LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum Maps – Grade 5 Topic: Reading Informational Text Key Learning: Students read, understand and respond to informational text - with emphasis on comprehension, making connections among ideas and between texts, and textual evidence. Unit Essential Questions: 1. How do I read, understand and respond to informational text? 2. How do I make connections among ideas and between texts? 3. How do I use textual evidence effectively? 1 Informational Concept: Concept: Preview, Predict and Set Purpose Key Ideas and Details CC 1.2.5.E, CC 1.2.5.L CC1.2.5.A, CC 1.2.5.B, CC 1.2.5.C Lesson Essential Questions: Main Idea Lesson Essential Questions: What is an effective text preview in informational text? How can I use text features (title, table of contents, headings, subheadings, graphs, charts, tables, glossary, illustrations, photographs) to help me gather key details? How does determining the text structure help me gather key details? How do I use a preview to determine my purpose for reading? How do I monitor and modify my predictions as I read? 2 Informational How do I determine two or more main ideas in a text and explain how they are supported by key details? How do I summarize a nonfiction text? Text Analysis Lesson Essential Questions: How do I cite evidence from the text and accurately quote the text to explain what the text says explicitly? How do I cite evidence from the text and accurately quote the text to support inferences I make? How do I cite evidence from the text and accurately quote the text to support generalizations I make? How do I explain the relationships and interactions between two or more individuals, events, ideas, steps and concepts based on specific information in the text? Vocabulary: Vocabulary: subheadings Cite evidence, accurate quote, interaction, relationships, interactions, types of texts – historical, scientific or technical 2/6/2016 Page 1 LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum Maps – Grade 5 Concept: 3 Informational 4 Informational Concept: CC 1.2.5.D, CC 1.2.5.E, CC 1.2.5.F Integration of Knowledge and Ideas CC 1.2.5.G, CC 1.2.5.H, CC 1.2.5.I Point of View: Lesson Essential Question: Diverse Media Lesson Essential Question: How do I analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent? How do I pull information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently? Craft and Structure Text Structure Lesson Essential Question: How do I use text structure, in and among texts, to interpret information? Vocabulary Lesson Essential Questions: How do I determine and clarify the meaning of words and and phrases, including interpretation of figurative language, as they are used in text? How do I use context as a clue to understand the meaning of a word or a phrase, including content-specific words and phrases? Evaluating Arguments Lesson Essential Questions: How do I determine the ways which an author supports particular points in a text through reasons and evidence? How do I identify the reasons that support each of the points the author makes? Analysis Across Texts Lesson Essential Questions: How do the text features support the content of the text? How do I demonstrate understanding of words by relating them to their antonyms, synonyms and homonyms? How do I integrate information from several texts on the same topic to demonstrate knowledge of that topic? Vocabulary: Vocabulary: homonyms (Ex - plain, plane) Interpret information using events, ideas, concepts, text features Types of context clues – comparisons, cause/effect relationships (Ex: Due to lack of proof, the governor was exonerated of all wrongdoing.) Text structures - chronology, comparison, cause/effect, problem/solution Figurative language – simile and metaphor idiom - an expression whose meaning can't be derived simply by hearing it (Ex- kick the bucket) adage - short, popular saying that expresses a truth or insight (Ex - a word to the wise is sufficient) proverb - piece of practical wisdom expressed in homely, concrete terms (Ex - a closed mouth catches no flies) Integrate information; interpret presentations, digital sources Concept: 5 Informational Vocabulary Acquisition and Use CC 1.2.5.J, CC 1.2.5.K Lesson Essential Questions: How do I acquire new vocabulary (grade appropriate academic, conversational and general academic, domain specific, including those that signal contrast, addition, and other logical relationships)? How do I accurately use new vocabulary grade appropriate academic, conversational and general academic, domain specific, including those that signal contrast, addition, and other logical relationships)? What tools and strategies can I use to determine or clarify the meaning of a word I don’t know? Vocabulary: Academic vocabulary, domain specific vocabulary, additional vocabulary – furthermore, again, another, in addition 2/6/2016 Page 2 LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum Maps – Grade 5 Topic: Reading Literature Key Learning: Students read and respond to works of literature – with emphasis on comprehension, making connections among ideas and between texts, and textual evidence. Unit Essential Questions: 1. How do I read, understand and respond to literature? 2. How do I make connections among ideas and between texts? 3. How do I use textual evidence effectively? Concept: 1 Literature Concept: 2 Literature Preview, Predict and Set Purpose Key Ideas and Details CC 1.3.5.D, CC 1.3.5.K CC 1.3.5.A, CC 1.3.5.B, CC 1.3.5.C Lesson Essential Questions: What is an effective text preview in literature? Theme Lesson Essential Questions: How can I determine the theme of a story, drama or poem using key details? How can I use text features (title, author, illustrator, cover, illustrations/photographs, captions, table of contents, chapter titles) to make predictions about literary elements? How can I determine the theme of a story, drama or poem based on how characters respond to challenges? How does identifying the genre of the story help me understand what I read? How can I determine the theme of a poem by using the speaker’s reflection on a topic? How do I use a preview to determine my purpose for reading? How do I summarize a story or drama? (including fables, folktales, myths) How do I monitor and modify my predictions as I read? Text Analysis Lesson Essential Questions: How do I quote accurately from the text when explaining what the text says explicitly? How do I quote accurately from the text when making an inference or supporting a generalization? Literary Elements Lesson Essential Question: How do I use specific details to compare and contrast two or more characters, settings or events in a story, drama or poem? Vocabulary: Vocabulary: Modify Key details (character’s thoughts, words or actions), dramas, “story” refers to stories, drama and poems, generalization, explicit, interaction between characters 2/6/2016 Page 3 LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum Maps – Grade 5 Concept: 3 Literature 4 Literature Concept: Craft and Structure Integration of Knowledge and Ideas CC 1.3.5.D, CC 1.3.5.E, CC 1.3.5.F CC 1.3.5.G, CC 1.3.5.H Point of View Lesson Essential Questions: How do I analyze multiple accounts of the same event by noting the important differences in the point of view? Sources of Information Lesson Essential Question: How does the narrator’s or speaker’s point of view influence how events are described? Text Structure Lesson Essential Question: How do I explain how a series of chapters, scenes, or stanzas fit together to provide the structure of a story, drama, or poem? How do the visual elements of a text contribute to its meaning, tone or beauty? Text Analysis Lesson Essential Question: How can I compare and contrast the way two texts in the same genre approach similar themes and topics? Vocabulary Lesson Essential Questions: How does the author’s word choice support the theme in stories, poems and drama? How do I determine and clarify the meaning of words and and phrases, including interpretation of figurative language, as they are used in grade level text? How do I use context as a clue to understand the meaning of a word or a phrase, including content-specific words and phrases? How do I demonstrate understanding of words by relating them to their antonyms, synonyms and homonyms? Vocabulary: Multiple accounts, point of view, stanza, scene, integrate, homonym To interpret information use events, ideas, concepts and text features Interpret information using events, ideas, concepts, text features Types of context clues – comparisons, cause/effect relationships (Ex: Due to lack of proof, the governor was exonerated of all wrongdoing.) Text structures - chronology, comparison, cause/effect, problem/solution Figurative language – simile and metaphor idiom - an expression whose meaning can't be derived simply by hearing it (Ex- kick the bucket) adage - short, popular saying that expresses a truth or insight (Ex - a word to the wise is sufficient) proverb - piece of practical wisdom expressed in homely, concrete terms (Ex - a closed mouth catches no flies) Concept: Vocabulary Acquisition and Use CC 1.3.5.I, CC 1.3.5.J Vocabulary: Tone, beauty, visual elements 5 Literature Lesson Essential Questions: How do I build new vocabulary including content-specific words and phrases? How do I use new vocabulary in daily conversation and writing? How do I acquire and use words and phrases that signal contrast, addition, and other logical relationships? How do I determine the meaning of a word or phrase using context clues? What tools and strategies can I use to determine or clarify the meaning of a word I don’t know? Vocabulary: Content-specific, contrast, additional vocabulary - furthermore, again, another, in addition; logical relationships 2/6/2016 Page 4