TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Content Area: English Language Arts Course Title: English Language Arts UNIT 1 Fiction Nonfiction Descriptive Narrative Open-­‐Ended Response UNIT 2 Nonfiction-­‐ Everyday Text Folktales/Legends/Myths Narrative Expository Open-­‐Ended Response UNIT 3 Historical Fiction Biography Expository Speculative Oral Report Open-­‐Ended Response UNIT 4 Folktales/Legends/Myths Non-­‐fiction-­‐Informational Speculative Extended Constructed Response Open-­‐Ended Response UNIT 5 Drama Poetry Persuasive Open-­‐Ended Response Grade Level: 5 September-­‐October November-­‐December January-­‐February March-­‐April May-­‐June Date Created: 7 / 21 / 11 Board Approved on: Created by: B. Ambler-­‐Manchester, J. Golderer-­‐Stafford Twp., L. Lintner-­‐Barnegat, L. Moran-­‐Point Pleasant Boro, C. Mulligan-­‐ Little Egg Harbor, K. Napolitano-­‐Berkeley Twp., M. Nicosia-­‐Eagleswood Twp. Elementary School District , J. Ring-­‐ Lakewood, J. Risden-­‐ Ocean Twp., J. Stahl-­‐ Long Beach Island Consolidated School District, K. Ubelhoer-­‐ Tuckerton Elementary School District TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Unit Overview Content Area: English Language Arts Unit Title: 1 Target Course/Grade Level: Grade 5 Unit Summary Immerse the students in literature during this unit, with a focus on the expected behaviors to be followed during a reading workshop. During the first few weeks, the teacher will establish a literature rich climate by reviewing what is available for the students to read, where it is located within the classroom, and procedures to be followed to maintain this environment. Students will read fiction and nonfiction applying strategies previously learned allowing the teacher to determine what needs to be modeled during future mini-­‐lessons and guided reading groups. Integration of social studies and science topics is highly encouraged. This unit will also focus on descriptive and personal narrative writing. The teacher may also choose to include other genres of writing as he/she sees fit. Reading and writing should be integrated to include elements of grammar, spelling, mechanics, traits of writing, the writing process, etc. Instruction should take place in the form of whole group mini-­‐lessons, small group mini-­‐
lessons, and guided reading/writing groups in order to meet the needs of all learners. Students will maintain a working portfolio throughout the unit. Primary interdisciplinary connections: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx 21st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Standards Introductions at www.njcccs.org. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-­‐level standards and then infused throughout the grade-­‐level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-­‐standards/enlish-­‐language-­‐arts-­‐standards Learning Targets Cluster Number RL.5.1 RL.5.2 RL.5.3 RI.5.1 RI.5.2 Common Core Standard for Mastery Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. 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). Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Identify the main topic of a multi-­‐paragraph text as well as the focus of specific paragraphs within the text. 2 RI.5.3 RI.5.4 RI.5.5 RI.5.6 RI.5.9 RI.5.10 RF.5.3 RF.5.3.a Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Determine the meaning of general academic and domain-­‐specific words and phrases in a text relevant to a grade 5 topic or subject area. 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. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 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. Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.5.4 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. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-­‐level text with purpose and understanding. RF.5.4.b Read on-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. RF.5.4.c W.5.3.a W.5.3.b W.5.3.c W.5.3.d W.5.3.e W.5.4 W.5.5 W.5.7 W.5.8 W.5.9.a Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. 3 W.5.10 SL.5.1.a SL.5.1.b SL.5.1.c SL.5.1.d SL.5.2 SL.5.3 SL.5.6 L.5.1.c L.5.2.a L.5.2.b L.5.2.c L.5.2.e L.5.3.a L.5.4.a L.5.4.c L.5.5.a a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use verb tense to convey various times, sequences, states, and conditions. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-­‐appropriate words correctly, consulting references as needed. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4 a. Interpret figurative language, including similes and metaphors, in context. L.5.5.c c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 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). Unit Essential Questions Unit Enduring Understandings Students will understand that… • How does the type of text determine • good readers choose which reading strategies to use based the reading strategies good readers on the type of text they are reading (e.g., using context use? clues, questioning the author, prediction, re-­‐reading, • How do writers get their ideas? summarizing, etc.). • How do listening and speaking • writers use prior knowledge, personal experiences, and strategies contribute to observations to communicate effectively. understanding? • learning requires all members of the classroom community to engage in collaborative and active discussion. Unit Objectives
Unit Objectives
Students will know…
Students will be able to…
• listen and speaking strategies to be • use knowledge of English grammar and usage to express utilized for discussions in order to be ideas effectively. a contributing member of the • develop a working portfolio. learning community. • write narratives which include a conflict, setting, • how to use a variety of reference characters, dialogue, a clear sequence of events, and a materials when needed (i.e. resolution. Dictionary, thesaurus, and internet). • generate ideas for writing. • that depending on the genre, • utilize precise language to convey their message. different reading strategies must be • review and edit work when applicable. utilized. • utilize rubrics in order improve and evaluate writing. • that text features contribute to • draw evidence from literary or informational text that comprehension of informational text responds to open ended questions. (headings, introductory and • write for different purposes and a variety of audiences. concluding paragraphs, and bold • identify the author’s purpose, position or personal view. text). • activate prior knowledge and anticipate what will be • to vary their reading speed based read or heard. upon their purpose for reading. • infer meaning in the context of a reading passage. • that ideas, organization, word choice, • make connections (text to text, text to self, text to sentence fluency, voice, conventions, world). and presentation contribute to the • read for a sustained period of time at their independent success of a piece of writing. level. • how to spell on-­‐level words in their • chose the most appropriate media for a presentation. daily writing. • summarize significant events and details, articulate an understanding of several ideas or images communicated by the literary work, and use examples or textual evidence from the work to support conclusions. • students establish a plot, point of view, setting, and conflict, and will be expected to show, rather than tell, the events of the story. • interprets figurative language/literary devices (e.g., 5 similes, metaphors, personification, and hyperboles). Personal Narrative Objectives • select an important experience they’ve had.
• gather and organize details about it.
• capture the reader’s attention as they build up to their
focus statement.
• write events in the order they occurred using sensory
details.
• show what happened as opposed to telling what
happened
• explain why the experience was important.
TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments • Journal Writing
• Reading Response Entries
• Portfolios
• Running Records/Anecdotal Notes
• Observation
• Quizzes
• Literature Circles
• Graphic Organizers
• Timed Writing/Reading Tasks
• Literature Response Journals
• Whiteboard Assessments
• Writer’s Workshop
Summative Assessments •
•
•
•
Classroom Discussions
Exit Tickets
Performance-­‐based Checklists
Self-­‐assessments/Reflections
Think-­‐Pair-­‐Share/Turn-­‐and-­‐Talk
Rubrics
Do-­‐Nows
Literary Projects
Questioning
Learning/Response Logs
Self-­‐reflections
Teacher Conferences
•
•
•
•
•
•
•
•
•
•
•
•
Unit Tests/Projects
State Assessments
District benchmark or interim assessments
Portfolios
Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: • choral reading
• chants, songs
• use charts, posters, videos
• use a highlighter for key ideas, vocabulary
• write helpful hints in margins of copied materials
• provide copy of all notes
• preferential seating
• use manipulatives
• use graphic organizers
• reinforce vocabulary within the content
• assign a picture or movement to vocabulary words
6 • small group instruction • use print, not cursive • use books on tape Suggested / possible modifications for Gifted and Talented: • ask open-­‐ended questions • encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy • do not always be explicit, allow for discovery • use centers and group students according to ability or interest • propose interest-­‐based extension activities • use leveled texts and offer an advanced reader reading list • ask “why” and “what if” questions • use varied modes of pre-­‐assessment and assessment Always follow all IEP and/or 504 Plan modifications. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Curriculum documents of the following districts were referenced in the development of this curriculum. Barnegat Twp., Lacey Twp., Lakewood Twp., Stafford Twp., Pinelands Regional, Ocean Twp. , Pt.Pleasant, Berkeley Twp., Manchester Twp., Brick Twp. NJCCCS for LAL http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Reading Strategies http://math-­‐and-­‐reading-­‐help-­‐for-­‐kids.org/reading_strategies_fifth_grade.html Descriptive Writing Layered Curriculum http://help4teachers.com/StephanieWriting.htm 6+1 Writing Traits http://educationnorthwest.org/resource/1332 Reading Comprehension Strategies: http://www.liketoread.com/reading_strategies.php Teacher Notes: • Infuse various literary genres throughout this unit. • Start a writing portfolio for each student. • The following foundational skills should be developed continuously throughout the year: Reading: • Make use of schema • Reread for clarification • Seeking meaning of unknown vocabulary • Make and revise predictions • Draw conclusions • Make connections: text to text, text to self, text to world Writing • Use written and oral English appropriate for various purposes and audiences. • Create and develop texts that include the following text features: o Development: the topic, theme, stand/perspective, argument or character is fully developed o Organization: the test exhibits a discernible progressions of ideas o Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice 7 •
o Word choice: the words are precise and vivid
Create and develop texts that include the following language conventions:
o Sentence formation: sentences are complete and varied in length and structure
o Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning
and readability of the text.
IMPORTANT NOTE: If you are in a school where many or all teachers are setting up proficient reader
classrooms, you will no longer need this monthly timeline. When your kids come to you with a great
working understanding of a strategy, you will only need to fine-tune with harder texts. That will give
you more time to work on the more difficult strategies like determining importance and synthesis. And
remember, THERE IS NO ORDER FOR TEACHING THESE STRATEGIES. Since we use them all at once
anyway, create a timeline that works for you.
1.
Children will use a variety of fix-­‐up strategies to read unfamiliar words. Students will learn to
pronounce words, determine meanings in context, and figure out words using knowledge of
root words, prefixes and suffixes, among other strategies. They will learn to figure out the
meaning of an unfamiliar word. Sometimes that results from figuring out how to pronounce the
word. Sometimes that is by inferring from context. Of the two skills, students need to know
that figuring out the meaning is more important.
2.
Children will deepen their comprehension by accessing their prior knowledge before reading a
selection. While reading, they will learn to make connections from the text to themselves, the text
to other texts and movies, and the text to world. By recognizing what is unknown in the text
and thinking about what is known from personal experience, other texts and the world, the
reader will build confidence in using personal connections to get meaning from what was
originally unknown. By explaining how these connections help them understand the text, their
comprehension will improve.
3.
Students will build on their knowledge of retelling to recall important details. Students will learn
to discern what is most important to use in the retelling.
4.
Students will learn to summarize a small selection in as few words as possible. Students will
break longer selections into smaller parts and summarize as they read. By summarizing in this
headline-writing fashion, students will begin to sort out main ideas from details of the text.
5.
Students will learn to ask questions before, during and after reading and to seek answers to
deepen their understanding of the text. By bringing their own questions to small groups,
students will examine what they don't know and get help in comprehending.
6.
Students will learn to visualize the details of a text. They will use other sensory images like
dramatizing and drawing to help them better understand what they are reading.
7.
Children will learn to infer (and predict) information before, during, and after reading. Children will
learn to distinguish between inferences, assumptions, and opinions by backing up their
conclusions with evidence.
8.
Children will be able to discriminate what is important from what is not. Children will be able to use this
information to determine main ideas and themes of texts.
9.
Students will stop often while reading to synthesize the information gained from texts to form
opinions, change perspectives, develop new ideas, find evidence, and, in general, enhance a
personal understanding of the concepts presented in a text.
TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Unit Overview 8 Content Area: English Language Arts Unit Title: 2 Target Course/Grade Level: Grade 5 Unit Summary Immerse the students in literature and informational text during this unit, with a focus on applying reading strategies to folktales/myths/legends and informational texts of the teacher’s choice. The reading can be done in social studies and carry over into the language arts classroom, as appropriate. Writing should take place daily in the form of process writing, journal writing, timed writing, responding to open-­‐ended questions, and/or informal writing across the content areas during the two month span. Unit 2 focuses on writing original narrative stories which include setting, characters, dialogue, a clear sequence of events, conflict, and a resolution. Expository writing should be introduced using the writing process. This unit will focus on sequence/how to and compare and contrast expository writing. The teacher may also choose to incorporate other expository writing pieces as they fit into the science and social studies curriculum. Both reading and writing should be integrated and include elements of grammar, spelling, mechanics, traits of writing, and the writing process. Instruction should take place in the form of whole group instruction in both reading and writing followed by guided reading and writing lessons in a small group setting to differentiate according to student need. Portfolios should be continuously used by the students and assessed by the teacher. Primary interdisciplinary connections: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx 21st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Standards Introductions at www.njcccs.org. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-­‐level standards and then infused throughout the grade-­‐level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-­‐standards/enlish-­‐
language-­‐arts-­‐standards Learning Targets Cluster Number RL.5.1 RL.5.2 RL.5.4 RL.5.7 Common Core Standards for Mastery Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 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. 9 RL.5.9 RI.5.2 RI.5.4 RI.5.5 RI.5.6 RI.5.8 RI.5.10 RF.5.3 RF.5.3.a Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Identify the main topic of a multi-­‐paragraph text as well as the focus of specific paragraphs within the text. Determine the meaning of general academic and domain-­‐specific words and phrases in a text relevant to a grade 5 topic or subject area. 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. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 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. Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.5.4 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. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-­‐level text with purpose and understanding. RF.5.4.b Read on-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. RF.5.4.c W.5.1.a W.5.1.b W.5.2.a W.5.2.b W.5.4 W.5.5 W.5.7 W.5.8 W.5.9.b Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. 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. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons 10 W.5.10 SL.5.1.a SL.5.1.b SL.5.1.c SL.5.1.d SL.5.2 SL.5.3 SL.5.6 L.5.1.d L.5.2.a L.5.2.b L.5.2.c L.5.2.e L.5.3.a L.5.3.b L.5.4.a L.5.4.c L.5.5.c L.5.6 and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Recognize and correct inappropriate shifts in verb tense.* Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-­‐appropriate words correctly, consulting references as needed. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 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., 11 however, although, nevertheless, similarly, moreover, in addition). Unit Essential Questions • How do good readers understand what is being read? • What strategies do good readers use to understand the text? (e.g., using context clues, questioning the author, prediction, re-­‐reading, summarizing, etc.) • Why should readers regularly monitor their comprehension? • How does experience and belief influence reading? • How do writers use words and sentences to convey their feelings and ideas effectively? Unit Objectives Students will know… • that each paragraph in multi-­‐paragraph text has a specific focus that contributes to the main idea of the text in its entirety • that reading with accuracy and fluency supports comprehension • that rereading, as necessary, promotes understanding • that a well-­‐developed topic in expository writing is clearly stated, provides information logically (e.g., through use of facts, definitions, concrete details, quotations) to support author’s purpose • that conferencing effectively involves agreed-­‐
upon rules for discussion carrying out assigned roles • that context clues help a reader determine the meaning of unknown words and multiple-­‐meaning words in fifth grade-­‐level text Unit Enduring Understandings Students will understand that… • Effective readers use specific strategies to help them better understand the text (e.g., using context clues, questioning the author, prediction, re-­‐reading, summarizing, etc.) • Effective writers use specific sentence building techniques (word choice, word order, punctuation) to better convey their thoughts to the reader. • Communication is the ability to inform, entertain, and / or persuade an audience for a purpose while also receiving information and ideas. Unit Objectives Students will be able to… • maintain a working portfolio • draw inferences in literature by analyzing text • determine theme in literature by analyzing text • identify how characters in a story respond to challenges • summarize text • identify the meaning of words and phrases in text using literary devices (e.g., figurative language) • identify and use grade-­‐appropriate vocabulary, including words that signal relationships (e.g., however, nevertheless, similarly, moreover, in addition) • cite evidence in text to locate an answer quickly or to problem solve • compare texts in the same genre to determine similar themes • compare and contrast the structure (e.g., chronology, similarities and differences, cause/effect, problem/solution) across two or more texts • determine the meaning of general and domain-­‐specific vocabulary in fifth grade text • analyze multiple accounts of the same topic, noting similarities and differences, according to point of view they represent • recognize and understand how an author uses evidence to support particular points in text • read and comprehend informational text, including history/social studies, science, and technical texts independently and with accuracy • know and apply phonics skills and word analysis (e.g., letter-­‐sound correspondence, syllabication patterns, roots and affixes) to decode words independently, including unfamiliar multisyllabic words in and out of context • read on-­‐level prose and poetry orally with accuracy, 12 appropriate rate, and expression • compare and contrast two or more folktales, legends, or myths for common themes, cultural influences, and text structure • develop an appreciation for multiculturalism through reading various folktales, legends, and myths • write expository text (e.g., sequence/how to, compare and contrast) to support a point of view clearly and sequentially with reasons, facts, and details • include formatting (e.g., headings), illustrations, and multimedia in expository text to convey ideas more clearly and to aid in comprehension • produce clear and organized writing appropriate to task, purpose, and audience • develop writing as needed by planning, revising, editing for conventions, and rewriting with support from teachers and peers • use knowledge of English grammar and usage to express ideas effectively when reading, writing, listening or speaking • recognize and correct mistakes in verb tense and subject-­‐
verb agreement • create short research projects using several sources (e.g., print, digital) by summarizing information in notes and finished work and providing a list of resources • write original “story” narratives which include setting, characters, dialogue, a clear sequence of events, conflict, and a resolution • write routinely over extended time frames and shorter time frames for a range of purposes and audiences • engage effectively in collaborative discussions (e.g., one-­‐
on-­‐one, in groups, teacher-­‐led) and explore new ideas • pose and respond to questions in collaborative discussions and extend learning by elaborating on the remarks of others • draw conclusions based upon knowledge gained from collaborative discussions • summarize text from a variety of formats (e.g., written text, visual media, oral presentations) • adapt speech to a variety of content and tasks (e.g., dramatic reading, poetry, expressing an opinion, reading dialects in stories) • demonstrate command of conventions of standard English capitalization, punctuation, and spelling of grade-­‐
appropriate words in daily writing • use commas to set off introductory clauses and phrases (e.g., Before going to bed, Jason brushes his teeth), to set off the words yes and no (e.g., Yes, I will have more cake), and to indicate indirect address (e.g., Is that my book, Mary?) 13 • use a variety of sources (e.g., dictionary, glossary,
thesaurus), both print and digital, to determine
pronunciation and meaning of key words
• use the relationships between words to better understand
the words (e.g., synonyms, antonyms, homographs)
TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments • Journal Writing
• Reading Response Entries
• Portfolios
• Running Records/Anecdotal Notes
• Observation
• Quizzes
• Literature Circles
• Graphic Organizers
• Timed Writing/Reading Tasks
• Literature Response Journals
• Whiteboard Assessments
• Writer’s Workshop
Summative Assessments • Unit Tests/Projects
• State Assessments
• District benchmark or interim assessments
• Portfolio Assessment
•
•
•
•
•
•
•
•
•
•
•
•
Classroom Discussions
Exit Tickets
Performance-­‐based Checklists
Self-­‐assessments/Reflections
Think-­‐Pair-­‐Share/Turn-­‐and-­‐Talk
Rubrics
Do-­‐Nows
Literary Projects
Questioning
Learning/Response Logs
Self-­‐reflections
Teacher Conferences
Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: • choral reading
• chants, songs
• use charts, posters, videos
• use a highlighter for key ideas, vocabulary
• write helpful hints in margins of copied materials
• provide copy of all notes
• preferential seating
• use manipulatives
• use graphic organizers
• reinforce vocabulary within the content
• assign a picture or movement to vocabulary words
• small group instruction
• use print, not cursive
• use books on tape
Suggested / possible modifications for Gifted and Talented: • ask open-­‐ended questions
• encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
14 •
•
•
•
•
•
do not always be explicit, allow for discovery use centers and group students according to ability or interest propose interest-­‐based extension activities use leveled texts and offer an advanced reader reading list ask “why” and “what if” questions use varied modes of pre-­‐assessment and assessment Always follow all IEP and/or 504 Plan modifications. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Curriculum documents of the following districts were referenced in the development of this curriculum. Barnegat Twp., Lacey Twp., Lakewood Twp., Stafford Twp., Pinelands Regional, Ocean Twp. , Pt.Pleasant, Berkeley Twp., Manchester Twp., Brick Twp. Teachers College Reading and Writing Project: http://tc.readingandwritingproject.com/resources/assessments Informational Text Authors: http://en.wikipedia.org/wiki/List_of_children's_non-­‐fiction_writers Folktales/Legends/Myths: http://www.americanfolklore.net/ Native American Myths: http://www.native-­‐languages.org/legends.htm Legends/Myths Around the World: http://teacher.scholastic.com/writewit/mff/ PowerPoint Presentations for Writing: http://languagearts.pppst.com/writing.html PowerPoint Presentations for Narrative Writing: http://writing.pppst.com/narrative.html PowerPoint Presentations for Reading Comprehension: http://reading.pppst.com/readingcomprehension.html PowerPoint Presentations for Grammar: http://languagearts.pppst.com/grammar.html PowerPoint Presentations for Expository Writing: http://writing.pppst.com/expository.html Narrative Story Starters: http://teacher.scholastic.com/activities/storystarters/storystarter1.htm Examples of Open-­‐Ended Questions: http://life.familyeducation.com/communication/family-­‐
time/36021.html?page=1&detoured=1 Updated Bloom’s Taxonomy: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy All About 6 + 1 Trait Writing: http://educationnorthwest.org/traits Collaborative Learning: http://serc.carleton.edu/introgeo/cooperative/roles.html Portfolio Creation and Assessment: http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/transition_to_adulthood/portfo
lios_for_student_growth.html Portfolio Creation and Implementation: http://www.teachervision.fen.com/assessment/teaching-­‐
methods/20153.html Reading Comprehension Strategies: http://www.liketoread.com/reading_strategies.php Teacher Notes: • Infuse various literary genres throughout this unit. • Start a writing portfolio for each student. • The following foundational skills should be developed continuously throughout the year: 15 Reading: • Make use of schema • Reread for clarification • Seeking meaning of unknown vocabulary • Make and revise predictions • Draw conclusions • Make connections: text to text, text to self, text to world Writing • Use written and oral English appropriate for various purposes and audiences. • Create and develop texts that include the following text features: o Development: the topic, theme, stand/perspective, argument or character is fully developed o Organization: the test exhibits a discernible progressions of ideas o Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice o Word choice: the words are precise and vivid • Create and develop texts that include the following language conventions: o Sentence formation: sentences are complete and varied in length and structure o Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. IMPORTANT NOTE: If you are in a school where many or all teachers are setting up proficient reader
classrooms, you will no longer need this monthly timeline. When your kids come to you with a great working
understanding of a strategy, you will only need to fine-tune with harder texts. That will give you more time to
work on the more difficult strategies like determining importance and synthesis. And remember, THERE IS NO
ORDER FOR TEACHING THESE STRATEGIES. Since we use them all at once anyway, create a timeline that works
for you.
1.
Children will use a variety of fix-­‐up strategies to read unfamiliar words. Students will learn to pronounce words,
determine meanings in context, and figure out words using knowledge of root words, prefixes and
suffixes, among other strategies. They will learn to figure out the meaning of an unfamiliar word.
Sometimes that results from figuring out how to pronounce the word. Sometimes that is by inferring from
context. Of the two skills, students need to know that figuring out the meaning is more important.
2.
Children will deepen their comprehension by accessing their prior knowledge before reading a selection. While
reading, they will learn to make connections from the text to themselves, the text to other texts and movies,
and the text to world. By recognizing what is unknown in the text and thinking about what is known from
personal experience, other texts and the world, the reader will build confidence in using personal
connections to get meaning from what was originally unknown. By explaining how these connections help
them understand the text, their comprehension will improve.
3.
Students will build on their knowledge of retelling to recall important details. Students will learn to discern
what is most important to use in the retelling.
4.
Students will learn to summarize a small selection in as few words as possible. Students will break longer
selections into smaller parts and summarize as they read. By summarizing in this headline-writing fashion,
students will begin to sort out main ideas from details of the text.
5.
Students will learn to ask questions before, during and after reading and to seek answers to deepen their
understanding of the text. By bringing their own questions to small groups, students will examine what
they don't know and get help in comprehending.
6.
Students will learn to visualize the details of a text. They will use other sensory images like dramatizing and
drawing to help them better understand what they are reading.
7.
Children will learn to infer (and predict) information before, during, and after reading. Children will learn to
distinguish between inferences, assumptions, and opinions by backing up their conclusions with evidence.
16 8.
Children will be able to discriminate what is important from what is not. Children will be able to use this information
to determine main ideas and themes of texts.
9.
Students will stop often while reading to synthesize the information gained from texts to form opinions,
change perspectives, develop new ideas, find evidence, and, in general, enhance a personal understanding
of the concepts presented in a text.
17 TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Unit Overview Content Area: English Language Arts Unit Title: 3 Target Course/Grade Level: Grade 5 Unit Summary Immerse the students in literature during this unit, with a focus on reading and applying reading strategies to historical fiction pieces and biographies of the teacher’s and student’s choice. The reading can be done in social studies and science, and carry over into the language arts classroom. Writing should take place daily in the form of process writing, journal writing, times writing, and/or informal writing across the content areas during the two month span. This unit focuses on the introduction of speculative writing through the use of prompts in a timed setting. Expository writing should also be continued using the writing process. This unit will focus on compare-­‐and-­‐contrast and problem-­‐solution writing. The teacher may also choose to incorporate other expository writing pieces as they fit into the science and social studies curriculum. Both reading and writing should be integrated and include elements of grammar, spelling, mechanics, traits of writing, the writing process, author studies, genre studies, etc. Instruction should take place in form of whole group instruction in both reading and writing followed by guided reading and writing lessons differentiated to meet the needs of the learners in the classroom. The students will be expected to present an oral report/piece of writing during this unit, but can be presented in any content area. Working portfolios will be maintained throughout the year. Primary interdisciplinary connections: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx 21st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Standards Introductions at www.njcccs.org. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-­‐level standards and then infused throughout the grade-­‐level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-­‐standards/enlish-­‐language-­‐arts-­‐standards Learning Targets Cluster Number RL.5.1 RL.5.2 Common Core Standard for Mastery Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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 18 upon a topic; summarize the text. RL.5.5 RL.5.6 RL.5.9 RI.5.2 RI.5.3 RI.5.4 RI.5.5 RI.5.6 RI.5.10 RF.5.3 RF.5.3.a Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Describe how a narrator’s or speaker’s point of view influences how events are described. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Identify the main topic of a multi-­‐paragraph text as well as the focus of specific paragraphs within the text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Determine the meaning of general academic and domain-­‐specific words and phrases in a text relevant to a grade 5 topic or subject area. 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. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 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. Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.5.4 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. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-­‐level text with purpose and understanding. RF.5.4.b Read on-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. RF.5.4.c W.5.1.a W.5.1.b W.5.1.c W.5.1.d W.5.2.a W.5.2.b W.5.2.c W.5.2.d c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. 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. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. 19 W.5.2.e W.5.4 W.5.5 W.5.6 W.5.7 W.5.8 W.5.10 SL.5.1.a SL.5.1.b SL.5.1.c SL.5.1.d SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.6 L.5.1.a L.5.1.b e. Provide a concluding statement or section related to the information or explanation presented. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) 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. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 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. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 20 b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.2.d 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Use underlining, quotation marks, or italics to indicate titles of works. L.5.2.e 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-­‐appropriate words correctly, consulting references as needed. L.5.3.a 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3.b b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. L.5.4.a Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.b b. Use common, grade-­‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.c c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5.c c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 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). Unit Essential Questions Unit Enduring Understandings Students will understand that… • How does understanding • Understanding of a text’s features, structures, and characteristics informational text features help a facilitates a reader’s ability to make meaning of the text (e.g., reader better understand its headings, bold print, titles, captions). meaning (e.g., captions, headings, • Communication is the ability to inform, entertain, and / or bold print)? persuade an audience for a purpose while also receiving • How does understanding structure information and ideas. and characteristics of a text impact the reader’s comprehension? • What impact does understanding organization have on the writer’s ability to convey a message? • What is audience etiquette? Unit Objectives Unit Objectives Students will know… Students will be able to… • and apply grade-­‐level appropriate • determine a theme of a story from details in the text, including phonics and word analysis skills in how characters in a story or drama respond to challenges or how decoding words, command of the the speaker in a poem reflects upon a topic or summarize the conventions of standard English text. grammar and usage when writing • the students will examine fiction and nonfiction features and text or speaking, and use precise structure to determine an author’s point of view, main ideas and 21 language to explain a topic. • expected rules and behaviors to be
a contributing member of the learning community. • the appropriate use of technology
to locate information, quote from sources, recall, and restate information to produce published pieces writing, individually and collaboratively. • the relationship between particular
words (synonyms, antonyms, homographs) to better understand each of the words. • how to use context as a clue to the
meaning of a word or phrase. • to adapt speech to a variety of
context and tasks. • how to use and spell grade-­‐
appropriate words in their daily writing. • to utilize the writing process to
evaluate the quality of writing through revision and editing. •
•
•
•
•
•
•
•
support, similarities and differences in the same genre (Historical Fiction; Biography). read and comprehend Historical fiction and biographies
independently and proficiently analyzing multiple accounts of the same event, noting the similarities and differences in point of view. read on-­‐level text with purpose and understanding across a
variety of genres, both fiction and non-­‐fiction. write routinely over extended time frames (time for research,
reflection, revision), and in specific times frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, including but not limited to, cause and effect, problem-­‐solution, persuasive writing (expository writing) and speculative writing (prompt driven responses). compare and contrast the varieties of English (ie. Dialect, accent)
used in stories, dramas, and poems. consult reference materials both print and digital, to find the
pronunciation and determine the meaning of key words or phrases. maintain a working portfolio
use knowledge of English grammar and usage to express ideas
effectively.
discuss underlying themes across cultures in various text.
TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments • Journal Writing
• Reading Response Entries
• Portfolios
• Running Records/Anecdotal Notes
• Observation
• Quizzes
• Literature Circles
• Graphic Organizers
• Timed Writing/Reading Tasks
• Literature Response Journals
• Whiteboard Assessments
• Writer’s Workshop
•
•
•
•
•
•
•
•
•
•
•
•
Classroom Discussions
Exit Tickets
Performance-­‐based Checklists
Self-­‐assessments/Reflections
Think-­‐Pair-­‐Share/Turn-­‐and-­‐Talk
Rubrics
Do-­‐Nows
Literary Projects
Questioning
Learning/Response Logs
Self-­‐reflections
Teacher Conferences
Summative Assessments • Unit Tests/Projects
• State Assessments
• District benchmark or interim assessments
• Portfolios
Modifications (ELLs, Special Education, Gifted and Talented) 22 Suggested / possible modifications for ELL and Special Education: • choral reading • chants, songs • use charts, posters, videos • use a highlighter for key ideas, vocabulary • write helpful hints in margins of copied materials • provide copy of all notes • preferential seating • use manipulatives • use graphic organizers • reinforce vocabulary within the content • assign a picture or movement to vocabulary words • small group instruction-­‐guided reading and guided writing • use print, not cursive • use books on tape Suggested / possible modifications for Gifted and Talented: • ask open-­‐ended questions • encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy • do not always be explicit, allow for discovery • use centers and group students according to ability or interest • propose interest-­‐based extension activities • use leveled texts and offer an advanced reader reading list • ask “why” and “what if” questions • use varied modes of pre-­‐assessment and assessment Always follow all IEP and/or 504 Plan modifications. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Curriculum documents of the following districts were referenced in the development of this curriculum. Barnegat Twp., Lacey Twp., Lakewood Twp., Stafford Twp., Pinelands Regional, Ocean Twp. , Pt.Pleasant, Berkeley Twp., Manchester Twp., Brick Twp. Literature-­‐Analyzing Theme: http://www.learner.org/interactives/literature/read/theme1.html ReadWriteThink-­‐Literary Elements Map: http://www.readwritethink.org/classroom-­‐resources/student-­‐
interactives/literary-­‐elements-­‐30011.html Teaching With Picture Books: http://www.squidoo.com/teachingwithpicturebooks Exploring Cause and Effect Using Expository Texts About Natural Disasters: http://www.readwritethink.org/classroom-­‐resources/lesson-­‐plans/exploring-­‐cause-­‐effect-­‐using-­‐925.html Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems: http://www.readwritethink.org/classroom-­‐resources/lesson-­‐plans/slipping-­‐sliding-­‐tumbling-­‐reinforcing-­‐
965.html Problem-­‐solution graphic organizer-­‐BASIC: http://www.readwritethink.org/files/resources/lesson_images/lesson1023/ProblemSolutionHandout.pdf Historical Fiction: http://www.readwritethink.org/files/resources/lesson_images/lesson404/HistoricalFictionDefn.pdf PODCAST-­‐Historical Fiction Book Talks: http://www.readwritethink.org/parent-­‐afterschool-­‐
resources/podcast-­‐episodes/historical-­‐fiction-­‐30735.html 23 Historical Fiction Bookmarks: http://www.readwritethink.org/files/resources/lesson_images/lesson270/bookmark-­‐hist.pdf Reading Quest-­‐Summarizing: http://www.readingquest.org/strat/summarize.html Summarization Techniques: http://wvde.state.wv.us/strategybank/summarization.html United Streaming: http://streaming.discoveryeducation.com/ BrainPop.com: http://www.brainpop.com/ Interactive Language Arts Websites: http://jc-­‐schools.net/tutorials/interact-­‐la.htm Reading Comprehension Strategies: http://www.liketoread.com/reading_strategies.php Teacher Notes: Teacher Notes: LAL Common Core Standards: http://www.corestandards.org/the-­‐standards/english-­‐language-­‐arts-­‐
standards • Infuse various literary genres throughout this unit. • Start a writing portfolio for each student. • The following foundational skills should be developed continuously throughout the year: Reading: • Make use of schema • Reread for clarification • Seeking meaning of unknown vocabulary • Make and revise predictions • Draw conclusions • Make connections: text to text, text to self, text to world Writing • Use written and oral English appropriate for various purposes and audiences. • Create and develop texts that include the following text features: o Development: the topic, theme, stand/perspective, argument or character is fully developed o Organization: the test exhibits a discernible progressions of ideas o Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice o Word choice: the words are precise and vivid • Create and develop texts that include the following language conventions: o Sentence formation: sentences are complete and varied in length and structure o Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. IMPORTANT NOTE: If you are in a school where many or all teachers are setting up proficient reader
classrooms, you will no longer need this monthly timeline. When your kids come to you with a great
working understanding of a strategy, you will only need to fine-tune with harder texts. That will give you
more time to work on the more difficult strategies like determining importance and synthesis. And
remember, THERE IS NO ORDER FOR TEACHING THESE STRATEGIES. Since we use them all at once
anyway, create a timeline that works for you.
1.
Children will use a variety of fix-­‐up strategies to read unfamiliar words. Students will learn to pronounce
words, determine meanings in context, and figure out words using knowledge of root words,
prefixes and suffixes, among other strategies. They will learn to figure out the meaning of an
unfamiliar word. Sometimes that results from figuring out how to pronounce the word. Sometimes
that is by inferring from context. Of the two skills, students need to know that figuring out the
meaning is more important.
2.
Children will deepen their comprehension by accessing their prior knowledge before reading a selection.
While reading, they will learn to make connections from the text to themselves, the text to other
24 texts and movies, and the text to world. By recognizing what is unknown in the text and thinking
about what is known from personal experience, other texts and the world, the reader will build
confidence in using personal connections to get meaning from what was originally unknown. By
explaining how these connections help them understand the text, their comprehension will
improve.
3.
Students will build on their knowledge of retelling to recall important details. Students will learn to
discern what is most important to use in the retelling.
4.
Students will learn to summarize a small selection in as few words as possible. Students will break
longer selections into smaller parts and summarize as they read. By summarizing in this headlinewriting fashion, students will begin to sort out main ideas from details of the text.
5.
Students will learn to ask questions before, during and after reading and to seek answers to deepen
their understanding of the text. By bringing their own questions to small groups, students will
examine what they don't know and get help in comprehending.
6.
Students will learn to visualize the details of a text. They will use other sensory images like
dramatizing and drawing to help them better understand what they are reading.
7.
Children will learn to infer (and predict) information before, during, and after reading. Children will
learn to distinguish between inferences, assumptions, and opinions by backing up their
conclusions with evidence.
8.
Children will be able to discriminate what is important from what is not. Children will be able to use this
information to determine main ideas and themes of texts.
9.
Students will stop often while reading to synthesize the information gained from texts to form
opinions, change perspectives, develop new ideas, find evidence, and, in general, enhance a
personal understanding of the concepts presented in a text.
25 TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Unit Overview Content Area: English Language Arts Unit Title: 4 Target Course/Grade Level: Grade 5 Unit Summary Immerse the students in literature during this unit, with a focus on reading and applying reading strategies to informationa
and folktales, legends, and myths of the teacher’s and students’ choice. Both reading and writing should be integrated throu
the portfolio process to include all the elements of the NJRHS Rubric, author studies, genre studies, science, social studies
Integration of science and social studies topics is highly encouraged. This unit also focuses on the introduction of constr
response writing. Speculative writing should be continued using the writing process and timed writing prompts. Primary interdisciplinary connections: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm http://www.nj.gov/education/aps/cccs/chpe/horizontalPreK.pdf 21st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, an
designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Stan
Introductions at www.njcccs.org. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness A
Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the g
level standards and then infused throughout the grade-­‐level standards. For specific College and Career Readiness A
Standards, see http://www.corestandards.org/the-­‐standards/enlish-­‐language-­‐arts-­‐standards Learning Targets Cluster Number RL.5.1 RI.5.2 Common Core Standard for Mastery Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
the text. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answe
question quickly or to solve a problem efficiently. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approac
to similar themes and topics. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Identify the main topic of a multi-­‐paragraph text as well as the focus of specific paragraphs within the te
RI.5.4 Determine the meaning of general academic and domain-­‐specific words and phrases in a text relevant to
RL.5.4 RL.5.7 RL.5.9 RI.5.1 26 grade 5 topic or subject area. RI.5.5 RI.5.7 RI.5.8 RI.5.10 RF.5.3 RF.5.3.a 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. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answe
question quickly or to solve a problem efficiently. Explain how an author uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which point(s). By the end of the year, read and comprehend informational texts, including history/social studies, scienc
and technical texts, at the high end of the grades 4–5 text complexity band independently and proficient
Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.5.4 Use combined knowledge of all letter-­‐sound correspondences, syllabication patterns, and morphology (e
roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-­‐level text with purpose and understanding. RF.5.4.b Read on-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive read
RF.5.4.c Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. W.5.1.c c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). W.5.1.d d. Provide a concluding statement or section related to the opinion presented. W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 abov
With guidance and support from peers and adults, develop and strengthen writing as needed by plannin
revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate comm
of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print and digital sourc
summarize or paraphrase information in notes and finished work, and provide a list of sources. b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles W.5.5 W.5.7 W.5.8 W.5.9.b W.5.10 SL.5.1.a SL.5.1.b SL.5.1.c SL.5.1.d SL.5.2 SL.5.3 SL.5.6 c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained fro
the discussions. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenc
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situat
(See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) 27 L.5.2.e 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spellin
when writing. e. Spell grade-­‐appropriate words correctly, consulting references as needed. L.5.3.a 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.4.a Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a wo
phrase. L.5.4.b b. Use common, grade-­‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (
photograph, photosynthesis). L.5.4.c c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find t
pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5.b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.5.c c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 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). Unit Essential Questions Unit Enduring Understandings Students will understand that… • How does understanding a text’s features, • understanding of a text’s features, structures, and characteristics structures, and characteristics facilitate meaning in facilitates a reader’s ability to make meaning of the text. non-­‐fiction? • good readers compare, infer, synthesize, and make connections (te
• How do readers construct meaning from text in text, text to world, text to self) to make text personally relevant an
fictional works? useful. • How does using word attack skills in decoding • good writing effectively informs, engages, and influences the audie
support comprehension? • communication is the ability to inform, entertain, and / or persuad
• How do metaphors and similes help a reader audience for a purpose while also receiving information and ideas.
determine the meaning of words and phrases as • understanding the difference between hearing and listening are ke
they are used in a text? audience etiquette. • What are the components of speculative writing? • How does organization and the development of complete thoughts effectively communicate the writer’s ideas and facilitate understanding? • What is audience etiquette? Unit Objectives Unit Objectives Students will know… Students will be able to… • folktales, legends and myths have varying themes, • summarize written text read aloud or information presented in div
cultural influences, and text structure. media and formats including visually, quantitatively, and orally. • that one way to develop a deeper meaning of a • use various informational texts in order to gain knowledge of text folktale, legend, or myth’s characters, plot, or features authors use in this genre. theme, they must be able to make inferences based • quote accurately from a text when explaining and when drawing on the text of the story. inferences from the text. • to ask questions, summarize, paraphrase, or quote • ask and answer such questions as to who, what, where, when, why
accurately information given in an informational how to demonstrate understanding of key details in an informatio
text to comprehend the text read in order to text, and will draw on information from multiple print or digital answer questions or solve problems. sources, demonstrating the ability to locate an answer to a questio
• how to respond appropriately to answer various quickly or to solve a problem efficiently. 28 writing prompts. • how to draw information from various text in order to answer essential or open-­‐ended questions. • that the components of any story (including novels) include characters (characterization), conflict, theme, setting, dialogue, and plot. and that coherence, clarity, and comprehension hold a story together. • how to use a working portfolio to enhance their learning experiences and help them self reflect on their learning. • How to spell grade appropriate words in their daily writing. • compare and contrast two or more folktales, legends, or myths for
common themes, cultural influences, and text structure. • develop an appreciation for multiculturalism through reading vario
folktales, legends, and myths. • use folktales, legends and myths to draw inferences from the text order to develop a deeper understanding of the characters, plot, a
theme. • determine the meaning of general academic and domain-­‐specific w
and phrases in a text relevant to a grade 5 topic or subject area. • use a variety of word attack skills such as letter-­‐sound correspondences, syllabication patterns and morphology, including
grade-­‐level phonics and word analysis skills in decoding to support
comprehension. • apply grade 5 Reading standards to informational texts. • use metaphors and similes to determine the meaning of words and
phrases as they are used in a text. • recognize the need to adapt speech and the written word to a vari
of contexts and tasks. • write routinely over extended time frames, shorter time frames, a
a variety of formats for a range of discipline-­‐specific tasks, purpose
and audiences. • use a variety of reference materials in order to answer a set of ess
questions determined by the teacher. • write a variety of speculative pieces (e.g. fantasy, science fiction, supernatural or superhero fiction) based on a given writing promp
• write speculative stories that include the following components of
speculative stories: characters (characterization), conflict, theme, setting, dialogue, and plot. • write speculative stories that demonstrate coherence, clarity, and comprehension. • use the components of 6 Plus 1 Traits, (e.g. ideas, organization, wo
choice, sentence fluency, conventions, and presentation) when wr
• use knowledge of grade 5 English grammar and usage to express id
effectively. • use correct spelling of grade appropriate words. • demonstrate an understanding of figurative language, word relationships, and nuances in word meanings and will use the relationship between particular words to better understand each w
• summarize the points a speaker makes and explain how each claim
supported by reasons and evidence. • draw evidence from literary or informational text, and will use a structured format to answer open-­‐ended questions. (eg. RARE rest
the question, answer the question, reasons, exact quotes or examp
ADDI answer, detail, detail, insight, or RACE restate, answer, cite, explain ROPPE read, opinion, prove it prove it, evaluate.) • respond appropriately to various writing prompts given. (eg. expos
descriptive, poem, picture prompt, speculative, persuasive, or RAF
role, audience, format, topic, strong verb). • maintain a working portfolio of all student work. 29 TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments • Journal Writing
• Reading Response Entries
• Portfolios
• Running Records/Anecdotal Notes
• Observation
• Quizzes
• Literature Circles
• Graphic Organizers
• Timed Writing/Reading Tasks
• Literature Response Journals
• Whiteboard Assessments
• Writer’s Workshop
•
•
•
•
•
•
•
•
•
•
•
•
Classroom Discussions
Exit Tickets
Performance-­‐based Checklists
Self-­‐assessments/Reflections
Think-­‐Pair-­‐Share/Turn-­‐and-­‐Talk
Rubrics
Do-­‐Nows
Literary Projects
Questioning
Learning/Response Logs
Self-­‐reflections
Teacher Conferences
Summative Assessments • Unit Tests/Projects
• State Assessments
• District benchmark or interim assessments
• Portfolios
Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: • choral reading
• chants, songs
• use charts, posters, videos
• use a highlighter for key ideas, vocabulary
• write helpful hints in margins of copied materials
• provide copy of all notes
• preferential seating
• use manipulatives
• use graphic organizers
• reinforce vocabulary within the content
• assign a picture or movement to vocabulary words
• small group instruction
• use print, not cursive
• use books on tape
Suggested / possible modifications for Gifted and Talented: • ask open-­‐ended questions
• encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
• do not always be explicit, allow for discovery
• use centers and group students according to ability or interest
• propose interest-­‐based extension activities
• use leveled texts and offer an advanced reader reading list
• ask “why” and “what if” questions
• use varied modes of pre-­‐assessment and assessment
30 Always follow all IEP and/or 504 Plan modifications. Curriculum development Resources/Instructional Materials / Equipment Needed Teacher Resources: Curriculum documents of the following districts were referenced in the development of this curriculum. Barnegat Twp., Lacey Twp., Lakewood Twp., Stafford Twp., Pinelands Regional, Ocean Twp. , Pt.Pleasant, Berkeley Twp., Manchester Twp., Brick Twp. Reading Comprehension Strategies: http://www.liketoread.com/reading_strategies.php Good Writing: http://www2.scholastic.com/browse/lessonplan.jsp?id=224 Speculative Writing: http://www.state.nj.us/counties/cumberland/0610/schools/stockton_mait/Teacher_Web_Pages/Mait%20Final/teacherplans
Essential Questions: http://teachers.spart5.k12.sc.us/dobbinsj/essential_questions.htm Persuasive Writing Learning Map: http://publish.learningfocused.com/998374 Colonial Life Integration: http://www.history.org/history/teaching/dayinthelife/DayintheLife.cfm Boston Massacre Integration: http://www.mission-­‐us.org/ Spelling Lists 5th Grade: http://www.homespellingwords.com/5th-­‐Grade-­‐Spelling-­‐Words.htm Spelling Lists 6th Grade: http://www.homespellingwords.com/6th-­‐Grade-­‐Spelling-­‐Words.htm NJ Holistic Writing Rubric: http://www.state.nj.us/education/njpep/assessment/njask_lal/Overview_njask_lal.pdf (rubric is on page 13 of document) Folktales, Legends, and Myths: http://www.mythweb.com/ http://ethemes.missouri.edu/themes/1755?locale=en http://www.mikids.com/FolkFairyTales.htm http://www.planetozkids.com/oban/legends.htm http://www.pitara.com/talespin/folktales.asp Layered Curriculum Resources: http://help4teachers.com/ http://help4teachers.com/ShilohFigurativeLanguage.htm http://help4teachers.com/chocolatefactory.htm http://help4teachers.com/PaulNonfiction.htm http://help4teachers.com/ShilohPartsOfNonfiction.htm http://help4teachers.com/debbiebudnotbuddy.html http://help4teachers.com/ChanRedbird.htm http://help4teachers.com/LionWitch.htm http://help4teachers.com/immigrant.htm http://help4teachers.com/BillNativeAmericanMigrationsandAdaptation.htm http://help4teachers.com/Steve5thGradeCommArts.htm http://help4teachers.com/StephanieBiomes.htm http://help4teachers.com/ShonnaCells.htm http://help4teachers.com/AmandaUnstoppableUniverse.htm Teacher Notes: Go to http://commoncore.org/ for exemplars for language arts. • Infuse various literary genres throughout this unit. • Start a writing portfolio for each student. • The following foundational skills should be developed continuously throughout the year: 31 Reading: • Make use of schema • Reread for clarification • Seeking meaning of unknown vocabulary • Make and revise predictions • Draw conclusions • Make connections: text to text, text to self, text to world Writing • Use written and oral English appropriate for various purposes and audiences. • Create and develop texts that include the following text features: o Development: the topic, theme, stand/perspective, argument or character is fully developed o Organization: the test exhibits a discernible progressions of ideas o Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice o Word choice: the words are precise and vivid • Create and develop texts that include the following language conventions: o Sentence formation: sentences are complete and varied in length and structure o Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of th
text. IMPORTANT NOTE: If you are in a school where many or all teachers are setting up proficient reader classrooms, you will
longer need this monthly timeline. When your kids come to you with a great working understanding of a strategy, you will
need to fine-tune with harder texts. That will give you more time to work on the more difficult strategies like determining
importance and synthesis. And remember, THERE IS NO ORDER FOR TEACHING THESE STRATEGIES. Since we use them a
once anyway, create a timeline that works for you.
1.
Children will use a variety of fix-­‐up strategies to read unfamiliar words. Students will learn to pronounce words, determine
meanings in context, and figure out words using knowledge of root words, prefixes and suffixes, among other
strategies. They will learn to figure out the meaning of an unfamiliar word. Sometimes that results from figuring ou
how to pronounce the word. Sometimes that is by inferring from context. Of the two skills, students need to know t
figuring out the meaning is more important.
2.
Children will deepen their comprehension by accessing their prior knowledge before reading a selection. While reading, th
will learn to make connections from the text to themselves, the text to other texts and movies, and the text to world.
recognizing what is unknown in the text and thinking about what is known from personal experience, other texts an
the world, the reader will build confidence in using personal connections to get meaning from what was originally
unknown. By explaining how these connections help them understand the text, their comprehension will improve.
3.
Students will build on their knowledge of retelling to recall important details. Students will learn to discern what is m
important to use in the retelling.
4.
Students will learn to summarize a small selection in as few words as possible. Students will break longer selections i
smaller parts and summarize as they read. By summarizing in this headline-writing fashion, students will begin to s
out main ideas from details of the text.
5.
Students will learn to ask questions before, during and after reading and to seek answers to deepen their understandi
the text. By bringing their own questions to small groups, students will examine what they don't know and get help
comprehending.
6.
Students will learn to visualize the details of a text. They will use other sensory images like dramatizing and drawing
help them better understand what they are reading.
7.
Children will learn to infer (and predict) information before, during, and after reading. Children will learn to distinguish
between inferences, assumptions, and opinions by backing up their conclusions with evidence.
32 8.
Children will be able to discriminate what is important from what is not. Children will be able to use this information to determ
main ideas and themes of texts.
9.
Students will stop often while reading to synthesize the information gained from texts to form opinions, change
perspectives, develop new ideas, find evidence, and, in general, enhance a personal understanding of the concepts
presented in a text.
33 TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LANGUAGE ARTS CURRICULUM Unit Overview Content Area: English Language Arts Unit Title: 5 Target Course/Grade Level: Grade 5 Unit Summary Immerse the students in literature and informational text during this unit, with a focus on the distinct features, forms, and variety of poetry and drama. Students apply knowledge of the story elements, creative writing, and inferential skills to engage these texts. In addition, students will study persuasive writing in a variety of formats and apply these techniques in their own writing. Students will read a variety of authentic literature and informational texts based on student interests, teacher need, and the content of the social studies and science curriculum to support persuasive and poetry writing skill development. Reading and writing should be integrated on a daily basis. Primary interdisciplinary connections: https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Science.aspx https://www13.state.nj.us/NJCCCS/ContentAreaTableView_SocialStudies.aspx 21st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Standards Introductions at www.njcccs.org. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-­‐level standards and then infused throughout the grade-­‐level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-­‐standards/enlish-­‐language-­‐arts-­‐standards Learning Targets Cluster Number
RL.5.1
RL.5.3
RL.5.5
RL.5.7
RL.5.10
Common Core Standard for Mastery Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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). Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 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. 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. 34 RI.5.4
RI.5.9 RI.5.10 RF.5.3 RF.5.3.a Determine the meaning of general academic and domain-­‐specific words and phrases in a text relevant to a grade 5 topic or subject area. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 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. Know and apply grade-­‐level phonics and word analysis skills in decoding words. RF.5.4 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. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-­‐level text with purpose and understanding. RF.5.4.b Read on-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-­‐correct word recognition and understanding, rereading as necessary. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. RF.5.4.c W.5.1.a W.5.1.b W.5.4 W.5.5 W.5.6 W.5.7 W.5.8 W.5.9.a W.5.10 SL.5.1.a Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) 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. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. 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. 35 SL.5.1.b a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-­‐upon rules for discussions and carry out assigned roles SL.5.1.c c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d d. 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. 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. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) L.5.1.e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2.e 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-­‐appropriate words correctly, consulting references as needed. L.5.3.a 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.4.a Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.b b. Use common, grade-­‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.c c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5.c c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 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). Unit Essential Questions Unit Enduring Understandings Students will understand that… • Why do readers need to pay • Readers use language structure and context clues to identify the attention to a writer’s choice of intended meaning of words and phrases as they’re used in text. words? • Words powerfully affect meaning. • How does the structure of • Communication is the ability to inform, entertain, and / or language convey meaning? persuade an audience for a purpose while also receiving • How can persuasive writing be information and ideas. crafted so it motivates and 36 influences a reaction for its audience? Unit Objectives Students will know… (for persuasive writing) • how to read and apply scoring criteria of relevant rubrics and apply these elements during the writing process to evaluate and improve writing. • how to write for an extended period of time. • how to apply the writing process to a variety of genres, including persuasive and poetic writing, e.g. 6 Traits + 1. • how to spell grade-­‐appropriate words in their daily writing. Students will know… (for poetic writing) • how to read and apply scoring criteria of relevant rubrics and apply these elements during the writing process to evaluate and improve writing. • how to write for an extended period of time. • how to apply the writing Unit Objectives Students will be able to… (for persuasive writing) • write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-­‐based) • gather, select, and organize information appropriate to a topic, task, and audience. • use a variety of strategies (e.g., note-­‐taking, outlining, making charts, developing a graphic organizer) to collect and record information. • use multiple resources (see above) to explain ideas or thoughts . • use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance. • organize paragraphs using topic sentences. • use details, examples, and reasons to support central ideas or clarify a point of view. • revise drafts by rereading for meaning, narrowing focus, and elaborating with details. • make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details to convey a particular idea or mood, and justify the choices made. • use a variety of reference materials to revise work. • edit writing for the use of Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. • use increasingly complex sentence structure and syntax to express ideas. • use computer writing applications during the writing process. • develop a collection of writings (e.g., a literacy folder, a literacy portfolio). • reflect on own writing, noting strengths and setting goals for improvement. Students will be able to… (for poetic writing) • Review scoring criteria of relevant rubrics and apply these elements during the writing process to evaluate and improve writing • Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, and reading while discussing models of writing, asking questions, and brainstorming. • Choose words specifically to convey a particular idea or mood, including the intentional use of figurative language. • Demonstrate the development of a personal style and voice in 37 process to a variety of genres, including persuasive and poetic writing, e.g. 6 Traits + 1. • how to spell grade-­‐appropriate words in their daily writing. Students will know… (for reading poetry and drama) • and recognize a variety of grade-­‐appropriate poem structures. • how to develop meaning from drawn inferences and figurative language • how to analyze story elements and support analysis with references to the text writing. • sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately • use a variety of reference materials to revise work, particularly a thesaurus. • edit writing for the use of Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. • use increasingly complex sentence structure and syntax to express ideas. • produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. • reflect on own writing, noting strengths and setting goals for improvement • maintain a collection of writings (e.g., a literacy folder, a literacy portfolio). Students will be able to… (for reading poetry and drama) • survey and explain text features and structure that contribute to comprehension. • vary reading strategies according to their purpose for reading and the nature of the text. • develop an awareness of form, structure, and author’s voice in various genres, particularly poetry and drama. • identify and respond to the elements of sound and structure in poetry. • identify the structures in drama. • identify author’s purpose, views, and beliefs. • anticipate and construct meaning from text by making conscious connections to self, an author, and others. • recognize literary elements in stories, including setting, characters, plot, and mood. • recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). • infer specific word meanings in the context of reading passages. • recognize and identify antonyms, synonyms, homophones, and homographs • use grade-­‐level appropriate resources such as a dictionary or thesaurus in order to independently define unknown words. • read regularly in materials appropriate for their independent reading level. • interpret idiomatic expressions. • develop and expand vocabulary using word attack strategies and context clues. • read aloud in ways that reflect understanding of proper phrasing and intonation. • apply self-­‐correcting strategies to decode and gain meaning from 38 print both, orally and silently. • support text analysis including inferences with quotes from the
text. Students will know… (for listening and speaking) • how to listen to and respond to
others. Students will be able to… (for listening and speaking) • make inferences based on an oral report or presentation
• accept others’ opinions and respond appropriately
• engage in collaborative discussions and extend learning by posing
new ideas.
• listen to determine a speaker’s purpose, attitude, and perspective
TUCKERTON BOROUGH SCHOOL DISTRICT ENGLISH LU
LANGUAGE ARTS CURRICU Evidence of Learning Formative Assessments • Journal Writing
• Reading Response Entries
• Portfolios
• Running Records/Anecdotal Notes
• Observation
• Quizzes
• Literature Circles
• Graphic Organizers
• Timed Writing/Reading Tasks
• Literature Response Journals
• Whiteboard Assessments
• Writer’s Workshop
Summative Assessments • Unit Tests/Projects
• State Assessments
• District benchmark or interim assessments
• Portfolios
Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: • choral reading
• chants, songs
• use charts, posters, videos
• use a highlighter for key ideas, vocabulary
• write helpful hints in margins of copied materials
• provide copy of all notes
• preferential seating
• use manipulatives
• use graphic organizers
• reinforce vocabulary within the content
39 •
•
•
•
•
•
•
•
•
•
•
•
Classroom Discussions
Exit Tickets
Performance-­‐based Ch
Self-­‐assessments/Refl
Think-­‐Pair-­‐Share/Turn
Rubrics
Do-­‐Nows
Literary Projects
Questioning
Learning/Response Lo
Self-­‐reflections
Teacher Conferences
• assign a picture or movement to vocabulary words • small group instruction • use print, not cursive • use books on tape Suggested / possible modifications for Gifted and Talented: • ask open-­‐ended questions • encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) http://edorigam
• do not always be explicit, allow for discovery • use centers and group students according to ability or interest • propose interest-­‐based extension activities • use leveled texts and offer an advanced reader reading list • ask “why” and “what if” questions • use varied modes of pre-­‐assessment and assessment Always follow all IEP and/or 504 Plan modifications. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Curriculum documents of the following districts were referenced in the development of this curriculum. Barnegat Twp., Lacey Twp., Lakewood Twp., Stafford Twp., Pinelands Regional, Ocean Twp. , Pt.Pleasant, Berkeley Twp., Man
Persuasive Writing Cornerstone text samples http://www.timeforkids.com/TFK/media/hh/pdfs/samplepapers/persuasive_sample.pdf http://www.eslbee.com/persuasion_essays_models.htm > written by students http://library.thinkquest.org/J001156/forms%20of%20writing/em_persuasive.htm Persuasive Writing Process http://www.readwritethink.org/classroom-­‐resources/lesson-­‐plans/convince-­‐developing-­‐persuasive-­‐writing-­‐56.html?tab=4#ta
http://www.writingfix.com/genres/persuasive.htm > 3 distinct lessons integrated with 6-­‐Traits +1 http://teacher.scholastic.com/activities/writing/minilessons.asp?topic=Persuasive > can be used as a whole-­‐class lesson, or a
Teacher Support http://www2.asd.wednet.edu/Pioneer/barnard/wri/per.htm http://www.copyblogger.com/persuasive-­‐writing/ http://library.thinkquest.org/J001156/forms%20of%20writing/em_persuasive.htm > a variety of writing samples across sever
Reading Drama Cornerstone text samples http://www.filmscriptwriting.com/samplescripts.html > a wide variety of sample scripts from popular movies http://teacher.scholastic.com/lessonrepro/results/index.asp?SubjectID=1&SubheadID=3&TopicID=20&Grade_Value= > a var
integrated with other language arts/literacy, science, and social studies topics http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=1&SubheadID=3&TopicID=20&GradeID=&PageURL=%
> Civil War-­‐specific play with simple character directions Teacher Support http://www.unc.edu/depts/wcweb/handouts/drama.html > an overview for teachers who need a quick tutorial http://www.childdrama.com/lessons.html > a variety of drama lessons, including cross-­‐curricular lessons Poetry Reading & Writing http://sms.iwcs.k12.va.us/iprojectpoetry/iprojectpoetry.html 40 http://www.theteacherscorner.net/lesson-­‐plans/writing/poetry/index.php http://www.kathimitchell.com/poemtypes.html > a variety of poem types explained http://www.tooter4kids.com/forms_of_poetry.htm > another site that explains a variety of poem types http://www.kristinegeorge.com/poetry_aloud.html http://ofkells.blogspot.com/2008/04/30-­‐writing-­‐prompts-­‐for-­‐national-­‐poetry.html http://www.writingforward.com/category/writing-­‐prompts-­‐3/poetry-­‐prompts Reading Comprehension Strategies: http://www.liketoread.com/reading_strategies.php Teacher Notes: • Infuse various literary genres throughout this unit. • Start a writing portfolio for each student. • The following foundational skills should be developed continuously throughout the year: Reading: • Make use of schema • Reread for clarification • Seeking meaning of unknown vocabulary • Make and revise predictions • Draw conclusions • Make connections: text to text, text to self, text to world Writing • Use written and oral English appropriate for various purposes and audiences. • Create and develop texts that include the following text features: o Development: the topic, theme, stand/perspective, argument or character is fully developed o Organization: the test exhibits a discernible progressions of ideas o Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice o Word choice: the words are precise and vivid • Create and develop texts that include the following language conventions: o Sentence formation: sentences are complete and varied in length and structure o Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of th
IMPORTANT NOTE: If you are in a school where many or all teachers are setting up proficient reader classrooms, you will
with a great working understanding of a strategy, you will only need to fine-tune with harder texts. That will give you more
importance and synthesis. And remember, THERE IS NO ORDER FOR TEACHING THESE STRATEGIES. Since we use them a
1.
Children will use a variety of fix-­‐up strategies to read unfamiliar words. Students will learn to pronounce words, determine
words, prefixes and suffixes, among other strategies. They will learn to figure out the meaning of an unfamiliar wor
word. Sometimes that is by inferring from context. Of the two skills, students need to know that figuring out the m
2.
Children will deepen their comprehension by accessing their prior knowledge before reading a selection. While reading, th
to other texts and movies, and the text to world. By recognizing what is unknown in the text and thinking about wh
reader will build confidence in using personal connections to get meaning from what was originally unknown. By ex
comprehension will improve.
3.
Students will build on their knowledge of retelling to recall important details. Students will learn to discern what is m
4.
Students will learn to summarize a small selection in as few words as possible. Students will break longer selections i
this headline-writing fashion, students will begin to sort out main ideas from details of the text.
5.
Students will learn to ask questions before, during and after reading and to seek answers to deepen their understandi
students will examine what they don't know and get help in comprehending.
6.
Students will learn to visualize the details of a text. They will use other sensory images like dramatizing and drawing
41 7.
Children will learn to infer (and predict) information before, during, and after reading. Children will learn to distinguish
conclusions with evidence.
8.
Children will be able to discriminate what is important from what is not. Children will be able to use this information to determ
9.
Students will stop often while reading to synthesize the information gained from texts to form opinions, change persp
personal understanding of the concepts presented in a text.
42 First Edition
Common Core Website
ESSENTIAL QUESTION
Why (and how) do we play with language?
Mini MapStandards Checklist
Grade 5 ► Unit 1
Playing with Words
This four-week unit encourages students to play with language and to
explore their personal writing style.
OVERVIEW
Both spoonerisms and classic poetry provide a brief introduction to the appreciation
o
and exploration of language. Students bring in a book about an important figure,
such as a scientist, artist, or inventor as a springboard for writing about their own
interests and researching famous scientists. Students explore word origins, compare
literal and figurative language, and present poem they have written. This unit ends
with an open-ended reflective essay response to the essential question.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core
o
State Standards.
•
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.
•
RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
•
RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding
words.
43 •
RF.5.3(a): 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.
•
W.5.7: Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
•
SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
•
SL.5.1 (a): Come to discussions prepared, having reador studied required
material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
•
SL.5.1 (b): Follow agreed-upon rules for discussions and carry out assigned
roles.
•
L.5.5: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
o
•
Read classic and humorous stories and poems.
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Conduct research on people of interest, notably scientists.
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Create digital presentations.
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Write responses to a variety of literature and poetry.
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Participate in group discussions about poetic techniques and figurative language.
SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
o
works identified as exemplars.
LITERARY TEXTS
Stories
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The Disappearing Alphabet (Richard Wilbur and David Diaz)
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The King Who Rained (Fred Gwynne)
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The Phantom Tollbooth (Norton Juster and Jules Feiffer)
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"Casey at the Bat" (Ernest Lawrence Thayer) (E)
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Joyful Noise: Poems for Two Voices (Paul Fleischman and Eric Beddows)
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"The Echoing Green" (William Blake) (E)
•
“Little Red Riding Hood and the Wolf” (Roald Dahl) (E)
•
“Eletelephony” (Laura Richards)
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“My Shadow” (Robert Louis Stevenson)
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Runny Babbit: A Billy Sook (Shel Silverstein)
•
The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from
Stories (Read Aloud)
Poems
Poems (Read Aloud)
Mexico with Paintings by Mexican Artists (Naomi Shihab Nye)
INFORMATIONAL TEXTS
44 Biographies
•
Tales of Famous Americans (Peter and Connie Roop)
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Forecast Earth: The Story of Climate Scientist Inez Fung (Women’s Adventures in
Science) (Renee Skelton)
•
Rachel Carson: Pioneer of Ecology (Women of Our Time) (Kathleen V. Kudlinski)
•
John Muir: Young Naturalist (Childhood of Famous Americans) (Montrew
Dunham)
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Who Was Albert Einstein? (Jess M. Brallier and Robert Andrew Parker)
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Alexander Graham Bell: An Inventive Life (Snapshots: Images of People and
Places in History) (Elizabeth MacLeod)
Amelia to Zora: Twenty-Six Women Who Changed the World (Cynthia Chin-Lee,
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Megan Halsey, and Sean Addy)
The World at His Fingertips: A Story about Louis Braille (Creative Minds
•
Biographies) (Barbara O’Connor and Rochelle Draper)
•
We Are The Ship: The Story of Negro League Baseball (Kadir Nelson) (E)
•
Meet the Authors and Illustrators Volume 1: 60 Creators of Favorite Children’s
Books Talk About Their Work (Grades K-6) (Deborah Kovacs and James Preller)
•
Visual and Performing Artists (Women in Profile) (Shaun Hunter)
•
Musicians (Women in Profile) (Leslie Strudwick)
•
Scholastic Dictionary of Idioms (Revised) (Marvin Terban)
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Benjamin Britten, The Young Person’s Guide to the Orchestra, Opus 34 (1946)
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Jack Norworth, Take Me Out to the Ballgame (1908)
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Bud Abbott and Lou Costello, “Who’s on First?” (c. 1936)
Other
ART, MUSIC, AND MEDIA
Music
Media
SAMPLE ACTIVITIES AND ASSESSMENTS
Bio-poem
o
Read all you can about a favorite sports hero, author, poet, illustrator, artist, or musician. Make a chart in your journal
that includes the following information:
•
Name of your person
•
Where he/she lived
•
When he/she lived
•
What did he/she do that made him/her famous?
•
What are some additional facts you found interesting?
After finishing this research, create a bio-poem based on the person you chose. Make sure you can explain why you
chose the words you put into the bio-poem, and create a digital presentation of both. (RI.5.1, W.5.7, L.5.1a)
Famous Scientists Graphic Organizer
Since you and your classmates are reading and researching about different scientists, keep track of information, in
similar categories to those listed above, in your journal. During class discussions, we will share our research and create a
class chart together. (RI.5.1, RI.5.2, RI.5.3)
Class Discussion
How are the scientists we’ve read about similar? How are they different? How and why do scientists “play”? (SL.5.1a, b,
RI.5.9)
45 Class Discussion
Compare and contrast the presentation of a topic in two different formats, such as baseball in “Casey at the Bat” (Ernest
Lawrence Thayer) to We are the Ship: The Story of Negro League Baseball (Kadir Nelson), drawing on specific details
from the text. Your teacher may ask you to write your own response on a Post-It note, on a white board, or in your
journal and share it with a partner before, or during, the class discussion. (RL.5.2, SL.5.1a, b)
Poetic Devices
Not only do poets use a variety of formats, rhyme schemes, and meters, but they use specific devices to make their
poems unique. Find examples of similes, metaphors, alliteration, and onomatopoeia in poems from this unit, and mark
them with coded Post-it notes. Create a T-chart in your journal that includes the technique and examples of each. Try to
write your own poem that uses at least two of the techniques found. (RL.5.4, L.5.5, W.5.4)
Journal Writing
Explore your own style of writing. Write your own humorous story or poem in which you incorporate figurative language
or idioms learned. Share it with a classmate. Ask your classmate what he/she thinks would improve your writing. (L.5.5,
W.5.4, W.5.5)
Dramatization/Fluency
Choose a poem, such as one from the anthology Joyful Noise (Paul Fleischman and Eric Beddows), to recite with a
classmate. After the performance, discuss specific passages and poetic elements that made the poem come alive.
(RF.5.3a)
Create a Classbook
Illustrate the literal and figurative meaning of an idiom from a text such as The King Who Rained. We will compile these
illustrations into a classbook to share with younger students. Try to use phrases learned in your daily writing and
speaking as well. (L.5.5b)
Word Study
As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this
unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the
words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc.
(Note: This will be an ongoing activity all year long.) (L.5.4a, RI.5.6)
Listening/Musical Appreciation
We will listen to Benjamin Britten’s The Young Person’s Guide to the Orchestra as a class. We will discuss how the ideas
of “theme and variations” are expressed through music. As a class, we will choose a common topic about which to write,
and then anyone who is interested may share their draft with the class. We will discuss the similarities and differences in
our writing, just as “themes and variations” exist in music. (SL.5.1a, b)
Reflective Essay
Write an essay response to the essential question (“Why (and how) do we play with language?”). Your teacher may give
you the opportunity to “Give one, get one” before writing your response. (W.5.9a, b, W.5.5, W.5.7, L.5.1a)
ADDITIONAL RESOURCES
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David Weisner's book June 29, 1999 showcases this day (ReadWriteThink) (RL.5.7)
Note: In June 29, 1999, the main character, Holly Evans, undertakes a scientific project that appears to have gigantic
results when huge vegetables begin landing on the planet. Wiesner's book carefully identifies elements that make the
emotions in the story obvious to someone reading the book. Students then create lists of words and their own
illustrations to express the feelings portrayed.
Alliteration All Around (ReadWriteThink) (RL.5.4)
Note: In this lesson, students learn about alliteration from picture books by author/illustrator, Pamela Duncan Edwards.
Using the books' illustrations for inspiration, students write original alliterative sentences and share them with the class.
As the lesson continues, students practice using alliteration to create acrostic poems, alphabet books, number books,
and tongue twisters.
46 Noah Webster published his American Dictionary of the English Language in 1828 (ReadWriteThink) (L.5.4a, b, c)
Note: In this lesson, students celebrate the publication of Webster's Dictionary using a variation of the board game
Balderdash. Divide students into groups of five or six, and provide each group with a dictionary and some blank paper.
Spelling Patterns, “Go Fish” Card Game (ReadWriteThink) (L.5.4a, b, c)
Note: In this lesson, students use a chart with fifty-two words grouped by spelling patterns to make a card game
designed to help them recognize several common English spelling patterns.
Elizabeth Blackwell became the first woman to earn a MD degree in 1849 (ReadWriteThink) (RI.5.9)
Note: With your class, explore other famous firsts. Begin by brainstorming a list of people who have done something
"first" (i.e., the first person on the moon, the first woman to run for national elected office, the first Latino to win the
Nobel Prize). To start your list, check out this month's entries on Amelia Earhart and Jackie Robinson. Once you've
collected a list of firsts, divide your class into small groups to conduct some research into the lives of one of these
people. Have each group design a multimedia presentation to report their research results to the rest of the class.
Biographies for Children (Pitara Kids Network)
All About Adolescent Literacy (AdLit.Org)
Great People of the 20th Century (Oracle ThinkQuest, By Students, For Students)
TERMINOLOGY
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biography
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dialogue
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homonym
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homophone
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idiom/cliché
•
literal and figurative language
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poetic techniques: rhyme scheme, meter, stanza, metaphors, similes, alliteration,
onomatopoeia
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spoonerism
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theme (and variation)
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
o
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Science: Biographies (e.g., John Muir and Rachel Carson) and their (respective)
related field of study (e.g., conservation and ecology)
This unit could be extended to teach:
• Science: Scientists and the type of science to which they contributed (e.g.,
ecology, biology, chemistry, astronomy, geology, meteorology, electricity, etc.)
•
History/geography: Famous people throughout history (e.g., How have these
people changed our world? What makes them famous?)
•
Physical education: Baseball (i.e., rules and history)
© 2011 Common Core, Inc. All rights reserved. • Contact Us
47 ESSENTIAL QUESTION
How has inventive thinking, as revealed in fiction and nonfiction, changed our
world?
Standards Checklist
Grade 5 ► Unit 2
Inventive Thinking
This six-week unit introduces the research process, as well as the
creative and critical thinking used by writers, inventors, and famous
people from the Renaissance and beyond.
OVERVIEW
o
This unit builds upon the idea of the Renaissance as a period of new learning and
discovery, through pairings of fiction and non-fiction books on related topics. This is
an effective unit is particularly effective for teaching through which to teach the
research process, since the person or historical context behind particular inventions
are most likely new to students. Students publish and present their research papers
to the class. Students then find commonalities among inventors and innovators,
share these insights in group discussions, and use this information as a springboard
for their own writing innovation and creativity. This unit sets in motion the reading,
writing, researching, and word analysis processes that will be a hallmark of their
fifth-grade year. This unit ends with an open-ended reflective essay response to the
essential question.
FOCUS STANDARDS
o
These Focus Standards have been selected for the unit from the Common Core
State Standards.
48 •
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.
•
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.5.9: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgably.
•
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
•
RF.5.4(b): Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.
•
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
•
SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) on grade 5 topics and texts, building on others’ ideas
and expressing their own ideas clearly.
•
SL.5.1 (c): Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
•
SL.5.1 (d): Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
•
L.5.1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
•
L.5.1 (a): Explain the function of conjunctions, prepositions, and interjections in
general and their function in particular sentences.
•
L.5.1 (b): Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
o
•
Read and compare information learned from fiction and nonfiction books about an
inventor of choice (e.g., Leonardo the Beautiful Dreamer by Robert Byrd and The
Usborne Book of Inventors from DaVinci to Biro by Struan Reid, Patricia Fara, and
Ross Watton).
•
Write a variety of responses to historical fiction texts.
•
Recognize the value of primary-source documents when studying a historical
period, such as the Renaissance (e.g., Leonardo’s notebook).
•
Conduct research and develop a multimedia presentation on an inventor of
choice.
•
Explain the historical context surrounding an invention of choice, based on
information from multiple print or digital sources.
•
Begin defining relationships between words (e.g., inventor, invention, venue,
innovator, innovative, innovate, new, etc.).
•
Participate in group discussions.
SUGGESTED WORKS
o
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
works identified as exemplars.
49 LITERARY TEXTS
Stories (Historical Fiction)
•
Leonardo: Beautiful Dreamer (Robert Byrd)
•
Leonardo da Vinci (Diane Stanley)
•
Starry Messenger: Galileo Galilei (Peter Sis)
•
The Invention of Hugo Cabret (Brian Selznick)
•
Midnight Magic (Avi)
•
Fine Print: A Story about Johann Gutenberg (Joann Johansen Burch and Kent
Alan Aldrich)
•
What Are You Figuring Now?: A Story about Benjamin Banneker (Creative Minds
Biography) Jeri Ferris
•
A Picture Book of George Washington Carver (Picture Book Biography) (David
Adler and Dan Brown)
Poems
•
“Time” (Valerie Bloom)
•
Riddles from Chapter 5: Riddles in the Dark, The Hobbit (J.R.R. Tolkien)
•
Carver: A Life in Poems (Marilyn Nelson)
•
Toys!: Amazing Stories Behind Some Great Inventions (Don L. Wulffson and
INFORMATIONAL TEXTS
Informational Text
Laurie Keller) (E)
•
The New How Things Work (David Macaulay and Neil Ardley)
•
So You Want to be an Inventor? (Judith St. George and David Small)
•
The Usborne Book of Inventors from DaVinci to Biro (Struan Reid, Patricia Fara,
and Ross Watton)
•
Women Inventors series (Jean F. Blashfield)
•
Telescopes: The New Book of Knowledge (Scholastic) (Colin A. Ronan) (E)
•
About Time: A First Look at Time and Clocks (Bruce Koscielniak) (E)
•
Where Do You Get Your Ideas? Favorite Authors Reveal Their Writing Secrets
(Sandy Asher and Susan Hellard)
•
Amazing Leonardo da Vinci Inventions You Can Build Yourself (Build It Yourself
Series) (Maxine Anderson)
•
Leonardo da Vinci: A Nonfiction Companion to Monday with a Mad Genius (Magic
Tree House Research Guide) (Mary Pope Osborne, Natalie Pope Boyce, and Sal
Murdocca)
•
Michelangelo (Getting to Know the World’s Greatest Artists) (Mike Venezia)
•
Outrageous Women of the Renaissance (Vicki Leon)
•
Science in the Renaissance (Brendan January)
•
Science in the Renaissance (Renaissance World) (Lisa Mullins)
•
Renaissance Artists Who Inspired the World (Explore the Ages) (Gregory Blanch
and Roberta Stathis)
•
In Their Own Words: Thomas Edison (George Sullivan)
Online Research Topics
Note: No children’s books exist on these inventors.
•
An Wang
50 •
Carlos Finlay
•
Leonardo da Vinci, Mona Lisa (c. 1503-06)
•
Michelangelo, Sistine Chapel Ceiling (1508-12)
•
Michelangelo, Dome of St. Peter’s Basilica (1506-1626)
•
Raphael, School of Athens (1510-11)
•
Donatello, St. George (c. 1416)
•
Pieter Brueghel, Peasant Wedding (1567)
•
Traditional, possibly Henry VIII of England, Greensleeves (1580)
•
Canadian Brass, “English Renaissance Music”
•
The King’s Singers, Madrigals
ART, MUSIC, AND MEDIA
Art
Music
SAMPLE ACTIVITIES AND ASSESSMENTS
Literature Response
o
“Historical fiction” is a genre that takes place in the past but has a fictional character or fictional elements to it. As a
class, we will compare and contrast various historical fiction stories. In order to prepare for class discussions, create a Tchart in your journal where you take notes about people, places, or events you believe are represented accurately, and
people, places, or events you believe are fictional. Be sure to include in your notes the page number and book title for
each example so you can refer back to the text. (RL.5.1, RL.5.9)
Literature Response
In your journal, create a character map of the main character in the historical novel you are reading. Show how the
character changes (or develops) over the course of the text. Compare your character with one chosen by a classmate.
How are the characters similar? How are they different? (RL.5.2, RL.5.3)
Informational Text Graphic Organizer
As a class, we will keep a chart about the creative and inventive people we have read about; the chart will include the
following information:
•
Name of your person
•
Where he/she lived
•
When he/she lived
•
What did he/she do that made him/her famous?
•
What are some additional facts you found interesting?
•
What adjectives would you use to describe this person? Why?
Your teacher may ask you to write your own responses on a Post-It note, on a white board, or in your journal and share
it with a partner before each section of the class chart is filled in. Be sure to include page numbers and the title of the
book so you can refer back to the text if needed. (RI.5.4, RL.5.9)
Class Discussion
What are the common characteristics of the creative/inventive thinkers we have studied? How would we define
creative/inventive thinkers? (SL.5.1a, b, RI.5.9)
Class Discussion
Read and compare what you learn about Leonardo da Vinci from fiction and nonfiction text (e.g., Leonardo the Beautiful
Dreamer by Robert Byrd and The Usborne Book of Inventors from DaVinci to Biro by Struan Reid, Patricia Fara, and Ross
Watton). How does knowing the historical information enhance your understanding of the fictional story? (RL.5.9,
SL.5.1a, b, c, d)
Research Project/Multimedia Presentation
51 Using the internet, biographies, and an encyclopedia, read all you can about an inventor, either one we’ve read about
together or another of interest (such as Christiaan Huygens, the inventor of the pendulum clock). As a class, we will
create a timeline of the inventors we’ve studied in order to understand where each inventor “lived” chronologically in
history. Finally, write a short informative/explanatory piece about an inventor of choice that answers the question “How
do innovators and inventors build on what has come before them?” Publish it and present it in a multimedia format to
the class, or create a podcast and upload it to the class webpage. (RI.5.2, RI.5.9, RI.5.3, W.5.2a, b, c, d, e, RF.5.4b)
Journal Writing
Inventors are creative people who turn their ideas into reality. Leonardo da Vinci is one of many famous inventors who
kept notebooks of ideas. Look at one of his original notebooks here. Start a section of your writing journal for ideas.
What ideas for inventions do you have? Create lists and draw and label pictures. Share your ideas with a classmate to
strengthen your ideas. (W.5.9b, W.5.5)
Word Study
As an individual and as a class, keep an index card file of words studied (e.g., Renaissance, inventiveness, inventor,
innovation, creativity, creation, etc.). Keeping the words on index cards will help you when we sort words by prefix,
suffix, root words, meaning, spelling feature, etc. How do the root words help us understand the meaning of the words?
(Note: This will be an ongoing activity all year long.) You may also be asked to work in groups to create semantic maps
of the words “creativity” and “innovation” in order to explore your understanding of these words. (RI.5.6, L.5.4a)
Listening/Musical Appreciation
Listen to music from the Renaissance (see Art, Music, and Media). How does this music reflect the time period in which it
was written? How is it similar to and different from music you listen to today? Discuss as a class. (SL.5.1a, b)
Role Playing/Artistic Appreciation
To help you appreciate how difficult it was for Michelangelo to paint the Sistine Chapel ceiling, tape paper under your
desk and then draw a detailed picture for thirty minutes without stopping. After thirty minutes, switch from pencil to
paint. With your classmates, discuss the experience, and how it helps you to appreciate the work that went into creating
the Sistine Chapel ceiling. Finally, write in your journal about what it must have been like to tackle a project that took
years for Michelangelo to complete in difficult conditions. (SL.5.1a, b, W.5.1a, b, c, d, e, f)
Class Discussion
Usually pictures enhance a story, but sometimes pictures are part of the story, such as in The Invention of Hugo Cabret
by Brian Selznick. How do pictures tell a story? Justify your answer by citing specific pages from the text during class
discussion. (SL.5.1a, b, c, d, SL.5.5)
Reflective Essay
Write an essay response to the essential question (“How has inventive thinking, as revealed in fiction and nonfiction,
changed our world?”) Your teacher may give you the opportunity to “Give one, get one” before writing your response.
(W5.9.a, b, W.5.7, SL.5.4)
ADDITIONAL RESOURCES
o
Write a Gem of a Poem (ReadWriteThink) (RL.5.4, W.5.4)
Note: Students learn about diamante poems, consider the idea of cause and effect, and work it into the poem format.
Great American Inventors: Using Nonfiction to Learn About Technology Inventions (ReadWriteThink) (RI.5.9)
Note: Students use technology every day, but do they ever stop and wonder about the inventors who made certain
technology possible? This lesson encourages students to investigate three American inventors (Alexander Graham Bell,
George Washington Carver, and Stephanie Kwolek) through research and readings of their biographies.
Research Building Blocks: “Organize This!” (ReadWriteThink) (RI.5.9)
52 Note: Research skills can help students find answers for themselves. In this mini-lesson, students organize the
information they have compiled through the research process by using sentence strips.
Research Building Blocks: Skim, Scan, and Scroll (ReadWriteThink) (RI.5.9)
Note: Research skills can help students find answers for themselves. This lesson teaches students the skill of "Skim,
Scan, and Scroll," which is taken from a research-skills unit and is one step of successfully completing a written research
report.
FamousInventors: A to Z (About.Com)
TERMINOLOGY
o
•
bibliography
•
character development
•
fiction
•
nonfiction
•
paraphrase
•
primary source documents
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
o
Science
•
•
Inventors through various time periods (e.g., Galileo and his contributions to
astronomy; Thomas Edison and his contributions to telecommunications,
electricity, sound recording.; Benjamin Banneker and his contributions to
astronomy and mathematics)
•
A study of “how things work” (e.g., similar to the information in the book by
David Macaulay)
History/ geography
•
•
The Renaissance (e.g., a “rebirth” of ideas; patrons of the arts and learning;
Leonardo da Vinci and Michelangelo)
•
The Reformation (e.g., Gutenberg; Ptolemaic [earth-centered] vs. suncentered models of the universe)
This unit could be extended to teach:
• Science
• The Scientific Method
• Force and motion (e.g., simple machines, etc.)
• Astronomy (e.g., constellations, moon phases, etc.)
• Art
• Further study of Renaissance art
© 2011 Common Core, Inc. All rights reserved. • Contact Us
53 ESSENTIAL QUESTION
How does literature provide clues to a culture?
Standards Checklist
Grade 5 ► Unit 3
Clues to a Culture
This six-week unit focuses on clues to Native American
nations/cultures as revealed through pairings of literature and
informational text.
OVERVIEW
o
This unit begins with students collectively defining and discussing the word
“culture.” Next, students compare nineteenth century America from the Ojibway
point of view in The Birchbark House to depictions in texts such as Little House on
the Prairie and If You Were a Pioneer on the Prairie. In order to glean the
similarities and differences across nations, students read trickster stories and
informational text, as well as listen to music and examine art from a variety of
Native American cultures. Class discussions should reinforce awareness of how
someone's perspective can effect how they view events and people. Authors and
54 poets have often portrayed perspective in literature; therefore, it is essential to
remain open to changing one’s understanding of perspectives during this unit and
for the rest of the year. This unit ends with an open-ended reflective essay response
to the essential question.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core
o
State Standards.
•
RL.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
•
RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
•
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.
•
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
•
RF.5.4 (c): Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
•
W.5.1: Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
•
SL.5.3: Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
•
L.5.1: Observe conventions of grammar and usage when writing or speaking.
•
L.5.1 (c): Use verb tense to convey various times, sequences, states, and
conditions.
•
L.5.1 (d): Recognize and correct inappropriate shifts in verb tense.
•
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.
•
L.5.4 (c): Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases.
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
o
•
Define “culture.”
•
Compare fiction and nonfiction books about Native American nations to pioneer
times in America.
•
Create a multimedia presentation on a Native American nation of choice.
•
Write responses to a variety of literature and poetry.
•
Find similarities and differences in trickster tales from various cultures.
•
Participate in group discussions.
SUGGESTED WORKS
o
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
works identified as exemplars.
55 LITERARY TEXTS
Note: The list of Native American nations below is illustrative—not comprehensive; please
choose a local nation to examine in a similar manner.
Stories
• The Birchbark House (Louise Erdrich) (E)
• Little House on the Prairie (Laura Ingalls Wilder and Garth Williams) (EA)
• Knots on a Counting Rope (John Archambault, Bill Martin, Jr., and Ted Rand)
• Dreamcatcher (Audrey Osofsky and Ed Young)
• Walk Two Moons (Sharon Creech)
• Guests (Michael Dorris)
• A Boy Called Slow (Joseph Bruchac and Rocco Baviera)
• Julie of the Wolves (Jean Craighead George and John Schoenherr)
• Island of the Blue Dolphins (Scott O’Dell)
• Sign of the Beaver (Elizabeth George Speare)
Trickster Tales
• Trickster Tales: Forty Folk Stories from Around the World (World Storytelling)
(Josepha Sherman)
•
How Rabbit Tricked Otter: And Other Cherokee Trickster Stories (Gayle Ross and
Murv Jacob)
•
A Ring of Tricksters: Animal Tales from North America, the West Indies, and
Africa (Virginia Hamilton and Barry Moser) (EA)
•
Raven: A Trickster Tale from the Pacific Northwest (Gerald McDermott)
•
Coyote: A Trickster Tale from the American Southwest (Gerald McDermott)
•
“Dream Catchers” (Ojibwa, Traditional)
•
“You are Part of Me” (Cherokee, Lloyd Carl Owle)
•
"I will fight no more forever" (Chief Joseph the Younger [Hin-mah-too-yah-lat-
Poems
Speeches
keht], October 5, 1877)
Additional Sources
Native American Indian Legends and Folklore (Native Languages of the Americas)
INFORMATIONAL TEXTS
Informational Text
•
A History of US: The New Nation, 1789-1859 (Book 4) (Joy Hakim) (E)
•
A History of US: First Americans, Prehistory-1600 (Book 1) (Joy Hakim) (E)
•
If You Were a Pioneer on the Prairie (If You…Series) (Anne Kamma and James
Watling)
•
Black Frontiers: A History of African-American Heroes in the Old West (Lillian
Schlissel)
•
If You Lived with the Cherokee (If You…Series) (Peter and Connie Roop and Kevin
Smith)
•
If You Lived with the Sioux Indians (If You…Series) (Ann McGovern and Jean
Syverud Drew)
•
You Wouldn’t Want to be an American Pioneer! A Wilderness You’d Rather Not
Tame (You Wouldn’t Want To…Series) (Jacqueline Morley and David Antram)
56 •
The Nez Perce (Scholastic, A True Book) (Stefanie Takacs)
Informational Text (Read Aloud)
• Sequoyah: The Cherokee Man Who Gave His People Writing (James Rumford)
ART, MUSIC, AND MEDIA
Art
Apache:
•
Edward S. Curtis, Apache Still Life (1907)
•
artist unknown, San Juan, A Mescalero Apache Chief (no date)
•
Noah H. Rose, View of two Native American Apache women outside their clothcovered wickiups in a camp in Arizona (1880)
Hopi:
•
wooden Hopi Kachina doll (1925)
•
Hopi Girl with Jar (no date)
•
Edward Curtis, East Side of Walpi (1921)
•
Haida mask (1879)
•
Bill Hupe, Dedication Potlach: The Honoring of Ancient Traditions (2006)
•
Indian Village Alaska (1897)
•
Thomas Vennum, Ojibway Music from Minnesota: A Century of Song for Voice
Haida:
Music
and Drum
•
Native American music (for a local nation)
SAMPLE ACTIVITIES AND ASSESSMENTS
o
Class Discussion
What is meant by the word “culture”? For which elements does one look when learning about a culture? Write your ideas
down on a Post-It note and “Give one, get one.” (Teacher Notes: Answers may include: language, social organization,
customs/traditions, arts, religion, symbols, etc.) Let’s create a class chart of elements to look for, and we will look to find
examples in texts read during this unit. (SL.5.1a, b, c, d)
Literature Response
The Birchbark House by Louise Erdrich is described as a realistic and sympathetic portrayal of a Native American culture
during the period of westward expansion. Compare pioneer life as presented from Omakayas’ perspective in The
Birchbark House with Laura’s perspective in Little House on the Prairie by Laura Ingalls Wilder or If You Were a Pioneer
on the Prairie by Anne Kamma and James Watling. Choose an event in the story and write about what surprised you the
most about Omakayas’ experience. (RL.5.1)
Literature Response
The title of Sharon Creech’s book Walk Two Moons comes from the Native American phrase, “Don’t judge a man until
you have walked two moons in his moccasins.” What have you learned about the Native American nation studied? Turn
and talk with a neighbor about this prompt before responding in your journal. (RL.5.1)
Multimedia Presentation
Read all you can about a Native American nation, drawing on information from multiple print or digital sources. Write a
short informative/explanatory piece about your nation of choice, quoting accurately from the texts. Publish it and present
it in a multimedia format to the class. (RI.5.1, RL.5.1, RI.5.7, RI.5.8, W.5.2a, b, c, d, e, RF.5.4b, c, L.5.1a, b, c, d,
L.5.2a, b)
Poetry Response
57 Sharon Creech uses sound imagery, often linked to personification, throughout her novel (Walk Two Moons). Find an
example of how these literary techniques were used to increase the feeling of being part of the story, mark it with a
Post-It note, and share it with a partner. (RF.5.4c)
Opinion Statements
Consider the speech of Chief Joseph the Younger (“I will fight no more forever”). In your opinion, do you think he needed
to be consoled or encouraged to go on? Write your position on a Post-It note, and your teacher will divide the class
based on your position. Share ideas with classmates who are of the same opinion. Then, individually write your response
in your journal. Work with classmates to revise and edit your opinion statement to make sure your position is supported.
Publish your position on a classroom blog to encourage additional conversation. (SL.5.3, W.5.1a, b, c, d, e, W.5.6,
L.5.1a, b, c, d, L.5.2a, b)
Class Discussion
We will discuss how trickster stories can reveal insights into a culture different from your own. What did you learn about
the nation from the trickster story we’ve just read? What does a story/poem reveal about a culture that reading solely
from an informational text does not? Write your ideas down in your journal prior to class discussion. (RL.5.9, SL.5.3)
Class Discussion
Why do tricksters ignore conventional cultural behavior? Why are these characters often personifications and not human?
What impact does culture have on the tale? Talk with a classmate to share ideas and then write your favorite ideas down
in your journal prior to class discussion. (RL.5.9)
Word Study
As an individual and as a class, keep an index card file of words studied (e.g., tribe, tribute; nation, nationality,
nationwide, culture, cultural, etc.). Keeping the words on index cards will help you when we sort words by prefix, suffix,
root words, meaning, etc. How do the prefixes and suffixes help us understand the meaning of the words while changing
the part of speech? (Note: This will be an ongoing activity all year long.) (RI.5.6, L.5.4a, b, c)
Music/Art Appreciation
Discuss how art and music can provide an insight into a culture. From which do you prefer to learn? Why? Your teacher
may ask you to write your own response on Post-It notes, on a white board, or in your journal before discussing as a
class. (SL.5.1a, b, c, d)
Reflective Essay
Write an essay response to the essential question (“How does literature provide clues to a culture?”) Your teacher may
give you the opportunity to “Give one, get one” before writing your response.(W.9a, b, W.5.4, W.5.7, L.5.1a, b, c, d,
L.5.2a, b)
Essay/Art Connection
View the works from one of the selected tribes. What can we learn about this tribe through viewing these images? Ask
the students to write an essay describing what they have learned by viewing the objects.
Extension/Art Connection
Divide students into small groups and have each group select one tribe under study. Students will be given original
images of the objects, clothing, and housing of the tribe. Have students locate other images to add to this group. Image
collection will lead into a more involved research project, to include an essay and presentation to the class.
ADDITIONAL RESOURCES
o
November is National American Indian Heritage Month (ReadWriteThink) (RL.5.9)
Note: Engage your students in an exploration of Native American heritage through a study of Native American pourquoi
tales.
Native Americans Today (ReadWriteThink) (RI.5.7)
Note: In this lesson plan, teachers use photo essays and other texts to introduce students to Native American children
and their families, thereby countering the idea that Native people no longer exist.
58 Culture Clues Expedition (National Geographic) (RI.5.7)
Note: Students use visual clues to determine the cultural make-up of their own community.
Teaching Point of View with Two Bad Ants (ReadWriteThink) (RL.5.6)
Note: This lesson provides students with the opportunity to use illustrations and text to develop an understanding of the
point of view of the characters.
Life of a Navajo Weaver (ArtsEdge, The Kennedy Center)
Native American Chants and Movement (ArtsEdge, The Kennedy Center)
Countries and their Cultures (EveryCulture.Com)
Native American Art (David Penny)
Note: This book demonstrates how clothes, baskets, Navajo weavings, Hopi kachina dolls, jewelry, quillwork, pottery,
carvings and ceremonial objects fit into various Native American societies.
TERMINOLOGY
o
•
personification
•
perspective
•
point of view
•
sound imagery
•
trickster tale
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
o
History/geography:
•
•
Native American gultures (e.g., Great Basin and Plateau, Northern and
Southern Plains, Pacific Northwest, etc.) and famous Native Americans (e.g.,
Chief Joseph the Younger)
•
Life in the American west (e.g., the transcontinental railroad, pioneers, wagon
trains, etc.)
This unit could be extended to teach:
• History/geography:
• Where different Native Americans tribes lived (e.g., Great Basin and Plateau,
Northern and Southern Plains, Pacific Northwest, etc.), and how the shelters,
clothing, and artwork varied based upon geography
•
Conflicts between Native Americans and European settlers (e.g., American
Government Policies, Bureau of Indian Affairs, Sand Creek Massacre, Little Big
Horn: Wounded Knee, etc.)
•
Native American nations or famous Native Americans (e.g., Tecumseh,
Osceola, Sacagawea, Sequoyah, etc.)
•
Westward Expansion before the Civil War (e.g., Lewis and Clark, Daniel Boone,
Wilderness Trail, Erie Canal, Pony Express, etc.)
© 2011 Common Core, Inc. All rights reserved. • Contact Us
59 ESSENTIAL QUESTION
How are fictionalized characters and real people changed through conflict?
Standards Checklist
Grade 5 ► Unit 4
America in Conflict
This nine-week unit focuses on the causes and consequences of the
American Civil War, as revealed through literature and informational
text.
•
Show All | Hide All | Top
OVERVIEW
60 Students can choose from a variety of historical fiction, and compare and contrast
o
this with informational text about the same time period. In order to hone a deeper
understanding of the period beyond what is conveyed in print, students listen to
music and examine art from the Civil War period. The culminating activity is to
compose a narrative that is set within a real historical context, includes a fictional
character with a conflict to grow from, and incorporates authentic facts, photos, or
artwork.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core
o
State Standards.
•
RL.5.6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
•
RI.5.5: Compare and contrast the overall structure information (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
•
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.
•
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
•
RF.5.4 (a): Read on-level text with purpose and understanding.
•
W.5.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
•
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.
•
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.
•
L.5.4 (b): Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis).
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
o
•
Read and write poetry about America.
•
Compare fiction and nonfiction books about the Civil War and slavery.
•
Analyze two accounts of the same event and describe important similarities and
differences in the details they provide.
•
Conduct research on a person or event from the Civil War time period.
•
Create a multimedia presentation on a person or event of choice from the Civil
War.
•
Continue defining relationships between words (e.g., civil, civilization, and
civilian).
•
Write a historical narrative, based in the Civil War time period.
•
Participate in group discussions.
SUGGESTED WORKS
61 (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
o
works identified as exemplars.
LITERARY TEXTS
Stories (Historical Fiction, Civil War)
• Bull Run (Paul Fleishman)
• Maritcha: A Nineteenth-Century American Girl (Tonya Bolden)
• Ballad of the Civil War (Mary Stoltz and Sergio Martinez)
• Across Five Aprils (Irene Hunt)
• A Picture of Freedom: The Diary of Clotee, a Slave Girl, Belmont Plantation,
Virginia, 1859 (Dear America Series) (Patricia C. McKissack)
•
Underground Man (Milton Meltzer)
•
Steal Away…to Freedom (Jennifer Armstrong)
•
Dear Austin: Letters from the Underground Railroad (Elvira Woodruff and Nancy
Carpenter)
•
A Light in the Storm: The Civil War Diary of Amelia Martin, Fenwick Island,
Delaware, 1861 (Dear America Series) (Karen Hesse)
•
When Will This Cruel War be Over?: The Civil War Diary of Emma Simpson,
Gordonsville, Virginia, 1864 (Dear America Series) (Barry Denenberg)
•
After the Rain: Virginia's Civil War Diary (Book Two) (Mary Pope Osborne) (EA)
•
A Time To Dance: Virginia's Civil War Diary (Book Three) (Mary Pope Osborne)
(EA)
•
The Journal Of James Edmond Pease: A Civil War Union Soldier, Virginia, 1863
(Dear America Series) (Jim Murphy) (EA)
•
Just a Few Words, Mr. Lincoln (Jean Fritz)
•
"The New Colossus" (Emma Lazarus) (E)
•
"The Eagle" (Alfred Lord Tennyson)
•
“I Hear America Singing” (Walt Whitman) (EA)
•
“I, Too, Sing America” (Langston Hughes) (E)
•
“The Star-Spangled Banner” (Francis Scott Key)
•
You Wouldn't Want to Be a Worker on the Statue of Liberty!: A Monument You'd
Poems
INFORMATIONAL TEXTS
America
Rather Not Build (You Wouldn’t Want To…Series) (John Malam and David Antram)
Civil War
•
A History of US: War, Terrible War, 1855-1865 (Book 6) (Joy Hakim) (E)
•
Underground Railroad:The New Book of Knowledge. (Scholastic) (Henrietta
Buckmaster) (E)
•
You Wouldn't Want to be a Civil War Soldier: A War You’d Rather Not Fight (You
Wouldn’t Want To…Series) (Thomas Ratliff and David Antram)
•
If You Lived At the Time of the Civil War (If You…Series) (Kay Moore and Anni
Matsick)
•
If You Traveled on the Underground Railroad (If You…Series) (Ellen Levine and
Larry Johnson)
•
If You Lived When There was Slavery in America (If You…Series) (Anne Kamma
and Pamela Johnson)
62 •
The Abraham Lincoln You Never Knew (James Lincoln Collier and Greg Copeland)
•
Outrageous Women of Civil War Times (Mary Rodd Furbee)
•
Sojourner Truth: Ain't I a Woman? (Scholastic Biography) (Frederick and Patricia
C. McKissack)
•
The Abolitionist Movement (Cornerstones of Freedom) (Elaine Landau)
•
Your Travel Guide to the Civil War (Passport to History) (Nancy Raines Day)
•
The U.S. Civil War 1861-1865 Timeline (A History Place)
•
Patrick S. Gilmore, “When Johnny Comes Marching Home” (1863)
•
Julia War Howe, “The Battle Hymn of the Republic” (1861)
•
Daniel Decatur Emmett, “Dixie” (1861)
•
Alexander Gardner, “President Abraham Lincoln in the tent of General George B.
Additional Resources
ART, MUSIC, AND MEDIA
Music
Art
McClellan after the Battle of Antietam (Antietam [Sharpsburg], Maryland, October
3, 1862)
SAMPLE ACTIVITIES AND ASSESSMENTS
Class Discussion
o
How do the symbols of America (e.g., the Statue of Liberty, the American flag, the bald eagle, etc.) provide strength
during times of conflict? Discuss as a class, citing examples from the poems and stories we’ve read. (SL.5.1a, b, c, d)
Poetry Response
Continue the “Poetic Devices Chart” (begun in unit 1) that includes examples of similes, metaphors, alliteration, and
onomatopoeia in poems from this unit. Write your own poem about America that uses at least two of the techniques
found. (RL.5.4, L.5.5, W.5.4)
Art Appreciation
How is war depicted through art? View one of the most famous photos of the Civil War, “President Abraham Lincoln in
the tent of General George B. McClellan after the Battle of Antietam,” and discuss what you can learn about the Civil
War, even before learning facts and reading literature from that time period. (SL.5.1a, b, c, d)
Literature Response
While reading a story, such as Bull Run by Paul Fleishman, keep an ongoing list of words to describe the main
character(s). Mark the text with Post-it notes and write the adjectives on the notes. After finishing the book, you will be
asked to choose the best adjectives that describe the character’s internal responses and external behaviors in response
to conflicts experienced. (RL.5.6, RL.5.1, RL.5.3, RF.5.4a, b, c)
Class Discussion
Read and compare what you learn about slavery in America from fiction and nonfiction text (e.g., Dear Austin: Letters
from the Underground Railroad by Elvira Woodruff and Nancy Carpenter and If You Lived When There was Slavery in
America by Anne Kamma and Pamela Johnson). How does knowing the historical information enhance your
understanding of the fictional story? Talk with a classmate to share ideas prior to large group discussion. (RL.5.9)
Graphic Organizer
As a class, we will keep a chartof information about the Civil War period that we learn from a variety of fiction and
nonfiction; the chart will have the following categories:
•
What is the conflict?
•
Why does this conflict occur?
•
Who is involved on each side of the conflict?
63 •
How is the conflict resolved?
•
How does this conflict have an effect on our lives today?
Keep a list of your responses to these questions in your journal. Share thoughts with a partner who has read the same
book as you, and collaboratively contribute to the class chart.
Class Discussion
At the end of the unit, we will compare the lives of different characters, real and fictional, during the Civil War and
discuss how they grew because of the conflict they experienced. (RI.5.5, RI.5.3, RI.5.7, RI.5.9, RF.5.4a, b, c)
Research Essay/Multimedia Presentation
Write a research essay about an event from the Civil War, highlighting the causes and effects of the conflict. Part of your
essay should explain the relationship or interaction between individuals or events. (Alternately, students may choose a
person to write about, noting how that person contributed to the cause or to the resolution of this historical conflict.)
Present this report in a multimedia format to the class. (W.5.7, RI.5.3, W.5.2a, b, c, d, e, SL.5.4, SL.5.5, L.5.1a, b, c, d,
L.5.2a, b, c)
Word Study
As an individual and as a class, keep an index card file of words studied (e.g., secession, rebellion, abolition,
confederate, rebel, etc.). Keeping the words on index cards will help you when we sort words by prefix, suffix, root
words, meaning, etc. How do word relationships (e.g., civil, civilization, and civilian) help us understand the meaning of
the words, while the prefixes and suffixes affect the part of speech and spelling? (Note: This will be an ongoing activity
all year long.) (RI.5.6, L.5.4,b,c)
Historical Narrative
Write your own historical narrative that is set during the Civil War, includes a fictional character with a conflict to grow
from, and incorporates authentic facts, photos, or artwork. Talk through your ideas with a partner before starting your
first draft. You will have the opportunity to edit and revise your narrative with a partner so your final product is of the
highest quality. Publish your narrative on a class webpage to encourage “virtual” conversation after the unit is over.
(W.5.3a, b, c, d, e, W.5.4, W.5.9a, b, SL.5.5, L.5.1a, b, c, d, L.5.2a, b, c)
ADDITIONAL RESOURCES
o
Engaging Students in a Collaborative Study of the Gettysburg Address
(ReadWriteThink) (SL.5.3)
This lesson plan invites students to learn more about the historical significance of President Abraham Lincoln's famous
speech, the Gettysburg Address, as well as the time period and people involved.
Using Historical Fiction to Learn About the Civil War (ReadWriteThink) (RL.5.2, W.5.7)
This lesson uses the book Meet Addy by Connie Porter to teach the characteristics of historical fiction, the making of
inferences, the use of visualization, and Civil War history.
Critical Perspectives: Reading and Writing About Slavery (ReadWriteThink) (RL.5.2, W.5.7)
In this lesson, students critically examine the perspectives of slaves and slave owners.
Strategic Reading and Writing: Summarizing Antislavery Biographies (ReadWriteThink) (RL.5.2, RI.5.1)
In this lesson, students practice writing effective summaries using biographies.
Examining Plot Conflict Through a Comparison/Contrast Essay (ReadWriteThink) (RL.5.9)
In this lesson, students explore picture books to identify the characteristics of four types of conflict: character vs.
character, character vs. self, character vs. nature, and character vs. society.
Civil War Music (ArtsEdge, The Kennedy Center)
Pictures of the Civil War (The National Archives)
TERMINOLOGY
64 o
•
ballad
•
characterization
•
conflict
•
poetic terms: meter, rhyme scheme, metaphor, simile
•
symbolism
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
o
History/geography: The Civil War (e.g., abolitionists, slave life, Abraham
•
Lincoln, Yankees and Rebels, Blue and Gray, First Battle of Bull Run/First Battle
of Manassas, Sojourner Truth, Harriet Tubman, Underground Railroad, etc.)
This unit could be extended to teach:
• History/geography
• The Civil War and Reconstruction (e.g., famous people, major events, The
Gettysburg Address, etc.)
•
•
•
The assassination of Lincoln
Slavery
Language Arts: “O Captain, My Captain” (Walt Whitman) (written about the
assassination of Lincoln)
© 2011 Common Core, Inc. All rights reserved. • Contact Us
ESSENTIAL QUESTION
What do people, real or imagined, learn from exploring their world?
Standards Checklist
Grade 5 ► Unit 5
Exploration – Real and Imagined
This five-week unit builds upon the study of character development
begun in unit 4 by having students articulate how we learn from real
and fictional characters’ experiences.
65 OVERVIEW
Students choose an exemplar text with a dream-like context—Alice in Wonderland,
o
The Little Prince, or another chosen by the teacher—to read with their peers and to
examine what we can learn from the character’s experiences as each book’s
characters develop. Students have the opportunity to view performances of the
books, and discuss how the “live-performances” are similar to and different from
the book and how seeing these DVDs can add yet another dimension to
comprehension of the book. Additionally, students read informational texts, such as
My Librarian is a Camel: How Books are Brought to Children Around the World or
biographies of explorers, to apply lessons learned from literature to informational
text. Students also create an individual semantic map of the word “exploration” in
order to help their understanding of the real and fictional types studied in this unit.
Finally, this unit ends with an open-ended reflective essay response to the essential
question.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core
State Standards.
o
•
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.
•
RL.5.7: Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., a graphic novel, multimedia presentation of
fiction, folktale, myth, [and] poem).
•
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).
•
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
•
W.5.5: With guidance and support from adults and peers, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
•
SL.5.2: Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
•
L.5.5: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
o
•
Compare similarities and differences between two exemplar texts—Alice in
Wonderland and The Little Prince.
•
Respond to poetry, prose, and informational text in writing and in class
discussions.
•
Explain how poetry is used within prose.
•
Discuss how illustrations in Alice in Wonderland and/or The Little Prince play a
role in telling the story.
•
Recite poetry for classmates—original and parody versions.
•
Continue defining relationships between words (e.g., exploration, explorer,
exploratory; character, characterization, characterize).
•
Interpret figurative language, including similes and metaphors.
•
Research and report on an explorer.
66 Write their own exploration story.
•
SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
o
works identified as exemplars.
LITERARY TEXTS
Stories
•
Alice’s Adventures in Wonderland (Lewis Carroll) (E)
•
Down the Rabbit Hole (An Echo Falls Mystery) (Peter Abrahams)
•
The Nursery “Alice“ (Lewis Carroll and John Tenniel)
•
Alice in Wonderland (Campfire Graphic Novel) (Lewis Carroll, Adapted by Louis
Helfand, and Rajesh Nagulakonda)
•
The Little Prince (Antoine de Saint-Exupéry) (E)
•
The End of the Beginning: Being the Adventures of a Small Snail (and an Even
Smaller Ant) (Avi and Tricia Tusa) (easier)
Poems
General
•
“Words Free as Confetti” by Pat Mora (E)
•
“Against Idleness and Mischief” (Isaac Watts)
•
“The Star” (Ann and Jane Taylor)
•
“The Spider and the Fly” (Mary Howitt)
•
“Queen of Hearts” (Mother Goose, Anonymous)
From Alice’s Adventures in Wonderland
•
“How Doth the Little Crocodile” (Lewis Carroll)
•
“The Mouse’s Tale” (Lewis Carroll)
•
“Twinkle, Twinkle Little Bat” (Lewis Carroll)
•
“’Tis the Voice of the Lobster” (“Lobster Quadrille”) (Lewis Carroll)
•
“Grown-ups never understand anything by themselves, and it is exhausting for
Quotations
children to have to provide explanations over and over again.” (Antoine de SaintExupéry, The Little Prince)
•
"It is only with the heart that one can see rightly; what is essential is invisible to
the eye." (Antoine de Saint-Exupéry)
INFORMATIONAL TEXTS
Informational Text
Deserts
•
My Librarian is a Camel: How Books are Brought to Children Around the World
(Margriet Ruurs) (E)
•
Camels (Nature Watch) (Cherie Winner)
•
Desert Mammals (Scholastic, A True Book) (Elaine Landau)
•
Deserts (Scholastic, True Books: Ecosystems) (Darlene R. Stille)
•
Kids During the Age of Exploration (Kids Throughout History) (Cynthia
Explorers/Geography
MacGregor)
•
Women Explorers of North and South Americaseries (Margo McLoon-Basta)
67 •
State-by-State Guide (United States Of America) (Millie Miller and Cyndi Nelson)
•
René Magritte (Getting to Know the World’s Greatest Artists) (Mike Venezia)
•
Salvador Dali (Artists in Their Time) (Robert Anderson)
•
Wilfredo Lam, Untitled, (1947)
•
Roberto Matta, Psychological Morphology (1938)
•
Frida Kahlo, Diego en mi Pensamiento (1943)
•
George De Chirico, The Disquieting Muses (1916)
•
Salvador Dali, The Persistence of Memory (1931)
•
Rene Magritte, The False Mirror (1928)
•
Sir John Tenniel, Alice’s Adventures in Wonderland
•
Antoine de Saint-Exupéry, The Little Prince (1943)
•
Danny Elfman, Alice in Wonderland Soundtrack (2010) (Walt Disney Records)
•
Steve Schuch, The Little Prince (1997) (Night Heron Music)
•
The Little Prince (1974)
•
Lewis Carroll’s Alice in Wonderland (Broadway Theater Archive) (1983)
Biographies
ART, MUSIC, AND MEDIA
Art
Illustrations
Music
Media
SAMPLE ACTIVITIES AND ASSESSMENTS
o
Note: Students should have the opportunity to choose a book to read and discuss in
groups. Whole-class activities are listed after the specific activities by text title
(below). If both Alice’s Adventures in Wonderland and The Little Prince are above
student reading levels, you can add a third group that reads The End of the
Beginning—an easier book with similar characteristics.
ALICE’S ADVENTURES IN WONDERLAND
Literature Response
What does Alice think she will find when she jumps down the rabbit hole? If you were Alice, would you have done this?
Why or why not? Write your response in your journal, share ideas with a classmate, and revise your response if you get
additional ideas you would like to use. (RL.5.2)
Literature Response
Recall characters you have read about so far this year, and compare them to characters from this text. For example,
compare Alice’s encounters in Wonderland with the Red Queen to another literary character that encounters a tyrant.
What can you learn from Alice? Write your response in your journal, share ideas with a classmate, and revise your
response if you get additional ideas you would like to use. (RL.5.3)
Literature Response
To see Alice and its illustrations in a different light, your teacher will introduce you to (1) The Nursery “Alice,” a version
of the story that Carroll prepared for very young children, (2) Down the Rabbit Hole: An Echo Falls Mystery (Peter
Abrahams), and/or (3) the graphic novel version, Alice in Wonderland (Campfire Graphic Novels). Discuss similarities and
differences between these versions. (RL.5.7)
Literature Response
68 Summarize each chapter in your journal by answering the question, “What does Alice learn from her experiences in
Alice’s Adventures in Wonderland?” Cite specific examples and/or mark the text with a Post-it note to facilitate group
discussion. (RL.5.5)
Art Appreciation
Examine the work of two surrealist artists: Salvador Dali and René Magritte. Compare the dream-like state of the art
works to the experiences Alice has in Wonderland. In what way are Alice’s adventures similar to dreams (or nightmares)?
To surrealist art? (SL.5.1a, b, c, d)
THE LITTLE PRINCE
Literature Response
What does each of the main characters learn about themselves by exploring the world and thinking about these
adventures? Write your response in your journal, share ideas with a classmate who chose the same character, and revise
your response if you get additional ideas you would like to use. (RL.5.3)
Literature Response
Symbols and metaphors are present throughout The Little Prince. Do these make the stories easier to read or harder for
you to understand the story? Why? (L.5.5a, RL.5.4)
Literature Response
Summarize every three to four chapters of The Little Prince in your journal by answering the question, “What does the
pilot learn from the little prince? What does the little prince learn from the pilot?” (RL.5.5)
Music Appreciation
Listen to this song by Steve Schuch about the Little Prince. Read the words. Discuss similarities and differences between
these versions. (SL.5.1a, b, c, d)
GENERAL
Partner Discussion
At the end of your novel study, pair up with a partner who read a book that you did not. Share:
•
What the character learned about himself/herself by exploring their unique world.
(SL.5.2, SL.5.3, RF.5.4, RL.5.5)
•
How the illustrations are part of the story, showing specific pages. (SL.5.2,
RL.5.7)
•
How the music/songs from this unit remind you of the story you read (if
applicable). (SL.5.1a, b, c, d)
Dramatization/Fluency
Choose a poem to perform interpretively from the suggested list or write your own. Memorization is not required, but
optional for this performance. (Alternately, pair with a partner where one of you learns the Lewis Carroll version, and one
learns original. Perform both versions for the class, and then discuss how knowing the original helps us to appreciate the
parody even more.) (L.5.5a, b, c, SL.5.6)
Media Appreciation
How is reading Alice’s Adventures in Wonderland or The Little Prince similar to/different from watching a DVD version?
Which do you prefer? Why? Write your initial thoughts in your journal before discussing as a class. (RL.5.7)
Informational Text Response
After reading My Librarian is a Camel (Margriet Ruurs), has your perspective about the school library and access to
library books changed? What are some ways that the author influenced your thinking? Cite specific examples from the
text during class discussion. In your journal, write a response to this question: “What did you learn from this text?”
(RI.5.8)
Research Report
69 Not only do fictional characters learn from exploring their world, but real people do too; they are known as explorers.
Research a famous explorer and his/her contributions to understanding of the world, and present your findings to the
class. (W.5.7, L.5.1a, b, c, d, e, L.5.2a, b, c, d, L.5.3a)
Narrative Writing
Write your own exploration story about a real or fictional character. Your story should have a moral, or a lesson you want
the reader to learn from your character. Talk through your ideas with a partner before starting your first draft. You will
have the opportunity to edit and revise your narrative with a partner so your final product is of the highest quality.
(W.5.3a, b, c, d, e, W.5.4, W.5.5, L.5.1a, b, c, d, e, L.5.2a, b, c, d, L.5.3a)
Word Study
As an individual and as a class, keep an index card file of words, literal and figurative, studied in this unit (e.g.,
exploration, explorer, exploratory; character, characterization, characterize). Keeping the words on index cards will help
you when we sort words by prefix, suffix, root words, meaning, etc. How do word relationships help us understand the
meaning of the words, while the prefixes and suffixes affect the part of speech and spelling? (Note: This will be an
ongoing activity all year long.) In addition, you will create an individual semantic map of the word “exploration” in order
to represent visually your understanding of the real and fictional types of exploration studied in this unit.(L.5.4a, b, c)
Reflective Essay
Write an essay response to the essential question (“What do people, real or imagined, learn from exploring their
world?”). Your teacher may give you the opportunity to “Give one, get one” before writing your response. (W.5.9a, b,
W.5.4, W.5.7, L.5.1a, b, c, d, e, L.5.2a, b, c, d, L.5.3a)
Writing Activity/Art Connection
Have students select one work to study. They should begin their exploration by creating a list of the visual elements in
the painting. They will use their list to write a short story based on the painting, referring to their list and to the painting
as they develop their story.
Class Discussion/Art Connection
Select one of the paintings. Have the students sit with a partner and discuss the character(s) represented in the work.
What can we learn about the character(s) through the artist’s use of color, juxtaposition of imagery, and distortion?
Students will share one idea discussed with the larger group.
ADDITIONAL RESOURCES
Character Trading Cards (ReadWriteThink) (RL.5.5)
o
Note: In this lesson, students create character trading cards. Specific prompts ask students to describe the character,
look at his or her thoughts and feelings, explore how he or she develops, identify important thoughts and actions, and
make personal connections to the character.
Using Picture Books to Teach Characterization In Writing Workshop (ReadWriteThink) (RL.5.2)
Note: Students explore the concept of character development through focused experiences with picture books.
Book Report Alternative: Examining Story Elements Using Story Map Comic Strips. (ReadWriteThink) (RL.5.9a)
Note: In this lesson, students use a six-paneled comic strip to create a story map, summarizing a book or story that
they've read either read as a class or independently.
The Original Alice: Alice’s Adventures underground
Note: This website contains the original text of Carroll’s first published version of the Alice story. Look at the primary
source document! (Requires Adobe Shockwave Player)
TERMINOLOGY
•
metaphor
•
nonsense literature
•
paradox
70 •
parody
•
soliloquy
•
style
•
symbol
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
o
History/geography
•
•
Explorers (e.g., who they are, where/why they explored, etc.)
•
Geography of North and South America (e.g., fifty states, major oceans and
rivers, etc.)
Science: Camels (e.g., where they live, what is their habitat, what makes them
•
suited for desert life, etc.)
Art: surrealism, Salvador Dali, Rene Magritte, Roberto Matta, illustration
•
This unit could be extended to teach:
• History/geography:
• Explorers (e.g., Prince Henry the Navigator, Bartolomeu Dias, Vasco da Gama,
Cabral, Christopher Columbus, Magellan, Balboa, etc.)
•
Deserts of the world (e.g., Africa: Sahara, Kalahari; Asia: Gobi; North America:
Mojave, Death Valley; South America: Atacama Desert, etc.)
Science
•
•
Oceanography (e.g., surface, subsurface land features, ocean floor,
•
Desert habitats (e.g., what lives in a desert? what adaptations would be
composition of sea water, currents, tides, marine life, etc.)
needed by man to live in a desert?, etc.)
© 2011 Common Core, Inc. All rights reserved. • Contact Us
ESSENTIAL QUESTION
How can literature help us understand what it means to “grow up”?
Standards Checklist
Grade 5 ► Unit 6
71 Coming of Age
This final six-week unit focuses on the genre of the novel, and uses
"coming of age" as a unifying theme.
OVERVIEW
In this unit, students choose one of many exemplar novels to study, using all the
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strategies and skills learned up until this point in the year. Coming of age is a
learning process that endures beyond novels to informational text, film, and real
life, and students compare and contrast characters’ experiences to come up with
their own definition for “coming of age novels.” Students research the historical
context behind a novel, such as the Great Depression as the historical context for
Bud, Not Buddy by Paul Christopher. The culminating project is for students to
create their own coming of age multimedia presentation with an introduction that
answers the essential question.
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core
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State Standards.
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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).
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RI.5.6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
•
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
•
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.
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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.
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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.
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L.5.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
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L.5.3 (a): Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.
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L.5.3 (b): Compare and contrast the varieties of English (e.g., dialects,
registers) used in stories, dramas, or poems.
Common Core State Standards, ELA (1.5 MB)
SUGGESTED STUDENT OBJECTIVES
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Define the term “coming of age novel.”
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Compare the treatment of coming of age in a variety of novels.
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Compare and contrast novels and movies versions of the novels.
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Read and respond to literature and poetry in a variety of ways.
•
Compare and contrast how characters in a story respond to challenges and what
they learn from their experience.
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Generate interview questions; conduct a “mock” interview.
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Research the steps that would be involved in turning a hobby or interest into a
career.
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Compare fiction and non-fiction books about the Great Depression, such as the
historical context for Bud, Not Buddy (Paul Christopher).
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Write and publish a multimedia coming of age presentation.
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Participate in group discussions.
SUGGESTED WORKS
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other
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works identified as exemplars.
LITERARY TEXTS
Stories
General
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Where the Mountain Meets the Moon (Grace Lin) (E)
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M.C. Higgins, the Great (Virginia Hamilton) (E)
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The Secret Garden (Frances Hodgson Burnett) (E)
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Tuck Everlasting (Natalie Babbitt) (E)
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Then Again, Maybe I Won’t (Judy Blume)
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Flying with the Eagle, Racing the Great Bear: Stories from Native North America
(Joseph Bruchac)
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Cat with a Yellow Star: Coming of Age in Terezin (Susan Goldman Rubin and Ela
Weissberger)
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The Wall: Growing Up Behind the Iron Curtain (Peter Sis)
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Bud, Not Buddy (Christopher Paul Curtis) (E)
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Out of the Dust (Karen Hesse)
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A Long Way From Chicago (Richard Peck)
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A Year Down Yonder (Richard Peck)
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The Journal of C.J. Jackson: A Dust Bowl Migrant, Oklahoma to California, 1935
Historical Fiction, Great Depression
(Dear America Series) (William Durbin)
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Rose’s Journal: The Story of a Girl in the Great Depression (Marissa Moss)
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Survival In the Storm: The Dust Bowl Diary of Grace Edwards, Dalhart, Texas,
1935 (Dear America Series) (Katelan Janke)
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Christmas After All: The Great Depression Diary of Minnie Swift, Indianapolis,
Indiana, 1932 (Dear America Series) (Kathryn Lasky)
Poems
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“Freedom” (William Stafford)
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“I’m Nobody! Who are you?” (Emily Dickinson) (EA)
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“Dreams” (Nikki Giovanni) (EA)
INFORMATIONAL TEXTS
Informational Text
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The Kid's Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing
It (Scholastic Reference) (Steve Otfinsoki) (E)
Careers
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Gorilla Doctors: Saving Endangered Great Apes (Scientists in the Field) (Pamela
S. Turner)
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Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea
(Scientists in the Field) (Sy Montgomery and Nic Bishop) (E)
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Setting Career Goals (Stuart Schwartz and Craig Conley)
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Getting Ready for a Career As…series
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The Great Depression (Cornerstones of Freedom) (Elaine Landau)
Great Depression
• Kids During the Great Depression (Kids Throughout History) (Lisa A. Wroble)
Informational Text (Read Aloud)
• Children of the Great Depression (Russell Freedman) (EA)
• Children of the Dust Bowl: The True Story of the School at Weedpatch Camp
(Jerry Stanley)
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Dust to Eat: Drought and Depression in the 1930s (Michael L. Cooper)
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Akeelah and the Bee (2006)
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Old Yeller (1957)
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Wizard of Oz (1939)
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Marsha Norman and Lucy Simon, The Secret Garden (musical) (1991)
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Artie Shaw and His New Music, “Whistle While You Work” (No date)
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Jack Yellen and Milton Ager, “Happy Days Are Here Again” (1929)
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E.Y. “Yip” Harburg and Jay Gorney, “Brother, Can You Spare a Dime?” (1931)
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Duke Ellington and Irving Mills, “It Don’t Mean a Thing (If It Ain’t Got That
ART, MUSIC, AND MEDIA
Film
Music
Swing)” (1931)
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Jerome Kern and George Gard “Buddy” DeSylva, “Look for the Silver Lining”
(1920)
Art
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Edward Hopper, Railroad Sunset (1929)
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Hugo Gellert, The Working Day, no. 37 (c. 1933)
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Conrad A. Albrizio, The New Deal (1934)
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Blanche Grambs, No Work (1935)
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Bernard Joseph Steffen, Dust Plowing (c. 1939)
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Alexandre Hogue, Dust Bowl (1933)
SAMPLE ACTIVITIES AND ASSESSMENTS
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Teacher Notes: Students choose a coming of age novel to read. Discussion groups
are based on the novel chosen by each student.
Class Discussion
What is meant by the term “coming of age novel”? (Teacher Note: Prompting may be needed and answers would
include: a story where a main character “grows up” by gaining knowledge or life experience; a story where we see a
74 character transition from childhood to adulthood; a story where characters take on ‘adult’ responsibility or learn a lesson,
etc.) Let’s create a class chart of characters we read about and ways they “grow up” in stories we read. After reading our
novels, we will see if we can generate our own definition that will enable us to write our own coming of age novel.
(SL.5.1a, b, c, d)
Literature Response
Keep a journal about your coming of age novel that specifies:
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The main character
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The characteristics that enable him/her to overcome obstacles
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The obstacles faced
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The character’s internal responses and external behaviors to these obstacles
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The events that lead up to climax, and, ultimately, the character’s growth
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Notes about varieties of English (dialects, registers) or other literary techniques
used in the novel (L.5.3)
After reading your novel, create a “coming of age” comic strip that outlines the key events and supporting details that
the main character went through to “grow up.” (RL.5.2, W.5.8)
Graphic Organizer
As a class, we will keep a chartwith the following categories of the novels we’ve read. As the chart is filled in, and at the
end of the unit, we will use this information to make comparisons and generalizations about characters (and people) who
undergo changes in their development:
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Setting
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Main character who undergoes a change, and adjectives that describe him/her
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Obstacles faced by the main character
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Climax (where the main character resolves the conflict)
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Resolution (how the story ends; what the character learns)
Class Discussion
Be prepared to compare and contrast two or more characters, settings, or events across novels, drawing on specific
information from the each novel. What did you learn about yourself from these characters? Your teacher may ask you to
write a personal response to this last question on a Post-It note or in your journal before the class discussion begins.
(SL.5.1a, b, c, d, RL.5.3, RL.5.6, RL.5.9, RL.5.10, RF.5.4)
Comparing Movies and Literature
As an alternate means of examining the elements involved in coming of age stories, select a movie version of one of the
stories to watch and discuss the elements from the graphic organizer (listed above). Did the novel or movie address a
question or issue that you (or a friend) have struggled with? (RL.5.7)
Poetry Response
Read and discuss the connection between the two people in Emily Dickinson’s poem “I’m Nobody! Who are you?” Relate
the experience of the characters in the poem to the characters in your coming of age novel. Which characters can you
see having a similar conversation? Justify your answer, citing specific details from the text. With whom has the main
character in your book connected? Is the character an outsider? Your teacher may ask you to write a personal response
to this last question on a Post-It note or in your journal and share responses with a classmate before the class discussion
begins. (SL.5.2, SL.5.1a, b, c, d, e, L.5.6)
Partner Conversation
Pair up with a partner who read a different coming of age novel than you did. Collaboratively generate interview
questions, and then participate in "mock" interviews where you pretend to be the main character in the book you read
(such as Mary Lennox from The Secret Garden, Sal from Walk Two Moons¸ or Mayo Cornelius from M.C. Higgins, the
Great). Write about what you learned from your interview, and then have your partner check it for accuracy.
75 (Alternately, write interview questions for the author of your book, and conduct research online to see if you can find
answers to your questions for the author.) (L.5.3a, b, RL.5.3, SL.5.6)
Research Project/Presentation
Part of “coming of age” means moving into adulthood and getting a job. Read informational text about people who
followed their interests and turned them into careers, such as Lisa Dabek in Quest for the Tree Kangaroo. What
challenges did they encounter as part of their work? Conduct research about what steps you need to take to be ready for
the profession(s) in which you are interested. Include visual displays in your presentation, as appropriate. Share your
findings with the class. (RI.5.6, RI.5.10, RL.5.6, W.5.7, SL.5.1a, b, c, d, L.5.1a, b, c, d, e, L5.2a, b, c, d, e, L.5.3a, b,
L.5.6)
Research
Research the “coming of age” experience of a favorite author or illustrator from this unit. For example, read the
biography of Peter Sis from his website and listen to the interview with Peter Sis about his memoir, The Wall: Growing
Up Behind the Iron Curtain (Peter Sis). Read informational text about communism in order to better understand the
challenges, personal and artistic, that he encountered because of the Communist form of government under which he
lived. Conduct research about what was involved in seeking asylum in the United States, and how that experienced
changed him in his mid-thirties. Include visual displays in your presentation, as appropriate. Share your findings with the
class. (RI.5.6, RI.5.10, RL.5.6, W.5.7, SL.5.1a, b, c, d, L.5.1a, b, c, d, e, L5.2a, b, c, d, e, L.5.3a, b, L.5.6)
Researching Historical Context
Coming of age novels are “timeless” because they take place in a variety of contexts and settings. For example, Bud, Not
Buddy by Christopher Paul Curtis takes place during the Great Depression. We have learned this year that knowing the
historical context increases our understanding and appreciation for historical fiction. Research an event from the Great
Depression, focusing on how that event affected people of the time. What lessons did people/society learn from the
Great Depression? Present your findings to the class so we can generate a better understanding of that historical period.
(W.5.7, RI.5.3, W.5.2a, b, c, d, e, SL.5.4, L.5.1a, b, c, L.5.2a, b)
Essay
Look back to what you learned during the “America in Conflict” unit (4), and compare it to what you learned about life
during the Great Depression. How did life change for African-Americans between the beginning of the Civil War to the
end of the Great Depression? How did it stay the same? (RI.5.2, W.5.8)
Music/Art Appreciation
View art and listen to music from the Great Depression (see Art, Music, and Media). Discuss how art and music can
provide insight into historical events. What do you learn about these events by listening to music and looking at art? How
do the arts provide comfort and solace in times of conflict? Your teacher may ask you to write your own response on
Post-It notes, on a white board, or in your journal before discussing as a class. (SL.5.1a, b, c, d)
Narrative/Multimedia Presentation
A culminating project is for you to write your own coming of age multimedia presentation. You can create an iMovie,
write a poem, write a song, start a blog, etc. Create a character with an obstacle to overcome. How does he/she
overcome it? The presentation should begin with an introduction that answers the essential question (“How can literature
help us understand what it means to ‘grow up’?”). Use a variety of words that we’ve learned and studied throughout the
year, and work with your classmates revise, edit, and publish your work online. (W.5.3a, b, c, d, e, W.5.6, W.5.8,
W.5.9a, b, RI.5.10, SL.5.5, SL.5.6, L.5.3, SL.5.5, L.5.1, L.5.2a, b, c, d, e, L.5.3a, b, L.5.6)
ADDITIONAL RESOURCES
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Once They’re Hooked, Reel Them In: Writing Good Endings (ReadWriteThink)
(W.5.3, W.5.4)
Note: This lesson encourages students to recognize literary techniques and use them in their own writing to create a
conclusion that will keep readers hooked until the end of the story. By exploring endings from children’s literature,
students learn that a good ending leaves the reader with something to think about and that it often refers back to the
beginning through repetition of words or ideas.
76 Creating Family Timelines: Graphing Family Members and Significant Events (ReadWriteThink) (RI.5.7)
Note: In this lesson, students interview family members and then create a graphic family timeline which includes
illustrations or photographs.
Literature as a Jumping Off Point for Nonfiction Inquiry (ReadWriteThink) (RL.5.9)
Note: This lesson uses text sets, collections of multiple text genres with a single focus, to facilitate student inquiry
inspired by a fiction book they have read.
Actor Sidney Poitier was born in 1924 (ReadWriteThink) (W.5.1)
Note: Ask students to write in their journals about any barriers that might impede them in the future (e.g., language,
class, disability), and about how they can break through those barriers now.
Web-Based Thematic Unit: Bud, Not Buddy (Edusapes)
The Impact of the Great Depression on Family and Home (Novelguide.com)
Headin’ for Better Times: The Arts of the Great Depression (Duane Damon)
A New Deal for the Arts (The National Archives)
TERMINOLOGY
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climax
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dialogue
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foreshadowing
idioms, such as:
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“act your age”
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“at the tender age of…”
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“ripe old age”
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imagery
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resolution
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style
MAKING INTERDISCIPLINARY CONNECTIONS
This unit teaches:
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Economics: Money (e.g., finding a job or building a business, banks, budgets,
taxes, investments, etc.)
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History/geography: The Great Depression (as the historical context for Bud,
Not Buddy) (e.g., Wall Street Stock market crash, mass unemployment,
“Hoovervilles,” “Dust Bowl,” etc.)
This unit could be extended to teach:
• Science: (as an extension of The Secret Garden): Plant structures and processes
(e.g., vascular and non-vascular plants, photosynthesis, plant cell structures,
classification, etc.)
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Mathematics: Money (e.g., solving multiplication problems with money, savings
and checking accounts, etc.)
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