrified to even cry for
help.
How long she remained alone in the attic she never knew, but finally she heard
the catlike tread of the returning bandits and saw them coming up the stairs
in single file.
All bore heavy loads of plunder in their arms, and
Luigi, was balancing a mince pie on the top of a pile
of her mother's best evening dresses. Victor came
next with an armful of bric-a-brac, a brass
candelabra and the parlor clock. Beni had the
family Bible, the basket of silverware from the
sideboard, a copper kettle and papa's fur overcoat.
"Oh, joy!" said Victor, putting down his load; "it is pleasant to rob once more."
"Oh, ecstasy!" said Beni; but he let the kettle drop on his toe and immediately
began dancing around in anguish, while he muttered strange words in the
Italian language.
"We have much wealth," continued Victor, holding the mince pie while
Luigi, added his spoils to the heap; "and all from one house! This America
must be a rich place."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-13
With a dagger he then cut himself a piece of the pie and handed the remainder
to his comrades. Whereupon all 3 sat upon the floor and consumed the pie
while Martha looked on sadly.
"We should have a cave," remarked Beni;
"for we must store our plunder in a
safe place. Can you tell us of a secret
cave?" he asked Martha.
"There's a Mammoth cave," she answered,
"but it's in Kentucky. You would be obliged
to ride on the cars a long time to get there."
The 3 bandits looked thoughtful and munched their pie silently, but the next
moment they were startled by the ringing of the electric doorbell, which was
heard plainly even in the remote attic.
"What's that?" demanded Victor, in a hoarse voice, as the 3 scrambled to their
feet with drawn daggers.
Martha ran to the window and saw it was only the postman, who had dropped
a letter in the box and gone away again. But the incident gave her an idea of
how to get rid of her troublesome bandits, so she began wringing her hands as
if in great distress and cried out:
"It's the police!"
The robbers looked at one another with genuine alarm, and Luigi,
asked, tremblingly:
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-14
"Are there many of them?"
"A hundred and twelve!" exclaimed Martha, after pretending to count them.
"Then we are lost!" declared Beni; "for we could never fight so many and live."
"Are they armed?" inquired Victor, who was shivering as if cold.
"Oh, yes," said she. "They have guns and swords and pistols and axes and—
and—"
"And what?" demanded Luigi,.
"And cannons!"
The 3 wicked ones groaned aloud
and Beni said, in a hollow voice:
"I hope they will kill us quickly and not put us to the torture. I have been told
these Americans are bloodthirsty and terrible."
"'Tis so!" gasped the fat man, with a shudder.
Suddenly Martha turned from the window.
"You are my friends, are you not?" she asked.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-15
"We are devoted!" answered Victor.
"We adore you!" cried Beni.
"We would die for you!" added Luigi,, thinking he was about to die anyway.
"Then I will save you," said the girl.
"How?" asked the 3, with one voice.
"Get back into the chest," she said. "I will then close the lid, so they will be
unable to find you."
They looked around the room in a dazed and irresolute way, but she
exclaimed:
"You must be quick! They will soon be here to arrest you."
Then Luigi, sprang into the chest and lay fat upon the bottom. Beni
tumbled in next and packed himself in the back side. Victor followed after
pausing to kiss her hand to the girl in a graceful manner.
Then Martha ran up to press down the lid, but could not make it catch.
"You must squeeze down," she said to them.
Luigi, groaned.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 28-16
"I am doing my best, miss," said Victor, who was nearest the top; "but although
we fitted in very nicely before, the chest now seems rather small for us."
"'Tis so!" came the muffled voice of the fat man from the bottom.
"I know what takes up the room," said Beni.
"What?" inquired Victor, anxiously.
"The pie," returned Beni.
"'Tis so!" came from the bottom, in faint accents.
Then Martha sat upon the lid and pressed it down with all her weight. To her
great delight the lock caught, and, springing down, she exerted all her strength
and turned the key.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-1
Lesson 29
SVA and Sentence Review
Objective: The student will review the 4 types of sentences and subject-verb agreement.
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: What do you remember about the four types of sentences?
What about subject-verb agreement?
Additional Notes to the Teacher: This is a review Lesson. The student will review
both the 4 types of sentences and Subject-Verb agreement. These topics were originally
taught in Lessons 6 and 24, respectively.
The student has review questions towards the end of the Lesson – check these carefully
when she has finished to assure she understands subject-verb agreement and the four
types of sentences.
Lesson Wrap-Up: This is just a quick review of sentences. Have the student write a
paragraph in using all four types of sentences. It could be a “free-write” which means
she can choose the topic.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-2
Sentence Types Review Questions Answer Key
interrogative
declarative
exclamatory
imperative
Sentences Assessment Answer Key [Please align answers and put numbers in red also]
1. ? Interrogative Singular
2. .
Declarative
Singular
3. .
Imperative
Singular
4. ? Interrogative Singular
5. !
Exclamatory
Singular
6. .
Declarative
Plural
7. !
Exclamatory
Singular
8. .
Imperative
Singular
9. .
Imperative
Singular
10. .
Declarative
Singular
11. !
Exclamatory
Singular
12. ? Interrogative Singular
13. .
Declarative
Singular
14. .
Imperative
Singular
15. !
Exclamatory
Singular
16. .
Declarative
Singular
17. ? Interrogative Singular
18. ? Interrogative Singular
19. !
Exclamatory
Singular
20. .
Declarative
Singular
21. .
Declarative
Plural
22. .
Declarative
Plural
23. ? Interrogative Plural
24. .
Declarative
Singular
25. .
Imperative
Singular
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-3
Lesson 29
SVA and Sentence Review
What is a sentence? What are types of sentences? What is subject-verb
agreement in sentences?
In the past Lessons you were introduced to the “name” of four different
kinds of sentences. Do you remember what they were called?
Sentence Types Review Questions
What is the sentence that asks a question?
What kind of sentence makes a statement?
What is the name of the sentence that shows excitement?
What is the name of the sentence that commands and is called?
Here are some reminders.
All sentences have a complete thought.
“When he left” is not a sentence because it does not express a complete
thought.
When you show excitement you use an exclamation mark at the end of that
kind of sentence. “Wow, look at that shooting star!”
Often when a sentence expresses a command the subject (you) is not
written in the sentence but is understood to be the subject of the sentence:
“Go to bed.”
The sentence that ends with a question mark asks a question.
Do you recall what subject-verb agreement in sentences means?
It means, for example, when you recognize that the subject is singular, it
will take a singular verb, which often ends in an “s”. You can usually “hear”
whether you have the correct verb for your sentence.
Does this “sound” correct to you? The children is being good.
How about this sentence? The children are being good.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-4
Now you will complete the Sentences Assessment. When you finish your
Assessment check it with your teacher. Hopefully you will do very well and
earn a 100%. Each of these criteria is worth one point:
•
•
•
•
Copy the sentence correctly.
Add the correct punctuation mark.
Name the sentence.
Indicate the correct number (singular or plural).
Add your grade to the page you have recorded your spelling Assessments
on in your Notebook.
Lesson Wrap-Up: This is just a quick review of sentences. Write a
paragraph in using all four types of sentences. It could be a “free-write”
which means you can choose the topic.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-5
Sentences Assessment
For each sentence, add the correct punctuation, write which type of
sentence it is, then label the sentence as having a singular or plural
non and verb.
1. What time is the party going to be
2. The team is playing tonight at 7:00
3. Cook the pizza for 20 minutes
4. Can you come to my house for dinner
5. Wow, I just won the lottery
6. The flowers were in the vase
7. This game is great
8. Put your laundry in the basket
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-6
9. Study for your math Assessment
10. The pencil needed to be sharpened
11. Ice cream is the best food ever
12. Where did you put your homework
13. My favorite color is purple
14. Ride your bike to the store
15. Wow, this was an easy quiz
16. You are doing a wonderful job of reading
17. What would you like for dinner STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 29-7
18. Is dinner ready yet
19. You are an excellent reader 20. Each of the boys has his own Music player
21. Mary and Sue are going to the mall on Saturday
22. Children were not invited to the wedding
23. Where are all of the ropes
24. Blue is my favorite color
25. Come visit the next time you visit our city
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 30-1
Lesson 30
Hello Author – Part 1
Objective: The student will complete a longer personal narrative.
Materials Needed: Writing Notebook, pencil, ink pen
Engage:
Engaging Question: Why do you think so many authors write about their own lives?
Technology Integration: The student may wish to complete some of these steps on a
word processor.
Additional Notes to the Teacher: The student will choose a topic about his own life
to write about going completely through the steps of the writing process. In this Lesson,
the student will choose a topic, complete a pre-writing exercise, write a first draft, and
complete a self conference. This piece will be continued in Lesson 31.
Lesson Wrap-Up: Have the student explain to a partner how pre-writing helped him
complete his rough draft.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 30-2
Lesson 30
Hello Author– Part 1
In interview after interview, professional writers say the same thing—that
their best ideas come from their own lives. There is a reason for this.
We all tend to remember events that had a personal impact on us. Even
when a story is fiction, the basic idea often came from something that
happened in the author’s own life and the author simply expanded on the
idea.
In Lesson 5, you completed an idea chart with over 20 ideas of things you
could write about. You’ve already used a couple of them. Take a minute to
look over the chart and the pre-writing exercises you have already done.
Choose one of the pre-writing exercises you would like to expand into a
complete piece of writing.
You will have up to ten minutes to complete a pre-writing for this topic.
Write the topic on a piece of paper and decide if you want to do an idea
web, an idea list, or a free write. Then, proceed.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 30-3
Next, begin your rough draft of this narrative piece. Remember to skip
lines between your writing so that you can go back and make changes,
corrections, and additions. It might help you to put on some quiet music
while you write. You will spend about 30 minutes writing out your first draft.
Once that is complete, you are ready to do a self conference. This is when
you read your writing out loud to yourself. Grab an ink pen and find a
secluded space. Read your draft in a quiet voice, but out loud to yourself.
As you read, make any changes, corrections, additions that need to be
made.
Place all of your papers into your Writing Notebook. You will be finishing
this piece in Lesson 31.
Lesson Wrap-Up: Explain to a partner how the pre-writing exercise you
chose to do helped you complete your rough draft.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 31-1
Lesson 31
Hello Author – Part 2
Objective: The student will revise, edit, and publish a final copy of the personal
narrative started in Lesson 30. The student will self-evaluate the piece.
Materials Needed: Writing Notebook, pencil, 2 ink pens (different colors), scoring
rubric from lesson 11, paper from lesson 30
Engage:
Engaging Question: What does revising and editing do for the writing process?
Extension: The student may wish to illustrate her final copy.
Technology Integration: The student may wish to complete her final copy on a word
processor.
Additional Notes to the Teacher: In this Lesson, the student will revise the story she
wrote in Lesson 30. Stress that revising is key to good writing. When the student is
revising with someone, stress that simple answers such as, “It was great,” “No changes
needed,” are not helpful. The student should always give and get solid suggestions for
improving the quality of writing.
When the student has finished editing and self-assessing her story, collect it for
evaluation.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Discuss with the student: This is your second complete piece of
writing. Using the rubric from Lesson 11, how would you say you have already grown as
a writer?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 31-2
Lesson 31
Hello Author – Part 2
In Lesson 30, you began a personal narrative. It is now time to complete
the writing process. Take the draft out of your Writing Notebook. You have
already completed the self conference. Look it over. Be proud of the work
you have done so far.
Now, find a partner and sit across from her. Briefly tell your partner what
your story is about. Then, slowly read what you’ve written to your partner.
When you are done, ask your partner these questions:
•
•
•
•
Where was my story strong?
What needs to be added?
What didn’t I explain well?
What other changes do I need to make?
Once you’ve had this conversation with your partner, thank her and grab an
ink pen—a different color than you used in Lesson 30. Take 10-15 minutes
to make the changes she suggested. Add information, move things around,
etc.
It is now time for a final edit. Find a different partner. Give him your draft
and a third color ink pen. He will edit your story for grammar, punctuation,
spelling, etc. This is the last chance to fix anything that is missing.
When you are completely sure your story is complete, you will write a final
draft. Use the scoring rubric from Lesson 11, and self assess your writing.
Lesson Wrap-Up: This is your second complete piece of writing. Using the
rubric from Lesson 11, how would you say you have already grown as a
writer?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 32-1
Lesson 32
Make Mine Plural Assessment
Objective: The student will be assessed on words from Lesson 25.
Key Vocabulary/Spelling Words:
hero - heroes
dish - dishes
series - series
potato - potatoes
video - videos
leaf - leaves
mailbox - mailboxes
life - lives
pencil - pencils
bison - bison
sky - skies
dictionary - dictionaries
rock - rocks
rodeo - rodeos
guess - guesses
supply - supplies
lunch - lunches
city - cities
bird - birds
goose - geese
suspect - suspects
Materials Needed: Spelling Notebook, Writing Notebook, pencil
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 32-2
Engage:
Engaging Question: What are the rules for making a noun plural?
Extensions: Have the student draw her special thing from the writing prompt that
follows the Assessment.
Additional Notes to the Teacher: Follow the procedure in Lesson 8 for this Spelling
Assessment and informal writing prompt.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Present the following situation to the student: Thinking about things
for a point of view other than your own takes some getting used to. Try thinking about
the evening from your parents’ point of view: How do they feel about taking you where
you need to be? About making dinner? Or working around the house?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 32-3
Lesson 32
Make Mine Plural Assessment
There were many rules for how a noun is written as a plural. Hopefully you
have looked over your spelling list of words…both singular and plural form.
Before you begin the assessment, think about the spelling rules. Nouns usually
only need an “s” to form the plural form. If they end in ch or sh you need to add
“es”. Words needing with an “o” you add “es”. Words ending with a “y” change
the “y” to “i” and add “es”. A few words change their form when the plural is
written, like goose becoming geese.
Hopefully you have re-read the rules and are ready to spell these words
correctly.
You teacher will tell you if you are to write both the singular and plural form
of these words or if you are going to be assessed by writing only one…the
one that is given to you orally. Listen carefully and think before you write
your words. Good Luck!
When your Assessment is completed, look it over and make the necessary
corrections. It depends on how many words you have in your Assessment
as to what each word is worth when giving yourself your score. Your
teacher will tell you how much each correct answer is worth because it will
depend on whether or not you spelled the singular and plural of each word,
or just one form. Record your grade in your Notebook with the date of your
Assessment.
When you are done with your Spelling Assessment, respond to the
following writing prompt:
Do you know the story of “The Velveteen Rabbit?” You know that this
stuffed rabbit was so loved by its owner that the velvet wore off and then
it was thrown away. Do you have a stuffed animal that it takes a life of its
own? Or perhaps you had a blanket that you have slept with since you
were but a baby? If you have neither of these, how about a pair of old
tennis shoes you just cannot throw away…they are just so comfortable.
For a minute think about your tennis shoes, your stuffed animal, or your
other favorite thing. Imagine that your tennis shoes could talk. What would
your tennis shoes have to say to you about where you keep them and how
your treat them.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 32-4
Here’s an example using a purse:
“What a day! You come home and throw me on the chair. You never
think to even close me up. There I am left sitting on a chair wide open! All
day long I sit and wait for you to think of me. When it is time to take me
somewhere, do you zip me up and handle me with care…no! You just grab
me and throw me in the backseat of the car…on the floor.
As you drive down the street everything inside of me shuffles around
and makes me sick to my stomach. I hear jingle, jingle jingle as loose
change rolls around on my insides. I just wish one day that you would set
me down gently and keep me closed instead of all opened up.
When you take me into the store with you I try to look fashionable
but you just swing me along. It really is not my fault that you cannot find
the change you threw inside me earlier. But you shake me up and down
like it was my job to keep your money all straight…honestly, give me a little
respect. Get a change purse or wallet…really!
Despite all of this there is no other person I would rather be with than
you. Though my leather is worn I will always want to be with you.”
Use your imagination and take the point of view of one of your things.
What does it see, hear, smell and hear. Write a little story with a giggle!
Lesson Wrap-Up: Thinking about things for a point of view other than your
own takes some getting used to. Try thinking about the evening from your
parents’ point of view. How do they feel about taking you where you need to
be? Making dinner? Working around the house?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 32-5
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 32-6
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 32-7
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 33-1
Lesson 33
Simple Past Tense
Objective: The student will learn how to spell past tense words by adding “-ed.”
Key Vocabulary:
laugh
wash
control
collect
suggest
climb
join
consider
solve
point
listen
travel
Plural:
laughed
washed
controlled
collected
suggested
climbed
joined
considered
solved
pointed
listened
traveled
Sentence:
She laughed out loud.
Mother washed the clothes.
Tom controlled his temper.
The newsboy collected money today.
Mary suggested we go to the movies.
The cat climbed on the cupboard.
We all joined in the song.
We considered her our friend.
The boys solved the math problem.
Sue pointed to the correct answer.
David listened to the teacher.
We all traveled on the bus.
Materials Needed: Spelling Notebook, pencil
Engage:
Engaging Question: What do these words all have in common?
Extensions: The student’s sentences could be written in the form of a paragraph. One
paragraph could use all present tense words and another paragraph with past tense.
If your student is ready, you could talk about future tense which expresses action
that will take place; present perfect tense which began in the past but continues or
is completed in the present, past perfect tense which began in the past and was
completed in the past and finally, future perfect tense which will begin the future and
will be completed in the future. It depends on your student’s level of understanding
grammar.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 33-2
Additional Notes to the Teacher: The student will learn that the simplest way to form
the past tense is to add –ed to the end of a verb. All of the words in this unit are simple
past tense verbs. In later Lessons, the student will learn other forms of past tense.
Give the student the word list, including the sample sentences and past tense
conjugations. Then, have her write two sentences for each verb, one in the present
tense and one in the past tense.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Have the student search throughout her D.I.R.T. reading for 10
examples of simple past tense verbs.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 33-3
Lesson 33
Simple Past Tense
What do present tense and past tense mean?
What all of these words have in common is: they are all verbs. They also
change from present tense to past tense by adding an “ed” to the word.
What is tense? Tense is simply time! The tense of a word tell us when
something happened. If you say collect the papers…you mean right now. If
you say: He collected the papers, that means it was done in the past.
The rule is:
A verb is in the present tense when it expresses action which is
happening now or which happens continually, regularly.
A verb is in the past tense when it expresses an action which is
completed at a particular time in the past.
These are the simple rules for common verbs and regular time.
For Lesson 33’s list of words, copy them in both tenses into your
Spelling Notebook.
Write a sentence with each tense of the verb. Underline your verb.
You will have an Assessment on spelling these words in 5 Lessons. Be
sure to spell them correctly in your sentences.
Lesson Wrap-Up: Search throughout your D.I.R.T. reading in this Lesson
for 10 examples of simple past tense verbs.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-1
Lesson 34
From King to President
Objective: The student will read and show comprehension of an informational
article.
Key Vocabulary:
popular sovereignty
Materials Needed: Reading Notebook, pencil
Literary Selection: “From King to President”
Engage:
Engaging Question: Who is in charge of our country now? Who was in charge when the country was first started?
Technology Integration: Research other information on popular sovereignty.
Additional Notes to the Teacher: The student will read an article about America in the
early days. Remind the student to use the reading strategy for information when reading
for content area subjects.
When the student has finished reading, have him complete the true or false questions,
and then have him complete the Popular Sovereignty Worksheet.
Lesson Wrap-Up: Electing a president is an example of Popular Sovereignty. Ask the
student to think of other examples from the Modern World.
TEACHER MANUAL
Answer Key:
True or false answers:
1. True
2. True
3. False
4. False
5. False
6. False
Popular Sovereignty Worksheet answers:
1. No
2. Yes
3. Yes
4. No
5. Yes
6. Yes
7. Yes
8. No
9. Yes
10. Yes
FIFTH GRADE LANGUAGE ARTS—LESSON 34-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-3
Lesson 34
From King to President
Who was in charge of our country when the pilgrims came to America
to live? There was no formal government for the colonists. As you have
studied in your Social Studies Lessons, you know we had to design our
government, but first…there was the King. You will find an article entitled
“From King to President” at the end of this Lesson. Read this article to
remind yourself of America in the early days. As you read, remember to use
your informational reading strategies that were outlined in Lesson 7.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-4
After reading this short article, read the sentences below and decide if the
statement is true or false.
Write true or false on the line provided.
1. Americans were once ruled by a king.
2. Americans fought a war to be free from Great Britain.
3. Americans were happy under King George III.
4. The war with Great Britain lasted 2 years.
5. Our country was once made up of fifty colonies.
6. Our first President was George III.
Now consider the phrase popular sovereignty. When a group decides
something together or when a leader makes a decision based on what the
group wants it is called popular sovereignty. This is one of the founding
ideas of our country.
You have read another informational article. When you read this kind of
article you need to read more slowly and remember details. When you are
studying social studies or science you should read the title of each chapter
and turn it into a question. Then read a section and find the answer to the
question you create. Take notes on what you have read so you can study
and recall facts.
Lesson Wrap-Up: Electing a president is an example of popular
sovereignty. Can you think of other examples from the modern world?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-5
From King to President
In the beginning our country was ruled by another country. The country was
Great Britain. King George III was leader of Great Britain. He, with a special
group of people, made the laws for their country. The laws were for that
country and likewise became the rules for the thirteen colonies in America.
King George was not liked by the people in America. The colonists
complained that they had no part in their government. The taxes bothered the
colonists the most. They felt they should not be taxed when they had no say
in the rule. The colonists became more and more angry. It was decided that
freedom from Great Britain was what they wanted and needed.
A war broke out in 1775 with the American colonists fighting the British
soldiers. It lasted until 1781. It was a long hard war, but the Americans finally
won the war. America was no longer ruled by Great Britain.
The thirteen American colonies had to form a new kind of government. The
citizens decided to elect a president as their leader. Making a new government
was a long, hard job, just like the war. Finally, the first American president was
elected: George Washington.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-6
Popular Sovereignty Worksheet
If you think the statement describes popular sovereignty write “yes.”
Write “no” if you think it does not.
1. Hanna makes a rule for her club without asking the other girls what they think.
2. The soccer club votes to decide who will be the team captain.
3. The teacher asks the class to vote to choose the activity they will do for
Parent Open House.
4. Aaron becomes a member of Student Council because his brother was
a member.
5. Jim becomes a member of Student Council because his class votes for
him.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 34-7
6. Hanna votes for parties at the Student Council because she knows her
class likes parties.
7. The boys write a letter to the School board about their plans for the
playground.
8. Hanna tells all the girls in her club to wear yellow socks.
9. The members of the Student Council talk about different activities
before they vote.
10. The Student Council members report to their class after each meeting.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 35-1
Lesson 35
“…the pursuit of happiness…”
Objective: The student will look at some core democratic values as an informational
reading exercise.
Key Vocabulary:
core democratic values - the heart of human rights and responsibilities to the society
pursuit - noun; the action of following something
liberty - noun; the state of being free within a society; rights or liberties
Declaration of Independence - a document declaring the U. S. independent of the British Crown; signed on July 4, 1776
Materials Needed: Reading Notebook, pencil, encyclopedia or internet access
Engage:
Engaging Question: How do the core democratic values affect me?
Additional Notes to the Teacher: In this Lesson, the student will be introduced to
The Declaration of Independence and what is meant by “the pursuit of happiness.”
There is a week in September where school age students are asked to think about the
Constitution and patriotism. Perhaps these Lessons can be used at that time. Core
democratic values are a part of all elementary social studies curriculum.
Go through the reading and questions with the student. Have her answer the Liberty
Activity Questions on her own before having her research a patriotic song, as described
in the Student Manual. To conclude the Lesson, have the student complete the Pursuit
of Happiness Worksheet.
Lesson Wrap-Up: Review how the student interacted with the reading material for this
Lesson.
Pursuit of Happiness Worksheet Answer Key:
1. Lead
2. I
3. Brave
4. Eagle
5. Religion
6. Trial
7. Year
Combination word - LIBERTY
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 35-2
Lesson 35
“…the pursuit of happiness…”
The Declaration of Independence, by which our country was formed, says
all people have the right to “the pursuit of happiness.” Does that mean that
everyone will be happy all the time? What is the difference between the
right to happiness and the right to pursue happiness? Look at the definition
for the word pursuit. When someone is pursuing something it does not
necessarily mean they have it. We have the right to reach for what our
happiness is as long as it does not get in the way of the common good.
Liberty Activity
Here a few sentences for you to read and reflect on. Write yes next
to the number sentences that help explain what it means to have the
right to pursue happiness.
1. I can take someone’s candy if I want it.
2. I can work toward my dream of becoming a horse trainer.
3. I can spend my life in a job that helps other people.
4. I can get married someday and raise a family.
5. I will always be happy.
6. I will never have to do anything I don’t want to when I grow up.
7. I can save my money and buy a very cool car.
8. I can try to become the mayor of the town where I live.
Which sentences did you write “yes” next to? You should have chosen
sentences 2, 3, 4, 7, and 8. If you choose others, discuss why with your
teacher.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 35-3
Let’s look at some more information about the Declaration of Independence.
The Declaration of Independence says, “We hold these truths to be
self-evident, that all men are created equal…”
This is what was written in 1776. However, at that time women and slaves
did not have the same rights as men. Slaves were freed during the Civil
War. Women did not gain their right to vote until 1920. We still must work
hard to be sure all people have equal rights.
What word in the Declaration of Independence makes it clear that equality
was once not meant for everyone (answer in your Notebook)?
What word could replace that word?
Let’s end this Lesson with a little research. Americans have written several
songs to demonstrate their love for our country and appreciation for our
freedom.
“The Star-Spangled Banner” is our national anthem. But 2 other songs
are very famous and are sung to show patriotism. One is “America the
Beautiful”. The other is “America”.
Your project is to choose one of these songs and do some research to
answer a few questions about it.
Name the song.
Who wrote the words to this song?
What year was the song written?
Write the first verse to your song.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 35-4
At one time the governments of many countries were very bossy. There are
countries that still live that way. The leaders would tell people what to think
and how to worship. They even told them that there were some certain
books they could not read. They would not let writers write what they
wanted to write. So when Americans began to make a new country, one
thing was very important to them.
To find out what that was, follow the directions and complete the Pursuit of
Happiness Worksheet.
Lesson Wrap-Up: You have read some informational articles and interacted
with the information. This is how you interact with your reading material;
make it your own!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 35-5
Pursuit of Happiness Worksheet
Fill in the blank in each sentence with the appropriate word from the
words below. Write the first letter of each word in order from
sentences 1 to 7, to spell the word that tells what was the most
important to the Americans as they started the new country.
Words to use:
Brave
Year
I
Religion
Lead
Eagle
1. We have a right to disagree with people who government.
2.
Trial
our
am an important person in this country and someday I will be able
to vote.
3. Our song says we are the land of the free and the home of the
.
4. Our national bird is the
.
5. We are allowed to worship as we please. That means we have freedom
of
.
6. If we are arrested, we have a right to a
7. The
.
the Declaration of Independence was 1776.
Now take the first letter of each word used and place them in order
and you will have a word…what is it?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 36-1
Lesson 36
What Do You Think? – Part 1
Objective: The student will work on developing an idea that is focused on one of his
opinions.
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: What are some of the liberties and types of freedom
available to U.S. citizens?
Additional Notes to the Teacher: In this Lesson, the student will work on developing
an idea that is focused on opinion. This Lesson needs to be tailored to the skill of your
student. The student may only be ready for one fully developed paragraph; another may
be able to write 3 paragraphs while others may be ready for a 5-paragraph paper. Be
sure to encourage the student to read his writing.
Go through the Lesson with the student, and discuss how beginnings, middles, and
ends apply to informational papers. Help the student to brainstorm ideas (what, why,
and how) and then organize his thoughts before having him begin writing. Encourage
the student to use words or phrases to link his opinions and reasons when writing the
paper.
Homework Required: Remind the student to study spelling words and do D.I.R.T. If
the rough draft of the essay is not complete, the student will complete it prior to Lesson
37.
Lesson Wrap-Up: This Lesson gives details on how to develop an informational piece
of writing. It follows Lessons on freedom and liberty in America, the topic of the student’s
writing practice. Say to the student: Throughout your schooling, you will have to write
informational pieces many, many times. Are you prepared for that?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 36-2
Lesson 36
What Do You Think? – Part 1
You may not know much about another country that is not based on freedom,
so it may be difficult to express your appreciation for what you have because
you live where you live. Hopefully from the past few Lessons you have thought
a little about your rights and responsibilities as an American.
Think about what you think about having the privilege of living in America.
Then think why you feel the way you do; give reasons.
Finally, think what evidence you can give for your feeling.
These are the steps you go through as you prepare to write an essay in
which you express your opinion.
What do you think?
This is your opinion. Make it into a complete sentence.
Why do you think it?
These are the reasons for your opinion. Have at least 4 or 5.
How do you know?
These are your pieces of evidence, your examples, and your proof.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 36-3
Here are some ideas you may think of:
America allows me to dream of becoming whatever I desire.
America is place where people can be different in clothes, food and careers.
America allows the people vote for who they want to be their president.
America has open communication to the people.
You may think of something entirely different than these ideas. Writing is
personal, especially when you are expressing an opinion. An essay is “what
I say,” your opinion backed up with facts - so what do you say?
Take your time to think. Then take your Writing Notebook and write your
ideas down. Think of supporting details for your idea. Take the idea with the
most details to use for your paper. Organize your thoughts.
Whatever you think should be in your first paragraph. You should be able
to write one full paragraph for each of your supporting details. That may
be 2 or 3 paragraphs. Then you need to pull it all together with an ending
paragraph. In this paragraph you restate your opinion and finish up your
thoughts.
What is a paragraph? Think about it this way: If you share information with
a friend, you naturally include a beginning, middle, and an end. You begin
by identifying what it is your are going to talk about and getting your friend
interested in it (Guess what?...) You continue in the middle part by filling
in all of the important details (And then…). And you end by carefully putting
the finishing touches on your story (Finally…).
The roof is the CLOSING
The sides are the BODY
The basement is the TOPIC
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 36-4
The basic parts of a paragraph are the topic sentence telling the reader
what the paragraph will be about. The body is the main part of the
paragraph and tells the reader about your topic including specific details. In
the body you should use words like consequently and specifically to link your
opinion and reasons. The closing or clincher sentence comes after all the
details have been included. It reminds the reader what the topic was about.
Personalize your writing. Pretend you are the first person who has ever
thought in a certain way about your subject and write excitedly and freely
about your idea.
Pretend that the subject you are writing about is extremely important for
everyone to know.
At regular times stop writing and ask yourself: “What am I trying to say?”
Answer the question in your mind or out loud. Pick up on anything that
sounds better than the way you began to write.
Get into your writing. Move around if you need to when words are not
coming quickly enough. Clap your hands when the right words come.
Ask yourself some offbeat questions about your subject and formulate
some creative answers.
So go ahead and think. Then free write for about 5-10 minutes, read what
your wrote, rewrite and organize the idea…you are on your way.
Lesson Wrap-Up: This Lesson gives details on how to develop an
informational piece of writing. It follows Lessons on freedom and liberty in
America the topic of their writing practice.
Throughout your schooling, you will have to write informational pieces
many, many times. Are you prepared for that?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 37-1
Lesson 37
What Do You Think? – Part 2
Objective: The student will revise her informational writing started in Lesson 36.
Materials Needed: Writing Notebook, pencil, first draft of student essay from Lesson 36
Engage:
Engaging Question: How will your essay look when you are done?
Technology Integration: The student may compose the final draft of her paper on a
computer, using a word processing application.
Additional Notes to the Teacher: This Lesson is a follow up from the writing in the last
Lesson. Revising writing is a difficult task for some students. The student may not want
to change anything she wrote. The writings that are rewritten should be placed in the
student’s loose-leaf notebook. As the year moves on, the student can look back and see
what improvements she makes in her writing skills.
Discuss the steps of revision with the student as presented in the Student Manual, and
then have her edit the paper she has written. You or a classmate may partner with her
for some stages of the review, but the final product is her own. Collect the final paper
when the student has finished.
Lesson Wrap-Up: The revising of writing is difficult for students. Once she writes
something it is not easy for her to change. Do it as slowly but thoroughly with the
student as she will be asked to do this often.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 37-2
Lesson 37
What Do You Think? – Part 2
Why do we have to revise our writing? Revising is not easy. You are going
to have a lot of questions as you set out to improve your writing.
How do you get started?
What changes should you make?
How many changes should you make?
Now you can get back to the writing you worked on yesterday. Start by
reading it. Read it several times. Read it out loud. Pay special attention to
those ideas or parts that you like. Look specifically for surprising details,
smooth-reading sentences, and interesting ideas in your writing. Have
someone else read your piece. Find out what the person likes about it.
Mark your paper up. Underline the parts you really like and cross out the
ones you do not like and do not want to use. This will make you realize your
writing is a work in progress.
What changes should you make? That depends on how you feel about
your work. You may feel it is written well. You may only have to make some
minor changes…maybe reordering ideas. If there are problems with parts
of your draft that are a variety of things you will need to do.
Attend to the meaning of your writing first…do not worry about spelling
errors now.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 37-3
The guidelines to help you get your writing into good order are:
First look at the big picture; did you successfully write what you wanted to say clearly? Is your major idea recognizable and strong?
Then look at chunks of information like your sentence structure and paragraphs and reorder them if you feel they would be more effective if written in a different way.
Cut information that does not support your main idea or focus.
Add information that will enhance your thoughts. Make sure that your writing answers all of the questions your reader may have.
Rewrite parts that are not clear.
efine your writing using specific words, spelling, grammar and
sentences for smoother reading.
In the final move, make the changes. Make sure your readers are drawn
into your writing.
The way to top off your writing, add a title. Think of your title as fish bait – it
should look juicy, it should dance slightly, and it should have a
hook in it. To hook a reader it must grab the imagination of the
potential reader.
Make a list of possible titles and then choose the one that you
think would make someone want to read your paper.
Follow these steps and write a final copy of your essay. Be
proud of your effort!
Lesson Wrap-Up: Revising writing is difficult. Once you
write something it is not easy to change. Do it slowly but thoroughly as you
will be asked to do this often.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 38-1
Lesson 38
Simple Past Tense Assessment
Objective: The student will be assessed on words from Lesson 33.
Key Vocabulary/Spelling Words:
laugh
wash
control
collect
suggest
climb
join
consider
solve
point
listen
travel
Plural:
laughed
washed
controlled
collected
suggested
climbed
joined
considered
solved
pointed
listened
traveled
Sentence:
She laughed out loud.
Mother washed the clothes.
Tom controlled his temper.
The newsboy collected money today.
Mary suggested we go to the movies.
The cat climbed on the cupboard.
We all joined in the song.
We considered her our friend.
The boys solved the math problem.
Sue pointed to the correct answer.
David listened to the teacher.
We all traveled on the bus.
Engage:
Engaging Question: Do you remember what to add to a verb to make it a simple past tense verb?
Additional Notes to the Teacher: Follow the procedure in Lesson 8 for this Spelling
Assessment and informal writing prompt.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: The student has completed several Spelling Assessments so far. Ask
the student if his scores are increasing, decreasing, or staying the same? Why?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 38-2
Lesson 38
Simple Past Tense Assessment
What is past tense? When we write we have to communicate to the
readers when something happens. We do that by using the correct verb. It
is time to spell the list of words.
Prepare for a Spelling Assessment. You teacher will say the
singular form of the word for you. Write the singular form. Then your
teacher will say the past tense word and use it in a sentence for you. You
write the past tense form of the verb. Listen carefully.
When your Assessment is over, check it with your teacher. Each word will
be worth ½ of a point. Record your grade in your Notebook.
Now get your Writing Notebook out to respond to a writing prompt.
Write in your Writing Notebook about:
The qualities of a Mother are…
You can add whether the mothers in your life (your own mother, your
friends’ mothers) have those qualities.
Share your writing with your teacher.
Lesson Wrap-Up: You have completed several Spelling Assessments so
far. Are you scores increasing, decreasing, or staying the same? Why?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 38-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 38-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 38-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 39-1
Lesson 39
Drop and Add
Objective: The student will study the suffix rule that drops a silent “e” when the suffix
begins with a vowel.
Key Vocabulary:
populate
sense
separate
determine
charge
guide
serve
type
observe
imagine
include
share
cause
value
surprise
compare
love
double
move
excite
practice
continue
chance
experience
complete
Materials Needed: Spelling Notebook, pencil
Engage:
Engaging Question: What is a suffix?
Additional Notes to the Teacher: In this Lesson, the student will be introduced to
rules for adding suffixes to words. Have the student transcribe the Key Vocabulary
words, and add the appropriate endings. Explain that not every word will have an –ion
ending. Have the student complete the Suffixes Chart.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Ask the student to identify three of the spelling words that can take
the –ion ending. Then ask: What do they all have in common that allows the
–ion ending?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON
Suffixes Chart Answer Key
Base word
-ed
-es
-ion
-ing
populate
populated
populates
population
populating
type
value
excite
sense
observe
surprise
practice
separate
imagine
compare
continue
determine
include
love
chance
charge
share
double
experience
guide
cause
move
complete
serve
typed
types
valued
values
excited
excited
sensed
senses
sensation
sensing
observed
observes
observation
observing
surprised
surprises
surprising
practiced
practices
practicing
separated
separates
separation
separating
imagined
imagines
imagination
imagining
compared
compares
continued
continues
continuation
continuing
determined
determines
determination
determining
included
includes
including
loved
loves
loving
chanced
chances
chancing
charged
charges
charging
shared
shares
sharing
doubled
doubles
doubling
experienced
experiences
experiencing
guided
guides
guiding
caused
causes
moved
moves
completed
completes
served
serves
typing
valuation
valuing
exciting
comparing
causation
causing
moving
completion
completing
serving
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 39-3
Lesson 39
Drop and Add
How does adding a suffix to a word change its spelling?
Here is the rule for words that end in “e” to which you are adding a suffix.
Remember a suffix is a word-part that is added to the end of a word to
change the meaning of the base word.
Rule: When a suffix that begins with a vowel is added to a word ending in
‘e’, the ‘e’ is dropped. When a suffix that begins with a consonant is added
to a word ending in ‘e’, the ‘e’ remains.
So think about suffixes that begin with a vowel…that would be “ed”, “ing”,
“ion,” and “es”.
Let’s try some on your spelling words:
Serves…served…serving
Completed…completes…completing…completion
Imagine…imagines…imagining…imagination
Now complete the Suffixes Chart using your new spelling words. Check
with your teacher to see if you have all the words spelled correctly…
remember drop the “e” before adding the suffix that begins with a vowel.
In four Lessons you will be spelling these words with one suffix.
Your teacher will decide which ending to use for your Assessment, so be
prepared.
Lesson Wrap-Up: Identify three of the spelling words that can take the
–ion ending. What do they all have in common that allows the –ion ending?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 39-4
Suffixes Chart
Base word
populate
type
value
excite
sense
observe
surprise
practice
separate
imagine
compare
continue
determine
include
love
chance
charge
share
double
experience
guide
cause
move
complete
serve
-ed
-es
-ion
-ing
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 40-1
Lesson 40
Writer's Workshop – Part 1
Objective: The student will create a lengthy personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: Prewriting, Drafting, and Self-Conferencing.
Materials Needed: Writing Notebook, pencil, ink pen
Engage:
Engaging Question: Why do authors often write about events from their own lives?
Technology Integration: The student may wish to complete his rough draft on the
computer.
Additional Notes to the Teacher: Writing from personal experience is often a
daunting task. Make sure the student has many ideas to choose from. It may be
beneficial to have a conversation about several possible topics before he settles on the
one for this assignment.
Help the student to pick one of his topics, and then give him most of the class period
to write. Remind the student to skip lines on his draft to make the job of revising and
editing easier.
Lesson Wrap-Up: Discuss writer’s block. Ask: Why do you think some people get
“Writer’s Block” when they try to write a story?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 40-2
Lesson 40
Writer's Workshop – Part 1
Nearly every story ever written has an element of personal experience of
the author to it. Even with different types of fiction, the author will loosely
base a character, a setting, a situation, or something on his or her own life.
Writing from personal experience is the best place to practice your writing
skills. You know the event, so you are better able to concentrate on the
craft of telling the story.
Choose one of the topics from the chart you created in Lesson 5. Write
it at the top of a blank page in your Writing Notebook. Choose a form of
prewriting such as a web, an idea list or a free write. Spend 5-8 minutes on
your prewriting.
When you are confident that you have a good start, go ahead and start
your first draft. Now is not the time to worry too much about spelling and
mechanics. You will fix those things later in the process. Be sure to skip
lines so that your revising and editing will be easier.
Once you have completed your draft, the final step for this Lesson will be
a self-conference. Choose a different colored pen than you used for your
draft. Go off by yourself and read your story out loud to yourself. Read
slowly and take the time to write in any words that you missed, cross out
things that don’t fit, circle any misspelled words, etc. The self conference is
a great time to catch those simple mistakes.
When you are finished, put your story away and do not edit any further.
You might come up with ways to make your story even better. You can
add those at the beginning of Lesson 41, but for now it is important to let
yourself rest – you will come back to the story with a fresh perspective in
the next Lesson!
Lesson Wrap-Up: Why do you think some people get “Writer’s Block”
when they try to write a story?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 41-1
Lesson 41
Writer's Workshop – Part 2
Objective: The student will finish the personal narrative begun in Lesson 40.
The student will complete the following steps of the writing process: revision, editing,
and final copy.
Materials Needed: Writing Notebook, pencil, 2 different color ink pens, final copy paper
Engage:
Engaging Question: What are the remaining steps in the writing process?
Extensions: The student can present this finished piece to other students. The piece
could be illustrated as well.
Technology Integration: The student may wish to complete her final copy on the
computer.
Additional Notes to the Teacher: The revision process is the most important step to
a complete piece of writing. Make sure the student does not rush through this process
thinking her story is beyond improvement. The student will take her cue from the
importance you place on this step. Editing is also an important step. Encourage the
student to find an editing partner who can help fix the convention mistakes.
Lesson Wrap-Up: Ask the student what was the “tone” of her story: funny, sad, scary,
or something else?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 41-2
Lesson 41
Writer's Workshop – Part 2
Take out the rough draft you started in Lesson 40. Is it perfect? Of course
not! An author’s writing can be made better through working with other
people.
It is time for a Revision Conference with someone else. Once you have
a partner, read your story out loud to himRUKHU. After you have read the whole
thing, ask your partner: “What could I do to improve this piece of writing?”
One specific question to ask is, “What would you say the ‘tone’ of my story
is? Is it happy, sad, funny, scary, or something else? Did I keep the same
tone throughout the story?”
Your partner should be able to give you specific
suggestions about what you can do to improve the piece. Thank your
partner and chose a different color pen. Sit down and make the changes
that were suggested throughout the story. At this point, you should have 3
different colors and a very marked up paper!
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Give this
partner a third color of ink pen and work through the story one last time
making all the necessary corrections.
When you have all the corrections made to your satisfaction, you may
recopy your writing. You may use a computer or just handwrite a final copy
on some fancy paper. If you would like to illustrate your story, go ahead!
Lesson Wrap-Up: What was the “tone” of your story: funny, sad, scary, or
something else?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 42-1
Lesson 42
Does It Look Right?
Objective: The student will develop a sense of judgment when comparing words with
common sounds that are spelled differently.
Materials Needed: pencil, dictionary
Engage:
Engaging Question: When you don’t know exactly how to spell a word, what are
some of the strategies that your use to figure it out?
Additional Notes to the Teacher: Good spelling requires a good visual memory. For
some students, this is easy. For others, it is not. In English, words that have the same
spelling pattern usually rhyme. It is easy to figure out how to pronounce an unknown
word such as “trite” is by thinking of other words that have –ite at the end. It is not as
easy to know how to spell such a word. It could be “trite” or “tright.” The student who can
ask himself, “What looks right?” and use that self-monitoring strategy will usually be a
better speller.
Have the student complete both boxes, presented in the Student Manual, and check his
work when he has finished. The answer key follows.
Lesson Wrap-Up: Say to the student: Trust your best judgment on spelling hard words.
Write it out several different ways and see which one “looks right” to you. This doesn’t
always work, but it is a good habit to develop.
TEACHER MANUAL
Answer Key:
Answers to first box:
coat
boat
vote
note
throat
date
wait
fate
bait
donate
Answers to second box:
travel
little
channel
local
equal
loyal
settle
poodle
bubble
tunnel
normal
general
possible
invisible
principle and principal
FIFTH GRADE LANGUAGE ARTS—LESSON 42-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 42-3
Lesson 42
Does It Look Right?
Some people think good spellers are born that way and if you weren’t, too
bad for you! That is simply not true. There are many tricks and strategies
people use to help them spell words everyday.
Good spelling requires a good visual memory. For some students, this is
easy. For others, it is not. In English, words that have the same spelling
pattern usually rhyme. It is easy to figure out how to pronounce an
unknown word such as “trite” by thinking of other words that have –ite at
the end. It is not as easy to know how to spell such a word. It could be
“trite” or “tright.” Students who can ask themselves, “What looks right?” and
use that self-monitoring strategy are usually better spellers.
You are going to look at 2 different ways to make the same English rhyme
or sound. Then, you will judge which form of a word is correct.
Cross out the incorrect spelling leaving the correct form as is.
-oat
-ote
-ait
-ate
coat
cote
dait
date
boat
bote
wait
wate
voat
vote
fait
fate
noat
note
bait
bate
throat
throte
donait
donate
A very common sound in English is the L sound found at the end of
“people,” “model,” and “animal.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 42-4
From this list, cross out any incorrect spelling. You can consult a
dictionary if you absolutely have to. Be careful! One word has 2
correct spellings and meanings.
people
model
animal
travle
travel
traval
little
littel
littal
channle
channel
channal
locle
locel
local
equle
equel
equal
loyle
loyel
loyal
settle
settel
settal
poodle
poodel
poodal
bubble
bubbel
bubbal
tunnle
tunnel
tunnal
normle
normel
normal
generle
generel
general
possible
possibel
possibal
invisible
invisibel
invisibal
principle
principel
principal
Using a strategy to figure something out doesn’t mean you’re not smart.
Just the opposite is true! It means you are very smart because you know
how to get the job done.
Lesson Wrap-Up: Trust your best judgment on spelling hard words. Write
it out several different ways and see which one “looks right” to you. This
doesn’t always work, but it is a good habit to develop.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 43-1
Lesson 43
Rhyme and Reason
Objective: The student will use a food product containing a common rhyme, or spelling
pattern, to brainstorm a list of words containing that rhyme.
Materials Needed: pictures of the following places or products: chip, ice, cream, store;
blank piece of white paper, rhyming dictionary
Engage:
Engaging Question: Why is it so easy to remember how to spell brand names?
Technology Integration: The student might use the internet to find pictures of these
items to use to complete the assignment rather than drawing them.
Additional Notes to the Teacher: Word families consist of words that have the same
vowel and ending letters. They generally rhyme. The student can increase the number
of words she can read and spell by making sense of word families. Basic families like at,
cat, bat, fat are very early elementary. A student at this level should be encouraged to
find 2 and even 3 syllable words that fit the word family.
Lesson Wrap-Up: Ask the student to look around her house or at ads in magazines for
brand name products that have common spelling patterns. Ask her to bring these in for
use in future Lessons.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 43-2
Lesson 43
Rhyme and Reason
If a sign or billboard comes up with a popular brand name product,
everyone knows what it is, even little toddlers who can’t read yet. Why is
that? Because they have learned to associate the picture of the word with
the product itself. You can use that strategy to help you spell and read all
sorts of words.
You might not think you know how to spell “g-o-s-s-i-p,” but if you can spell
“chip” like in chocolate chip or potato chip, you can spell “gossip.” It follows
the same exact spelling pattern. This pattern is called a rhyme. Once you
can spell one word with a rhyme, you can spell dozens.
Divide a sheet of paper into four sections and label each section with one
of the following words: chip, ice, cream, store. Either draw a quick picture
of each item, or find one to print out on the internet.
In each box, brainstorm as many words as possible that contain the same
rhyme, or spelling pattern. You get one point for each syllable in the word.
So, 2 and 3 syllable words are worth more points. Your goal is 20 points per
box. You can consult a rhyming dictionary if you absolutely have to.
Lesson Wrap-Up: Look around your house or at ads in magazines for
brand name products that have common spelling patterns. Bring these in
and we will use them in future Lessons.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-1
Lesson 44
Drop and Add Assessment
Objective: The student will be assessed on words from Lesson 39.
Key Vocabulary:
populate
sense
separate
determine
share
cause
type
observe
imagine
love
double
move
value
surprise
compare
chance
experience
complete
excite
practice
continue
charge
guide
serve
Materials Needed: Spelling Notebook, pencil, Writing Notebook
Engage:
Engaging Question: What happens to the spelling of words ending with an “e” when you add a suffix that starts with a vowel?
Additional Notes to the Teacher: You may like to have your student write a sentence
with some of his spelling words to practice using the word correctly.
The student should write the rules for spelling and forming verbs correctly. These should
be kept in his Notebook for quick reference when the student is writing papers.
When the student has finished with the Assessment, discuss different tenses with the
verb as presented in the Student Manual. Have him complete the exercises, and then
assign the Tense Worksheet.
Lesson Wrap-Up: Review with the student: the verb in your sentence tells the tense or
time you are writing about. There are special spelling rules to remember when adding
suffixes to words.
TEACHER MANUAL
Tense Worksheet Answer Key:
1. played
2. attended
3. will graduate
4. intends
5. traveled
6. train
7. will realize
8. helps
9. will compete
10. planned
FIFTH GRADE LANGUAGE ARTS—LESSON 44-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-3
Lesson 44
Drop and Add Assessment
Does the spelling of words with a final “e” change if the suffix begins with a
consonant? Do all of this Lesson’s words represent verbs that will have a
tense change if “ing” is added to them? Think about using these words in a sentence:
Serve…action word; verb
Complete…action word; verb
Move…action word; verb
She served the guests ice cream.
Mary is serving ice cream.
She completed all of her work.
Sue is completing her work right now.
Mary moved to a new city.
Jon is moving next year.
Past tense; it already happened
Present tense; it is happening now
Past tense; it already happened
Present tense; it is happening now
Past tense; it already happened
Present tense; it will be happening
It is time to practice spelling these words correctly. Open your Spelling
Notebook and number your page from 1-15. Your teacher will say a word
with an ending. Listen carefully and write the correct spelling for your
word. Your teacher may ask you to use some of the words in sentences for
practice.
Check your work with your teacher. Record your score in your Notebook.
You have 25 words so each one is worth four points.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-4
Let’s look more into the tenses of verbs: present, past and future.
The tense of a verb shows when something happens. A verb in the present
tense shows action that happens now.
A verb in the past tense shows action that has already happened.
A verb in the future tense shows action that will happen.
Present-tense verbs that agree with a singular subject usually end in –s
or –es.
Jon shoots the marble.
He flexes his thumbs.
Present-tense verbs that agree with plural subjects usually do not end
in –s or –es.
The players shoot the marbles. They flex their thumbs.
Add –ed to most verbs to show the past tense: She cheered for her
favorite team.
The spelling of some regular verbs changes when you add –ed.
For verbs ending in e, drop the e and add –ed: loved, noted.
For verbs ending in a consonant and y, change the y to I and add –ed:
cried, hurried.
Verbs in the future tense include the helping verb "will".
We will play a game.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-5
Verbs Activity:
Read these sentences, paying close attention to the verbs. Number
your paper from 1-5. After you read the sentence write on your paper
present, past or future to tell the tense of each underlined verb.
1. Chuck cheers for her school’s hockey team.
2. He admires the players’ teamwork.
3. We almost earned the championship last year.
4. They seem more determined than ever.
5. We will play for the championship in the spring.
Did you come up with these words as your tenses for the verbs?
1. present 2. Present 3. Past 4. Present 5. Future
Lesson Wrap-Up: The verb in your sentence tells the tense or time you
are writing about. There are special spelling rules to remember when
adding suffixes to words.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-6
Tense Worksheet
Here is some more practice for you to do with verbs. Write the correct
form of the verb in your sentence in the space provided.
1. Yesterday, I a. plays
b. will play
c. play
d. played
2. My sister
a. attend
b. attends
c. will attend
d. attended
3. Sheila
a. graduate
b. graduated
c. will graduate
d. will graduated
4. She a. intend
b. intends
c. will intend
d. intended
5. Some athletes have
a. travel
b. travels
c. traveled
d. will travel
catch with my brother. (past)
college in Michigan ten years ago. (past)
next year. (future)
to become a teacher. (present)
to other countries. (past)
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 44-7
6. Today’s athletes
a. train
b. trained
c. will train
d. trains
7. They
a. realize
b. will realize
c. realizes
d. realized
hard, all year long. (present)
that training is the key to success. (future)
8. Teamwork
a. help
b. helps
c. will help
d. helped
athletes to succeed. (Present)
9. Some dedicated athletes
a. compete
b. competed
c. will compete
d. competes
10. Earlier, he
a. planned
b. plan
c. will plan
d. plans
in the Olympics. (future)
to be an umpire. (past)
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 45-1
Lesson 45
What Is a Syllable?
Objective: The student will learn about an emphasized syllable and how it sounds and
is spelled.
Key Vocabulary/Spelling Words:
nature - na ture
even - e ven
began - be gan
music - mu sic
begin - be gin
enough - e nough
usua - u sual
direct - di rect
unit - u nit
notice - no tice
remember - re mem ber
final - fi nal
develop - de vel op
behind - be hind
region - re gion
instrument - in stru ment
famous - fa mous
silent - si lent
design - de sign
moment - mo ment
protect - pro tect
depend - de pend
prepare - pre pare
require - re quire
total - to tal
Materials Needed: Spelling Notebook, pencil, Writing Notebook
Engage:
Engaging Question: What do you mean when you say “syllable?”
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 45-2
Additional Notes to the Teacher: The student will focus on the syllables in words for
her next spelling list. After looking at syllables in words and copying their spelling words,
the student will respond to the reading prompt: What can scare you?
When the student has finished, have her read “Fishing…and” and compare the
scariness of that story to her own.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Using the rules learned about spelling syllables, have the student
write about a scary situation.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 45-3
Lesson 45
What Is a Syllable?
What is an emphasized syllable? What is an open syllable?
Rule: Open syllables are where a single vowel is the last letter in the
syllable.
The emphasized syllable will have the long vowel sound and the nonemphasized syllable will have the short vowel sound.
What does this rule mean? Say your name. Clap each time you hear a
vowel. Jim would get one clap. Susan would get 2 claps. Rosemary would
get 3 claps. Why? Because when you say those names you heard 1 to 3
syllables. A syllable is the part of a word that makes a vowel sound.
Looking at the word list you need to say each word and notice which
syllable you say the loudest. That is the emphasized syllable. According to
this rule; that vowel will have a long vowel sound. A long sound is the vowel
sounding like itself. In the word total, you hear the letter “o”.
Copy the words for your spelling in your Notebook. Highlight the vowel that
you think has a long sound; that is the emphasized syllable.
When you are finished copying your words put it aside, and remember to
study the spelling of these words for an Assessment in 5 Lessons. Now get
your Writing Notebook out.
Respond to this writing prompt:
Have you ever been scared? Where were you? What scared you? How
did you deal with your feeling?
When you are done, read “Fishing…and” at the end of this Lesson – see
how your story compares!
Lesson Wrap-Up: Remember the rule for spelling words with a vowel at
the end of the emphasized syllable. Write about a scary situation.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 45-4
Fishing…and
It was late in the day and the sun was going down. The four of us decided we
would take a chance at catching a fish or two. So we piled into the row boat;
Nicky rowing, Danielle and Jeanine facing me as we moved out into Lake 15.
All of the sudden Danielle says, “Come back here! Don’t look down! Just
move!”
Casually, I look down and ask, “Why?”
To my surprise, coming out from under my seat, was a snake!
With a scream, I jumped up on my seat. Danielle took her fishing pole and
hit the snake on the head. The snake retreated under the seat again. But that
snake was still in our boat…we were trapped!
I screamed, "Get me into shore now!”
With oars flying, we got into shore in no time flat and jumped out of the
boat— never to return to it that day!
You may not be afraid of snakes but that was not pleasant for me.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-1
Lesson 46
Northwest Natives
Objective: The student will practice reading informational articles.
Key Vocabulary:
social status - noun; the level in the structure of a society (leader or follower)
plank houses - noun; a kind of house built by Native Americans
totem Poles - noun; a pole on which the images of figures are carved
potlatches - noun; a ceremony or feast celebrated by North American India
peoples
sacrificed - noun; an act of surrendering a possession as an offering; act of
giving up
species - noun; biology a group of living organisms that are similar.
blubber - noun; the fat of sea mammals like whales and seals
shamans - noun; a person regarded as having great influence in the world of
good and evil spirits
supplemented - noun; something added to complete
raid - noun; attack on an enemy in a fight
revenge - verb; to harm or hurt someone because of wrong done to oneself
enterprise - noun; a project, a business or company
Materials Needed: Reading Notebook, pencil
Literary Selection: “Native Americans”
Engage:
Engaging Question: How did the people live even before the Colonists?
Supplemental Engagement Activities: The student may like to design a Totem Pole
with the animals (animal spirits) he thinks would represent his family. He could draw it or
even carve it out of something soft like a bar of soap.
Extensions: The student may wish to research more information about the Native
Americans of the Northwest Coast.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-2
Additional Notes to the Teacher: The student will have several Vocabulary words
to look up before reading this informational article about the northwest coastal Native
Americans. Be sure he knows the meaning of the words before he begins reading.
Let the student read the article and answer the questions following.
Lesson Wrap-Up: Say to the student: You just read an article to introduce you to the
Native American of the Northwest Coast. How were their lives like yours? How were
they different? Make sure the student supports each of his points with evidence from
the article and his own life.
Native Americans Comprehension Questions Answer Key:
Pacific
clans
nobles
plank
potlatches
salmons
canoes
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-3
Lesson 46
Northwest Natives
When the explorers came to North America, they found people already
living here. They were known as Native Americans, or the people who
came first.
There were many different tribes of Native Americans and each of them had
their own customs. Some were tribes who settled in one place and planted
their food. There were groups of Native Americans who followed the herds
of animals and moved their teepees often. The group you will read about
lived on the northwest coast of North America.
Lesson Wrap-Up: You just read an article to introduce you to the Native
American of the Northwest Coast. How were their lives like yours? How
were they different? Use evidence from the article and your own life to
support your points.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-4
Native Americans
The area of North America from south Alaska to northern California all along
the coast of the Pacific Ocean is where these Native Americans lived. Their
environment was one of thick woods and a temperate climate with heavy
rainfall. The forests were dark and damp. During the spring season there was a
run off of water in the streams coming from the mountain glaciers.
The Native Americans formed a group that claimed common ancestors or
relatives. The families were known as clans. They had a chief who was in
charge of ceremonies and heading rituals. The chief had the noble position
with the highest social status.
Their social status had many levels. There were chiefs, nobles, commoners,
and slaves. The slaves were the people captured in wars.
The plank homes they lived in often were built to face the sea. They were very
large. The extended family lived in them each having in their own space. So
grandparents may live with their married children and grandchildren. The
house was made of cedar wood. The frame of the house was formed with
cedar logs. Hand-split planks made up the walls. A fire pit was located in the
center of the home. The fronts of the houses were painted.
The plank house had a Totem Pole attached. These Native Americans were
master woodworkers. The totem pole was used to record the family tree. Each
and every family had some kind of relationship with a spirit represented in the
form of an animal. This animal form was carved onto the Totem Pole.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-5
When the Totem Pole was ready to be put in place there was a big celebration
known as the potlatch. That is what this tribe called their celebrations. They
had potlatches when there was a marriage of a chief or death of an old chief.
They usually held these celebrations in the winter. It was a big deal and there
was a lot of food to eat. They would eat until they were sick just to show
respect for the ones who prepared the food. Of course, there was dancing,
singing, drumming and story telling.
Another tradition for this event was that each of those attending sent money
and blankets to the chief. The chief, in turn, would use these gifts and give
them out at the potlatch. The more you could give the chief, the higher your
social rank would be so families saved for years to be able to give the chief
many gifts. Of course, they also hoped to receive gifts in return later on.
These Native Americans had fish as one of their staple foods so when the
salmon came up stream, there was another celebration. It was called First
Salmon and lasted several days. According to Native American legend, it was
believed the salmon had a great house under the ocean. The Native Americans
believed the salmon came upstream because they knew the humans needed
food and so the fish would sacrifice themselves but their spirit would go back
into the ocean.
The actual life cycle of the Pacific Northwest salmon is that they are born in
the river, not salt water. From the river they swim into the ocean and live their
lives in salt water but when it is time to lay their eggs must return to the river.
The Chinook, the largest of the salmon family, swims up stream in the river
and after laying eggs dies. The young hatch and start the life cycle all over
again. Thus the dying salmon looked like The Great Spirit had brought food to
the Native Americans.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-6
The other animals of the ocean used for food in the Coastal Northwest, are
seals, sea lions, herring, halibut, cod and flounder. The really big catch for the
Native Americans was when they harpooned a whale. The entire village could
eat on this for a month. Other parts of the whale are used also such as blubber
provides oil and eating and cooking. It takes 16 men using 2 canoes to hunt
this huge ocean mammal. Because the Native Americans had great reverence
and respect for all forms of animal life, during the hunt one Native American
brave would jump into the water and act like a whale to show his heart was
right. He moved quietly so the whales would not move too far from them. The
hunters prayed for the whale’s spirit while harpooning it.
According to the Native Americans of the Northwest Coast, there was a
guardian spirit that watched over all living things. As young boys became men
they had a custom that the young man would go off by himself and find his
own spirit or power. Rituals, prayers and ceremonies were thought to please
the spirit. The shamans, religious-like leaders, dominated their religion and
were called upon to heal the sick. The animal’s spirits were also called up on to
protect them. Some of the ones most often sought were the raven, bear, eagle
and beaver.
Other supplemental foods for the Native Americans were deer, elk, and bears.
The women and children also collected blackberries, blueberries, raspberries
and cranberries.
As for the clothing of these Native Americans, men had bare feet and
sometimes a full-length tunic unless traveling and then they had deerskin leggings
and moccasins. They had fur robes and
blankets from the sea otter’s fur. They were
also able to pound cedar bark into a fiber
used for raincoats, skirts, aprons and even
blankets.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-7
Their weapons were bows, clubs and knives. The reason for warfare was out of
revenge or to obtain slaves.
These Native Americans still live in the Northwest Coastal regions. The land
belongs to the United States but there are places for the Native Americans
known as reservations. The Native Americans are continuing to fight for the
rights to their land and freedom for fishing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 46-8
Native American Comprehension Questions
Fill in the blanks to complete the sentences.
1. The Northwest Coast Area ranged from southern Alaska to northern California all along the
2. coast.
are groups of families claiming a common ancestor.
3. The chiefs were usually village
with high social status.
from families
4. Families in the Northwest Coast area live in
houses.
5. old chief.
celebrated the marriage of a chief or the death of an
6. was the staple food in this area.
7. The Native Americans traveled up and down the coast in dugout
.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-1
Lesson 47
Who Is That Masked Kid?
Objective: The student will learn from informational reading and show her
understanding by responding to questions.
Key Vocabulary:
discover - verb; find or become aware of
single - adjective; only one; separate; not one of several
northwest - noun; the direct between north and west
tedious - adjective; tiresome; dull, slow
northwestern - adjective; to describe a direction
scientist - noun; a person who studies and has knowledge of science
mechanical - adjective; work on or produced by a machine or machinery
friendship - noun; the feeling of or state of being friends; relationship
shaman - noun; person related to spiritual world of good and evil
clamshell - noun; the shell of a clam, a thing with hinges opening like a shell
thunderbird - noun; a mythical bird of North American Indians thought to bring thunder
facial - adjective; of the face
popularity - noun; that status of being liked, admired or supported by many
Materials Needed: Reading Notebook, pencil, dictionary, paper bag. materials to make
a mask
Literary Selection: “Native American Masks”
Engage:
Engaging Question: Why would someone hide who they are from others?
Supplemental Engagement Activity: The student may enjoy making a mask out of a
paper bag or other material following the reading of this selection about Native American
masks. If he chooses to make the mask out of a paper bag, he could use markers,
colored pencils, yarn, buttons and perhaps feathers.
Extension: Have the student conduct an internet research of Native American Masks.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-2
Additional Notes to the Teacher: This is a follow up Lesson on Native Americans.
Again the student should have the Reading Notebook at hand as she reads to take
notes of unique and unusual information she may like to share or discuss. Before
reading the student needs to go over the Key Vocabulary this time looking at the
syllables in each word as well as the meaning.
Let her know she will answer a few questions with one word and write to a prompt
following this information. You may want her to do the extension activity.
Lesson Wrap-Up: Have the student make some comparisons between the articles she
read in Lessons 46 and 47.
Answer Key:
Syllables:
Word:
Number of syllables:
Dis cov er 3
Sin gle
2
North west
2
Te di ous
3
North west ern 3
Sci en tist
3
Me chan i cal
4
Friend ship
2
Sha man
2
Clam shell
2
Thun der bird
3
Fa cial
2
Pop u lar i ty
5
Native American Masks Worksheet Response Questions:
1. An important person in the tribe
2. Wood
3. False
4. Monotonous
5. New tools
6. In a clamshell
7. Gifts were exchanged between chiefs
8. Natural history museums
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-3
Lesson 47
Who is That Masked Kid?
Why would a culture of people choose to mask themselves?
When do you take the time to conceal your identity? Some children choose
to do that on Halloween Night, covering their faces with some sort of mask
or making their face up with some kind of paint. Though this tradition does
not come from our Native Americans; it is similar in that there is a mask
involved.
Remember how words can be divided into syllables, word parts.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-4
Copy these words and rewrite them as you think the word should be
divided. Write how many syllables each word has. Each syllable has
the sound of a vowel. The first one has been done for you.
Discover Dis / co / ver 3 syllables
Single
Northwest
Tedious
Northwestern
Scientist
Mechanical
Friendship
Shaman
Clamshell
Thunderbird
Facial
Popularity
Lesson Wrap-Up: Make some comparisons between the articles you read
in Lessons 46 and 47.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-5
Native American Masks
Native Americans liked the mystery of masks. They used them for many
reasons. Sometimes the mask represented an important person of their tribe.
When that was the purpose the mask was considered a portrait mask. The
Native Americans used masks for ceremonies for secret societies. Two of such
societies were war and shaman societies. During their potlatches the chiefs
gave each other gifts and one of those gifts was presented for the most exotic
mask. Dancers used the masks as they performed their dances telling stories
during the potlatch.
What material did the Native Americans use for their masks? Many were
actually made out of wood while others were made of leather or gourds. The
northwest coast Native Americans used red cedar. There were 3 different
kinds of masks. One was simple and made of wood. The second took more
work and was mechanical, working with strings or hinges so the eyes would
open and close. The most complicated was called the transformation mask.
It had an over mask that opened to reveal an inner mask. Only strong people
could wear these, as they were very heavy.
Mask making was considered an art and they
were only made by men. Mask makers also
had to do other jobs in the tribe like hunting
and fishing with the tribe but making the
mask was most important. Each artist had to
prepare himself before starting on the mask.
He spent time alone mediating to make sure
he had the right concentration for his work
of art.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-6
Animals were often used as symbols on the masks. Each of the animals had
a special meaning. For instance, the tricky raven used his magic powers to
discover the first people in the world. These people were hiding in a clamshell
as the legend goes. The killer whale symbolized excellent hunting. The animal
representing friendship is the bear that is seen as liking to smile. The chiefs
and nobles used the most powerful symbol of the thunderbird and the eagle.
The carving of the mask is just the beginning. Now the fun part; painting the
mask. The Northwest Coast Native Americans used many patterns and colors
of paint on their masks. They outlined the facial features in black and filled
in other designs in bright shades of blue, green and red. They used copper
minerals for the blue and green colors. Ochre (a vegetable) made red. Some
masks had straw or feathers attached to make them seem more realistic. Straw
was for hair.
Mask making was tedious work but explorers in America brought new tools
that helped make it easier. Native Americans could carve more details into
the masks. Masks did lose some of their popularity as settlers came to the
New World. Today, interest in traditional mask making is revived. There are
new artistic techniques that combine traditional mask making. The masks are
considered part of the Native American heritage. These masks are on display
in natural history museums. These are beautiful expressions of their role in
Native American culture.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 47-7
Native American Masks Worksheet
Now that you’ve read the article, answer the following questions.
1. What did the portrait mask show?
2. What was the most common material used to make masks?
3. Women made masks in Native American society? True or false
4. Which of these four words could be a synonym for the word “tedious”?
Monotonous, slippery, sloppy or gorgeous
5. What did the explorers bring to America to help make mask making
easier?
6. Where did the raven find the first people?
7. What happened between Native American chiefs during a potlatch?
8. Where might you find Native American masks on displayed today?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-1
Lesson 48
Thunderbirds
Objective: The student will read an informational article for comprehension and
connection to other cultures.
Key Vocabulary:
legend - noun; a traditional story (The word origin is from Medieval Latin: legere which means: “read”.)
Materials Needed: Reading Notebook, pencil, resource for research, Writing Notebook
Literary Selection: “Thunderbird Legend”
Engage:
Engaging Question: Who or what would you consider a legend?
Supplemental Engagement Activity: Research the Thunderbird and other Native American legends
Technology Integration: Complete the Supplemental Engagement Activity online using
an internet search engine.
Additional Notes to the Teacher: The student will read an informational article about
the thunderbird as a legend for Native Americans. The article will give facts which the
student will be assessed on for comprehension.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Legends and myths are often written to explain natural events
beyond man’s power to control. They are told and retold over and over again which
often creates an even bigger image of the hero of the story. Ask the student: what are
some other legends he is familiar with?
Thunderbird Legend Comprehension Questions Answer Key:
1. salmon
2. canoe
3. killer whale
4. Thunderbird
5. carvings in their village
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-2
Lesson 48
Thunderbirds
Have you ever seen a Thunderbird? No, not the car; but the bird known as
a Thunderbird.
Thunderbird: noun; a mythical bird thought by some North American
Indians to bring thunder.
The Native American Indians in the early days gave meaning to the things
that happened to them. Some things were beyond their control. They
could not make the rain come to water their crops. They watched nature
very closely and remembered what happened before and after natural
occurrences like thunderstorms.
As they looked to the sky they noticed the birds. They watched them and
noticed how big some of the birds were and what they ate. They feared
some of the birds because they were so big and there were some who
thought the bird could come down and take the people away in their claws.
Because the birds seemed to live in the sky; it was natural that the Native
Americans would think the birds had something to do with the sky.
As the Native Americans thought about these things they told stories of
what they observed. Since the birds lived in the skies, it would be thought
they had some control over things that related to the sky.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-3
Some Native Americans attributed the thunderstorms to the power of the
big bird in the sky. Thus they named the bird: Thunderbird.
Scientists are not sure which bird they actually saw. It could have been an
eagle or a condor as these birds are huge with wide wingspans so they
seem to glide through the air.
With man’s creative imagination and a need to understand natural events;
the legend of the Thunderbird was told.
Lesson Wrap-Up: Legends and myths are often written to explain natural
events beyond man’s power to control. They are told and retold over and
over again which often creates an even bigger image of the hero of the
story. What are some other legends you are familiar with?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-4
Thunderbird Legend
Long ago it was believed that animals acted like human and sometimes superhumans, like gods.
For the Native Americans of the Northwest Coast, salmon was one of their
main sources of food. They caught the fish when it came up their rivers. The
people were hungry and fixed their salmon by roasting it, or drying the fish to
eat later. They had to get the fish before the bear ate them all up.
One year the salmon did not come up the river like they usually did. This was
very unusual and would cause the Native Americans concern for what they
would eat.
The Native Americans knew the salmon were in the ocean before coming up
the river to spawn (lay their eggs). They took their canoes out into the ocean
to see if they could see what the problem might be.
While out in the ocean the Native Americans came upon the killer whale. The
giant whales swam around the canoes with bubbles and foam washing around
their white teeth. The whales seemed to be laughing at the men in the little
canoes.
The Native Americans spoke to the killer whale telling them to stop eating all
their fish as they were hungry.
They said, “Oh Great One please do not eat all of the fish as we are starving.”
The Great One replied, “Why do you ask me to solve your problem? It is
nothing to me.” The whale seemed to laugh and continue eating salmon.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-5
The Native Americans rowed to shore to consider their next action. They
pulled together and began to think. As they were gathered for the meeting,
there came a great wind with thunder and lightning. The Native Americans
were frightened. They could see nothing but felt the presence of a great spirit.
Out of nowhere came a voice: “My
people I see the problem you have
with the killer whale. If I help you
what will you do for me?”
The Chief respond to the spirit, “Great Spirit, we will be so grateful to you we
will honor you with a carving in our village.”
The voice came back, “It is acceptable!”
Out of the clouds came the Thunderbird. It flapped its wings with the thunder
rolls, and the fire of the lighting shown in its eyes.
The Thunderbird flew out into the ocean where the killer whale was eating the
salmon. With its huge talons the bird swooshed down and picked the killer
whale up by his back.
The Thunderbird dropped the struggling whale on land. That huge “lump”
became what is known as a great whale mountain. Then the Thunderbird just
disappeared into the storm.
The Native Americans returned to their village and their river. There they
were again…the running salmon in abundance. To this day the Thunderbird
is seen on totem poles and other carving in their Native American villages.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 48-6
Thunderbird Legend Comprehension Questions
What else do you remember from this reading? Answer these
questions.
1. What food source were these Native Americans looking for?
2. How did the Native Americans get out into the ocean?
3. Who was eating the salmon?
4. Who helped resolve their problem?
5. How was he remembered even to today?
Now take a few minutes and write a thoughtful paragraph to answer
this question:
Why do you think early American native people told stories like their myths
and legends?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 49-1
Lesson 49
Adjectives
Objective: The student will recognize and be able to use adjectives in her writing.
Key Vocabulary:
adjective - noun; a word or phrase related to a noun to modify or describe
article - noun; a determiner the word that introduces a noun; the 3 articles in English are: a, an, the
Materials Needed: Writing Notebook, pencil, pictures from a magazine
Engage:
Engaging Question: How do I make my writing colorful?
Supplemental Engagement Activity: To support this adjective practice Lesson, the student may enjoy cutting pictures out of a magazine and writing a two or
three word description of the pictures. For example, a picture of a girl might say “tall, beautiful girl” or a dog may be a “sleepy, lazy beagle”.
Extension: The student could write a description of her bedroom so a visually impaired
person could imagine the colors and details.
Additional Notes to the Teacher: In this Lesson, the student will study adjectives and
articles.
The student will learn some rules for the use of articles such as using the “a” before
a noun beginning with a consonant and the word “an” before a word beginning with a
vowel. She will think of an adjective as a word in her sentence that can tell what kind,
how many or which one when describing a noun.
When you have reviewed articles and adjectives, have the student answer the questions
at the end of the reading.
Lesson Wrap-Up: Say to the student: You know that adjectives describe and give detail
to writing. Adjectives help the writer draw a picture of her thoughts. What would a story
be like without any adjectives?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 49-2
Answer key:
three - how many
tallest – which one
amusement – what kind
A great
a hand
an avid
Answers will vary for last 3 fill-in the blank questions.
Chinese food is often cooked in a big pan called a wok. The food is cooked quickly over high
heat. Dishes are usually completed within a few minutes. Chinese cooks often use many tasty
vegetables in their dishes. They also like to prepare fresh fish. Chinese cuisine is filled with
unique foods.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 49-3
Lesson 49
Adjectives
How can you draw a picture for a person with words? You would need to
use a specific kind of word. That would is called adjective.
Imagine you are just back from a vacation. You meet your friend and try to
tell about what you saw and did. Like telling a friend about a fun park you
went to with your family.
We discovered the most amazing park this weekend! There I found
a huge roller coaster. It is the largest and tallest roller coaster in the
United States. I had to wait over a long hour to get on the ride. When I did
my heart was pounding. I screamed my lungs out when we got to the top
of the rails and down I sped! I have a scary picture taken of me with my
mouth wide open taken just as I blew by the picture booth.
What do you need to know when using adjectives in your writing?
What is an adjective? It is a word used that can tell what kind, how many,
or which one.
What kind: It was a huge roller coaster.
How many: I rode it 3 times.
Which one: It is the biggest roller coaster.
The words a, an, and there are called articles. Articles are used before
nouns or before words that modify or describe nouns.
Use "a" before a singular word beginning with a consonant:
A roller coaster
Use "an" before a singular word that begins with a vowel or a silent h:
An egg
An honest answer
Use "the" before singular or plural words beginning with any letter:
The park
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 49-4
An adjective formed from a proper noun is a proper adjective and must be
capitalized.
Mexican food
Lesson Wrap-Up: You know that adjectives describe and give detail to
writing. Adjectives help the writer draw a picture of his thoughts. What
would a story be like without any adjectives?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 49-5
Finding the Adjectives Worksheet
Underline the adjective and write whether it tells: what kind, how
many or which one.
There are three roller coasters in this park.
My favorite was the tallest one.
The amusement park is here.
Circle the article that makes sense in the following sentences.
This is a or an great roller coaster.
My brother gave me a or an hand getting on the ride.
My sister is a or an avid roller coaster rider.
Add you own adjectives to these sentences.
Mary went to a The park has park.
rides.
The park is located near the
highway.
Read the following paragraph. Circle all of the adjectives.
Chinese food is often cooked in a big pan called a wok. The food is
cooked quickly over high heat. Dishes are usually completed within a few
minutes. Chinese cooks often use many tasty vegetables in their dishes.
They also like to prepare fresh fish. Chinese cuisine is filled with unique
foods.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 50-1
Lesson 50
What Is a Syllable? Assessment
Objective: The student will be assessed on words from Lesson 45.
Key Vocabulary6SHOOLQJ:RUGV:
nature - na ture
even - e ven
began - be gan
music - mu sic
begin - be gin
enough - e nough
usual - u sual
direct - di rect
unit - u nit
notice - no tice
remember - re mem ber
final - fi nal
develop - de vel op
behind - be hind
region - re gion
instrument - in stru ment
famous - fa mous
silent - si lent
design - de sign
moment - mo ment
protect - pro tect
depend - de pend
prepare - pre pare
require - re quire
total - to tal
Materials Needed: Spelling Notebook, pencil, Writing Notebook
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 50-2
Engage:
Engaging Question: How have you studied your spelling words this week?
Additional Notes to the Teacher: Prepare the student to take his Spelling
Assessment. Check his work and have the student record his grades. It is up to you if
your student is expected to spell the word and divide them into syllables or not.
After the Assessment, have the student respond to this Writing Notebook prompt:
'HVLJQ\RXURZQWUDGLWLRQDO1DWLYH$PHULFDQPDVN'HVFULEHKRZLWORRNVDQGWKH
OHJHQGEHKLQGWKHPDVNRUWKHSHUVRQLWLVVXSSRVHGWRUHSUHVHQW.
Talk to the student about what a legend is: a traditional story sometimes popularly
regarded as historical but unauthenticated.
The legend does not have to be extremely long. It just needs to give the idea and
reason for the idea. It would be important that the student gets the idea that his choice
of design should symbolize the legend.
Suggest friendship and the smiling bear if he cannot think of one for himself.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Say to the student: Reading informational articles can give you ideas
for your own writing. What are some other topics you can add to your idea chart from
informational articles you have read?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 50-3
Lesson 50
What Is a Syllable? Assessment
Are you ready for your Spelling Assessment?
Listen carefully as the words are given to you. Do your best.
After your Assessment, record your grade in your Notebook. How are you
doing?
When you are finished with the spelling, get your Writing Notebook out.
You just read 2 informational articles about the Native Americans of the
Northwest Coast. The second article was mainly about the masks made by
the Native Americans.
Your writing prompt is:
Design your own traditional Native American mask. Describe how it looks
and the legend behind the mask or the person it is supposed to represent.
In responding to this writing remember what the Native Americans did
when designing their masks. What did they use? Why did they choose the
animals?
Use your imagination when thinking of the legend associated with your mask.
It might be helpful if you first choose the animal what will symbolize your
legend. Decide what animal you will use to symbolize your legend. A legend is a
traditional story sometimes regarded as historical but it is unauthorized.
So legends are not necessarily based on actual truth. They are often exaggerated
or not true at all, but made up to explain something that is not understood;
like where the first people were found. Some people become legendary because
the story of their feats or actions are retold and retold and each time they move
further from the actual truth. The stories of King Arthur and the round table are
legendary.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 50-4
Write your idea down for your legend and make sure the design for your
mask represents it.
Lesson Wrap-Up: Reading informational articles can give you ideas for
your own writing. What are some other topics you can add to your idea
chart from informational articles you have read?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 50-5
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 50-6
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 50-7
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-1
Lesson 51
Why, or “Y?”
Objective: The student will learn and apply these rules: When a one-syllable word
ends with ‘y’, the word ends with the long ‘i’ sound. When a multi-syllabic word ends
with ‘y’, the word usually ends with the long ‘e’ sound
Key Vocabulary:
enemy
beauty
century
history
property
reply
multiply
industry
supply
especially
family
vary
dictionary
necessary
country
early
energy
melody
colony
company
Materials Needed: Spelling Notebook, pencil, dictionary
Engage:
Engaging Question: How do you add a suffix to words that end with the letter Y?
Supplemental Engagement Activity: The student could be challenged to find ten more words that would follow the rule for this Lesson.
Extensions: Have the student write a sentence with each of the words with a suffix.
Have the student write how the suffix changed the meaning of the word.
Note some of the words will not work with a suffix.
Examples:
Company – companies: means more than one company.
Beauty – beautiful: means full of beauty.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-2
Additional Notes to the Teacher: In this Lesson, the student will learn this suffix rule:
When adding suffixes to words that end with a ‘y’, the ‘y’ is changed to an ‘i’ if the ‘y’ is
preceded by a consonant. If the ‘y’ is preceded by a vowel, the ‘y’ remains. The only
exception is when a suffix that begins with an ‘i’ is added. In this case, the ‘y’ remains.
Present the Vocabulary Words to your student by giving her a pre-Assessment.
Pronounce the words for her and let her give a try at spelling the words with no prestudying. Check the spelling with the student. Have her write the words correctly in her
Vocabulary Notebook, to study for her next Spelling Assessment.
Read over the rule for the sound of a word ending with and “y” and the rule for how to
spell the word when a suffix is added. Have the student write each and every word with
a suffix. Some of the words will not work with a suffix, so skip it.
When a suffix is added the meaning of the word or tense of the word changes.
Let the student know if she will be expected to memorize the base word or with a suffix
for her Spelling Assessment.
Introduce to word analogy using some Native American terms. The student will be
exposed to reading and writing an analogy. Have the student complete the Analogies
Activity in the Student Manual.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Say to the student: You have a spelling rule for open syllable words.
You also were introduced to word analogies; relationships between words. Make up an
analogy about something you had to eat today.
Analogies Activity Answer Key:
tribe
smoke signals
cone
feet
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-3
Lesson 51
Why or “Y?”
What sound does a word make when it ends with the letter “y”?
As you know the letter “y” sometimes sounds like a long “I” and other times
the long sound of the letter “e”. This rule will help you remember when
sound to make when sounding out a new word ending with “y”.
Rule: When a one-syllable word ends with ‘y’, the word ends with the long
‘i’ sound. When a multi-syllabic word ends with ‘y’, the word usually ends
with the long ‘e’ sound.
So consider the words given to you for your pre-Assessment. Make 2
columns in your Notebook and list the words; one column for long “i” and
one for long “e” sounds.
Now look at your words and think about what suffix you could add to the
word. Can you add a suffix to all of the words? You are correct if you
thought no. With the words that you can add a suffix to, what happens to
the meaning of the word? You are correct again; it changes the meaning of
the word or it changes the tense of the word.
Example: reply to replied
The base word reply means answer now while the word replied means you
already answered.
Example: supply to supplies
The base word supply can mean one singular item, while
the word supplies means a collection of items,
like art supplies.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-4
Work with your words and see what suffixes you can add. Watch the
second rule:
RULE: When adding suffixes to words that end with a "y", the "y" is changed
to an "i" if the "y" is preceded by a consonant. If the "y" is preceded by a
vowel, the "y" remains. The only exception is when a suffix that begins with
an "i" is added. In this case, the "y" remains.
How do you know what the vowel sounds like?
Did you ever come across a word that you just are not sure how to say?
Here is another rule for figuring out the sound of the vowel in these words:
Open syllables are where a single vowel is the last letter in the syllable.
The emphasized syllable will have the long vowel sound and the nonemphasized syllable will have the short vowel sound.
Your teacher will give you some words in a pre-Spelling Assessment. All
of the words will follow this rule. Check your spelling pre-Assessment.
Copy the words in your Notebook. Now look these words up in a dictionary.
Notice the respelling part of the entry in the dictionary. You will notice that
the word will be divided into syllables. Recopy your words in syllables.
According to the rule you will find the vowel in the syllable ending with a
vowel (a,e,i,o,u) will have a long vowel sound (say its name) and it will be
the part of the word with the strongest accent (darkest mark over it).
Dictionaries are very helpful tools. You get the
correct spelling of words, the pronunciation of
the word, the syllables in the word and where
to put the emphasis when you say the word.
All of that before you even get to the meaning
of the word.
Now let us look at words another way. If I say
hot you think cold. They are opposites or
antonyms. Words have a relationship one to
another. Some times they are opposite or alike.
Here is a word for you…analogy. Can you
guess what that word means? An analogy of
2 words is a comparison between 2 things
looking for likeness to each.
These words are Native American analogy
words. See what you think.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-5
You write the comparison like this:
Legend : story :: canoe : boat
You read it like this:
Legend IS TO story AS canoe IS TO boat
Does that make sense to you? The legend is a kind of story and the canoe
is a kind of boat.
Now complete the Analogies Activty. When you are finished, think about
these questions:
What did you find as the words?
Did you find what was alike about the words?
A tribe is like a colony because that is what the group of people formed.
Smoke signals is the means of communications for Native Americans.
Cone is the shape of the teepee.
Feet are where the moccasins are worn.
Perhaps you could think of a few of your words that are alike in some way
and could be used as word analogies. Remember these are words with
some relationship to each other.
Lesson Wrap-Up: You have a spelling rule for words that end in –y and
take a suffix. You also were introduced to word analogies; relationships
between words. Make up an analogy about something you had to eat
today.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 51-6
Analogies Activity
Here try a few; choose the correct word for these analogies.
Pilgrims : colony :: Native Americans :
tepee
tribe
chief
totem pole
transportation : canoe :: communications:
wigwam
smoke signals
totem pole
heritage
wigwam : dome :: tepee :
cube
circle
cone
sphere
headdress : head :: moccasins :
hands
legs
waist
feet
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 52-1
Lesson 52
Your Own Fable – Part 1
Objective: The student will write an original fable in the style of those read in Lessons 47
and 48.
Materials Needed: Writing Notebook, pencil, colored ink pen
Engage:
Engaging Question: Why do you think ancient people used legends to describe things in nature?
Additional Notes to the Teacher: The student will be expected to use his creativity
to think of his own made-up legend. He needs to be reminded about writing from one
idea, giving supporting details and making them interesting and memorable. He should
develop an idea map his topic, focus idea, supporting details and be sure that his writing
makes sense and has authority. He will complete a final copy and illustration of his
legend in Lesson 53.
Have the student complete the idea chart at the end of this Lesson to warm up and
focus.
Lesson Wrap-Up: Ask the student what natural mystery his legend explains?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 52-2
Lesson 52
Your Own Fable – Part 1
Ancient people used legends to describe things that happen in nature.
In modern times, we have science to describe these events. However,
humans have a need to explain things that happen to them and, without
the science to figure things out, ancient people made up stories as
explanations.
Legends have certain characteristics:
• They were written long ago.
• They explain things that happen in nature.
• They often feature make-believe elements like characters or situations.
Now your challenge is to try writing a legend of your own. What will it be
about? Perhaps something you think is beyond explaining. It would be just
a fun story that explains why cats do not like dogs.
Have fun with your writing. You will be completing this assignment in
Lesson 53.
Once you have a good idea mapped out, fill in the chart on the next page.
Then it is time to write your first draft. Keep your chart handy.
Don’t worry about spelling and punctuation at this point; it is more important
to get your ideas down on paper. Remember to skip lines to make the
revising and editing steps easier!
Once you have completed your draft, the final step for this Lesson will be
a self-conference. Choose a different colored pen than you used for your
draft. Go off by yourself and read your legend out loud to yourself. Read
slowly and take the time to write in any words that you missed, cross out
things that don’t fit, circle any misspelled words, etc. The self conference is
a great time to catch those simple mistakes.
Put your writing away for now. You might come up with ways to make your
story even better. You can add those at the beginning of Lesson 53.
Lesson Wrap-Up: What natural mystery does your legend explain?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 52-3
Legend Name
Natural event it explains
Setting
Characters
First
Next
Next
Next
Finally
Note:
You should add as many other sections as you need.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 53-1
Lesson 53
Your Own Fable – Part 2
Objective: The student will complete a final copy of the legend she began in Lesson 52
and illustrate it.
Materials Needed: Writing Notebook, pencil, 2 different colored ink pens, final copy
paper, drawing paper, colored pencils
Engage:
Engaging Question: Why would ancient people believe your legend?
Technology Integration: The student may want to complete her final copy on a word
processor.
Additional Notes to the Teacher: The revision process is the most important step to
a complete piece of writing. Make sure the student does not rush through this process
thinking her story is beyond improvement. The student will take her cue from the
importance you place on this step. Editing is also an important step. Encourage the
student to find an editing partner who can help fix the convention mistakes.
Lesson Wrap-Up: Say to the student: Storytelling is as old as humans. What did you
find enjoyable about this process of creating your own legend?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 53-2
Lesson 53
Your Own Fable – Part 2
In this Lesson, you will be completing your legend and illustrating it.
The first step will be to revise, or make your story stronger. You will need to
find a partner and choose an ink pen a different color than you’ve used so
far on this project.
Once you have a partner, read your story out loud to him. After you have
read the whole thing, ask your partner: “What could I do to improve
this piece of writing?” Your partner should be able to give you specific
suggestions about what you can do to improve the piece. Thank your
partner and chose a different color pen.
Sit down and make the changes that were suggested throughout the story.
At this point, you should have 3 different colors and a very marked up
paper!
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Give this
partner a third color of ink pen and work through the story one last time
making all the necessary corrections.
When you have all the corrections made to your satisfaction, you may
recopy your writing. You may use a computer or just handwrite a final copy
on some fancy paper.
The final step of creation will be to illustrate your legend. Colored pencils
allow more detail work than either markers or crayons, so use colored
pencils and drawing paper.
You are ready to present your legend to others!
Lesson Wrap-Up: Storytelling is as old as humans. What did you find
enjoyable about this process of creating your own legend?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 54-1
Lesson 54
Want To Catch A Dream?
Objective: The student will read for the purpose of understanding and following
directions while learning more about Native American culture.
Key Vocabulary:
pliable - adjective: flexible, easy to bend
Materials Needed: Reading Notebook, pencil, colored pencils, supplies to make a
dream catcher
Literary Selection: Informational article “To Catch a Dream”
Engage:
Engaging Question: What kind of dreams do you have?
Supplemental Engagement Activities: Encourage the student to make a
Native American dream catcher as explained and described in the article.
Additional Notes to the Teacher: The student will read an informational article
about the legend of the Dream Catcher. It is a Native American story told about what
would keep bad dreams away and allow only good dreams to come to sleepers. It is
accredited to the Chippewa Customs.
After the student reads the article he will answer a few comprehension questions. There
are directions for how he could make his own dream catcher as an extension. If he does
not wish to make one, he may want to just draw what he thinks one looks like.
Lesson Wrap-Up: Ask the student what types of good ideas and dreams he would like
his dream catcher to hold.
Dream Catcher Comprehension Questions Answer Key:
1. A circle with a spider web looking in the center
2. a spider;
3. bad dreams go through the center hole in the web
4. the dream catcher is a circle
5. in their bedrooms
6. pliable means flexible or bendable
7 & 8. answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 54-2
Lesson 54
Want To Catch A Dream?
Have you ever heard of a dream catcher?
As you have been reading various articles about Native Americans you
have another piece of story to read.
When you are finished, you and your teacher may build dream catchers
following these instructions:
Materials needed:
Flexible twig
Some twine (thick string or yarn may work)
Some beads and feathers
Directions:
1. Bend a short twig into a circle. Fasten the overlapping ends together with a small piece of wire.
2. Tie one end of a piece of twine to the twig circle.
3. String a few beads along the twine and then stretch it across the diameter of the circle again.
4. Wrap the twine around the twig, and then stretch it back across the diameter of the circle again.
5. Put more beads along the next section of twine. Keep going back and forth across the circle until you have made an interesting web.
6. At the bottom of the dream catcher, you can tie 3 pieces of twine and put more beads on each piece. Add a feather to the bottom of each
string.
7. Hang your dream catcher near your bed.
Hang your dream catcher in your bedroom. Sweet Dreams!
Lesson Wrap-Up: What types of good ideas and dreams would you like
your dream catcher to hold?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 54-3
To Catch a Dream
Do you dream? Do you remember your dreams in the morning? If you do
are those dreams imagining something wonderful that happens to you? If
you have those kinds of dreams, you would want to remember them in detail.
They make you happy. Native Americans had a special object to help them
hold those kinds of dreams; it is called a dream catcher.
Remember there are special elders in the tribes. According to this legend that
created the dream catcher; there was an elder who was on a mountaintop and
saw a strange vision. An Native American teacher came to him in the form of
a spider. The spider had a message for the elder. The spider spoke in a special
language that only the spiritual leaders knew.
The spider took a flexible willow hoop. This wooden ring had feathers, horse
hair, and beads on it. Like Charlotte from “Charlotte’s Web,” the spider began
to weave a web. The web went from side to side leaving a hole right in the
middle.
As the spider wove the web he told the story of people. When we are born
we are babies who need constant care. Then we grow into childhood and
adulthood. When we are old we need care again much like the babies. The
elder was not sure what to make of this story.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 54-4
The elder asked the spider to explain what this meant. He told the elder that
the web would hold everyone’s good ideas, dreams and visions. But the hole in
the web would let all of the bad thought go right through. Then he understood
the meaning of the web. As soon as the elder came down from the mountain
he told his people about his vision. The other Native Americans like the idea
so much they began to make dream catchers for each and everyone’s bed. All
the children had one and the babies.
The first photograph of the Dream Catcher was of a Native American baby on
a cradle board with a dream catcher. One of the first dream catchers was made
with the strands from a plant called nettle. It was about 3 and one-half inches
in diameter. The fibers of the plant were dyed red. With all that color and the
feathers dancing in the wind the baby probably loved looking at it!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 54-5
Dream Catcher Comprehension Questions
What do you remember from what you read? Answer these questions
in your Notebook.
1. What does a dream catcher look like?
2. What arachnid told the legend story to the elder?
3. How do the bad dreams get out of the web?
4. What is the shape of a dream catcher?
5. Where do most people place their dream catchers?
6. What does pliable mean?
7. What would the description of your best dream be?
8. Can dream catcher affect your dreams? Why or why not?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 55-1
Lesson 55
Can You Find the Correct Word?
Objective: The student will be given some words and will need to read a sentence and
find that word that would make sense by adding the word; Cloze sentence practice.
Key Vocabulary:
Cloze Assessment - noun; an Assessment where a person supplies a missing
word from a passage
Materials Needed: Writing Notebook, pencil
Engage:
Engaging Question: If you were reading a passage and discovered many words
were left out, how could you make sense of the reading? If you thought you
would get the word from the context of the sentence you are correct.
Supplemental Engagement Activities: The student may want to look up
information about the Native American named Crazy Horse.
Additional Notes to the Teacher: The student will be given a list of familiar words.
The student will have a passage about Crazy Horse. Read over the words with the
student before she begins this exercise, called a Cloze sentence.
Have the student read the passage with blanks before she begins to add the words.
She should copy the passage into her Notebook adding the words needed.
After she has finished the work, have her read the passage to you. If you have time,
have the student look up more information about Crazy Horse.
Lesson Wrap-Up: Ask the student how completing a Cloze practice helps one become
a better reader overall?
TEACHER MANUAL
Answer Key:
1. become
2. adult
3. tribe
4. dreamt, warrior, dream
5. believe
6. became, resistance,
7. against
8. loss, army, search
9. warriors
10. without
11. gain, control
12. believed
13. memorial
FIFTH GRADE LANGUAGE ARTS—LESSON 55-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 55-3
Lesson 55
Can You Find the Correct Word?
If you were reading a passage and discovered many words were left out;
how could you make sense of the reading? If you thought you would get
the word from the context of the sentence you are correct.
This practice is like that except you do not have to guess about the word.
There is a list of words for you to use which should help.
The sentences are about Crazy Horse. He was a Sioux Chief. Crazy Horse
had a vision and a dream about life.
When you are finished check your answers with your teacher. How did you
do? Perhaps you may like to find more information about Crazy Horse.
Find out where his memorial is being built and what it will look like? Why is
it not done yet?
Before completing the Cloze Assessment, read through this list of words
and make sure you know what each word means.
Believe
Search
Tribe
Control
Warrior
Dreamt
Tribes
Believed
Resistance
Adult
Without
Became
Loss
Become
Warriors
Against
Memorial
Gain
Dream
Army
Do you recognize these words? If not you should get a dictionary and look
them up. Note that a couple of these words are the same except for the
suffix.
Lesson Wrap-Up: How do you think completing a Cloze practice helps you
become a better reader overall?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 55-4
Crazy Horse Cloze Assessment
Copy the sentences into your Notebook and add the words that are
missing.
1. The Native American, Crazy Horse was born in 1840 along Rapid
Creek in the area that would South Dakota.
2. At the tender age of 16, Crazy Horse went on a raid as an
warrior.
3. He went on the raid with other members of the 4. As a young man he had a dream. He but in his 5. Some
.
he was a he got only one scalp.
that Crazy Horse never took another scalp.
6. Crazy Horse
a leader of the when Native Americans were ordered to reservations.
7. Crazy Horse fought
the military after the Battle of
Little Bighorn.
8. After the
continued to
of George Custer, the for Crazy Horse.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 55-5
9. Crazy Horse and his
were hungry and so
surrendered.
10. Crazy Horse’s wife became ill so he left the reservation
permission.
11. When Crazy Horse was brought back he resisted and when the soldiers
tried to 12. It is of him he got stabbed and died.
that his body was buried near Wounded Knee.
13. There is an ongoing project being built as a to him.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 56-1
Lesson 56
Why or “Y?” Assessment
Objective: The student will be assessed on words from Lesson 51.
Key Vocabulary:
enemy
beauty
century
history
property
reply
multiply
industry
supply
especially
family
vary
dictionary
necessary
country
early
energy
melody
colony
company
Materials Needed: Vocabulary Notebook, pencil, Writing Notebook, 3 colored
highlighters
Engage:
Engaging Question: What sounds can the letter “y” have?
Additional Notes to the Teacher: In this Lesson, the student will take an Assessment.
The student may need a minute to look over his words for this Lesson’s Assessment.
Tell the student if he is to spell the base word or with a suffix according to what you told
him in the introduction Lesson.
Have the student number a page in his Notebook to get ready for you to pronounce the
words for him. You may choose to give the student challenge points for correctly spelling
some of the words with a suffix.
Say each word and use it in a sentence. This gives the student a bit of “think” time
before writing the word.
After the Assessment, check the work and have the student score his work and record it
in his Notebook. Each word is worth 5 points if you use twenty words.
After the Assessment is given, have the student take out his Writing Notebook. Give him
this writing prompt (or one of your own).
Imagine the sky full of kites: Write a descriptive paragraph about the view.
After the writing is complete go through this exercise with the student:
After the student is finished with the writing explain to him that all of our writing involves
using nouns, verbs and adjectives. Have the student choose a different color highlighter
to use on his paper. One will be for nouns, one for verbs and one for adjectives.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 56-2
When writing a descriptive paragraph the writer should be “drawing” a picture in the
mind of the reader. When he gets finished marking up his paper with the highlighters,
have him think if he used the MOST exact nouns, verbs and adjectives to describe his
scene.
Here is an example of how a paper could be improved:
Original sentence: The sky was filled with many kites.
Improved sentence: The clear blue sky embraced hundreds of colorful kites this weekend over the sandy, expansive beaches of Lake Michigan.
As the student sees this he should recognize the need to say what kind of sky; how did
it fill the sky and where and when exactly did this happen?
If your student can even improve one of his sentences, he should begin to get the idea
of how important details are for communication in writing.
Each time the student writes using exact words, he should be encouraged. This kind of
exercise can be used often to help writing skills.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Ask the student how his paragraph improved from the first draft?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 56-3
Lesson 56
Why or “Y?” Assessment
Are you ready for your Spelling Assessment with words ending with a “y”?
Get your Vocabulary Notebook ready by numbering your page. Take a last
look at the words and let your teacher know when you are ready. Be sure
you know if you need to just spell the base word or if you should be ready
for the challenge of spelling some words with a suffix.
Listen carefully and write neatly so all of the letters can be read.
After your Assessment, check your work with your teacher and record you
score.
Now get your Writing Notebook ready for a writing prompt.
Have you ever made a kite? Have you ever seen many kites flying in the
sky at the same time? If not, use your imagination and think about what
it would look like. Where did it happen…was it over sparkling water or a
glorious flowery field? Was the sun shining brightly and illuminating the
colors of the kites? Which kite did you like best?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 56-4
Now write a paragraph describing the scene of many kites flying in the air.
Be sure to use your adjectives to describe the scene. Think of as many
ways to say the kite is flying in the air. It could swoop down and glide up
again.
Make a picture-word paragraph using your best words.
After you have completed your writing; share it with your teacher. Now take
3 different colored highlighters. Choose one for nouns, one color for verbs
and the other for adjectives.
Go through your paragraph and highlight your work. Remember a noun is
a word that names someone or something. A verb is an action or word of
being. An adjective is a word that describes and tells what kind.
If you think you did an excellent job describing your scene; pat yourself on
the back. If you think you could change some of the words to make your
reader “see” your scene better; then try rewriting. Compare your first writing
with your second. Which one shows the work of a “word artist” more?
Draw a picture for your paragraph if you like. Enjoy!
Lesson Wrap-Up: How did your paragraph improve from the first draft?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 56-5
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 56-6
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 56-7
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 57-1
Lesson 57
Word With “ai”
Objective: The student will learn the spelling of words with “ai”. Rule: ‘ai’ vowel
combination makes the long ‘a’ sound in the beginning or middle of a word.
Key Vocabulary:
mountain
certain
sail
afraid
rail
main
against
train
straight
air
plain
contain
paint
tail
captain
wait
pair
claim
raise
complain
Materials Needed: Vocabulary Notebook, pencil, dictionary
Engage:
Engaging Question: What sound does “ai” in it make in a word?
Additional Notes to the Teacher: The student will be given the rule for the vowel
sound of words with an “ai” in them. Rule: ‘ai’ vowel combination makes the long ‘a’
sound in the beginning or middle of a word.
Have the student pronounce all of the words for the spelling list. Identify any of the
words that do not have a long “a” sound. Why would that be? Is the “ai” in the beginning
or middle of the word? (example: mountain) Have the student look the word up in the
dictionary to check the vowel sound.
Give a pre-Assessment to the student. Check to see how she did. Many of these words
are used often in the student’s reading. Give her an opportunity to use the dictionary.
Have her look all of the words up. She needs to write the word, the part of speech and
the definition. Point out that the part of the entry that gives the pronunciation is usually
in brackets.
After the work with the dictionary, you may want to give the student time to write original
sentences with the words. This could be checked during the next Lesson if more time is
needed.
Homework Required: Remind the student to study spelling words and do D.I.R.T.
Lesson Wrap-Up: Have the student find different spelling words with a rule for the
sound of words with “ai” in them. Use a dictionary and write sentences.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 57-2
Lesson 57
Words With “ai”
What is the rule for pronouncing the “ai” in words? Have you ever heard
the little saying: “When 2 vowels going walking the first one does the
talking”? It means that when you come across a word with 2 vowels
together you actually pronounce the first vowel’s sound. So when you see
“ai” the sound would be “a”.
Listen to and write your new spelling words. What did you notice about the
words? If you said they have the long vowel “a” sound, you are correct.
Your teacher will give you a pre-Assessment for these words.
After you have checked your Assessment, make sure you correct any
mistakes you may have made in the spelling.
Get a dictionary and look each of these words up. If you like, you could put
the words in alphabetical order before you start your dictionary work. Then
you will always be going forward as you look the word up.
Copy the word, the part of speech and the first definition. You do not need
to copy all of the definitions. After you have all of the parts of speech and
definitions, write a sentence with each word. Try to use all four kinds of
sentence: declarative, interrogative, imperative, exclamatory. Use the
correct punctuation mark at the end of the sentence.
Lesson Wrap-Up: Find different spelling words with a rule for the sound of
words with “ai” in them. Use a dictionary and write sentences.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 58-1
Lesson 58
A Native American Legend: White Deer
Objective: The student will read a short version of an Native American legend to
broaden his knowledge of different culture.
Key Vocabulary/Spelling Words:
albino - noun; a person or animal with the absence of pigment in the skin and hair
sinew - noun; tough tissue holding muscles to bone
quiver - noun; an archer’s case for holding arrows
obsidian - noun; a dark glasslike volcanic rock
nocked - verb; to fit the arrow ready to shoot
Materials Needed: Reading Notebook, pencil, reference material
Literary Selection: Informational article: “White Deer”
Engage:
Engaging Question: Have you ever seen a white deer?
Supplemental Engagement Activity: The student may like to do some
research on white deer. Are there any such animals? What causes them to be
this color?
Additional Notes to the Teacher: The student will read a legend of the Native
Americans. It tells of a white deer. The student may look up information about animals
that have “no” color or are considered albino in nature. Knowing whether this happens
often or not is significant in understanding the legend.
The student will read the article and answer a few comprehension questions.
Lesson Wrap-Up: Ask the student: How does understanding the meaning of the
Vocabulary Words help you understand the story? How are the words different than
those used in other stories you have read?
White Deer Comprehension Questions Answer key:
1. The chief did not think the brave would find a White Deer and therefore not be able
to marry his daughter.
2. The arrow had obsidian on its tip.
3. Blue Jay did see and hit a White Deer.
4. She saw a White Deer with an arrow through its heart.
5. Answer will vary. Possible because they saw many different animals and made up
stories especially about ones they did not see often.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 58-2
Lesson 58
A Native American Legend: White Deer
Have you ever seen a white deer?
What could cause an animal to look all white rather than its natural color?
Before you read your legend you may like to look up the word albino.
Do you think this condition is common, happening often in nature? Your
first source for that answer is you. Have you ever seen this condition?
Then your second is your family and friends. Now out of all of those people,
how many have seen a white animal? If you wish to go further look it up on
the Internet for the most up-to-date statistics. What did you find out?
The legend you are going to read about relates to what was called the
White Deer. As you read think about how often an animal is actually born
“white.”
How does that information help you to understand the legend and the
feelings of the Native American maiden’s father?
Lesson Wrap-Up: How does understanding the meaning of the Vocabulary
Words help you understand the story? How are the words different than
those used in other stories you have read?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 58-3
White Deer
Blue Jay was an Native American brave. He used a bow and arrow to hunt.
He had to pay careful attention to preparing his gear before the hunt. It takes
concentration to tie the arrowhead to the arrow shaft with a strip of sinew.
As he worked he would now and then glance up to see where Bright Moon
was working. She was just outside her father’s wigwam. Her eyes were like a
doe, large and dark. As he looked up she did too and their eyes met.
He was nervous about even being caught looking at Bright Moon. She was the
chief ’s daughter and he was sure he did not like him. Blue Jay was in love with
Bright Moon and had to gather up his strength and ask the chief if he could
marry his daughter.
Finally he could wait no longer and Blue Jay went to speak to the chief. As
he spoke the Native American Chief just looked straight forward without a
comment. Then he spoke.
“You may have my daughter in marriage when you bring me the skin of a
White Deer,” he announced.
Blue Jay was a very confident hunter.
He accepted the challenge. He gleefully
told Bright Moon that he would be
back in a month with the skin of a
White Deer.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 58-4
He had a quiver with a special arrow. It was tipped with the sharp obsidian
arrowhead. This sharp black stone would kill the white deer. He was ready for
the hunt!
Blue Jay wandered far and wide and got very hungry and lonely. He would
not give up the hunt. This went on for a month. Finally during a full moon he
thought he saw a ghostly image of a white deer among the trees.
Blue Jay stood close to a tree and hid his shadow. He pulled the special arrow
from the quiver and nocked it onto his bow string. Closer and closer the white
deer approached.
He aimed carefully and drew back the string. He would not release the arrow
until he was positive it would hit its mark; the deer’s heart. The arrow whizzed
through the air and buried itself in the deer’s heart. But instead of falling the
deer turned its red eyes toward Blue Jay and charged him.
Time passed in the camp and Blue Jay did not return. It was rumored that he
would never be back. Bright Moon was heartbroken. The chief tried to get her
to marry another brave but she would not. In her
heart she was sure he would return for her.
Bright Moon sat by the campfire during the full
moon where the smoke of the fire mingled with
the moonlight. She felt she could see the White
Deer running with the arrow in its heart. Her
belief was that when the deer fell, Blue Jay would
return to her. Until then she waited.
True Love Forever!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 58-5
White Deer Comprehension Questions
Answer the following questions in your Reading Notebook:
1. Why do you think the Native American chief asked for the skin of a
White Deer?
2. What was on the tip of the special arrow that hit the White Deer?
3. According to the legend, did Blue Jay see and hit a White Deer?
4. What did Bright Moon see when sitting by the campfire at night?
5. Why do you think the Native Americans made up legends about animals?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-1
Lesson 59
The American Symbol
Objective: The student will: read, take notes and recall details from reading an
informational article.
Key Vocabulary/Spelling Words:
immense - very great
majesty - stateliness; elevation of manner
dignity - grace, loftiness of manner
title - names
solitary - living by oneself
crags - steep, rugged rocks
base - foot, bottom
plumes - feathers
talons - claws
eyrie - the nest of a bird that builds in a lofty place
ledg - a ridge or projection
rook - a bird resembling a crow but smaller
reared - brought up
eaglets - young eagles
Materials Needed: Reading Notebook, pencil
Literary Selection: “The Eagle,” written in a McGuffey Reader
Engage:
Engaging Question: What do you know about our American symbol?
Supplemental Engagement Activities: If the student is interested in finding out
more information about the American Eagle, she may take time to look it up.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-2
Additional Notes to the Teacher: The student will read an article written in the early
1800’s. It is from the McGuffey Reader. It tells about the American Eagle.
The student will not be reading a story so much as information about eagles. Therefore
she should be encouraged to take notes as she reads. There is a list of words she
needs to be introduced to before she reads.
Since this was written in the early 1800’s she may want to find more information about
our present day eagles. The Internet would give the most recent information if she
wants to know if they are on the endangered list of animals. She may want to know
where she could see an eagle in America.
This article may be read out loud. That is up to you and the needs of your student. If she
is reading to you, stop her often to check comprehension and memory of details.
Lesson Wrap-Up: Say to the student: After reading an informational article, it is always
a good idea to think of one or more things that you would like to know about the topic.
What would you still like to know about eagles?
The Eagle Comprehension Questions Answer key:
Comprehension question answers will vary.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-3
Lesson 59
The American Symbol
What is our American symbol?
In this Lesson you will be reading an article written in the early 1800’s for
school children. It was written in a book called the McGuffey Reader. Like
you, the students had Vocabulary Words to learn and articles to read.
Since this is not a story, you should be prepared to read more slowly. First
look over the Vocabulary Words. Be sure you know the meaning for the
words.
Have your Notebook at your side. As you read, if you think what you read
is an important fact, write it in your Notebook. First you will discover that
the American Symbol in this article is the Eagle. What do you already know
about eagles? Write that down in your Notebook. What do you want to
know? Write that down.
When you are finished reading look to see if you found out what you
wanted to know. Also look at your notes and see what you found out that
you did not know.
Now if you want some up-to-date information you could go to the Internet to
find out if eagles are endangered and where they are most often found.
Enjoy your reading!
Lesson Wrap-Up: Can you think of two more things you would like to
know about eagles?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-4
The Eagle
The eagle is called the king of the birds. He is a large, fierce bird of prey, of
immense strength and great courage; and he sweeps through the air with a
majesty and dignity well becoming to his noble title.
The eagle leads a solitary life in the wild places of the earth. He dwells on
the crags of mountains or on the lonely peaks of huge rocks, at whose base
the ocean dashes its waves. He swoops down through dark forests, and
uninhabited prairies, and gloomy glens, seeking his prey.
The Golden Eagle is a splendid bird. The female at full growth is 3 feet and a
half in length, while the wings stretch from tip to tip no less than nine feet.
The male is not quite so large, but very nearly so. The name "golden" is taken
from the color of the plumes of the head and neck, which are of a rich golden
red hue. The rest of the body is for the most part covered with rich blackish
brown feathers.
The eagle is well armed for battle and
plunder. The beak is powerful, and bent
like a hook, with edges as sharp as a
knife. The feet are furnished with four
terrible toes, which have long and sharp
nails, called talons. The eyes are piercing,
and flash forth the proudest glances.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-5
The eagle flies with most graceful ease. On his broad wings, moved by strong
muscles, he sweeps boldly through the air, rising in circles till he is all but lost
to the sight of the beholder. From this high position he can see far and wide
beneath him; his keen eye singles out his prey at a long distance; and down he
dives with the suddenness of a flash of lightning.
This terrible suddenness of attack commonly kills the victim on the instant.
The weapon of death is not the beak, but either the wing or the claws; a flap of
the wing or a clutch of the talons is usually enough for the purpose. The eagle
kills and eats birds that are smaller and weaker than himself, he lives upon
the best of the game, and he drags the best of the fish out of the river or the
sea. He carries off the farmer's poultry, and often also young pigs or lambs;
sometimes, it is said, he has carried off to his nest even a little boy or girl.
The eagle's nest, or eyrie, is high up on the ledge of some precipice, where
hardly any enemy can come. Of course it is a very large nest; but it is not
carefully or nicely built. It is a rough affair, like the rook's nest; a lot of sticks
and twigs, and heath or grass, with a more comfortable hollow in the middle,
which is padded with softer materials. Here the young are reared; and here
the male bird brings home prey for the female and the eaglets; bones and flesh
are scattered about everywhere. The eagle is much attached to the spot where
he makes his home; he dwells in the same eyrie year after year, and shows
little desire to seek his fortunes elsewhere.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 59-6
The Eagle Comprehension Questions
Write answers to the following questions.
1. Did you already know more about the eagle?
2. Did you learn anything new?
3. Are you still curious to know more?
4. What qualities of the eagle may be admired?
5. What traits has he that are not to be admired?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-1
Lesson 60
American Persistence
Objective: The student will read a story for comprehension.
Key Vocabulary:
century - the space of a hundred years
gigantic - very large
dimensions - size
sublime - grand, noble
disperse - scattered
unavailing - useless
eaglets - young eagles
clamorous - loud, noisy
indecision - want of fixed purpose; unsure
momentary - for a single moment
circuit - movement round in a circle
exhausted - wholly tired out
nestlings - young birds in the nest
Materials Needed: Reading Notebook, pencil
Literary Selection: “The Old Eagle Tree” by John Todd from the McGuffey Reader
Engage:
Engaging Question: What does it mean to “learn a Lesson?”
Supplemental Engagement Activity: What is a symbol? Why would the eagle be considered a symbol for America? How are they connected? How is the American Eagle pictured?
Additional Notes to the Teacher: The student will read a story about the persistence
of the eagle. This story comes from the McGuffey reader.
There are some Vocabulary Words for the student to look at before reading. This is
a short read with some thought questions at the end. It is a story of tenacity against
odds. This will give the student more of an idea why the eagle might be considered our
national symbol.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-2
Other information about selecting the eagle as the national symbol:
The bald eagle was chosen because it symbolized strength, courage, freedom and
immortality and it would look good as our National Symbol. It was selected in 1782.
The image can be found in such places as the Great Seal, Federal agency seals, the
President’s flag and the one-dollar bill.
The term “bald” does not without feathers’ but rather the word “piebald” an old word
meaning “marked with white.”
Lesson Wrap-Up: Ask the student to state, in his own words, why would he say the
eagle is a good symbol for the United States of America?
American Persistence Comprehension Questions Answer Key:
Answers will vary on questions.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-3
Lesson 60
American Persistence
Never give up! What does that mean?
Sometimes things and people just get in the way of our success. How do
you deal with that kind of conflict? Does it discourage you? Life is full of
challenges; what kind of obstacles do you have to deal with in your daily
life?
In this short story you read of one eagle’s challenge and how the Fish
Eagle dealt with this obstacle.
First look over the Vocabulary Words and copy them into your Reading
Notebook.
As you read this story think about the character of the Fish Eagle. How
does the eagle’s action give a Lesson about overcoming obstacles?
Lesson Wrap-Up: In your own words, why would you say the eagle is a
good symbol for the United States of America?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-4
The Old Eagle Tree
by John Todd
In a distant field stood a large tulip tree, apparently of a century's growth, and
one of the most gigantic. It looked like the father of the surrounding forest. A
single tree of huge dimensions, standing all alone, is a sublime object. On the
top of this tree, an old eagle, commonly called the "Fishing Eagle," had built
her nest every year, for many years, and, undisturbed, had raised her young.
A remarkable place to choose, as she procured her food from the ocean, and
this tree stood full ten miles from the seashore. It had long been known as the
"Old Eagle Tree."
On a warm, sunny day, the workmen were hoeing corn in an adjoining field.
At a certain hour of the day, the old eagle was known to set off for the seaside,
to gather food for her young. As she this day returned with a large fish in her
claws, the workmen surrounded the tree, and by yelling and hooting, and
throwing stones, so scared the poor bird that she dropped her fish, and they
carried it off in triumph.
The men soon dispersed, but Joseph sat down under a bush near by, to watch,
and to bestow unavailing pity. The bird soon returned to her nest, without
food. The eaglets at once set up a cry for food, so shrill, so clear, and so
clamorous that the boy was greatly moved.
The parent bird seemed to try to soothe them; but their appetites were too
keen, and it was all in vain. She then perched herself on a limb near them, and
looked down into the nest in a manner that seemed to say, "I know not what
to do next." Her indecision was but momentary; again she poised herself,
uttered one or 2 sharp notes, as if telling them to "lie still," balanced her body,
spread her wings, and was away again for the sea.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-5
Joseph was determined to see the result. His eye followed her till she grew
small, smaller, a mere speck in the sky, and then disappeared. What boy has
not thus watched the flight of the bird of his country!
She was gone nearly 2 hours, about double her usual time for a voyage, when
she again returned, on a slow weary wing, flying uncommonly low, in order to
have a heavier atmosphere to sustain her, with another fish in her talons.
On nearing the field, she made a circuit round it, to see if her enemies were
again there. Finding the coast clear, she once more reached the tree, drooping,
faint, and weary, and evidently nearly exhausted. Again the eaglets set up
their cry, which was soon hushed by the distribution of a dinner, such as, save
the cooking, a king might admire.
"Glorious bird!" cried the boy, "what a spirit! Other birds can fly more swiftly,
others can sing more sweetly, others scream more loudly; but what other bird,
when persecuted and robbed, when weary, when discouraged, when so far
from the sea, would have done this?
"Glorious bird! I will learn a Lesson from thee to-day. I will never forget
hereafter, that when the spirit is determined it can do almost anything. Others
would have drooped, and hung the head, and mourned over the cruelty
of man, and sighed over the wants of the nestlings; but thou, by at once
recovering the loss, hast forgotten all.
"I will learn of thee, noble bird! I will remember this. I will set my mark high. I will try to
do something, and to be something in the
world; I will never yield to discouragements."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 60-6
American Persistence
Write answers to the following questions.
1. What Lesson may be learned from this story?
2. Why is the eagle called the bird of our country?
3. What is meant by the expression "finding the coast clear"?
4. What is the advantage of setting one's mark high?
5. Can you think of any other story which teaches the Lesson that one should never yield to discouragements?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 61-1
Lesson 61
Why Do Writers Write?
Objective: The student will identify an author’s purpose for writing.
Key Vocabulary:
author - a person who writes to be published
fact - information that can be validated; true information
persuade - to convince another of your opinion
opinion - what a person feels or thinks about a situation or information
Materials Needed: Writing Notebook; pen or pencil; variety of reading material such as
magazines, advertisements, newspapers, novels, comic books, etc.
Engage:
Engaging Question: There are many types of writing; what are they?
Supplemental Engagement Activity: Practice reading different types of writing to determine what the author’s purpose was in writing the material read.
Additional Notes to the Teacher: In this Lesson, the student will determine an
author’s purpose for writing.
Begin by having the student look through a variety of reading materials. Ask the student
what she thinks each author’s purpose was in writing them.
Next you should give the student a survey of the types of writing she has done or wants
to do.
Explain that the primary reason writer’s for writing is to persuade, inform, or entertain.
The first letters of the words make the word: PIE.
The student will read a couple paragraphs to determine the author’s purpose. Her
assignment will be to write it using one of the three types of writing.
Lesson Wrap-Up: Have the student complete the Writer Interest Survey at the end of
the Lesson, and then discuss it with her.
Answers to Writer Purpose Questions:
to entertain
to persuade
to inform.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 61-2
Lesson 61
Why Do Writers Write?
Have you ever thought about why a book was written?
Your teacher will have you look at a variety of types of writing. There are
magazines, novels, newspapers, comic books and more.
Why were they written?
Writers write for many reasons and writing can take many forms. A writer
may give you facts or true information about a subject to inform you. Some
authors write fiction or made up stories to entertain you. Other authors
may write to persuade or to try to get you to do something.
To determine an author’s purpose for writing remember P.I.E!
P is for Persuade
I is for Inform
E is for Entertain
Read each of the following paragraphs and determine the author’s
purpose. Write a short explanation in your notebook of why you think
so, and share that explanation with your teacher.
Paragraph 1
It was a glorious morning. Birds were singing
and the sun was shining through the trees. Ken
couldn't wait to take his new puppy Rover for
a walk. He looked everywhere but he couldn’t
find the dog anywhere! He went to ask his little
sister Sara if she’d seen him. Ken burst into
laughter when he entered her room. He found
the dog all right. Sara had dressed Rover up
and tied a pink bonnet over his floppy ears!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 61-3
Paragraph 2
The Thin-O-Matic will cause you to lose pounds and inches from your
body in just one week. This amazing piece of equipment helps you to
exercise correctly and quickly. Just ten minutes a day to a slimmer, trimmer
you! Send $49.99 and be on your way to a healthier body today.
Paragraph 3
The Underground Railroad was a secret organization that helped slaves
escape from the south to freedom in the north. Many slaves were able to
escape because of conductors and stationmasters, people who helped the
slaves along the long route to the north. Secret codes and signals were
used to identify them.
Choose one of these forms of writing to practice. Write the paragraph
in your notebook, and share it with your teacher when you have
finished:
For this exercise, pretend that you are an inventor, and you have started
your own company. You have investors, who give you money to do
research, customers, who buy your product, and of friends that are
interested in your work.
Option 1:
Write a paragraph to inform your investors about a new product you just
invented.
Option 2:
Write a paragraph to persuade somebody to buy your product.
Option 3:
Write a letter to a friend telling them about a funny thing that happened to
you while working on your new invention.
Lesson Wrap-Up: Take the Writer Interest Survey at the end of this
Lesson, and share it with your teacher.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 61-4
Writer Interest Survey
Have you ever written a letter to a friend? Have you ever written a poem?
If so, you are a writer! Writing can take many forms. Some are listed below.
Put a check next to those you have written before and those that you want
to try!
Form
adventure story
advertisement
book report
business letter
picture caption
friendly letter
thank-you note
character sketch
dialogue
description
directions
feature story
folktale
how-to article
interview
play
journal entry
mystery story
personal narrative
persuasive letter
poem
research report
short story
speech
sports column
tall tale
tongue twister
want ad
Have Written
Want to Try
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-1
Lesson 62
Words With “ai” Assessment
Objective: The student will be assessed on words from Lesson 57.
Key Vocabulary/Spelling Words:
mountain
certain
sail
afraid
rail
main
against
train
straight
air
plain
contain
paint
tail
captain
wait
pair
claim
raise
complain
Materials Needed: Reading Notebook, pencil, Vocabulary Notebook
Engage:
Engaging Question: Do you remember the types of sentences?
Supplemental Engagement Activity: After the assessment the student could write a paper using the different kinds of sentences.
Additional Notes to the Teacher: Give the student a Spelling Assessment covering
words that have the sound made with “ai” letters. Read each word to the student, use it
in a sentence, and have the student spell the word. Evaluate his Assessment when he
has finished, and have him record his score in his Vocabulary Notebook.
Briefly review the four sentence types with the student (declarative, interrogative,
imperative, and exclamatory) and help the student complete the Sentence Type
Practice questions. When the student is ready, have him complete the Sentence Type
Assessment at the end of this Lesson. Evaluate the student’s work with him when he
has finished.
Lesson Wrap-Up: Ask the student why it is important for his writing to have a variety of
these types of sentences.
TEACHER MANUAL
Sentence Type Practice Answer Key:
1. NS
2. S
3. NS
4. S
5. NS
6/ S
7. NS
8. S
Sentence Type Assessment Answer Key:
1. Did ?
2. What !
3.The .
4. Tell.
5. Who ?
6. Ivan !
7. What ?
8. He .
9. Declarative
10. interrogative
11. declarative
12. imperative
13. exclamatory
14. IN
15. D
16. IM
17. D
18. IN
19. E
20. IM
21. IN
22. D
23. IN
24. D
25. E
26 D
FIFTH GRADE LANGUAGE ARTS—LESSON 62-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-3
Lesson 62
Words With “ai” Assessment
You will begin this Lesson with a Spelling Assessment. Review the words
with your teacher before beginning the Assessment.
When you are finished with your Spelling Assessment, you will have a
review of sentence types, and an Assessment over those sentence types.
What do you remember about sentences? Go over this review with your
teacher.
Review of Sentences
A sentence is a group of words that may be a statement, a question, a
command, a request, or an exclamation. It begins with a capital letter and
ends with a punctuation mark. A sentence always expresses a complete
thought.
A declarative sentence makes a statement. It ends with a period.
One dollar is equal to one hundred pennies.
An interrogative sentence asks a question. It ends with a question
mark.
Do you have change for a dollar?
An imperative sentence gives a command or a request. It ends with a
period. The first word is usually a verb, or please followed by a verb.
The subject (you) is not usually written, but it is understood.
Give me that loaf of bread.
An exclamatory sentence shows strong feeling. It ends with an
exclamation mark.
That bread smells wonderful!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-4
Complete these practice questions to prepare for your Assessment.
Write S if the group of words is a sentence. Write NS if the group of
words is not a sentence.
1. Is too much money.
2. How much can you afford?
3. My friends and I.
4. Lend me some change for the bus.
5. The next few minutes.
6. That’s really soon!
7. The express or another bus?
8. The express will get you there faster.
Lesson Wrap-Up: Why is it important for your writing to have a variety of
these types of sentences?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-5
Sentence Types Assessment
Rewrite each sentence with correct capitalization and end
punctuation.
1. did you go to the play last night
2. what a magical performance it was
3. the play lasted two hours
4. tell me all about it
5. who was the best actor
6. ivan was fantastic
7. what role did he play
8. he played a detective
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-6
Write what kind of sentence it is: write Interrogative, declarative,
exclamatory, imperative
9. I will try out for the school play.
10. Do I really want to stand in front of an audience?
11. It can be scary performing in front of total strangers.
12. Give it your best shot.
13. I cannot believe I got the starring role!
Identify each sentence.
Write D if it is a declarative sentence.
Write IN if it is an interrogative sentence.
Write IM if it is an imperative sentence.
Write E if it is an exclamatory sentence.
14. Do you know much about the history of money?
15. I think it is really fascinating.
16. Tell me all about it.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 62-7
17. Coins were made from precious metals.
18. When was paper money first used?
19. Wow, that’s a really good question!
20. Ask your teacher.
21. Do you mean that I should ask Ms. Lopez?
22. Yes, she’s an expert on everything.
23. Do you think money will be around forever?
24. I’m not sure.
25. I wish I had more money!
26. We all wish we had more money.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-1
Lesson 63
Sacagawea Words
Objective: The student will practice words with the long /e/ spelled either “ee” or “ea.”
Key Vocabulary/Spelling Words:
between
speech
sheet
mean
reach
clear
steam
wheel
speed
teeth
hear
appear
hear
deep
steel
ease
leave
lead
dear
degree
feed
real
area
teach
speak
Materials Needed: Vocabulary Notebook, pencil, Reading Notebook, plain paper,
colored pencils
Literary Selection: “One Indian Woman”
Engage:
Engaging Question: What sound do the words make that have “ee” or “ea”?
Supplemental Engagement Activity: For an additional activity, have the student take plain paper and draw pictures of key events from the Sacagawea article, and include one summarizing sentence to go with each picture. Remind the student that a summary sentence has the important information written in her own words. Four pictures would be sufficient for this short article.
Technology Integration: Have the student use online sources to make a short report
about the life of Sacagawea.
Additional Notes to the Teacher: Give the student a pre-Spelling Assessment. The
Key Vocabulary words are so commonly read and written this list should not take much
studying.
Introduce the short informational article about Sacagawea, found at the end of the
Student Manual. Have the student note the last sound in Sacagawea’s name…long “e”
spelled with “ea”. Stress that the “a” sound is pronounced in Sacagawea’s name, though
otherwise the “e” is made long, as in teach or reach.
When the student has finished, discuss the questions at the end of the article.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-2
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Remind the student of the rule for words with “ee” or “ea”; they have
a long vowel sound. Sacagawea’s name ends with a long “e” sound. She was important
to the Lewis and Clark expedition in American history. Have the student find at least 5
other “ee” or “ea” words in the article she just read.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-3
Lesson 63
Sacagawea Words
How do you pronounce a word that has the vowels: “ee” or “ea”?
Have you ever heard the expression: when two vowels go walking the first
one does the talking?
What will that mean with these vowels sound?
Prepare your Vocabulary Notebook for a pre-Spelling Assessment for a list
of words having “ee” or “ea” in them.
Check your work with your teacher. If you need some practice, be sure you
focus on the words that tripped you up.
Have you ever seen the name Sacagawea? It appears on a coin. Which
coin and why? That is what the article at the end of this Lesson will tell you
about.
Lesson Wrap-Up: Remember the rule for words with “ee” or “ea”; they
have a long vowel sound. Sacagawea’s name ends with a long “e” sound.
She was important to the Lewis and Clark expedition in American history.
Find at least 5 other “ee” or “ea” words in the article you just read.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-4
One Indian Woman
A Shoshone Indian girl was born in 1788 around the area of what is known
as Idaho now. Sacagawea was the name of that child. During that time one
Indian tribe would fight with another. As it happened, the Hidatsa Indian
Tribe kidnapped Sacagawea when she was ten years old. She lived with this
tribe until she was sold to a Frenchman named Toussaint Charbonneau.
Sacagawea was then thirteen years old. Charbonneau married Sacagawea.
Three years later a Corps of Discovery arrived in Fort Mandan not far from
where Sacagawea lived. This was part of Captains Meriwether Lewis and
William Clark’s exploration of the west. They were trying to find a route
to the Pacific Ocean. They were traveling the Missouri River. They had a
disadvantage; they did not know the language of the Native Americans.
They were looking for people to help them translate or interpret the Indian
language on their journey. They hired Charbonneau because his wife knew the
Shoshone language.
It happened that Sacagawea was expecting her first child. They waited for Jean
Baptiste Charbonneau to be born. His nickname was “Little Pomp” which
meant firstborn. Sacagawea strapped him to her back on a cradleboard and
began the trip up the Missouri River with Lewis and Clark.
Sacagawea was returning to her homeland so she was able to help the
explorers by pointing out landmarks to assure them they were on the right
route. She taught them what plants, seeds and nuts to eat. A supply boat
turned over once and her quick thinking helped save the supplies. In a tribute
to her courage they named the river “the Sacagawea”.
One of the obstacles to getting to the Pacific Ocean was the Rocky Mountains.
The Corps needed horses. The tribe they were negotiating for horses was the
Shoshone tribe. Sacagawea was brought in to translate. The chief of the tribe
happened to be Sacagawea’s brother whom she had not seen in years. The
Corps got their horses and Sacagawea got a family reunion.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-5
Sacagawea was invaluable to the Corps of Explorers. The very fact that she was
traveling with them carrying a baby put the Indians to ease. They knew they
were peaceful and friendly, and not on the warpath. Sacagawea continued to
serve as an interpreter all during the journey.
One of the obstacles to getting to the Pacific Ocean was the Rocky Mountains.
The Corps needed horses. The tribe they were negotiating for horses was the
Shoshone tribe. Sacagawea was brought in to translate. The chief of the tribe
happened to be Sacagawea’s brother whom she had not seen in years. The
Corps got their horses and Sacagawea got a family reunion.
Sacagawea was invaluable to the Corps of Explorers. The very fact that she was
traveling with them carrying a baby put the Indians to ease. They knew they
were peaceful and friendly, and not on the warpath. Sacagawea continued to
serve as an interpreter all during the journey.
In 1805 the expedition reached the Pacific Ocean and constructed a fort.
They spent the winter there. In the spring Sacagawea lead the Corps back to
the Hidatsa-Mandan village. Sacagawea received nothing for all she did; her
husband was paid $500.33.
Sacagawea and her husband went to Fort Manuel to live. Six years later she
gave birth to a daughter named Lisette. Some say she died at age 25 thought
some believe she lived to be an old lady. Which ever happened to her, Captain
Clark adopted the children. What is clear about Sacagawea was that she
contributed to the exploration west and America’s “great migration.”
In 1999 Sacagawea was honored for her contribution to American history. Her
image was minted on a gold dollar. She was chosen over many other possible
important people. Native American people supported this choice too.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 63-6
Discuss these questions with your teacher:
How important do you think it is to be able to communicate with people?
How else did she help the Lewis and Clark expedition?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 64-1
Lesson 64
Writer’s Workshop 2 – Part 1
Objective: The student will create a personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing.
Materials Needed: Writing Notebook, pencil, pen
Engage:
Engaging Question: How has your writing changed this year?
Technology Integration: The student may wish to complete his rough draft on the
computer.
Additional Notes to the Teacher: In this Lesson, the student will start another
personal narrative. Writing from personal experience is often a daunting task. Make sure
the student has many ideas to choose from.
Begin the Lesson by discussing several possible topics before he settles on the one for
this assignment. Review the student’s topic list (generated in Lesson 5) and help him
pick the best ones.
Remind the student to skip lines on his draft to make the job of revising and editing
easier, and allow him to use most of the class period to complete his draft.
Lesson Wrap-Up: Ask the student to add new items to his idea list in his writing folder.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 64-2
Lesson 64
Writer’s Workshop 2 – Part 1
Writing from personal experience is the best way to practice your writing
skills. You know the event, so you are better able to concentrate on the
craft of telling the story. Think of the earlier writing experiences you’ve
had with these Lessons. You have made a lot of progress in your personal
writing ability.
Choose one of the topics from the chart you created in Lesson 5. Write
it at the top of a blank page in your Writing Notebook. Choose a form of
prewriting such as a web, an idea list, a free write. Spend 5-8 minutes on
your prewriting.
When you are confident that you have a good start, go ahead and start
your first draft. Now is not the time to worry too much about spelling and
mechanics. You will fix those things later in the process. Be sure to skip
lines so that your revising and editing will be easier.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 64-3
Once you have completed your draft, the final step for this Lesson will be
a self-conference. Choose a different colored pen than you used for your
draft. Go off by yourself and read your legend out loud to yourself. Read
slowly and take the time to write in any words that you missed, cross out
things that don’t fit, circle any misspelled words, etc. The self conference is
a great time to catch those simple mistakes.
Put your writing away once you’ve finished your draft – you will come back
to it in Lesson 65. You might come up with ways to make your story even
better. You can add those at the beginning of Lesson 65.
Lesson Wrap-Up: What has happened to you lately that you could add to
your idea list?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 65-1
Lesson 65
Writer’s Workshop 2 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 64.
The student will complete the following steps of the writing process: revision, editing,
final copy.
Materials Needed: Writing Notebook, pencil, two different color ink pens, final copy
paper
Engage:
Engaging Question: What does the phrase: "once you’re done, you’ve just begun" mean in terms of writing?
Extensions: The student can present this finished piece to other students. The piece
could be illustrated, as well.
Technology Integration: The student may wish to complete his final copy on the
computer.
Additional Notes to the Teacher: In this Lesson, the student will continue working
on her story begun in Lesson 64. The revision process is the most important step in
completing a piece of writing.
Make sure the student does not rush through this process thinking her story is beyond
improvement. The student will take her cue from the importance you place on this step.
Editing is very important. Encourage the student to find an editing partner who can help
fix the convention mistakes.
When the student has gone through all editing steps, have her re-draft the narrative and
turn it in for criticism and evaluation.
Lesson Wrap-Up: Ask the student what the tone of her story was: funny, sad, scary, or
something else. Ask if this has been a pattern for her. If it is, encourage her to branch
out and try something different next time.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 65-2
Lesson 65
Writer’s Workshop 2 – Part 2
Take out the rough draft you started in Lesson 64. Is it perfect? Of course
not! An author’s writing can be made better through working with other
people. No author is happy with his or her work the first time they write it
down. Revision turns something good into something great!
Next, it is time for a Revision Conference with someone else.
Once you have a partner, read your story out loud to him. After you have
read the whole thing, ask your partner: “What could I do to improve this
piece of writing?”
One specific question to ask is: “What would you say the ‘tone’ of my story
is? Is it happy, sad, funny, scary, or something else? Did I keep the same
tone throughout the story?”
Your partner should be able to give you specific suggestions about what
you can do to improve the piece. Make the changes that were suggested
throughout the story.
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Work through
the story one last time making all the necessary corrections.
When you have all the corrections made to your satisfaction, recopy your
writing. You may use a computer or just handwrite a final copy onto clean
paper. If you would like to illustrate your story, go ahead!
Lesson Wrap-Up: What was the tone of your story: funny, sad, scary, or
something else? Is this a pattern for you? Do many of your stories have
the same tone?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 66-1
Lesson 66
What in the World is Realistic Fiction?
Objective: The student will recognize and describe a variety of reading genres.
Key Vocabulary/Spelling Words:
genre - noun; a category of writing or creating in literature, art or music characterized by the same style, form or subject matter
Materials Needed: A variety of types of novels or a trip to the library to find the different
reading genres. A variety of books from each of the 11 different genres described here.
Engage:
Engaging Question: How many different kinds of books are there?
Supplemental Engagement Activity: Create a set of Reading Genre posters
to display. Include the definition and names of known titles of that genre as examples.
Additional Notes to the Teacher: The student will learn about 11 different genres
of reading. Review with the student the three purposes of writing (P.I.E. – Persuade,
Inform, Entertain).
Help the student understand that writing can be divided in two categories, fiction and
non-fiction, before talking about the further division into genres.
Begin this Lesson by demonstrating examples of writing genres with the example
texts you brought in. You may also conduct class in a library, if practical, and use the
materials there both to illustrate the concept of genre and as an exercise in library
usage.
The student will be introduced to eleven genre types with a short definition or distinction
for each one. When he is familiar with these definitions, have him sort the books you
brought by genre.
As the student reads, have him identify books by genre for the rest of the year.
Advanced Preparation or Homework Required: Bring in examples of different literary
genres. Remind the student to study Spelling words and do D.I.R.T.
Lesson Wrap-Up: Encourage the student to read at least one book from each genre for
his D.I.R.T. reading this year.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 66-2
Lesson 66
What in the World is Realistic Fiction?
How can books be sorted?
There are two main types of reading material --fiction and non-fiction.
Both types may be further divided into genres.
A genre is a group of books which share style, form, or content.
Let’s read about the most common book genres.
Non-fiction
All of the information in a non-fiction book is based on known, true facts.
Nothing can be made up. Non-fiction books include how-to books, science
books, history books, biographies, autobiographies and more. Non-fiction
books can be about any subject.
Biography
A biography is the story of a real person's life, written or told by another
person.
Autobiography
An autobiography is the story of a real person's life, written or told by that
person.
Fiction
Fictional stories may be based on actual events or people or may be based
entirely on the author's imagination, but fictional stories all contain elements
that are made-up or created by the author.
Realistic Fiction
Fictional stories that take place in modern time, right here and now. The
characters are involved in events that could really happen.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 66-3
Mystery and Suspense
Fictional stories, usually realistic, about a mysterious event which is not
explained, or a crime that is not solved until the end of the story to keep
the reader in suspense.
Fantasy
Fiction that contains elements that are NOT realistic, such as talking
animals, magical powers, etc. Make-believe is what this genre is all about.
Science Fiction
Stories which include futuristic technology; a blend of scientific fact and
fictional elements.
Historical Fiction
Stories which take place in a particular time period in the past. Often the
basic setting is real, but the characters are fictional.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 66-4
Folk Tales, Tall Tales, and Fairy Tales
Folk tales are stories with no known creator. They were originally passed
down from one generation to another by word of mouth. The authors on folk
tale books today are retelling these stories.
Although folk tales are sometimes based on real historical figures, there are
fictional elements to the story. Tall tales are generally folk tales in which the
main character is bigger than life in some way—an example would be Paul
Bunyan. Fairy tales were often created to teach children behavior in an
entertaining way.
Myths
Myths are stories that usually explain something about the world and
involve gods and other supernatural beings.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 66-5
Poetry
Poetry is verse written to create a response of thought and feeling from the
reader. It often uses rhythm and rhyme to help convey its meaning.
Your teacher has a collection of books to use for this Lesson. Sort your
teacher’s books by genre. Start with “fiction” and “non-fiction.” Next sort
the non-fiction books into their respective genres. Then sort the fiction
books by genre.
Lesson Wrap-Up: To be a well-rounded reader, you should read book from
all genres. Try to include at least one book from each genre in your D.I.R.T.
reading this year.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 67-1
Lesson 67
The Truth and Nothing But the Truth—Or Is It?
Objective: The student will be able to tell the difference between facts and opinions in
informational texts such as articles and the Internet.
Key Vocabulary:
opinion - noun; a view or judgment formed but not based on fact
facts - noun; a thing that can be proved; a piece of information
Materials Needed: Reading Notebook, pencil or pen, magazines and newspapers
Engage:
Engaging Question: Do you believe everything you read and hear?
Extension: Make a poster about one of your favorite subjects, hobbies, animals, etc.
Make sure to include both facts and opinions on your topic.
Additional Notes to the Teacher: The student will review facts and opinions. She
needs to recognize whether what she is reading is what someone thinks about a subject
or idea or if it is a valid piece of information that can be proved. This critical type of reading
takes practice. Advise the student to look out for clue phrases like I believe, or I think.
The best way to direct the student in recognizing the difference is to have her read
articles and tell you how she knows that what she read is based on fact or how she
knows that what she read is an opinion stated by the author.
Have the student use the magazines and newspapers you brought in to find five facts
and five opinions. Then, have her complete the Fact or Opinion? Worksheet at the end
of this Lesson.
Lesson Wrap-Up: Ask the student: What is the difference between a fact and an
opinion. Have her give one fact and one opinion about her breakfast this morning, then
do the same regarding the day’s weather.
TEACHER MANUAL
Fact or Opinion? Worksheet Answer Key
1. fact
2. opinion
3. fact
4. fact
5. opinion
6. fact
7. opinion
8. fact
9. fact
10. opinion
FIFTH GRADE LANGUAGE ARTS—LESSON 67-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 67-3
Lesson 67
The Truth and Nothing But the Truth—Or Is It?
In nonfiction, facts and opinions are sometimes mixed together. They can
be in the same paragraph – or even in the same sentence. Can you find
them in this paragraph?
The helicopter is a most remarkable flying machine. Not only can it fly
forward, but it can fly sideways and backward too. It can hover in the air
like a hawk, and it takes off and lands straight up and down.
In the paragraph above, you learn how helicopters fly, take off, and land.
You can prove that a helicopter is able to do all of these things. You can’t
prove that a helicopter is remarkable. Even though you can’t prove an
opinion, you should support it with facts and details.
There is a big difference between someone’s opinion and the facts of a
matter. Let us break those down.
Fact: a statement that you can prove through evidence.
Example - "Detroit’s baseball team is called the Tigers."
Opinion: a statement that represents your belief or judgment, but which
you cannot prove.
Example - "The Detroit Tigers are the best baseball team ever!"
Notice that we can prove that the Tigers are Detroit’s baseball team.
We cannot prove that they are the very best baseball team – that is one
person’s opinion.
You are now going to do your own investigating for facts and opinions in
magazines or newspapers. You are going to go through and find five facts
and five opinions.
After you are finished finding your facts and opinions, complete the Fact or
Opinion? Worksheet and indicate which statements are facts and which
are opinions.
Lesson Wrap-Up: What is the difference between a fact and an opinion?
Give one fact and one opinion about your breakfast this morning. How
about the weather?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 67-4
Fact or Opinion?
Indicate whether each statement below is a fact or an opinion.
1. The earth is round.
2. I think that the earth is the best planet there is.
3. There are five great lakes.
4. The Pacific Ocean is the biggest ocean in the world.
5. I don’t think that horses are very pretty.
6. Turtles are reptiles.
7. I think turtles are awesome.
8. Russia is a big country.
9. Cheetahs are the fastest land animal.
10. Yellow is an ugly color.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 68-1
Lesson 68
Sacagawea Words Assessment
Objective: The student will practice words with the long /e/ spelled either “ee” or “ea.”
The student will apply the rule to other words.
Key Vocabulary:
between
speech
sheet
mean
reach
clear
steam
wheel
speed
teeth
hear
deep
steel
ease
leave
degree
feed
real
area
appear
hear
lead
dear
teach
speak
Materials Needed: Vocabulary Notebook, pen or pencil, magazines, large paper, glue
Engage:
Engaging Question: Do you remember what letter combinations make the long “e” sound?
Additional Notes to the Teacher: The student should be ready to spell the words
given to him during Lesson 63.
Read each spelling word, use it in a sentence, and then read it again. When you
are finished, check the spelling with the student so he can see what still needs
improvement. He should record his grade in his Vocabulary Notebook.
The student will then create a chart of words found in magazine headlines. He will cut
out words with a long “e” sound and glue those words onto a sheet of paper that he has
divided into three columns. Those columns will be labeled “ee,” “ea,” and “other,” and he
will glue the word in the column with the appropriate long “e” sound.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Long /e/ is one of the most common sounds in the English language.
Ask the student: what are all the different ways she found to spell the long /e/ sound?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 68-2
Lesson 68
Sacagawea Words Assessment
Do you remember how to spell the words with a long “e” sound?
What was the rule for two vowels that usually makes the long “e” sound?
When you see an “ea” combination in a word it usually makes a long “e”
sound. Why?
For this Lesson you will complete a Spelling Assessment. Your teacher will
pronounce the words from Lesson 63 for you. Try your best to spell all of
them correctly.
When you are finished with your Assessment, your teacher will go over the
correct spellings with you. Add your score to your record in the back of your
Vocabulary Notebook.
Are you improving every spelling list? If not, take more time to study your
words. Say the word, close your eyes and “see” the word and spell it to
yourself. Now open your eyes and see how you did. Try visualizing the
words - it helps.
Long /e/ can be spelled “ee” or “ea” as in the list of words you just wrote.
However, it can be spelled other ways as well. Using several magazines,
find and cut out as many words as you can that have the long/e/ sound.
Create a three-column chart on a large piece of paper. Label the columns
“ee,” “ea,” and “Other.” Glue all the words you find in the appropriate
column.
Lesson Wrap-Up: Long /e/ is one of the most common sounds in the
English language. What are all the different ways you found to spell the
long /e/ sound?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 68-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 68-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 68-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 69-1
Lesson 69
Confusing “ei” and “ie”
Objective: The student will learn words that contain “ei” or “ie.”
Key Vocabulary:
friend
either
chief
soldier
receive
piece
lie
tie
neighbor
field
quiet
view
weight
eight
die
quotient
believe
science
Engage:
Engaging Question: How do you remember whether a word is spelled with “ie”
or “ei?”
Additional Notes to the Teacher: The student will receive a new list of words
containing either “ei” or “ie.”
Give the student the i before e rule before reading the words. Have her copy the rule
and then divide a sheet of paper into 2 columns – have her write the words that follow
the rule in one column, and the words that break the rule in the other. She should study
these words and be ready to spell them in Lesson 74.
After the student has written out her words, have her use each word in a sentence to
build fluency.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: A common saying is, “I before e except after c.” Ask the student
which words in her list follow the rule, and which break it.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 69-2
Lesson 69
Confusing “ei” and “ie”
In this Lesson, you will be introduced to another spelling rule and some
new words to study.
Rule: “ei” and “ie” vowel combinations can represent the long “I” sound,
the long or short “e”, or long “a” sound.
There is another way to look at this rule, and that’s based on the sound the
vowel combinations make. You’ve probably heard this rule before, but for
review, it goes like this:
I before E except after C, and in sounds of A as in Neighbor and Weigh.
Here are some examples:
“ie”:
long “I” sound like in pie
short “e” sound like in friend
long “e” sound like in chief
“ei”:
after a “c” makes the long “e” sound like in deceit
long “e” sound like in protein
long “a” sound like in vein
Here are your Lesson 69 Vocabulary words:
friend
either
chief
soldier
receive
piece
lie
tie
neighbor
science
field
quiet
view
weight
eight
die
quotient
believe
Look over the words and decide which rule works for each word. What
sound did the two-vowel combination make?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 69-3
Divide a sheet of paper into two columns. Put all your Vocabulary words
with I before E in one column, and all the Vocabulary words that have E
before I in the second column. Be prepared to explain why the E before I
words break the rule!
For practice with these words, your assignment is to use each of them in
a complete sentence. Remember to use a capital letter on the first word in
your sentence and end it with the proper punctuation mark.
Lesson Wrap-Up: A common saying is, “I before e except after c.” In
which of your words is this correct?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 70-1
Lesson 70
Balance, Reach, Fly – Words that Show Action
Objective: The student will recognize verbs as action verbs, linking verbs, and helping
verbs in a sentence.
Key Vocabulary:
predicate - the part of a complete sentence where the verb is necessary
Materials Needed: Writing Notebook, pen or pencil, a few pictures of people or
animals doing something (magazine or newspaper pictures are fine)
Engage:
Engaging Question: What do you call the words in a sentence that show action?
Supplemental Engagement Activity: The student could use a plain piece of paper folded into four squares. He could draw four pictures of animals or people doing something, and then write verbs that would describe the action.
Additional Notes to the Teacher: The student will focus on grammar in this Lesson.
Review subject and predicate with the student, as a lead-in to a discussion of verbs.
Go over the definitions for action, helping, and linking verbs with the student, providing
clarification and examples as necessary.
When you have explained Verbs, have the student complete the Verbs Worksheet, and
then review the answers with him.
In following Lessons you may want to have the student point out the verbs particularly if
the writing has colorful action verbs. The more he sees verbs in writing, the more he will
be able to use them in his own work.
Lesson Wrap-Up: Ask the student: How do action verbs impact your own writing?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 70-2
Verbs Worksheet Answer Key:
1. are
2. invented
3. enjoy
4. excel
5. is easy
6. practice
7. are
8. specialize
9. is
10. action verb: direct;
11. helping verb: should work
12. action: practice
13. linking verb are
14. linking verb: feels
15. helping verb: have joined
16. linking verb: are
17. action verb: strengthen
18. – 24 Teacher will determine if answers are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 70-3
Lesson 70
Balance, Reach, Fly—Words that Show Action
What part of speech shows action in a sentence?
What was your answer? Did you guess the verb? You are correct!
Verbs give a sentence life…who did what? How did they do that?
A complete sentence is made up of a subject and a predicate. The main
word in the predicate is a verb. There are three kinds of verbs: action,
linking, and helping.
Action verbs tell what the subject of a sentence does.
Hilary skipped across the field.
An action verb can tell about an action that you cannot see, such as an
action in someone’s mind.
She forgot her bag.
A linking verb does not show action. Instead, it links, or joins, the subject to
a word or words in the predicate. Linking verbs tell what the subject is or is
like. Common linking verbs are forms of the verb be, such as am, is, are,
was, and were. Other linking verbs include become, seem, appear, feel,
and look.
Some kids are silly. They seem happy. She is the champ.
Sometimes a helping verb comes before the main verb. Some common
helping verbs are has, have, had, was, were, do, does, did, could, will,
would, and should.
I am learning to play basketball. I have made progress this year.
Lesson Wrap-Up: How do action verbs impact your own writing?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 70-4
Verbs Worksheet
For each sentence 1-8, circle the action verbs. Underline the linking
verbs.
1. Are you a basketball fan?
2. A Canadian invented basketball.
3. Tall players enjoy a natural advantage.
4. Basketball is not easy.
5. Even excellent players practice.
6. Some players are better at offense.
7. Other players specialize in defense.
8. To them, defense is the key to success.
Underline the verb in each sentence, and identify them as action,
helping, or linking.
9. The best coaches direct their players firmly.
10. Teammates should work together a few times a week.
11. Practice sessions build strong skills.
12. These sessions are important for every player.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 70-5
13. Each player feels part of the team.
14. So many people have joined for a common goal.
15. Successful games are not the only goal.
16. The bond between players strengthens the team.
Add a verb of your own to complete each sentence. Then write what
kind of verb each one is.
17. Jill
to the end of the court.
18. She
19. Her coach
out of breath and weak.
her out of the game for some rest.
20. In a few minutes, Jenny
much better.
21. At that moment, her team
by one point.
22. Jill
the ball with ten seconds left.
23. She
to her right with the ball in her hand.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 71-1
Lesson 71
Can You Find the Verb?
Objective: The student will find verbs in an informational article.
Key Vocabulary:
toucan - noun; a tropical American fruit-eating bird with a massive bill
Materials Needed: Reading Notebook, pen or pencil, picture of a toucan bird
Literary Selection: “What a Bill!”
Engage:
Engaging Question: Have you ever played detective before?
Supplemental Engagement Activity: Have the student research the toucan and
find more interesting information about this incredible bird of the tropical forest.
Additional Notes to the Teacher: The student will find verbs while reading an
informational article about toucans.
The student will read an article on the tropical toucan bird. Begin the Lesson by asking
the student what she knows about this bird, then have her read the article.
When the student has finished reading, have her answer the Comprehension Questions
at the end of the article. Then, have her go back through the article and pick out the
verbs (highlighted below).
Lesson Wrap-Up: Have the student use her D.I.R.T. book to find at least 5 examples of
action verbs.
What a Bill! Comprehension Questions Answer Key:
1. in the rain forests of Central America
2. Woodpeckers
3. Bat
4. True
5. True
6. Tropical rain forest
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 71-2
Verbs in “What a Bill”
When we think of birds living in rain forests, toucans are usually the first to come to our
minds. This odd-looking bird is difficult to miss - the bird's brightly colored beak is so
large that it is about the same length as the bird's body! There are about 40 different
species of toucans, and they all live in the tropical areas of Mexico, Central and South
America. Toucans mainly feed on berries and seeds, but they also eat small insects,
reptiles, and birds.
How can toucans balance themselves with such huge and seemingly heavy beaks?
Well, "seemingly" is the keyword here, because their beaks are actually hollow and
lightweight! Hence, toucans can fly or perch on tree branches without toppling over!
Toucans use their colorful, oversized beaks for several purposes - to fetch food, to play
throw-and-catch, to wrestle, and to attract mates. With their long beaks, toucans can reach
berries growing on a more distant twig. When they pluck a berry or seed in their giant
beaks, they may toss the food high in the air for their neighbors to catch. If two toucans
are mad at each other, they fight with their beaks - they wrestle until one gives up! During
the mating season, male toucans show off their flashy beaks to draw female toucans'
attention.
Surprisingly, toucans are related to woodpeckers. Unlike woodpeckers, however, toucans
cannot use their light, fragile beaks to "drill" holes on tree trunks. Instead, toucans must
use natural tree holes or holes constructed by other animals as their nests. How does
a toucan fit in a small tree hole? Interestingly, when a toucan is about to sleep, it turns
its head and rests its oversized beak on its back. Then, it folds its tail up over its head.
BANG! A toucan just turns itself into a feather ball.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 71-3
Lesson 71
Can You Find the Verb?
Do you remember what part of the sentence you can find the verb in?
Did you answer in the predicate part of the sentence? Correct!
You will show your skill by finding the verbs in this informational article
about the toucan.
What is a toucan? Read the article at the end of this Lesson and find out.
Answer the comprehension questions when you are done reading, and
then you will hunt for verbs in the article with your teacher.
Look back at article and find at least one verb in each sentence. Can
identify the kind of verb it is: action verb, linking verb or helping verb?
Lesson Wrap-Up: Use your D.I.R.T. book to find at least 5 examples of
action verbs.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 71-4
What a Bill!
When we think of birds living in rain forests, toucans are usually the first
to come to our minds. This odd-looking bird is difficult to miss - the bird's
brightly colored beak is so large that it is about the same length as the bird's
body! There are about 40 different species of toucans, and they all live in the
tropical areas of Mexico, Central and South America. Toucans mainly feed on
berries and seeds, but they also eat small insects, reptiles, and birds.
How can toucans balance themselves with such huge and seemingly heavy
beaks? Well, "seemingly" is the key word here, because their beaks are actually
hollow and lightweight! Hence, toucans can fly or perch on tree branches
without toppling over! Toucans use their colorful, oversized beaks for several
purposes - to fetch food, to play throw-and-catch, to wrestle, and to attract
mates. With their long beaks, toucans can reach berries growing on a more
distant twig. When they pluck a berry or seed in their giant beaks, they may
toss the food high in the air for their neighbors to catch. If two toucans are
mad at each other, they fight with their beaks - they wrestle until one gives up!
During the mating season, male toucans show off their flashy beaks to draw
female toucans' attention.
Surprisingly, toucans are related to woodpeckers. Unlike woodpeckers,
however, toucans cannot use their light, fragile beaks to "drill" holes on tree
trunks. Instead, toucans must
use natural tree holes or holes
constructed by other animals
as their nests. How does a
toucan fit in a small tree hole?
Interestingly, when a toucan
is about to sleep, it turns its
head and rests its oversized
beak on its back. Then, it folds
its tail up over its head. BANG!
A toucan just turns itself into
a feather ball!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 71-5
What a Bill! Comprehension Questions
Answer these questions in your notebook.
1. Toucans can found where?
2. A relative of the toucan is a?
3. Toucans do not eat which of these things: small insects, bat, berry, or small bird?
4. Is it true or false that a toucan and use its oversized beaks to fetch food and to fight?
5. Is it true or false that the toucan’s beak is long and colorful?
6. Which of these ecosystems will you find a toucan: tundra, tropical rain forest or desert?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 72-1
Lesson 72
Vivid Verbs
Objective: The student will learn about replacing linking verbs with more vivid verbs.
He will also practice using verbs in comparisons.
Key Vocabulary:
metaphor - noun; a figure of speech; a word or phrase is used to an object in comparison
similes - noun; a figure of speech where you compare one thing to another and write that it is like something else
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What makes some verbs “sparkle” more than others?
Additional Notes to the Teacher: The student will work on using colorful verbs.
Instead of using verbs that tell what is, was or were, he will think of using more
descriptive action verbs.
Explain similes and metaphors for the student, and use the examples to stress the
importance of good, vivid action words. Help the student with the examples in the
Student Manual, and come up with exciting re-writes of the six sentences provided.
Have the student complete the Vivid Verbs Worksheet, and check his answers when he
has finished. This exercise is somewhat subjective, so you will need to use your best
judgment.
Lesson Wrap-Up: Remind the student that it is important to remember to use vivid
verbs in his own writing. Encourage him to start practicing this in everything he writes.
Vivid Verbs Answer Key:
Teacher will verify all answers. Sample answers given for questions 1-7:
1. hurtled
2. wiggled
3. billowed
4. crept
5. hopped
6. dragged
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 72-2
Lesson 72
Vivid Verbs
What makes a verb vivid?
When we begin learning how to write sentences we learn that a verb is
an action word. Looking back at vivid verbs helps us really understand
what the subject is doing. Instead of writing the cat went under the table
you could write the cat scurried under the table – we really understand the
action that way!
Writers also use figures of speech to make their writing come alive. They
compare two things and write that they are like or are something else.
For instance when a star is very bright you might say the star is a
diamond. That is a metaphor because the star is not really a diamond,
but both are bright and shiny – this metaphor helps us see the star in our
mind’s eye.
When a writer wants to describe someone’s white hair they may write his
hair is like the freshly fallen snow. Freshly fallen snow is pure white so this
gives the image of the white hair. When we use like the way we did in this
example, we call it a simile.
Writing with Vivid Verbs
Vivid verbs can make your writing stronger when you use them to replace
linking verbs.
See how the vivid verb adds life and impact to the second sentence below.
Linking verb: Billy is good at batting practice.
Action verb: Billy excels at batting practice.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 72-3
Look at these sentences with your teacher – together, come up with
more exciting and vivid ways to say what is happening.
1. I like to think I am like a good baseball fan.
2. Some baseball fans are devoted to their teams.
3. Other fans just look happy when they see a good game.
4. I am somewhere in between these two types of fans.
5. When a player on the other team is out, I never clap.
6. But I still am loud when my team wins.
Using Verbs in Comparisons
You can use vivid verbs to make comparisons.
A simile is a comparison between two unlike things using the words like or
as.
A metaphor also makes a comparison, but it does not use like or as.
Remember to use vivid verbs with similes and metaphors to make your
writing come alive. Look at these examples:
Simile: She raced like the wind. She dashed as fast as the wind.
Metaphor: Her hair curled in a golden halo.
Lesson Wrap-Up: It is important to remember to use vivid verbs in your
own writing. Start practicing this in everything you write.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 72-4
Vivid Verbs Worksheet
Complete each sentence with the more vivid word in (parenthesis).
Write the word you choose. Then write S if the comparison is a simile,
or write M if it is a metaphor.
1. The train (hurtled, went) along with a hurricane’s power.
2. Sue (moved, wiggled) in her seat like a worm.
3. Giant balls of smoke (billowed, went) from the train.
4. The train (crept, went) into the station like a snail.
5. The girl (got, hopped) out of her seat like an excited kangaroo.
6. She (took, dragged) her bag, which was as heavy as an anchor.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 72-5
Complete each sentence with a vivid verb of your own to form a
metaphor or a simile.
7. The engine 8. Sparks
like a lion.
through the air like fireworks.
9. Heavy smoke, as black as night,
the sky.
10. The conductor’s voice was a bear’s growl as he
aboard!”
11. People
“All down the platform like track stars.
12. Yellow taxis
a sunny circle around the station.
Write a paragraph that compares and contrasts a train to another
form of transportation. Use vivid verbs, similes, or metaphors to add
excitement.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 73-1
Lesson 73
Writing for Feeling
Objective: The student will look at a stimulating picture and then write about her
feelings.
Materials Needed: Writing Notebook, pen or pencil, five action/feeling pictures
Engage:
Engaging Question: How do you express your feelings?
Additional Notes to the Teacher: In this Lesson the student will practice writing from
stimulated emotion in order to produce vivid, effective prose.
Have the student list words she uses for feelings. She should record those words. Then
have her look at the pictures and think of words and phrases that could describe the
picture.
Once the student writes five or six phrases for each picture; have her choose one she
could produce a paragraph for, and spend the rest of the class writing to that purpose.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student: What role do vivid verbs play in writing about
feelings?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 73-2
Lesson 73
Writing for Feeling
What do you say when you are excited?
When you get the birthday present you wanted what do you say…besides
Thank You? Emotional responses to events need some kind of response.
Words communicate those feelings.
In this Lesson, you will look at some pictures and respond to them with the
words you would use to express some emotion or feeling.
Look at one picture at a time and try to write phrases that might express
what the picture shows. Write these phrases down in your Writing
Notebook.
What does each picture make you feel? Use your best Vocabulary to
describe these feelings and actions.
After you have looked at the pictures and written phrases to describe the
feeling illustrated by the picture, chose one of the pictures and write a
paragraph that puts all of your phrases into an organized expression. After
you write your paragraph, title your work.
Realize what your topic is…choose something you can describe vividly.
Make sure you have enough details and make it exciting.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 73-3
Organize your ideas. You can make a web to help you. Put the topic in a
center and make connections with details you want to add to your writing.
Begin with a catchy first sentence.
Use your subject and details from your web along with vivid words that
appeal to the reader’s senses.
Are you afraid of the dark? If you are, you probably would hate to go to
the cave in the park, but I like going there.
You don’t really need a flashlight because there is a little light. The cave
is not huge. It is the size of a normal two-story house.
You smell something funny as soon as you walk into the cave. It is like
musty clothes or books. The cave is damp. The thing I love about the cave
happens when you yell. Mr. Sir Echo bounces your voice back and forth.
It makes me feel happy. I think anyone who loves nature would enjoy this
experience too.
Be sure to write your feelings using vivid verbs!
Lesson Wrap-Up: What role do vivid verbs play in writing about feelings?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 74-1
Lesson 74
Confusing “ei” and “ie” Assessment
Objective: The student’s understanding of the rule for spelling with “ei” or “ie” will be
assessed. The student will learn the format for reading response using his D.I.R.T. book.
Key Vocabulary:
friend
either
chief
soldier
receive
piece
lie
tie
neighbor
science
field
quiet
view
weight
eight
die
quotient
believe
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Literary Selection: Student’s D.I.R.T. book
Engage:
Engaging Question: Let’s review the spelling rule “I before E except after C” Does it always apply?
Additional Notes to the Teacher: The student will take a Spelling Assessment on
“ei” and “ie” words. Refer back to Lesson 69 if the student needs additional practice or
warm-up before he takes the Assessment.
To administer the Assessment, read each word, read it in a sentence, and then read it
again. Have the student write out each word using the paper provided, and evaluate the
Assessment when the student has finished. Have him record his score in his Vocabulary
Notebook.
In this Lesson, the student will begin a regular response to his independent reading.
This will include a brief summary followed by an opinion about what is happening in the
story followed by three bullet points of support for that opinion.
This response will combine both comprehension of the story and deeper understanding
of the text. It also supports efforts to improve the student’s ability to support his opinions
with information from the text.
Note that the student will complete a D.I.R.T. response following every spelling
Assessment for the rest of the year.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student why it is important to have facts to support her
opinions. Remind the student to use words or phrases to link his opinions and reasons
when writing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 74-2
Lesson 74
Confusing “ei” and “ie” Assessment
Do you remember how to spell the words with either “ei” or “ie?”
What was the rule for this tricky combination?
I before E except after C is the general rule although there are some
exceptions – can you name some of them?
For Lesson 74 you will complete a Spelling Assessment. Your teacher will
pronounce the words from Lesson 69 for you. Try your best to spell all of
them correctly.
When you are finished with your Assessment, your teacher will go over the
correct spellings with you. Add your score to your record in the back of your
notebook. Are you improving every spelling list?
Once your Spelling Assessment is complete, you will begin a new activity
that you will complete each time you have a Spelling Assessment. It is a
response to what you’ve been reading in your D.I.R.T. time.
By now, you have probably finished several different books. You’ve
certainly had some opinions about what the characters have done, what
you thought would happen next, or why the author wrote something the
way he or she did.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 74-3
In this response, you will be working to explain what is happening in your
story, give a strong opinion about it, and then support your opinion with
three details from the story.
The format of the response will look like this:
Title:
Author:
Summary: (2-3 sentences about what is happening right now in your story
)
Opinion:(1 strong sentence – your feelings on what is happening)
Support: (3 details from the story that support your opinion)
* First Detail
* Second Detail
* Third Detail
Go to the first blank page in your Reading Notebook. Label the page like
the example above. With the book that you are currently reading, try to
write a response. After you turn it in, your teacher will let you know what
you need to improve upon for the next response.
Lesson Wrap-Up: Why is it important to have facts to support your
opinions? When writing, you should use words like consequently and specifically to link your opinion and reasons.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 74-4
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 74-5
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 74-6
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 75-1
Lesson 75
Another Double Vowel Rule
Objective: The student will learn a list of words with “oo” and understand that “oo”
vowel combination usually makes two sounds: like in cook and moon, though there is at
least one strange exception - blood
Key Vocabulary:
room
cool
moon
took
stood
noon
cook
root
tool book
foot
blood
poor
food
choose
Materials Needed: Vocabulary Notebook, pen or pencil, colored pencils, blank paper
booklets (16 pages)
Engage:
Engaging Question: What words rhyme with cook? What words rhyme with moon? Do cook and moon rhyme?
Additional Notes to the Teacher: The student will receive a new list of spelling words
to study. Rule: “oo” vowel combination can make two sounds: like in cook or as in
moon, though there are exceptions, like blood (in which double o makes a short U
sound).
When the student has read and sounded out the new Vocabulary words, have her
create a T-chart using the key words cook and moon. She will write words with
comparable oo sounds under those key words.
When that activity is finished, have the student make fun double-o pictures to represent
her words as described in the student manual. The student can make a booklet if
materials are available, or she can just draw them out in her Vocabulary Notebook.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: English can be confusing when one letter combination can have so
many different sounds. Ask the student how this makes it hard for readers and spellers?
T-Chart Question Answer Key:
Blood does not fit either column. It makes a short u sound.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 75-2
Lesson 75
Another Double Vowel Rule
You are now ready to look at the rule for spelling words with a double “o”.
Rule: The "oo" vowel combination can make two sounds, as in cook or moon.
Say both words aloud to hear how they sound different. Try this as you
read through your new list of words.
Here is the list of words you need to master.
room
took
cook
book
cool
stood
root
foot
moon
noon
tool blood
poor
food
choose
Create a T-chart on a blank page in your Vocabulary Notebook. Label one
side “cook” and the other side “moon.” List the remaining 13 words in the
column that has the same sound as in the key words. There is one word
that doesn’t fit either column. What is it?
Let’s have some fun drawing a picture to go with each word. Treat the
double O’s as eyes in each of the words and create an appropriate picture
for the meaning of the word.
For example, for cook you could make the “o” into eyes and put a chef’s
hat on it. Have fun thinking up creative word-pictures!
COOK
Lesson Wrap-Up: English can be confusing when one letter combination
can have so many different sounds. How does that make it hard for readers
and spellers?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 76-1
Lesson 76
Where Could It Be?
Objective: The student will learn about prepositions.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: How do we order the words that tell us where something is?
Extension: Have the student memorize the most common prepositions.
Additional Notes to the Teacher: The student will learn about prepositions.
Go through the Lesson with the student and explain the use of prepositions. Clarify the
examples for him before reviewing the list of prepositions provided.
Work through the preposition exercise with the student, and then have him
complete the Prepositional Phrase Practice Worksheet on his own. Collect and review
the Worksheet with the student when he has finished.
Lesson Wrap-Up: Tell the student to picture a mouse and a dog house. Ask the
student: What are all the places the mouse could be in relation to the dog house?
In-text Preposition Questions Answer Key:
1. Up the capitol steps;
2. For her name; to a large room;
3. Into the room;
4. At her guests;
5. About the capitol
6. About the capitol.
Prepositional Phrase Practice Worksheet Answer Key:
Answers will vary – teacher will verify that answers are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 76-2
Lesson 76
Where Could It Be?
Imagine you are writing a story. You want your reader to know where you
are or where someone went. How would you write that in your story?
What if in your story you are telling about your pet kitten that ran away. As
you express your thoughts you start with great concern because your new
kitten cannot be found. You may start something like:
Here kitty! Where are you? Come here kitty! Mom can you help me? I cannot find my
little kitty. I put her away in her box last night and now she is gone.
In this beginning of your story you would have used a part of speech in the
last sentence, called a prepositional phrase. Can you find it?
You are right if you found the phrase “in her box”.
The small word “in” is called a preposition. It is used in a sentence to help
us write where someone or something went. We call the word “box” the
object of the preposition “in”.
About
Around
Between
Into
To Above
At
By
Of
Under
Across
Behind
For
On
Up After
Below
From
Over With
Against
Beneath
In
Through
Without
You need to copy these words into your notebook for future reference.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 76-3
Here are some sentences for you to read and find the prepositional
phrase. Underline the prepositional phrase and circle the preposition.
1. Sue raced up the capitol steps.
2. The guard asked for her name and took her to a large room.
3. When the ambassador came into the room, the program began.
4. Sue smiled at her guests.
5. Sue learned quite a bit about the capitol.
6. When she got home, she wrote a report about the capitol.
Lesson Wrap-Up: Picture a mouse and a dog house. What are all the
places the mouse could be in relation to the dog house?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 76-4
Prepositional Phrase Practice Worksheet
Complete these sentences with a prepositional phrase.
1. I live .
2. Each weekend I go
.
3. I often look
.
4. While at the park, I climb
.
5. I put my dishes
.
6. I run right
.
7. I put my book bag
.
8. I sit .
9. I take my kitty
.
10. At bedtime, I jump
.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 77-1
Lesson 77
It’s Only Proper
Objective: The student will focus on the use of proper nouns to clarify her writing.
Materials Needed: Writing Notebook, Pen or pencil
Engage:
Engaging Question: What letters need to be capitalized when you are writing the name of a particular person or thing?
Additional Notes to the Teacher: The student will focus on proper nouns and
remembering to use capital letters when using them. She needs to try to use a specific
word when writing instead a general word. For example, instead of “school,” she should
use the school’s actual name, e.g., Thomas Jefferson Middle School.
Go through the Lesson with the student and make sure that she knows the appropriate
uses of capitalization in nouns. When the student is familiar with proper nouns, have her
look for them in her D.I.R.T. writing, and share them with you.
Lesson Wrap-Up: A capital letter is actually a form of respect. Have the student explain
what that means.
Paragraph re-write activity Answer Key:
Last February there was a horrible snowstorm. Most of the Indiana was shut down. Even
Monroe School was closed. I helped Mrs. Wilson shovel the snow from her driveway. The
snowdrifts were piled high on Pearl Street.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 77-2
Lesson 77
It’s Only Proper
Do you know the names of these buildings?
If you were traveling, you would pass many important and unique places.
Keeping a journal of your trip would mean you need to use capital letters
when you record the names of places you are passing by or visiting.
The three pictures up above are the White House, the Eiffel Tower, and the
Taj Mahal – they are unique places, and they get special names!
Capital letters may show the beginning of a sentence, an important word
within a sentence, or a proper noun.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 77-3
In your own writing, using proper nouns gives your readers an exact
picture. Look at how specific information clarifies this sentence.
The storm weakened when it passed over the island.
or
Hurricane Andrew weakened when it passed over Puerto Rico.
Here are some words for you to choose from to complete each of the
following paragraphs. Copy the paragraph into your notebook with your
added words.
Indiana
Pearl Avenue
Monroe School
February
Mrs. Wilson
Last month there was a horrible snowstorm. Most of the state was shut
down. Even my school was closed. I helped my neighbor shovel the
snow from her driveway. The snowdrifts were piled high on a street.
Besides capitalizing names of people you need to remember to do the
same with geographical names. Here is a list of things you need to
remember to use capital letters when using them in writing:
Streets…Pearl Avenue
Towns and cities…Rockwood
Counties…Wayne County
States…Oklahoma
Nations…France
Continents…Africa
Valley and deserts…Mojave Desert
Mountains…Rocky Mountains
Island…Long Island
Lakes and Rivers…Lake Superior
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 77-4
Historical Events need capital letters also:
Documents…Bill of Rights
Days…Friday
Months…January
Holidays…New Year’s Day
Religious Days…Christmas
Other things that need capitalization are:
Specific groups like the Girl Scouts
Monuments like the Eiffel Tower
Buildings like the White House
Titles of people like: Miss, Sir, Doctor, Bishop, Captain or Governor.
Titles of works: “The Box of Robbers” or The Box of Robbers or The
Box of Robbers (Titles of works must also be in quotation marks or
underlined or italicized.)
Now that you know about proper nouns, complete this activity with
your teacher:
Pick up your D.I.R.T. book – go through the first 10 pages and point out
all the proper nouns to your teacher. Explain why each noun is capitalized
– is it a person? A unique place? Review what you just read if you can’t
remember why you would capitalize a noun.
Lesson Wrap-Up: A capital letter is actually a form of respect. Explain
what that means.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 78-1
Lesson 78
Writer’s Workshop 3
Objective: The student will create a personal narrative chosen from the list
of topics generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing.
Materials Needed: Writing Notebook, pencil, Ink pen
Engage:
Engaging Question: What can you do to really make your writing come to life
this time?
Technology Integration: The student may wish to complete his rough draft on the
computer.
Additional Notes to the Teacher: In this Lesson, the student will start another personal
narrative. Writing from personal experience is often a daunting task. Make sure the
student has many ideas to choose from.
Begin the Lesson by discussing several possible topics before he settles on the one for
this assignment. Review the student’s topic list (generated in Lesson 5) and help him
pick the best ones.
Remind the student to use transitional words, for example, then, after that, before, etc.,
when describing the sequence of events.
Remind the student to skip lines on his draft to make the job of revising and editing
easier, and allow him to use most of the class period to complete his draft.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student why he thinks some people get “Writer’s Block”
when they try to write a story.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 78-2
Lesson 78
Writer’s Workshop 3
You have already written about some of your own experiences.
With this story, let’s work on really making your writing come to life!
Nearly every story ever written has an element of personal experience of
the author to it. Even with different types of fiction, the author will loosely
base a character, a setting, a situation, or something on his or her own life.
Writing from personal experience is the best place to practice your writing
skills. You know the event, so you are better able to concentrate on the
craft of telling the story.
Choose one of the topics from the chart you created in Lesson 5. Write
it at the top of a blank page in your Writing Notebook. Choose a form of
prewriting such as a web, an idea list, a free write. Spend 5-8 minutes on
your prewriting.
When you are confident that you have a good start, go ahead and begin
your first draft. Don’t forget to use transitional words when describing a sequence of events. Now is not the time to worry too much about spelling and
mechanics. You will fix those things later in the process. Be sure to skip
lines so that your revising and editing will be easier.
Once you have completed your draft, the final step for this Lesson will be
a self-conference. Choose a different colored pen than you used for your
draft. Go off by yourself and read your story out loud. Read slowly and take
the time to write in any words that you missed, cross out things that don’t
fit, circle any misspelled words, etc. The self conference is a great time to
catch those simple mistakes.
Put your writing away for now – you will come back to it in Lesson 79. You
might come up with ways to make your story even better. You can add
those at the beginning of Lesson 79.
Lesson Wrap-Up: Why do you think some people get “Writer’s Block”
when they try to write a story?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 79-1
Lesson 79
Writer’s Workshop 3 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 78.
The student will complete the following steps of the writing process: revision, editing,
final copy.
Materials Needed: Writing Notebook, pencil, two different color ink pens, final copy
paper
Engage:
Engaging Question: What are the remaining steps in the writing process?
Extension: The student can present this finished piece to other students. The piece
could be illustrated, as well.
Technology Integration: The student may wish to complete her final copy on the
computer.
Additional Notes to the Teacher: In this Lesson, as the student finishes the personal
narrative begun in Lesson 78, remind her that the revision process is the most important
step in completing a piece of writing.
Make sure the student does not rush through this process thinking her story is beyond
improvement. The student will take her cue from the importance you place on this
step. Editing is also an important step – begin coaching the student on the differences
between revision (broader paragraph-level changes) and editing (sentence-level
changes and proofreading).
Encourage the student to find an editing partner who can help fix the convention
mistakes.
When the student has gone through all editing steps, have her re-draft the narrative and
turn it in for criticism and evaluation.
Lesson Wrap-Up: Ask the student: What was the “tone” of your story: funny, sad,
scary, or something else? Did you change your tone from the last Writer’s Workshop?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 79-2
Lesson 79
Writer’s Workshop 3 – Part 2
Take out the rough draft you started in Lesson 78. Is it perfect? Of course
not! An author’s writing can be made better through working with other
people.
Now it is time for a Revision Conference with someone else. Once you
have a partner, read your story out loud to him. After you have read the
whole thing, ask your partner: “What could I do to improve this piece of
writing?”
One specific question to ask is, “What would you say the ‘tone’ of my story
is? Is it happy, sad, funny, scary, or something else? Did I keep the same
tone throughout the story?” Your partner should be able to give you specific
suggestions about what you can do to improve the piece.
Make sure to thank your partner for their input. Choose a different color
pen, sit down and make the changes that were suggested throughout
the story. At this point, you should have three different colors and a very
marked up paper!
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Give this
partner a third color of ink pen and work through the story one last time
making all the necessary corrections.
When you have all the corrections made to your satisfaction, you may
recopy your writing. You may use a computer or just handwrite a final copy
on some fancy paper. If you would like to illustrate your story, go ahead!
Lesson Wrap-Up: What was the “tone” of your story: funny, sad, scary,
or something else? Did you change your tone from the last Writer’s
Workshop?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 80-1
Lesson 80
Another Double Vowel Rule Assessment
Objective: The student will be assessed on words from Lesson 75—“oo” words. The
student will complete a response to reading.
Key Vocabulary:
room
cool
moon
took
stood
noon
cook
root
tool book
foot
blood
poor
food
choose
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: What kind of “characters” did you think of to draw around your double-O spelling words?
Additional Notes to the Teacher: The student will be assessed on words from Lesson
75—“oo” words. The student will complete a response to reading as described in
Lesson 74.
Lesson Wrap-Up: What was your opinion in your Response to Reading? What support
did you give it?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 80-2
Lesson 80
Another Double Vowel Rule Assessment
It is time to show your skill at spelling “oo” words correctly. Your teacher will
give you a Spelling Assessment. Listen carefully, and do your best.
This should be a perfect 100% paper. When you are finished check your
work with your teacher and record your score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: What was your opinion in your response? What support
did you give it?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 80-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 80-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 80-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 81-1
Lesson 81
How Now Brown Cow
Objective: The student will learn words having the vowel combination “ow.” The
student will review the meaning of syllables and how to separate words in print.
Key Vocabulary:
low
row
follow
slow
flow
vowel
power
blow
toward
town
throw
allow
crowd
Engage:
Engaging Question: How many syllables are there in the word syllable?
Additional Notes to the Teacher: The student will be given a new list of words to
study for spelling. The student will look at words and find out how to divide a word into
syllables.
Review the new Vocabulary words with the student and then explain the concept of a
syllable by going through the Lesson with her.
Go through the sample words at the end of the Lesson with the student to be sure she
understands the concept of a syllable.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student how many syllables are in her first name, her last
name, the street she lives on, etc.
Syllable Counting Answer Key:
E/ve/ry/day—3 or 4 depending on pronunciation
Mus/i/cal--3
Ver/sion—3
Char/ac/ter—3
Whirl/wind—2
Snag—1
Be/lov/ed—3
Bea/gle—2
Can/cer—2
Grief—1
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 81-2
Lesson 81
How Now Brown Cow
How now brown cow?
Did you notice something about every word in that sentence? They all had
an “ow.”
In this sentence, the “ow” also made the same sound, but that’s not all it
can do.
Rule: The “ow” vowel team represents two sounds seen and heard in the
words cow and snow.
low
row
follow
slow
flow
vowel
power
blow
toward
town
throw
crowd
allow
Create a T-chart in your Vocabulary Notebook. Place the key words “cow”
and “snow” at the top of the two columns. Write the remaining words under
the correct sound that the “ow” makes. Either way it sounds, it will be easy
to remember the “ow” spelling.
You probably learned about syllables a long time ago, but it is important to
review.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 81-3
A syllable is a sound unit in a word. Every word in the sentence “How now,
brown cow” has only one syllable – that’s because it has only one vowel
sound, and syllables incorporate vowel sounds.
How many syllables are there in your name? Clap your hands each time
you “hear” a vowel sound.
Example: If your name is Tom it has one syllable. If your name is Timothy your name has three vowel sounds thus three syllables.
Look at these words and decide how many syllables you hear in each
of them. Share your answers with your teacher.
Everyday
Musical
Version
Character
Whirlwind
Snag
Beloved
Beagle
Cancer
Grief
When you are writing a longer word and come to the end of your line, you
must always divide the word at a syllable. Go back to the words above and
put a slash (/) between each syllable showing where you would divide the
words.
Lesson Wrap-Up: How many syllables are in your first name? Your last
name? The street you live on?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-1
Lesson 82
A Fragment of What?
Objective: The student will be able to recognize fragments of sentence and run-on
sentences in their writing.
Key Vocabulary:
fragment - noun; a small part separated off something
sentence - noun; a set of words with a complete thought
run-on - a sentence that continue without stopping
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: Why do people sometimes write only a part of a sentence?
Additional Notes to the Teacher: In this Lesson the student will look at run-on
sentences and sentence fragments.
Begin this Lesson by having the student complete a Free Write on a topic he knows
quite a bit about, so that he will willingly write more than a paragraph. Have him read
what he wrote. Go through his paper and look for run-on sentences or sentence
fragments; then, go on to an explanation of fragments and run-on sentences.
Have the student look for run-on sentences and fragments by explaining that run-on
sentences often leave the reader breathless when read aloud. See if the student needs
to take a natural pause when reading even if that pause is not allowed by a comma or
period.
Help the student look for fragments by asking for the subject and predicate of every
sentence. If there is no clear subject and / or predicate, then the section might be a
sentence fragment.
If the student is particularly advanced, he may require more examples of fragments or
run-on sentences than his own writing will provide. Be prepared to model both concepts
for the student.
When the student is clear on the distinction between run-on sentences and fragments,
and understands why they are problematic in writing, have him complete the Fragments
and Run-Ons Worksheet.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-2
Lesson Wrap-Up: Have the student look through earlier writing samples in her Writing
journal. See is she can find any examples of run-ons or fragments.
Answer Key:
1. OK
2. F
3. F
4. R
5. OK
6. F
7. R
8. Some cities are huge; there are many things to do. (Or .T)
9. Las Vegas was once small; now it is quite large. (Or .N)
10. Los Angeles is enormous; Los Alamos is not very large. (Or .L)
11. Some people dislike cities; they would rather live in a small town. (Or. T)
12 - 16. Teacher will verify answers are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-3
Lesson 82
A Fragment of What?
Have you ever had a hard time reading something because you did not
know where to stop and take a breath?
You Lesson will begin with a journal writing. Your teacher will help you
think of a topic.
When you finish your writing, read it to yourself. Now share it with your
teacher.
If you found any thoughts you wrote that were not complete; they may have
fragments of a sentence. On the other hand, if you had long sentences that
ramble, they may be run-on sentences.
A sentence fragment may begin with a capital letter and end with a period,
but it does not express a complete thought. It may be corrected by adding
words, a subject or predicate to complete the thought.
Sentence fragment: Early in the morning.
Corrected sentence: My dad goes to work early in the morning.
Another way to correct is a fragment is to connect it to a related sentence.
Sentence and a fragment: Dad goes to work. Early in the morning.
Corrected: Dad goes to work early in the morning.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-4
The run-on sentence is two or more sentences combined with just a
comma, or with no conjunction or punctuation at all. Correct a runon sentence by writing two separate sentences or by changing it to a
compound sentence.
Run-on sentence: My best friend is Carla I met her in the mall.
Separate sentences: My best friend is Carla. I met her in the mall.
Compound sentence: My best friend is Carla, and I met her in the mall.
Next time you write something, go back and make sure you have complete
sentences with correct punctuation.
Lesson Wrap-Up: Look through earlier writing samples in your Writing
journal. Can you find any examples of run-ons or fragments?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-5
Fragment and Run-On Worksheet
Read each of these and write an F for fragment and R for run-on. If
you feel it is neither, write OK.
1. I never get tired of playing with my friends in our neighborhood.
2. Where the playground is down by the school.
3. Game with three balls and a bat.
4. I could not believe it when I hit a home run yesterday while playing baseball at the field behind our house that used to be covered with
poison ivy but now is just bare dirt.
5. My new house was built last year, and I moved with my family.
6. And the sunlight.
7. I sleep in the same room with my sister, and she snores loudly, it keeps
me awake at night, I’m tired the next day.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-6
Copy these sentences after making these corrections: Break run-on
sentences up into 2 or more sentences, or add a semicolon between
complete clauses.
8. Some cities are huge there are many things to do.
9. Las Vegas was once small now it is quite large.
10. Los Angeles is enormous Los Alamos is not very large.
11. Some people dislike cities they would rather live in a small town.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 82-7
Correct the following fragments. Add words to form complete
sentences.
12. My oldest cousin.
13. Studies all the time.
14. To be a doctor and find cures.
15. A wonderful relative.
16. Be just like her.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 83-1
Lesson 83
The Main Idea
Objective: The student will learn strategies to pick out the main ideas in her reading.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: Do you find it difficult to figure out the main idea of a story?
Extension: The student should be challenged to read and write down the main idea
often. This will help keep her active with her reading.
Additional Notes to the Teacher: The student will learn strategies to pick out the main
ideas in her readings.
Young readers need practice in picking out the main ideas from the material they are
reading. It can become confusing to some because the details may catch their interest
and the broader theme can be lost.
Explain that any piece of writing has a main idea that is backed up by supporting details
and a purpose. The student can internalize this concept by following this convention in
her own writing.
Have the student write a short paragraph about the office of the President of the United
States (though you may select another topic if this proves too difficult). Coach the
student on picking out important details and keeping her topic focused. Evaluate her
work with her when she has finished.
When you have reviewed the student’s practice paragraph, have her complete the Main
Idea Worksheet at the end of the Student Manual.
Lesson Wrap-Up: Ask the student: How does finding the main idea of something help
you write a good summary in your reading responses?
TEACHER MANUAL
Main Idea Worksheet Answer Key:
Types of writing:
1. C;
2. A;
3. B;
4. A;
5. B
Misfit sentences: 3 and 5
Paragraph topic: A
FIFTH GRADE LANGUAGE ARTS—LESSON 83-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 83-3
Lesson 83
The Main Idea
Have you ever read something and thought, I wonder what that was about?
Did you go back and reread the information again?
What you would be looking for is the main idea. What was the purpose the
author had in mind when the text was written?
A good writer develops a plan before writing. The writer needs a main idea
and a purpose.
The main idea is the point the writer wants to make.
The purpose is the reason for writing.
For instance, the purpose of some writing is to inform with facts. Other
writing is meant to persuade, using convincing ideas, or simply to entertain
with an interesting story.
When you prepare to write you have to consider your topic. Find one that
interests you. What are the possible main ideas? Select an idea that
makes sense to you and would interest your audience.
A writer must think of the details that would support their main idea. Add
interesting information, and use the strongest details.
Practice:
Your topic is the President of the United States. Write a sentence stating
your own main idea based on three supporting facts you have.
Possible Details:
Leader of the United States
Sign Bills passed by Congress into law
Commander-in-Chief of Armed Forces
Discusses problems with world leaders
Chooses other important officials
Then write a four-sentence paragraph about the topic with three strong
details to support your information.
Lesson Wrap-Up: How does finding the main idea of something help you
write a good summary in your reading responses?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 83-4
Main Idea Worksheet
Which one of these suits the type of information stated? Write your
answers in your notebook or on the blanks provided.
A. To entertain
B. To inform
C. To persuade
1. A summary of a speech
2. A funny story
3. To recommend a certain book
4. A humorous description of an event
5. An essay about how to play football
Read the following paragraph and find any sentence that does not
support the main idea. Write down the number of the out-of-place
sentence in the space below the paragraph.
1. I think I can learn to ride a snowboard if I develop my skills and use my
experiment. 2. I will need good balance, concentration and patience.
3. My Math teacher knows that patience is a good thing. 4. When I fall I get
back up again. 5. Basketball players need good balance too. 6. I already
know how to ski, so I can apply the same techniques to learn how to ride a
snowboard.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 83-5
Read this paragraph and circle the main idea from the choices below.
Cats are very interesting. They have minds of their own. They like to sleep.
They sleep many hours each day. They also like to play. They enjoy playing
with small balls and string. You can shake a string in front of them and they
will likely try to catch it. Indoor cats can’t chase mice and birds, so they are
content to play with you.
A. Cats are interesting animals
B. Cats should not chase birds
C. Cats sleep too much
D. Cats are hunters.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-1
Lesson 84
About an Artist
Objective: The student will read an article about a person and find the main idea.
Materials Needed: Reading Notebook, pen or pencil, Copies of Peanuts comics by
Charles Schulz
Literary Selection: “A Cartoonist: Charles Schulz”
Engage:
Engaging Question: Some writing is done with pictures. Do you agree or
disagree? Can you give examples?
Technology Integration: Information about the life of Charles Schulz and copies of
his cartoons can be found with a quick internet search. Using a slideshow program, the
student can create a short presentation.
Additional Notes to the Teacher: The student will read a biographical sketch of
Charles Schulz, the creator of the Peanuts cartoons. Show the student some cartoons.
Include a Peanuts cartoon if available. Discuss with the student how the visual elements
of the cartoons contribute to the meaning of the cartoon.
When the student has finished reading, have him complete the Charles Schulz
Comprehension Worksheet.
If there is class time remaining, discuss the purpose of the article with the student (to
inform) and compare that to the usual purpose of cartoons (to entertain).
Lesson Wrap-Up: In your own words, tell the main idea of this biography on Charles
Schulz.
Charles Schulz Comprehension Worksheet Answer Key:
1. F
2. F
3. F
4. F
5. T
6. T
7. T
8. F
9. F
10. T
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-2
Lesson 84
About an Artist
Do you know anything about comics?
Comics have been around for years. A comic can be read even when it has
no words. The pictures and expressions make a statement. The artists use
details to communicate their thoughts. When you look at a comic, think
about how the illustrations contribute to the meaning of the comic.
In this Lesson , you will read the short biographical article about one
Cartoonist. His name was Charles Schulz.
As you read the article try to remember the details of his life.
Lesson Wrap-Up: In your own words, tell the main idea of this biography
on Charles Schulz.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-3
A Cartoonist: Charles Schulz
What cartoon characters do you like? What makes you like that character
more than another? Many people would answer Charlie Brown or Snoopy
because they express real life challenges. These characters were given life for
over fifty years.
The Cartoonist who gave them life was Charles Schulz. He identified with
Charlie. He felt the “Good grief!” expression Charlie usually had about life.
Charlie being shy also comes from the feelings of his creator.
Mr. Schulz was born in 1922. As a young boy, Charles loved cartoons. His
kindergarten teacher recognized his artistic talent and predicted he would be
an artist. Schoolwork came easy to Charles and he skipped two grades. He
took art classes through mail.
Charles had a black and white dog. He sketched that dog and his picture was
published. From that beginning came Snoopy and the red dog house used in
the Peanut’s cartoons.
One of Charles’ first jobs was that of teaching art at the school he had taken
Lessons. The little red hired girl was modeled after one of Charles’ lost loves.
This was just one of those things that did not go well for him in life.
In the beginning Mr. Schulz’s cartoons were not called Peanuts but “Li’l Folks”.
A big company bought the rights to publish the cartoons and they are the ones
who changed the name. It was an instant success.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-4
Mr. Schulz got married and had five children. They moved to California where
Mr. Schulz had many successes that included many televised holiday specials,
one of which won an Emmy; TV ads; a musical play; books; and stuffed toys
created in the images of the characters.
Mr. Charles Schulz has a star on the famous Hollywood Walk of Fame. He
loved his work.
Because of severe health problems Charles was unable to continue working
and creating cartoons. He died on February 12, 2000 and the next day was the
last Peanut’s comic strip.
Mr. Schulz did not want anyone else to draw new cartoons with his characters.
There are reruns of the cartoon strips. Charlie, Snoopy, Linus and Lucy are
part of our lives. Peanuts will be loved by the world forever.
Thanks Mr. Charles Schulz for sharing your talents with all of us!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 84-5
Charles Schulz Comprehension Worksheet
What did you learn about Mr. Schulz? Answer in the lines provided.
Determine whether the statement is true or false. Circle your answer.
1. True or false: No one knew Charles Schulz had artistic talent.
2. True or false: The Peanuts cartoons have always had that name.
3. True or false: The Peanuts cartoons last only twenty-five years.
4. True or false: A person who is insecure is proud of himself.
5. True or false: Charlie Brown was like Mr. Schulz.
6. True or false: The main idea of this article was the life of Mr. Schulz.
7. True or false: The Peanuts Cartoonist won an Emmy.
8. True or false: New Peanut cartoons are still being drawn today.
9. True or false: Lucy was a character like one of Mr. Schulz’s children.
10. True or false: This article was written to inform.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 85-1
Lesson 85
Smile for Similes!
Objective: The student will learn about similes and how to compare unlike things with
“as” or “like.”
Materials Needed: Writing Notebook; pen or pencil.
Engage:
Engaging Question: Could you compare your teacher to a tree even though
they are very different? How about your bed to a cloud?
Additional Notes to the Teacher: The student will have fun with comparing two things
that are not alike. Get the student interested by asking her if anyone has ever told her
that her eyes twinkle like stars or her cheeks are as red as an apple. Ask her to think of
times she has heard someone compare things like those examples.
Explain that when writers want to create a picture with their writing, they often compare
something with a quality that they want to express.
When you hare reviewed the use of similes, have the student complete the Similes
Worksheet at the end of the Lesson.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Have the student explain how similes make reading and writing more
colorful.
TEACHER MANUAL
Similes Worksheet Answer Key:
1. deaf
2. white
3. pretty
4. colorful
5. high
6. big
7. tall
8. straight
9. deep
10. stiff
11. good
12. old
13. dry
14. icy
15.– 26. Teacher will verify that answers are correct.
FIFTH GRADE LANGUAGE ARTS—LESSON 85-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 85-3
Lesson 85
Smile for Similes!
What do sparkling eyes look like?
What words would you use to compare sparkling eyes? What sparkles
brightly? Perhaps you thought of a star.
How do you write that?
The knight was as brave as a lion
Authors think of things with a certain quality to compare to other things that
are not the same but have a quality that is similar. When they write this
comparison they use the words “like” or “as.”
You already know that this type of comparison is called a simile. A simile
compares two things using like or as.
Lesson Wrap-Up: Explain how similes make reading and writing more
colorful.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 85-4
Similes Worksheet
Copy the complete sentence including words from the word bank.
Word Bank
white
tall
straight
deep
old
colorful stiff
good
pretty
deaf
icy big
high
dry
1. The dog is as
as a post.
2. Jim was so scared that he turned as
as a sheet.
3. The little girl was as as a picture.
4. The dress was as
as a rainbow.
5. The stack of dirty clothes was as as a house.
6. The bubble was as as a cloud.
7. Sue was as as a tree.
8. The line was as
as an arrow.
9. The pile of papers was as
as the ocean.
10. The new fishing pole was as
as a board.
11. The baby was as
as gold.
12. My grandpa is as
as the hills.
13. My mouth felt as
as dust.
14. Your hands feel as
as a snowman.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 85-5
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 85-6
Now try thinking up some of your own by filling in the blanks.
Here are a few suggestions: snow, bat, candy, tree, deer, eel, mule
15. As tall as
16. As sweet as
17. As blind as
18. As stubborn as
19. As swift as
20. As slippery as
21. As white as
Try making these new similes entirely on your own.
22. as a dog
23. as ice
24. as an oak
25. as a lake
26. as a weasel
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 86-1
Lesson 86
How Now Brown Cow Assessment
Objective: The student will be assessed on words from Lesson 81—“ow” words. The
student will complete a response to reading.
Key Vocabulary6SHOOLQJ:RUGV:
low
slow
power
flow
blow
throw
toward
crowd
allow
vowel
town
follow
row
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Do you remember the two different sounds “ow” makes in English words?
Additional Notes to the Teacher: The student will be assessed on words from
Lesson 81 – “ow” words. The student will complete a response to reading as detailed in
Lesson 74.
Lesson Wrap-Up: Ask the student to say how many syllables each word in this
Assessment had.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 86-2
Lesson 86
How Now Brown Cow Assessment
Do you remember the two different sounds “ow” makes in English words?
It is time to show your skill at spelling “ow” words correctly. You will take a
Spelling Assessment for this Lesson.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions!
Lesson Wrap-Up: For the spelling words you wrote, tell your teacher the
number of syllables each has.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 86-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 86-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 86-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 87-1
Lesson 87
The R Has Control
Objective: The student will learn the rules for r-controlled words and study a list of
words for this unit.
Key Vocabulary/Spelling Words:
star
sure
arm
during
art
surface
market
exercise
yard
winter
corner
modern
term
silver
anger
forest
store
support
organ
doctor
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: What letter has the power to change vowel sounds?
Additional Notes to the Teacher: In this Lesson, the student will become familiar with
the vowel-changing effect of the letter R in some words.
Explain the rules of r-controlled words to the student and then go through the list of
words with her. Help the student write a short paragraph using as many r-controlled
words as she can after reading the example paragraph.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student: Which type of writing is easier for you: having
a topic that you chose, or creating something from a list of words like you did for this
Lesson?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 87-2
Lesson 87
The R Has Control
Your new list of words follows several rules for combinations of vowels with
the letter R.
The sound of words with an “r” can change and it is often difficult to
remember how to spell them.
Copy this rule in your notebook for how to spell a word with an “r”.
Rule: The letter ‘r’ changes the vowel sound of whichever vowel it follows
to the /r/ sound.
The r-controlled syllable with ‘or’ usually represents the /or/ sound. When
‘or’ follows a ‘w’ however, or when it occurs at the end of a multi-syllabic
word, it represents the /er/ sound.
The r-controlled syllables ‘er’, ‘ir’, and ‘ur’ make the same sound: /er/ as in
her.
Now copy your new spelling words in your Vocabulary Notebook.
star
arm
art
market
yard
sure
during
surface
exercise
winter
corner
modern
term
silver
anger
forest
store
support
organ
doctor
After you copy your words in your notebook; take another look at them. Do
you think you could create a short paragraph using all of them (or at least a
lot of them)?
You would have to look closely and see what word or words could be the
topic of your paragraph. It could be art, winter, forest, organ, doctor, star,
store, arm, market or yard. These are nouns.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 87-3
So could you do it? You would think about the nouns and then the
remaining words and see if any of them could fit.
We could write:
This past winter there was a yard sale. Mom let me go and see if I could
find any old pieces of art. I had to go around the corner, past the store to
find the sale. As I past the market, the surface of the sidewalk became
uneven. It was icy and down I went. I saw stars! My arm hurt terribly! A
silver-haired lady supported me as I got up. I sure was embarrassed. No art
for me today--just a trip to the doctor!
How many of your spelling words were in that paragraph? Count them up!
Now try it yourself in your Writing Notebook – Have fun!
Lesson Wrap-Up: Which type of writing is easier for you: having a topic
that you chose, or creating something from a list of words like you did for
this Lesson?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 88-1
Lesson 88
The Irony of It All
Objective: The student will identify an ironic situation.
Key Vocabulary:
irony - noun; language that shows an opposite results
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What we expect to happen does not always happen. Do you know what this is called?
Additional Notes to the Teacher: In this Lesson, the student will become familiar with
irony. Critical thinking skills will allow a student to recognize the difference between a
natural result of an action and an unexpected or opposite effect.
The student will be given a few situations to read about and led to recognize the
difference between the natural results of an action and something that is unexpected.
Have the student complete the Situational Irony Worksheet at the end of the Student
Manual. Go over the answer with the student, and then have him try to write a short
story with a twist happening at the end.
Lesson Wrap-Up: Tell the student that one of life's great ironies is getting sick on a
holiday and not being able to enjoy it. Ask the student to think of others.
Situational Irony Worksheet Answer Key:
1. A;
2. B;
3. D;
4. Yes
5. No
6. A
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 88-2
Lesson 88
The Irony of It All
Read this short story to start this Lesson:
Karrie was excitedly talking about the up-and-coming costume party.
Just about everyone was invited. Her mother came from the store with her
costume. Karrie’s eyes popped out of the sockets! She had to be joking! A
fuzzy bunny costume!
Karrie had no choice; she went to the party. Her face was beet red as
she got to the door. Everyone else wore cool costumes. Their mothers got
them rock star and movie monster costumes. She felt so stupid! They were
all participating in a costume contest. She felt they would be laughing at
her.
In a surprise twist, the grand-prize winner was Karrie! Her bunny
costume was considered the most original!
This is story with situational irony. It is a type of technique a writer uses
to add a twist to a story. Can you spot the irony? It was ironic that Karrie
did not want to wear the costume because she thought it was not “cool”.
Winning the contest was ironic to her - it seems no one else came as an
animal so her costume was unique.
Situational irony is when something happens that is the opposite of
what the reader expected to have occurred.
Didn’t you expect Karrie to have a terrible time at the party? Sometimes
situational irony is how something bad turned out as a good thing.
Sometimes, the outcome is expected to be good, but turns out bad!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 88-3
Read this story.
Aaron was seated near Tony’s seat in class. Tony was the smartest
student in that class. This was very important to Aaron because his grades
were not good. He really needed to get a good grade on this test. His only
hope was copying Tony’s test answers.
Mr. Thomas gave out the test papers. It was a simple multiple-choice
test. All Aaron had to do was copy the answers. Aaron kept his head down
so no one could see his eyes looking over at Tony’s paper. Aaron marked
all the same ovals that Tony marked on his paper. He was relieved when he
handed the test in to the teacher. This was going to be an easy A for sure!
The next day Mr. Thomas passed the papers back to the students.
Tony’s paper had an A on it. Aaron was excited to see his paper.
Mr. Thomas had a stern look on his face as he handed Aaron his
paper. Aaron looked at his grade. It had a big red F on the top of it. Aaron
was shocked? He asked Tony if he could see his paper.
To his surprise the questions on Tony’s paper were different then
Aaron’s. “Why are your questions different he asked Tony?” Tony
answered that Mr. Thomas wanted to challenge him so he gave him a
harder test.
Aaron had a horrible feeling in the pit of his stomach. Things did not
feel better when Mr. Thomas asked to see him after class.
What happened to Aaron that he did not expect to have happen? His plan
was to get an A on his test. Did he get the A? It seemed like he might get
the A because he was cheating by taking the smart student’s answers. Did
you expect they would get two different tests?
Now that you have read a few situational ironies, can you write a short
story with a surprising turn of events? Create a character and give her/him
a fear of something. At the end of the story have something surprising and
good happen instead of something bad.
Lesson Wrap-Up: One of life’s great ironies: getting sick on a holiday and
not being able to enjoy it. Can you think of others?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 88-4
Situational Irony Worksheet
Circle the correct answer.
1. Situational irony is when…
a. something bad happens to a character
b. something good happens to a character
c. something happens that is opposite of what was expected
2. Think: What might have happened if Karrie had gone to the party dressed as a swamp monster instead of the bunny?
a. winning the contest would not be ironic
b. she probably would not have won
c. it would have been really ironic
3. If Tony had failed his test, it would have been…
a. funny
b. the opposite of ironic
c. ironic
4. A poor family donates some food to a food bank and a few days later
finds a box of food on their porch. They were recognized as a family in need. Is this an ironic situation?
a. yes
b. no
5. A boy on a soccer team practices his kicks daily. He scores a goal in their first game. Does this represent an irony?
a. yes
b. no
6. Which one of these is an example of irony?
a. A singing contest for a spot in a band is won by someone who already has a band.
b. A girl in a race cries when she falls and scrapes her knees
c. A boy digs in the sand at the beach and finds a big shell.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-1
Lesson 89
Telling Time in Writing
Objective: The student will learn the tenses of verbs and recognize how writing shows
when something happened.
Key Vocabulary:
tense - noun (grammar) a set of forms taken by a verb to indicate the time in writing.
irregular - adjective; contrary to the rule
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What part of a sentence shows when something happened?
Supplemental Engagement Activity: Have the student write or tell a about a personal experience that happened in the past and use the correct tense of the verb.
Additional Notes to the Teacher: The student will learn how verbs change in spelling
to show past, present and future experiences.
Ask the student to tell you what she did yesterday. Then ask her to tell you about
something she wants to do in the future. Ask her what word she used to tell something
already happened and how did she tell what she hopes will happen. Help her realize it
was the verb she used that showed the time.
Go through the Lesson with the student and explain tense using the examples found
in the Student Manual. When the student understands how to conjugate verbs to show
tense, have her complete the Verb Tense Worksheet.
Lesson Wrap-Up: Verbs give a lot of information in English. Have the student tell the
two main jobs they perform.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-2
Verb Tense Worksheet Answer Key:
Present Tense
stay
cough
stop
walk
wait
kick
talk
live
1.
2.
3.
4.
5.
6.
7.
8.
9.
twisted; will twist
wrapped; will wrap
played; will play
(past) traveled
(future) will train
(future) will compete
(present) realize
played
will graduate
stayed
Past Tense
Future Tense
will stay
coughed
will cough
stopped
will stop
walked
will walk
waited
will wait
kicked
will kick
talked
will talk
lived
will live
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-3
Lesson 89
Telling Time in Writing
How do you let the readers of your stories know when events happened?
Verbs can show time as well as action – they show time through tense.
Tense tells when something happens.
A verb in the present tense shows action that happens now.
A verb in the past tense shows action that has already happened.
A verb in the future tense shows action that will happen.
When writing in present tense, you usually add an –s or –es to your verb.
Example: Tom plays with his football. They snap their ball.
To write in the past tense, you add –ed to most verbs.
Example: Katy cheered for the team.
There are some special rules for some words when they are to be in the
past tense:
For verbs ending in an –e, drop the e and add –ed: loved, noted
For verbs ending in a consonant and y, change y to i and add –ed: cried, hurried
For most one-syllable verbs that end in one vowel followed by one consonant, double the consonant and add –ed: chatted, spotted
Verbs that do not add –ed in the past tense are called irregular verbs.
Irregular verbs do not follow a regular pattern: sat, saw, left, caught
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-4
Verbs in the future tense include helping verbs like will, should, would,
could, or must:
Example: We will play a game.
Let’s look at this showing the present, past and future tense of one verb:
Like:
Present
Past
Future
He likes to sing.
We liked to sing.
They will like singing.
Look at these Sentences with your teacher and say what tense each
verb shows:
Sarah cheers for her brother’s football team.
She admires the player’s great teamwork.
They earned the championship two years ago.
They seem more determined now.
They will play for the championship this year.
Did you think the first and second sentence’s verb showed present tense?
How about the fifth sentence? Is that future tense? How about the third
sentence; does that show past tense? That leaves the fourth sentence
shows present tense correct?
Remember that when you write, you will be letting your reader know the
“time” of the story with the correct form of your verb.
Lesson Wrap-Up: Verbs give a lot of information in English. Tell the two
main jobs they perform.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-5
Verb Tense Worksheet
Add the verb form that is correct for these verbs.
Present Tense
Past Tense
Future Tense
stay
cough
stop
walk
wait
kick
talk
live
Rewrite each of these sentences two times changing the form of the
verb from present to past and then future tense:
1. Avery twists his knee.
2. He wraps ice around it.
3. We play every week.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 89-6
Change the bold verb to the tense indicated with the ().
Athletes often travel to other states. (past)
Athletes train hard, even in the off-season. (future)
Some athletes compete in the Olympics. (future)
They will realize that training is the key to success. (present)
Which verb form is correct for these sentences:
Yesterday, I catch with my sister. (Play)
My brother next year. (Graduate)
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 90-1
Lesson 90
Dinosaurs…or Dragons?
Objective: The student will read an informational article to form an opinion.
Key Vocabulary:
mythical - adjective; a fictitious not real thing characterized in myths or folk tales
dinosaur - noun; one of many species of ancient extinct reptile
fossil - noun; organic matter which turns to stone over long periods of time
paleontologist - noun; a scientist who studies prehistoric life
Materials Needed: Reading Notebook, pen or pencil, pictures of dinosaurs
Literary Selection: “Imagined or Real?”
Engage:
Engaging Question: How big were dinosaurs? Where they really dragons?
Supplemental Engagement Activity: Research different types of dinosaurs.
Additional Notes to the Teacher: The student will read a short article about the
earliest study of dinosaurs. This article is designed to challenge the student to
think critically by pointing out early misconceptions of paleontology, particularly the
assumption that dinosaur fossils were the remains of dragons.
This Lesson can be used to reinforce the concept of a simile – by pointing out that
dinosaurs are like legendary dragons, the concept of a simile should become clearer to
the student. If the student is confused, take the time to explain that dinosaurs are not
dragons – they are like one another, but one is real, and the other is made up.
Have the student read the article, and then complete the Comprehension Questions at
the end.
Lesson Wrap-Up: Ask the student for his opinion about the connection between
dinosaurs and dragons.
Imagined or Real? Comprehension Worksheet Answer Key:
1. Terrible Lizard
2. Answers will vary
3. A paleontologist studies prehistoric life
4. Answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 90-2
Lesson 90
Dinosaurs…or Dragons?
Have you ever thought about the connection between dragons and
dinosaurs?
Where and when did you ever hear about dragons? Was it reading a book
or watching a movie about a dragon?
Usually when writers or movie-makers create dragons, they make them big
and scaly – does that sound like anything else?
Read this article and see how some people made a connection between
dinosaurs and dragons walking our earth.
Lesson Wrap-Up: What is your opinion about the connection between
dinosaurs and dragons?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 90-3
Imagined or Real?
Have you seen pictures of dragons? In stories, they are often fire-breathing
monsters. People have written about them for a long, long time. Creatures
very much like dragons walked the earth millions of years ago – these
creatures were called dinosaurs.
Scientists do not agree on exactly how or when the dinosaurs disappeared, but
they are believed to have gone extinct around
65 million years ago. Although they were
extinct, sometimes their bones or footprints
could be found. These ancient bones were
called fossils.
The people who found these fossils probably
didn’t know what to think about them – they
were giant bones, bigger than anything they’d
ever seen, and they were strange looking bones, too. These bones had huge
claws and long, weird skulls, and they were rock-hard. They were probably
pretty scary. Imagine if you were digging in your back yard and found a giant
lizard skull. You would probably be scared too!
Some people found these bones and thought that they had proof that dragons
existed. Dragon stories have been around for a very long time. When people
saw these fossilized bones, some of them thought they had proof that dragons
were real.
We know today that most of these bones weren’t even dinosaur bones, but
bones of other prehistoric creatures like wooly mammoths – but some people
were still convinced that they had found dragon bones!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 90-4
Even more huge skeleton bones were found in England in the 1800’s. These
were the bones of ichthyosaurs, or “fish lizards” and plesiosaurs or “near
lizards.” Their jaws were strong, and filled with sharp teeth. These bones were
important because the skeletons were nearly complete, and more importantly,
they showed scientists that they were really just very big, very old lizards!
In 1841 the name dinosaur was given to this reptile type animal. The word
dinosaur comes from two Latin words put together, and it means terrible
lizard. After that, the study of dinosaurs was more scientific. Paleontologists
found more and more fossilized dinosaur bones, and learned that dinosaurs
lived everywhere!
Some people think that ancient dinosaur bones may have inspired stories
about mythical dragons, and some people think that dragon stories come
from people seeing scary lizards around them and then imagining them really
big. What do you think?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 90-5
Imagined or Real? Reading Comprehension
Write the answers to these quick questions:
1. What does the word “dinosaur” mean?
2. Where do you think dragon stories come from?
3. Just from reading this article, can you guess what a paleontologist does?
4. So do you think there could be a connection between dinosaurs and dragons? Why or why not?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 91-1
Lesson 91
Monster Madness
Objective: The student will read an informational article about a possible mystery.
Key Vocabulary:
encounter - verb; unexpected experience
prank - noun; a practical joke
scientific - adjective: based on a science method
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: “The Loch Ness Monster”
Engage:
Engaging Question: Do you believe everything you see?
Additional Notes to the Teacher: The student will read a short article about the Loch
Ness Monster.
As the student reads this article, have her take notes on what happened and when it
happened. She should think critically about whether she believes the information is fact
or fiction. She can write whether she believes the sightings of the Loch Ness Monster,
or dismisses them.
When the student is done reading, have her answer the Comprehension Questions at
the end of the article, and discuss the answers with her. Pay particular attention to the
interpretive questions (1 and 7), and encourage critical thinking.
Lesson Wrap-Up: Lead a discussion about what makes people believe and spread
stories such as this one. Encourage the student to use appropriate English when
participating in the discussion.
The Loch Ness Monster Comprehension Questions Answer Key:
1. Answers will vary
2. Scotland
3. sea serpent
4. hippo’s foot
5. 1933
6. lake
7. Answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 91-2
Lesson 91
Monster Madness
In recent Lessons you read about dragons and dinosaurs. Now you will
read about a monster that is called the Loch Ness Monster. Where is this
monster? Who says it exists? Read this article. As you read take notes.
What happened? When did it happen? Who says that it happened?
Have you ever seen something in the water that you did not recognize?
Did you ever see it again or figure out what it really was? Whatever is in the
water of Loch Ness has had people guessing for a long time!
Lesson Wrap-Up: What makes people believe and spread stories such as
this one? Use appropriate language when participating in the discussion.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 91-3
The Loch Ness Monster
A long neck comes up out of the deep water. On May 2, 1933 there was a
news report printed that created a worldwide sensation. It was about an
extraordinary experience of an ordinary couple in Scotland.
The report was that the Mackay’s spotted a monster in Loch Ness (Loch is
Scottish for lake). They said it was an enormous animal rolling and plunging
on the surface of the lake. Every newspaper picked up the story and pretty
soon it was called a monster. It was called the Loch Ness Monster, and
nicknamed “Nessie,” and it was an international star. Tourists came to the lake
with the hope of seeing Nessie.
But they never saw the monster; was it a hoax?
About a year later a man who was hunting
near the lake thought he saw something
moving in the water. He had a camera and
snapped a picture of a slender neck of a
serpent rising out of the water. This picture
was published as proof of Nessie’s existence!
But about sixty years later the old man con—
fessed that his photo was a fake. The picture
was of a piece of plastic attached to a toy submarine. When the picture was
published it was done so with the authority of a man named Dr. Wilson. He
was a much respected person so it was not questioned. His words made the
story seem believable.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 91-4
Why would anyone play this kind of prank? Back in 1933 there was a
filmmaker who was tracking Nessie. The prankster was busted for pretending
to find a four-toed animal. It was actually a print made from a stuffed hippo’s
foot. When he was found out, he was humiliated and forced to retire from
public view. The filmmaker was the same one who tried to be noticed by
proving the Loss Ness Monster really existed. Another prank!
Even though these were not true sightings of the monster, there have been
many scientific explorations around Loch Ness. They claim that the monster
is not a myth. Back in the history of Scotland there was a legend of a Saint
Columba saving a swimmer from a hungry monster in Loch Ness. That was in
565 A.D. but they say sightings of Nessie have gone off and on ever since.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 91-5
The Loch Ness Monster Comprehension Questions
Answer the following Questions:
1. Do you think Nessie could truly exist? Why or why not?
2. Where is Loch Ness…France, China, Germany, Scotland?
3. What kind of monster is Nessie...hale, snail, sea serpent or crocodile?
4. The footprint of Nessie was made from…crocodile, hippo, elephant or rhino foot?
5. What year did the Mackay’s see Nessie…1994. 1933. 1934.1926?
6. What does “loch” mean in Scottish…lake, desert, ocean, river?
7. Now write if you think lake monsters are real? Explain why you feel that
way.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 92-1
Lesson 92
The R Has Control Assessment
Objective: The student will be assessed on words from Lesson 81—“r-controlled”
words. The student will complete a Response to Reading.
Key Vocabulary/Spelling Words:
star
sure
corner
during
modern
store
term
support
market
organ
yard
winter
forest
art
exercise
anger
arm
surface
silver
doctor
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Why can vowel + r words be confusing?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 87. These are “r-controlled” words. Once the test is completed, the
student will write a Response to Reading based on his D.I.R.T. book.
Lesson Wrap-Up: Ask the student to tell what his opinion was today for his Response to
Reading assignment. Discuss whether this was a strong or weak opinion.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 92-2
Lesson 92
The R Has Control Assessment
Do you remember the two different sounds “r-controlled” words can make
in English?
It is time to show your skill at spelling “r-controlled” words correctly. You will
complete an Assessment – listen carefully to your teacher’s instructions.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: What was your opinion about your book today? Was
this a strong or weak opinion?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 92-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 92-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 92-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 93-1
Lesson 93
Irregular Verb Word Study
Objective: The student will learn the rules for irregular verb tense words and study a list
of words.
Key Vocabulary/Spelling Words:
held - Mary held the ball in her glove.
sent - Please have this letter sent to the president.
built - They built a new home.
stood - The soldier stood at attention.
caught - Has he caught the football?
fought - We may fight but we are friends.
rose - The sun rose at dawn.
found - He found the expensive ring.
thought - We thought you would like this gift.
left - My office is down the hall to the left.
knew - Only he knew the correct answer.
grew - The twins grew and grew in a short time.
lost - I can't find my dog, he must be lost.
cost - The wedding dress cost a lot of money.
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: Most verbs are made past tense by adding –ed to the end,
like walked and talked. Some verbs sound funny with –ed at the end. Like “think” or
“buy.” Do you know how to make them past tense?
Additional Notes to the Teacher: The student will learn to spell some irregular verbs,
and will practice writing each verb in all of its forms.
Remind her that the verb gives the tense or time for writing. The tense of a verb shows
when something happens. A verb in the present tense shows action that happens now.
A verb in the past tense shows action that has already happened. A verb in the future
tense shows action that will happen.
After reviewing the Vocabulary words, have the student complete the Irregular Verb
Study Chart under your supervision.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 93-2
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student if she can think of other irregular verbs. Examples
include: drink, give, and blow.
Irregular Verb Tense Table Answer Key:
Send; sent; will send
Hold, held; will hold
Build, built, will build
Stand, stood, will stand
Catch, caught, will catch
Fight, fought, will fight
Rise, rose, will rise
Find; found; will find
Think, thought, will think
Leave, left; will leave
Know, knows, knew
Grow, grows, grew
Loss, lost, will lose
Cost, costs, will cost
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 93-3
Lesson 93
Irregular Verb Word Study
How do we spell the verb tense of irregular verbs?
This spelling list will give you some of the irregular verbs that change their
spelling with the tense (time).
What is the past tense of catch? It’s not “catched” – it’s caught.
caught because catch is an irregular verb.
You use
Hold can not be changed to holded, so it changes its spelling to held for
past tense. All of your Spelling Words are in the past tense – as you read
the list, try to think of the present and future tenses of these words.
Look at the verbs and copy them into your notebook.
held - Mary held the ball in her glove.
sent - Please have this letter sent to the president.
built - They built a new home.
stood - The soldier stood at attention.
caught - Has he caught the football?
fought - We may fight but we are friends.
rose - The sun rose at dawn.
found - He found the expensive ring.
thought - We thought you would like this gift.
left - My office is down the hall to the left.
knew - Only he knew the correct answer.
grew - The twins grew and grew in a short time.
lost - I can't find my dog, he must be lost.
cost - The wedding dress cost a lot of money.
Lesson Wrap-Up: Can you think of any other irregular verbs?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 93-4
List each of the above verbs and write each form. Your teacher will
help you with the change of tense for these verbs.
Present
Past
held
sent
built
stood
caught
fought
rose
found
thought
left
knew
grew
lost
cost
Future
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 94-1
Lesson 94
The Replacements
Objective: The student will learn rules for using pronouns in place of a noun.
Key Vocabulary:
possessive pronoun - noun; a pronoun showing possession: mine, yours, hers,theirs
reflexive pronoun - adjective; a word that refers back to the subject: myself, themselves
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: If someone tells a story about what they did last week, what pronoun would that person use in place of their name?
Additional Notes to the Teacher: The student will look at pronouns and how to use
them in his writing.
Go through the Lesson with the student and explain pronoun usage using the examples
given. Explain the difference between the different pronouns presented and their
appropriate usage.
Have the student copy the information about the pronouns into his notebook, and then
have him write a brief personal narrative, paying close attention to pronoun use.
When the student has finished his personal narrative, have him complete the Pronouns
Worksheet.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Tell a short story without using any pronouns. Challenge your
student to do the same.
TEACHER MANUAL
Pronouns Worksheet Answers Key:
1. our
2. you, you
3. us
4. it
5. your
6. themselves
7. them
8. their
9. them
10. his
11. they
12. we
13. themselves
14. them
FIFTH GRADE LANGUAGE ARTS—LESSON 94-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 94-3
Lesson 94
The Replacements
How does this sound:
Mary went to Mary’s room to study.
How could this sentence be written so it does not use Mary’s name two
times?
If your answer was to use the word "her" for the second Mary you are correct.
What we want to look at is what part of speech we call words like: I, you, he,
she, it, me, him and her. The answer is: pronouns!
Pronouns replace nouns or noun phrases.
I, you, he, she, it, me, him, and her are singular pronouns that replace
singular nouns.
We, you, they, us, and them, are plural pronouns that replace a plural
noun or compound nouns.
The pronoun I is always capitalized.
Examples:
Sarah wanted to vote.
Kaitlin and Alison wanted to vote.
She wanted to vote.
They wanted to vote.
Possessive pronouns are pronouns that show ownership. One form of
possessive pronouns is used before nouns. The other form stands alone
without a noun following it.
Before a noun: my, your, her, his, its, our, their
By itself: mine, yours, hers, his, its, ours, theirs
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 94-4
Hanna studied women’s rights.
Hanna studied their rights.
The idea was Jim’s.
The idea was his.
A reflexive pronoun usually refers to the subject of the sentence.
Reflexive pronouns: myself, yourself, himself, herself, itself, ourselves,
yourselves, themselves.
He waited in line by himself.
Try using pronouns yourself!
Write a short personal narrative about an experience you have had.
This narrative should be no less than one well-developed paragraph long,
and should be longer than that. Remember the rules for which pronouns to
use when.
Try writing about one of the following:
About a trip
About your favorite sport
About your hobby
About your family
Something funny that happened to you
Lesson Wrap-Up: Listen to the story your teacher tells without using
pronouns. Can you do the same?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 94-5
Pronouns Worksheet
Read the following sentences and circle the pronoun. Write the
pronoun in your notebook.
1. Our country is based on a democracy.
2. You may participate in the government when you turn 18.
3. The government is for us.
4. It is based on a two party system.
5. In an election year, the candidates will try to get your vote.
6. Voters must keep themselves informed on the issues.
Read the following sentences and replace the bold noun with a
pronoun.
7. Mr. Smith had a pile of balls and sold balls to his customers.
8. Mr. Smith got the customers’ attention to buy balls at games.
9. Some of the people paid no attention to him.
10. Other folks bought Mr. Smith’s balls every session.
11. Five clowns jumped out of a little car, and the clowns did magic tricks.
12. Jean and I came early. Jean and I waited for the doors to open.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 94-6
What pronoun fits in these sentences?
13. Voters should keep
informed.
14. Read about different candidates and listen to
.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 95-1
Lesson 95
Subject and Object Pronouns
Objective: The student will learn which pronoun to use as the object of the sentence,
and which to use as the subject of the sentence.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What’s wrong with this sentence? Look up here at I so that us can have a discussion.
Additional Notes to the Teacher: The student will learn the difference between
subject and object pronouns.
Have the student copy the information about subject and which are object pronouns in
her notebook, and then have her compose a short one-paragraph personal narrative.
Have the student include multiple subjects in her narrative so that she can practice
using different pronouns, and then have her go through and circle or underline all the
pronouns in her writing.
When the student has completed the Lesson and her personal narrative, have her
complete the Subject and Object Pronouns Worksheet, and review her work when she
finishes.
Lesson Wrap-Up: Discuss that it is more important that the student use pronouns
correctly than to know what they are called.
TEACHER MANUAL
Subject and Object Pronouns Answer Key:
1. us/obj
2. we/sub; him/obj us/sub
3. they/sub
4. we/sub him/obj
5. he/sub
6. I
7. me
8. them
9. her
10. it
11. she
12. I
13. her
14. she
15. us
16. her
FIFTH GRADE LANGUAGE ARTS—LESSON 95-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 95-3
Lesson 95
Subject and Object Pronouns
How do you know which pronoun to use when?
Remember that a pronoun is word that takes the place of a noun. In Lesson
94, you copied a lot of information into your notebook. Now let’s look at how
pronouns are used in sentences.
Here are a few more notes to record:
Pronouns that are used as the subjects of a sentence are subject
pronouns.
We just read a story about slavery.
It was eye opening to us.
Singular subject pronouns are: I, you, he, she, it
Plural subject pronouns are: we, you, they
When you use a person’s name and a pronoun in a compound subject,
be sure to use a subject pronoun. When I is used with another pronoun or a
noun, I comes last.
Betty and I
David and I
Pronouns that are used in the predicates of sentences are called object
pronouns.
Sue gave the music to her.
Singular object pronouns: me, you, him, her, it
Plural object pronouns: us, you, them
Take out your Writing Notebook and try writing a paragraph of your own.
When you have finished, circle or underline all the pronouns and show your
paragraph to your teacher. Explain which pronouns are subject pronouns,
and which are object pronouns.
Lesson Wrap-Up: Do you think it is more important to know how to use the
pronouns correctly or that you know what they are called?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 95-4
Subject and Object Pronouns Worksheet
Read the sentence, identify the pronoun and write whether it is a
subject or object pronoun or an object pronoun.
1. Mr. Mays told us stories.
2. Then we asked him to tell us the story again.
3. They were scary stories.
4. We often ask him to tell us this type of story.
5. He loves telling stories.
Circle the correct pronoun.
6. Today my class and (I, me) went to the park.
7. My teacher told (me, I) to read aloud.
8. Mr. Light helped (them, they) with the chairs.
9. They followed (her, she) through the zoo.
10. A record was kept of (it, them).
11. (Her, She) was brave during the storm.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 95-5
Fill in the blank with the correct pronoun.
12. Hanna asked Emma and I, me, they, he
13. We were glad to help
I, we, they, her
for directions.
.
14. was catching a train.
She, Her, Them Her
15. He thanked Us, we, he, they
16. We waved to I, she, her, him.
and drove away. as she drove off.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-1
Lesson 96
An Adventure With Wolves
Objective: The student will read a grade level appropriate piece of literature.
Key Vocabulary:
velocity - adjective; swiftness
fissure - noun; crack
glinting - adverb; in a shiny way
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: “An Adventure with Wolves”
Engage:
Engaging Question: What would it be like to be out in the wilderness all by yourself?
Supplemental Engagement Activity: Have the student write about his own experiences in the wild.
Technology Integration: Have the student use internet sources to write a short report
on American wolves.
Additional Notes to the Teacher: The student will read a short piece of literature. This
is a story written for the McGuffey Reader entitled “An Adventure with Wolves.” Have
the student read the story after he looks up the Vocabulary words.
To set the scene you may ask the student to reflect on wild animals. Are there any that
the student is afraid of? Have him write about why he may fear this animal.
Using a map of the United States, show the student where Maine is located, and then
show him the position of the Kennebec river (central southern Maine). Have the student
read the story, and then complete the "An Adventure with Wolves" Comprehension
Worksheet.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student about the closest he’s ever come to an outdoor
adventure.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-2
An Adventure with Wolves Comprehension Answer Key:
1. Maine
2. Northeast
3. Answers will vary
4. Answers will vary
5. Answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-3
Lesson 96
An Adventure with Wolves
Do you ice skate? Have you ever skated on a river?
In the state of Maine, in the Northeastern United States, there is a beautiful
river called the Kennebec. People skated on this river not just for fun, but
also to get from one place to another.
Read about an adventure one person had while ice skating on the
Kennebec River!
Lesson Wrap-Up: What is the closest you’ve ever come to an outdoor
adventure?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-4
An Adventure with Wolves
Some forty years ago I passed the winter in the wilderness of northern Maine.
I was passionately fond of skating, and the numerous lakes and rivers, frozen
by the intense cold, offered an ample field to the lover of this pastime.
Sometimes my skating excursions were made by moonlight; and it was on
such an occasion that I met with an adventure which even now I cannot recall
without a thrill of horror.
I had left our cabin one evening just before dusk, with the intention of skating
a short distance up the Kennebec, which glided directly before the door.
The night was beautifully clear with the light of the full moon and millions
of stars. Light also came glinting from ice and snow-wreath and incrusted
branches, as the eye followed for miles the broad gleam of the river, that like a
jeweled zone swept between the mighty forests that bordered its banks.
And yet all was still. The cold
seemed to have frozen tree, air,
water, and every living thing. Even
the ringing of my skates echoed
back from the hill with a startling
clearness; and the crackle of the ice,
as I passed over it in my course,
seemed to follow the tide of the
river with lightning speed.
I had gone up the river nearly two miles, when, coming to a little stream
which flows into the larger, I turned into it to explore its course. Fir and
hemlock of a century's growth met overhead, and formed an archway radiant
with frost-work. All was dark within; but I was young and fearless, and I
laughed and shouted with excitement and joy.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-5
My wild hurrah rang through the silent woods, and I stood listening to the
echoes until all was hushed. Suddenly a sound arose,--it seemed to come from
beneath the ice. It was low and tremulous at first, but it ended in one long wild
howl.
I was appalled. Never before had such a sound met my ears. Presently I heard
the brushwood on shore crash as though from the tread of some animal. The
blood rushed to my forehead; my energies returned, and I looked around me
for some means of escape.
The moon shone through the opening at the mouth of the creek by which I
had entered the forest; and, considering this the best way of escape, I darted
toward it like an arrow. It was hardly a hundred yards distant, and the swallow
could scarcely have excelled me in flight; yet, as I turned my eyes to the
shore, I could see several dark objects dashing through the brushwood at a
pace nearly double in speed to my own. By their great speed, and the short
yells which they occasionally gave, I knew at once that these were the muchdreaded gray wolves.
The bushes that skirted the shore now seemed to rush past with the velocity of
lightning, as I dashed on in my flight to pass the narrow opening. The outlet
was nearly gained; a few seconds more, and I would be comparatively safe. But
in a moment my pursuers appeared on the bank above me, which here rose
to the height of ten or twelve feet. There was no time for thought; I bent my
head, and dashed wildly forward. The wolves sprang, but, miscalculating my
speed, they fell behind, as I glided out upon the river!
I turned toward home. The light flakes of snow spun from the iron of my
skates, and I was some distance from my pursuers, when their fierce howl told
me they were still in hot pursuit. I did not look back; I did not feel afraid, or
sorry, or glad; one thought of home, of the bright faces awaiting my return,
and of their tears if they never should see me,--and then all the energies of
body and mind were exerted for escape.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-6
I was perfectly at home on the ice. Many were the days that I had spent on my
good skates, never thinking that they would one day prove my only means of
safety.
Every half-minute a furious
yelp from my fierce attendants
made me but too certain that
they were in close pursuit.
Nearer and nearer they came.
At last I heard their feet pattering on the ice; I even felt their
very breath, and heard their
snuffing scent! Every nerve
and muscle in my frame was
strained to the utmost.
The trees along the shore seemed to dance in an uncertain light, my brain
turned with my own breathless speed, my pursuers hissed forth their breath
with a sound truly horrible, when all at once an involuntary motion on my
part turned me out of my course.
The wolves close behind, unable to stop, and as unable to turn on smooth
ice, slipped and fell, still going on far ahead. Their tongues were lolling out,
their white tusks were gleaming from their bloody mouths, their dark shaggy
breasts were flecked with foam; and as they passed me their eyes glared, and
they howled with fury.
The thought flashed on my mind that by turning aside whenever they came
too near I might avoid them; for, owing to the formation of their feet, they are
unable to run on ice except in a straight line. I immediately acted upon this
plan, but the wolves having regained their feet sprang directly toward me.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-7
The race was renewed for twenty yards up the stream; they were almost close
at my back, when I glided round and dashed directly past them. A fierce yell
greeted this movement, and the wolves, slipping on their haunches, again slid
onward, presenting a perfect picture of helplessness and disappointed rage.
Thus I gained nearly a hundred yards at each turning. This was repeated two
or three times, the baffled animals becoming every moment more and more
excited.
At one time, by delaying my turning too long, my bloodthirsty antagonists
came so near that they threw their white foam over my coat as they sprang to
seize me, and their teeth clashed together like the spring of a fox-trap. Had
my skates failed for one instant, had I tripped on a stick, or had my foot been
caught in a fissure, the story I am now telling would never have been told.
I thought over all the chances. I knew where they would first seize me if I fell.
I thought how long it would be before I died, and then of the search for my
body: for oh, how fast man's mind traces out all the dread colors of death's
picture only those who have been near the grim original can tell!
At last I came opposite the cabin, and my hounds--I knew their deep voices-roused by the noise, bayed furiously from their kennels. I heard their
chains rattle--how I wished they would break them!--then I should have
had protectors to match the fiercest dwellers of the forest. The wolves, taking
the hint conveyed by the dogs, stopped in their mad career, and after a few
moments turned and fled.
I watched them until their forms disappeared over a neighboring hill; then,
taking off my skates, I wended my way to the cabin with feelings which may
be better imagined than described. But even yet I never see a broad sheet of
ice by moonlight without thinking of that snuffing breath, and those ferocious
beasts that followed me so closely down that frozen river.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 96-8
An Adventure with Wolves Comprehension
Write you responses to these questions in your Reading Notebook
and be ready to discuss them with your teacher.
1. Where is the Kennebec River?
2. In what part of our country is Maine?
3. What did you think of that experience?
4. Would you want to skate where he was; why or why not?
5. What did the author mean when he wrote: “…I wended my way to the
cabin with feelings which may be better imagined than described….”?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 97-1
Lesson 97
Commas
Objective: The student will learn where and when to use commas when writing.
Key Vocabulary:
series - noun; a list of two or more items
directly addressed - verb; to speak to; to indicate who is spoken to
comma - noun; a punctuation mark used to make writing more understandable
Materials Needed: Writing Notebook, pen or pencil, red pencil
Engage:
Engaging Question: What purpose do commas serve in written language?
Additional Notes to the Teacher: The student will learn rules for when and where to
use commas in writing. The student has probably already learned to use commas to
separate words in a list. She must learn to use them in “direct address” in a sentence.
She also will look at using a comma after an introductory word in a sentence.
Go through the Lesson with the student, explaining and clarifying comma use. Then,
have the student write a short narrative emphasizing comma use. In the narrative, she
should write a list, a direct address, and a divided prepositional phrase. When she has
finished writing, assign the Comma Use Worksheet, and review her answers with her.
Lesson Wrap-Up: Discuss how things would get confusing without any commas.
Comma Use Worksheet Answer Key:
1. Mary, what is your favorite food?
2. My favorite foods are pizza, ice cream, steak, and potatoes.
3. I like pizza best, Sally.
4. Do you like spicy food, David?
5. Yes, I really like food with lots of flavor.
6. Thank you, Mother, for making my favorite meal.
7. I eat wheat, rice, and corn at most meals.
8. Tell me, Rosa, where do you like to eat?
9. Robbie, my favorite restaurant is in Mexican City.
10. The food there is spicy, fresh, and delicious.
11. Yes, I’ve eaten there too.
12. It is located down the street, behind the theater, and near the school.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 97-2
Lesson 97
Commas
Why do we use commas in sentences?
Make a list of ten toys you have. Now, write your list as one long sentence.
How did you separate the names of your toys? You probably used a
comma so it did not look like one long name for a toy.
That is one of the uses for commas; to separate items in a list.
Use commas to separate the items in a series. A series is a list of three or
more items. Use a comma for each item except the last one.
Joe ate carrots, potatoes, meat, and salad.
His meal was healthy, satisfying, and delicious.
After eating he went for a walk, bought a magazine, and played in the
park.
Another use for the comma is to set off the name of people who are
directly addressed, or spoken to. If the name is in the middle of a sentence,
use two commas.
Sally, may I have a board game?
No, Joe, you need to do your homework now.
Then you may play a game, Joe.
Thank you, Mother, for making my favorite meal!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 97-3
Commas usually follow introductory words in a sentence.
Quickly, Sally put the fire out.
Yes, I really like my new red bike.
Now you will write using commas. Write a short story about food, toys,
video games - whatever you would like.
Try to use comma in series, direct address and dividing prepositional
phrases.
In this story, you are describing something to a friend (direct address).
Say some good things about whatever you are describing (series), and
add complexity to your writing to make it interesting (divided prepositional
phrases).
Show this short story to your teacher when you are done.
Lesson Wrap-Up: How could things get confusing without any
commas?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 97-4
Comma Use Worksheet
Correct each sentence with commas.
1. Mary what is your favorite food?
2. My favorite foods are pizza, ice cream steak and potatoes.
3. I like pizza best Sally.
4. Do you like spicy food David?
5. Yes I really like food with lots of flavor.
6. Thank you Mother for making my favorite meal.
Use these words or phrases to re-write the following sentences.
down the street behind the theater and near the school
wheat rice and corn
Yes
Rosa
Robbie
spicy fresh and delicious
7. I eat at most meals.
8. Tell me
like to eat?
where do you 9. restaurant in Mexican City.
is my favorite 10. The food there is 11. too.
.
I’ve eaten there 12. It is located .
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 98-1
Lesson 98
Irregular Verb Word Study Assessment
Objective: The student will be assessed on words from Lesson 93 – irregular verbs.
The student will complete a Response to Reading.
Key Vocabulary:
held - Mary held the ball in her glove.
sent - Please have this letter sent to the president.
built - They built a new home.
stood - The soldier stood at attention.
caught - Has he caught the football?
fought - We may fight but we are friends.
rose - The sun rose at dawn.
found - He found the expensive ring.
thought - We thought you would like this gift.
left - We left the kitchen right after you.
knew - Only he knew the correct answer.
grew - The twins grew and grew in a short time.
lost - the dog is lost.
cost - This dress cost a lot of money.
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Little kids usually haven’t learned the rules of the irregular past tense verbs. Why do they sound kind of funny?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 93. These are irregular past tense verbs. Once the test is completed, the
student will complete a Response to Reading based on his D.I.R.T. book.
Lesson Wrap-Up: Discuss with the student the importance of having facts to back up
opinions.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 98-2
Lesson 98
Irregular Verb Word Study Assessment
It is time to show your skill at spelling irregular past tense verbs correctly.
You will complete a Spelling Assessment.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Who would be taken more seriously: a person with
strong opinions or a person with strong opinions who can back them up
with facts and support? Why do you think so?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 98-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 98-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 98-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 99-1
Lesson 99
O U R A GR8 Speller!
Objective: The student will learn the rules for “ou” words and study a list of words for
this unit. The student will complete a fun activity using single letters in place of words.
Key Vocabulary/Spelling Words:
through
though
loud
noun
shout
shoulder
mount
sound
south
mouth
young
pound
thousand
should
course
Materials Needed: Vocabulary Notebook, pen or pencil, white paper, colored pencils
Literary Selection: “CDB” book series by William Stieg (optional and supplemental).
Engage:
Engaging Question: The letters “o” and “u” sound like words—“oh” and “you.”
What other letters sound like words all on their own?
Additional Notes to the Teacher: The student will learn the rules for “ou” words and
study a list of words for the next several Lessons. The letters “ou” make several different
sounds within words. There is no hard and fast rule for this spelling pattern; words must
be memorized.
Have the student create a fun poster using single letters that sound like words. If
available, use the books, “CDB” and “CDC” by William Stieg as a resource. This is
a fun activity where the student will get to play with language. Hang the poster in the
classroom when the student has finished.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Discuss why people often use letter substitutes when texting or
e-mailing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 99-2
Lesson 99
O U R A GR8 Speller!
Your new spelling words with the rule for “ou” words. Copy the words into
your Vocabulary Notebook. Write sentences with the new words to practice
spelling them.
through
loud
shout
mount
south
though
noun
shoulder
sound
mouth
young
pound
thousand
should
course
Remember to study the spelling of these frequently used words.
At the beginning of this Lesson, you thought up letters that sound like
words with your teacher – how many did you come up with?
Using that list, create the following fun poster:
Draw a big open mouth in the middle of a piece of white paper. Write
several sentences coming out of the mouth made up of single letters such
as O I C U! Which means, “Oh, I see you!”
Lesson Wrap-Up: Why do you think people often use letter substitutes
when texting or e-mailing?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 100-1
Lesson 100
An American Myth
Objective: The student will read about Paul Bunyan to understand why he is called an
American Myth.
Key Vocabulary:
myth - a fictional tale that explains the actions of a hero
exaggeration - noun; making someone appear to be larger, greater or better than life.
Materials Needed: Writing Notebook, pen or pencil
Literary Selection: Adaptation of “The Marvelous Exploits of Paul Bunyan”
Engage:
Engaging Question: Have you ever heard of Paul Bunyan?
Extension: When the student has finished reading and has discussed the Comprehension Questions, have him think up other American tall tales (Johnny Appleseed, Pecos Bill, etc) and discuss these as well.
Additional Notes to the Teacher: In this Lesson, the student will read a short account
of Paul Bunyan focusing on some myths concerning Babe, the Big Blue Ox.
Have the student look for mythical aspects of Paul Bunyan. Define a myth for the
student and then have him read the story in the Student Manual. When he has finished,
discuss the Comprehension Questions at the end of the story with him.
Lesson Wrap-Up: Talk about the parts of the Paul Bunyan story that could actually be
true.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 100-2
Lesson 100
An American Myth
Reading a myth or reading about a myth begins with understanding what
makes a mythological or tall tale character. In this Lesson, you will read
about Paul Bunyan.
You’ve probably read about Paul Bunyan before – this reading is a little bit
different. It not only tells you the Paul Bunyan story, but also how the story
became popular.
As you read, look for parts of the myth that might be or could be true. Also
keep an eye out for other characters besides Paul Bunyan – some of them
come up in other American stories!
After you have finished reading, here are some questions to discuss:
How was Paul Bunyan like a superman?
What did you imagine Babe the Blue Ox was like?
Lesson Wrap-Up: What parts of the Paul Bunyan story could actually be
true?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 100-3
The Marvelous Exploits of Paul Bunyan
excerpted from
Paul Bunyan and Babe, his Blue Ox
Written by: W. B. Laughead
The Red River Lumber Company, Minneapolis
First published 1934
Paul Bunyan is the hero of lumber camp whoppers that have been handed
down for generations. These stories, never heard outside the haunts of the
lumberjack until recent years, are now being collected by learned educators
and literary authorities who declare that Paul Bunyan is "the only American
myth."
Babe, the big blue ox constituted Paul Bunyan's assets and liabilities.
History disagrees as to when, where and how Paul first acquired this bovine
locomotive but his subsequent record is
reliably established. Babe could pull anything that had two ends to it.
Babe was seven axe handles wide between
the eyes according to some authorities;
others equally dependable say forty-two
axe handles and a plug of tobacco. Like
other historical contradictions this comes
from using different standards. Seven of
Paul's axe handles were equal to a little
more than forty-two of the ordinary kind.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 100-4
When cost sheets were figured on Babe, Johnny Inkslinger found that upkeep
and overhead were expensive but the charges for operation and depreciation
were low and the efficiency was very high. How else could Paul have hauled
logs to the landing a whole section (640 acres) at a time? He also used Babe to
pull the kinks out of the crooked logging roads and it was on a job of this kind
that Babe pulled a chain of three-inch links out into a straight bar.
They could never keep Babe more than one night at a camp for he would
eat in one day all the feed one crew could tote to camp in a year. For a snack
between meals he would eat fifty bales of hay, wire and all and six men with
picaroons were kept busy picking the wire out of his teeth. Babe was a great
pet and very docile as a general thing but he seemed to have a sense of humor
and frequently got into mischief, He would sneak up behind a drive and drink
all the water out of the river, leaving the logs high and dry. It was impossible
to build an ox-sling big enough to hoist Babe off the ground for shoeing, but
after they logged off Dakota there was room for Babe to lie down for this
operation.
Once in a while Babe would run away and be gone all day roaming all over
the Northwestern country. His tracks were so far apart that it was impossible
to follow him and so deep that a man falling into one could only be hauled out
with difficulty and a long rope. Once a settler and his wife and baby fell into
one of these tracks and the son got out when he was fifty-seven years old and
reported the accident. These tracks, today form the thousands of lakes in the
"Land of the Sky-Blue Water."
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-1
Lesson 101
Honest Abe
Objective: The student will begin reading an historical fiction novel. The student will
recognize frequently encountered words in print and read literature fluently.
Key Vocabulary:
scrawny - adjective; a thin or bony body
breeches - noun; short trousers/pants fastened just below the knee
petticoat - noun; woman’s loose fitting clothes under the skirt
bigger’n - a slang expression meaning: bigger than
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter One, by Frances
Cavannah
Engage:
Engaging Question: What stories have you heard about the life of Abraham
Lincoln?
Additional Notes to the Teacher: The student will begin a historical fiction novel.
Begin by having the student tell you what she knows about Abraham Lincoln. Ask if she
knows when he lived (the approximate dates), and what was significant about Abraham
Lincoln’s presidency (the Civil War).
Explain that historical fiction writing is a story written about a real person, but the events
may be made up or embellished.
Make it clear to the student that this novel will be read over several Lessons, and not all
at once. The student should take notes on what happens so that she can pick right back
up where she leaves off. Tell the student that when taking notes, she should think about
how the chapters of the story come together to make the structure of the story.
For follow-up or as an additional activity, ask the student to tell you where Abe Lincoln
was born, and when, and who his immediate family members were. You may also have
her find all sentences containing the Vocabulary words and write them out.
Lesson Wrap-Up: Have the student make a prediction about the second chapter in this
book.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-2
Lesson 101
Honest Abe
In this Lesson you will begin reading an historical fiction novel. You will read
all fifteen chapters of this novel over the course of several Lessons.
Historical fiction is based upon a real person and real events, but not all are
true. Some are made up to add interest to the story or to fill in for unknown
facts and details.
In writing this story of Abraham Lincoln, the author depended primarily on
Lincoln’s own statements and on the statements of his family and friends
who had firsthand knowledge of his everyday life.
In instances when dialogue had to be imagined, the conversation might
logically have taken place in the light of known circumstances. Such
descriptive details that were added were based on authentic accounts of
the times in which Lincoln lived. You will be reading many chapters in the
next lessons. Think about how these chapters fit together to make the
structure of the story.
Lesson Wrap-Up: Make a prediction: What do you think will happen in the
second chapter in this book.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter One
There was a new boy baby at the Lincoln cabin! By cracky! thought Dennis
Hanks as he hurried up the path, he was going to like having a boy cousin.
They could go swimming together. Maybe they could play Indian.
Dennis pushed open the cabin door.
"Where is he?" he shouted. "Where is he?"
"Sh!" A neighbor, who had come in to help, put her finger to her lips.
"The baby is asleep."
Nancy Lincoln was lying on the pole bed in a corner of the one-room house.
She looked very white under the dark bearskin covering, but when she heard
Dennis she raised her head. "It's all right, Denny," she said.
"You can see him now."
Dennis tiptoed over to the bed. A small bundle, wrapped in a homespun
shawl, rested in the curve of Nancy's arm. When she pulled back the shawl,
Dennis could not think of anything to say. The baby was so wrinkled and so
red. It looked just like a cherry after the juice had been squeezed out.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-4
Nancy touched one of the tiny hands with the tip of her finger. "See his wee
red fists and the way he throws them around!" she said.
"What's his name?" Dennis asked at last.
"We're calling him after his grandpappy. Abraham Lincoln!"
"That great big name for that scrawny little mite?"
Nancy sounded hurt. "Give him a chance to grow, will you?"
Then she saw that Dennis was only teasing. "You wait!" she went on. "It
won't be long before Abe will be running around in buckskin breeches and a
coonskin cap."
"Well, maybe--"
The door opened, and Tom Lincoln, the baby's father, came in. With him was
Aunt Betsy Sparrow. She kissed Nancy and carried the baby over to a stool by
the fireplace. Making little cooing noises under her breath, she dressed him in
a white shirt and a yellow flannel petticoat. Sally Lincoln, two years old, who
did not know quite what to make of the new brother, came over and stood
beside her. Dennis drew up another stool and watched.
Aunt Betsy looked across at him and smiled. Dennis, an orphan, lived with
her and she knew that he was often lonely. There weren't many people living
in Kentucky in the year 1809, and Dennis had no boys to play with.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-5
"I reckon you're mighty tickled to have a new cousin," she said.
"I--I guess so," said Dennis slowly.
"Want to hold him?"
Dennis was not quite sure whether he did or not. Before he could answer,
Aunt Betsy laid the baby in his arms. Sally edged closer. She started to put
out her hand, but pulled it back. Abraham was so small that she was afraid to
touch him.
"Don't you fret, Sally," said Dennis. "Cousin Nancy said that he is going to
grow. And when he does, do you know what I'm going to do? I'm going to
teach him to swim."
Looking down into the tiny red face, Dennis felt a sudden warm glow in his
heart. "Yes, and we can go fishing down at the creek. When I go to the mill to
get the corn ground, he can come along. He can ride behind me on the horse,
and when it goes cloppety-clop--"
Dennis swung the baby back and forth. It puckered up its face and began to
cry. Dennis caught his breath in dismay. How could such a large noise come
out of such a small body?
"Here, Aunt, take him quick!"
He looked at Cousin Nancy out of the corner of his eye. "I reckon he'll never
come to much."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-6
"Now, Dennis Hanks, I want you to behave," said Aunt Betsy, but this time
Nancy paid no attention to his teasing. She held out her arms for her son and
cuddled him against her breast.
"As I told you," she said gaily, "you have to give him a chance to grow."
It was almost dark by the time Aunt Betsy had tidied the one-room cabin. She
cooked some dried berries for Nancy, and fed Sally. Dennis begged to spend
the night. After his aunt had put on her shawl and left for her own cabin, he
curled up in a bearskin on the floor.
"Denny," asked Nancy, "what day is this?"
"It's Sunday--"
"I mean what day of the month."
"I don't rightly know, Cousin Nancy."
"I remember now," she went on. "It is the twelfth day of February."
February 12, 1809! Little Abe's birthday!"
Outside the wind rose, whistling through the bare branches of the trees. There
was a blast of cold air as the door opened. Tom came in, his arms piled high
with wood. He knelt on the dirt floor to build up the fire, and the rising flames
lit the log walls with a faint red glow.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 101-7
"Are you glad it's a boy, Tom?" Nancy asked as he lay down beside her. "I am."
"Yes," said Tom, but when she spoke to him again, he did not answer. He was
asleep. She could see his tired face in the firelight. Life had been hard for Tom;
it was hard for most pioneers. She hoped that their children would have things
a little easier. The baby whimpered, and she held him closer.
Denny's voice piped up: "Cousin Nancy, will Abe ever grow to be as big as
me?"
"Bigger'n you are now," she told him.
"Will he grow as big as Cousin Tom?"
"Bigger'n anybody, maybe."
Nancy looked down at her son, now peacefully asleep. She made a song for
him, a song so soft it was almost a whisper: "Abe--Abe," she crooned.
"Abe Lincoln, you be going to grow--and grow--and grow!"
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 102-1
Lesson 102
Writer’s Workshop 4 – Part 1
Objective: The student will create a personal narrative chosen from the list of
topics he generated in Lesson 5. The student will complete the following steps of the
writing process: prewriting, drafting, self-conferencing.
Materials Needed: Writing Notebook, pencil, ink pen
Engage:
Engaging Question: Are you experimenting with tone in your stories?
Technology Integration: The student may wish to complete his rough draft on the
computer.
Additional Notes to the Teacher: In this Lesson, the student will start another
personal narrative. Writing from personal experience is often a daunting task. Make sure
the student has many ideas to choose from.
Begin the Lesson by discussing several possible topics before he settles on the one for
this assignment. Review the student’s topic list (generated in Lesson 5) and help him
pick the best ones.
Remind the student to skip lines on his draft to make the job of revising and editing
easier, and allow him to use most of the class period to complete his draft.
Lesson Wrap-Up: The student will not have completed a full story in several weeks.
Discuss how his writing has advanced.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 102-2
Lesson 102
Writer’s Workshop 4 – Part 1
You have already had several experiences writing about your own
experiences and your writing has grown a great deal. With this story, let’s
work on really making your writing come to life!
Nearly every story ever written has an element of personal experience of
the author to it. Even with different types of fiction, the author will loosely
base a character, a setting, a situation, or something on his or her own life.
Writing from personal experience is the best place to practice your writing
skills. You know the event, so you are better able to concentrate on the
craft of telling the story.
Choose one of the topics from the chart you created in Lesson 5. Write
it at the top of a blank page in your Writing Notebook. Choose a form of
prewriting such as a web, an idea list, or a free write. Spend 5-8 minutes on
your prewriting.
When you are confident that you have a good start, go ahead and start
your first draft. Now is not the time to worry too much about spelling and
mechanics. You will fix those things later in the process. Be sure to skip
lines so that your revising and editing will be easier.
Once you have completed your draft, the final step for this Lesson will be
a self-conference. Choose a different colored pen than you used for your
draft. Go off by yourself and read your story out loud to yourself. Read
slowly and take the time to write in any words that you missed, cross out
things that don’t fit, circle any misspelled words, etc. The self conference is
a great time to catch those simple mistakes.
Put your writing away for Lesson 104. You might come up with ways to
make your story even better. You can add those at the beginning of Lesson
104.
Lesson Wrap-Up: How has your writing advanced since your last story?
What Lessons have had an impact on your writing?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 103-1
Lesson 103
Writer’s Workshop 4 – Part 2
Objective: The student will finish the personal narrative begun in Lesson 102.
The student will complete the following steps of the writing process: revision, editing,
final copy.
Materials Needed: Writing Notebook, pencil, two different color ink pens, final copy
paper
Engage:
Engaging Question: What are the remaining steps in the writing process?
Extensions: The student can present this finished piece to other students (if practical).
The piece could be illustrated, as well.
Technology Integration: The student may wish to complete her final copy on the
computer.
Additional Notes to the Teacher: In this Lesson, the student will continue working
on her story begun in Lesson 64. The revision process is the most important step in
completing a piece of writing.
Make sure the student does not rush through this process thinking her story is beyond
improvement. The student will take her cue from the importance you place on this step.
Editing is very important. Encourage the student to find an editing partner who can help
fix the convention mistakes.
When the student has gone through all editing steps, have her re-draft the narrative and
turn it in for criticism and evaluation.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Ask the student: What was the “tone” of your story: funny, sad,
scary, or something else?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 103-2
Lesson 103
Writer’s Workshop 4 – Part 2
Take out the rough draft you started in Lesson 102. Is it perfect? Of course
not! An author’s writing can be made better through working with other
people.
Next, it is time for a Revision Conference with someone else. Once you
have a partner, read your story out loud to him. After you have read the
whole thing, ask your partner: “What could I do to improve this piece of
writing?”
One specific question to ask is, “What would you say the ‘tone’ of my story
is? Is it happy, sad, funny, scary, or something else? Did I keep the same
tone throughout the story?” Your partner should be able to give you specific
suggestions about what you can do to improve the piece. Thank your
partner and chose a different color pen.
Sit down and make the changes that were suggested throughout the story.
At this point, you should have three different colors and a very marked up
paper!
The final conference is an Editing Conference. Find a different partner, aim
for someone who can help you with spelling and punctuation. Give this
partner a third color of ink pen and work through the story one last time
making all the necessary corrections.
When you have all the corrections made to your satisfaction, you may
recopy your writing. You may use a computer or just handwrite a final copy
on some fancy paper. If you would like to illustrate your story, go ahead!
Lesson Wrap-Up: What was the “tone” of your story: funny, sad, scary, or
something else?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 104-1
Lesson 104
O U R A GR8 Speller! Assessment
Objective: The student will be assessed on words from Lesson 99—“ou” words. The
student will complete a Response to Reading.
Key Vocabulary:
through
south
noun
shoulder
mount
though
mouth
pound
thousand
sound
young
loud
shout
course
should
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Are you ready to spell your OU words?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 99. These are “ou” words. Once the test is completed, the student will
complete a Response to Reading based on his D.I.R.T. book.
Lesson Wrap-Up: Have some more fun with single letter words. Have the student try to
create the longest sentence possible using single letter “words.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 104-2
Lesson 104
O U R A GR8 Speller! Assessment
It is time to show your skill at spelling irregular past tense verbs correctly.
You will take a Spelling Assessment.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Together with your teacher, try to create the longest
possible single letter sentence you can.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 104-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 104-4
STUDENT MANUAL
19.
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FIFTH GRADE LANGUAGE ARTS—LESSON 104-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 105-1
Lesson 105
Fifth Grade Mastery Words
Objective: The student will receive new spelling words for this unit. These words are
unrelated; they are simply words that the typical fifth grader should master.
Key Vocabulary/Spelling Words:
bottom
consonant
oil
equal
difficult
string
fruit
won’t
child
bank
poem
minute
except
woman
wing
product
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: Do you feel there are some words everyone should know how to spell no matter what?
Additional Notes to the Teacher: The student will get a new list of Vocabulary words
in this Lesson.
Remind the students that she will be responsible for studying her spelling during the
next few Lessons. This could be homework for her. These words will have nothing
fundamentally in common – they are simply words a fifth grader should master.
Once the student has all her words, challenge her to write a short story using all of
these words.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Continue the discussion about a basic set of sight words everyone
should know.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 105-2
Lesson 105
Fifth Grade Mastery Words
Do you feel there are just some words everyone should know how to spell
no matter what?
Here are your new Vocabulary words. These words do not have anything
in common or rule to follow – they are simply common words that you must
master.
Bottom - The bottom of the drawer was broken.
Consonant - This word has six consonants in it.
Child - The child was very happy to be playing with his friend.
Except - Everyone in my family except my cousin, Jon, has blond hair.
Oil - Our car needs an oil change.
Equal - Let’s divide the candy bar into equal parts.
Bank - I keep my money in a savings account at the bank.
Woman - The woman was wearing high heels.
Difficult - That was a very difficult math problem.
String - In order to fly a kite, you must tie it to a long piece of string.
Poem - I would love to write a poem.
Wing - My seat on the plane looked out over the wing.
Fruit - You should eat some fruit everyday.
Won’t - He won’t take his hat off.
Minute - Just wait one minute please.
Product - The product was bought by my father.
Look back at this spelling list – can you write a short story using these
words?
Spend the rest of the class period trying. Your story should be about 2
pages. Try to organize the words into groups that might have something to
do with each other, then make sentences with those words and build the
sentences into paragraphs.
You may not be able to fit all of the words but do your best, and have fun!
Lesson Wrap-Up: Do you feel there are just some words everyone should
know how to spell no matter what?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 106-1
Lesson 106
Say It Like a Poet
Objective: The student will look at poetry and the effects word choice have on feeling
and mood.
Key Vocabulary:
poetry - literary work with special intensity to give feelings and ideas a distinctive
style
tremulous - shaking and quivering; nervous
Materials Needed: Writing Notebook, pen or pencil
Literary Selection: “Swans” by Sara Teasdale
Engage:
Engaging Question: Have you ever tried to write a poem?
Additional Notes to the Teacher: The student will look at poetry and the effects that
word choice have on feeling and mood. The student will read a poem by Sara Teasdale.
Read the poem aloud to the student, and then have him read it aloud, and then silently
by himself.
He will look at the form and sense the feeling the words create. He will then try his hand
at creating a simple form-based poem in his Writing Notebook.
For the Sarah Teasdale poem and the form poem, ask the student about word choice.
Are some words stronger or more vivid than others? What makes them so? What
words would the student change in the Sarah Teasdale poem, and which words could
he change in his form poem? How do the stanzas fit together to make the structure of
the poem?
Next, have the student write and illustrate his own poem. Give him as much of the class
period as possible, and go over the poem and picture with the student when he has
finished.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Again, discuss the role of word choice in poetry.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 106-2
Lesson 106
Say It Like a Poet
Do all poems have to rhyme? Do you like poetry? What poems have you
heard?
In this Lesson, you will read a poem about swans written by a famous poet
named Sara Teasdale. Listen while your teacher reads it to you first.
You have a copy of the poem at the end of this Lesson. Read it aloud. Does
this poem have any rhymes?
If you looked carefully you will see that every other line rhymes. How did
the author want you to “see” the swans? How do the stanzas fit together to
make the structure of the poem?
Now try your hand at filling in a form for a poem. Add words to this
form about a wish. Write the poem in your Writing Notebook.
A nice wish… (think of a wish that you would like to come true.)
If I could, I would make a …
And the…would have a…
And the …would be forever.
If you could, what would you make?
I wish I could…
I wish I had met…
I wish I were…
You may have rhyming words. You may not. To write your poem, use
each line of the form above to start each line of your poem. For the first
line, you’ll write about a nice wish. You will begin your second line with
the words “If I could, I would make” and then write about something you
would like to make. Do this for every line of the form. When you are done,
illustrate your poem and show it to your teacher.
Lesson Wrap-Up: Discuss the role of word choice in poetry with your
teacher.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 106-3
Swans
by Sara Teasdale
Night is over the park, and a few brave stars
Look on the lights that link it with chains of gold,
The lake bears up their reflection in broken bars
That seem too heavy for tremulous water to hold.
We watch the swans that sleep in a shadowy place,
And now and again one wakes and uplifts its head;
How still you are -- your gaze is on my face -We watch the swans and never a word is said.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-1
Lesson 107
Abe Lincoln Moves
Objective: The student will read the second chapter of the historical fiction novel begun
in Lesson 101.
Key Vocabulary:
varmint - noun; a troublesome wild animal
furrow - noun; a long narrow trench made for planting seeds
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Two, by Frances
Cavannah
Engage:
Engaging Question: Do you remember your prediction about the second chapter of Abe Lincoln Gets His Chance?
Additional Notes to the Teacher: The student will read Chapter Two of a historical
novel about Abraham Lincoln. It will tell a story about his family moving to Indiana.
In the reading one of the sentences uses an example of figurative language:
“The black curtain of the night was pierced by two green spots of light.”
Point this out to the student. The writer uses a black curtain to describe the night and
green spots of light to describe the eyes of the wolves in the night.
Ask her how she thinks this makes the writing more interesting to read.
There are only two Vocabulary words to introduce to the student before she reads. Her
focus when she begins reading is to find out how a family moves. She will read about
travel in the early days of our country. Point out that when reading an historical novel,
she will learn real facts written in a story form. After discussing these points, have the
student read Chapter Two of Abe Lincoln Gets His Chance.
Lesson Wrap-Up: Discuss this question:
How would you like to travel like the Lincoln family did?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-2
Lesson 107
Abe Lincoln Moves
Do you remember what happened in the first chapter of Abe Lincoln Gets
His Chance?
How will Abe Lincoln’s family travel to another place to live?
As you begin to read the second chapter of your historical novel, you will
read about how people during the 1800’s often traveled. Historical novels
reveal real facts about people, place and things of the time period of the
novel.
Your teacher will point out the author’s use of a descriptive way of writing
a part of the trip from Kentucky to Indiana. Authors often compare things
to help make their writing more distinctive. In this case the night was
described as a “black curtain”.
“The black curtain of the night was pierced by two green spots of light.”
Pay attention as you read to how authors use comparisons of different
things to enhance their writing.
Lesson Wrap-Up: Discuss this question with your teacher:
How would you like to travel like the Lincoln family did?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-3
Abe Lincoln Gets His Chance
by Frances Cavannah
Chapter Two
Abraham Lincoln did grow. He seemed to grow bigger every day. By the time
he was seven, he was as tall as his sister, although Sally was two years older.
That fall their father made a trip up to Indiana.
"Why did Pappy go so far away?" Sally asked one afternoon.
"When is he coming home?" asked Abe.
"Pretty soon, most likely."
Nancy laid down her sewing and tried to explain. Their pa had had a hard
time making a living for them. He was looking for a better farm. Tom was also
a carpenter. Maybe some of the new settlers who were going to Indiana to live
would give him work. Anyway, he thought that poor folks were better off up
there.
Abe looked surprised. He had never thought about being poor. There were so
many things that he liked to do in Kentucky. He liked to go swimming with
Dennis after his chores were done. There were fish to be caught and caves to
explore. He and Sally had had a chance to go to school for a few weeks. Abe
could write his name, just like his father. He could read much better. Tom
knew a few words, but his children could read whole sentences.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-4
Abe leaned up against his mother. "Tell us the story with our names," he
begged.
Nancy put her arm around him. She often told the children stories from the
Bible. One of their favorites was about Abraham and Sarah. "Now the Lord
said unto Abraham," she began--and stopped to listen.
The door opened, and Tom Lincoln stood grinning down at them. "Well,
folks," he said, "we're moving to Indiany."
Nancy and the children, taken by surprise, asked questions faster than Tom
could answer them. He had staked out a claim about a hundred miles to
the north, at a place called Pigeon Creek. He was buying the land from the
government and could take his time to pay for it. He wanted to start for
Indiana at once, before the weather got any colder.
It did not take long to get ready. A few possessions--a skillet, several pans, the
water buckets, the fire shovel, a few clothes, a homespun blanket, a patchwork
quilt, and several bearskins--were packed on the back of one of the horses.
Nancy and Sally rode on the other horse. Abe and his father walked. At night
they camped along the way.
When at last they reached the Ohio River, Abe stared in surprise. It was so
blue, so wide, so much bigger than the creek where he and Dennis had gone
swimming. There were so many boats. One of them, a long low raft, was called
a ferry. The Lincolns went right on board with their pack horses, and it carried
them across the shining water to the wooded shores of Indiana.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-5
Indiana was a much wilder place than Kentucky. There was no road leading to
Pigeon Creek; only a path through the forest. It was so narrow that sometimes
Tom had to clear away some underbrush before they could go on. Or else he
had to stop to cut down a tree that stood in their way. Abe, who was big and
strong for his age, had his own little ax. He helped his father all he could.
Fourteen miles north of the river, they came to a cleared place in the forest.
Tom called it his "farm." He hastily put up a shelter--a camp made of poles
and brush and leaves--where they could stay until he had time to build a
cabin. It had only three walls. The fourth side was left open, and in this open
space Tom built a fire. The children helped their mother to unpack, and she
mixed batter for cornbread in a big iron skillet. She cut up a squirrel that Tom
had shot earlier in the day, and cooked it over the campfire.
"Now if you will fetch me your plates," she said, "we'll have our supper."
The plates were only slabs of bark. On each slab Nancy put a piece of fried
squirrel and a hunk of cornbread. The children sank down on one of the
bearskins to eat their first meal in their new home. By this time it was quite
dark. They could see only
a few feet beyond the
circle of light made by
their campfire.
Nancy shivered. She knew
that they had neighbors.
Tom had told her there
were seven other families
living at Pigeon Creek.
But the trees were so tall,
the night so black, that she
had a strange feeling that they were the only people alive for miles around.
"Don't you like it here, Mammy?" Abe asked. To him this camping out was an
adventure, but he wanted his mother to like it, too.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-6
"I'm just feeling a little cold," she told him.
"I like it," said Sally decidedly. "But it is sort of scary. Are you scared, Abe?"
"Me?" Abe stuck out his chest. "What is there to be scared of?"
At that moment a long-drawn-out howl came from the forest. Another
seemed to come from just beyond their campfire. Then another and another-each howl louder and closer. The black curtain of the night was pierced by
two green spots of light. The children huddled against their mother, but Tom
Lincoln laughed.
"I reckon I know what you're scared of. A wolf."
"A wolf?" Sally shrieked.
"Yep. See its green eyes. But it won't come near
our fire."
He got up and threw on another log. As the
flames blazed higher, the green lights disappeared. There was a crashing sound in the
underbrush.
"Hear him running away? Cowardly varmint!" Tom
sat down again. "No wolf will hurt us if we keep our fire going."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 107-7
It was a busy winter. Abe worked side by side with his father. How that boy
can chop! thought Nancy, as she heard the sound of his ax biting into wood.
Tree after tree had to be cut down before crops could be planted. With the
coming of spring, he helped his father to plow the stumpy ground. He learned
to plow a straight furrow. He planted seeds in the furrows.
In the meantime, some of the neighbors helped Tom build a cabin. It had one
room, with a tiny loft above. The floor was packed-down D.I.R.T.. There were
no windows. The only door was a long, up-and-down hole cut in one wall and
covered by a bearskin. But Tom had made a table and several three-legged
stools, and there was a pole bed in one corner. Nancy was glad to be living in a
real house again, and she kept it neat and clean.
She was no longer lonely. Aunt Betsy and her husband, Uncle Thomas,
brought Dennis with them from Kentucky to live in the shelter near the
Lincoln cabin. Several other new settlers arrived, settlers with children. A
schoolmaster, Andrew Crawford, decided to start a school.
"Maybe you'll have a chance to go, Abe," Nancy told him. "You know what the
schoolmaster down in Kentucky said. He said you were a learner."
Abe looked up at her and smiled. He was going to like living in Indiana!
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-1
Lesson 108
To Whom Does It Belong?
Objective: The student will look at possessive nouns and how they are formed.
Key Vocabulary:
possessive - grammar; showing the case of a noun or pronoun
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: How do you show who owns something when writing?
Additional Notes to the Teacher: The student will look at possessive nouns and
how they are formed. The student will practice using and understanding the use of
possessive nouns.
Start by asking the student to name some things he owns. He may name a pet, a
favorite toy or game. Ask him how he writes it in a story.
Go through the explanations of apostrophe use with the student, and clarify the
examples given. There are four clarifying questions at the end of the Student Manual.
When the student understands apostrophe use, have him complete the Singular or
Plural Possessive Worksheet, and check his answers when he has finished.
Lesson Wrap-Up: Discuss the difference between an "s"for plural and an "s" for
possessive.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-2
Singular or Plural Possessive Worksheet Answer Key:
1. singular
2. plural
3. plural
4. singular
5. singular
6. singular
7. plural
8. plural
9. lake’s
10. camera’s
11. alligators’
12. creatures’
13. sun’s
14. rowboat’s
15. hawks’
16. wings’
17. brother’s
18. nature’s
19. wing’s
20. Earth’s habitats
21. Oceans’ fish
22. pollution’s effects
23. scientists’ findings
24. World’s environments
Answers will vary in paragraph.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-3
Lesson 108
To Whom Does It Belong?
When you are writing, how do you change a noun to show the possessive
case?
Here is the rule you must remember:
Possessive nouns show ownership. A singular possessive shows
that one person, place, or thing has or owns something. A plural possessive noun shows that more than one person, place or thing owns something.
You learned that you add an “s” to a noun to show there is more than one.
That is what we call plural.
The “s” is used to show ownership too.
Example:
The child’s question – One child has a question.
When a plural noun already has an “s” you put the ‘ after the “s”.
Example:
The birds’ nests – several birds have nests.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-4
Here are a few sentences for you to read. Decide if the noun should be
singular possessive or plural possessive.
This (park’s or parks’s) environment became threatened.
Many (people’s or peoples’) efforts are helping.
People have pulled together to protect the (area’s or areas’) condition.
New laws have saved many (animal’s or animals’) habitats.
In the first sentence it is one environment so the word is park’s.
In the second sentence there are many efforts so it is people’s.
In the third sentence it is a singular noun condition so the word is area’s.
The fourth sentence has a plural noun so it is animals’.
There a few nouns that change their spelling when forming a plural such
as man/men, woman/women, child/children to these words only need an
apostrophe and s to show plural possessive.
There is no one rule for these words – they just have to be memorized!
Lesson Wrap-Up: What’s the difference between a possessive S and a
plural S?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-5
Singular or Plural Possessive Worksheet
Read these words and decide if they are plural or singular nouns.
1. alligator
2. women
3. islands
4. Indian
5. Child
6. Story
7. Birds
8. Countries
Read each of these and add an apostrophe (‘) or an apostrophe (‘) and
('s)to make each word possessive:
9. lake
edge
10. camera
bag
11. alligators heads
12. creatures stares
13. sun rays
14. rowboat wake
15. hawks wings
16. wings feathers
17. brother camera
18. nature wonders
19. Jim pictures
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 108-6
Change each of these phrases to show possessive:
20. habitats of the Earth 21. fish of the oceans
22. effects of pollution
23. findings of scientists
24. environment of the world
Now complete each of these sentences using possessive nouns.
We love listening to my stories about nature. favorite stories are about animals. I like it when all the
sounds are like human voices. One interesting story tells about a young
man who finds a nest. The startled instincts are to protect her young. She flees with them into the
safe cover.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-1
Lesson 109
Tom Thumb
Objective: The student will read the classic fairy tale; “Tom Thumb” by The Brothers
Grimm.
Key Vocabulary:
urchin - noun; a mischievous young child
vain - adjective: producing no results
bawled - verb; to call or shout noisily
roguish - adjective; a dishonest person
frolic - verb; to play cheerfully
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: “Tom Thumb” by The Brothers Grimm
Engage:
Engaging Question: Can you imagine being only the size of a person’s thumb?
Supplemental Engagement Activity: “Tom Thumb” was originally written centuries
ago. Have the student look up the origin of this folk legend/fairy tale.
Additional Notes to the Teacher: The student will read a version of the fairy tale
about the character Tom Thumb.
Introduce the Vocabulary words to the student, and then give her most of the class
period to read "Tom Thumb". When she has finished, go over the Discussion
Questions with her.
If there is class time remaining, have the student draw her favorite scene from the story.
Lesson Wrap-Up: Talk about the fact that Fairy Tales are told and written for
enjoyment. The characters are able to do things normal human beings cannot do.
Discussion Questions Answer Key:
His thinking powers and his voice saved him.
The other character was Wendy from “Peter Pan.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-2
Lesson 109
Tom Thumb
If you were as small as a thumb, what could be dangerous for you?
In this Lesson you will be reading about a little boy only as big as a thumb.
If you were only the size of a thumb, the world would be a dangerous place.
Where would you be able to walk without being stepped on? What if you
fell into a heating vent in your house? What about pets; would they treat
you like a toy?
In a fairy tale the character a small as a thumb is able to survive with his
thinking powers. Read the adventures of Tom Thumb and see how he
survived his dangerous situations.
Lesson Wrap Up: Fairy Tales are told and written for enjoyment. The
characters are able to do things normal human beings cannot do.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-3
Tom Thumb
by The Brothers Grimm
A poor woodman sat in his cottage one night, smoking his pipe by the
fireside, while his wife sat by his side spinning. 'How lonely it is, wife,' said he,
as he puffed out a long curl of smoke, 'for you and me to sit here by ourselves,
without any children to play about and amuse us while other people seem so
happy and merry with their children!'
'What you say is very true,' said the wife, sighing, and turning round her
wheel; 'how happy should I be if I had but one child! If it were ever so small-nay, if it were no bigger than my thumb--I should be very happy, and love it
dearly.' Now--odd as you may think it--it came to pass that this good woman's
wish was fulfilled, just in the very way she had wished it; for, not long
afterwards, she had a little boy, who was quite healthy and strong, but was not
much bigger than my thumb. So they said, 'Well, we cannot say we have not
got what we wished for, and, little as he is, we will love him dearly.' And they
called him Thomas Thumb.
They gave him plenty of food, yet for all they could do he never grew bigger,
but kept just the same size as he had been when he was born. Still, his eyes
were sharp and sparkling, and he soon showed himself to be a clever little
fellow, who always knew well what he was about.
One day, as the woodman was getting ready to go into the wood to cut fuel,
he said, 'I wish I had someone to bring the cart after me, for I want to make
haste.' 'Oh, father,' cried Tom, 'I will take care of that; the cart shall be in the
wood by the time you want it.' Then the woodman laughed, and said, 'How
can that be? you cannot reach up to the horse's bridle.' 'Never mind that,
father,' said Tom; 'if my mother will only harness the horse, I will get into his
ear and tell him which way to go.' 'Well,' said the father, 'we will try for once.'
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-4
When the time came the mother harnessed the horse to the cart, and put Tom
into his ear; and as he sat there the little man told the beast how to go, crying
out, 'Go on!' and 'Stop!' as he wanted: and thus the horse went on just as well
as if the woodman had driven it himself into the wood. It happened that as
the horse was going a little too fast, and Tom was calling out, 'Gently! gently!'
two strangers came up. 'What an odd thing that is!' said one: 'there is a cart
going along, and I hear a carter talking to the horse, but yet I can see no one.'
'That is queer, indeed,' said the other; 'let us follow the cart, and see where it
goes.' So they went on into the wood, till at last they came to the place where
the woodman was. Then Tom Thumb, seeing his father, cried out, 'See, father,
here I am with the cart, all right and safe! now take me down!' So his father
took hold of the horse with one hand, and with the other took his son out of
the horse's ear, and put him down upon a straw, where he sat as merry as you
please.
The two strangers were all this time looking on, and did not know what to say
for wonder. At last one took the other aside, and said, 'That little urchin will
make our fortune, if we can get him, and carry him about from town to town
as a show; we must buy him.' So they went up to the woodman, and asked him
what he would take for the little man. 'He will be better off,' said they, 'with us
than with you.' 'I won't sell him at all,' said the father; 'my own flesh and blood
is dearer to me than all the silver and gold in the world.' But Tom, hearing of
the bargain they wanted to make, crept up his father's coat to his shoulder and
whispered in his ear, 'Take the money, father, and let them have me; I'll soon
come back to you.'
So the woodman at last said he would
sell Tom to the strangers for a large
piece of gold, and they paid the price.
'Where would you like to sit?' said
one of them. 'Oh, put me on the rim
of your hat; that will be a nice gallery
for me; I can walk about there and
see the country as we go along.' So they did as he wished; and when Tom had
taken leave of his father they took him away with them.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-5
They journeyed on till it began to be dusky, and then the little man said, 'Let
me get down, I'm tired.' So the man took off his hat, and put him down on a
clod of earth, in a ploughed field by the side of the road. But Tom ran about
amongst the furrows, and at last slipped into an old mouse-hole. 'Good night,
my masters!' said he, 'I'm off! mind and look sharp after me the next time.'
Then they ran at once to the place, and poked the ends of their sticks into
the mouse-hole, but all in vain; Tom only crawled farther and farther in; and
at last it became quite dark, so that they were forced to go their way without
their prize, as sulky as could be.
When Tom found they were gone, he came out of his hiding-place. 'What
dangerous walking it is,' said he, 'in this ploughed field! If I were to fall from
one of these great clods, I should undoubtedly break my neck.' At last, by
good luck, he found a large empty snail-shell.
'This is lucky,' said he, 'I can sleep here very well'; and in he crept.
Just as he was falling asleep, he heard two men passing by, chatting together;
and one said to the other, 'How can we rob that rich parson's house of his
silver and gold?' 'I'll tell you!' cried Tom.
'What noise was that?' said the thief, frightened; 'I'm sure I heard someone
speak.' They stood still listening, and Tom said, 'Take me with you, and I'll
soon show you how to get the parson's money.' 'But where are you?' said they.
'Look about on the ground,' answered he, 'and listen where the sound comes
from.' At last the thieves found him out, and lifted him up in their hands.
'You little urchin!' they said, 'what can you do for us?' 'Why, I can get between
the iron window-bars of the parson's house, and throw you out whatever you
want.' 'That's a good thought,' said the thieves; 'come along, we shall see what
you can do.'
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-6
When they came to the parson's house, Tom slipped through the windowbars into the room, and then called out as loud as he could bawl, “Will you
have all that is here?' At this the thieves were frightened, and said, 'Softly,
softly! Speak low, that you may not awaken anybody.' But Tom seemed as if he
did not understand them, and bawled out again, 'How much will you have?
Shall I throw it all out?' Now the cook lay in the next room; and hearing a
noise she raised herself up in her bed and listened. Meantime the thieves were
frightened, and ran off a little way; but at last they plucked up their hearts, and
said, ‘The little urchin is only trying to make fools of us.' So they came back
and whispered softly to him, saying, 'Now let us have no more of your roguish
jokes; but throw us out some of the money.' Then Tom called out as loud as he
could, 'Very well! hold your hands! here it comes.'
The cook heard this quite plain, so she sprang out of bed, and ran to open the
door. The thieves ran off as if a wolf was at their tails: and the maid, having
groped about and found nothing, went away for a light. By the time she came
back, Tom had slipped off into the barn; and when she had looked about and
searched every hole and corner, and found nobody, she went to bed, thinking
she must have been dreaming with her eyes open.
The little man crawled about in the hay-loft, and at last found a snug place
to finish his night's rest in; so he laid himself down, meaning to sleep till
daylight, and then find his way home to his father and mother. But alas! how
woefully he was undone! what crosses and sorrows happen to us all in this
world! The cook got up early, before daybreak, to feed the cows; and going
straight to the hay-loft, carried away a large bundle of hay, with the little man
in the middle of it, fast asleep. He still, however, slept on, and did not awake
till he found himself in the mouth of the cow; for the cook had put the hay
into the cow's rick, and the cow had taken Tom up in a mouthful of it. 'Good
lack-a-day!' said he, 'how came I to tumble into the mill?' But he soon found
out where he really was; and was forced to have all his wits about him, that
he might not get between the cow's teeth, and so be crushed to death. At last
down he went into her stomach. 'It is rather dark,' said he; 'they forgot to build
windows in this room to let the sun in; a candle would be no bad thing.'
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-7
Though he made the best of his bad luck, he did not like his quarters at all;
and the worst of it was, that more and more hay was always coming down,
and the space left for him became smaller and smaller. At last he cried out as
loud as he could, 'Don't bring me any more hay! Don't bring me any more
hay!'
The maid happened to be just then
milking the cow; and hearing someone
speak, but seeing nobody, and yet being
quite sure it was the same voice that she
had heard in the night, she was so
frightened that she fell off her stool, and
overset the milk-pail. As soon as she could pick herself up out of the dirt, she
ran off as fast as she could to her master the parson, and said, 'Sir, sir, the cow
is talking!' But the parson said, 'Woman, thou art surely mad!' However, he
went with her into the cow-house, to try and see what was the matter.
Scarcely had they set foot on the threshold, when Tom called out,'Don't bring
me any more hay!' Then the parson himself was frightened; and thinking the
cow was surely bewitched, told his man to kill her on the spot. So the cow was
killed, and cut up; and the stomach, in which Tom lay, was thrown out upon a
dunghill.
Tom soon set himself to work to get out, which was not a very easy task; but at
last, just as he had made room to get his head out, fresh ill-luck befell him. A
hungry wolf sprang out, and swallowed up the whole stomach, with Tom in it,
at one gulp, and ran away.
Tom, however, was still not disheartened; and thinking the wolf would not
dislike having some chat with him as he was going along, he called out, 'My
good friend, I can show you a famous treat.' 'Where's that?' said the wolf. 'In
such and such a house,' said Tom, describing his own father's house. 'You can
crawl through the drain into the kitchen and then into the pantry, and there
you will find cakes, ham, beef, cold chicken, roast pig, apple-dumplings, and
everything that your heart can wish.'
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-8
The wolf did not want to be asked twice; so that very night he went to the
house and crawled through the drain into the kitchen, and then into the
pantry, and ate and drank there to his heart's content. As soon as he had had
enough he wanted to get away; but he had eaten so much that he could not go
out by the same way he came in.
This was just what Tom had reckoned upon; and now he began to set up a
great shout, making all the noise he could. 'Will you be easy?' said the wolf;
'you'll awaken everybody in the house if you make such a clatter.' 'What's that
to me?' said the little man; 'you have had your frolic, now I've a mind to be
merry myself '; and he began, singing and shouting as loud as he could.
The woodman and his wife, being awakened by the noise, peeped through a
crack in the door; but when they saw a wolf was there, you may well suppose
that they were sadly frightened; and the woodman ran for his axe, and gave
his wife a scythe. 'Do you stay behind,' said the woodman, 'and when I have
knocked him on the head you must rip him up with the scythe.' Tom heard
all this, and cried out, 'Father, father! I am here, the wolf has swallowed me.'
And his father said, 'Heaven be praised! we have found our dear child again';
and he told his wife not to use the scythe for fear she should hurt him. Then
he aimed a great blow, and struck the wolf on the head, and killed him on the
spot! And when he was dead they cut open his body, and set Tommy free.
'Ah!' said the father, 'what fears we have had for you!' 'Yes, father,' answered
he; 'I have traveled all over the world, I think, in one way or other, since we
parted; and now I am very glad to come home and get fresh air again.' 'Why,
where have you been?' said his father. 'I have been in a mouse-hole--and in a
snail-shell--and down a cow's throat-- and in the wolf 's belly; and yet here I
am again, safe and sound.'
'Well,' said they, 'you are come back, and we will not sell you again for all the
riches in the world.'
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 109-9
Then they hugged and kissed their dear little son, and gave him plenty to eat
and drink, for he was very hungry; and then they fetched new clothes for
him, for his old ones had been quite spoiled on his journey. So Master Thumb
stayed at home with his father and mother, in peace; for though he had been
so great a traveler, and had done and seen so many fine things, and was fond
enough of telling the whole story, he always agreed that, after all, there's no
place like HOME!
Discuss these questions with your teacher:
What other character that we read about ended up in their “home sweet
home”?
What was the most valuable ability of Tom that saved his day more than
once?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 110-1
Lesson 110
Fifth Grade Mastery Words Assessment
Objective: The student will be assessed on words from Lesson 105—basic mastery
words. The student will complete a Response to Reading.
Key Vocabulary:
bottom
oil
difficult
fruit
consonant
equal
string
won’t
child
bank
poem
minute
except
woman
wing
product
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Were there any challenges with the words in this unit?
Additional Notes to the Teacher: The student will be assessed on the spelling
words from Lesson 105. These are basic 5th grade mastery words. Once the test is
completed, the student will write out a Response to Reading based on his D.I.R.T. book.
Lesson Wrap-Up: Discuss with the student the purpose of learning a basic set of
spelling words.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 110-2
Lesson 110
Fifth Grade Mastery Words Assessment
It is time to show your skill at spelling some basic 5th grade words correctly.
You will have a Spelling Assessment.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: What is the reason for proper spelling in your opinion?
Support your opinion with facts or reasons.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 110-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 110-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 110-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 111-1
Lesson 111
Content Words
Objective: The student will study a list of specialized content words for this unit.
Key Vocabulary/Spelling Words:
oxygen
level
evening
element
continent
noise
substance
electric
plural
cotton
original
effect
column
similar
student
radio
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: What makes science and social studies information harder to read than fiction sometimes?
Additional Notes to the Teacher: The student will study a list of content area words
for this unit. These are common words in the science and social studies.
Introduce the list of new words to the student and have her write them in her Vocabulary
Notebook. Then, have the student look up definitions for all the words, and use those
definitions to complete the Content Words Definitions Worksheet. Go over the student’s
answers with her when she has finished, and help her to correct anything she missed.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Words from science and social studies are often longer and more
difficult to read and spell. They can be easily memorized, though.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 111-2
Content Words Definitions Answer Key:
(definitions will vary slightly)
Oxygen: noun; a colorless, odorless gas, essential part of air
Continent: noun; any of the world’s expansion of land
Plural: adjective; more than one in number
Column: noun; an upright pillar or a vertical division of a page
Level: noun; a position or quantity of something
Noise: noun; a sound
Cotton: noun; a soft white fibrous substance
Similar: adjective; resembling someone or something
Evening: adjective; flat and smooth
Substance: noun; the particular matter of which something is formed
Original: adjective: the first creation of something
Student: noun; a person who studies
Element: noun; a part or aspect of something
Electric: adjective: charged with or produced by electricity
Effect: noun; a change that is the result of an action
Radio: noun; conductor of sound; a sound message
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 111-3
Lesson 111
Content Words
Here are your new words for this spelling unit. This Lesson will introduce
your words in a slightly different way!
At the end of this Lesson is a list of Vocabulary words with a blank
underneath. Using a dictionary, write the part of speech and a definition for
each of the 16 words in the blank provided.
After you have looked up the definition for each word, remember that you
will be responsible to learn how to spell them. You will show your skill at
spelling
Lesson Wrap-Up: Words from science and social studies are often longer
and more difficult to read and spell. They can be easily memorized, though.
Is this a difficult or easy task for you?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 111-4
Content Words Definitions
Identify the part of speech and a short definition for each word.
Oxygen:
Continent:
Plural:
Column:
Level:
Noise:
Cotton:
Similar:
Evening:
Substance:
Original:
Student:
Element:
Electric:
Effect:
Radio:
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-1
Lesson 112
Abe Goes to School
Objective: The student will read the third chapter of the historical fiction novel begun in
Lesson 101.
Key Vocabulary:
solemn - adjective; grave or somber; sad
falsetto - noun; an unnaturally high sound
switches - noun; slender branches cut from a tree
flat board - noun; a flat piece of slate (or sometimes wood) used for writing, like a chalkboard.
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Three, by Frances
Cavannah
Engage:
Engaging Question: What is a one-room schoolhouse?
Additional Notes to the Teacher: The student will read Chapter Three of the novel
about Abe Lincoln. This chapter tells of where Abe went to school.
Conduct a brief review with the student of the events in Chapters One and Two, found
in Lessons 101 and 107. When the student remembers the previous chapters, have him
complete the reading for this Lesson.
When the student has finished reading, you may discuss the selection with the student,
or have him draw pictures from the story if more activity is needed.
Lesson Wrap-Up: At the end of this chapter it was revealed that Abe Lincoln was an
honest person. Ask the student for some examples of this from the chapters he has read
so far.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-2
Lesson 112
Abe Goes to School
Have you ever seen a one-room schoolhouse?
When our country was young, people gathered their children together in
one room to educate them. There usually was only one schoolteacher. That
teacher often only stayed for a short time and then moved on to another
place.
All children, no matter what grade they were in, gathered in this one room
to learn. They learned out of a book called the McGuffey Reader.
This is where Abe Lincoln went to school when he could. We know he was
an educated man since he was one of our presidents.
Do you remember what happened in the first two chapters of Abe Lincoln
Gets His Chance? Take a moment to review, and then start reading
Chapter Three!
Lesson Wrap Up: At the end of this chapter it was revealed that Abe
Lincoln was an honest person. What are some examples of this from the
chapters we have read so far?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-3
Abe Lincoln Gets His Chance
by Frances Cavannah
Chapter Three
But sad days were coming to Pigeon Creek. There was a terrible sickness. Aunt
Betsy and Uncle Thomas died, and Dennis came to live with the Lincolns.
Then Nancy was taken ill. After she died, her family felt that nothing would
ever be the same again.
Sally tried to keep house, but she was only twelve. The one little room and the
loft above looked dirtier and more and more gloomy as the weeks went by.
Sally found that cooking for four people was not easy. The smoke from the
fireplace got into her eyes. Some days Tom brought home a rabbit or a squirrel
for her to fry. On other days, it was too cold to go hunting. Then there was
only cornbread to eat and Sally's cornbread wasn't very good.
It was hard to know who missed Nancy more--Tom or the children. He sat
around the cabin looking cross and glum. The ground was frozen, so very
little work could be done on the farm. He decided, when Andrew Crawford
started his school, that Abe and Sally might as well go. There was nothing else
for them to do, and Nancy would have wanted it.
For the first time since his mother's death Abe seemed to cheer up. Every
morning, except when there were chores to do at home, he and Sally took a
path through the woods to the log schoolhouse. Master Crawford kept a "blab"
school. The "scholars," as he called his pupils, studied their lessons out loud.
The louder they shouted, the better he liked it. If a scholar didn't know his
lesson, he had to stand in the corner with a long pointed cap on his head. This
was called a dunce cap.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-4
One boy who never had to wear a dunce cap was
Abe Lincoln. He was too smart. His side won
nearly every spelling match. He was good at
figuring, and he had the best handwriting of
anyone at school. Master Crawford taught
reading from the Bible, but he had several other
books from which he read aloud. Among Abe's
favorite stories were the ones about some wise
animals that talked. They were by a man named
Aesop who had lived hundreds of years before.
Abe even made up compositions of his own. He
called them "sentences." One day he found some
of the boys being cruel to a terrapin, or turtle. He
made them stop. Then he wrote a composition in
which he said that animals had feelings the same as folks.
Sometimes Abe's sentences rhymed. There was one rhyme that the children
thought was a great joke:
"Abe Lincoln, his hand and pen,
He will be good, but God knows when."
"That Abe Lincoln is funny enough to make a cat laugh," they said.
One day it was Abe's turn to do the introducing. He opened the door to find
his best friend, Nat Grigsby, waiting outside. Nat bowed low, from the waist.
Abe bowed. His buckskin trousers, already too short, slipped up still farther,
showing several inches of his bare leg. He looked so solemn that some of
the girls giggled. The schoolmaster frowned and pounded on his desk. The
giggling stopped.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-5
"Master Crawford," said Abe, "this here is Mr. Grigsby. His pa just moved to
these parts. He figures on coming to your school."
Andrew Crawford rose and bowed. "Welcome," he said. "Mr. Lincoln,
introduce Mr. Grigsby to the other scholars."
The children sat on two long benches made of split logs. Abe led Nat down the
length of the front bench. Each girl rose and made a curtsy.
Nat bowed. Each boy rose and bowed. Nat returned the bow. Abe kept saying
funny things under his breath that the schoolmaster could not hear. But the
children heard, and they could hardly keep from laughing out loud.
Sally sat on the second bench. "Mrs. Lincoln," said Abe in a high falsetto voice,
"this here be Mr. Grigsby."
While she was making her curtsy, Sally's cheeks suddenly grew red. "Don't let
on I told you, Mr. Grigsby," Abe whispered, "but Mrs. Lincoln bakes the worst
cornbread of anyone in Pigeon Creek."
Sally forgot that they were having a lesson in manners. "Don't you dare talk
about my cornbread," she said angrily.
The little log room rocked with laughter. This time Master Crawford had also heard
Abe's remark. He walked over to the corner where he kept a bundle of switches. He
picked one up and laid it across his desk.
"We'll have no more monkeyshines," he said severely. "Go on with the
introducing."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-6
One day Abe almost got into real trouble. He had started for school early, as
he often did, so that he could read one of Master Crawford's books. He was
feeling sad as he walked through the woods; he seemed to miss his mother
more each day. When he went into the schoolhouse, he looked up and saw a
pair of deer antlers. Master Crawford had gone hunting. He had shot a deer
and nailed the antlers above the door.
What a wonderful place to swing! thought Abe. He leaped up and caught hold
of the prongs. He began swinging back and forth.
CRASH! One prong came off in
his hand, and he fell to the floor.
He hurried to his seat, hoping that
the master would not notice.
But Master Crawford was proud
of those antlers. When he saw what
had happened, he picked up the
switch on his desk. It made a swishing sound as he swung it back and forth.
"Who broke my deer antlers?" he shouted.
No one answered. Abe hunched down as far as he could on the bench. He
seemed to be trying to hide inside his buckskin shirt.
Master Crawford repeated his question. "Who broke my deer antlers? I aim to
find out, if I have to thrash every scholar in this school."
All of the children looked scared, Abe most of all. But he stood up. He
marched up to Master Crawford's desk and held out the broken prong that he
had been hiding in his hand.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 112-7
"I did it, sir," he said. "I didn't mean to do it, but I hung on the antlers and they
broke. I wouldn't have done it, if I had thought they'd a broke."
The other scholars thought that Abe would get a licking. Instead, Master
Crawford told him to stay in after school. They had a long talk. He liked Abe's
honesty in owning up to what he had done. He knew how much he missed his
mother. Perhaps he understood that sometimes a boy "cuts up" to try to forget
how sad he feels.
Abe felt sadder than ever after Master Crawford moved away from Pigeon
Creek. Then Tom Lincoln left. One morning he rode off on horseback without
telling anyone where he was going. Several days went by. Even easy-going
Dennis was worried when Tom did not return.
Abe did most of the chores. In the evening he practiced his sums. Master
Crawford had taught him to do easy problems in arithmetic, and he did not
want to forget what he had learned. He had no pen, no ink, not even a piece of
paper. He took a burnt stick from the fireplace and worked his sums on a flat
board.
He wished that he had a book to read. Instead, he tried to remember the
stories that the schoolmaster had told. He repeated them to Sally and Dennis,
as they huddled close to the fire to keep warm. He said them again to himself
after he went to bed in the loft.
There were words in some of the stories that Abe did not understand. He
tried to figure out what the words meant. He thought about the people in the
stories. He thought about the places mentioned and wondered what they were
like.
There were thoughts inside Abraham Lincoln's head that even Sally did not
know anything about.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 113-1
Lesson 113
How-To Writing
Objective: The student will learn the necessary steps in writing a “how-to” article.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: How good are you at giving directions?
Supplemental Engagement Activities: Ask the student for directions in
performing a simple procedure. Act out exactly what she says in order to
point out how hard it can be to give accurate directions.
Additional Notes to the Teacher: The student will be writing a paper to explain how to
do something or make something.
The student should choose a topic or something she is very familiar with and knows
enough about to explain in writing.
The objective for this sort of writing is:
Be focused on the topic and fully explain it.
Give clear directions and be sure the reader knows what materials are necessary.
Use precise language to help the reader better understand what to do.
The order of directions need to be sequential.
Charts or pictures may be needed to explain the process clearly.
You should have a statement at the end of your writing that concludes the paper
and is related to what you have written about.
Go through the Lesson with the student and help her brainstorm topics before giving her
most of the class period to write her instructions. Collect and review the writing with the
student when she has finished.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T. If the student cannot complete the writing within the time allotted, she
may take it home to finish.
Lesson Wrap-Up: Writing directions is an exact type of writing with the discipline of
keeping to the subject and remembering to add all necessary details. Ask the student
where she regularly has to deal with reading and following directions.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 113-2
Lesson 113
How-To Writing
What do you know how to do?
Take a minute and think about the things you do well. Make a list of those
things. They may be how to care for a pet, how to make or bake something,
or perhaps how to play a video game.
After you make a list of those things, look them over and decide which thing
you could instruct someone else in doing. Could you teach someone how
to play a game or care for a pet?
For this Lesson, you will write a set of instructions. Pick your best topic.
When you have decided which thing you are most comfortable writing
about, start making a list of things necessary to tell the other person.
If you were to write about caring for a pet, you might have a list of what
food a puppy needs, how often it needs to eat, and how to train the puppy.
What should the person have for taking the puppy for a walk? How much
exercise does the dog need?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 113-3
If the thing you are thinking about is a recipe, you would need a list
of ingredients and you would need to know the order in which those
ingredients were put together.
Your goal is to write very carefully. Make sure you write out all the things
the reader will need to complete the instructions, and then write out the
instructions in the correct order. When you are writing out the instructions,
use precise language to help your reader to be better able to follow your
directions.
For instance, recipes have a list of ingredients first and then it is written in
the order they are put into the food. You can’t bake cookies without mixing
up the dough first, and you can’t make dough if you nobody told you that
you would need eggs!
Read this example – it explains how to groom a dog:
“When you groom your dog, the steps include bathing, brushing and
clipping its nails. You need: shampoo, conditioner, a brush, clippers and a
thick towel. Before you start, assemble the proper materials to give a dog a
bath. When you’re buying shampoo, get the right kind of shampoo for your
type of dog. Have a brush with metal bristles to get the tangles out of the
dog’s fur when you are finished. The towels you use should be thick so it
soaks up the water quickly. Hold your dog on your lap and gently clip the
nails. Hold your dog tightly. Your dog is groomed and ready to go.”
It might also be helpful to have an illustration in your instructions. Have you
ever put something together, like a model? The instructions probably had
lots of pictures, and you can include a picture too if you think it will make
your writing more clear.
When you finish your writing, re-read it and think about what details
you might have to add. Think:
What steps could have been explained more clearly?
Where is there a need for more information?
Does your writing need a graphic or picture to make it clearer to the
reader?
Rewrite until you are satisfied with your how-to article.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 113-3
If the thing you are thinking about is a recipe, you would need a list
of ingredients and you would need to know the order in which those
ingredients were put together.
Your goal is to write very carefully. Make sure you write out all the things
the reader will need to complete the instructions, and then write out the
instructions in the correct order. When you are writing out the instructions,
use precise language to help your reader to be better able to follow your
directions.
For instance, recipes have a list of ingredients first and then it is written in
the order they are put into the food. You can’t bake cookies without mixing
up the dough first, and you can’t make dough if you nobody told you that
you would need eggs!
Read this example – it explains how to groom a dog:
“When you groom your dog, the steps include bathing, brushing and
clipping its nails. You need: shampoo, conditioner, a brush, clippers and a
thick towel. Before you start, assemble the proper materials to give a dog a
bath. When you’re buying shampoo, get the right kind of shampoo for your
type of dog. Have a brush with metal bristles to get the tangles out of the
dog’s fur when you are finished. The towels you use should be thick so it
soaks up the water quickly. Hold your dog on your lap and gently clip the
nails. Hold your dog tightly. Your dog is groomed and ready to go.”
It might also be helpful to have an illustration in your instructions. Have you
ever put something together, like a model? The instructions probably had
lots of pictures, and you can include a picture too if you think it will make
your writing more clear.
When you finish your writing, re-read it and think about what details
you might have to add. Think:
What steps could have been explained more clearly?
Where is there a need for more information?
Does your writing need a graphic or picture to make it clearer to the
reader?
Rewrite until you are satisfied with your how-to article.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 114-1
Lesson 114
Subject-Verb Agreement
Objective: The student will learn that the subject of a sentence must agree in number
with the verb used.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What does it mean that the subject of a sentence and the verb “agree?”
Additional Notes to the Teacher: In this Lesson, the student will be working with
subject-verb agreement. The student will need to understand when he writes sentences,
his subject must agree in number with the verb.
Go through the Lesson with the student and clarify the concept of subject-verb
agreement using the examples provided. When the student understands the concept,
have him complete the SVA Worksheet, and then go over the answers to the Worksheet
with the student.
Lesson Wrap-Up: Ask the student why he thinks so many people make mistakes in this
area of grammar.
SVA Worksheet Answer Key:
1. waits
2. yells
3. waves
4. sits
5. through 10. (Answers will vary)
11. know
12. lives
13. is
14. believed
15. explains
16. lives
17. is
18. want
19. study
20. are
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 114-2
Lesson 114
Subject-Verb Agreement
The subject and the verb in a sentence must agree in number. A singular
subject needs a verb that agrees with singular nouns. A plural subject
needs a verb that agrees with plural nouns.
Most nouns form their plural form by adding an –s to the word.
Verbs form plural with no –s. A verb usually has an –s when it is singular.
The following rules will help make your subjects and verbs agree:
If a subject is a singular noun or he, she, or it, add –s or –es to most verbs.
If a verb ends in a consonant and –y, change the –y to –i before adding es
When you or the singular pronoun I is the subject, write the verb without an
–s or –es:
I catch the early train.
If the subject is a plural noun or a plural pronoun, do not add –s or –es to
the verb:
Most trains arrive on schedule.
When nouns combine to form a compound subject with and, use a plural
verb form:
Lee and Dan run to the station.
For the verb "be", use "am" or "is" or "are" to agree with singular subjects and are to
agree with plural subjects:
I am on time. We are not late.
You can usually judge subject-verb agreement by the “sound” of the
sentence. It does not sound correct to write: “The rain come in the
afternoon.” “The rain pour down all day.” That is because the subject and
verb do not agree in number.
Lesson Wrap-Up: Why do you think so many people make mistakes in this
area of grammar?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 114-3
SVA Worksheet
Write the correct form of the verb for these sentences:
1. Mary for the train. (wait, waits)
2. The conductors , “All aboard!”. (yell, yells)
3. John as she boards the train. (wave, waves)
4. Mary
next to another girl. (sit, sits)
Use these 6 words to write a short paragraph about a storm. Pay
attention to Subject – Verb agreement.
5. Rain
6. Pour
7. Storm
8. Darken
9. Threaten
10. Fall
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 114-4
Circle the correct form of the verb to fit these sentences:
11. Do you ( know , knows ) about the Civil War?
12. Our family ( live , lives ) in Pennsylvania.
13. This ( is , are ) where Abraham Lincoln gave a famous speech.
14. It is ( believed , believe ) he wrote it while on a train ride.
15. My teacher ( explain , explains ) why the Civil War is important.
16. My cousin ( live , lives ) in Michigan.
17. Ohio ( is , are ) a state in the Midwest.
18. I ( want , wants ) to be a teacher.
19. Teachers ( study , studies ) many subjects.
20. They ( is , are ) important in the education of all children.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-1
Lesson 115
Abe Gets a Chance
Objective: The student will read the fourth chapter of the historical fiction novel begun
in Lesson 101.
Key Vocabulary:
coy - adjective; shy or modest
victuals - noun; food
Literary Selection: Abe Lincoln Gets His Chance, Chapter Four, by Frances
Cavannah
Engage:
Engaging Question: Do you remember that Tom is the father and he has been gone for a while? Where is he? Why?
Additional Notes to the Teacher: The student will continue reading the historical
fiction novel begun in Lesson 101. The student should recall what has happened in Abe
Lincoln’s life so far.
She should be reminded that Tom, the father, has been away for a while. Ask where she
thinks he is, and whether or not he will come back.
Have the student predict what she thinks will happen next in the story before beginning
reading. Have her write the prediction in her Reading Notebook and after reading go
back and see if she was correct.
Have the student continue to take notes as she reads, and to compare those notes to
her previous notes on this novel.
Lesson Wrap-Up: Discuss with the student how having made a prediction helps you
read the next section with more intention. It can make her want to read on to see if she
was right.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-2
Lesson 115
Abe Gets a Chance
As you have read so far Abe Lincoln and his family moved to Kentucky.
Sadly, his mother died. Did you notice how the writer uses the first names
instead of mother or father? Nancy was mother and Tom is father. Did it
seem strange to you that father left the children? He has been gone for a
while. Where do you think he went? Do you think he will return?
Write your prediction in your notebook before you begin reading Chapter
Four.
After you finish this chapter, write a summary of what it was about. Show
this summary to your teacher when you are done.
Lesson Wrap-Up: How does having made a prediction help you read the
next section with more intention? Do you find yourself wanting to find out if
you were right or not?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-3
Abe Lincoln Gets His Chance
by Frances Cavannah
Chapter Four
Abe took another bite of cornbread and swallowed hard. "Don't you like it?"
asked Sally anxiously. "I know it doesn't taste like the cornbread Mammy used
to make."
She looked around the room. The furniture was the same as their mother had
used--a homemade table and a few three-legged stools. The same bearskin
hung before the hole in the wall that was their only door. But Nancy had kept
the cabin clean. She had known how to build a fire that didn't smoke. Sally
glanced down at her faded linsey-woolsey dress, soiled with soot. The dirt
floor felt cold to her bare feet. Her last pair of moccasins had worn out weeks
ago.
"I don't mind the cornbread--at least, not much." Abe finished his piece, down
to the last crumb. "If I seem down in the mouth, Sally, it is just because--"
He walked over to the fireplace, where he stood with his back to the room.
"He misses Nancy," said Dennis bluntly, "the same as the rest of us.
Then Tom has been gone for quite a spell."
Sally put her hand on Abe's shoulder. "I'm scared. Do you reckon something
has happened to Pappy? Isn't he ever coming back?"
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-4
Abe stared into the fire. He was thinking of the wolves and panthers loose in
the woods. There were many dangers for a man riding alone over the rough
forest paths. The boy wanted to say something to comfort Sally, but he had to
tell the truth. "I don't know, I--"
He stopped to listen. Few travelers passed by their cabin in the winter, but he
was sure that he heard a faint noise in the distance. It sounded like the creak
of wheels. The noise came again--this time much closer. A man's voice was
shouting: "Get-up! Get-up!"
"Maybe it's Pappy!" Abe pushed aside the bearskin and rushed outside.
Sally and Dennis were right behind him.
"It is Pappy," Sally cried. "But look--"
Tom Lincoln had left Pigeon Creek on horseback. He was returning in a
wagon drawn by four horses. He was not alone. A strange woman sat beside
him, holding a small boy in her lap. Two girls, one about Sally's age, the other
about eight, stood behind her. The wagon was piled high with furniture--more
furniture than the Lincoln children had ever seen.
"Whoa, there!" Tom Lincoln pulled at the reins and brought the wagon to a
stop before the door.
"Here we are, Sarah." He jumped down and held out his hand to help the
woman.
She was very neat looking, tall and straight, with neat little curls showing at
the edge of her brown hood. She said, "Tsch! Tsch!" when she saw Tom's
children. She stared at their soiled clothing, their matted hair, their faces
smudged with soot. "Tsch! Tsch!" she said again, and Abe felt hot all over in
spite of the cold wind. He dug the toe of his moccasin into the frozen ground.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-5
"Abe! Sally!" their father said. "I've brought you a new mammy. This here is the
Widow Johnston. That is, she was the Widow Johnston." He cleared his throat.
"She is Mrs. Lincoln now. I've been back to Kentucky to get myself a wife."
"Howdy!" The new Mrs. Lincoln was trying to sound cheerful. She beckoned
to the children in the wagon. They jumped down and stood beside her.
"These here are my young ones," she went on. "The big gal is Betsy. The other
one is Mathilda. This little shaver is Johnny."
Dennis came forward to be introduced, but he had eyes only for Betsy.
She gave him a coy look out of her china-blue eyes. Tilda smiled shyly at
Sally. Both of the Johnston girls wore pretty linsey-woolsey dresses under
their shawls and neat moccasins on their feet. Sally, looking down at her own
soiled dress and bare toes, wished that she could run away and hide. Abe said
"Howdy" somewhere down inside his stomach.
Sarah, Tom's new wife, looked around the littered yard, then at the cabin.
It did not even have a window! It did not have a door that would open and
shut--only a ragged bearskin flapping in the wind. She had known Tom since
he was a boy and had always liked him. Her first husband, Mr. Johnston, had
died some time before, and when Tom had returned to Kentucky and asked
her to marry him, she had said yes. He had told her that his children needed a
mother's care, and he was right.
Poor young ones! she thought. Aloud she said, "Well, let's not all stand out
here and freeze. Can't we go inside and get warm?"
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-6
The inside of the cabin seemed almost as cold as the outdoors. And even more
untidy. Johnny clung to his mother's skirt and started to cry. He wanted to go
back to Kentucky. His sisters peered through the gloom, trying to see in the
dim light. Sally was sure that they were looking at her. She sat down hastily
and tucked her feet as far back as she could under the stool. Abe stood quite
still, watching this strange woman who had come without warning to take his
mother's place.
She smiled at him. He did not smile back.
Slowly she turned and looked around. Her
clear gray eyes took in every nook, every
crack of the miserable little one-room house.
She noticed the dirty bearskins piled on
the pole bed in the corner. She saw the pegs
in the wall that led to the loft. The fire
smoldering in the fireplace gave out more
smoke than heat.
"The first thing we'd better do," she said,
taking off her bonnet, "is to build up that fire. Then we'll get some victuals
ready. I reckon everybody will feel better when we've had a bite to eat."
From that moment things began to happen in the Lincoln cabin. Tom went
out to the wagon to unhitch the horses. Dennis brought in more firewood.
Abe and Mathilda started for the spring, swinging the water pail between
them. Betsy mixed a fresh batch of cornbread in the iron skillet, and Sally set
it on the hearth to bake. Tom came back from the wagon, carrying a comb of
honey and a slab of bacon, and soon the magic smell of frying bacon filled the
air. There were no dishes, but Sally kept large pieces of bark in the cupboard.
Eight people sat down at the one little table, but no one seemed to mind that it
was crowded.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-7
The Lincoln children had almost forgotten how good bacon could taste.
Abe ate in silence, his eyes on his plate. Sally seemed to feel much better.
Sitting between her stepsisters, she was soon chattering with them as though
they were old friends. Once she called the new Mrs. Lincoln "Mamma," just as
her own daughters did. Dennis sat on the other side of Betsy. He seemed to be
enjoying himself most of all. He sopped up his last drop of golden honey on
his last piece of cornbread.
"I declare," he said, grinning, "we ain't had a meal like this since Nancy died."
Abe jumped up at the mention of his mother's name. He was afraid that he
was going to cry. He had started for the door, when he felt his father's rough
hand on his shoulder.
"Abe Lincoln, you set right down there and finish your cornbread."
Abe looked up at Tom out of frightened gray eyes. But he shook his head.
"I can't, Pa." both angry and embarrassed. "You clean up your plate or I'll give
you a good hiding."
The young Johnstons gasped. Abe could hear Sally's whisper: "Please, Abe! Do
as Pa says." Then he heard another voice.
"Let the boy be, Tom." It was Sarah Lincoln speaking.
There was something about the way she said it that made Abe decide to come
back and sit down. He managed somehow to eat the rest of his cornbread. He
looked up and saw that she was smiling at him again. He almost smiled back.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 115-8
Sarah looked relieved. "Abe and I," she said, "are going to have plenty of
chance to get acquainted."
At the beginning of this Lesson, you wrote a prediction. Were you correct?
Write a summary of what has happened so far in this book. Include details
from all four chapters. What do you think the next chapter will be about
from what you already know? Write a final prediction for Chapter Five.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 116-1
Lesson 116
Content Words Assessment
Objective: The student will be assessed on words from Lesson 111—science and
social studies content word, and he will complete a Response to Reading.
Key Vocabulary:
oxygen
level
evening
element
continent
noise
substance
electric
plural
cotton
original
effect
column
similar
student
radio
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Many of your words in this unit were science words. What types of scientific study did they make you think of?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 111. These are science and social studies content words. Once the test
is completed, the student will complete a Response to Reading based on his D.I.R.T.
book.
Lesson Wrap-Up: Ask the student: Who would be taken more seriously: a person with
strong opinions or a person with strong opinions who can back them up with facts and
support? Why do you think so?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 116-2
Lesson 116
Content Words Assessment
Many of your words from Lesson 111 were science words. What types of
scientific study did they make you think of?
It is time to show your skill at spelling science and social studies content
words correctly. You are going to complete a Spelling Assessment.
When you
work with your teacher and record your
score in the back of your notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Who would be taken more seriously: a person with
strong opinions or a person with strong opinions who can back them up
with facts and support? Why do you think so?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 116-3
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 116-4
STUDENT MANUAL
19.
20.
21.
22
23.
24.
25.
FIFTH GRADE LANGUAGE ARTS—LESSON 116-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 117-1
Lesson 117
Over-Used Words
Objective: The student will learn about over-used words and study a new word list.
Key Vocabulary:
said
nice
look
make
sad
walked
like
bright
happy
angry
afraid
bad
Materials Needed: Vocabulary Notebook, pen or pencil, dictionary, thesaurus
Engage:
Engaging Question: What are some words that you hear every day? What are
some words that you hear too often every day?
Additional Notes to the Teacher: Give the student the list of over-used words. There
will be an Assessment on these words later. For this Lesson, the student will learn the
spelling of these words and will find two synonyms for each word.
Have the student write the words in her Vocabulary Notebook. Then, have her use a
thesaurus to find more interesting synonyms for each word. Evaluate her results when
she has finished.
Homework Required: Remind the student to study the spelling or Vocabulary words
and do D.I.R.T.
Lesson Wrap-Up: Lead a discussion based on the idea that “boring people use boring
words; exciting people use exciting words.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 117-2
Lesson 117
Over Used Words
What is a synonym? What word means the same as good?
You may have thought of the word nice. That would work. In your new
spelling list you will have to find words that mean the same as the list of
words given. However, your “new” words need to be more descriptive and
alive.
Your new words are:
said
look
walked
sad
like
angry
happy
afraid
bright
nice
make
bad
The spelling of these words is not too challenging – you probably use them
often in your writing. Your challenge is to find two synonyms for each of
these words. There is a chart at the end of this Lesson – in the first column
you will find all of your new Vocabulary words. In the next two columns,
find and write synonyms for each word. This will increase your useable
Vocabulary, and make your writing more interesting!
Be sure to learn the spelling of all of the words you wrote down. Happy
hunting!
Lesson Wrap-Up: Have you ever heard the expression “boring people use
boring words, exciting people use exciting words?”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 117-3
Over-Used Words and Their Synonyms
For each word, find two synonyms and write them in the space
provided.
said
sad
happy
nice
walked
angry
look
like
afraid
make
bright
bad
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 118-1
Lesson 118
Hold It Together With a Conjunction
Objective: The student will identify conjunctions in writing compound sentences.
Key Vocabulary:
conjunction - noun; two or more things joined together
compound - adjective; made up of two or more parts
correlative conjunction - pairs of words used to link words
Materials Needed: Writing Notebook, pen or pencil, strips of paper to write parts of
sentences on, small papers to write conjunctions on
Engage:
Engaging Question: How do you hold the parts of your sentences together?
Additional Notes to the Teacher: The student will practice making compound
sentences by writing separate subjects on strips of paper and adding a small piece with
a conjunction on it to combine them into a sentence.
Example:
Make up several subject papers with words like: music, rhythm, styles, types,
culture, society, Mary, and Sue.
Then do the same for verbs: reads, plays, directs, sing, dance, fought, and won.
Now the small papers would have the coordinating conjunctions written on them:
and, or, but.
Other small papers would have the words, either/ or, neither/nor, both/and.
The student will pick out two subjects and add a conjunction or two verbs and
add a conjunction.
The student will also use the correlating conjunctions and two verbs to make
sentences. (Example: Mary can both dance and sing.)
Explain the different conjunction modes and uses to the student, and then have him
complete the Conjunction Worksheet at the end of the Lesson.
Lesson Wrap-Up: Discuss how sometimes the smallest words are among the most
important!
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 118-2
Conjunction Worksheet Answer Key:
1. and
2. but
3. and
4. and
5. but
6. and
7. or
8. but
9. and
10. but
11. or
The teacher will determine if #12 and #13 are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 118-3
Lesson 118
Hold It Together With a Conjunction
What words do you use when you have more than one subject or
predicate?
The answer is you use a word called a conjunction. The most common
conjunctions are: and, but, or. These words can hold compound
subjects together so they act as one subject for a sentence or compound
predicates.
Compound subject: The President and the Governor
Compound predicate: led and protected their country
If you are writing about more than one person, place or thing, you can
connect them with a conjunction. If one person does more than one thing
you can connect those things with a conjunction.
The rules for using conjunctions are:
Use and to join related ideas: His horse was fast and strong.
Use but to join contrasting ideas: Some men escaped, but they were
captured.
Use or to suggest a choice: The pursuers could chase on foot or on horseback.
In compound sentences, you usually add a comma before the
conjunction.
Example: We could have steak for dinner, or we could have chicken.
Example: John wanted to wait up, but he was very tired.
Lesson Wrap-Up: Sometimes the smallest words are among the most
important!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 118-4
Conjunction Worksheet
Identify and circle the conjunction in these sentences.
1. The British and the colonists found each other.
2. King George charged taxes to the colonists, but the colonists did not
want to pay.
3. The colonists fought and prevailed against England.
Circle the correct conjunction for these sentences.
4. Revere ( and , but ) Adam were heroes.
5. Revere rode a horse, ( but , or ) he did not reach Concord.
6. The silversmith rode hard ( and , but ) fast.
Use the conjunction “and, “or”, or “but” to join these pairs of subjects
and write the sentence. Remember the comma.
7. Would you like to visit New York? Would you prefer to visit Boston?
8. Boston is a big city. New York City has more people.
9. Boston is an old city. New York City is old as well.
10. Boston has many buses. The trains are faster.
11. You might want to take a bus. You might want to take a train.
Write two sentences using correlating conjunctions.
12.
13.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 119-1
Lesson 119
Can You Solve the Mystery?
Objective: The student will read a mystery story and attempt to solve it using careful
reading strategies.
Key Vocabulary:
mystery - noun; something that is difficult to discover; unknown
Materials Needed: Reading Notebook, pen or pencil, Writing Notebook
Literary Selection: “The Locket”
Engage:
Engaging Question: Have you ever lost something or found something?
Additional Notes to the Teacher: Begin by asking the student the Engaging Question,
and then following up: How did she solve the mystery of the lost thing?
If you have any antiques that may be unrecognizable to your student, bring one to her
attention. Ask her what she thinks it is or what it was used for. For example: an old spool
for yarn that belongs to a spinning wheel, an old flat iron, or a boot scrape.
Have the student read the Literary Selection entitled “The Locket” – the story does
not have an ending. When she has finished reading, have the student think about the
questions at the end of the story before writing an ending to the story on her own.
Lesson Wrap-Up: Ask the student to share her new ending with someone else.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 119-2
Lesson 119
Can You Solve the Mystery?
What is a mystery? If you thought it was something that is difficult to solve
you would be correct. Some authors write stories to involve their readers
in solving a mystery. They use clues to help the reader guess what will
happen or how the mystery is solved.
In our day-to-day life, some things are like mysteries. Like where did I leave
my purse or baseball mitt? Perhaps the dog took it and hid it. Perhaps we
forgot that we put it in the closet. Until it is found, it remains a mystery.
You will have a short story in which something is unknown. Read it carefully
and see if you can come up with a conclusion for the story.
Lesson Wrap-Up: Share your new ending with someone else.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 119-3
The Locket
One day Karen and Megan were searching around in the attic. Karen kept
sneezing because it was very dusty. Megan loved it up in the attic because she
felt it was full of history. It was a dreary day with rain pelting the roof above
them.
Karen kept sneezing but Megan loved it up in the attic. They thought maybe
next time they would bring a vacuum up to clean up. But Megan thought the
dust added character to the experience of hunting in the attic.
They found an old dark chest. When they
opened it there was a dingy, yellow
old-fashioned white dress inside. It was
beautifully adorned with lace and tiny
white pearls. Megan thought she would
love to wear it for her own wedding.
The chest had the name Anna printed on
it. They wondered who Anna was. They
continued pulling things out of the chest.
There was a photograph album tucked in
there. It had only black and white photos.
They made the girls laugh to see the hairstyles and clothes.
As they dug down deeper they came up with a locket with a picture of a young
girl. I wonder who this is? Megan thought. They noticed the eyes of the girl
looked like Megan’s mother’s eyes.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 119-4
The girls heard someone coming. It was Megan’s mother. They showed her the
locket and asked her if she knew whose picture they had found in the locket.
Her mother’s face grew pale as she stepped back. She wanted to know where
they got the locket. Her voice was weak.
Think about the following questions before you finish the story:
1. Whose picture do you think is in the locket?
2. Why do you think Megan’s mom’s face grew pale when she saw the picture?
3. What information might Megan’s mom tell her about the person in the picture?
4. How might Megan feel about this information?
There is no ending to this story. You use the ideas from what you wrote
as the answers and write an ending on the next page. Be sure to write in
complete sentences and with correct punctuation. Be creative!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 119-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 120-1
Lesson 120
Recognizing the Subject and the Verb
Objective: The student will be able to recognize the subject and verb of a sentence.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: A complete sentence has two parts. What are they?
Additional Notes to the Teacher: Remind the student that a sentence must express
a complete thought. The two important elements of a sentence are the subject and the
predicate. The student will be given exercises to find the subject and verb in sentences.
Go through the Lesson with the student, explaining the relationship between subjects
and verbs. When the student is clear on the relationship, have him complete the Subject
Verb Worksheet at the end of the Lesson.
Lesson Wrap-Up: Reiterate to the student: a complete sentence must express a
complete thought.
Subject Verb Worksheet Answer Key:
1. Mexico
is located
2. U.S. and Mexico
share
3. countries are
4. economy is growing
5. good are made
6. Mexico is
7. Mexico City is
8. Language is
9. Mexicans
speak
10. through 19. Answers will Vary.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 120-2
Lesson 120
Recognizing the Subject and the Verb
How do you find the words that represent the subject and verb of a
sentence?
You speak and write in sentence all of the time. We call what the sentence
is about the subject of the sentence. The verb tells the state of being for
the subject or action the sentence does.
A complete sentence has a subject and a verb and expresses a complete
thought.
The subject of a sentence is the word or group of words that answers the
question who or what before the verb.
The verb in a sentence tells what the subject does, what is done to the
subject, or what the condition of the subject is.
One of the types of sentences, an imperative sentence, has “you” understood
as the subject. That means you do not have to write the subject’s name.
Example: Close the door.
The subject is “you understood”. The writer or speaker could have said:
Mary, close the door, but if the speaker was directly addressing Mary, it
would not be necessary.
Look at the following sentences:
Tom gave an unforgettable show.
Her prize horse was taken.
She has been sad all day.
In the first sentence, "gave" is the verb. It tells what the subject, Tom, did. In
the second sentence, was taken tells what was done to the subject horse.
Has been in the third example is a linking verb. It tells something about the
condition of the subject by linking she to the word sad.
Lesson Wrap-Up: A complete sentence must express a complete thought.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 120-3
Subject and Verb Worksheet
Pick out the subject and verbs for the following sentences: Write the
subject and verb in the space provided.
1. Mexico is located to the south of the United States.
Subject:
Verb:
2. The United States and Mexico share a common border.
Subject:
Verb:
3. Both countries are major trading partners.
Subject:
Verb:
4. The economy of Mexico is growing fast.
Subject:
Verb:
5. Many goods in the United States are made in Mexico.
Subject:
Verb:
6. Mexico is a large country.
Subject:
Verb:
7. Mexico City is the capital of Mexico.
Subject:
Verb:
8. The main language in Mexico is Spanish.
Subject:
Verb:
9. Many Mexicans also speak Indian languages.
Subject:
Verb:
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 120-4
Take one of these nouns and one of these verbs and write a complete
sentence for each pair.
brother
father
uncle
mother
nephew
cousins
grandfather
dog
pets
cat
lives
works
plays
will take
eats
watch
teaches
gobbles
play
enjoys
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-1
Lesson 121
Have You Ever Eaten a TV Dinner?
Objective: The student will read an article to practice comprehension and retention.
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: “TV Dinners”
Engage:
Engaging Question: Where did the phrase “TV Dinner” come from?
Additional Notes to the Teacher: In this Lesson, the student will read for
comprehension and retention.
Have the student read the article entitled “TV Dinners” at the end of the Student
Manual. After she reads, have the student complete the TV Dinner Comprehension
Worksheet, and review her answers with her.
After the student has completed the reading and the Worksheet, have her write out
possible research questions for something she uses every day: a book bag, a computer,
etc.Use these questions to inform a discussion on the nature of research papers.
Suggest places the student could go to get answers to her questions, and if possible,
have her complete the necessary research to get her answers.
Advance Preparation or Homework Required: Remind the student to study spelling
words and do D.I.R.T.
Lesson Wrap-Up: Ask the student how and why TV dinners have changed over the
decades.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-2
TV Dinner Comprehension Worksheet Answer Key:
1. Answers will vary by year.
2. Preservatives
3. Internet
4. Turkey, sweet potatoes, stuffing, peas
5. Swanson Company
6. Various
7.
8.
9.
10.
11.
12.
propel/move
split/break
evidence/sample
boost/lift
thoughtless/careless
incident/event
13.
14.
15.
16.
17.
Peanut butter
eyelash
backwards
postcard
homework
18.
19.
20.
21.
22.
23.
Home made
left over
tur key
his to ry
pro duce
en joy
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-3
Lesson 121
Have You Ever Eaten a TV Dinner?
Have you ever wondered where TV Dinners came from? Who thought of
selling a frozen dinner, when did they think of it, and why?
In this Lesson, you will read a short story about some students who
wondered exactly that. After you finish reading, complete the TV Dinners
Comprehension Worksheet, and share your answers with your teacher.
When you are done with the Worksheet, get out your Reading Notebook.
Think of another everyday product, something that you take for granted,
and try asking these same questions: Where did it come from, who thought
up the idea for it, and why?
If you need an example, look at things you see around the classroom. Who
invented the backpack? What about the whiteboard? Who came up with
the idea for the computer?
Lesson Wrap-Up: How have TV Dinners changed over the years? Why
do you think that is?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-4
TV Dinners
It was Sunday evening and the hungry children awaited their TV dinner.
This is the only day of the week that mom and dad will let them eat a frozen
dinner.
As the dinner was crunched up, the children wondered who came up the idea
for frozen dinners. Did someone use left over food on a plate to freeze?
Being curious the children headed for their computers and accessed the
Internet to find their answer. They found it. The Swanson Company of
Omaha, Nebraska created TV Dinners in 1952. It happened when the
company had a huge supply of leftover turkey, stuffing, sweet potatoes and
peas. They put them on a safe plate and froze it. At that time, they sold for
$.98. The company was prepared to produce about 5,000 meals. They had
to adjust that because of gigantic demand. The Swanson Company sold
10,000,000 frozen dinners the first year.
In 1955, the company added chicken to their menu. The meals now also
have desserts of brownies or cobblers. Over time there have been many
additions and even the amount of food for each meal for big appetites. They
have designed meals for the health conscious people as well as those who are
weight conscious. With so many choices the children wondered why mom
only let them have them once a week. So they asked.
Mom explained that TV dinners were a treat
but preservatives were added to the food.
She wanted them to eat fresh food as often as
possible. So TV dinners would remain an
occasional treat.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-5
TV Dinners Comprehension Questions
Answer these questions.
1. The TV dinners were created in 1954; how old are they are now?
2. What was the reason mother limited the amount of TV dinners her family ate?
3. What tool did the children use to research TV dinners?
4. What foods were used in the original TV dinners?
5. What company created the first TV dinners?
6. If you were to create a TV dinner; what would you name the produce and what foods would you use and why?
Circle the two synonyms in each set.
6. Propel, mishap, foot, move
7. Split, satisfaction, copy, break
8. Evidence, section, sample, testimony
9. Informal, boost, lift, inspire
10. Careless, vice, thoughtless, epic
11. Charge, aid, incident, event
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 121-6
Combine these words with numbers 12-16 below to create compound
words.
eye
post
12. wards
butter
back
work
13. peanut
14.
lash
15.
card
16. home
Copy each of these words and then rewrite them in syllables in the
space provided.
17.
homemade
18.
turkey
19.
history
20.
leftover
21.
produce
22.
enjoy
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 122-1
Lesson 122
Overused Words Assessment
Objective: The student will be assessed on words from Lesson 117 – overused words.
The student will complete a Response to Reading.
Key Vocabulary:
Said
Nice
Look
Make
Sad
Walked
Like
Bright
Happy
Angry
Afraid
Bad
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Did you come up with better words for our overused set?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 117. These are overused words. In addition to the 12 words above, the
student will need to write the two words he found as synonyms in Lesson 117.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Each test will have to be scored individually based on these original words. Once the
Assessment is completed, the student will complete a Response to Reading based on
his D.I.R.T. book.
Lesson Wrap-Up: Ask the student to give you an actual example showing how a
better word choice made a sentence sound better.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 122-2
Lesson 122
Over Used Words Assessment
It is time to show your skill at spelling these words correctly. You will have
a Spelling Assessment, but this one will be a little different than the others.
In addition to the overused Vocabulary word, you will be responsible for
writing down two synonyms for each word. These synonyms must also be
spelled correctly.
This should be a perfect 100% paper. When you are finished, check your
work with your teacher and record your score in the back of your notebook.
In your Reader’s notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Can you give an actual example from your Writing
Notebook showing how a better word choice made a sentence sound
better?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
FIFTH GRADE LANGUAGE ARTS—LESSON 122-3
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 123-1
Lesson 123
Challenging Fifth Grade Words
Objective: The student will be presented with a list of sophisticated Vocabulary words
to challenge her spelling and vocabulary retention skills.
Key Vocabulary/Spelling Words:
opportunity - noun; favorable circumstances, time or place for an activity or action
plumber - noun; one who repairs and maintains piping, and fixtures that distribute water
despair - noun; loss of hope
wealthy - adjective; having much money
maternal - adjective; related through a mother
treason - noun; an offense to overthrow the government
university - noun; an institution of higher learning
assumption - noun; something that is taken for granted
argument - noun; the act of disagreeing
hemisphere - noun; a half of the terrestrial globe as divided by the equator
saunter - verb; walk about leisurely
tunic - noun; a simple slip-on garment
Materials Needed: Vocabulary Notebook, pen or pencil, resource book for words
Engage:
Engaging Question: Look over this list of words. How would you use some of them?
Supplemental Engagement Activities: Use the definition of treason to inform a
student paper on either Patrick Henry or Benedict Arnold.
Additional Notes to the Teacher: The student will learn a new Vocabulary list in this
Lesson.
Have the student read through the Vocabulary list, and then copy the words and
definitions in her Vocabulary Notebook. When she is comfortable with the definitions,
have her use each word in a sentence, and write this in her Vocabulary Notebook as
well.
Encourage the student to spend extra time studying these words – they are particularly
sophisticated for this level.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 123-2
Advance Preparation or Homework Required: Remind the student to study spelling
words and do D.I.R.T.
Lesson Wrap-Up: Discuss the difficult spelling patterns that make some of these words
more difficult. Suggest to the student that she may want to look up the affixes or root
words to help the student remember the meanings of the words.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 123-3
Lesson 123
Challenging Fifth Grade Words
Have you read or seen these words before?
opportunity: noun; favorable circumstances, time or place for an activity
or action
plumber: noun; one who repairs and maintains piping, and fixtures that
distribute water
despair: noun; loss of hope
wealthy: adjective; having much money
maternal: adjective; related through a mother
treason: noun; an offense to overthrow the government
university: noun; an institution of higher learning
assumption: noun; something that is taken for granted
argument: noun; the act of disagreeing
hemisphere: noun; a half of the terrestrial globe as divided by the equator
saunter: verb; walk about leisurely
tunic: noun; a simple slip-on garment
Look at the words and pronounce them. Copy each word and its definition
into your Vocabulary Notebook. Then pronounce the word again and count
the number of syllables for each word.
Take time to practice writing the words correctly. Write each word five times
carefully. If you are not clear about the word’s meaning; look it up in the
dictionary for a more extended definition.
When you are confident that you know the meaning of the words, use each
of them in a sentence.
During the next three Lessons you should practice memorizing your words
for an Assessment in four Lessons.
Lesson Wrap-Up: Pay attention to the spelling patterns in these words; it is
this pattern that makes these words seem more difficult. You may want to
look up the affixes or the root words to help you remember the meanings of
these words.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-1
Lesson 124
Abe’s Family Welcomes a New Member
Objective: The student will continue reading the historical fiction novel begun in
Lesson 101.
Key Vocabulary:
cipher - noun; a way of reading and writing
shorn - verb; to cut off, past tense
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Five, by Frances
Cavannah
Engage:
Engaging Question: Who do you think the new member of Abe’s life will be?
Additional Notes to the Teacher: In this Lesson, the student will continue reading
Abe Lincoln Gets His Chance, begun in Lesson 101.
Before the student reads, point out that historical fiction, like this story, doesn’t have
a proper plot. In real life, events don’t always unfold the way they do in stories – it is
important for the student to understand this.
After reading, have the student summarize the events in his own words. Encourage him
to take notes on everything that happened in this chapter, as he will want to refer back
to those notes when he reads more chapters later.
Lesson Wrap-Up: The new mother has made many changes to Abe’s home, and has
given him a great gift…books. Discuss with the student what our lives would be like
without books.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-2
Lesson 124
Abe’s Family Welcomes a New Member
How do you welcome a “new” mother?
Remember that Abe’s father was gone for a long period of time. When he
came home there was a new woman with him. This was the beginning
of another chapter in Abe Lincoln’s life. The new mother came with three
children of her own so the new family was a blended family of children.
Take a moment to review your notes on Chapters One through Four. What
has happened so far? Make some predictions – what do you think will
happen next?
As you read this chapter see how the first days with his “new” mother went.
How did she change the environment? What great gift did she have for
Abe?
Lesson Wrap Up: The new mother has made many changes to Abe’s
home and has given him a great gift…books. What would your life be like
without books?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Five
Sarah Rose got up from the table. "There's a lot of work to be done here," she
announced, "before we can bring in my plunder." She meant her furniture and
other possessions in the wagon. "First, we'll need plenty of hot water. Who
wants to go to the spring?"
She was looking at Abe. "I'll go, ma'am." He grabbed the water bucket and
hurried through the door.
Abe made several trips to the spring that afternoon. Each bucket full of water
that he brought back was poured into the big iron kettle over the fireplace.
Higher and higher roared the flames. When Sarah wasn't asking for more
water, she was asking for more wood. The steady chop-chop of Tom's ax could
be heard from the wood lot.
Everyone was working, even Dennis. Sarah gave him a pan of soap and hot
water and told him to wash the cabin walls. The girls scrubbed the table, the
three-legged stools, and the corner cupboard inside and out. Sarah climbed
the peg ladder to peer into the loft.
"Tsch! Tsch!" she said, when she
saw the corn husks and dirty bearskins on which the boys had been
sleeping. "Take them out and burn
them, Tom."
"Burn them?" he protested.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-4
"Yes, and burn the covers on the downstairs bed, too. I reckon I have enough
feather beds and blankets to go around. We're starting fresh in this house.
We'll soon have it looking like a different place."
Not since Nancy died had the cabin had such a thorough cleaning. Then came
the most remarkable part of that remarkable afternoon—the unloading of the
wagon. Sarah's pots and pans shone from much scouring.
Her wooden platters and dishes were spotless. And the furniture! She had
chairs with real backs, a table, and a big chest filled with clothes. There was
one bureau that had cost forty-five dollars. Abe ran his finger over the shining
dark wood. Sarah hung a small mirror above it and he gasped when he looked
at his reflection. This was the first looking glass that he had ever seen.
Most remarkable of all were the feather beds. One was laid on the pole bed,
downstairs. Another was placed on a clean bearskin in the opposite corner to
provide a sleeping place for the girls. The third was carried to the loft for the
three boys. When Abe went to bed that night, he sank down gratefully into the
comfortable feathers. The homespun blanket that covered him was soft and
warm.
On either side, Dennis and Johnny were asleep. Abe lay between them, wide
awake, staring into the darkness. The new Mrs. Lincoln was good and kind.
He knew that. She had seemed pleased when Sally called her "Mamma."
Somehow he couldn't. There was still a lonesome place in his heart for his own
mother.
Something else was worrying him. Before going to bed, Sarah Lincoln had
looked at him and Sally out of her calm gray eyes. "Tomorrow I aim to make
you young ones look more human," she said. Abe wondered what she meant.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-5
He found out the next morning. Tom and Dennis left early to go hunting.
Abe went out to chop wood for the fireplace. When he came back, he met
the three girls going down the path. Sally was walking between her two
stepsisters, but what a different Sally! She wore a neat, pretty dress that had
belonged to Betsy. She had on Sarah's shawl. Her hair was combed in two neat
pigtails. Her face had a clean, scrubbed look. Her eyes were sparkling. She was
taking Betsy and Mathilda to call on one of the neighbors.
"Good-by, Mamma," she called.
Sarah stood in the doorway, waving to the girls. Then she saw Abe, his arms
piled high with wood. "Come in," she said. "Sally has had her bath. Now I've
got a tub of good hot water and a gourd full of soap waiting for you. Skedaddle
out of those old clothes and throw them in the fire."
"I ain't got any others." Abe looked terrified.
"I don't aim to pluck your feathers without giving you some new ones." Sarah
laughed. "I sat up late last night, cutting down a pair of Mr. Johnston's old
pants. I got a shirt, too, laid out here on the bed."
Slowly Abe started taking off his shirt. He looked fearfully at the tub of hot
water.
"There's no call to be scared," said Sarah. "That tub won't bite. Now I'm
going down to the spring. By the time I get back, I want you to have yourself
scrubbed all over."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-6
Abe stuck one toe into the water. He said, "Ouch!" and drew it out. He then
tried again, and put in his whole foot. He put in his other foot. He sat down in
the tub. By the time Sarah returned he was standing before the fire, dressed in
the cut-down trousers and shirt of the late Mr. Johnston.
Sarah seemed pleased. "You look like a different boy," she said. "Those trousers
are a mite too big, but you'll soon grow into them."
Abe was surprised how good it felt to be clean again. "Thank you, ma'am. Now
I'd better get in some more wood."
"We have plenty of wood," said Sarah. "You see that stool? You sit down and let
me get at your hair. It looks like a heap of underbrush."
Abe watched anxiously when she opened the top drawer of the bureau and
took out a haw comb and a pair of scissors. I'll stand for it this time, he
thought, because she's been so good to us. But if she pulls too hard-Mrs. Lincoln did pull. But when Abe said "Ouch!" she patted his shoulder
and waited a moment. He closed his eyes and screwed up his face, but he said
nothing more. Perhaps she couldn't help pulling, he decided. Lock after lock
she snipped off. He began to wonder if he was going to have any hair left by
the time she got through.
"I've been watching you, Abe. You're a right smart boy," she said. "Had much
schooling?"
"I've just been to school by littles."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-7
"Have you a mind to go again?"
"There ain't any school since Master Crawford left. Anyhow, Pappy doesn't set
much store by eddication."
"What do you mean, Abe?"
"He says I know how to read and write and cipher and that's enough for
anyone."
"You can read?" she asked.
"Yes'm, but I haven't any books."
"You can read and you haven't any books.
I have books and I can't read."
Abe looked at her, amazed. "You have
books?"
Sarah nodded, but said nothing more until she had finished cutting his hair.
Then she led him over to the bureau.
"Now see if you don't like yourself better with
out that brush heap on top of your head," she asked him.
A boy with short neat hair gazed back at Abe from the mirror.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-8
"I still ain't the prettiest boy in Pigeon Creek," he drawled, "but there ain't
quite so much left to be ugly. I'm right glad, ma'am, you cleared away the
brush heap."
Was he joking? He looked so solemn that Sarah could not be sure. Then he
grinned. It was the first time that she had seen him smile.
"You're a caution, Abe," she said. "Now sit yourself down over there at the
table, and I'll show you my books."
She opened the top drawer of the bureau and took out four worn little
volumes. Although she could not read, she knew the titles: "Here they
are: Robinson Crusoe, Pilgrim's Progress, Sinbad the Sailor, and
Aesop's Fables."
"Oh, ma'am, this book by Mr. Aesop is one the schoolmaster had. The stories
are all about some smart talking animals."
He seemed to have forgotten her, as he bent his neat shorn head down over
the pages. He chuckled when he read something that amused him. Sarah
watched him curiously. He was not like her John. He was not like any boy
that she had ever known. But the hungry look in his eyes went straight to her
heart.
He looked up at her shyly. "Ma'am," he said, "will you let me read these books
sometimes?"
"Why, Abe, you can read them any time you like. I'm giving them to you to
keep."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 124-9
"Oh, Mamma!" The name slipped out as though he were used to saying it. He
had a feeling that Nancy, his own mother, had never gone away.
"You're my boy, now," Sarah told him, "and I aim to help you all I can.
The next time a school keeps in these parts, I'm going to ask your pappy to let
you and the other children go."
"Thank you, ma'am," said Abe. "I mean--thank you, Mamma."
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 125-1
Lesson 125
Comma Practice
Objective: The student will practice using commas in a series and an address.
Key Vocabulary:
comma - noun; a punctuation mark (,) indication a pause between parts of a sentence
series - noun; a number of things or events of a similar kind or related
address - verb; a signal that indicates who you are speaking to
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: When do we use a comma in our writing?
Additional Notes to the Teacher: In this Lesson, the student will practice comma use.
Review comma use with the student before having her complete the Comma Practice
Worksheet. When the student has finished, review the Worksheet with her and correct
her answers.
After she completes the Worksheet, have the student write a letter to a friend that
describes something she lost, and then found. She should use commas to separate
direct address and listed items.
Lesson Wrap-Up: Remind the student that commas show where to pause and serve
as a guide to the reader.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 125-2
Comma Practice Worksheet Answer Key:
Paragraph:
Ken, I was really down when I lost my grandmother’s ring. I have lost other things like pencils,
books, and magazines. Ken, I never lost something this valuable. I looked for it here, there, and
everywhere. I thoroughly search dozen of drawers, shelves, and boxes. Can you imagine, Ken,
how overjoyed I was when I finally found it?
Questions 1-8:
Teacher will verify that answers are correct.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 125-3
Lesson 125
Comma Practice
How do commas help make what you write more clear to the reader?
Read these two sentences:
Unclear: Look here Mary! I found the lip gloss nail clippers and makeup
you lost.
Clear: Look here, Mary! I found the lip gloss, nail clippers, and makeup
you lost.
Remember that commas are used to separate words in a series and to
identify the person addressed in the writing.
Complete the Comma Practice Worksheet at the end of the Lesson, and go
over it with your teacher when you are done.
After your teacher corrects your Worksheet, you will practice writing with
commas on your own.
In your Writing Notebook, write a letter to a friend describing
something you lost and finally found.
List all the places you looked and all the people you asked to help you find
your lost treasure. Be sure to directly address the recipient of the letter, and
use commas when listing all the places you looked.
Lesson Wrap-Up: Commas show where to pause-they help guide the
writer and the reader.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 125-4
Comma Practice Worksheet
Rewrite the following paragraph, inserting commas as needed:
Ken I was really down when I lost my grandmother’s ring. I have lost other
things like pencils books and magazines. Ken I never lost something this
valuable. I looked for it here there and everywhere. I thoroughly searched
dozen of drawers shelves and boxes. Can you imagine Ken how overjoyed
I was when I finally found it?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 125-5
Now complete these sentences with your own words and add commas
to make the sentence clear.
1. Have you ever lost something
2. I have lost my ?
and looked on the
and
3. I asked .
and if they had seen it.
4. Then I asked
and
to help us look.
5. We searched through .
6. You should have seen us .
7. We were covered with and
and
.
8. I finally found it in my drawer under and .
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 126-1
Lesson 126
Writing for Pleasure – Part 1
Objective: The student will write a story using the elements of plot development.
Key Vocabulary:
fantasy/fiction - an imaginative fiction involving magic and adventure
plot - sequence of events in a story
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: Have you ever thought of becoming an author?
Supplemental Engagement Activities: Look through the books you have at home. What images do they make you think of? Did you like the plots?
Additional Notes to the Teacher: In this Lesson, the student will try writing fiction.
Previous writing exercises have revolved around personal narrative – in this Lesson,
the student will attempt to write a short story that is as close to completely imagined as
possible.
Remind the student that all writers use elements from real life in their stories, even when
the stories are fantastic or strange. The student could make a character look or talk
like someone he knows or the plot could be something familiar to him from real-life, but
involve strange characters.
Discuss genre, plot, and conflict with the student. Help the student to determine
which genre he would like to explore, what the plot of the story will be, who the major
characters will be, and how those characters will be affected by the conflict of the story.
Once this brainstorming is complete, give the student all remaining class time to write a
rough draft of his story. He will revise the draft in Lesson 127.
Homework Required: The student may have to complete the rough draft of the story
as homework.
Lesson Wrap-Up: Encourage the student to finish his rough draft if he could not
complete it in class, but also tell him that if he’s written his rough draft, he should leave it
alone for now to avoid over-working it.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 126-2
Lesson 126
Writing For Pleasure – Part 1
What makes an interesting story?
Is it the title? Is it the picture on the cover or the short summary of the story
on the back of the book that gets you interested in reading further? What
types of books do you enjoy?
In this Lesson, you will begin your own story. The type of story you can
write depends on you. Begin brainstorming ideas. Make a list of ideas and
then narrow your list to two or three that you are really interested in writing
about. It could be total fantasy with dragons or fairies or realistic fiction with
people in conflicting situations.
Once you decide what genres you would like to write in, consider which
one you can think of the most situations, stories, characters, or details for –
that’s the one you should probably take on for this Lesson.
Now begin to visualize your story. Where does it take place? What is
happening? What do your characters look like? Consider starting your
story setting the scene either by describing the setting or the characters.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 126-3
Now think of possibilities of what could happen and why. Is the conflict
in your story within the character, outside the character or between
characters? Within the character would be like trying to think of what to
do; making a decision. Outside the character there could be a huge natural
disaster. Between characters there could be jealously or competition.
Once you have this started you can outline the development of the plot.
You can jump right into the conflict or set the scene and unfold the conflict.
That will be your way of writing the plot of your story.
Now take time to:
Brainstorm – think of things you would like to write about, and genres that you enjoy reading.
Establish a setting – where will this story take place? Is it the real world? A fantasy world of your own imagining?
Create your characters – who will be your main character? Who is against her? Who is with her? What does she want?
Rough draft a plot – What happens? How does everything turn out?
Have fun! Be creative!
Lesson Wrap-Up: Is your rough draft complete? Does it need to be
finished as homework?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 127-1
Lesson 127
Writing For Pleasure – Part 2
Objective: The student will continue to write a story using the elements of plot
development.
Materials Needed: Pencil or pen, Writing Notebook
Engage:
Engaging Question: What are the next steps to take on your story?
Supplemental Engagement Activity: Have the student draw a picture of her
characters before she begins to revise.
Additional Notes to the Teacher: In this Lesson the student will revise and edit her
story for evaluation.
Use the examples provided to clarify the concepts of narrative and dialogue, and allow
the student to work independently, offering feedback when requested. Instruct the
student to make an illustrated cover page for her story, and to do her best work.
Evaluate the story equally on the title page and picture, the idea or concept, the
organization, the language, and the plot. The story should be at least 3-5 paragraphs
(1 or 2 pages handwritten).
Lesson Wrap-Up: Ask the student how this writing experience was different than writing
from personal experience.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 127-2
Lesson 127
Writing For Pleasure – Part 2
Is your story coming together? Hopefully, you have decided on your setting,
character and plot. Did you try to visualize your story?
Think about the beginning of your story – does it invite the reader to keep
going? You can start the story with a question that the reader has to read
to find the answer. You could start your story with an exclamation so that
the reader will want to know what is so exciting in the story.
Now look at the details in your story. Can the reader visualize the scene
you are writing about? If your story is about people and their conflict than
you should tell your reader what the characters are thinking or feeling. You
do that with a narrative.
Example:
Mary was sitting in her room just thinking about the skating competition the
next day and hoping she would beat Sue.
Or:
Jack was moving slowly toward his locker as they waited the championship
hockey game. His knees were knocking. This will make or break the team;
everyone was relying on him.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 127-3
If in your story you are having your characters talk remember to use
quotation marks for your dialogue.
Example:
“Sam, are you ready for this game?” asked Larry.
“Been ready for a week; I can hardly wait to get on the ice!” replied Sam.
Re-read what you have written and make any changes you need so that
you will have a great story. When your story is finished, make a cover page
with an interesting title and an attractive picture. If your teacher lets you,
you should type a final copy of your story on the computer.
Your finished story will be graded on:
Title and picture – is the picture drawn to the best of your ability? Is the title interesting?
Idea – do you have a creative, well-thought-out idea for your story?
Organization – do the events in your story flow logically from one to the next?
Sentence Structure – are your sentences varied and interesting?
Conventions (grammar) – did you follow the normal rules of grammar and spelling?
Lesson Wrap-Up: How was this writing experience different than
writing from personal experience?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 128-1
Lesson 128
Challenging Fifth Grade Words Assessment
Objective: The student will be assessed on words from Lesson 123 – challenging fifth
grade words. The student will complete a Response to Reading.
Key Vocabulary/Spelling Words:
opportunity - noun; favorable circumstances, time or place for an activity or action
plumber - noun; one who repairs and maintains piping, and fixtures that distribute water
despair - noun; loss of hope
wealthy - adjective; having much money
maternal - adjective; related through a mother
treason - noun; an offense to overthrow the government
university - noun; an institution of higher learning
assumption - noun; something that is taken for granted
argument - noun; the act of disagreeing
hemisphere - noun; a half of the terrestrial globe as divided by the equator
saunte - verb; walk about leisurely
tunic - noun; a simple slip-on garment
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: How well do you know your challenging words?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 123.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a Response to Reading
based on his D.I.R.T. book.
Lesson Wrap-Up: Discuss that these words did not follow patterns which may have
made them a lot harder to learn.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 128-2
Lesson 128
Challenging Fifth Grade Words Assessment
Many of your words in this unit were more challenging fifth grade words.
What types of study did they make you think of?
It is time to show your skill at spelling these tough words correctly. Get your
Vocabulary Notebook out and prepare your paper for a spelling test.
This should be a perfect 100% paper. When you are finished check your
work with your teacher and record your score in the back of your notebook.
In your Reader’s notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: As you know, these words did not follow patterns which
may have made them a lot harder to learn.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 128-3
STUDENT MANUAL
10.
11.
12.
FIFTH GRADE LANGUAGE ARTS—LESSON 128-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 129-1
Lesson 129
More Challenging Fifth Grade Words
Objective: The student will learn about more challenging fifth grade words and study a
list of words for this unit.
Key Vocabulary/Spelling Words:
motivate - verb; provide stimulation to act
valuable - adj; useful, worth something for a specific purpose
bias - noun; prejudice for something
scissors - noun; a cutting instrument with two beveled edges
nutrient - adj; furnishing nourishment
disposable - adj; designed to be thrown away
legislative - adj; relating to an organized law for political purpose
rebellion - noun; open defiance of or against the established government
transparency - noun; to see clearly throw; to be understood clearly as to
meaning
vibrant - adj; full of life, vigor and activity
bamboozle - verb; mislead, concealing true motivation
cupboard - noun; a closet with shelves for cups and dishes
Materials Needed: Vocabulary Notebook, pencil or pen
Engage:
Engaging Question: Are you ready for some more challenging words?
Additional Notes to the Teacher: Go through the list of new Vocabulary words with
the student. Recite each word and make sure that the student can pronounce the word
as well, and then have the student write the definition and part of speech for each word
in her Vocabulary Notebook. If the word has a Greek or Latin affix or root word, have the
student look that up also.
If additional activity is needed, have the student use each word in a sentence, and write
this sentence in her Vocabulary Notebook as well.
Lesson Wrap-Up: These words are from the national spelling bee practice. Discuss if
the student has ever participated in a spelling bee.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 129-2
Lesson 129
More Challenging Fifth Grade Words
In this Lesson, you will get a new list of Spelling Words. You may not use all
of these words in your writing now but you will probably come across many
of them in your reading.
Your new set of words is from the National Spelling Bee. Competitive
spellers are expected to know how to spell all of these words.
Copy your new words in your notebook. Look them up and write the part of
speech and definition for each one. Your teacher may also have you look
up the Greek or Latin affix or root word for certain Spelling Words. You will
be tested on the spelling in five Lessons.
motivate
valuable
bias
scissors
nutrient
disposable
legislative
rebellion
transparency
vibrant
bamboozle
cupboard
Lesson Wrap-Up: These words are from the national spelling bee practice.
Have you ever participated in a spelling bee?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-1
Lesson 130
Abe’s Father
Objective: The student will continue reading historical fiction begun in earlier Lesson.
Key Vocabulary:
punkins - an endearing name for someone
figuring - meaning working on math problems
sums - adding numbers together
ain’t - meaning are not
tarnation - an expression of exasperation
more’n - meaning more than
spin your yarn - tell stories
‘tis - it is
more’n - more than
recollection - trying to remember or memorize
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Six, by Frances
Cavannah
Engage:
Engaging Question: Do you know what is meant by "slang"?
Supplemental Engagement Activities: Take the student to the library to research the life of Abraham Lincoln.
Additional Notes to the Teacher: Begin this Lesson by asking and discussing the
Engaging Question. Then, tell the student he will be introduced to vernacular, or slang.
Before reading, say each Vocabulary word to the student, and ask what he thinks each
word means. Next, write each word out for the student and say it again. Explain that
this way of writing helps the reader to know more about Abe Lincoln’s father – that he is
not educated, that he doesn’t read, and that he does not understand the importance of
learning.
When the student has finished reading, have him write a summary of the chapter in his
Reading Notebook. Remind him that a summary sites the important concepts of the
chapter, not every detail. There a few questions in the Student Manual that you may use
for discussion, and to prompt the student’s summary.
Lesson Wrap-Up: Ask the student if he can imagine life without books.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-2
Lesson 130
Abe’s Father
Abe Lincoln had a great enthusiasm for reading – it came naturally to him,
and he worked hard to develop his natural skill over time.
As you read this chapter of the biography of Abraham Lincoln, notice how
young Abe felt about reading. Notice who encouraged him, and who did not
understand the importance of reading.
When you finish reading, use your Reading Notebook and write a summary
of this part of the story. Here are some questions for you to consider as
your write:
What was important about the life of Abe at this time?
How did his father think about Abe being able to read; what did his step-mother think?
Why do you think Abe’s father spoke the way he did?
Did the words that father used help you understand the story more or give “color” to the story?
Why do you think the book that was given to Abe Lincoln by the lawyer was so significant for Abe’s later life?
Your summary should tell about the events of this chapter and it does not
need to be more than five sentences long.
Lesson Wrap-Up: Can you imagine your life without books?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Six
Many changes were taking place in the Lincoln cabin. Sarah persuaded Tom
to cut two holes in the walls for windows, and she covered them with greased
paper to let in the light. He made a wooden door that could be shut against
the cold winter winds. Abe and Dennis gave the walls and low ceiling a coat of
whitewash, and Sarah spread her bright rag rugs on the new wooden floor.
"Aunt Sairy," Dennis told her, "you're some punkins. One just naturally has to
be somebody when you're around."
Abe smiled up at her shyly. "It is sort of like the magic in that story of Sinbad
you gave me."
The other children were asleep. Abe sprawled on the floor, making marks on
a wooden shovel with a pointed stick. Tom, seated in one of his wife's chairs,
was dozing on one side of the fireplace.
Sarah put down her knitting and looked around the cabin. "The place does
look right cozy," she replied. "What is that you're doing, Abe?"
"Working my sums."
Tom opened his eyes. "You know how to figure enough already. Put that
shovel up and go to bed."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-4
Abe took a knife and scraped the figures from the wooden shovel. He placed it
against one side of the fireplace. "Good night, Mamma," he said.
"Good night, Abe."
Sarah's eyes were troubled. She waited until Dennis had joined Abe in the loft,
then turned to her husband. "I've been meaning to tell you, Tom, what a good
pa you've been to my young ones."
She saw that he was pleased. "I've tried to be a good mother to Abe and
Sally, too," she went on.
"You have been, Sairy. They took to you right off."
"I'm right glad, but there's something else I want to talk to you about,
Tom." He was nodding again in his chair, and she paused to make sure that he
was listening. "Abe's a smart boy. I told him the next time a school keeps in
these parts, I'd ask you to let him and the other children go."
"Humph!" Tom grunted. "There ain't any school for him to go to. Anyway, he
wastes enough time as 'tis. He's always got his nose buried in those books you
brought."
"That bothers me, too. I saw you cuff him
the other day because he was reading."
"I had to, Sairy. I told him to come out
and chop some wood, but he up and
laughed in my face."
"He wasn't laughing at you, Tom. He was
laughing at Sinbad."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-5
"Who in tarnation is Sinbad?"
"A fellow in one of his books. Abe said that Sinbad sailed his flatboat up to
a rock, and the rock was magnetized and pulled all the nails out of his boat.
Then Sinbad fell into the water."
"That's what I mean," Tom exploded. "Dennis told him that book was most
likely lies, but Abe keeps on reading it. Where is all this book learning going
to get him? More'n I ever had."
"Maybe the Lord meant for young ones to be smarter than their parents," said
Sarah, "or the world might never get any better."
Tom shook his head in dismay. "Women and their fool notions! If I don't
watch out, you'll be spoiling the boy more'n his own mammy did."
Sarah's cheeks were red as she bent over her knitting. Tom was right about
one thing. There was no school for Abe to go to. But some day there would be.
Every few weeks another clearing was made in the forest, and the neighbors
gathered for a "house raising" to help put up a cabin. Then smoke would
rise from a new chimney, and another new home would be started in the
wilderness.
With so many new settlers, there was usually plenty of work for Abe.
Whenever Tom did not need him at home, he hired out at twenty-five cents
a day. He gave this money to his father. That was the law, Tom said. Not until
Abe was twenty-one would he be allowed to keep his wages for himself. As a
hired boy, he plowed corn, chopped wood, and did all kinds of chores. He did
not like farming, but he managed to have fun.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-6
"Pa taught me to work," Abe told one farmer who had hired him, "but he
never taught me to love it."
The farmer scratched his head. He couldn't understand a boy who was always
reading, and if Abe wasn't reading he was telling jokes. The farmer thought
that Abe was lazy.
"Sometimes," the farmer said, "I get awful mad at you, Abe Lincoln. You crack
your jokes and spin your yarns, if you want to, while the men are eating their
dinner. But don't you keep them from working."
The other farm hands liked to gather around Abe when they stopped to eat
their noon meal. Sometimes he would stand on a tree stump and "speechify."
The men would become so interested that they would be late getting back to
the fields. Other times he would tell them stories that he had read in books or
that he had heard from some traveler who had passed through Pigeon Creek.
He nearly always had a funny story to tell.
Yet there was "something peculiar some about Abe," as Dennis Hanks once
said. He would be laughing one minute; the next minute he would look
solemn and sad. He would walk along the narrow forest trails, a faraway look
in his eyes. Someone would say "Howdy, Abe." Then he would grin and start
"cracking jokes" again.
Although he worked such long hours, Abe still found time to read. He sat
up late and got up early in the morning, and Sarah made the children keep
quiet when he wanted to study. Sometimes he took a book to work with him.
Instead of talking to the other farm hands at noon, he'd go off by himself and
read a few pages while he ate his dinner. People for miles around loaned him
books. Sometimes he walked fifteen miles to Rockport, the county seat, to
borrow books from John Pitcher, the town lawyer.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-7
"Everything I want to know is in books," he told Dennis. "My best friend is a
man who can give me a book I ain't read."
Late one afternoon, about two years after Sarah had arrived, Abe came home
with a new book under his arm. Tom and Dennis had joined several of their
neighbors in a big bear hunt and planned to be gone for several days. Abe
planned to read--and read--and read.
"What do you think, Mamma?" he asked. "I have a chance to read the
Declaration of Independence."
Sarah smiled into his eager eyes.
"Now isn't that nice?"
He showed her the book. It
belonged to David Turnham,
the constable. Mr.Turnham
had said that Abe might borrow
it for several days, if he promised to be careful.
"What is it about?" Sarah asked.
"It has the laws of Indiana in it, and it tells how the government of our country
was started." Abe's voice took on a new tone of excitement.
"It has the Declaration of Independence in it and the Constitution, too."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 130-8
He pulled a stool up to the fire and began to read. There was no sound in
the little cabin except the steady click-click of Sarah's knitting needles. She
glanced at him now and then. This tall, awkward boy had become very dear
to her. As dear as her own children, perhaps even dearer, but he was harder
to understand. No matter how much he learned, he wanted to learn more.
He was always hungry, hungry for knowledge—not hungry for bacon and
cornbread the way Johnny was. The idea made her chuckle.
Abe did not hear. He laid the book on his knee and stared into the flames. His
lips were moving, although he made no sound.
"What are you saying to yourself?" Sarah asked. "You look so far away."
"Why, Mamma." Abe looked up with a start. "I was just recollecting some of
the words out of the Declaration of Independence. It says all men are created
equal."
"You don't mean to tell me!" Sarah was pleased because Abe was.
"I'm going to learn as much of the Declaration as I can by heart, before
I take the book back," he said. "That way I can always keep the words."
"I declare," said Sarah, "you grow new ideas inside your head as fast as you add
inches on top of it."
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-1
Lesson 131
The Place Where Our President Lives
Objective: The student will read an informational article to develop comprehension and
retention.
Key Vocabulary:
capitol - noun; the principal city of the government
plaster - noun; a building material made of fine gypsum and water
wing - noun; in architecture, a horizontal extension of a building
Materials Needed: Reading Notebook, pen or pencil, research material (optional)
Literary Selection: “A Palace for Our President”
Engage:
Engaging Question: What is the President’s address? (1600 Pennsylvania Avenue)
Supplemental Engagement Activity: Have the student look up information about the White House’s history.
Technology Integration: Some websites offer virtual tours of the White House – have
your student take one of these tours, and discuss how the White House agreed with or
differed from the student’s expectations.
Additional Notes to the Teacher: The student will read a short information article
about where the President of the United States lives. It includes a short history of the
design and construction of the White House.
After the student reads the article, have her complete the White House Worksheet
which follows. Review the student’s answers with her and correct anything the student
found confusing.
After you have reviewed the Worksheet with the student, take the time to discuss
Presidents Adams, Jefferson, and Madison.While fifth grade students can often readily
identify Presidents Lincoln and Washington, they sometimes don’t understand the
significance of these other important, but less famous, leaders. Have the student
research each of these Presidents using an encyclopedia or internet source as time
permits.
Lesson Wrap-Up: Find out if your student’s goal is to ever live in the White House.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-2
White House Worksheet Answer Key
1. A
2. C
3. C
4. B
5. C.
6. B.
7. It symbolized stamina and integrity (answers may vary.)
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-3
Lesson 131
The Place Where Our President Lives
What would it be like to be part of a Presidential family? Where would you
live? Where would you go to school?
In this Lesson, you will read about the nation’s most famous house. This
short article will tell you a little bit about the designer of the White House,
and why it was built.
When you are done reading, answer the questions in the White House
Worksheet, and then go over them with your teacher.
Would you like to see the White House for yourself? You can – it is open to
the public, and tours are given every day. If you can’t make it to Washington
D.C., there are websites that offer virtual tours so you can point-and-click
your way to the oval office.
Lesson Wrap-Up: Would you ever want to live in the White House?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-4
A Palace for Our President
As you know, our country was originally governed by Britain, which has
always been a monarchy. The early colonists did not want to be ruled by
Britain because the British were too far away to understand the colonists'
needs.
After the Revolutionary War, a new nation was born, and a new government
was established – but where would our leaders live and work?
The new leaders made plans for a capital. It was a special city for our nation’s
headquarters. Our first President was George Washington. He chose a
location for the house.
A man named Pierre L'Enfant sketched a big fancy house much like a palace.
Mr. L'Enfant was from France, which was also a monarchy. Mr. L'Enfant
thought the President of the United States should live in a palace, just like the
King of France. However, the people of the United States had a different idea
for their leader that did not include living in a palace.
There was a contest to see who could design the best-suited building for the
President. There were many entries and ideas. The new leaders were to choose.
They selected a drawing done by a man named James Hoban.
James Hoban’s plan was for a beautiful home. It would only be two stories
high. The first floor would be where the President would work and the second
would be where the President lived.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-5
The corner stone for this house was laid on October 13, 1792. It took several
years to complete the building because the workers could only work in the
summer. Finally in 1800, John and Abigail Adams, the second President of the
United States and his wife, moved into the President’s house.
Though they were in the house, it was not completely done. The plaster on the
walls was not dry yet. Thus all the fireplaces were kept going all the time to
help dry them out. This meant the house was always very warm.
The next President to live in the house was Thomas Jefferson. Being an
architect himself, Jefferson decided to add two long wings to either side of the
house. This gave the White House more storage and office space.
Sadly the new rooms did not last long due to a war with Britain. The British
fought their way through Washington D.C., and they burned down the
President’s house! The only thing left were the stone walls.
The President at that time was James Madison – the fourth President of the
United States. He did not want to start another house. He wanted the White
House rebuilt. He wanted it to look just as it had before the war, so that it
would stand as a symbol of the stamina and integrity of America.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-6
White House Worksheet
Circle or underline the correct answer for each question.
1. The President’s house is a place where:
a. leaders of the country work
b. soldiers live
c. everything important happens
2. What did the first designer think the house should look like:
a. a cozy home
b. an office building
c. palace
3. The President’s house was built with:
a. wood
b. steel
c. stone
4. Who was the first President to live in the house?
a. James Madison
b. George Washington
c. John Adams
5. The design for the house was chosen from:
a. a group of designers
b. the leaders of the country
c, from a contest
6. What happened to the house during the war with Britain in 1812?
a. it was flooded
b. it was burned
c. it as ruined by an earthquake
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 131-7
Answer this next question in the space provided.
7. Why do you think President Madison thought it was so important to repair and rebuild the House where it was after it was burned?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-1
Lesson 132
The Growing Pains of the White House
Objective: The student will pre-write in response to a writing prompt based upon the
theme of an informational article that will be read for comprehension and retention.
Materials Needed: Reading Notebook, pen or pencil
Engage:
Engaging Question: How has the President’s home grown over the years?
Technology Integration: Using information from the internet, have the student
complete a floor plan of the White House using a drawing program.
Literary Selection: “The Growing Pains of the White House”
Additional Notes to the Teacher: The student will continue to read about the changes
that were made to the White House in the early years of its construction. The student
should understand cause and effect relationships as illustrated in the article.
Before reading this selection, have the student pre-write to this writing prompt:
If you could improve the home you live in, what would you change and why?
When the student has finished writing, have him read "The Growing Pains of the
White House" and answer the comprehension questions on the Worksheet. Review
the student's answers with him when he has finished.
Homework Required: Remind the student to study the Spelling Words presented in
Lesson 129 and do D.I.R.T.
Lesson Wrap-Up: Ask which aspect of the current White House the student would most
want in his own house.
Growing Pains Worksheet Answer Key:
1 A
2. B
3. A
4. B
5. C
6. dog, cat, snakes, badger, raccoon;
7. answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-2
Lesson 132
The Growing Pains of the White House
You read about the earliest days of the White House in Lesson 131. The
U.S. President’s home had a rough start – the original plan was rejected,
and it was burned down when the U.S. fought the British in the 1800’s, but
there were still more changes to come.
If you could improve your home, what would you change and why?
Write a paragraph about the changes you would make to your own home
before reading this Lesson’s article, “The Growing Pains of the White
House.”
Lesson Wrap-Up: Which aspect of the current White House would you
most want in your own house?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-3
The Growing Pains of the White House
Do you know why the President's house is called the White House?
In 1817, the President's house was rebuilt enough to make it liveable. Our fifth
President, James Monroe now occupied the residence.
The President’s house was nicknamed The White House because it was covered
in whitewash paint. They used this in the repair because the whitewash kept
the stone from crumbling. It stayed pretty much the same for many years.
Remember, the White House is not only where the President works but also
where his family lives. In 1901 the President of our country was Theodore
Roosevelt. He entered the house with six children and many pets. There were
cats, dogs, and snakes along with a badger and raccoon. The family also had a
pony and a macaw bird. The second floor of the White House was alive!
Roosevelt needed to find a place to do his work. How about the west side
of the house? At that time there was a greenhouse in that place. Roosevelt
ordered that they build a West Wing where the Cabinet Offices could be
moved.
In 1927 when President Coolidge moved into the house he added a third floor.
This space was used for guest rooms. The house generally stayed the same in
shape and size.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-4
In 1931 another President Roosevelt moved into the White House. Franklin
Roosevelt suffered from polio committing him to a wheel chair. He had a pool
built in the White House for his exercise. Swimming helped his withered legs.
When President Truman was in the White House, his daughter Margaret
played piano. One day the leg of the piano fell through the ceiling. This was a
serious problem that needed major repair.
Truman had an idea. Though the stone was strong, the inside of the house
needed major repair. They saved as much as they could, including doors,
mantels and fixtures. Steel beams were added, so even though the White House
was stronger and fire proof, it looked just as it had for nearly two hundred
years.
Many more Presidents and their families have since lived in and renovated the
White House, a symbol of our country's history, government and leadership.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-5
Growing Pains of the White House Worksheet
Circle or Underline each Correct Answer:
1. Why did the President’s house get the name “White House”?
a. it was a pure house
b. it was white washed
c. it was a name of honor
2. The greenhouse was changed because:
a. they needed repair
b. the president needed office space away from the family
c. the president wanted a pool
3. Which President had a floor added?
a. Coolidge
b. Franklin Roosevelt
c. Theodore Roosevelt
4. Which President was disabled?
a. Monroe
b. Franklin Roosevelt
c. Theodore Roosevelt
5. When was it discovered that the White House was in need of major repair?
a. a bulldozer took out the basement
b. visitors pointed out falling plaster
c. a piano leg came through the ceiling
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 132-6
Answer Questions 6 and 7 in the space provided.
6. List at least five kinds of pets that lived in the White House. Tell which you would most like to have and why?
7. Why do you think it is true that the White House is a symbol of American
leadership? What image do people think of when they see the White House?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-1
Lesson 133
Abe’s Tomfoolery
Objective: The student will continue reading an historical fiction novel begun in
Lesson 101.
Key Vocabulary:
‘taters - noun; potatoes
whitewash - noun; solution with water and lime used to paint walls white
oblige - verb; to make bound to a promise; compelled
tomfoolery - noun; foolish or silly behavior
didos - to act in a mischievous way
reckon - agree; consider agreeing
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Seven, by Frances
Cavannah
Engage:
Engaging Question: Who or what can motivate you to do things you do not like doing…like washing the dishes or taking a bath or cleaning your bedroom?
Supplemental Engagement Activity: You may want to see pictures of what a typical log cabin home looked like in Abraham Lincoln’s time. You could use the
Internet or library as a resource.
Additional Notes to the Teacher: In this chapter of Abe Lincoln Gets His Chance,
the student will read about how important learning to read was to Abe Lincoln.
For a warm-up, ask the student what unpleasant tasks she would be willing to do before
she gets something she really wants. Discuss this with the student, and explain that for
Abe Lincoln, reading and learning were his rewards.
Look over the Vocabulary with the student and explain the colloquial use of “dropped”
letters. Go over the pronunciation and definitions of each Vocabulary word so that the
student will recognize them when she encounters them in her reading.
After your discussion, have the student look over her notes to review what has
happened in the story so far, and then have her read the next chapter of Abe Lincoln
Gets His Chance. Encourage the student to take notes. You may have her write a
summary of what she has read when she has finished.
Lesson Wrap-Up: Ask the student when or where she is most likely to hear or read
some of the words in this Lesson's Vocabulary list.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-2
Lesson 133
Abe’s Tomfoolery
Do you have any chores at home? Do you like them? Is there something
you would rather do?
Abe Lincoln loved to learn. He had chores at home, just like most kids
today, but when he was finished he knew he would get to read and study.
In Abe Lincoln’s time, education was a rare thing, and he really appreciated
the chances he got!
Take time to look over what you wrote about earlier chapters in Abe Lincoln
Gets His Chance. What do you think will happen next?
After you have looked over your notes, read Chapter Seven. Be sure to
take notes on this chapter, too.
Lesson Wrap-Up: When or where would you hear or read some of the words
in this Lesson's Vocabulary list?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Seven
Abe went right on adding inches. By the time he was fourteen he was as tall
as his father. Sally was working as a hired girl that summer for Mr. and Mrs.
Josiah Crawford. Abe worked for them off and on. One afternoon he finished
his chores early, and Mrs. Crawford sent him home. Abe was glad. Josiah had
lent him a new book--a life of George Washington--and he wanted to start
reading it.
Washington--and he wanted to start reading it.
When he reached the Lincoln cabin, he found Betsy and Mathilda waiting
outside for their mother. She stood before the mirror in the cabin putting on
her sunbonnet.
"Your pa and Dennis have gone squirrel hunting," she said, as she tied the
strings in a neat bow beneath her chin. "The gals and I are going to visit a new
neighbor. Will you keep an eye on Johnny and put some 'taters on to boil for
supper?"
"Oh, Ma, not potatoes again?"
"They will be right tasty with a mess of squirrel.
Before you put the 'taters on--"
Abe patted the book inside his shirt front. "I can
read?" he asked.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-4
"You can, after you go down to the horse trough and wash your head."
"Wash my head? How come?" Abe wailed.
"Take a look at that ceiling, and you'll know how come. See that dark spot?
Your head made that. You're getting so tall you bump into the ceiling every
time you climb into the loft."
Abe rolled his eyes upward. "If some of that learning I've got cooped up in my
head starts leaking out, how can I help it?"
Sarah refused to be put off by any of his foolishness. "When you track into
the house, I can wash the floor," she said. "But I can't get to the ceiling so easy.
It needs a new coat of whitewash, but there's no use in doing it if your head
ain't clean."
"All right," said Abe meekly.
"Take a gourdful of soap with you," said Sarah.
"And mind you, no reading until you finish
washing your hair."
He grumbled under his breath as he walked down
to the horse trough. With a new book waiting to
be read, washing his hair seemed a waste of time.
But if that was what Sarah wanted, he would do it.
He lathered his head with soap and ducked it into
the water. Some of the soap got into his eyes and he began to sputter. He heard
a giggle.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-5
"Hey, Johnny, is that you?" he said. "Get a bucket of water--quick!"
Johnny, the eight-year-old stepbrother, was glad to oblige. He poured bucket
after bucket of water over Abe's head. Finally all of the soap was rinsed out of
his hair. Abe took the tail of his shirt and wiped the soap out of his eyes. Both
boys were covered with water. The ground around the horse trough was like a
muddy little swamp. Johnny was delighted. He liked to feel the mud squish up
between his toes.
"Look at me, Abe," he shouted. "Ain't we having fun?"
Abe took his young stepbrother by the hand. His eyes were twinkling.
"I've thought of something else that's fun. Come on, we're going to play a joke
on Mamma."
When Sarah returned to the cabin late that afternoon, she noticed that
Abe's hair was still damp. He was very quiet as he stood by the fireplace and
swung the big kettle outward. He dipped out the potatoes with an iron spoon.
Tom and Dennis came in, both somewhat grumpy. They had not brought back
a single squirrel.
Only Johnny seemed in good spirits. He whispered in Mathilda's ear. They
both began to giggle. By the time the family had gathered around the table,
Betsy and Dennis had been let in on the secret, whatever it was. They were red
in the face from trying not to laugh.
"Quiet!" said Tom. "Quiet, while I say the blessing."
"We thank thee. Lord--" he began.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-6
Tom usually gave thanks for each kind of food on the table. But today there
was only a dish of dried-up potatoes. "We thank Thee, Lord," he went on, "for
all these blessings."
"Mighty poor blessings," said Abe.
The girls giggled again. Dennis threw back his head and roared. Johnny was
laughing so hard that he fell off his stool. He lay on the floor, rolling and
shrieking.
"I wish you young ones would stop carrying on," said Sarah, "and tell me what
you're carrying on about."
"Oh, Mamma, can't you see?" said Betsy. "Look up."
Sarah gasped. Marching across the cabin ceiling were the muddy marks of two
bare feet.
"Don't they look like Johnny's feet?" Mathilda asked.
"Johnny Johnston, you come right here," said Sarah sternly.
Johnny picked himself up from the rag rug before the fireplace. He went over
and stood before his mother. His blue eyes danced. This was one scolding that
he looked forward to.
"Now tell me the truth. What do you mean by--"
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-7
Sarah paused. She could hardly scold her son for walking on the ceiling.
Johnny had been told exactly what to say. "I got my feet all muddy down at the
horse trough," he explained. "Then I walked on the ceiling."
"You walked on the ceiling? Johnny Johnston, you know it's wicked to lie."
"I'm not lying. Those are my footprints."
Sarah looked again. The footprints were too small to belong to anyone but
Johnny. She looked at Abe. He seemed to have taken a sudden liking for
boiled potatoes and kept his eyes on his plate.
"Abe Lincoln, is this some of your tomfoolery?"
"I--I reckon so."
"But how--"
"It was easy," Johnny interrupted. "I held my legs stiff and Abe held me upside
down, and I walked."
Abe stood up, pushing back his stool. He glanced toward the door.
Sarah was not often angry. When she was, she reminded her children of a
mother hen ruffling its feathers. "Well, Abe, have you got anything to say for
yourself?"
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-8
Abe shook his head. Suddenly his joke did not seem quite so funny.
"I declare!" said Sarah. "A big boy like you! You ought to be spanked."
The children looked at tall, lanky Abe towering over their mother. They burst
out laughing again. "Mamma's going to spank Abe!" they chanted. "Mamma's
going to spank Abe."
Dennis brought both hands down on the table with a loud whack. "That's a
good one, that is," he roared.
Sarah threw her apron over her head. The children watched the peculiar way
the apron began to shake. When she took it down, they saw that she was
laughing. She was laughing so hard that the tears ran down her cheeks.
"I reckon I'll have to let you off, Abe," she said. "You'd be a mite too big for me
to handle."
Tom jumped up. "He ain't too big for me. He ain't too big for a good-sized
hickory switch."
Sarah bit her lip, her own brief anger forgotten. "Now, Tom," she protested.
"You ain't going to talk me out of it this time."
"I--I was aiming to whitewash the ceiling, Pa," said Abe. "Ma said it needed a
fresh coat."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-9
Sarah looked relieved. "That is exactly what he can do. Whitewash the ceiling."
"He can after I've given him a licking."
Sarah put out her hand. "Sit down, Tom, and finish your 'taters before they
get cold. I figure it this way. Before Abe starts reading that new book, he can
whitewash the ceiling. The walls, too. That ought to learn him not to cut up
any more didos."
Sarah pulled down her mouth, trying to look stern. Tom sat down and started
to eat his potato.
"You're a good one, Sairy," he chuckled. "You sure know how to get work out
of him."
Abe looked at her gratefully. At the same time he was disappointed. He had
been thinking about that book all afternoon.
The next morning Sarah shooed everyone out of the cabin. Abe was down by
the horse trough, mixing the whitewash in a big tub. By the time he returned,
she had a bucket of hot water and a gourdful of soft soap ready. After washing
the inside of the cabin he got busy with the whitewash. First he did the walls.
Then he did the rafters and the ceiling. He cocked his head, gazing at the
muddy footprints.
"They make a right pretty picture, ma'am. Shall I leave them on for decoration?"
Sarah, seated on a stool by the fireplace, looked up from her sewing. "Abe,
you big scamp. You get that ceiling nice and white, or I'll be carrying out my
threat."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-10
The corners of her mouth were twitching. Abe grinned, glad to be at peace
with her again.
"After I finish here," he asked, "do you have any more chores?"
"No, Abe. I reckon there will be time for you to do some reading. But first, you
finish your whitewashing. Then there's something I want to talk to you about."
Abe dipped his brush into the whitewash again and again, until he had covered
up the last telltale mark of Johnny's feet. The cabin was bright and shining
when he finished. He pulled another stool up to the fireplace and sat facing
Sarah.
"I wasn't meaning to tell you just yet," she said. "Leastways until I had a chance
to talk to your pa."
"What is it, Mamma?"
"There's a new neighbor come to Pigeon Creek," she said. "Man by the name
of James Swaney. He is farming now, but he is fixing to keep a school next
winter."
Abe jumped up and stood looking down at her. "Do you reckon that Pa--"
"Your pa is worried," Sarah interrupted. "Money-worried. He may have to sell
some of his land. That's why he gets riled so easy—like yesterday."
Abe flushed.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 133-11
"I want you to be careful," said Sarah. "Try not to get his dander up."
"I'll try not to."
"Maybe you recollect what I promised you when I first came. I said I'd ask
your pa to let you go to school again. Now I'm a body that believes in keeping
my promises. I just want to wait till he feels good."
Sarah's sewing basket spilled to the floor, as Abe pulled her to her feet. He put
his long arms around her waist and gave her a good bear hug.
"Abe Lincoln, you're most choking me," she said breathlessly. "Here I was
thinking how grown up you were getting to be. Now you be acting like a young
one again."
Abe kissed her on the cheek.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 134-1
Lesson 134
More Challenging Fifth Grade Words Test
Objective: The student will be assessed on words from Lesson 129. The student will
complete a Response to Reading.
Key Vocabulary:
motivate - verb; provide stimulation to act
valuable - adj; useful, worth something for a specific purpose
bias - noun; prejudice for something
scissors - noun; a cutting instrument with two beveled edges
nutrient - adj; furnishing nourishment
disposable - adj; designed to be thrown away
legislative - adj; relating to an organized law for political purpose
rebellion - noun; open defiance of or against the established government
transparency - noun; to see clearly throw; to be understood clearly as to meaning
vibrant - adj; full of life, vigor and activity
bamboozle - verb; mislead, concealing true motivation
cupboard - noun; a closet with shelves for cups and dishes
cupboard - noun; a closet with shelves for cups and dishes
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Do you think you're ready to be in a spelling bee?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 129.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a Response to Reading
based on his D.I.R.T. book.
Lesson Wrap-Up: Ask the student: Some people get nervous during contests. How
does nervousness affect your performance?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 134-2
Lesson 134
More Challenging Fifth Grade Words Test
Many of your words in this unit were challenging words from a spelling
bee. Do you think you would have done well in the spelling bee if you
participated?
It is time to show your skill at spelling science and social studies content
words correctly – you will have a Vocabulary and Spelling Assessment in
this Lesson.
When you are finished check your work with your teacher and record your
score in the back of your notebook.In your Reader’s notebook, open to the
first blank page and complete a Response to Reading like you learned about
in Lesson 74. Make sure you have a strong opinion—they are always easier
to support than weak opinions.
Lesson Wrap-Up: Some people get nervous during contests. How does
nervousness affect your performance?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 134-3
STUDENT MANUAL
10.
11.
12.
13.
14.
FIFTH GRADE LANGUAGE ARTS—LESSON 134-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 135-1
Lesson 135
New Vocabulary Words
Objective: The student will learn and study a list of words for this unit.
Key Vocabulary/Spelling Words:
ratio - noun; relation of one to another in a fix proposition
mediate - verb; to bring understanding between conflicting people
gigantic - adj.; greater in size than usual
declarative - adj.; making a statement
validity - noun; well grounded; reliable
trickle - noun; moving one by one; moves slowly
nicety - noun; something delicate, dainty, fine
survival - noun; living through a situation; continuation of life
horoscope - noun; signs of zodiac at certain times; diagram showing relationship
of planets
consequently - adv.; as a result
attainment - noun; act of reaching something, achieving
futility - noun; not useful; with no purpose
utensil - noun; useful household article
majority - noun; more than half
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: In what ways have you been using your new Vocabulary
words?
Additional Notes to the Teacher: To present the new words, write them down where
the student can see them (on a chalkboard, a whiteboard, or a shared piece of paper).
Ask her to copy the words in alphabetical order. Then have her look the words up in a
dictionary. She is to find the part of speech and the definition for each word.
After she has all her definitions and parts of speech, have the student write a few short
paragraphs, trying to use all of the Vocabulary words. Encourage her when possible –
these words are rather abstract compared to previous Vocabulary words.
Lesson Wrap-Up: Have the student read her paragraph. Evaluate usage of new words
based on meaning and context.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 135-2
Lesson 135
New Vocabulary Words
In this Lesson, your teacher will give you a new list of Vocabulary words.
Write them out in your notebook, and then check with your teacher to make
sure that they are spelled correctly.
Next, go word-by-word and find a definition for each in the dictionary. Write
these definitions in your notebook.
You may have a hard time visualizing some of these words – that’s because
most of them are abstract. That means that they represent important
concepts and ideas, but don’t necessarily mean something that you can
touch or see.
For example, you’ve probably seen a gigantic building, but since gigantic is
an adjective, it only means something when it’s used with a noun.
When you have all your definitions, try to use all of your Vocabulary words
together by writing a few paragraphs about whatever you would like. Write
in your Vocabulary Notebook, and try to use as many words as you can!
Lesson Wrap-Up: Read your paragraphs to your teacher. Did you use
each word with the correct meaning?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 136-1
Lesson 136
Abbreviations and Contractions
Objective: The student will be introduced to abbreviations and the proper use
of apostrophes in contractions.
Key Vocabulary:
abbreviation -noun; a word shortened by removing letters
contraction - noun; two words shortened into one
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: Why do we often need to shorten words?
Additional Notes to the Teacher: The student will learn about contractions and
abbreviations in this Lesson.
Go through the definitions of contractions and abbreviations, and use the examples
provided to clarify the concept. If there are any specific contractions or abbreviations
you would like the student to know and use, introduce them during the Lesson.
Have the student complete the Contractions and Abbreviations Worksheet. When he is
finished, check his answers. Make sure the student knows the postal code abbreviation
for his own state of residence.
For extra credit or as a class contest, have the student memorize all 50 U.S. State
postal code abbreviations.
Lesson Wrap-Up: A lot of new contractions and abbreviations are cropping up due to
texting and internet usage. Discuss these new terms.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 136-2
Abbreviations and Contractions Worksheet Answers:
1. we’re
2. here’s
3. it’s
4. didn’t
5. won’t
6. Jr.
7. Feb.
8. Wed.
9. Mr.
10. Dec.
11. Thurs.
12. M.D.
13. Sr.
14. Blvd.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 136-3
Lesson 136
Abbreviations and Contractions
What is a contraction?
A contraction is a word that is made of two words put together and
shortened. Rather than saying “can not” all the time, we often just say or
write “can’t.”
Here are some other examples:
I am—I’m
Do not—don’t
You are—you’re
Will not…a unique one that changes its spelling - won’t
We have another way to shorten words: abbreviations
Abbreviations are very short versions of words that usually have a period at
the end. Have a look at the rules and examples below.
We use abbreviations for titles before a person’s name. We abbreviate
professional or academic degrees that follow a name, and we also
abbreviate titles like junior and senior.
Misses Brown = Mrs. Brown
James Weston Junior = James Weston Jr.
Sally Mason, Medical Doctor = Sally Mason, M.D.
Abbreviate days of the week and months of the year.
Sunday, Monday Tuesday, Wednesday, Thursday, Friday and Saturday
become:
Sun., Mon., Tue., Wed., Thu., Fri., and Sat.
and the months of the year become:
Jan.; Feb.; Mar.; Apr.; May.; Jun.; Jul.; Aug.; Sep.; Oct.; Nov.; and Dec.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 136-4
In general use abbreviation for streets and states only on envelopes.
Street
Avenue
Road
Drive
Boulevard
St.
Ave.
Rd.
Dr.
Blvd.
Arizona
Florida
Michigan
AZ
FL
MI
Mrs. Joan Smith
3281 Kelsey Ave.
Chicago, IL 23918
Remember the rules for contractions and abbreviations. They can really
speed up your writing when you use them in the right place!
Make sure you know the abbreviation for your own home state. If you’re
feeling up to the challenge, learn all 50!
Lesson Wrap Up: People who text a lot have developed a whole set of
abbreviations and contractions. Do you know any of these?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 136-5
Abbreviations and Contractions Worksheet
Write a contraction for the italicized words in the space provided.
1. We are supposed to write about a pet.
2. Here is my idea for this assignment.
3. It is Snoopy the hound dog.
4. Our old dog did not behave.
5. We would not give up our hound dog for anything.
Write the abbreviation for each italicized word in the space provided:
6. David Potter Junior
7. February 26
8. Wednesday
9. Mister Charles Richard
10. December
11. Thursday
12. Lewis Davis Medical Doctor
13. James Philip Senior
14. Cory Boulevard
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-1
Lesson 137
Abe’s Big Goal
Objective: The student will continue reading historical fiction.
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Eight, by Frances
Cavannah
Engage:
Engaging Question: What surprising thing do you think Lincoln will reveal
about his plan for his future in this chapter?
Extension: Research the time period when Lincoln became president.
Additional Notes to the Teacher: Begin this Lesson by asking the student what she
would like to be when she grows up.
Have the student review the notes she took on Chapters One through Seven, and make
predictions about what will happen next.
Encourage the student to take notes as she reads. When she has finished with this ,
have her write a response in her Reading Notebook. This should be a free response.
Ask the student what she thought, how she felt – any sort of reaction writing is
acceptable.
You may also have the student write a 5-6 sentence summary of events for additional
exercise.
Lesson Wrap-Up: Discuss career goals with your student.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-2
Lesson 137
Abe’s Big Goal
Do you know what you want to be when you grow up?
Read Chapter Eight of the novel about Abraham Lincoln. Discover what
Lincoln says that other people did not take seriously.
When you finish reading, respond to this chapter in your Reading
Notebook. Write what the chapter was about and what you thought when
your read it.
Lesson Wrap-Up: What are your career goals?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-3
Abraham Lincoln Gets His Chance
By Frances Cavannah
Chapter Eight
Abe sat up late, holding his book close to the flickering flames in the fireplace.
As the rain drummed on the roof, his thoughts were far away. He was with
General Washington in a small boat crossing the Delaware River on a cold
Christmas night many years before. He was fighting the battle of Trenton with
a handful of brave American soldiers. They must have wanted very much to
be free, he decided, to be willing to fight so hard and suffer so much.
"Isn't it getting too dark for you to see?" Sarah called sleepily.
"Yes, Mamma."
Carefully Abe placed the precious
little volume between two logs in the
wall of the cabin. This was his bookcase. As he climbed into the loft he
wondered if the book told about the
time George Washington became
President. He would have to wait until morning to find out.
He was up early. But his face grew pale when he reached for the book. During
the night the rain had leaked in on it through a crack in the logs. The pages
were wet and stuck together. The binding was warped. Sally was starting down
the path toward the Crawford cabin when Abe called after her.
"Wait! I'm coming with you."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-4
He thrust the book inside his buckskin shirt. Sally tried to comfort him, but
Abe kept wondering what Mr. Crawford was going to say. He was a little
scared of Josiah. Some of the boys called him "Old Bluenose" because of the
large purple vein on the side of his nose. It made him look rather cross. He
probably would want Abe to pay for the book, and Abe had no money.
He opened the Crawford gate and marched up to the kitchen door. Josiah, his
wife Elizabeth, and Sammy, their little boy, were having breakfast. When Abe
explained what had happened, Mrs. Crawford patted his shoulder. He liked
her. She was always nice to him, but he knew that her husband was the one
who would decide about the book. Josiah took it in his big hands and looked
at the stained pages.
"Well, Abe," he said slowly, "I won't be hard on you. If you want to pull fodder
three days for me that ought to pay for the book."
"Starting right now?"
"Yep, starting right now." Josiah was actually smiling. "Then you can have the
book to keep."
Abe caught his breath. What a lucky boy he was! Three days' work and he
could keep the book! He would have a chance to read about George Washington
any time he wanted to.
Never had he worked harder or faster than he did that morning. When the
noon dinner bell rang, he seemed to be walking on air as he followed Josiah
into the cabin. Sally was putting dinner on the table. Abe slipped up behind
her and pulled one of her pigtails. Taken by surprise, she jumped and dropped
a pitcher of cream. The pitcher did not break, but the cream spilled and spread
over the kitchen floor.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-5
"Abe Lincoln! Look what you made me do!" cried Sally. "I just washed that
floor. And look at that good cream going to waste."
"'Tain't going to waste." Abe pointed to Elizabeth Crawford's cat, which was
lapping up the delicious yellow stream. Then he began to sing: "Cat's in the
cream jar, shoo, shoo, shoo!"
"Stop trying to show off!" said Sally.
She was angry, but Sammy, Elizabeth's little boy, shouted with delight. That
was all the encouragement Abe needed. The fact that he could not carry a tune
did not seem to bother him.
"Cat's in the cream jar, shoo, shoo, shoo!
Cat's in the cream jar, shoo, shoo, shoo!
Skip to my Lou, my darling."
Sally was down on her hands and knees, wiping up the cream. "Stop singing
that silly song, and help me."
Instead, Abe danced a jig. He leaned down and pulled her other pigtail.
"Sally's in the cream jar, shoo, shoo, shoo."
"That's enough, Abe," said Elizabeth Crawford.
"Skip to my Lou, my darling." He whirled around on his bare feet and made a
sweeping bow. Sally was close to tears.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-6
"Abe, I told you to stop," said Elizabeth Crawford. "You ought to be ashamed,
teasing your sister. If you keep on acting that way, what do you think is going
to become of you?"
"Me?" Abe drew himself up. "What's going to become of me? I'm going to be
President."
Elizabeth looked at him, a lanky barefoot boy with trousers too short. His
shirt was in rags. His black hair was tousled. She sank into a chair, shaking
with laughter. "A pretty President you'd make, now wouldn't you?"
She had no sooner spoken than she wanted to take back the words. All of the
joy went out of his face. Sally was too angry to notice.
"Maybe you're going to be President," she said. "But first you'd better learn to
behave."
"I--I was just funning, Sally."
Something in his voice made Sally look up. She saw the hurt expression in his
eyes. "I know you were," she said hastily. "I'm not mad any more."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 137-7
Abe ate his dinner in silence. He did not seem to be the same boy who had
been cutting up only a few minutes before. Elizabeth kept telling herself that
she should not have laughed at him. He did try to show off sometimes. But he
was a good boy. She thought more of him than of any of the other young folks
in Pigeon Creek. Not for anything would she have hurt his feelings. When he
pushed back his stool, she followed him out into the yard.
"About your being President," she said. "I wasn't aiming to make fun of you. I
just meant that you--with all your tricks and jokes--"
"I reckon I know what you meant," said Abe quietly. "All the same, Mrs.
Crawford, I don't always mean to delve and grub and such like."
There was a look of determination on his face that she had not seen before. "I
think a heap of you," she went on, "and I don't want to see you disappointed.
It's a fine thing to be ambitious. But don't let reading about George Washington
give you notions that can't come to anything."
Abe threw back his shoulders. "I aim to study and get ready and then the
chance will come."
He lifted his battered straw hat, and started down the path toward the field. He
walked with dignity. Elizabeth had not realized that he was so tall.
"I declare," she said, "he really means it!"
Sammy had come up and heard her. "Means what. Mamma?" he asked.
Elizabeth took his hand. "Didn't you know, Sammy? Abe is fixing to be
President some day."
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 138-1
Lesson 138
Roses are Red…
Objective: The student will look at the imaginative language of poetry.
Key Vocabulary:
poetry - noun; creative literature in general; distinctive style and rhythm
cinquain - unrhymed five-line poem
Materials Needed: Writing Notebook, pen or pencil, picture of a rose optional, book of
poetry optional
Engage:
Engaging Question: Have you ever written a poem?
Supplemental Engagement Activity: Have the student read a book of poetry for enjoyment.
Additional Notes to the Teacher: In this Lesson, the student will practice writing
poetry.
Introduce the four-line poem at the beginning of the Lesson as one obvious example
of poetry, and ask what the student would change to make the poem more interesting.
Point out that this form of poem relies on rhyme as part of its style. Any changes to this
poem would also have to rhyme.
Next, introduce the student to the five-line cinquain form. Walk the student through
construction of the example cinquain, and then devote the rest of the class period to
writing, illustrating, and sharing poems in this form.
Lesson Wrap-Up: Poetry uses fewer words to express feelings than other types of
writing. Discuss whether the student finds that easier or harder to do.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 138-2
Lesson 138
Roses are Red…
What is poetry? Why do writers choose poetry to express their thoughts?
Think about this poem:
Roses are red.
Violets are blue.
Sugar is sweet.
And so are you.
Have you heard this poem? How could you change this poem? How about
using the first two lines and change the last two. You would need to find
two words that rhyme for the end of those lines – that’s because this sort of
poem relies on rhyme, but not all poems do.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 138-3
A cinquain poem does not rhyme, but it relies on form. A cinquain is written
in five lines:
The first line is simply a noun. This noun should be something you know
something about like a pet or a friend.
The second line must have two adjectives that describe the first.
The third line has three words that end with “-ing.
The fourth line would be a phrase about what the subject does.
The fifth and last line is one word that is another word for the subject.
Let’s try writing a cinquain about a pet dog named Spot.
The first line will just be the subject of our poem: Spot!
The second line must have two adjectives that describe Spot…like friendly
and lazy.
The third line has three words that end with “-ing.” Spot is a puppy, so
we’ll use: sleeping, licking, sneezing.
The fourth line would be a phrase about what Spot does, like: Playing
through the house
The fifth and last line is one word that is another word for Spot. We’ll use
the word “friend.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 138-4
Here is our finished poem about Spot the dog:
Spot
Friendly and lazy
Sleeping, licking, sneezing
Playing through the house
Friend
Why do writers use poetry to express their thoughts? Poems usually only
use significant words so they express their feelings and thoughts with fewer
words. It usually uses imaginative words and creates a feeling about the
subject. It is an art and a form of writing.
For the rest of the class, try writing your own cinquain poems! Pick your
subjects – make sure they are something you care about, or things that you
like. Write your poems, and draw a picture for at least one. Share your best
poem with your teacher or the rest of the class!
Lesson Wrap-Up: Poetry uses fewer words to express feelings than other
types of writing. Do you find that easier or harder to do?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-1
Lesson 139
The Peanut Man
Objective: The student will read a biographical article about a person in history.
Key Vocabulary:
slave - noun; a person who is the legal property of another person
patent - noun; a government recognition of the authenticity of a process or invention
Materials Needed: Reading Notebook, pen or pencil
Engage:
Engaging Question: Have you ever had a brilliant new idea for something?
Literary Selection: “The Peanut Man”
Additional Notes to the Teacher: The student will be reading an article about George
Washington Carver. This article could be used as an extension into a Social Studies unit
on slavery and civil rights.
Briefly discuss sociopolitical conditions in the U.S. during the 1800’s. It is enough to
make sure the student knows that a large boom in cotton production subsequently
increased slave ownership, that African Americans were legally kept as slaves, and that
the southern states went to war with the northern states for many complex reasons,
slavery being one of them.
Have the student read “The Peanut Man” and encourage her to take notes. When she
has finished reading, have her complete the George Washington Carver Worksheet,
and review her answers with her.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 140.
Lesson Wrap-Up: Discuss the student’s favorite use of peanuts.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-2
George Washington Carver Worksheet Answer Key:
1. 1864
2. 12
3. Naosho
4. Tuskegee
5. Fuel
6. Car wax
Paragraph answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-3
Lesson 139
The Peanut Man
Who invents things? How do they get their new ideas?
Inventors see things and think about how they could be better, or how
something could be used in a different way.
In this Lesson you will be introduced to a man who was born in America in
a difficult time period.
It was the 1800’s. Our country was divided. The people in the southern
states had huge cotton fields to pick. They bought people that made
them slaves for them to pick the cotton. Our president then was Abraham
Lincoln.
President Lincoln did not agree with buying people and having slaves. He
set them free. It did not come until after a war. This is the time period of
George Washington Carver.
Read a little about who George Carver was.
Lesson Wrap Up: What is your favorite use of peanuts?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-4
The Peanut Man
In 1860 a family known as the Carvers owned a small farm in Diamond
Grove, Missouri. They were slave owners. Their one slave was Mary and she
had two sons named James and George. Their father had died.
Sadly people stole other people’s slaves. This happened to the Carvers. Mary
and her two sons were taken. However, Moses Carver would not let this go.
He found the two boys but was not able to find Mary, their mother.
Then after the Civil War ended in 1865 all slaves were given their freedom.
Most newly freed slaves did not have anywhere to go or anything to do. The
Carvers decided to keep the young children as their own. Both boys worked
the Carver farm. Though George was sick much of the time, he helped with
housework, collecting eggs, churning butter, planting the garden and picking
persimmons.
Picking persimmons was George’s favorite chore.
He also loved exploring the woods around the
house. He collected rocks and pet frogs. He had
his own secret garden. He thought it foolish to
just plant flowers. It was then people started
calling him “the plant doctor.”
George was a very curious child. He could not
go to school with the white children and there
was no black school in their town. Mrs. Carver
taught George to read. When he turned twelve
years old he asked to be permitted to go to
Neosho, Missouri to a black school. His parents
encouraged him to do so. He had to walk miles to
get there.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-5
George had a family to stay with while in Neosho. They were the Watkins.
They were people with a common interest; gardening. They used herbs to heal
sick people who could not afford a doctor. George learned all he could there
and then moved on.
George needed to earn money. He did odd jobs to support himself. One job
was homesteading in Kansas, but droughts killed crops so he moved on. He
was accepted at a college in Iowa. He attended Simpson College. In order to
do this, he had to work as he learned. His income did not allow for much
to eat: just corn meal and beef suet. Despite the hardships, George earned a
bachelor’s degree and later a master’s degree.
With this much education behind him, he was an asset to another school.
So in 1896, Booker T. Washington invited George to design and run the
agricultural department at Tuskegee Institute as well as to each classes and do
research.
The cotton states like Alabama were dependent upon their cotton crops. They
planted cotton year after year in the same soil. This took much of the nutrients
out of the soil and the cotton plants grew small and weak. Professor Carver
taught them to rotate their crops. He encouraged the farmers to plant things
like sweet potatoes, soybeans, black-eyed peas and peanuts every other year.
This is called crop rotation. It worked, but the farmers did not know what to
do with the crops from the cotton “off ” year. Carver came up with ideas for
them.
The sweet potatoes were used for ink, sugar, flour, vinegar and molasses.
Carver came up with hundreds of ways to use the peanut. There was dye for
clothing, paint, face cream, massage oil, ice cream and instant coffee. This was
when George Carver became known as the “Peanut Man”. Books were written
by Professor Carver to teach ways to use peanuts. People had thought animals
could only eat peanuts!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-6
George Washington Carver was ahead of his time. He had a creative mind that
never stopped. He even discovered a way to use peanuts for biofuel. His used
his ideas to improve people’s lives. Each time he discovered something new, he
passed that information on to the farmers. Although he had three patents on
his inventions, he freely gave his information to others.
Dr. Carver taught at Tuskegee Institute for forty-seven years. After his death
there was a nation monument dedicated to him. It was the first non-President
and African-American monument in our country. He is remembered and
respected for his effect on the environment and improving life. There is a
museum full of artifacts that belonged to Carver. George Washington Carver
was inducted into the National Inventors Hall of Fame.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-7
George Washington Carver Worksheet
Circle each correct answer.
1. Which year was close to the year George Carver was born?
a. 1900
b. 1864
c. 1800
2. George was how old when he went to school?
a. 12
b. 16
c. 10
3. Where was George’s first school?
a. Simpson, Iowa
b. Tuskegee, Alabama
c. Neosho, Missouri
4. In which school did Professor Carver teach for 47 years?
a. Neosho, Missouri
b. Highland, Kansas
c. Tuskegee, Alabama
5. What use for peanuts did Dr. Carver invent?
a. car wax
b. animal feed
c. fuel
6. What was the sweet potato NOT used for?
a. sugar
b. ink
c. car wax
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 139-8
Write out answers to these questions.
8. In your own words describe crop rotation.
9. Choose one of these statements and write a well-developed paragraph.
a. Why do you think Dr. Carver developed such a keen interest in plants? Use examples from the story to support you idea.
b. Do you believe Dr. Carver should have been honored with a nation monument? Explain why or why not.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 140-1
Lesson 140
New Vocabulary Words Assessment
Objective: The student will be assessed on words from Lesson 135. The student will
complete a Response to Reading.
Key Vocabulary/Spelling Words:
ratio - noun; relation in degree or number between two similar things
mediate - verb; to bring understanding between conflicting people
gigantic - adj.; greater in size than usual
declarative - adj.; making a statement
validity - noun; well grounded; reliable
trickle - noun; moving one by one; moves slowly
nicety - noun; something delicate, dainty, fine
survival - noun; living through a situation; continuation of life
horoscope - noun; the aspect of the planets and stars at a given moment, such as the moment of a person's birth, used by astrologers
consequently - adv.; as a result
attainment - noun; act of reaching something, achieving
futility - noun; not useful; with no purpose
utensi - noun; useful household article
majority - noun; more than half
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Are you ready for a Spelling Assessment?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 135. These are relatively abstract and difficult words.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a Response to Reading (as
explained in Lesson 74) based on his D.I.R.T. book.
Lesson Wrap-Up: Discuss the student’s D.I.R.T. reading.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 140-2
Lesson 140
New Vocabulary Words Assessment
Many of your words in this unit were difficult nouns. Was it hard to write
about them? Which ones?
It is time to show your skill at spelling these nouns correctly. You will have a
Spelling Assessment in this Lesson.
When you are finished check your work with your teacher and record your
score in the back of your notebook.
In your Reader’s notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap Up: Talk to your teacher about what you’ve been reading for
D.I.R.T.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 140-3
STUDENT MANUAL
10.
11.
12.
13.
14.
FIFTH GRADE LANGUAGE ARTS—LESSON 140-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 141-1
Lesson 141
Crossword Words
Objective: The student will study a list of words for this unit.
Key Vocabulary:
renounce - verb; give up ownership
latitude - noun; angular distance north or south from Earth’s equator measured through 90 degrees
ultimatum - noun; final offer or demand
destitute - verb; lacking resources; lacking the necessities of life
vanquish - verb; defeat in a conflict or contest of any kind
brevity - noun; short and direct; few words
hue - noun; color
spitz - noun; a medium-size white dog descended from Pomeranian
worrisome - adjective; causing distress or anxiety
cameo - noun; brief dramatic role performed by well-known actor; limited to a single scene
baton - noun; a club used as a weapon
icicle - noun; suspended piece of ice formed from frozen water
muddle - noun; things out of place or order
sonata - noun; an instrumental musical composition
Materials Needed: Vocabulary Notebook, pen or pencil, dictionary, graph paper
Engage:
Engaging Question: Can you make a crossword puzzle with your new words? Have you ever tried to do a crossword puzzle?
Technology Integration: Find one of the many websites that will place a set of words
into a crossword format, and have the student create, polished crossword puzzles.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 141-2
Additional Notes to the Teacher: Introduce the new Vocabulary words to the student.
Have her copy the words into her Vocabulary Notebook and then look them up in a
dictionary to find a definition.
When the student has found definitions for all her words, have her use graph paper to
create crossword puzzles. Have her begin by finding ways to intersect all her words on
graph paper, number each word, and then block out the unused squares to make the
puzzle form. Next, have her write the definitions for each word so that the definitions are
numbered according to the words placed in the crossword.
When the student has finished, collect and evaluate the crossword puzzle, or have her
trade with another student (if practical).
Homework Required: Remind student to study the new spelling words and do D.I.R.T.
Lesson Wrap-Up: Puzzles are a fantastic way to work with language. Ask whether the
student likes them or not. Many crossword puzzles also use idioms and proverbs. Have
the student look up some common proverbs or share some with the student.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 141-3
Lesson 141
Crossword Words
Have you ever done a crossword puzzle? They are fun to do. They show
you words you know, and test your recognition of words.
Get ready for your new list of words. They are:
renounce
ultimatum
vanquish
hue
worrisome
baton
muddle
latitude
destitute
brevity
spitz
cameo
icicle
sonata
You will need to look up each word and write the definition for the word in
your Vocabulary Notebook. After you have your definitions written look over
the list again and think about how you could design a crossword puzzle of
your own.
Your teacher can help you write out your words so that they intersect on
graph paper and make a crossword puzzle. Be sure to number each word,
and when you are done, use the definition you found for each word as a
clue to solve the puzzle.
Turn in your completed puzzle to your teacher, or trade with another student
if your teacher tells you to.
Lesson Wrap-Up: Puzzles are a fantastic way to work with language. Do
you like working with word puzzles? Sometimes the clues in crossword puzzles include common idioms and proverbs. Look some up and share them
with your teacher. Then you will be prepared when you see them in a crossword puzzle.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-1
Lesson 142
Abe’s Formal Education
Objective: The student will continue reading historical fiction begun in earlier Lesson.
Key Vocabulary:
preachify - verb; informal preaching or moralizing
quaver - verb; shake in speaking; nervous or emotional
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Nine, by Frances
Cavannah
Engage:
Engaging Question: What do you do when you really want something and there
is an obstacle in the way of obtaining it?
Additional Notes to the Teacher: The student will continue to read from Abe Lincoln
Gets His Chance.
Before reading, have the student review his notes from the previous chapters. Ask the
student to make predictions about what will happen next.
The student may need some background information on how the early settlers managed
their land and how they bought things. There is mention in this chapter that the teacher
charges $.75 but would take “…skins or farm truck”. Clarify for the student that bartering
was much more common 150 years ago than it is today.
At the end of the reading there are follow-up questions. These are not meant to be
collected, but are designed to get the student thinking and speculating about the story.
When the student finishes reading, have him answer the questions, and then discuss
the answers with him. The answers to the questions are interpretive – they are meant to
foster conversation.
Lesson Wrap-Up: Ask the student if he would choose to go to school, if given a choice.
Follow-Up Questions Answer Key:
Review the student's answers with him to determine if they are complete and accurate.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-2
Lesson 142
Abe’s Formal Education
To begin Lesson 142, look at the notes you’ve taken so far on Abe Lincoln
Gets His Chance.
How did Abe’s father feel about Abe reading? How do you know that
information? How does Abe’s step-mother Sarah feel about reading and
Abe going to school? What do you think Abe values most?
As you read this chapter you should know about these questions and have
a clearer understanding of why the people in the story think and feel as
they do.
Keep reading about Abe Lincoln, and remember to take notes. At the end of
this reading there are some Follow-Up Questions. Answer them all, and be
ready to discuss them with your teacher.
Lesson Wrap-Up: Would you go to school if you had a choice?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Nine
On Sunday morning the Lincolns went to church. All except Sarah. She had a
headache.
"I'll go, Ma," said Abe. "When I come back, I'll tell you what the preacher said."
Sarah smiled at him fondly. Abe could listen to a sermon, then come home
and repeat it almost word for word. "I'd rather hear you preachify," she said,
"than the preacher himself."
Tom and his family walked single file into the log meeting house and took
their places on one of the long wooden benches. John Carter, sitting on the
bench in front of them, turned and nodded. Carter had promised to buy the
Lincolns' south field. He would have the papers ready for Tom to sign on
Monday. Tom needed the money, but the very thought of selling any of his
land made him grumpy. He twisted and turned on the hard wooden bench
during the long sermon. He hardly heard a word that the preacher was saying.
Abe leaned forward and listened
eagerly. The preacher was a tall,
thin man. He flung his arms
about. His voice grew louder and
hoarser as the morning passed.
He paused only to catch his
breath or when the members of
the congregation shouted,
"Amen." After the final hymn,
he stood at the door shaking hands.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-4
"Brother Lincoln," he said, "I want you to meet up with a new neighbor.
This here is Mr. Swaney."
Tom shook hands. Then the preacher introduced Abe.
"Are you the new schoolmaster?" Abe asked.
"I don't figure on starting school till after harvest," Mr. Swaney replied. "Will
you be one of my scholars?"
"I'd sure like to come." Abe glanced at his father.
"I reckon not," said Tom stiffly. "Abe has had as much schooling as he needs."
Back at the cabin, Sarah had dinner on the table. Tom cheered up as he and
Dennis started "swapping yarns." Both were good storytellers and each tried
to tell a better story than the other.
Abe did not like being left out of the conversation. "Pa," he asked, "can you
answer me a question about something in the Bible?"
"I figure I can answer any question you got sense enough to ask."
Johnny and Mathilda nudged each other. They knew what was coming. One
day when the preacher stopped by, Abe had asked him the same question. The
preacher had been downright flustered when he couldn't answer.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-5
"It's just this, Pa," Abe went on. "Who was the father of Zebedee's children?"
Tom flushed. "Any uppity young one can ask a question. But can he answer it?
Suppose you tell me who was the father of Zebedee's children?"
"I sort of figured," said Abe, "that Zebedee was."
Everyone was laughing except Tom. Then he laughed, too. Sarah was glad.
Abe had told her that Mr. Swaney was at church. She was going to talk to her
husband that very afternoon about sending the children to school, and she
wanted him to be in a good humor.
"What did the preacher have to say?" she asked.
"Well--" Tom was trying to remember. "What he said sort of got lost in the
way he was saying it. How some of those preachers do hop and skip about!"
"I like to hear a preacher who acts like he's fighting bees," said Abe.
Sarah nodded. The description fitted the preacher "like his own moccasin," she
said.
"You menfolks wait outside," she added. "Soon as the gals and I get the dishes
done, we'll be out to hear Abe preachify."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-6
The afternoon was warm. Sarah fanned herself with her apron as she sat down
at one end of a fallen log near the door. The rest of the family lined up beside
her. Abe stood before them, his arms folded, as he repeated the sermon he had
heard that morning. Now and then he paused and shook his finger in the faces
of his congregation. He pounded with one fist on the palm of his other hand.
"Brethern and sisters," said Abe, "there ain't no chore too big for the Lord, no
chore too small. The Good Book says He knows when a sparrow falls. Yet He
had time to turn this great big wilderness into this here land where we have
our homes. Just think, folks, this Pigeon Creek had no one but Indians living
here a few years back. And today we got cabins with smoke coming out of
the chimneys. We got crops agrowing. We got a meeting house where we can
come together and praise the Lord--"
Abe paused.
"Amen!" said Tom.
"Amen!" said the others.
"Don't forget," Abe went on, "all of this was
the Lord's doing. Let us praise Him for His
goodness."
He reached down, plucked a fistful of grass,
and mopped his forehead. In much the same
way had the preacher used his bandanna handkerchief. The Lincoln family rose, sang "Praise God from Whom All Blessings
Flow," and church was over.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-7
The young folks drifted away. Tom stretched out on the grass for his Sunday
afternoon nap.
"Abe tells me that new Mr. Swaney was at church," Sarah said.
Tom opened his eyes. Before he had a chance to go back to sleep, she spoke
again.
"He's fixing to keep a school next winter."
"So I hear," said Tom cautiously.
"He charges seventy-five cents for each scholar. Some schoolmasters charge a
dollar."
"Sounds like a lot of money."
"Several of the neighbors are fixing to send their young ones," Sarah went on.
"Mr. Swaney doesn't ask for cash money. He'll take skins or farm truck. We
can manage that, I reckon."
Tom yawned. "Plumb foolishness, if you ask me. But Johnny and Mathilda are
your young ones. If you want to send them--"
"I want Sally and Abe to go, too," Sarah interrupted. "Abe most of all. He is the
one school will do the most good. He's the one who wants it most."
Tom sat up. "I can spare the younger ones, but I need Abe. With us poorer
than Job's turkey, you ought to know that."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-8
Sarah listened patiently. "I ain't talking about right now. Mr. Swaney won't
start his school till winter. Farm work will be slack then." "I can hire Abe out
to split rails, even in cold weather," Tom reminded her. "Maybe I can get some
odd jobs as a carpenter, and Abe can help me."
"Abe ain't no great hand at carpentry."
"He can learn. Why, he's fourteen, Sairy. The
idea, a big, strapping boy like that going to
school. I tell you, I won't have it."
"But I promised him."
It was the first time that Tom had ever heard a
quaver in his wife's voice. He looked away uneasily. "If you made a promise
you can't keep, that's your lookout. You might as well stop nagging me, Sairy.
My mind is made up."
To make sure that there would be no more conversation on the subject, he
got up and stalked across the grass. He lay down under another tree, out of
hearing distance. Sarah sat on the log for a long time. Abe came back and sat
down beside her. He could tell, by looking at her, that she had been talking
to his father about letting him go to school. He knew, without asking any
questions, that his father had said no.
Sarah laid her hand on his knee. "Your pa is a good man," she said loyally.
"Maybe he will change his mind."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-9
Chapter 9 Follow-Up Questions
Answer each question on the lines provided, and then share your
answers with your teacher.
1. Do you think Abe’s father will change his mind about letting Abe attend
school? Why or why not?
2. List the reasons father did not want Abe in school.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 142-10
3. How determined do you think Abe is about learning?
4. Will Sarah give up on trying to convince the father to change his mind? Why or why not?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 143-1
Lesson 143
We’re Moving Where?
Objective: The student will respond to a writing prompt in order to create a well
developed paper.
Materials Needed: Writing Notebook, pen or pencil, Vocabulary Notebook, pictures
and information about another country (internet sources are fine).
Engage:
Engaging Question: What would you think of moving to another country?
Additional Notes to the Teacher: In this Lesson the student will be expected to write a
thoughtful response to a writing prompt.
Give the student the following writing prompt:
One day your father called everyone in your family to your large kitchen. You are told
that all of your family needs to pack up all your things and move thousands of miles
across the ocean to a new country.
Have the student free write on the topic for five minutes, and then explain the assignment.
The student will produce a 3-5 paragraph response to the prompt, drawing ideas from
the free write. The writing should have a clear beginning, middle, and end, and address
the student’s feelings, thoughts, and concerns of moving to a new country.
When the student has finished, collect and review the writing. Again, the emphasis is
on having a beginning, middle, and end, and addressing the student’s thoughts and
feelings of the student, but also to gauge how well the student writes under pressure
and time constraints. Discuss all these points with the student as you evaluate her work.
Lesson Wrap-Up: Discuss many places in the world that the student might like to live.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 143-2
Lesson 143
We’re Moving Where?
Imagine that one day your father called everyone in your family to your
kitchen. You are told that all of your family needs to pack up all your things
and move thousands of miles across the big ocean to a new country.
Take your Writing Notebook and do a quick five minute response to the
above paragraph prompt.
When you are done, re-read what you wrote. Were you imagining an
exciting feeling or anxiety? What words did you use to express those
feelings? Underline the feeling words. Now look at your Vocabulary
Notebook - are there some words in all of your Lessons to would enhance
your writing?
Think about your reaction, and get ready to write. As you write, use your
Vocabulary Notebook to give you ideas for other words so that your paper
is interesting and entertaining!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 143-3
You will write a 3-5 paragraph response to the writing prompt at the
beginning of this Lesson.
Your paper must have a beginning, a middle, and an end.
You could write your response chronologically – start with your father announcing that your family is moving, move on to your reaction, and then talk about what you would say to your father.
You could also write your paper so that you focus on your reactions – are you happy? Scared? Upset? Start with your feelings, then
explain what happened, and finally come to a conclusion about your feelings and what is going to happen.
In this paper, you must discuss your reaction to the situation.
How do you feel about moving? Are you nervous or excited? A little bit of both? Why would you feel this way? What in particular concerns
you?
Finally, this paper must be finished by the end of class. You cannot take it
home for homework!
Even though this is timed writing, you still have to spell words correctly
and follow the rules of grammar as best you can. You will probably have time for only one draft, so pre-planning this writing is essential!
Lesson Wrap-Up: Discuss many places in the world that you would want
to live.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 144-1
Lesson 144
How, When, Where
Objective: The student will study adverbs and how they are used to tell how, when
and where something happens.
Key Vocabulary:
adverb - noun; a word or phrase that modifies or qualifies an adjective, verb or other adverb.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What part of speech helps us know when the writing is meant to be?
Additional Notes to the Teacher: In this Lesson, the student will learn about adverbs.
Explain that adverbs are words that modify verbs. Go through the Lesson with the
student, explaining the use and construction of adverbs, including comparative and
superlative forms. Pay special attention to modified superlatives that use “more” and
“most,” and reinforce the odd exceptions of “well” and “bad.” Examples are provided intext for all of these.
When the student understands adverb usage, have him complete the Adverbs Worksheet,
and review his answers with him when he has finished.
Homework Required: Remind the student to study the spelling words and do D.I.R.T.
Lesson Wrap-Up: Discuss why the student thinks so many grammatical mistakes are
made with adverbs—more than any other part of speech.
TEACHER MANUAL
Adverbs Worksheet Answer Key:
1. briefly glanced
2. painfully burn
3. never run
4. more slowly ran
5. More easily
6. steadily
7. more gracefully
8. slowly
9. most slowly
10. sooner
11. greedily
12. yearly
13. quickly
14. better
15. longer
16. best
17. now
18. worst
FIFTH GRADE LANGUAGE ARTS—LESSON 144-2
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 144-3
Lesson 144
How, When, Where
We use adverbs to tell us how something happens. Adverbs are words that
modify verbs, and you can remember this because the “ad” to the “verb” –
ad + verb = adverb!
Look at these adverbs – what do you notice?
The boy ran quickly across the street.
The baby spelt quietly in the crib.
The girl typed smoothly on her laptop.
All of these adverbs end in “-ly.” This is so common that often, whenever
you see a word that ends in “-ly,” you know right away that it is an adverb.
But there are other adverbs that do not end in “-ly.” An adverb is any word
that modifies a verb. Look at these examples that indicate when or where
something happens.
When: Larry ran today. He rarely runs on Friday.
Where: Larry ran outdoors. He ran far.
Did you notice that only one adverb in that set (rarely) ends in “-ly?”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 144-4
Like adjectives, adverbs change form when they are used to make
comparisons.
Add –er to an adverb when you are comparing two actions. This is the
comparative form of the adverb:
Sally stayed longer than Sue.
Add –est when three or more actions are being compared. This is the
superlative form of the adverb:
Stan stayed longest of all.
You can also modify adverbs even as those adverbs modify verbs.
Use more or most instead of –er or –est, with most adverbs that end in –ly.
Do not use more or most with –er or –est endings.
Comparative: Jim ran more quickly than Chuck did.
Superlative: Chad ran most quickly of all.
The adverbs well and badly have special forms that show comparison.
Adverb
Comparative
Superlative
well
better
best
badly
worse
worst
Lesson Wrap-Up: Discuss why you think so many grammatical mistakes
are made with adverbs—more than any other part of speech.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 144-5
Adverbs Worksheet
Write the adverb and modified verb of each sentence in the space
provided.
1. Jay glanced briefly at his watch.
Adverb:
Modified Verb:
2. His feet burned painfully in his running shoes.
Adverb:
Modified Verb:
3. This tired boy never had run in a marathon.
Adverb:
Modified Verb:
4. Jay relaxed and ran more slowly.
Adverb:
Modified Verb:
Circle the correct adverb for each of the sentences given.
5. They jogged (more easily, most easily) than before.
6. They ran (steadily, most steadily) for an hour and a half.
7. Jay runs (gracefully, more gracefully) than David does.
8. David runs (slower, slowly) around the track.
9. I ran (more slowly, most slowly) of all.
10. Gene arrived home (more soon, sooner) than anyone else.
11. He (greedily, more greedily) gulped down a quart of water.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 144-6
12. When I reached the front door, I (most nearly, nearly) fell down on my face.
13. I recovered (most quickly, quickly) after a drink of juice.
14. Tomorrow I will run (better, best) than today.
15. Which word is the comparative form of the adverb LONG?
longer
longest
more long
most long
16. Which word is the superlative form of the adverb WELL?
better
best
more good
most good
17. Which word is an adverb that tells when?
slow
beyond
now
here
18. Which word is a superlative adverb?
worst
badly
more difficult
harder
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-1
Lesson 145
Abe Struggles to Learn
Objective: The student will continue reading historical fiction begun in earlier Lesson.
Key Vocabulary:
Sorghum molasses - cereal flavored with molasses
skinflint - a person who spends as little money as possible
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Ten, by Frances
Cavannah
Engage:
Engaging Question: Do you think Abe’s father will ever consider letting Abe go to school?
Supplemental Engagement Activity: The student could research the kind of farming that was being done on Tom Lincoln’s farm.
Additional Notes to the Teacher: In this Lesson, the student will continue to read
Abe Lincoln Gets His Chance.
Have the student review her notes on previous chapters before reading. When she is
caught up on the preceding events of the book, have her read Chapter Ten.
Once the student has finished reading, have him write a short response to this prompt:
What would have happened to the Lincolns if none of them, not even Abe, knew how to read?
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in the next Lesson.
Lesson Wrap-Up: Encourage the student to apply this chapter to real life. Ask: How
important are strong reading skills?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-2
Lesson 145
Abe Struggles to Learn
In this Lesson, you will keep reading Abe Lincoln Gets His Chance.
Before you begin, go back through the notes you took for Chapters One
through Nine. What do you think will happen next? Continue to take notes
as you read so that when you continue with Chapter Eleven, you will have
the events of previous chapters fresh in your mind.
As you read this chapter, look for how reading became important in the
Lincoln family – you may remember that Tom Lincoln didn’t have too high
an opinion of Abe’s desire for an education. Why do you think that is?
When you are done reading, your teacher will have you write, so pay close
attention to what you read in this Lesson!
Lesson Wrap-Up: Apply this chapter to real life. How important are strong
reading skills?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Ten
"Hurry up and eat your breakfast, Abe," said Tom the next morning. "We're
going to cut corn for that skinflint, John Carter."
Sarah passed her husband a plate of hot cornbread. "Why, Tom, it ain't fitting to talk that
way about a neighbor. Before the children, too."
Tom poured a generous helping of sorghum
molasses over his bread. "I'm an honest man.
It's fitting that I call Carter what he is, and he's
a skinflint. He is only paying Abe and me ten cents a day."
"Other folks pay you two-bits."
"I ain't got any other work right now. Carter knows I need all the money I can
lay my hands on. The way he beat me down on the price for my south field."
"I wish you didn't have to sell."
"Wishing won't do any good. I need cash money mighty bad. Remember, this
farm ain't paid for yet."
He got up and walked over to the chest. He picked up the sharp knife he used
for cutting corn. "Get your knife, Abe, and come along."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-4
Abe walked behind his father along the path through the woods. "That Mr.
Swaney was right nice," he said.
Tom grunted.
"He is waiting to start his school until after harvest," Abe went on. "Nat
Grigsby is going. Allen Gentry is going, and he is two years older than me."
"Allen's pa is a rich man," said Tom gruffly. "Maybe he's got money to burn,
but poor folks like us have to earn our keep."
"But, Pa--"
"I declare, your tongue is loose at both ends today. Can't you stop plaguing
me? First your ma, then you. You ought to see I'm worried."
Abe said nothing more. He pulled a book out of the front of his shirt and
began to read as he strode along the path. Tom looked back over his shoulder.
"Don't let John Carter catch you with that book."
"I brought it along so I can read while I eat my dinner. I'll put it away before
we get to the Carter place."
"Eddication!" said Tom in disgust "I never had any, and I get along better'n if
I had. Take figuring. If a fellow owes me money, I take a burnt stick and make
a mark on the wall. When he pays me, I take a dishrag and wipe the mark off.
That's better than getting all hot and bothered trying to figure.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-5
"And writing? I can write my name and that's all the writing I need. But the
most tomfoolery of all is reading. You don't see me waste my time reading any
books."
The path ended at the edge of the
woods, and Tom opened the gate
into the Carter cornfield. Row
after row of tall corn stretched
away in even, straight lines. Mr.
Carter was waiting.
"Ready to sign over that south field, Tom?" he asked. "A lawyer from Rockport
is drawing up the papers. He is riding up with them this morning. I'll see you
at dinner time."
After John Carter had gone back to his cabin, Tom and Abe set to work. Using
their sharp knives, they began cutting the corn close to the ground. They
stood the tall golden stalks on end, tying them together in neat shocks or
bundles. By the time the sun stood directly overhead, several long rows had
been cut and stacked, and John Carter was coming toward them across the
field. It was noon.
Abe laid aside his knife, sat down on the rail fence, and pulled out his book.
He took a piece of cornbread wrapped in a corn husk from his pocket. As he
ate, he read, paying no attention to the conversation taking place a few feet
away.
"Come and sit down, Tom," said Carter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-6
Tom sat on a tree stump. Carter was being more friendly than usual. He was
carrying a gourd full of ink, which he placed on another stump. He set down
a deerskin bag, which jingled pleasantly with coins. In one pocket he found a
turkey-buzzard pen. From another he brought out an official-looking paper.
"Here is the deed for the south field," he explained. "Here's a pen. I'll hold the
ink for you. You make your mark right here."
"I don't need to make my mark," said Tom proudly. "I know how to sign my
name."
"Then hurry up and do it. Mrs. Carter has dinner ready, and I got to get back
to the house."
Tom took the paper and looked at it uncertainly. "I don't sign any paper till I
know what I'm signing. I want time to--to go over this careful like."
He could make out a few of the words, and that was all. But not for anything
would he admit that he could not read it.
"You told me you wanted to sell," said Carter. "I said I would buy. I am keeping
my part of the bargain. I even brought the money with me."
Tom's face grew red. He looked down at the paper in his hand. He glanced
at Abe seated on the fence. A struggle was taking place between pride and
common sense. Common sense won.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-7
"Abe, come here," he called.
Abe went on reading.
Tom raised his voice. "Abe! When I tell you to come, I mean for you to come."
The boy looked up from his book with a start. "Yes, Pa. Did you want me?"
"Hustle over here and look at this paper. Carter is in a mighty big hurry for me
to sign something I ain't had a chance to read."
"You have had plenty of time to read it," said Carter. "But if you don't want to
sell, I can call the whole deal off."
Abe reached out a long arm and took the paper. He read it slowly. "Pa," he
asked, "don't you aim to sell Mr. Carter just the south field?"
"You know I'm selling him just the south field," said Tom.
"Then don't sign this."
Carter picked up the money bag
clanking with coins. He tossed it into
the air and caught it neatly. Tom
looked at it. He wanted that money!
He looked at Abe.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-8
"Why shouldn't I sign?" he asked.
"If you do, you'll be selling Mr. Carter most of your farm."
John Carter was furious. "Don't try to tell me a country jake like you can read!
That paper says the south field, as plain as the nose on your face."
"It says that and a sight more, Mr. Carter," Abe
drawled. "It says the north field, too. It says the east
and the west fields. There wouldn't be much farm left
for Pa, except the part our cabin is setting on."
A dispute between men in Pigeon Creek usually ended
in a fight. Tom Lincoln doubled up his fists. "Put them
up, Carter."
The two men rolled over and over in a confused tangle of arms and legs. Now
Tom Lincoln was on top. Now it was John Carter. "Go it, Pa," Abe shouted
from the fence. "Don't let that old skinflint get you down." After a few
minutes. Carter lay on his back gasping for breath.
"Nuf!" he cried, and Tom let him scramble to his feet.
Carter began brushing himself off. "It ain't fitting to fight a neighbor," he
whined, "just because of a mistake."
"Mistake nothing!" Tom snorted. "Somebody lied, and it wasn't Abe."
"I'll have a new paper made out, if you like," said Carter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-9
Tom looked at him with scorn. "You ain't got enough money to buy my south
field. But I'll thank you for the ten cents you owe us. Abe and I each did a half
day's work."
Tom's right eye was swelling, and by the time he reached home it was closed.
The bump on the side of his head was the size of a hen's egg. There was a long
scratch down his cheek.
Sarah was kneeling before the fireplace, raking ashes over the potatoes that
she had put in to bake. She jumped up in alarm.
"What's the matter? What happened?" she asked.
"It was like Pa said," Abe told her. "Mr. Carter is a skinflint."
Sarah took Tom by the arm and made him sit down on a stool. She touched
the swollen eye with gentle fingers.
"It don't hurt much," he said.
"I reckon Mr. Carter hurts more," Abe spoke up again. "He has two black
eyes."
Tom slapped his thigh and roared with laughter. "He sure does. But if it hadn't
been for Abe--"
He stopped, embarrassed. Sarah was soaking a cloth in a basin of cold water.
She laid it on his eye.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-10
"What started it all?"
"You tell them, Abe," said Tom.
"That Mr. Carter ain't as smart as he thinks he is," Abe explained. "He had a
paper for Pa to sign and tried to make out it was for just the south field. And
do you know what, Mamma? When Pa asked me to read it, why, it was for
almost our whole farm."
"You don't mean to tell me!" said Sarah.
"Carter said he'd have a new paper made out. But I told him," Tom added with
a touch of pride, "I could do without his money."
"Good for you!" Sarah said, beaming. "Don't you fret. We'll squeak through
somehow. But what if you had signed that paper? The farm would have been
sold right out from under us. I reckon we can feel mighty proud of Abe."
"Well," Tom admitted, "it didn't hurt that he knew how to read. When did you
say Mr. Swaney aims to start his school?"
"Right after harvest," said Abe before his stepmother had a chance to answer.
Tom ignored him and went on talking to his wife. "Now, mind you, Sairy, I
ain't saying Abe needs any more eddication. I ain't saying it is fitting a son
should know more'n his pa. But if you think the young ones should go to this
new school for a spell, I won't say no."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 145-11
He rose and stalked out of the cabin. Then he came back and stuck his head in
at the door.
"Mind you, Abe, you forget to do your chores just one time, and that
schoolmaster won't be seeing you again."
"Come back in and sit down, Tom," said Sarah. "Supper is nearly ready.
Besides, Abe has something that needs saying."
Abe looked at his stepmother in surprise. Then he looked at his father.
"I'm much obliged, Pa," he said.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 146-1
Lesson 146
Crossword Words Assessment
Objective: The student will be assessed on words from Lesson 141. The student will
complete a Response to Reading.
Key Vocabulary6SHOOLQJ:RUGV:
renounce - verb; give up ownership
latitude - noun; angular distance north or south from Earth’s equator measured through 90 degrees
ultimatum - noun; final offer or demand
destitute - verb; lacking resources; lacking the necessities of life
vanquish - verb; defeat in a conflict or contest of any kind
brevity - noun; short and direct; few words
hue - noun; color
spitz - noun; a medium -size white dog descended from Pomeranian
worrisome - adjective; causing distress or anxiety
cameo - noun; brief dramatic role performed by well-known actor; limited to a single scene
baton - noun; a club used as a weapon
icicle - noun; suspended piece of ice formed from frozen water
muddle - noun; things out of place or order
sonata - noun; an instrumental musical composition
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Did making the puzzle help you learn the words and their meanings?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 141.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will write a Response to Reading based
on his D.I.R.T. book (introduced in Lesson 74).
Lesson Wrap-Up: Ask what it would be like to make crossword puzzles for a living.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 146-2
Lesson 146
Crossword Words Assessment
A few Lessons ago, you made a crossword puzzle with a set of words. Did
making the puzzle help you learn the words and their meanings?
It is time to show your skill at spelling science and social studies content
words correctly. You will complete a Spelling Assessment. Follow your
teacher’s instructions carefully.
When you are finished check your work with your teacher and record your
score in the back of your notebook.In your Reader’s notebook, open to the
first blank page and complete a Response to Reading like you learned
about in Lesson 74. Make sure you have a strong opinion—they are
always easier to support than weak opinions.
Lesson Wrap-Up: What would it be like to make crossword puzzles for a
living?
STUDENT MANUAL
Spelling Assessment
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FIFTH GRADE LANGUAGE ARTS—LESSON 146-3
STUDENT MANUAL
10.
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FIFTH GRADE LANGUAGE ARTS—LESSON 146-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 147-1
Lesson 147
Spelling and Vocabulary Words
Objective: The student will study a new list of words.
Key Vocabulary:
handsome - adj.; having an impressive and pleasing appearance
gradient - noun; rate of regular incline; slope
loiter - verb; hang around or remain in a place; idle
gnat - noun; a small two-winged fly
periscope - noun; an optical instrument used to observe with an eyepiece
maraca - noun; a dried gourd or a rattle like a gourd containing pebbles to rattle
hundredth - adj.; number 100 in a countable series
llama - noun; a cud-chewing mammal related to a camel
mento - noun; a teacher, tutor or coach
confidence - noun; related to trusting
fidelity - noun; state of being faithful or loyal
commitment - noun; a pledge or promise
aisle - noun; a passage between sections
devise - verb; to invent or think up
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: What are your study habits like? How do you study your spelling words?
Additional Notes to the Teacher: In this Lesson, the student will receive a new list of
Spelling Words.
Introduce the words to the student by reciting them aloud with her. Have her copy all
the words in her Vocabulary Notebook. Once the student has the words copied in her
notebook, give her the rest of the class time to look up and copy the definitions for each
of the words.
Homework Required: Remind the student to study the new spelling words and do
D.I.R.T.
Lesson Wrap-Up: Can you think of a new or different way to study your new words?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 147-2
Lesson 147
Spelling and Vocabulary Words
In this Lesson, you will learn a new list of Spelling and Vocabulary Words.
Listen to your teacher pronounce each word. When she says a word, you
will then say the word together. Pay close attention – some of them are
tricky.
handsome
gradient
loiter
gnat
periscope
maraca
hundredth
llama
mentor
confidence
fidelity
commitment
aisle
devise
Once you have copied all the words into your Vocabulary Notebook, and
you are confident that you can pronounce all the words, spend the rest of
the class period looking up definitions for the words.
If you had a hard time saying any of these words, try writing a pronunciation
key to study. The word aisle, for example, doesn’t sound like it’s spelled –
the S is silent. Aisle is pronounced like “I’ll,” the contraction for “I will.”
Lesson Wrap-Up: Discuss some strategies for learning this new set of
words.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 148-1
Lesson 148
Reading the Bumps
Objective: The student will learn about Braille—the method for reading and writing for
visually impaired people.
Materials Needed: Reading Notebook, pen or pencil, glue, unlined paper
Literary Selection: “Louis Braille”
Engage:
Engaging Question: Some books are much bigger and thicker than others, why?
Extension: Bring in Braille alphabet cards for the student to experience (available by
mail or from websites of most blind persons organizations).
Additional Notes to the Teacher: The student will read a short article about Louis
Braille, and will answer questions about the reading.
When the student is done, he has a few response questions, including one open-ended
response. Use these questions to inform a discussion on the disabled. Pay particular
attention to promoting understanding and compassion, and emphasize that disabled
persons can also do amazing things – ask the student to think of other famous or
inspirational disabled people, like Helen Keller, Franklin Roosevelt, or Stephen Hawking.
Lesson Wrap-Up: Discuss how hard it must be to learn Braille.
Louis Braille Comprehension Questions Answer Key:
1. No, he was hurt when he was 3 years old;
2. France
3. Age 10
4. An army captain
5. Answers will vary
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 148-2
Lesson 148
Reading the Bumps
Unless someone is reading this text aloud to you, you are probably reading
the words on this page like you do any other words: by looking at them.
But what would you do if you didn’t have the ability to see? How would you
read? Just as importantly, how would you write?
For Lesson 148 you will read a short article about Louis Braille, a remarkable
man who lived over 200 years ago who invented a way for the blind to read
and write!
Lesson Wrap-Up: Do you think it would be hard to learn Braille?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 148-3
Louis Braille
Louis Braille was born in 1809 in France. He was the fourth child of Simon
and Monique Braille.
He was a bright and inquisitive child. Being such, he liked to follow his father
around. At the age of three while following his father in his workshop he
picked up an awl. This is a sharp tool for making holes. It slid and hurt his
left eye. The eye became infected and it spread to his other eye. The result was
blindness.
Because Louis was a very intelligent child, his parents would not let his
education go even if he was blind. He was allowed to sit in a classroom to
listen and learn. Before long he was at the head of the class.
There was a special school for blind children. Louis was offered a scholarship
to the Royal Institution for Blind Youth in Paris. He was ten years old at that
time. There was a method for students to read without seeing, but not to write.
An army captain devised a system for soldiers to use, which allowed them to
write in the dark. It was based on twelve dots and the use of phonetics. This
system was too hard for the children to use, but it inspired Louis, who was
determined to read and write.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 148-4
Louis was determined. He developed today’s Braille system for the blind by
age 15. He used six dots and the normal spelling of words. These six raised
dots can be put into patterns of six bumps representing the different letters of
the alphabet. Each Braille character has six dot positions in a rectangle shape,
or two columns of three dots. Depending on the arrangement, a person can
read by identifying which arrangement is for which character.
By 1829 Louis Braille published a book called Method of Writing Words,
Music and Plain Song by Means of Dots, for Use by the Blind and Arranged
by Them. Later he became a teacher in the school. He also added symbols for
math and music.
The Braille system has given independence and motivation to many blind
people. What an accomplishment!
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STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 148-5
Louis Braille Comprehension Questions
Answer these questions and discuss them with your teacher:
1. Was Louis Braille blind at birth?
2. What country did Louis Braille live in?
3. At what age did he enter the Royal Institution for Blind Youth?
4. What inspired Louis to develop a writing system for the blind?
5. Louis Braille developed a system to help the blind to read. What disability would you like to help people overcome, and why?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 149-1
Lesson 149
The Wave of the Future
Objective: The student will respond to a writing prompt.
Materials Needed: Writing Notebook, pen or pencil, paper, colored pencils
Engage:
Engaging Question: Would you like to have something that cleans your room for you?
Additional Notes to the Teacher: In this Lesson, the student will respond to a writing
prompt.
Explain what a robot is to the student, and what it is that robots do. Then ask the student
what she would like a robot to help her do in the classroom or around the house.
Have the student respond to the writing prompt – the writing prompt has three directed
lines, and then a loose prompt in which the student will describe a typical day for her
robot.
When the student has finished writing, she should use the colored pencils you brought
in to draw a picture of her robot.
Lesson Wrap-Up: What one job would the student most like his robot to do?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 149-2
Lesson 149
The Wave of the Future
There are some things that we have to do. Chores need to be done. Wouldn’t
it be great if we could give those chores to someone else – or to something
else?
Big factories have something that can do some of their chores for them –
robots!
Robots are machines that can do tough jobs.
You’ve probably seen lots of robots in movies and on TV – some of those
robots probably talked, or acted like people. Modern robots aren’t quite that
high-tech, but they can do some pretty amazing things.
They never get tired, they don’t need to eat or sleep, and, they don’t get
bored. This makes them perfect for doing repetitive jobs like turning screws
or moving boxes.
Robots can also be programmed to do things like play chess, paint cars,
and clean floors – some robots can even fly planes!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 149-3
Think about some things that you don’t like to do, and imagine if you had
a robot that could do some of those things for you. Take a few minutes to
brainstorm, and then write in your Writing Notebook about the following:
If I could build a robot, it would look…
I would like to have a robot to help me with…
I would make my robot out of…
Once you know what the robot would look like, what it would help you do,
and what it would be made out of, write about what it would do in a typical
day. Would it clean your room while you were at school? Would it help you
with your homework? Use your imagination!
When you are finished, use the colored pencils your teacher gives you to
draw a picture of your new robot!
Lesson Wrap-Up: What one job would you most like your robot to do?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-1
Lesson 150
Abe Gets Bored
Objective: The student will continue reading historical fiction begun in Lesson 101.
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Eleven, by Frances
Cavannah
Engage:
Engaging Question: Do you like to give speeches?
Supplemental Engagement Activity: Have the student look up a copy of Thomas Jefferson’s inaugural speech.
Additional Notes to the Teacher: In this Lesson, the student will be reading Chapter
Eleven of the biography of Abe Lincoln.
Before reading, have the student review his notes on the story thus far. Encourage him
to continue to take notes so that he will have them for reference in future Lessons.
Lesson Wrap-Up: Have the student write a summary of what happens in this chapter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-2
Lesson 150
Abe Gets Bored
Before you begin reading Chapter Eleven, review the notes you have taken
so far. Are they useful to you? Did you write them clearly so they make
sense to you?
As you read, continue to take notes. They will be helpful for reference in
future Lessons.
Lesson Wrap-Up: When you are finished reading Chapter Eleven, write a
summary of what happens in this chapter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Eleven
After a few weeks at Master Swaney's school, Abe had to stop and go to work
again. When he was seventeen, he had a chance to attend another school kept
by Azel Dorsey. Nearly every Friday afternoon there were special exercises
and the scholars spoke pieces. For the final program on the last day of school,
the boys had built a platform outside the log schoolhouse. Parents, brothers
and sisters, and friends found seats on fallen logs and on the grass. They
listened proudly as, one by one, the children came forward and each recited a
poem or a speech.
Master Dorsey walked to the front of the platform. He held up his hand for
silence. "Ladies and gentlemen," he said, "we come to the last number on our
program. Twenty-five years ago Thomas Jefferson became President of these
United States. We shall now hear the speech he made that day. Abraham
Lincoln will recite it for us."
Sarah Lincoln, from under her pink sunbonnet, stole a glance at Tom. "I hope
that Abe does well," she whispered.
Abe did do well. He forgot that he was growing too fast, that his hands were
too big, and that his trousers were too short. For a few minutes he made his
audience forget it. Master Dorsey seemed to swell with pride. If that boy lives,
he thought, he is going to be a noted man some day. Elizabeth Crawford,
sitting in the front row, remembered what he had said about being President.
If she closed her eyes, she could almost imagine that Thomas Jefferson was
speaking. When Abe finished and made an awkward bow, she joined in the
hearty burst of applause.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-4
"Do you know where he got that piece?" she asked her husband in a low voice.
"From The Kentucky Preceptor, one of the books you loaned him. It makes a
body feel good to think we helped him. Look at Mrs. Lincoln! She couldn't be
more pleased if Abe was her own son."
Sarah waited to walk home with him. "I was mighty proud of you today," she
said. "Why, what's the matter? You look mighty down-in-the-mouth for a boy
who spoke his piece so well on the last day."
"I was thinking that this is the last day," he answered. "The last day I'll ever go
to school, most likely."
"Well, you're seventeen now."
"Yes, I'm seventeen, and I ain't had a year's schooling all told. I can't even talk
proper. I forget and say 'ain't' though I know it ain't--I mean isn't right."
"It seems to me you're educating yourself with all those books you read," said
Sarah cheerfully.
"I've already read all the books for miles around. Besides, I want to see places.
I can't help it, Ma, I want to get away."
Sarah looked at him fondly. She wished that she could find some way to help
him.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-5
Abe found ways to help himself. He was never to go to school again, but he
could walk to Rockport to attend trials in the log courthouse. He liked to
listen to the lawyers argue their cases. Sometimes he would write down what
they said on a piece of paper. Now and then he had a chance to borrow a book
that he had not read before from some new settler. He read the old books over
and over again. He liked to read the newspapers to which Mr. Gentry, Allen's
father, subscribed. The papers told what was going on in the big world outside
of Pigeon Creek.
James Gentry owned the log store at the crossroads, where the little town,
Gentryville, had grown up. His partner, William Jones, was one of Abe's best
friends, and Abe spent nearly every evening at the store. It became the favorite
meeting place for the men and boys who lived close by.
"Howdy, Abe!" Everyone seemed to be saying it at once when he came in.
"The Louisville paper came today," William Jones might add. "Here you are!
The fellows have been waiting for you to holler out the news."
Abe sat on the counter, swinging his long legs, as he read the newspaper out
loud. The men sat quietly, except when William got up to throw another log
on the fire or to light another candle. Abe read on and on. After he finished
the paper, they talked about what he had read. They argued about many things
from politics to religion. They always wanted to know what Abe thought.
Many times they stayed until nearly midnight listening to him.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-6
One evening, not long after Abe's nineteenth birthday, he walked home from
the store in great excitement. He had been very sad since his sister Sally had
died in January, but tonight he seemed more cheerful. Sarah looked up to find
him standing in the doorway.
"What do you think has happened, Ma?" he asked. "I am going to New
Orleans."
"How come, Abe?"
Sarah knew that prosperous
farmers sometimes loaded their
corn and other farm products
on big flatboats. These flatboats
were floated down the Ohio
and Mississippi rivers to New
Orleans, where the cargoes were
sold. But the Lincolns raised
only enough for their own use. They never had anything left over to sell. Nor
could they afford to build a flatboat for the long trip down the rivers.
"How come?" Sarah asked again.
Abe seized her around the waist and danced her across the floor. She was out
of breath but laughing when he let her go.
"Allen Gentry is taking a cargo of farm truck down to New Orleans to sell," he
explained. "His pa has hired me to help on the flatboat. Mr. Gentry will pay
me eight dollars a month. I reckon Pa will be pleased about that."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 150-7
Abe himself was pleased because he was going to see something of the world.
New Orleans was seven hundred miles away. It was a big and important city.
Sarah was pleased because this was the chance that Abe had been wanting.
He had grown so tall that she had to throw back her head to look up at him.
"I'm right glad for you," she said.
"Allen Gentry is taking a cargo of farm truck down to New Orleans to sell," he
explained. "His pa has hired me to help on the flatboat. Mr. Gentry will pay
me eight dollars a month. I reckon Pa will be pleased about that."
Abe himself was pleased because he was going to see something of the world.
New Orleans was seven hundred miles away. It was a big and important city.
Sarah was pleased because this was the chance that Abe had been wanting.
He had grown so tall that she had to throw back her head to look up at him.
"I'm right glad for you," she said.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 151-1
Lesson 151
What is Your Talent?
Objective: The students will read about a professional author and illustrator.
Key Vocabulary:
Newbery Medal: - A medal given to an author for an outstanding American children’s book
Caldecott Medal - A medal awarded annually to the most distinguished artist of a
children’s book
Materials Needed: Reading Notebook, pen or pencil, copy of the children’s book:
Frog and Toad Together or another one of Arnold Lobel’s books, unlined paper, colored
pencils
Literary Selection: “Arnold Lobel”
Engage:
Engaging Question: How early in life can a person discover a talent?
Additional Notes to the Teacher: The student will read a short article about Arnold
Lobel. He wrote several children’s books and illustrated them. He won a Newbery
Medal for Frog and Toad Together and a Caldecott Medal for Fables.
Have the student read the article and take notes, and then have the student tell you
what the article was about before going on to the writing exercise below.
When the student has read the article on Arnold Lobel, have her try writing her own
children’s story. It can have as few as four events, and be as short as eight lines long.
It should have at least one picture. Have the student draft a final version on the unlined
paper using the colored pencils you brought in.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 152.
Lesson Wrap-Up: Ask the student if she would ever read for young students at a
library or in a lower grade for story time. If possible, give the student the chance to
volunteer if she is interested in doing such a thing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 151-2
Lesson 151
What is Your Talent?
How early in life do you think you could discover your special talent?
Talent comes in many ways to all people. You may be good at drawing.
You may be great at sports. Perhaps you are an avid reader. One of these
things you do well when you are young could be developed into you life’s
work.
That is what happened to the subject of this short article – his name is
Arnold Lobel. Read and find out what he could do well.
When you have finished reading, you will have a fun writing project. Take
your notebook and think of telling a young child a story.
What would it be about? What character or characters do you need to tell
the story? Sketch a picture of what you thought of, and write the main idea
in your Writing Notebook.
Try writing your story. It could be one sentence for a scene. It could be as
short as four events, and use as few as eight lines. Writing for very young
students is challenging – you can say too much and confuse the reader!
After you write, illustrate your story. The pictures should be simple and
colorful.
When you are finished; give your story a name and show it to your teacher.
Lesson Wrap-Up: It is important to read to young people so that they learn
to appreciate writing – would you ever volunteer to read at a library or for
younger students at story time?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 151-3
Arnold Lobel
Arnold Lobel was born in 1933 in Los Angeles, California. He later lived in
an old house in Schenectady, New York. For a long time he was in a hospital.
While he was there he felt lonely as he watched other children play. He missed
the first few years of his education. When he was able to go to school, he used
to tell stories to make friends. He loved books too.
By the time he was a teenager he discovered another talent: he was great at
drawing too. He went to Pratt Institute, which is a special college for artists.
He thought that illustrating books would be a great career. He and his wife
moved to Brooklyn, New York. Both of them were illustrators of books and
worked together. They had two children. As Arnold watched cartoons with his
children he got ideas for his books.
Over his career as a book writer and illustrator, he made 70 books. There were
awards for his work. Fables won Mr. Lobel a Caldecott Medal. A Newbery
Medal was given to him for his book Frog and Toad Together.
Mr. Lobel’s characters were endearing because they demonstrated situation
like the ones that children experience. His characters were lovable and tender
and always valued friendship. Beside a frog and toad, Mr. Lobel used an
owl that was not too smart, and a grasshopper that traveled around and had
adventures.
Lobel’s stories were laugh-out-loud stories. Lobel used different types of
drawing. Sometimes he used pen and ink, then two or three colors and others
are full color pictures. Lobel loved what he did. Peopled have loved his books
in return.
Mr. Lobel began his writing and illustrating very early in life. It definitely was
a good choice because he loved what he did and was successful.
If you can get one of his books, read it and think of how much the author
loved writing it!
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 152-1
Lesson 152
Spelling and Vocabulary Words Assessment
Objective: The student will be assessed on words from Lesson 147; and the student
will complete a response to reading.
Key Vocabulary:
handsome - adj.; having an impressive and pleasing appearance
gradient - noun; rate of regular incline; slope
loiter - verb; hang around or remain in a place; idle
gnat - noun; a small two-winged fly
periscope - noun; an optical instrument used to observe with an eyepiece
maraca - noun; a dried gourd or a rattle like a gourd containing pebbles to rattle
hundredth - adj.; number 100 in a countable series
llama - noun; a cud-chewing mammal related to a camel
mentor - noun; a teacher, tutor or coach
confidence - noun; related to trusting
fidelity - noun; state of being faithful or loyal
commitment - noun; a pledge or promise
aisle - noun; a passage between sections
devise - verb; to invent or think up
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: What were some of the harder words this week?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 147. These are fairly difficult words for this level.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a response to reading
based on his D.I.R.T. book as explained in Lesson 74.
Lesson Wrap-Up: Did the student have a strong or weak opinion on this response?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 152-2
Lesson 152
Spelling and Vocabulary Words Assessment
Many of your words in this unit were hard to spell. What types of study did
they make you think of?
It is time to show your skill at spelling science and social studies content
words correctly. Listen carefully to your teacher’s instructions, and get
ready for your Spelling Assessment.
When you are finished, check your work with your teacher and record your
score in the back of your Vocabulary Notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Did you have a strong or weak opinion on this
response?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 152-3
STUDENT MANUAL
10.
11.
12.
13.
14.
FIFTH GRADE LANGUAGE ARTS—LESSON 152-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 153-1
Lesson 153
Homonyms
Objective: The student will learn about words and study a list of words for this unit.
Key Vocabulary:
yore - noun; time past; long past (homonym: your)
accept - verb; to receive something (homonym: except)
infer - verb; to imply; conclude from fact
kernel - noun; central or essential part (homonym colonel)
whether - conj. usually used with word or by; indicate alternative conditions laboratory - noun; place devoted to experimental study in science
agreeable - adj; pleasing to the mind or sense
probably - adv. Seems like a reasonable truth
capital - noun; a city serving as a seat for government (homonym: capitol)
advise - verb; give advice to or counsel (homonym: advice)
ceiling - noun; overhead lining in a room (homonym: sealing)
prospective - adj. of the future (could be confused with perspective)
hoarse - adj.; have a voice marked with a muffled sound (homonym: horse)
secretary - noun; an officer of an organization
Engage:
Engaging Question: What do you need to do when you hear a homonym?
Additional Notes to the Teacher: In this Lesson, the student will study a new list of
Vocabulary Words.
Introduce the list to the student and clarify that 8 of the words (just over half) have
homonyms.
As you go through the list with the student, point out the homonym words and use each
word and its homonym in a sentence. The homonym for accept is not a true homonym:
except – it is close enough to accept that it gives most people trouble.
When you have gone through the list, have the student write out sentences using her
new Vocabulary Words. She should look up the definition for each in a dictionary if she
does not know them, and you may have her write out these definitions as well, time
permitting.
Homework Required: Remind the student to study the spelling words and to do D.I.R.T.
Lesson Wrap-Up: Have some fun with homonym pairs. See if the student can come up
with any more pairs.of homonyms.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 153-2
Lesson 153
Homonyms
Some words sound like other words, but mean something else and are
spelled differently. There are lots of confusing variations on this idea –
some words are spelled the same way but pronounced differently, some
are spelled the same way, sound the same, and then mean something
different, and every variation in between. We call these confusing words
homonyms.
Homonyms are words that sound like other words, although they mean
something different and are spelled differently as well. In your new
Vocabulary Words, you have eight homonyms – they are marked with an
asterisk (*).
New Words:
yore *
infer
whether * agreeable capital *
ceiling *
hoarse *
accept *
kernel *
laboratory
probably
advise *
prospective
secretary
After you review this list with your teacher, write each word in a sentence.
If you do not know what each word means, look for a definition in the
dictionary. Your teacher may have you write the definition too.
Lesson Wrap-Up: Have some fun with homonym pairs. Can you come up
with any more pairs?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-1
Lesson 154
Pure Potential
Objective: The student will read about potential by recognizing how different people
express their talents.
Key Vocabulary:
potential - adj; Having or showing the capacity to become something in the future
musical - fond of or skilled with music
spatial - having to do with placement and orientation
bodily/kinesthetic - aware of and need for movement; sense you muscles and joints
interpersonal - adj.; of relationships and communication
intrapersonal - adj.: also related to people
naturalist - expert at natural history
linquist - a person that is an expert at language; natural knowledge of their language
Materials Needed: Reading Notebook, pen or pencil
Engage:
Engaging Question: What interests are hiding inside of you?
Literary Selection: “Interests and Talents”
Additional Notes to the Teacher: In this Lesson the student will read a short article
that explains that people learn and develop differently in life.
Go through the Lesson with the student and introduce the article. Have the student read
it and then answer the Interests and Talents Questionnaire at the end. When the student
has finished, review his answers and then discuss his interests and talents with him.
Lesson Wrap-Up: Discuss with the student that it is not only important to know our
strengths, but it is also important to know our weaknesses so we can improve.
Interests and Talents Questionnaire Answer Key:
1. spatial
2. linguistic
3. naturalistic
4. Answers will vary – use paragraph to help student determine his intelligence type.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-2
Lesson 154
Pure Potential
Do you like to play sports? Would you rather talk on the phone?
When you take a look at how you spend your time and what you love to
do, you are getting to know the person inside of you. Everyone is born with
some potential.
If we didn’t have different interests we would be missing many people in our
community. We need people who take care of our pets. We need people
who enforce our laws, like police officers. There are people who grow our
fruits and vegetables; others who milk cows so we have milk, and others
who make bread so that we can eat.
Here is a short article for you to read about potential. You have lots of
potential – you just have to know what to do with it! Read the article and
answer the questions on the Worksheet, then discuss your answers with
your teacher.
Lesson Wrap-Up: It is not only important to know our strengths; it is also
important to know our weaknesses so that we can improve on them.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-3
Interests and Talents
It may be hard for you to imagine which position you will take in the
community of tomorrow. You are young and having fun. How do you know
what your life will bring?
Natural talents are there inside of you. It is believed that people who reach
their full potential are happier people. Hard work pays off. The best thing
about your potential is that it revolves around something you love, and when
you’re doing something you love, it’s hardly work at all!
Right now you are person with potential. You have some kind of talent or
interests. If you don’t yet know what it is, perhaps you haven’t begun to
develop it yet.
Let us see if you recognize your possible area of talent. Look at this list of
talent types:
Musical
Linguistic
Logical-Mathematical
Spatial
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
A musical person would be one who loves to swing and sway with the rhythm.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-4
This type of person starts singing and playing musical instruments early in
life.
The talkative person may be what is considered a linguistic person. They love
using their words in communicating, reading and writing. These people often
do well in school as there is much reading and writing to do in education.
They may naturally pick up other languages just by hearing it. It would be
great for them to learn another language when they are young.
Logical-mathematical people like math, patterns or problem solving. They
enjoy doing math. They may even like making up math problems for others to
students to work out.
People with the intelligence for space are called spatial. They are artistic. They
like moving furniture to look its best in a certain space, doing art projects that
are two or three dimensional or making a map. They may like to make movies.
They are very creative people.
If you hate to sit or stand still you may be bodily/kinesthetic. Your best way
of learning is through moving and interacting with things. Activities like
dancing, playing sports, acting, cooking or building fit this person very well.
Are you a tender heart? People with interpersonal intelligence like to
help others. They would much rather be with people than be alone.
Communications and relationships are important to interpersonal people.
The next type of person is a deep thinker and quiet. This is a intrapersonal
person. The beginning of this title is intra- which means go within. These are
people who like keeping a journal or diary of their life and experiences. They
set goals for themselves.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-5
If you love plants, animals and great big outdoors, you may be considered
a naturalistic person. These people seem to be able to speak to animals
they understand them so well and care. The changing environment is their
concern. Science would be one of their best subjects.
Knowing the different types of talents and interests should help you see what
some of your talents may be. What are you most like? Are you a talker? Are
you quiet? Do you have to do things with lots of body movement? Do you like
putting your toys and things in the perfect place? Do you like making puzzles
and ordering things? Are you one who loves to sit with crayons and pencils to
draw or color? These relate to different interests and talents.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 154-6
Interests and Talents Questionnaire
Answer these questions:
1. If you like to move your furniture around in your room you are:
2. If you dream of writing a book you are:
3. If you love animals and outdoors you are probably:
Write a paragraph about what your favorite things are to do. Include
what you think your top two interests and talents are.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-1
Lesson 155
Abe Takes a Trip
Objective: The student will continue reading historical fiction begun in Lesson 101.
Key Vocabulary:
wharves - a place where ships moor or load and unload
wrought - metal beaten out or shaped by hammering
auctioneer - one who conducts auction and accepts bids to sell things/people
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Twelve, by Frances
Cavannah
Engage:
Engaging Question: Have you ever traveled a long way from where you live? What surprised you about what you saw?
Additional Notes to the Teacher: The Lesson continues with Abe Lincoln Gets
His Chance, begun in Lesson 101.
Have the student review her notes from the previous eleven chapters, and encourage
her to take notes as she reads.
When the student has finished reading, she will respond to two questions in her notebook.
Use these questions to inform a discussion on travel and / or slavery.
The questions are:
What were the things that Lincoln loved seeing while traveling on the flatboat?
and
What did he mean when he said: “…it is not right for one man to own another….?”
Lesson Wrap-Up: Continue any discussion on slavery and civil rights resultant of the
reading questions.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-2
Lesson 155
Abe Takes a Trip
Were you ever surprised by something you saw when you traveled to a
new place?
Take a few minutes to go over your notes on the first eleven chapters of
this story. Think about what will happen in Chapter Twelve – there was a
big hint at the end of Chapter Eleven.
Continue to take notes as you read the next chapter in Abe Lincoln Gets
His Chance.
Abe Lincoln gets to travel for the first time in his life. What does he see and
experience that really affect him? Read and find out.
Lesson Wrap-Up: What do you think about slavery?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Twelve
To a boy brought up in the backwoods, the trip down the rivers was one long
adventure. Abe sat at the forward oar, guiding the big flatboat through the
calm, blue waters of the Ohio, while Allen cooked supper on deck. Afterwards,
Abe told stories.
After they had reached the southern tip of Illinois, where the Ohio emptied
into the yellow waters of the Mississippi, there was little time for stories. The
boys never knew what to expect next. One minute the river would be quiet
and calm. The next it would rise in the fury of a sudden storm. The waves rose
in a yellow flood that poured over the deck. Allen at the back oar, Abe at the
front oar, had a hard time keeping the big flatboat from turning over.
At the end of each day, the boys tied up the boat at some place along the shore.
One night after they had gone to sleep, several robbers crept on board. Abe and
Allen awoke just in time. After a long, hard fight, the robbers turned and fled.
These dangers only made their
adventures seem more exciting. It
was exciting, too, to be a part of
the traffic of the river. They saw
many other flatboats like their own.
The biggest thrill was in watching
the steamboats, with giant paddle
wheels that turned the water into
foam. Their decks were painted a
gleaming white, and their brass rails
shone in the sun. No wonder they were called "floating palaces," thought Abe.
Sometimes passengers standing by the rail waved to the boys.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-4
Each day of their journey brought gentler breezes, warmer weather.
Cottonwood and magnolia trees grew on the low swampy banks of both
shores. The boys passed cotton fields, where gangs of Negro slaves were at
work. Some of them were singing as they bent to pick the snowy white balls of
cotton. A snatch of song came floating over the water:
"Oh, brother, don't get weary,
Oh, brother, don't get weary,
Oh, brother, don't get weary,
We're waiting for the Lord."
Abe leaned on his oar to listen. A few minutes later he pointed to a big house
with tall white pillars in the middle of a beautiful garden.
"Nice little cabin those folks have," he said dryly. "Don't recollect seeing
anything like that up in Pigeon Creek."
"Why, Abe, you haven't seen anything yet. Just wait till you get to New
Orleans."
This was Allen's second trip, and he was eager to show Abe the sights. A few
days later they were walking along the New Orleans waterfront. Ships from
many different countries were tied up at the wharves. Negro slaves were
rolling bales of cotton onto a steamboat. Other Negroes, toting huge baskets
on their heads, passed by. Sailors from many lands, speaking strange tongues,
rubbed elbows with fur trappers dressed in buckskins from the far Northwest.
A cotton planter in a white suit glanced at the two youths from Pigeon Creek.
He seemed amused. Abe looked down at his homespun blue jeans. He had not
realized that all young men did not wear them.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-5
"Reckon we do look different from some of the folks down here," he said, as he
and Allen turned into a narrow street.
Here there were more people--always more people. The public square was
crowded. Abe gazed in awe at the Cathedral. This tall Spanish church, with
its two graceful towers, was so different from the log-meeting house that the
Lincolns attended.
Nor was there anything back in Pigeon Creek like the tall plaster houses faded
by time and weather into warm tones of pink and lavender and yellow. The
balconies, or porches, on the upper floors had wrought iron railings, of such
delicate design that they looked like iron lace.
Once the boys paused before a wrought iron gate. At the end of a long
passageway they could see a courtyard where flowers bloomed and a fountain
splashed in the sunshine. Abe turned to watch a handsome carriage roll by
over the cobblestones. He looked down the street toward the river, which
sheltered ships from all over the world.
"All this makes me feel a little like Sinbad," he said, "but I reckon even Sinbad
never visited New Orleans. I sure do like it here."
But soon Abe began to see other sights that made him sick at heart. He and
Allen passed a warehouse where slaves were being sold at auction. A crowd
had gathered inside. Several Negroes were standing on a platform called an
auction block. One by one they stepped forward. A man called an auctioneer
asked in a loud voice, "What am I
offered? Who will make the first bid?"
"Five hundred," called one man.
"Six hundred," called another.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-6
The bids mounted higher. Each slave was sold to the man who bid, or offered
to pay, the most money. One field hand and his wife were sold to different
bidders. There were tears in the woman's dark eyes as he was led away. She
knew that she would never see her husband again.
"Let's get out of here," said Abe. "I can't stand any more."
They walked back to their own flatboat tied up at one of the wharves. Allen
got supper, but Abe could not eat.
"Don't look like that," said Allen. "Many of the folks down here inherited their
slaves, same as their land. Slavery ain't their fault."
"I never said it was anybody's fault--at least not anybody who's living now. But
it just ain't right for one man to own another."
"Well, stop worrying. There's nothing you can do about it."
"Maybe not," said Abe gloomily, "but I'm mighty glad there aren't any slaves in
Indiana."
Allen stayed on in New Orleans for several days to sell his cargo. It brought a
good price. He then sold his flatboat, which would be broken up and used for
lumber. Flatboats could not travel upstream. He and Abe would either have to
walk back to Indiana, or they could take a steamboat.
"We'd better not walk, carrying all this money," said Allen. "Pretty lonely
country going home. We might get robbed."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-7
The steamboat trip was a piece of good fortune that Abe had not expected. He
enjoyed talking with the other passengers. The speed at which they traveled
seemed a miracle. It had taken the boys a month to make the trip downstream
by flatboat. They were returning upstream in little more than a week. They
were standing together by the rail when the cabins of Rockport, perched on a
high wooded bluff, came into view.
"It sure was good of your pa to give me this chance," said Abe. "I've seen some
sights I wish I hadn't, but the trip has done me good. Sort of stretched my eyes
and ears! Stretched me all over--inside, I mean." He laughed. "I don't need any
stretching on the outside."
Allen looked at his tall friend. They had been together most of the time. They
had talked with the same people, visited the same places, seen the same sights.
Already Allen was beginning to forget them. Now that he was almost home, it
was as if he had never been away. But Abe seemed different. Somehow he had
changed.
"I can't figure it out," Allen told him. "You don't seem the same."
"Maybe I'm not," said Abe. "I keep thinking about some of the things I saw."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 155-8
When you are done reading, answer these two questions in your
Reading Notebook and be ready to discuss your answers with your
teacher.
What were the things that Lincoln loved seeing while traveling on the
flatboat?
What did he mean when he said: “…it is not right for one man to own
another….?”
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 156-1
Lesson 156
Put Yourself in Someone Else’s Shoes
Objective: The student will use his knowledge of another person’s life in order to write
a diary as that person.
Materials Needed: Writing Notebook, Pictures of slaves from the south in the 1800’s.
Engage:
Engaging Question: Can you imagine life as a person who lived in the 1800’s?
Additional Notes to the Teacher: This Lesson ties into the continued reading of Abe
Lincoln Gets His Chance – if the student has not been reading this book, he will need
additional sources on life in the 1800’s.
The student will write a mock journal examining the life of a slave in the 1800’s. You
may take the time to point out that slaves were not allowed to read or write, but many
learned how to do so after emancipation, and some slave owners taught their slaves
regardless of consequences.
The student will write five entries, one for each day of the week. Between all five entries,
the student should write out what the slave did during his days, where he lived, and
how he was treated. This should be a somber creative exercise for the student – it will
teach him not only to write as another person, but also that writing can be a very serious
enterprise.
Lesson Wrap-Up: Ask the student whether he thinks he would have been an abolitionist
or neutral.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 156-2
Lesson 156
Put Yourself in Someone Else’s Shoes
Can you imagine life in the 1800’s, a life like that of Abe Lincoln?
You have quite a few details about life in the early 1800’s from what you
have been reading about Abe Lincoln’s life, especially the last chapter in
which he was introduced to slavery.
With your teacher’s help, look at some research from this period of time.
Look at what slaves did during their day.
You are going to write as if you were a slave.
Where will you live?
What will you do in a day?
How will you be treated?
Once you have decided an answer to these questions it is time to write
some diary entries.
Your assignment for Lesson 156 is to write as if you were a slave.
Write diary entries for one week (5 days, so 5 entries) in the life of a
slave.
Don’t forget to answer the three questions
above – this should be creative, even though
it is serious. Writing is not always funny or
happy – sometimes it is very serious, and it
deals with very serious themes!
When you have written your entries, re-read
them and see if they are true to life according
to the research you did.
Lesson Wrap-Up: Do you think you would
have been an abolitionist or neutral on this
subject?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-1
Lesson 157
Abe as a Young Man
Objective: The student will continue reading historical fiction begun in Lesson 101.
Key Vocabulary:
surveyor - a professional who measures and records information about land and property. Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Thirteen, by Frances
Cavannah
Engage:
Engaging Question: How important is reading to your future education?
Additional Notes to the Teacher: The student will continue the historical fiction
reading begun in Lesson 101.
Have the student review her notes for the preceding twelve chapters. Encourage her to
take notes on this reading as well, especially since this is a longer selection than she
has read previously. Notes will help her keep organized and focused.
Give the student most of the class period to read this chapter as it is longer than those
preceding it.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 158.
Lesson Wrap-Up: Ask the student what makes historical fiction so different from fairy
tales, fantasies, or other sorts of novel.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-2
Lesson 157
Abe as a Young Man
What opportunities will Abe Lincoln have as time moves on in his life?
You have read over and over again how much Abe loved to read. Getting
an education was always something that was a priority. As you read this
chapter of the biography you will find out what was in front of Abe Lincoln
as he began to mature and become a young man.
As you read think about how many facts you are reading. Take notes, and
pay attention to what you are learning. There is a story being told, but you
the writer is also revealing details about the time and place of the setting.
Lesson Wrap-Up: You’ve been reading this novelization of Abe Lincoln’s
life for a while now – what makes historical fiction so different than other
stories like fairy tales or fantasies?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-3
Abe Lincoln Gets His Chance
By Frances Cavannah
Chapter Thirteen
The Lincolns were leaving Pigeon Creek. One day a letter had arrived from
John Hanks, a cousin, who had gone to Illinois to live. The soil was richer
there, the letter said. Why didn't Tom come, too, and bring his family? He
would find it easier to make a living. Even the name of the river near John's
home had a pleasant sound. It was called the Sangamon--an Indian word
meaning "plenty to eat."
"We're going," Tom decided. "I'm going to sell this farm and buy another. Do
you want to come with us, Abe?"
Two years had passed since Abe's return from New Orleans. Two years of
hard work. Two years of looking forward to his next birthday. He was nearly
twenty-one and could leave home if he wanted to.
"Well, Pa--" he hesitated.
Sarah was watching him, waiting for his answer.
"I'll come with you," said Abe. "I'll stay long enough to help you get the new
farm started."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-4
There were thirteen people in the Lincoln party: Tom and Sarah, Abe and
Johnny, Betsy and Dennis Hanks who had been married for several years,
Mathilda and her husband, and two sets of children. They made the journey
in three big wagons, traveling over frozen roads and crossing icy streams.
After two weeks they came to John Hanks' home on the prairies of Illinois.
He made them welcome, then took them to see the place that he had selected
for their farm. In the cold winter light it looked almost as desolate as Pigeon
Creek had looked fourteen years before. Tom Lincoln was beginning all over
again.
This time he had more help. John Hanks had a great pile of logs split and
ready to be used for their new cabin. Abe was now able to do a man's work.
After the cabin was finished, he split enough rails to build a fence around the
farm. Some of the new neighbors hired him to split logs for them.
The following spring, he was offered other work that he liked much better. A
man named Denton Offut was building a flatboat, which he planned to float
down the Illinois River to the Mississippi and on to New Orleans. He hired
Abe to help with the cargo. The two young men became friends. When Abe
returned home after the long voyage, he had news for Sarah.
"Ma," he said, "Denton is fixing to start a store up in New Salem.
That's a village on the Sangamon River. He wants me to be his clerk."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-5
Sarah said nothing for a moment. If Abe went away to stay, the cabin would
seem mighty lonesome. She would miss him terribly. But she wanted him to
do whatever was best for him.
"Mr. Offut said he'd pay me fifteen dollars a month," Abe added.
That was more money than he had ever earned, thought Sarah. And now that
he was over twenty-one, he could keep his wages for himself. "I reckon you'll
be leaving soon," she said aloud.
"Yes, Ma, I will." Telling her was harder than Abe had expected. "It is high time
that I start out on my own."
Sarah set to work to get his clothes ready. He was wearing his only pair of
jeans, and there wasn't much else for him to take. She washed his shirts and
the extra pair of socks that she had knit for him. He wrapped these up in a big
cloth and tied the bundle to the end of a long stick. The next morning he was
up early. After he told the rest of the family good-by, Sarah walked with him
to the gate.
Abe thrust the stick with his bundle over his shoulder. He had looked forward
to starting out on his own--and now he was scared. Almost as scared as he
had felt on that cold winter afternoon when his new mother had first arrived
in Pigeon Creek. Because she had believed in him, he had started believing in
himself. Her faith in him was still shining in her eyes as she looked up at him
and tried to smile.
He gave her a quick hug and hurried down the path.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-6
It was a long, long walk to New Salem, where Abe arrived on a hot summer
day in 1831. This village, on a high bluff overlooking the Sangamon River, was
bigger than Gentryville, bigger even than Rockport. As he wandered up and
down the one street, bordered on both sides by a row of neat log houses, he
counted more than twenty-five buildings. There were several stores, and he
could see the mill down by the river.
He pushed his way through a crowd that had gathered before one of the
houses. A worried-looking man, about ten years older than Abe, sat behind a
table on the little porch. He was writing in a big book.
"Howdy, Mister," said Abe. "What is all the excitement about?"
"This is election day," the man replied, "and I am the clerk in charge. That is,
I'm one of the clerks."
He stopped to write
down the name of one
of the men who stood
in line. He wrote the
names of several other
voters in his big book
before he had a chance
to talk to Abe again.
Then he explained that the other clerk who was supposed to help him was sick.
"I'm mighty busy," he went on. "Say listen, stranger, do you know how to
write?"
"I can make a few rabbit tracks," Abe said, grinning.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-7
"Maybe I can hire you to help me keep a record of the votes." The man rose
and shook hands. "My name is Mentor Graham."
By evening the younger man and the older one had become good friends.
Mr. Graham was a schoolmaster, and he promised to help Abe with his
studies. Soon Abe began to make other friends. Jack Kelso took him fishing.
Abe did not care much about fishing, but he liked to hear Jack recite poetry by
Robert Burns and William Shakespeare. They were Jack's favorite poets, and
they became Abe's favorites, too.
At the Rutledge Tavern, where Abe lived for a while, he met the owner's
daughter, Ann Rutledge. Ann was sweet and pretty, with a glint of sunshine in
her hair. They took long walks beside the river. It was easy to talk to Ann, and
Abe told her some of his secret hopes. She thought that he was going to be a
great man some day.
Her father, James Rutledge, also took an interest in him. Abe was invited to
join the New Salem Debating Society. The first time that he got up to talk, the
other members expected him to spend the time telling funny stories. Instead
he made a serious speech--and a very good one.
"That young man has more than wit and fun in his head," Mr. Rutledge told
his wife that night.
Abe liked to make speeches, but he knew that he did not always speak
correctly. One morning he was having breakfast at Mentor Graham's house. "I
have a notion to study English grammar," he said.
"If you expect to go before the public," Mentor answered, "I think it the best
thing you can do."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-8
"If I had a grammar, I would commence now."
Mentor thought for a moment. "There is no one in town who owns a
grammar," he said finally. "But Mr. Vaner out in the country has one. He might
lend you his copy."
Abe got up from the table and walked six miles to the Vaner farm. When he
returned, he carried an open book in his hands. He was studying grammar as
he walked.
Meanwhile he worked as a clerk in Denton Offut's store. Customers could
buy all sorts of things there--tools and nails, needles and thread, mittens and
calico, and tallow for making candles. One day a woman bought several yards
of calico. After she left, Abe discovered that he had charged her six cents too
much. That evening he walked six miles to give her the money. He was always
doing things like that, and people began to call him "Honest Abe."
Denton was so proud of his clerk that he could not help boasting. "Abe is the
smartest man in the United States," he said. "Yes, and he can beat any man in
the country running, jumping, or wrestling."
A bunch of young roughnecks lived a few miles away in another settlement
called Clary Grove. "That Denton Offut talks too much with his mouth," they
said angrily. They did not mind Abe being called smart. But they declared that
no one could "out-wrestle" their leader, Jack Armstrong. One day they rushed
into the store and dared Abe to fight with Jack.
Abe laid down the book that he had been reading. "I don't hold with wooling
and pulling," he said. "But if you want to fight, come on outside."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-9
The Clary Grove boys soon realized that Denton's clerk was a good wrestler.
Jack, afraid that he was going to lose the fight, stepped on Abe's foot with the
sharp heel of his boot. The sudden pain made Abe angry. The next thing that
Jack knew he was being shaken back and forth until his teeth rattled. Then he
was lying flat on his back in the dust.
Jack's friends let out a howl of rage. Several of them rushed at Abe, all trying
to fight him at the same time. He stood with his back against the store, his fists
doubled up. He dared them to come closer. Jack picked himself up.
"Stop it, fellows," he said. "I was beaten in a fair fight. If you ask me, this Abe
Lincoln is the cleverest fellow that ever broke into the settlement."
From then on Jack was one of Abe's best friends.
A short time later Abe enlisted as a soldier in the Black Hawk War to help
drive the Indians out of Illinois. The Clary Grove boys were in his company,
and Abe was elected captain. Before his company had a chance to do any
fighting, Blackhawk was captured in another part of Illinois and the war was
over.
When Abe came back to New Salem, he found himself out of a job. Denton
Offut had left. The store had "winked out." Later, Abe and another young
man, William Berry, decided to become partners. They borrowed money and
started a store of their own.
One day a wagon piled high with furniture stopped out in front. A man
jumped down and explained that he and his family were moving West. The
wagon was too crowded, and he had a barrel of odds and ends that he wanted
to sell. Abe, always glad to oblige, agreed to pay fifty cents for it. Later, when
he opened it, he had a wonderful surprise.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-10
The barrel contained a set of famous law books. He had seen those same
books in Mr. Pitcher's law office in Rockport. Now that he owned a set of his
own, he could read it any time he wished. Customers coming into the store
usually found Abe lying on the counter, his nose buried in one of the new
books. The more he read, the more interested he became.
Perhaps he spent too much time reading, instead of attending to business.
William Berry was lazy, and not a very satisfactory partner. The store of
Lincoln and Berry did so little business that it had to close. The partners were
left with many debts to pay. Then Berry died, and "Honest Abe" announced
that he would pay all of the debts himself, no matter how long it took.
For a while he was postmaster. A man on horseback brought the mail twice a
week, and there were so few letters that Abe often carried them around in his
hat until he could deliver them. He liked the job because it gave him a chance
to read the newspapers to which the people in New Salem subscribed. But the
pay was small, and he had to do all sorts of odd Jobs to earn enough to eat.
On many days he would have gone hungry if Jack Armstrong and his wife,
Hannah, had not invited him to dinner. When work was scarce he stayed with
them two or three weeks at a time.
He knew that he had to find a way to earn more money, and he decided to
study surveying. It was a hard subject, but he borrowed some books and read
them carefully. He studied so hard that in six weeks' time he took his first job
as a surveyor.
Sometimes when he was measuring a farm or laying out a new road, he
would be gone for several weeks. People miles from New Salem knew who
Abe Lincoln was. They laughed at him because he was so tall and awkward.
They thought it funny that his trousers were always too short. But they also
laughed at his jokes, and they liked him. He made so many new friends that
he decided to be a candidate for the Illinois legislature.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-11
One day during the campaign he had a long talk with Major John T. Stuart.
Major Stuart had been Abe's commander in the Black Hawk War. He was now
a lawyer in Springfield, a larger town twenty miles away.
"Why don't you study law?" he asked.
Abe pursed his lips. "I'd sure like to," he drawled; then added with a grin: "But
I don't know if I have enough sense."
Major Stuart paid no attention to this last remark. "You have been reading law
for pleasure," he went on. "Now go at it in earnest. I'll lend you the books you
need."
This was a chance that Abe could not afford to miss. Every few days he walked
or rode on horseback to Springfield to borrow another volume. Sometimes he
read forty pages on the way home. He was twenty-five years old, and there was
no time to waste.
Meanwhile he was making many speeches. He asked the voters in his part of
Illinois to elect him to the legislature which made the laws for the state. They
felt that "Honest Abe" was a man to be trusted and he was elected.
Late in November Abe boarded the stagecoach for the ride to Vandalia, then
the capital of the state. He looked very dignified in a new suit and high plug
hat. In the crowd that gathered to tell him good-by, he could see many of his
friends. There stood Coleman Smoot who had lent him money to buy his new
clothes. Farther back he could see Mr. Rutledge and Ann, Hannah and Jack
Armstrong, Mentor Graham, and others who had encouraged and helped
him. And now he was on his way to represent them in the legislature. There
was a chorus of "Good-by, Abe."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 157-12
Then, like an echo, the words came again in Ann's high, sweet voice:
"Good-by, Abe!" He leaned far out the window and waved.
He was thinking of Ann as the coach rolled over the rough road. He was
thinking also of Sarah. If only she could see him now, he thought, as he
glanced at the new hat resting on his knee.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 158-1
Lesson 158
Homonyms Assessment
Objective: The student will be assessed on words from Lesson 153 - homonyms;
the student will complete a Response to Reading.
Key Vocabulary:
yore - noun; time past; long past (homonym: your)
accept - verb; to receive something (homonym: except)
infer - verb; to imply; conclude from fact
kernel - noun; central or essential part (homonym colonel)
whether - conj. usually used with word or by; indicate alternative conditions
laboratory - noun; place devoted to experimental study in science
agreeable - adj; pleasing to the mind or sense
probably - adv. Seems like a reasonable truth
capital - noun; a city serving as a seat for government (homonym: capitol)
advise - verb; give advice to or counsel (homonym: advice)
ceiling - noun; overhead lining in a room (homonym: sealing)
prospective - adj. of the future (could be confused with perspective)
hoarse - adj.; have a voice marked with a muffled sound (homonym: horse)
secretary - noun; an officer of an organization
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Did any word pairs give you a hard time?
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 153. Many of these are homonyms.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, and he has recorded his score in his Vocabulary
Notebook, the student will complete a response to reading based on his D.I.R.T. book.
Lesson Wrap-Up: Have the student think of funny sentences with the homonym pairs
such as, “The horse was hoarse.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 158-2
Lesson 158
Homonyms Assessment
Many of your words in this unit were homonyms. What other pairs did you
think of?
It is time to show your skill at spelling homonyms correctly. Get your
Vocabulary Notebook out and prepare your paper for a Spelling Assessment.
When you are finished, check your work with your teacher and record your
score in the back of your Vocabulary Notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Can you think of funny sentences with the homonym
pairs such as, “The horse was hoarse?”
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 158-3
STUDENT MANUAL
10.
11.
12.
13.
14.
FIFTH GRADE LANGUAGE ARTS—LESSON 158-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 159-1
Lesson 159
Ideas are Nouns, Too
Objective: The student will study a new list of Vocabulary Words.
Key Vocabulary/Spelling Words:
tardiness - noun; not being on time for appointment
principal - noun; (homonym principle) chief person in educational institution
canary - noun; greenish-yellow finch bred as a cage bird and singer
easel - noun; frame to hold a canvas upright at a proper level for a painter
mattress - noun; pad used as a resting place or supported on a bed stand
coward - noun; someone timid or easily frightened
average - adj. not our of the ordinary for members of a group
dairy - noun; a place where milk is kept
buffalo - noun; a large shaggy-maned North American wild ox with short horns; bison
achievement - noun; result brought about by persistence
enough - adj; quantity or quality that satisfies demands
grocery - noun; a retail dealer for staple foods
answer - noun; to reply to something said or written by another
wrinkle - noun; a new way or method for technique for doing something
already - adverb; prior to an implied past, present, or future time; by this time
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: A noun is a person, place, or thing. Can it be anything else?
Additional Notes to the Teacher: Present the new vocabulary list to the student.
Some of these words are abstract nouns or ideas. Clarify for the student that ideas are
also things, even though they cannot be seen or touched.
Go through the list of words with the student, making sure she is able to pronounce
each one. When you have finished, have the student find and record definitions for each
word in her Vocabulary Notebook.
Homework Required: Remind the student to study spelling or Vocabulary words and
do D.I.R.T.
Lesson Wrap-Up: Come up with some other words that fit the “idea” category.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 159-2
Lesson 159
Ideas are Nouns, Too
Your new words have several nouns. Not all of the nouns name something
you can see.
Some of these nouns are concepts or ideas – although they cannot be
touched or seen, they are still things, and since they are things, they are
nouns.
Here are your new words:
tardiness
principal
canary
easel
mattress
coward
average
dairy
buffalo
achievement
enough
grocery
answer
wrinkle
already
Once you have gone through this list with your teacher, write these words
down and look up their definitions in your Vocabulary Notebook. Record
these definitions next to the word, along with the part of speech for each
word.
If you have any trouble with any of these words, try writing down a
sentence for them too.
Lesson Wrap-Up: Come up with some other words that fit the “idea” category.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 160-1
Lesson 160
Animal Poetry
Objective: The student will write a poem.
Materials Needed: Writing Notebook, pen or pencil, pictures of animals
Engage:
Engaging Question: Do animals look funny to you? What is strange or funny to
you?
Technology Integration: Use a computer program to draw the animals the student
writes about.
Additional Notes to the Teacher: In this Lesson, the student will experiment with free
verse poetry.
If available, show the student pictures of strange animals, and ask him to describe their
peculiar features.
Next, explain that the student will write a poem about made-up or hybridized creatures,
and that he will not obey any restrictions of rhyme or meter. This is free verse. Explain
that some people like free verse because they are free to write what they want, while
others feel that free verse is just so many lines on a page without form or purpose. How
is the language used in poems different than that used in stories? How is it the same?
After going through the Lesson, including the two example poems, have the student
spend the rest of the class writing free verse animal poems of his own.
Lesson Wrap-Up: Ask: What would you do upon meeting one of these creatures in the
wild?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 160-2
Lesson 160
Animal Poetry
Have ever taken a good look at various kinds of animals? Do they look
funny to you?
In this Lesson you will look at animals and think about their different
features, such as an elephant’s trunk and a giraffe’s long neck. You will use
your imagination and create a humorous poem about these animals.
How about combining different features of animals to create a new animal?
Take the trunk of an elephant and put it on a giraffe; what do you have
now? What would you call it?
You do not have to write complete sentences but rather write it like a poem.
Write short phrases that describe the new animal and what it may do.
This sort of poem is called free verse, and it is very popular. It doesn’t have
rhyme or meter – some people think it is very expressive, but others think
that without rhyme or meter, it’s just lines on a page. What do you think?
How is the language used in poems different than that used in stories?
How is it the same?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 160-3
Read the examples down below, and then write about your first Animal –
what will it be called? How does it look? What kind of sound does it make?
The Turtle-cat
The turtle-cat has a purple plaid
shell
With flowers growing on it.
It has a turtle head with furry ears.
It says "Meow-ow-ow-oh" when it's
mad.
It scratches you with its green
claws.
It eats mouse-bugs and purple
lettuce
And drinks strawberry Kool-Aid.
At night it curls up inside its shell
And purrs.
The Light Bug
The light bug flies after midnight.
It wears a ruffled shade on its head
And has two antennae
With teeny light bulbs on the end.
There's a switch on its back
Where you turn it off.
Light bugs eat electricity from
outlets.
They perch on your windowsill
And sizzle, "Splizzt, splizzt"
Until you fall asleep.
After you create your first animal poem perhaps you would like to do
another. Make a sketch of your new creations. Put the pictures up and you
may create a whole zoo of fun creatures! Have fun!
Lesson Wrap-Up: What would you do upon meeting one of these strange
creatures in the wild?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 161-1
Lesson 161
Compare and Contrast
Objective: The student will analyze how characters solve problems in different types of
literature via a compare and contrast essay.
Key Vocabulary:
compare - point out what is alike and different
contrast - a thing or character having qualities noticeably different
characters - the actors in a novel, play or movie
similarities - sameness of fact or being
differences - a point or way in which people or things are not the same
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: How do you begin to organize a paper?
Additional Notes to the Teacher: In this Lesson, the student will write a short paper
comparing and contrasting the main characters of two books.
Explain comparison and contrast to the student, especially in regards to comparing and
contrasting literary characters. The student will select two characters from her D.I.R.T.
reading (though she may choose Abe Lincoln as a character if she prefers, and she has
paid sufficient attention to Abe Lincoln Gets His Chance).
The paper should be 3 or 4 paragraphs long. Encourage the student to use words
phrases and clauses to link her ideas together. For example, the student may use the
words “in contrast”. Also have the student have a concluding statement at the end of
the paper. The concluding statement should relate to the information the student wrote
about. Collect the writing when the student has finished. Evaluate the writing based on
evidence of the student’s comprehension of the characters, depth of thought in the comparison, and on the student’s grammar and spelling.
Lesson Wrap-Up: Which of the two characters is the student most like?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 161-2
Lesson 161
Compare and Contrast
How do you compare two characters in a story?
Different characters behave in different ways, although sometimes they
behave the same way. If you read two stories with heroic main characters,
you’d probably see that both characters are brave and dependable, and will
rise to meet challenges. If you read two stories with shy main characters,
you’d see that they don’t say much, and that they try to avoid other people.
But two characters with a lot in common can also be very different. Two
shy characters are different if one is old and one is young, if they speak
different languages, and if they face different challenges. One brave
character might be brave because she slays a deadly dragon, and another
character might be brave because he stands up to a bully.
You assignment is to compare and contrast two story characters. You will
include important similarities and differences, and you will also explain why
you chose the two characters that you did.
You may use any two stories you have read for your D.I.R.T. reading. You
should pick characters from books rather than short stories because you
get to know those characters better.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 161-3
Once you know which characters you will write about, ask yourself
these questions about them:
Who are these characters?
Why are these characters interesting?
What are these characters like? What would it be like to meet them?
How do they solve their problems?
How well do both characters solve their problems?
As you answer these questions, look at how the answers for these
characters are similar and how they are different. If there are more
similarities and differences between your characters that you know, include
these too.
Once you have answered the questions, and you are confident that you
can find similarities and differences between your two characters, begin
writing your paper. Make sure you have a strong beginning, something that
will keep the reader interested. You should also have an ending that relates
back to the information you have written about.
Explain how your two characters are the same, and how they are different,
and then show your reader why it’s important to look at similarities and
differences. What is the point you are trying to make? Does bravery come
in many forms? Can shy people rise to meet challenges, even if they do it
quietly?
Take your time and do your best. Your paper should be about 3 or 4
paragraphs. Your teacher will collect it when you are done. Make sure to
spell all your words correctly.
Lesson Wrap-Up: Which of the two characters are you most like?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 162-1
Lesson 162
Modifiers
Objective: The student will look at the use of adjectives in different forms.
Key Vocabulary:
comparative - the middle degree of comparison: small, smaller, smallest
superlative - the highest degree of comparison: small, smaller, smallest
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: How can you make sure your writing is clear to the reader?
Additional Notes to the Teacher: In this Lesson, the student will learn about different
levels, or forms, of adjectives and he will practice moving misplaced modifiers.
Go through the Lesson with the student, reviewing the superlative and comparative
forms, and using the examples provided to illustrate misplaced modifiers and their
adjustment.
At the end of the Lesson, have the student complete the Modifiers Review Worksheet,
and then review his answers with him.
Lesson Wrap-Up: Stress the importance of using correct modifiers in speech as well as
in writing.
Modifiers Review Worksheet Answer Key:
I take care of my dogs so they are the (happiest) pets in town. Every morning, I given them the
(purest) bottled water I can find. I also buy the (tastiest) food they sell at the pet store. When I
clean them up, I do the (best) job possible. I think my dogs are (more wonderful) than cats!
1.
2.
3.
4.
5.
Collect old memories in a photo journal by following these steps.
Collect photos that you like in a neat pile.
Put any pictures that you do not want in a box.
Paste the photos that are your favorites on the pages.
Place the photo that you liked the best on the cover.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 162-2
Lesson 162
Modifiers
Have you ever read something and had to go back and read it again to
figure out what the writer meant?
People often misplace their modifiers when they write. Imagine that you
heard about one person pushing another on his property. Does that mean
that the man did not push the other off his property? Does that mean
that one man was not on the other man’s property, and so the other man
pushed him on to it?
Misunderstanding can happen when we use our adjectives and adverbs
too far away from the object we wish to modify, or when we do not use the
correct form of an adjective to make the information clear.
Look at how confusing it can be to have a misplaced modifier. Keep your
modifiers close to the words they modify or describe.
Example:
Misplaced modifier: Hidden in an old trunk, we found a photo album.
Improved: We found a photo album hidden in an old trunk.
In the version with the misplaced modifier, it looks like we (the people who
found the photo album) were hidden in an old trunk.
Next time you are telling someone thing or giving directions, look to see
where your modifiers are. Is your writing clear?
Lesson Wrap-Up: It is important to remember to use modifiers correctly in
our speech as well as in our writing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 162-3
Modifiers Review Worksheet
Copy this paragraph in the space provided, and change the modifiers
in (parenthesis) to the correct comparative or superlative form.
I take care of my dogs so they are the (happy) pets in town. Every morning,
I given them (pure) bottled water I can find. I also buy the (tasty) food they
sell at the pet store. When I clean them up, I do the (good) job possible. I
think my dogs are (wonderful) than cats!
Re-write the next few sentences and move the italicized words so that
the sentence makes sense:
1. Collect old memories by following these steps in a photo journal.
2. Collect photos in a neat pile that you like.
3. Put any pictures in a box that you do not want.
4. Paste the photos on the pages that are your favorites.
5. Place the photo on the cover that you liked the best.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-1
Lesson 163
Abe Becomes a Lawyer
Objective: The student will continue reading historical fiction begun in Lesson 101.
Engage:
Engaging Question: Do things you remember from early childhood stay with you as you get older?
Supplemental Engagement Activity: Have the student read a short biography or
encyclopedia article on Stephen Douglas.
Literary Selection: Abe Lincoln Gets His Chance, Chapter Fourteen, by Frances
Cavannah
Additional Notes to the Teacher: The student will continue reading the historical
fiction novel begun in Lesson 101.
Have the student review her notes for the preceding thirteen chapters. Encourage her to
take notes on this reading as well.
When the student has finished reading, she will complete the Abe Becomes a Lawyer
Comprehension Questions at the end of the Lesson. Go over the student’s answers with
her, and use them to inform a discussion on what can be learned by losing a contest.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 164.
Lesson Wrap-Up: Ask the student: Losing did not stop Abraham Lincoln. What Lesson
can we learn from that?
Abe Becomes a Lawyer Comprehension Questions Answer Key:
1. The author’s purpose is to inform the reader about Abraham Lincoln’s life but in a story telling
way.
2. Abe finally gets his chance probably refers to a chance at running for the office of president of the United States.
3. Mary Todd, Robert, Willie and Tad
4. The debate was over passing a law allowing slavery in the new states of the West.
5. He lost the debate to Senator Douglas.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-2
Lesson 163
Abe Becomes a Lawyer
Have you ever had to compete to get something you wanted? How does it
feel to lose?
Abraham Lincoln now is a lawyer. He will not charge his clients a lot of
money for his services and as a result he is still poor.
In this chapter, Abe Lincoln will meet some very important people, and he
will be stirred up into a debate – see if you can figure out why!
Lesson Wrap-Up: Losing did not stop Abraham Lincoln. What Lesson can
we learn from that?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-3
Abe Lincoln Gets His Chance
by Frances Cavannah
Chapter Fourteen
The Legislature met for several weeks at a time. Between sessions, Abe worked
at various jobs in New Salem and read his law books. Most of his studying
was done early in the morning and late at night. He still found time to see a
great deal of Ann Rutledge, and something of her gentle sweetness was to live
on forever in his heart. After Ann died, he tried to forget his grief by studying
harder than ever.
The year that he was twenty-eight he took
his examination, and was granted a lawyer's
license. He decided to move to Springfield,
which had recently been made the capital
of the state.
It was a cold March day when he rode into
this thriving little town. He hitched his horse
to the hitching rack in the public square and
entered one of the stores. Joshua Speed, the
owner, a young man about Abe's age, looked
up with a friendly smile.
"Howdy, Abe," he said. "So you are going to be one of us?"
"I reckon so," Abe answered. "Say, Speed, I just bought myself a bedstead. How
much would it cost me for a mattress and some pillows and blankets?"
Joshua took a pencil from behind his ear. He did some figuring on a piece of
paper. "I can fix you up for about seventeen dollars."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-4
Abe felt the money in his pocket. He had only seven dollars. His horse was
borrowed, and he was still a thousand dollars in debt. Joshua saw that he
was disappointed. He had heard Abe make speeches, and Abe was called one
of the most promising young men in the legislature. Joshua liked him and
wanted to know him better.
"Why don't you stay with me, until you can do better?" he suggested. "I have a
room over the store and a bed big enough for two."
A grin broke over Abe's homely features. "Good!" he said. "Where is it?"
"You'll find some stairs over there behind that pile of barrels. Go on up and
make yourself at home."
Abe enjoyed living with Joshua Speed, and he enjoyed living in Springfield.
He soon became as popular as he had once been in Pigeon Creek and in New
Salem. As the months and years went by, more and more people came to
him whenever they needed a lawyer to advise them. For a long time he was
poor, but little by little he paid off his debts. With his first big fee he bought a
quarter section of land for his stepmother who had been so good to him.
The part of his work that Abe liked best was "riding the circuit." In the spring
and again in the fall, he saddled Old Buck, his horse, and set out with a judge
and several other lawyers to visit some of the towns close by. These towns "on
the circuit" were too small to have law courts of their own. In each town the
lawyers argued the cases and the judge settled the disputes that had come up
during the past six months.
After supper they liked to gather at the inn to listen to Abe tell funny stories.
"I laughed until I shook my ribs loose," said one dignified judge.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-5
The other lawyers often teased Abe. "You ought to charge your clients more
money," they said, "or you will always be as poor as Job's turkey."
One evening they held a mock trial. Abe was accused of charging such small
fees that the other lawyers could not charge as much as they should. The judge
looked as solemn as he did at a real trial.
"You are guilty of an awful crime against
the pockets of your brother lawyers," he
said severely. "I hereby sentence you to
pay a fine."
There was a shout of laughter. "I'll pay the fine," said Abe good-naturedly. "But
my own firm is never going to be known as Catchem & Cheatem."
Meanwhile a young lady named Mary Todd had come to Springfield to live.
Her father was a rich and important man in Kentucky. Mary was pretty
and well educated. Abe was a little afraid of her, but one night at a party he
screwed up his courage to ask her for a dance.
"Miss Todd," he said, "I would like to dance with you the worst way."
As he swept her around the dance floor, he bumped into other couples. He
stepped on her toes. "Mr. Lincoln," said Mary, as she limped over to a chair,
"you did dance with me the worst way--the very worst."
She did not mind that he was not a good dancer. As she looked up into
Abe's homely face, she decided that he had a great future ahead of him. She
remembered something she had once said as a little girl: "When I grow up, I
want to marry a man who will be President of the United States."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-6
Abe was not the only one who liked Mary Todd. Among the other young men
who came to see her was another lawyer, Stephen A. Douglas. He was no taller
than Mary herself, but he had such a large head and shoulders that he had
been nicknamed "the Little Giant." He was handsome, and rich, and brilliant.
His friends thought that he might be President some day.
"No," said Mary, "Abe Lincoln has the better chance to succeed."
Anyway, Abe was the man she loved. The next year they were married.
"I mean to make him President of the United States," she wrote to a friend in
Kentucky. "You will see that, as I always told you, I will yet be the President's
wife."
At first Mary thought that her dream was coming true. In 1846 Abe was
elected a member of the United States Congress in Washington. He had
made a good start as a political leader, and she was disappointed when he
did not run for a second term. Back he came to Springfield to practice law
again. By 1854 there were three lively boys romping through the rooms of the
comfortable white house that he had bought for his family. Robert was eleven,
Willie was four, and Tad was still a baby. The neighbors used to smile to see
Lawyer Lincoln walking down the street carrying Tad on his shoulders, while
Willie clung to his coattails. The boys adored their father.
Mary did, too, but she wished that
Abe would be more dignified. He sat
reading in his shirt sleeves, and he
got down on the floor to play with the
boys. His wife did not think that was
any way for a successful lawyer to act.
It also worried her that he was no
longer interested in politics.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-7
And then something happened that neither Mary nor Abe had ever expected.
Their old friend, Stephen A. Douglas, who was now a Senator in Washington,
suggested a new law. Thousands of settlers were going West to live, and in
time they would form new states. The new law would make it possible for the
people in each new state to own slaves, if most of the voters wanted to.
Abraham Lincoln was so aroused and indignant that he almost forgot his law
practice. He traveled around Illinois making speeches. There were no laws
against having slaves in the South, but slavery must be kept out of territory
that was still free, he said. The new states should be places "for poor people to
go to better their condition." Not only that, but it was wrong for one man to
own another. Terribly wrong.
"If the Negro is a man," he told one audience, "then my ancient faith teaches
me that all men are created equal."
Perhaps he was thinking of the first time he had visited a slave market. He was
remembering the words in the Declaration of Independence that had thrilled
him as a boy.
Two years later Abraham Lincoln was asked to be a candidate for the United
States Senate. He would be running against Douglas. Abe wanted very much
to be a Senator. Even more he wanted to keep slavery out of the new states.
Taking part in the political campaign would give him a chance to say the
things that he felt so deeply.
"I am convinced I am good enough for it," he told a friend, "but in spite of it
all I am saying to myself every day, 'It is too big a thing for you; you will never
get it.' Mary insists, however, that I am going to be Senator and President of
the United States, too."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-8
Perhaps it was his wife's faith in him that gave him the courage to try. Never
was there a more exciting campaign. Never had the people of Illinois been
so stirred as during that hot summer of 1858. A series of debates was held in
seven different towns. The two candidates--Douglas, "the little Giant," and
"Old Abe, the Giant Killer," as his friends called him--argued about slavery.
People came from miles around to hear them.
On the day of a debate, an open platform for the speakers was decorated with
red-white-and-blue bunting. Flags flew from the housetops. When Senator
Douglas arrived at the railroad station, his friends and admirers met him with
a brass band. He drove to his hotel in a fine carriage.
Abe had admirers, too. Sometimes a long procession met him at the station.
Then Abe would be embarrassed. He did not like what he called "fizzlegigs
and fireworks." But he laughed when his friends in one town drove him to his
hotel in a hay wagon. This was their way of making fun of Douglas and his
fine manners.
Senator Douglas was an eloquent orator. While he was talking, some of Abe's
friends would worry. Would Old Abe be able to answer? Would he be able to
hold his own? Then Abe would unfold his long legs and stand up. "The Giant
Killer" towered so high above "the Little Giant" that a titter ran through the
crowd.
When he came to the serious part of his speech, there was silence. His voice
reached to the farthest corners of the crowd, as he reminded them what
slavery really meant. He summed it up in a few words: "You work and toil and
earn bread, and I'll eat it."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-9
Both men worked hard to be elected. And Douglas won. "I feel like the boy,"
said Abe, "who stubbed his toe. It hurts too bad to laugh, and I am too big to
cry."
All of those who loved him--Mary, his wife, in her neat white house; Sarah, his
stepmother, in her little cabin, more than a hundred miles away; and his many
friends--were disappointed. But not for long. The part he took in the LincolnDouglas debates made his name known throughout the United States.
Abe Lincoln's chance was coming.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 163-10
Abe Becomes a Lawyer Comprehension Questions
Answer the following questions:
1. Why do you think the author wrote this book?
2. What does the author mean by “Abe Lincoln’s chance was coming.”?
3. Who did Abe Lincoln marry and how many children did he have?
4. What did Abe Lincoln debate Senator Douglas about?
5. What challenge did he lose?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 164-1
Lesson 164
Ideas are Nouns, Too Assessment
Objective: The student will be assessed on words from Lesson 159 – including many
nouns that are ideas. The student will complete a response to reading.
Key Vocabulary:
tardiness - noun; not being on time for appointment
principal - noun; (homonym principle) chief person in educational institution
canary - noun; greenish-yellow finch bred as a cage bird and singer
easel - noun; frame to hold a canvas upright at a proper level for a painter
mattress - noun; pad used as a resting place or supported on a bed stand
coward - noun; someone timid or easily frightened
average - adj. not our of the ordinary for members of a group
dairy - noun; a place where milk is kept
buffalo - noun; a large shaggy-maned North American wild ox with short horns; bison
achievement - noun; result brought about by persistence
enough - adj; quantity or quality that satisfies demands
grocery - noun; a retail dealer for staple foods
answer - noun; to reply to something said or written by another
wrinkle - noun; a new way or method for technique for doing something
already - adverb; prior to an implied past, present, or future time; by this time
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: You are coming toward the end of the spelling units. Do
you feel your spelling has improved this year?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 164-2
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 159. Many of these are nouns that are ideas.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a response to reading
based on his D.I.R.T. book.
Homework Required: Remind the student to study spelling or Vocabulary words and
do D.I.R.T.
Lesson Wrap-Up: Discuss strategies to use in the final two spelling units.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 164-3
Lesson 164
Ideas are Nouns, Too Assessment
Many of your words in this unit are nouns that are ideas and not people,
places, or things. Did you think of other words that fit that category?
It is time to show your skill at spelling these words correctly. Get your
Vocabulary Notebook out and prepare your paper for a Spelling Assessment.
When you are finished, check your work with your teacher and record your
score in the back of your Vocabulary Notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Discuss strategies to use in the final two spelling units.
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 164-4
STUDENT MANUAL
10.
11.
12.
FIFTH GRADE LANGUAGE ARTS—LESSON 164-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 165-1
Lesson 165
Penultimate Spelling List
Objective: The student will learn about nouns and study a new list of Vocabulary
Words.
Key Vocabulary/Spelling Words:
cousin
knowledge
address
unpleasant
cereal
vegetable
medicine lettuce
parcel dessert
legislative
safari
protein
gorgeous
Materials Needed: Vocabulary Notebook, pen or pencil
Engage:
Engaging Question: Would it help you study your Vocabulary Words if you could use some of them together?
Additional Notes to the Teacher: Introduce the new Vocabulary Words to the student.
Go through each word and pronounce it for the student, making sure that she can
pronounce it also. When you are done with the recitation, have the student record the
words in her Vocabulary Notebook, and then go back and find definitions for each word.
Once the student has found definitions for her words, have her build sentences using at
least two vocabulary words in each.
Homework Required: Remind the student to study the spelling words and to do D.I.R.T.
Lesson Wrap-Up: Have the student look up the meaning of the word “penultimate.”
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 165-2
Lesson 165
Penultimate Spelling List
Here are your new words for the next unit:
cousin
address
cereal
medicine parcel legislative
protein
knowledge
unpleasant
vegetable
lettuce
dessert
safari
gorgeous
Go through this list with your teacher, and be sure that you can pronounce
each word. Once you have gone through this list, write each word in your
Vocabulary Notebook, and then find their definitions in a dictionary. Write
each definition by the word it belongs to.
After you write out the definitions, you will write sentences for your words,
but don’t just write one sentence per word – try to fit at least two vocabulary
words into each sentence.
Here are some examples:
I have a gorgeous cousin who went on a safari.
Is lettuce a vegetable?
Have fun – but make sure that your sentences make sense!
Lesson Wrap-Up: Look up the meaning of the word “penultimate.”
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 166-1
Lesson 166
Image Poem
Objective: The student will have an opportunity to write in a poetic form, using
adjectives to describe someone.
Materials Needed: Writing Notebook, pen or pencil, picture of President Lincoln
Engage:
Engaging Question: Can you write a poem about an image?
Additional Notes to the Teacher: The student will write simple, three-line poems
about people he knows or has read about.
Go through the Lesson with the student, clarifying the three-line Abraham Lincoln
example poem if needed. Explain how it correlates to this basic form:
Line #1: Describe the object with two or three adjectives.
Line #2: Give the object an action.
Line #3: Put the object somewhere.
When the student understands how to construct these poems, have him warm up by
writing a poem about Abraham Lincoln, and then writing about other people that he
knows, or famous people he admires. If the student has trouble, write a few poems
with him about famous people you have studied together, like Louis Braille or George
Washington Carver.
Lesson Wrap-Up: Find out if the student enjoyed this type of poetry more than some of
the other types he has learned about this year.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 166-2
Lesson 166
Image Poem
How observant are you? Can you describe someone with three adjective
words?
That is your challenge for this Lesson. You will describe someone with
three adjective words, give it action and tell where they are. Each of these
short sentences will read like a poem.
This form of poetry is very simple – it does not need rhythm or rhyme. The
words need to be strong and colorful. You can use humor in writing if you
like. Can you imagine someone like long, lanky Abraham Lincoln sleeping
in a bed that is too short for him?
Here is your formula:
Line 1: Think of two or three adjectives to describe the subject of your poem.
Line 2: Give your object some kind of action…sleeping?
Line 3: Put the object in a place…in the bedroom?
You may come up with something like:
Abraham Lincoln the long, lanky lawyer
Lazily relaxes
In a short bed
Have fun and be creative. See how many little poems you can write. Which
one has the strongest adjectives? Which one makes you laugh?
Warm up by writing a three-line poem about Abe Lincoln, and then write
one for everyone you can think of. The first few might be hard, but by the
end of the Lesson, you’ll be flying through them.
Lesson Wrap-Up: Did you enjoy this type of poetry more than some of the
other types you’ve worked with this year?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-1
Lesson 167
Proud to Be an American
Objective: The student will read an informational article about the privileges of being
an American.
Key Vocabulary:
citizen - noun: people born in the country; or naturalized or become members of
the country through study and pledging allegiance to the country
naturalization - verb: the process of becoming a citizen
privileges - noun: a special sort of right or advantage
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: “Citizenship”
Engage:
Engaging Question: What does it mean to be a citizen?
Supplemental Engagement Activity: The student may be studying American History and may have Lessons on this concept. Correlate the two whenever possible.
Additional Notes to the Teacher: The student will read a short article on the rights
and responsibilities of U.S. citizenship.
When the student has finished reading, she will complete the Citizenship Comprehension
Questions at the end of the reading.
Use her answers to inform a discussion on citizenship.
Lesson Wrap-Up: Discuss why so many people from other countries want to come to
the United States.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-2
Citizenship Comprehension Questions Answer Key:
1. True
2. False
3. True
4. False
5. False
6. False
7. True
8. True
Written Response: Answers will vary.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-3
Lesson 167
Proud to Be an American
Were you born in the United States?
If you were than you are an American citizen. What does that mean to you?
Have you ever thought about the privilege of citizenship?
You will read a short article about citizenship. Look for the main idea and
the supporting details.
When you are done reading, answer the True or False questions at the end
of the Lesson, and share your answers with your teacher.
Lesson Wrap-Up: Many people from other countries want to come to
America – do you know why?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-4
Citizenship
A citizen is someone born into a country, or naturalized into citizenship. It
means you a member of our country. There are people who were not born
in the United States and want to become citizens. They become citizens by
asking the government, and when the government says okay, they are called a
"naturalized citizen".
As a citizen of the United States you have rights. You have the right to free
speech and to choose your religion. The Bill of Rights lists the freedoms you
have. They are very important. Many people in other countries do not
experience these freedoms.
As an American citizen with rights, we have responsibilities. We must be good
citizens. What does that mean? How can you be a part of giving back for your
freedom?
It means loving your country, being courteous to the symbols of America,
singing the National Anthem, and respecting the flag.
It also means obeying the laws of your community. Laws are made to help you
and others live peacefully and safely together. Obeying laws shows respect for
yourself and others.
Good citizens take part in their community and are helpers. They treat others
with kindness and are friendly to those who are different. They give to others,
especially to those in need. They also know it is important to keep their
community clean and to conserve our natural resources. Good citizens also
use energy wisely, treat animals kindly, and pick up trash.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-5
You will be able to vote. This is an honor. By using this right, you can take part
in the government. You can learn about politics even now by listening to
adults. Ask your parents what they think. Gathering information will help you
make good decisions when you can vote.
When you begin to work, you will contribute to the government by paying
taxes. This money is used to run our country. Roads, schools, police forces,
firefighters and government workers are paid with taxes.
Being a member of our country is a wonderful privilege. Everyone benefits
when everyone works at being a good citizen.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 167-6
Citizenship Comprehension Questions
Answer the questions by circling either “True” or “False”.
1. True or False: The Bill of Rights lists the freedoms we have in America.
2. True or False: The only way to become a citizen in the United States is to be born here.
3. True or False: Part of being a good citizen is by obeying he laws
4. True or False: Naturalization is the process of becoming a politician.
5. True or False: Taxes do not help pay for some schools.
6. True or False: You cannot participate in politics until you can vote.
7. True or False: Conserving natural resources is a way to be a good citizen.
8. True or False: A good citizen treats people kindly
Now take a few minutes to think about this statement and write your
answer:
Many people in the world do not have freedoms like we do. Which freedom
is the most important to you? Why? When do you use that freedom? How do
you use this freedom? What do you think it would be like not to have this
freedom?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-1
Lesson 168
Abe Finally Gets His Chance
Objective: The student will continue reading historical fiction begun in earlier Lesson 101.
Materials Needed: Reading Notebook, pen or pencil
Literary Selection: Abe Lincoln Gets His Chance, Chapter Fifteen, by Frances
Cavannah
Engage:
Engaging Question: What big chance do you think Abe will get in this chapter?
Additional Notes to the Teacher: In this Lesson, the student will finish reading the
historical fiction novel begun in Lesson 101.
Have the student review his notes, and continue to take more notes on this chapter as
he reads.
The student will begin drafting a report in Lesson 169. When the student has finished
reading, give him time to collect his notes and write down important plot points in
the story. You may preview Lesson 170 with him if you think he will need additional
preparation, but otherwise he should only go over his materials and re-read pertinent
chapters.
Lesson Wrap-Up: Ask the student: What was your favorite part of young Abraham
Lincoln’s life?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-2
Lesson 168
Abe Finally Gets His Chance
What is the chance that Abe Lincoln will finally get?
You are now at the end of the novel about Abe Lincoln. You will recognize
that many of the things you have read are facts of history. The way an
author chooses to present the story depends on their style.
Some of the conversations and family interactions were probably made
up or exaggerated to make a story. That is why it is called historical
fiction – some of it is real historical fact, and some of it was an interesting
interpretation by the author.
Enjoy the last chapter and find out why Abe Lincoln grew a beard.
Lesson Wrap-Up: What was your favorite part of young Abraham
Lincoln’s life?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-3
Abe Lincoln Gets His Chance
by Frances Cavannah
Chapter Fifteen
During the next two years Abraham Lincoln was asked to make many
speeches. "Let us have faith that right makes might," he told one audience
in New York, "and in that faith let us, to the end, dare to do our duty as we
understand it."
At the end of the speech, several thousand people rose to their feet, cheering
and waving their handkerchiefs. His words were printed in newspapers.
Throughout the Northern States, men and women began to think of him as
the friend of freedom.
By 1860 he was so well known that he was nominated for President of the
United States. Stephen A. Douglas was nominated by another political party.
Once more the two rivals were running for the same office.
Several thousands of Abraham Lincoln's admirers called themselves "Wide
Awakes." There were Wide Awake Clubs in near every Northern town. Night
after night they marched in parades, carrying flaming torches and colored
lanterns. And as they marched, they sang:
"Hurrah! for our cause--of all causes the best!
Hurrah! for Old Abe, Honest Abe of the West."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-4
No one enjoyed the campaign excitement more than did Willie and Tad
Lincoln. They did their marching around the parlor carpet, singing another
song:
"Old Abe Lincoln came out of the wilderness,
Out of the wilderness, out of the wilderness,
Old Abe Lincoln came out of the wilderness,
Down in Illinois."
People everywhere were talking about Old Abe, and he received a great
deal of mail. Some of the letters came from Pigeon Creek. Nat Grigsby, his
old schoolmate, wrote that his Indiana friends were thinking of him. Dave
Turnham wrote. It was in Dave's book that Abe had first read the Declaration
of Independence. A package arrived from Josiah Crawford who had given him
his _Life of Washington_. The package contained a piece of white oak wood.
It was part of a rail that Abe had split when he was sixteen years old. Josiah
thought that he might like to have it made into a cane.
Hundreds of other letters came from people he had never seen. One from
New York state made him smile.
"I am a little girl only eleven years old," the letter read, "but want you should
be President of the United States very much so I hope you won't think me
very bold to write to such a great man as you are... I have got four brothers
and part of them will vote for you anyway and if you will let your whiskers
grow I will try to get the rest of them to vote for you. You would look a great
deal better for your face is so thin. All the ladies like whiskers and they would
tease their husbands to vote for you and then you would be President...."
The letter was signed "Grace Bedell." In less than two weeks she received an
answer. Abraham Lincoln, who loved children, took her advice. By election
day on November 6, 1860, he had started to grow a beard.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-5
He spent the evening of election day in the telegraph office. Report after
report came in from different parts of the country. He was gaining. He was
winning. After a while he knew--his friends knew—all Springfield knew--that
Abraham Lincoln was to be the next President of the United States. Outside in
the streets the crowds were celebrating. They were singing, shouting, shooting
off cannons. Abe told his friends that he was "well-nigh upset with joy."
"I guess I'd better go home now," he added. "There is a little woman there who
would like to hear the news."
Mary was asleep when he entered their bedroom. Her husband touched her
on the shoulder. "Mary, Mary," he said with a low chuckle, "we are elected."
By February the Lincolns were ready to move. Abe tied up the trunks and
addressed them to "A. Lincoln, The White House, Washington, D.C." Before
he left Illinois there was a visit he wanted to make to a log farmhouse a
hundred and twenty-five miles southeast of Springfield. His father had been
dead for ten years, but his stepmother was still living there.
Travel was slow in those days, and he had to change trains several times. There
was plenty of time to think. He knew that hard days lay ahead. There were
many Southerners who said that they were afraid to live under a President
who was against slavery. Several Southern states had left the Union and were
starting a country of their own. For the United States to be broken up into two
different nations seemed to him the saddest thing that could possibly happen.
As President, Abraham Lincoln would have a chance--he must make the
chance--to preserve the Union. He could not know then that he would also
have a chance to free the slaves--a chance to serve his country as had no other
President since George Washington.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-6
His thoughts went back to his boyhood. Even then he had wanted to be
President. What had once seemed an impossible dream was coming true. He
thought of all the people who had encouraged and helped him. He thought
of his mother who, more than any one person, had given him a chance to get
ahead.
"Mother!" Whenever Abe said the word, he was thinking of both Nancy and
Sarah.
Sarah was waiting by the window. A tall man in a high silk hat came striding
up the path.
"Abe! You've come!" She opened the door and looked up into the sad, wise
face.
"Of course, Mother." He gave her the kind of good bear hug he had given her
when he was a boy. "I am leaving soon for Washington. Did you think I could
go so far away without saying good-by?"
The word spread rapidly that he was there. One after another the neighbors
dropped in, until the little room was crowded. As he sat before the fireplace,
talking with all who came, Sarah seemed to see, not a man about to become
President, but a forlorn-looking little boy. She had loved that little boy from
the moment she first saw him. He had always been a good son to her--a better
son than her own John.
When the last visitor had gone, she drew her chair closer. It was good to have
a few minutes alone together.
"Abe," she told him, "I can say what scarcely one mother in a thousand can
say."
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 168-7
He looked at her inquiringly.
"You never gave me a cross word in your life. I reckon your mind and mine,
that is--" she laughed, embarrassed, "what little mind I had, seemed to run
together."
He reached over and laid a big hand on her knee. She put her wrinkled, workhardened hand on his.
When the time came to say good-by, she could hardly keep the tears back.
"Will I ever see you again?" she asked. "What if something should happen to
you, Abe? I feel it in my heart--"
"Now, now, Mother." He held her close. "Trust in the Lord and all will be well."
"God bless you, Abraham."
He kissed her and was gone. "He was the best boy I ever saw," she thought, as
she watched him drive away.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 169-1
Lesson 169
Review and Report
Objective: The student will summarize and evaluate the novel about Abraham Lincoln
begun in Lesson 101 and completed in Lesson 168.
Materials Needed: Writing and Reading Notebooks, pen or pencil, unlined paper,
colored pencils or markers, a book jacket to look at for reference
Engage:
Engaging Question: Do you think the story of Abraham Lincoln was told well?
Additional Notes to the Teacher: The student will write a book report concerning the
historical fiction novel Abe Lincoln Gets His Chance by Frances Cavannah.
The student’s report will have three parts. Part 1 is publishing information, in which the
student will list the title, author and title of the story. In part 2, the student will summarize
the most important plot points and settings of the book. In Part 3, the student will give
her supported opinion of the book.
Conclude the report writing exercise by having the student make a cover page for her
report. The cover page should have the report title in big, attractive letters and it should
have an illustration. Allow the student to use the unlined paper and colored pencils you
brought in.
Collect and evaluate the report when the student has finished.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 170.
Lesson Wrap-Up: Discuss whether or not the student’s report is a complete summary.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 169-2
Lesson 169
Review and Report
How do you demonstrate your knowledge of a book you have read? How
can you show your teacher that you understood the story you read about
Abraham Lincoln?
In this Lesson, you will write a book report.
A book report is a short paper. This book report can be about 5 paragraphs, that
proves that you have read and understand a book.
Your book report will have three parts:
Part 1: Book Details
In Part 1, you will give the title and author of the book. This part is very
easy!
Part 2: Setting and Summary
In Part 2, you will describe the setting of the story (where it took place) and
give a summary of what happened. This will probably be the longest part of
the report.
Remember that Abe Lincoln Gets His Chance had several different
settings, and that a lot happened. What were the important events? What
locations were important in telling the story?
Part 3: Evaluation
Finally, you will write your evaluation of the book. Did you like the book?
Why or why not?
All year you have practiced giving your opinion on D.I.R.T. reading and in
discussions with your teacher, so you know that you have to support your
opinion with facts. It is not enough to say that you liked or disliked the book
– you must explain why.
Your explanation should serve to influence or persuade whoever reads it.
If you thought it was a good book, encourage others to read it. If you didn’t
like it, try to convince others that they’d be better off reading something else.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 169-3
When you have finished your writing, you will make a cover for your report.
Your teacher will show you an example.
Take a sheet of plain unlined paper and cover your report with it. Write the
title of your report on the front in nice, big letters. Then, draw a picture to go
with your report. The picture should be something that is important in the
story – maybe a picture of Abraham Lincoln, or a picture of a log cabin!
Lesson Wrap-Up: Discuss whether or not you think your report is a
complete summary.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 170-1
Lesson 170
Penultimate Spelling List Assessment
Objective: The student will be assessed on words from Lesson 165, and the student
will complete a response to reading.
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Which words gave you a difficult time this unit?
Additional Notes to the Teacher: The student will be assessed on the words
presented in Lesson 165.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a response to reading
based on his D.I.R.T. book.
Lesson Wrap-Up: Talk about what the student has read over the last year. Have him go
over his Reading Responses, and pick some of the best to share with you.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 170-2
Lesson 170
Penultimate Spelling List Assessment
It is time to show your skill at spelling science and social studies content
words correctly. Get your Vocabulary Notebook out and prepare your paper
for a Spelling Assessment.
When you are finished, check your work with your teacher and record your
score in the back of your Vocabulary Notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: You’ve read a lot this year – what were some of your
favorites? Look back at your previous Responses to Reading. Which ones
were strong? Which would you like to share with your teacher?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 170-3
STUDENT MANUAL
10.
11.
12.
FIFTH GRADE LANGUAGE ARTS—LESSON 170-4
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 171-1
Lesson 171
Final Spelling List
Objective: The student will be presented with new Vocabulary and Spelling words;
the student will review adjectives.
Key Vocabulary:
ordinary - adj.: occurring in the usual course of events
ambulance - noun; vehicle for transporting sick or injured people
tragic - adj.: marked by a disaster or fatal event
burglar - noun: one who illegally breaks into a place to steal
cosmetic - adj.: relating to out word appearance; a thing used to cover up or enhance looks
appetite - noun: a desire to eat food
ultimatum - noun: a final demand
academy - noun: a school specialized in an area of organization or study
discipline - noun: a subject taught, a branch of learning
canine - adj.: related to dogs or to the family of Canidae
twelfth - adj.: being number 12 in a countable series
familiar - adj.: well known through personal knowledge or study
adequate - adj.: sufficient for a specified reason
gratitude - noun: grateful; thankful
February - noun: the second month of the Gregorian calendar
Materials Needed: Vocabulary Notebook, pen or pencil, dictionary
Engage:
Engaging Question: How are adjectives used in writing?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 171-2
Additional Notes to the Teacher: Introduce these new words to the student.
Emphasize that some of these words are adjectives, and briefly review what an
adjective is and what it does.
Recite these words with the student to ensure that she can pronounce them. Then, have
her record the words in her Vocabulary Notebook, and write a dictionary definition of
each.
If the student has any trouble spelling, pronouncing, or defining any of the words, have
her write the words in a sentence for reinforcement.
Homework Required: Remind the student to study spelling or Vocabulary words and
do D.I.R.T.
Lesson Wrap-Up: Ask the student what words in the new list she found most interesting
or challenging?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 171-3
Lesson 171
Final Spelling List
Why are adjectives used in sentences?
Do you remember what adjectives are? Adjectives describe someone or
something – they modify nouns.
Quite a few of the Vocabulary Words in this final Spelling List are adjectives
– can you pick them out?
Here are your new Vocabulary Words:
Ordinary
Burglar Ultimatum
Canine
Adequate Ambulance
Cosmetic Academy Twelfth Gratitude Tragic
Appetite
Discipline Familiar
February
Once you have gone through this list with your teacher, write these
words down and look up their definitions. Write these definitions in your
Vocabulary Notebook.
If you have any trouble with any of these words, write sentences for them
along with their definitions.
Lesson Wrap-Up: What words on the new list do you find most interesting?
Which ones do you find most challenging?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 172-1
Lesson 172
Technical Writing
Objective: The student will be introduced to technical writing and compare it to other
forms of writing.
Key Vocabulary:
technical - the practice or skill of writing about something in a precise way
using certain terms
digital - related to or using signals or information represented by discrete values
(digits)
analog - related to using signals or information represented by a continuously
variable physical quantity. (displaying time on a clock with hands)
Materials Needed: Writing Notebook, pen or pencil, research sources so that the
student can write an informed review
Engage:
Engaging Question: What does it mean to be technical?
Extension: Discuss forms of professional writing with the student in addition to
technical writing, such as journalism, editorial, or fiction.
Technology Integration: Have the student go online to research the history of the
internet, and then use a word processing application to write a brief report on that
history. Have the student provide a list of resources where he got his information from.
Supplemental Engagement Activity: Have the student interview some members of
his family to find out what kind of job they have and what kind of writing they have to do
on a daily basis.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 172-2
Additional Notes to the Teacher: In this Lesson, the student will learn about technical
writing, and product comparisons in particular.
Go through the Lesson with the student. Read the cell phone comparison together, and
then explain the product comparison writing assignment.
Have the student write a one-page product comparison after completing research
using the sources you provide. Naturally, Internet access will allow multiple students to
research multiple products.
The final review should compare two similar products in terms of price and quality. It
should clearly recommend one product over the other, and be largely free of spelling
and grammatical errors.
Lesson Wrap-Up: There are many magazines and websites that feature technical
writing. Discuss this sort of writing with the student as a possible career choice.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 172-3
Lesson 172
Technical Writing
Our market place is full of choices. When we go to buy something new, we
have to look for what we know is best. It is good to look up your options
before you buy something.
What if you want a new cell phone? Where would you find the information
you need to make a wise choice? Your parents probably have some
information, and you could certainly ask them. You could also look your
products up online.
What do you need to know about a product? The cost is important, of
course. The quality of service offered by the company is too.
Whatever you read about a cell phone was written by a technical
writer. This type of writing must be concise and clear so that the reader
understands what he or she is buying.
One type of technical writing is called a
product comparison. Read this short example:
Cell phone users are trading in their analog
phones for digital cell phones, a newer technology.
Eventually, all cell phones will convert to digital.
One difference in the two is the signal process. Analog
signals operate by sending and receiving signals over
radio waves. This may be noisy with wave distortions so
the quality of transmission is low.
One the other hand, digital phones send messages by converting sounds
and voices into a numeric code. The quality is high and the voice quality is
better than analog.
Price is the second consideration. Digital phones are more expensive than
analog. However, analog service may cost more. Digital phones out perform
analog in battery life.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 172-4
Digital cell phones sales outpace analog in the marketplace. Analog phones
will eventually be replaced by the new digital technology.
Because our life is filled with new things we have to read and keep up on
what is good, better, best.
What kinds of things do you use? Are you into sports of any kind? What is
the best equipment for your sport?
Are you a computer user? What is the best buy for your use of computers?
How do you know?
Think of something you could use – it could be a piece of sporting equipment,
a musical instrument – anything you like! You will write a comparison
between two different products.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 172-5
Product Comparison Assignment:
You will compare two products – these products must be similar, so if you
wanted to write a review of a guitar, you wouldn’t compare it to a piano –
you would compare it to another guitar.
Your comparison must have the following:
1. Your comparison must show how two similar products are alike, and how they are different.
2. Your comparison must rate both products on cost and quality. When you rate the products on quality, you must define your
criteria –if you were reviewing a guitar, you would talk about the sound, the looks, and the features. If you were reviewing two
games, you would write about single player gameplay, multiplayer gameplay, graphics, sound, and control.
3. You must choose one product as better than the other, and clearly explain why.
Your final paper should be about 1 page long, three or four paragraphs.
Double check your spelling and grammar, and share your writing with your
teacher when you have finished!
Lesson Wrap-Up: There are many magazines that feature technical writing.
Would you be interested in this as a possible career choice?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 173-1
Lesson 173
Letter of Inquiry
Objective: The student will write a letter of inquiry using the correct letter form.
Materials Needed: Writing Notebook, pen or pencil, a copy of a business letter
Engage:
Engaging Question: Have you ever wanted to write to a company and ask about its product?
Additional Notes to the Teacher: In this Lesson, the student will write a letter of
inquiry.
This Lesson is an extension of Lesson 172, but it can also stand alone. Go through
the Lesson with the student and explain the unique features of a business letter, in
particular the extended address convention.
Look at the example letter and compare it to the format provided in the Student Manual.
Then, have the student write her own letter of inquiry using the proper letter format.
Lesson Wrap-Up: Discuss the response the student would expect to get from the
company. Encourage the student to actually mail the letter.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 173-2
Lesson 173
Letter of Inquiry
What is a letter of inquiry? Why would you write one?
A letter of inquiry asks a question – you might write a letter of inquiry to
learn more about a product you wanted to buy. You might write a letter of
inquiry to get more information on a school or business. You might write a
letter of inquiry just to find out how someone is doing.
Here is your sample letter of inquiry:
Sally Smith
123 Collegiate Lane
(202) 234-0070
4/17/2010
RE: Admissions
Dean Samuel Johnson
College of Southern Nevada
6375 W. Charleston
Las Vegas, NV, 89146
Dear Dean Johnson:
I am considering attending the College of Southern Nevada in the fall of
2011. As I am having a difficult time finding information on your Geology
program and courses, I am writing to ask you to send me a packet of
materials about the college and this specific department.
If you have a website where I could find more information, I would
appreciate your sending it also. Please send the materials to my home
address listed above.
Thank you for your help.
Sincerely,
Sally Smith
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 173-3
Here is the form that you would need to write a formal letter. It differs from a
friendly letter because you need to put your address on the letter.
Format:
Your Name
Address
Phone number
Date
Re: (what the letter is about)
Recipient’s Name
Company Name
Company Address
Attention: recipient’s name
Dear:
Paragraph…
Sincerely,
Signature (Your name )
Can you think of something you could write a formal letter about? How
about a piece of equipment you need for a sport? You could have a
question about a piece of software for your computer.
Your challenge is to write a formal letter of inquiry. It does not need to be
long; just clear and to the point.
If you completed the product comparison in Lesson 172, you have a
subject ready-made for you: Write to a company that makes the product
you reviewed and ask them for more information.
If you didn’t complete that project, think of something you would like to
know more about, and write to the company or organization responsible
for it. If there’s a guitar you’d like to play, write to the company that makes
it. If you’re interested in saving the rainforest, write to an environmental
organization.
Lesson Wrap-Up: What response do you think you would get from the
company if you sent your letter? Are you planning to send it?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 174-1
Lesson 174
Color, Feeling, Taste
Objective: The student will create poems of his own using his senses and feelings.
Materials Needed: Writing Notebook, pen or pencil, colored pencils, unlined paper
Engage:
Engaging Question: How can you express sensation in a poem?
Additional Notes to the Teacher: In this Lesson, the student will focus on writing
evocative poetry.
Go through the examples and prompts with the student. Encourage him to link colors
and emotions, but be sure that he is not limited to these concepts. He may write about
whatever he likes so long as it is powerful, important, or something he cares very much
about.
Allow the student to use the cinquain form if it will help him, but allow him to explore
poetry on his own. Towards the end of class, have the student pick his best poem and
illustrate it, and then share it with you or the class .
Lesson Wrap-Up: Discuss that this type of description doesn’t belong in just poetry.
Any type of writing can benefit from such description.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 174-2
Lesson 174
Color, Feeling, Taste
What strong, colorful words can you find to express your feelings?
In this Lesson, you will try to give the reader strong feelings by using
concrete and vivid words.
One way to evoke strong feelings in writing is through poetry, and one
powerful way to start a poem is with a single, powerful image, like a color.
Start with the color red.
What does that color make you think of? Brainstorm a list of things that you
think of when you think of the color red – can you think of ten things? Red
is an exciting color – it can mean danger, or love, or fire.
Next, think of what kind of things are red, and what do you think of when
you see them? Fire trucks are red, and they make a lot of loud noise and
race down the street. Fruits and berries are also red, and they are full of
flavor. Red is a very evocative color!
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 174-3
As you write, think of the color, think of things that the color symbolizes,
and think of things that are the color you chose. Try writing your own poem
using the color red after reading this example poem about the color green.
Joy is bright green.
It tastes like orange juice.
It smells like sunshine.
And reminds me of fireworks.
It sounds like a crackling fire.
Joy makes me feel like giggling.
Now that you have your color poem try another one. Don’t limit yourself
to colors - think of other exciting and powerful things. The green poem
above was really about joy – could you write an evocative poem about gray
sadness? What about purple peace?
You may use the Cinquain form we used in a former Lesson.
Remember that the cinquain form looks like this:
Line 1 is a noun.
Line 2 are two adjectives to describe the noun.
Line 3 are three “ing” actions words.
Line 4 is a phrase.
Line 5 is another word for the first word.
Write a few poems – have fun, and be creative! When you are done, pick
your best poem and make a picture to go along with it, then share the
poem and the picture with your teacher.
Lesson Wrap-Up: This type of description doesn’t belong in just poetry.
Any type of writing can benefit from such description.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-1
Lesson 175
Look Out For That Iceberg!
Objective: The student will read a colorfully written article about icebergs for reading
comprehension.
Key Vocabulary:
cone - a solid body having a circular base, from which it tapers gradually to a point
aerial - coming or carried out from the air
swells - waves
sety - quietness, calmness
exquisite - exceedingly nice, giving rare satisfaction
sculpture - carved work
monochromist - one who paints in a single color
polychromic - given to the use of many colors
flints - noun, hard and unyielding of someone or something
cataract - noun; a sudden rush or water, a downpour
pinnacles - high, spirelike points.
obliquely - slantingly
irrepressible - not to be restrained
Materials Needed: Reading Notebook, pen or pencil, picture of icebergs optional
Literary Selection: “An Iceberg”
Engage:
Engaging Question: How would you describe an iceberg?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-2
Additional Notes to the Teacher: In this Lesson, the student will read an older
narrative from the McGuffey Reader entitled “An Iceberg.”
Allow the student to read, and if practical, make comparisons between the evocative
writing in this piece and the sensory writing done in Lesson 174.
This will be a difficult piece for the student – the age of the writing makes it a relatively
dense piece of purple prose, but the imagery is strong and vivid. Expect the student to
have some trouble. Read the story with the student, and be prepared to answer any
questions she has.
When the student has finished reading, give her time to answer the discussion
questions at the end of the Lesson, and use her answers to engage a discussion of
colorful writing. If the student had a hard time reading this piece, then this also illustrates
a point – what is the role of concision in creative writing?
Be prepared to clarify that this story is not in fact about a polar bear, but an iceberg –
this may confuse the student.
Homework Required: Remind the student to study the spelling words to be prepared
for the Assessment in Lesson 176.
Lesson Wrap-Up: This article was written a long time ago. Discuss with the student
whether she thinks the information would be different today.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-3
Lesson 175
Look Out For That Iceberg!
Have you ever looked at a cloud and imagined it was something other than
just a cloud?
Nature is just what it is unless we look again with an imaginative eye. That
is what Louis Noble did when he wrote about an iceberg. He used his
imagination and the gift of words. There are several vocabulary words for
you to look at and try to understand before you begin reading – go over
them with your teacher.
Read “An Iceberg.” Use your senses as you read it the first time. What
image did Mr. Noble use for the iceberg? Do you think Mr. Noble knew
something about icebergs before he actually wrote this? Do you think he
was actually seeing an iceberg? Why or why not?
Lesson Wrap-Up: This article was written a long time ago. Do you think
the information would be different today?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-4
An Iceberg
We have just passed a fragment of some one of the surrounding icebergs that had amused us. It bore the resemblance of a huge polar bear, reposing
upon the base of an inverted cone, with a twist of a seashell, and whirling
slowly round and round. The ever-attending green water, with its aerial
clearness, enabled us to see its spiral folds and horns as they hung suspended
in the deep.
The bear, a ten-foot mass in tolerable proportion, seemed to be regularly beset
by a pack of hungry little swells. First, one would take him on the haunch,
then whip back into the sea over his tail and between his legs. Presently a
bolder swell would rise and pitch into his back with a ferocity that threatened
instant destruction. It only washed his satin fleece the whiter.
While Bruin was turning to look the daring assailant in the face, the rogue had
pitched himself back into his cave. No sooner that, than a very bulldog of a
billow would attack him in the face. The serenity with which the impertinent
assault was borne was complete. It was but a puff of silvery dust, powdering
his mane with fresher brightness. Nothing would be left of bull but a little
froth of all the foam displayed in the fierce onset. He too would turn and scud
into his hiding place.
Persistent little waves! After a dash, singly, all around, upon the common
enemy, as if by some silent agreement underwater, they would all rush on at
once, with their loudest roar and shaggiest foam, and overwhelm poor bear so
completely that nothing less might be expected than to behold him broken in
four quarters, and floating helplessly asunder. Mistaken spectators! Although,
by his momentary rolling and plunging, he was evidently aroused, yet neither
Bruin nor his burrow was at all the worse for all the wear and washing.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-5
The deep fluting, the wrinkled folds, and cavities, over and through which the
green and silvery water rushed back into the sea, rivaled the most exquisite
sculpture. And nature not only gives her marbles, with the finest lines, the
most perfect lights and shades, she colors them also. She is no monochromist,
but polychromic, imparting such touches of dove flints, emerald, and azure as
she bestows upon her gems and skies.
We are bearing up under the big berg as closely as we dare. To our delight,
what we have been wishing and watching for is actually taking place: loud
explosions, with heavy falls of ice, followed by the cataract-like roar, and the
high, thin seas, wheeling away beautifully crested with sparkling foam. If it
is possible, imagine the effect upon the beholder: this precipice of ice, with
tremendous cracking, is falling toward us with a majestic and awful motion.
Down sinks the long water line into the black deep; down go the porcelain
crags and galleries of glassy sculpture--a speechless and awful baptism. Now
it pauses, and returns: up rise sculptures and crags streaming with the shining
white brine; up comes the great encircling line, followed by things new and
strange--crags, niches, balconies, and caves; up, up, it rises, higher and higher
still, crossing the very breast of the grand ice, and all bathed with rivulets of
gleaming foam. Over goes the summit, ridge, pinnacles, and all, standing off
obliquely in the opposite air. Now it pauses in its upward roll: back it comes
again, cracking, cracking, cracking, "groaning out harsh thunder" as it comes,
and threatening to burst, like a mighty bomb, into millions of glittering
fragments. The spectacle is terrific and magnificent. Emotion is irrepressible,
and peals of wild hurrah burst forth from all.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 175-6
An Iceberg Comprehension Questions
Answer each Question below, and be prepared to discuss your
answers with your teacher.
1. What is the subject of this story?
2. How do you feel after reading “An Iceberg?”
3. Was there anything in the writing that gave you trouble? Were all the words clear and easy to understand?
4. What really stuck out to you – what made you think, and what gave you strong feelings?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 176-1
Lesson 176
Final Spelling List Assessment
Objective: The student will be assessed on words from Lesson 171 – nouns and
adjectives. The student will complete a response to reading.
Key Vocabulary:
ordinary - adj.: occurring in the usual course of events
ambulance - noun; vehicle for transporting sick or injured people
tragic - adj.: marked by a disaster or fatal event
burglar - noun: one who illegally breaks into a place to steal
cosmetic - adj.: relating to out word appearance; a thing used to cover up or enhance looks
appetite - noun: a desire to eat food
ultimatum - noun: a final demand
academy - noun: a school specialized in an area of organization or study
discipline - noun: a subject taught, a branch of learning
canine - adj.: related to dogs or to the family of canidae
twelfth - adj.: being number 12 in a countable series
familiar - adj.: well known through personal knowledge or study
adequate - adj.: sufficient for a specified reason
gratitude - noun: grateful; thankful
February - noun: the second month of the Gregorian calendar
Materials Needed: Vocabulary Notebook, pen or pencil, Reading Notebook
Engage:
Engaging Question: Can you quickly think of a sentence using one of adjectives
in the list of words you'll be assessed on today?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 176-2
Additional Notes to the Teacher: The student will be assessed on the spelling words
from Lesson 171. These are nouns and adjectives.
Have the student use the supplied writing paper. Read each word aloud. You may use
the word in a sentence and then repeat the word as necessary. Collect and review the
Assessment with the student when he has finished.
Once the Assessment is completed, the student will complete a response to reading
based on his D.I.R.T. book.
Lesson Wrap-Up: Review the student’s log of spelling scores for the year. Look for
patterns.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 176-3
Lesson 176
Final Spelling List Assessment
Many of your words in this unit were adjectives. What things did they make
you think of?
It is time to show your skill at spelling nouns and adjectives correctly. Are you
prepared for the Spelling Assessment?
When you are finished, check your work with your teacher and record your
score in the back of your Vocabulary Notebook.
In your Reading Notebook, open to the first blank page and complete a
Response to Reading like you learned about in Lesson 74. Make sure
you have a strong opinion—they are always easier to support than weak
opinions.
Lesson Wrap-Up: Review your log of spelling scores for the year. Do you
see any patterns?
STUDENT MANUAL
Spelling Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
FIFTH GRADE LANGUAGE ARTS—LESSON 176-4
STUDENT MANUAL
10.
11.
12.
13.
14.
15.
16.
17.
18.
FIFTH GRADE LANGUAGE ARTS—LESSON 176-5
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 177-1
Lesson 177
Many Hands
Objective: The student will read two poems and then write a poem of her own.
Materials Needed: Reading Notebook, pen or pencil
Literary Selections: “The Village Blacksmith” by Longfellow and “My Mother’s
Hands,” an anonymous poem from the McGuffey Reader.
Engage:
Engaging Question: What do you notice about your hands when you see them?
Additional Notes to the Teacher: The student will read two poems describing two
sets of hands, and then write corresponding poems of her own.
Go through the poems "The Village Blacksmith" and "My Mother's Hands" with the
student. Mention that, like “An Iceberg” from Lesson 175, these poems are older and
use relatively archaic language. Also point out the numbered stanzas. Explain this is
a convention used in McGuffey Readers. Note: These poems should challenge the
student. Be available to answer questions.
When the student has read both poems, revisit the Engaging Question. Ask the student
to consider what she could do with her own hands, and what that activity would do to
her hands in turn.
After this discussion, have the student write her own poem about hands – this will be
a longer poem than any she has written before It could be in free verse, blank verse,
couplets, or any form she would like, but it should be at least 12 lines long.
When the student has finished, she may illustrate the poem. Collect and evaluate the
poem and illustration when the student is done.
Lesson Wrap-Up: Ask: What do your hands say about you?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 177-2
Lesson 177
Many Hands
Henry Wadsworth Longfellow was born in 1807. He was a professor and
a writer. He wrote many lyric poems. He was a very popular American
poet. He gave his poetry and prose to newspapers and magazines for
publications.
He wrote a poem about a blacksmith that you will read for this Lesson.
What do you notice about the blacksmith’s hands as you read? What do his
rough hands say about him?
After you read that poem, you will read another – this poem is about a
mother, and her hands are quite different from the blacksmith’s. What do
the mother’s hands say about her.
Writing a long poem:
When you have read both poems, you will try writing one of your own.
Did you notice that both of these poems are quite a bit longer than those
you have read and written before?
In this Lesson, you will write a long poem about hands – what can you say
about hands? What do they do?
You can write about your own hands, or the hands of someone you know.
You could even write about the hands of the person you’d like to be. Would
you like to be a fire fighter? What do a fire fighter’s hands do? What do they
look like?
Lesson Wrap-Up: What do your hands say about you?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 177-3
The Village Blacksmith
1. Under a spreading chestnut tree
The village smithy stands;
The smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.
2. His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate'er he can,
And looks the whole world in the face,
For he owes not any man.
3. Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell,
When the evening sun is low.
4. And children coming home from school
Look in at the open door;
They love to see the flaming forge,
And hear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing floor.
5. He goes on Sunday to the church,
And sits among his boys;
He hears the parson pray and preach,
He hears his daughter's voice
Singing in the village choir,
And it makes his heart rejoice.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 177-4
6. It sounds to him like her mother's voice
Singing in Paradise!
He needs must think of her once more,
How in the grave she lies;
And with his hard, rough hand he wipes
A tear out of his eyes.
7. Toiling, rejoicing, sorrowing,
Onward through life he goes;
Each morning sees some task begin,
Each evening sees its close;
Something attempted, something done,
Has earned a night's repose.
8. Thanks, thanks to thee, my worthy friend,
For the Lesson thou hast taught!
Thus at the flaming forge of life
Our fortunes must be wrought;
Thus on its sounding anvil shaped
Each burning deed and thought!
--Longfellow.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 177-5
My Mother's Hands
1. Such beautiful, beautiful hands!
They're neither white nor small;
And you, I know, would scarcely think
That they are fair at all.
I've looked on hands whose form and hue
A sculptor's dream might be;
Yet are those aged, wrinkled hands
More beautiful to me.
2. Such beautiful, beautiful hands!
Though heart were weary and sad,
Those patient hands kept toiling on,
That the children might be glad.
I always weep, as, looking back
To childhood's distant day,
I think how those hands rested not
When mine were at their play.
3. Such beautiful, beautiful hands!
They're growing feeble now,
For time and pain have left their mark
On hands and heart and brow.
Alas! alas! the nearing time,
And the sad, sad day to me,
When 'neath the daisies, out of sight,
These hands will folded be.
4. But oh! beyond this shadow land,
Where all is bright and fair,
I know full well these dear old hands
Will palms of victory bear;
Where crystal streams through endless years
Flow over golden sands,
And where the old grow young again,
I'll clasp my mother's hands.
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 178-1
Lesson 178
Position Paper – Part 1
Objective: The student will write a position paper.
Key Vocabulary:
issues - an important topic or problem for debate or discussion
improve - to make better
persuasive argument - way to persuade someone to believe something through
reasoning
convince - cause to believe in something
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: What do you have a strong feeling about?
Additional Notes to the Teacher: In this Lesson, the student will write a persuasive
position paper.
Help the student to think of an issue he cares about, and help him to organize his
supporting ideas. Make sure he can think of his issue from the contrary or opposed side,
and also determine why his position is right.
This paper should be about 4-6 paragraphs long, be coherently organized, and follow
the rules for good spelling and grammar. Give the student as much class time as
possible to write his paper. He will re-draft and complete the paper in Lesson 179.
Homework Required: The student may have to take this paper home to finish it.
Lesson Wrap-Up: Discuss some things in real life the student has to convince other
people about.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 178-2
Lesson 178
Position Paper – Part 1
Do you have a strong opinion about something?
Think about it. What do you feel strongly about? Perhaps it is whether
young people should have a cell phone of their own. Maybe it is a broader
concern like global warming. Whatever you answer this question with you
are about to be challenged to writing a persuasive paper.
What issues are important to you? What would you do to improve this
situation?
Brainstorm ideas for a persuasive idea. Just take your notebook and begin
writing ideas down. Now think of supporting ideas for you idea.
Once you have a topic you feel strongly about and have some supporting
ideas to convince others with; you have to organize those ideas. Try to
think of both sides of the argument so you can give your thoughts as
support for doing what you think is best to solve the problem.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 178-3
Your Position Paper:
To write your position paper, follow the steps below.
Find a topic – The topic should be something you care about; an important issue in the news, or something very important in your life.
Think of supporting details – All this year you have written about your opinion, and you have practiced supporting it with facts. What facts make your issue important? What facts help to prove that you are right?
Write about the other side - If you could just have your way, then there wouldn’t be a topic for you to have a position on. Using the
examples from earlier, suppose that you think people should have cell phones. Some people don’t – why not? What kind of evidence do
they have to support their position?
Organize your ideas – You can present your position in stages.
Stage 1: Introduce your position.
Stage 2: Introduce your supporting details.
Stage 3: State the other side.
Stage 4: Restate your position, and explain why you are right.
In order to get someone to read your paper you also need a strong opening
sentence. Asking a question is one way to begin a persuasive essay. You
will want a strong ending sentence too; restating you idea for the best
answer to the problem.
Work on this draft during class, and take it home if you need to – you will
finish the final version of the paper in Lesson 179.
Lesson Wrap-Up: What are some things in real life you have to convince
other people about?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 179-1
Lesson 179
Position Paper – Part 2
Objective: The student will complete the persuasive essay begun in Lesson 178.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: Are you ready to be convincing?
Additional Notes to the Teacher: The student will complete the persuasive paper she
began in Lesson 178.
This paper should be about 4-6 paragraphs long, be coherently organized, and follow
the rules for good spelling and grammar. Give the student as much class time as
possible to write her paper.
Give the student as much of the class period as possible to write her paper. Collect the
final draft when the student has finished. Evaluate the paper on the strength of the idea,
the validity and accuracy of the supporting evidence, the persuasiveness of the idea,
and the quality of the grammar and spelling.
Lesson Wrap-Up: Of all of the types of writing done in fifth grade, discuss which the
student prefers. Which does the student feel is most comfortable?
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 179-2
Lesson 179
Position Paper – Part 2
In this Lesson, you will complete your final paper.
You will have the entire class period to complete your position paper. Your
teacher will collect your final draft when you are done.
Your paper will be evaluated on:
1. Idea – Did you argue something that is really important, or something that you care very much about? Are you trying to
persuade your reader to see your challenging position?
2. Support – Did you back up your opinion with facts? Do those facts come from good sources? Are your supporting facts really facts, or just other people’s opinions?
3. Persuasiveness – How well do you argue your position? Will your paper really convince someone to see things the way you do?
4. Spelling and Grammar – You must follow all the usual rules for grammar, and spell all words correctly.
Now take the time of this Lesson to put your paper together. Use your
computer for your final copy.
Lesson Wrap-Up: Of all of the types of writing done in fifth grade, which do
you prefer? Which do you feel is most comfortable?
TEACHER MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 180-1
Lesson 180
That’s a Wrap
Objective: The student will write a reflective letter to someone who will be in fifth grade
next year.
Materials Needed: Writing Notebook, pen or pencil
Engage:
Engaging Question: If you had the year to do all over, what would you do differently? What would remain the same?
Additional Notes to the Teacher: The student will write a letter to an incoming fifth
grade student explaining what was good, bad, and difficult about fifth grade Language
Arts.
Help the student with pre-planning using the table provided. Then, allow him to write his
letter using proper letter format (detailed in Lesson 173).
When the student has finished, collect the letter, and spend the remainder of the class
period discussing his expectations for sixth grade Language Arts.
Lesson Wrap-Up: Discuss one highlight and one low point for the whole year.
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 180-2
Lesson 180
That’s a Wrap!
In this final fifth grade Language Arts Lesson, you will write a letter to
someone who will be in fifth grade next year. To help plan your letter, fill in
the following chart:
Things that
were hard in
fifth grade
Things that
were easy in
fifth grade
Things that
were fun in
fifth grade
Things I would
have done
differently in
fifth grade
Ways that
I was very
successful in
fifth grade
My fifth grade
advice
STUDENT MANUAL
FIFTH GRADE LANGUAGE ARTS—LESSON 180-3
Now that you’ve written out some ideas, you are ready to write your letter.
Your teacher will tell you if you are using the friendly letter format or the
letter of inquiry format.
Help this new student learn from your experience and achieve everything
she can in fifth grade. Write about the good and bad times you’ve had, and
encourage the new student the best you can.
Lesson Wrap-Up: Discuss one highlight and one low point for the whole
year, and tell your teacher what you expect from sixth grade.