Grade 5 Curriculum Overview

Elementary Curriculum Overview

Grade5CurriculumOverviewLearningstandardsinEnglishLanguageArtsareorganizedintofivestrands:Reading,Writing,SpeakingandListening,andLanguagestrandsforconceptualclarity.Eachstrandisoneaspectoftheprocessesofcommunicationandiscloselyconnectedtotheothers.ReadingInformationalTextTheMAELAFrameworks(2011)callforstudentstodoasubstantialpercentageofreadingofinformationaltext.InGradesK-5,thereadingofinformationaltextisintegratedintotheScience,Technology,EngineeringcurriculumandtheSocialStudiescurriculuminanefforttobuildstudentsvocabularyandconceptknowledgeandtheirunderstandingofthecontentbeingstudied.ReadingFoundationalSkillsFoundationalskills,includingphonics,wordrecognitionandfluency,providethebackboneofNewton’scomprehensivereadingprogramdesignedtodevelopproficientreaderswiththecapacitytocomprehendtextsacrossarangeoftypesanddisciplines.Infifthgrade,fluencyandwordworkarewovenintodifferentiatedgroupinstruction.LiteraryTextUnitsofStudyLaunchingReadingWorkshop

Overview:Studentsareintroducedtotheroutines,procedures,andprocessesofreadingworkshop.Inadditiontheydefineandpracticeacademicstrategies,including:analyzing,evaluating,summarizing,comparingandcontrasting,predicting,explaining,andinferring.KeyUnderstandings: EssentialQuestions:• Readersgrowstrongerbythinking,talking

andwritingaboutreading.• Readersdevelopandsustainindependent

readinglives.

• Whatskillsdoesagoodreaderneedtouse?• Whathabitsdoesagoodreaderneedto

develop?• Howdoreaderssetgoalsandplanfor

independentreadinglives?

EnglishLanguageArtsGrade5


PointofViewUnit

Overview:Literatureprovidesalensthroughwhichreadersviewtheworld.Skillfulauthorscanfixreaders’attentiononexactdetails,opinionsoremotionsbymanipulatingthepointsofviewinstories.Inthisunit,studentsinvestigatetheconceptofpointofview--boththenarrator’sperspectiveandtheperspectivesofdifferentcharacters.KeyUnderstandings: EssentialQuestions:• Characters/peoplehavedifferentpointsof

view.• Characterscanchangetheirpointsofview

overtime.• Thenarrator’spointofviewinfluencesthe

descriptionofevents.• Readersdevelopempathybytryingto

understandtheperspectivesofothersindealingwithavarietyofchallenges.

• Howdoreadersfindoutwhatacharacteristhinkingorfeeling?

• Howdoesacharacter’spointofviewchangeovertime?

• Howdoauthorsexpresstheirownopinionsthroughthecharacters,mainplot,and/orthemeoftheirbooks?

ResilienceandSurvivalUnit

Overview:Studentslearntoidentifysurvivalasathemeinbooks,enablingthemtocompareandcontrastthethemesoftwobooksusingtextcitationstosupportaclaim.Studentslearnhowfictionalcharactersandrealpeoplehaveovercomeobstaclesintheirlivesandconsiderhowtheselessonsmightapplytotheirownlives.KeyUnderstandings: EssentialQuestions:• Booksteachreadersaboutlifeandits

challenges.• Novelistsoftenprovideinsightsabout

humanexperiencethroughfictionalmeans.• Resilienceisimportanttosurviving

physical,psychological,orsocialchallenges.• Humanbeingscandevelopphysical,

psychologicalorsocialresiliencebyrespondingflexiblyandintelligentlytochallenges.

• Thethemesinfiction/novelscorrespondtothemespeopleexperienceinreallife.

• Whyarebooksimportanttoourlives?• Howdohumanssurvivechallenges?• Howdopeopledevelopresilience?• Howdothemesinbookscomparetothemes

inourlives?

Memoir

Overview:Studentslearnthecharacteristicsofmemoir,understandthatreaderslearnsomethingaboutlifebyreadingaboutthelivesandreflectionsofothers,andreflectonthememoirists’messages.Theunitisdesignedtocomplementthememoirwritingunit.KeyUnderstandings: EssentialQuestions:


• Authorswritememoirstobringmeaningtotheirmemories.

• Memoirauthorssharefeelings,insightsorexperiencespromptedbymemoriesofpeople,places,eventsorobjectsintheirlives.

• Authors’uniqueperspectivesshapethewaytheywriteabouttheirmemories.

• Readerscanlearnsomethingaboutlifebyreadingmemoir.

• Whydoauthorswritememoirs?• Howdoesanauthor’sreflectionand

interpretationofmemoriesinfluenceamemoir?

• Whydopeoplereadmemoirs?

HistoricalFictionoftheAmericanRevolution

Overview:Studentslearnthathistoricalfictionisawindowintounderstandingthecausalrelationshipsofhistoricalevents.Readersmustattendcloselytothesetting(locationandtimeperiod)aswellasthehistoricaltensionsoftheperiodandthecharacters’relationshiptothattension.KeyUnderstandings: EssentialQuestions:• Historicalfictioninfluenceshowpeople

livinginthepastareviewedtoday.• Thesettingsinhistoricalfictionprovidea

windowintosignificanthistoricalevents.• Historicalfictionoftenfeaturesshifting

powerrelationsamongcharacters,whichmirrorrealshiftsofpowerinhistory.

• Historicalfictioncangivevoicetosomegroups(e.g.,peopleofcolor,women)whosevoicesarelesspresentinhistoricalaccounts.

• Historicalfictionprovidesalensintothedailylifeandcultureofpeoplelivinginthepast.

• Howdoesreadinghistoricalfictiondeepenorchangereaders’understandingofpastevents?

• Howcanhistoricalfictionreadersdistinguishfactfromfiction?

• Howdohistoricalfictionwritersportraythedailylifeandcultureofpeoplelivinginthepast?

• Howarethesamehistoricaleventsinterpretedbydifferentwriters/speaker/characters?

“PoemstoKeep”

Overview:Inthisyear-longstudy,studentsreadavarietyofpoems,andidentifypoeticvoice,imageryandfiguresofspeech.Theydiscussandrespondtothepoemsandpresentthemthroughrecitation,dramaticreading,performanceorvisualart.Inaddition,theywritetheirownpoetryusingvoice,figuresofspeech,imageryandsoundelements.KeyUnderstandings: EssentialQuestions:


• Poetryisaspecialwayofcommunicatingthatusesimagery,figurativelanguage,sound,andrhythm.

• Poetryspeakstoourminds(intelligence)andourhearts(emotions).

• Poemsareopentointerpretationandinviteapersonalresponse.

• Whatmakesapoemapoem?• Howdoreadersread,relateandrespondto

poems?• Howdoreaderssharepoemswithothers?• Howdowritersusepublishedpoemsas

springboardsforwritingtheirownpoetry?

WritingUnitsofStudyNarrativeCraft

Overview:Studentsdrawonalltheyhavelearnedaboutnarrativewritingtoself-evaluateandsetgoalsastheycreatepersonalnarratives.Theyworktocommunicatepointofviewandtobuildtheirwritingvolume,writingseveralpieces.Studyingamentortexthelpstodeveloptheirskillsofanalyzing,annotatingandemulatingthecraftmovesofapublishedauthor.KeyUnderstandings: EssentialQuestions:• Narrativewritersworktokeepaconsistent

pointofviewthroughoutapiece.• Narrativewritersgrowbybuildingvelocity,

volumeandstamina.• Narrativewriterscanbeinspiredbymentor

authorstotrynewcraftmoves.

• Howdonarrativewritersmaketheirwritingpowerfulandmeaningfultoreaders?

• Howdonarrativewritersbecomestronger?

TheLensofHistory:ResearchReports(Information)

Overview:Thisunitsupportsstudents’researchandinformationaltextwritingwithintheSocialStudiesunitaboutColonialAmerica.Studentswriteseveraldraftsofresearchreports,learninghowtomakeeffectivechoicesaboutstructure.TheynextwriteindividualreportsaboutfocusedColonialAmericasub-topics(people,placesorevents),incorporatingresearchfromotherinformationaltexts.KeyUnderstandings: EssentialQuestions:• Informationwriterschoosetextstructures

andfeaturesthatmatchtheirpurpose.• Historywriterspayattentiontogeography

andtimelines.• Informationwritersfindoutmoreabout

topicsthroughresearch.• Informationwritingshouldbothteachand

engagereaders.

• Howdoesourpurposeimpacttheformatofourwriting?

• Howdoinformationwritersresearchtheirtopicsandshareinformationandideaswithreaders?


ShapingTexts:FromEssayandNarrativetoMemoir(OpinionandNarrative)

Overview:Studentspracticewritingmemoirsusingtwodifferentstructures–personalnarrativeandopinionessay.Theyresearchandreflectontheirownexperiencesastheyconsolidateskillsandstrategieslearnedinpreviousunits.Theyincorporatesophisticatedtechniques,consideringlanguage,structuralchoicesandperspective.KeyUnderstandings: EssentialQuestions:• Memoirwriterscombinegenrestobothtell

storiesandexplainideas.• Memoirwriterswriteaboutbothsmall

momentsandbigideas.• Memoirwritersinterprettheirownstories.

• Whatmakesamemoir?• Howdomemoirshelpustomakemeaning

ofourlives?• Howdowritersusereflectiontomakesense

ofpriorexperience?

TheResearch-BasedArgumentEssay(Opinion/Argument)

Overview:Studentsbeginbyinvestigatingandwritingpersuasivelettersaboutanassignedclasstopic,relevanttofifthgraders.Theylearntoresearchbothsidesoftheissue,lookcriticallyatsources,plan,draft,andrevisepersuasiveletters.Nexttheyapplythislearningtoindependentessaysontopicsoftheirchoice.KeyUnderstandings: EssentialQuestions:• Writerscantakeapositiononanissueand

effectivelyarguethatposition.• Opinionandargumentwritersand

persuasivespeakersorganizetheirideastomaketheirmeaningsclearandconvincingtoanaudience.

• Howdowriterscomposecompellingevidence-basedargumentstopersuadeanaudienceaboutissuesthataffecttheirlivesandthelivesofothers?

• Howdowriterslearntogather,weigh,evaluate,andincorporateevidencethatlogicallysupportsanargument?

SpeakingandListeningOverview:Thespeakingandlisteningstandardsrequirestudentstodeveloparangeoforalcommunicationandinterpersonalskills.Studentsdeveloptheseskillsbyparticipatinginnumerousopportunitiestolistento,speakabout,andpresentideasthroughouttheschoolday.InGrade5,studentslearnhowtodrawonreadingtopreparefordiscussions,carryoutassignedroles,andposeandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateontheremarksofothers.Studentsalsolearnhowtoreviewthekeyideasexpressed,drawconclusionsfromdiscussions,summarizespeakersandtextspresentedinavarietyofmedia,andexplainhowclaimsaresupportedbyreasonsandevidence.Theyreportontopicsandtextsandpresentopinions,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes.


Language:Conventions,Use,andVocabularyTheLanguagestandardsincludetheessentialrulesofstandardwrittenandspokenEnglish,andtheyalsoapproachlanguageasacraftthatinvolvesmakingchoicesaboutthevarietyofwayslanguagecanbeusedtocommunicateourideasandunderstandings.Thevocabularystandardsfocusonexpandingstudents’knowledgeoftheirworldbyunderstandingwordsandconcepts.Studentslearnaboutthelayersofmeaninginwordsandlearntousewordstocommunicateclearlyandeffectively.FifthgradersinNewtonPublicSchoolslearnvocabularythroughoutthereadingunitsofstudyandspellingthroughtheNewtonspellingprogram.HandwritingandKeyboardingEfficient,correct,legibleformationoflettersdevelopspathwaysinthebrainthatovertimebuildautomaticityinletterrecognitionandproduction.Developingcorrectletterformationearlyonhelpsthewriterapproachwritingwithease.Fluentwritingallowsthewritertofocusonideadevelopmentandorganization.Studentsingrade5continuetopracticecursivewritingbasedontheNewtonAlphabetSoupHandwritingprogram.FifthgradersinNewtonpracticekeyboardinginordertodevelopproficiencyinusingcomputersforreadingandresearch.


Overview:• Studentsapplytheirunderstandingoffractionsandfractionmodelstorepresentadditionand

subtractionoffractionswithunlikedenominatorsasequivalentcalculationswithlikedenominators.Theydevelopfluencyincalculatingsumsanddifferencesoffractions,andmakereasonableestimates.Studentsalsousethemeaningoffractions,ofmultiplicationanddivision,andtherelationshipbetweenmultiplicationanddivisiontounderstandandexplainwhytheproceduresformultiplyinganddividingfractionsmakesense.

• Studentsdevelopunderstandingofwhydivisionproceduresworkbasedonthemeaningofbase-tennumeralsandpropertiesofoperations.Theyfinalizefluencywithmulti-digitaddition,subtraction,multiplicationanddivision,andmakereasonableestimates.Theyapplytheirunderstandingofmodelsfordecimals,decimalnotation,andpropertiesofoperationstoaddandsubtractdecimalstohundredths.Studentsusetherelationshipbetweenfractionsanddecimalstounderstandandexplainwhytheproceduresformultiplyinganddividingfinitedecimalsmakesense.Theycomputeproductsandquotientsofdecimalstohundredthsefficientlyandaccurately.

• Studentsrecognizevolumeasanattributeofthree-dimensionalspace.Theyunderstandthatvolumecanbemeasuredbyfindingthetotalnumberofsame-sizeunitsofvolumerequiredtofillthespacewithoutgapsoroverlaps.Theyselectappropriateunits,strategies,andtoolsforsolvingproblemsthatinvolveestimatingandmeasuringvolume.Theydecomposethree-dimensionalshapesandfindvolumesofrightrectangularprisms.Theymeasurenecessaryattributesofshapesinordertodeterminevolumestosolvereal-worldandmathematicalproblems.

Infifthgrade,studentswillbeworkingthroughouttheyearon:MathematicalContent MathematicalPracticesOperationsandAlgebraicThinking• Usingcomputationoffractionstosolveword

problems• Analyzingmathematicalpatternsand

relationshipsNumberandOperations• Addingandsubtractingwholenumbers

quicklyandaccurately• Multiplyingwholenumbersquicklyand

accurately,anddividingmulti-digitwholenumbersinsimplecases

• Understandingandapplyingequivalentfractions

• Addingandsubtractingfractionswithunlikedenominators,andsolvingrelatedwordproblems

• Multiplyingfractions,dividingfractionsinsimplecases,andsolvingrelatedword

• Makingsenseofproblemsandperseveringinsolvingthem

• Reasoningabstractlyandquantitatively• Constructingviableargumentsand

critiquingthereasoningofothers• Modelingwithmathematics• Usingappropriatetoolsstrategically• Attendingtoprecision• Lookingforandmakinguseofstructure• Lookingforandexpressingregularityand

repeatedreasoning

MathematicsGrade5


problems• Generalizingtheplace-valuesystemto

includedecimals,andcalculatingwithdecimalstothehundredthsplace

MeasurementandData• Understandingtheconceptofvolume,and

solvingwordproblemsthatinvolvevolume• Convertinglikemeasurementunitswithina

givenmeasurementsystem• RepresentingandinterpretingdataGeometry• Graphingpointsinthecoordinateplaneto

solveproblems• Classifyingtwo-dimensionalfiguresinto

categoriesbasedontheirproperties


English LanguageArtsGrade5

Unit1:PondLife

Overview:Studentslearnaboutterrestrialandaquaticecosystemsandlearnabouttheirinterdependencebyconnectingandobservingtheintegrationofthetwosystems.Theyinvestigatepondsasanecosystemandlearntousemicroscopes.KeyUnderstandings: EssentialQuestions:• Organismsandpopulationsoforganisms

aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.

• Ecosystemsaredynamicandchangeovertime.

• Whataretheinteractionsoforganismswithoneanotherandtheabioticenvironmentsinanecosystem?

• Whathappenswhentheenvironmentchangesandwhatcouldbethecauses?

Unit2:WeatherandClimate

Overview:StudentsusetheirknowledgeandevidencetoconstructexplanationforthemovementandchangeinairandwaterthatresultinweatheronEarth.Studentsexploreideasaboutatomsandmolecules,changesofstate,andheattransferpriortoinvestigatingairmasses,fronts,andwinds.KeyUnderstandings: EssentialQuestions:• Theweatherandclimatehaveproperties

thatcanbeobservedandquantified.• Earth’sclimateandhumanactivitiesaffect

eachother.• Energyandfuelsthathumansuseare

derivedfromnaturalsources,andtheuseaffectstheenvironmentinvariousways.

• Someresourcesarerenewableandothersarenot.

• Whatregulatesweatherandclimate?• Howdohumanschangetheplanet?• Howdopeoplemodelandpredictthe

effectsofhumanactivitiesonEarth’sclimate?

• Howistheenergyweuseproduced?• Whatenergyresourcesarerenewableand

whicharenot?

Unit3:Electricity

Overview:Studentsexplorethepropertiesofelectricityinsimplecircuits.Theyusemotors,batteries,wire,bulbsandswitchestoexploretheconceptsofacircuit,contactpointsandmultiplepathways.KeyUnderstandings: EssentialQuestions:• Buildingdevicestoilluminatethatuse

circuits,drawingdiagramsoftheseelectriccircuits,andpredictingwhetherelectricityflowsorwillnotflowthroughthecircuit

• Allinteractionsbetweenobjectsarisefromafewtypesofforces.

• Whatelectriccircuitsdoeselectricityflowsornotflowthroughthecircuit

• Whatisenergy?• Howdoweuse?•

Science and Engineering Grade 5


Unit4:SimpleMachines

Overview:Studentsidentifyandusesimplemachinestosolveproblemsorfillaneed.

KeyUnderstandings: EssentialQuestions:Therearedifferencesbetweensimplemachinesandhowtheyareused.

• Howdosimplemachineswork?• Howaresimplemachinesused?

Unit5:OwlPellets

Overview:Studentsdissectowlpelletsandinvestigatethefoodwebintheecosystemanowlinhabits.KeyUnderstandings: EssentialQuestions:Theinterdependentrelationshipsthatorganismsengageinenableacquiringtheirfoodandenergyneeds.

• Whataretherelationshipsoforganismswithinanecosystem?


Unit1:Pre-ColumbianNativeAmericans

Overview:StudentsbegintheyearwithabriefrecapofhumangeographybylearningabouthowPre-ColumbianNativeAmericans’culturewasshapedbytheenvironmentoftheirregionwithinNorthAmerica.KeyUnderstandings: EssentialQuestions:• Thereweresophisticatedcivilizations

populatingtheNorthAmericanlandmasspriortothearrivaloftheEuropeans.

• Environmentaffectsculture(whereyouliveaffectshowyoulive)

• Howdoeswhereyouliveimpacthowyoulive?

Unit2:EuropeanExploration

Overview:ThisunitprovidestheopportunityforstudentstounderstandtheperspectivesofboththeEuropeanexplorersandthenativepeoplelivingontheland.ItalsohelpsstudentsunderstandwhyinthemoderndayFrenchisspokeninCanadaandSpanishisspokeninMexicoandintheborderregion.KeyUnderstandings: EssentialQuestions:• Geographic,economicandreligiousreasons

broughtEuropeanexplorerstotheAmericas

• Cooperationandconflictoftenresultwhenpeopleofdifferentculturescomeintocontactwitheachother

• Whydopeopleexplore?• Whatarethepositiveandnegativeresultsof

anencounterbetweengroupsofpeople?

Unit3:ColonialPeriod

Overview:Studentslearnabouthowearlygovernmentwasformedandwillhavetheopportunitytoexploreanevent,personorplacedeeplyastheyresearchinpreparationforaninformationalwritingpiece.KeyUnderstandings: EssentialQuestions:• Societiesestablishandusesystemsof

governmenttoestablishandmaintainorderandprovidefortheirpeople.

• Cooperationandconflictoftenresultwhenpeopleofdifferentculturescomeintocontactwitheachother

• Howdoesacolonywork?• Whatpoliticalandeconomicneedsshaped

thiscolony?• Howwasthecolonyinfluencedbyits

environment?

Unit4:EventsLeadingtotheAmericanRevolution

HistoryandSocialStudiesGrade5


Overview:Asstudentslearnaboutthecausesandeffectsofeacheventthatledtothewar,theydevelopanunderstandingofthemultipleperspectivesofLoyalistsandPatriots.KeyUnderstandings: EssentialQuestions:• Economic,politicalandsocialdifferences

mayleadtorebellionandwar.• Societiesestablishandusesystemsof

governmenttomaintainorderandprovidefortheirpeople.

• Therearemanywaystointerpretanyeventandthewayoneinterpretstheeventdeterminesthemeaningheorshegetsfromit.

• Howdoeconomic,socialandpoliticaldifferencescontributetoconflict?

Unit5:FoundingDocuments

Overview:StudentswillexplorethefoundingdocumentsanddevelopabeginningunderstandingofthefoundationoftheAmericanDemocraticsystem.KeyUnderstandings: EssentialQuestions:

• Governmentsarecreatedtoaddresstheconcernsofthedominantgroupofcitizens.

• Whydopeopleneedgovernment?


Tosucceedacademicallyandbecomeempathic,engaged,andethicalcitizens,studentsneedopportunitiestodevelopsocialandemotionalcompetence.NPS’ssocialandemotional(SEL)approachfostersresiliency,responsibility,supportiverelationships,andreflectionandprovidesopportunitiesforstudentstodevelopandpracticeimportantsocialandemotionalcompetencies.Socialandemotionalcompetenceincludestheknowledge,skills,attitudesandbeliefsthatallowstudentsto

• Setandachievegoals• Regulateandmanageemotionsandhaveself-compassion• Taketheperspectiveofanotherandfeelempathy• Establishandsustainpositiveandmutuallysatisfyingrelationships• Makeresponsibledecisions

ReflectionandResilience:Self-AwarenessandSelf-Management

Overview:Centraltosocialandemotionalcompetenceistheabilitytorecognizeone’semotionsandthoughtsandtheirinfluenceonbehaviorandtohavestrategiesformanagingemotionsandexpressingthemconstructively.Theseself-awarenessandself-managementskillsstrengthenone’sabilitytohandlestress,controlimpulses,feelempathyforselfandothers,andmotivateoneselftopersevereinovercomingchallengestoachievinggoals.Relatedselfawarenessskillsincludebeingabletoaccuratelyassessone’sstrengths,interests,andlimitations,buildonstrengthsandeffectivelyconnectwithfamily,school,andcommunityresourceswhenneeded.Self-managementskillsalsoincludetheabilitytocreatehopesandgoalsandmonitorprogresstowardachievingacademicandpersonalgoals.KeyUnderstandings:Identifyandmanageemotionsandbehavior

• Describearangeofemotionsandthesituationsthatmightcausetheseemotions• Identifyobservedemotionsinselfandothers• Describeanddemonstratewaystocopewithstrongemotionsandexpressemotionsin

constructivemanner• Toleratefailureorfrustrationandperseverewithefforts• Ceasetouseemotionalexpressionsthatcauseupsetinorconflictwithothers

Recognizepersonalqualitiesandexternalsupports• Describepersonalskillsandintereststhatonewantstodevelop• Explainhowfamily,schoolandcommunitymemberscansupportschoolsuccessand

achievementofgoalsDemonstrateskillsrelatedtoachievingpersonalandacademicgoals

• Describethestepsinsettingandworkingtowardgoals• Recognizeconnectionbetweenschool-wideandclassroomexpectationsandgoal

achievement• Monitorprogressonachievingashort-termpersonalgoal• Exhibitgrowthmindsetandpersevereinfaceofchallenge

SocialandEmotionalLearningUpperElementaryGrades


Relationships:SocialAwarenessandInterpersonalSkills

Overview:Buildingandmaintainingpositiveandrewardingrelationshipswithothersarecentraltosuccessinschoolandlife.Specificskillsincludetheabilitytorecognizethethoughts,feelingsandperspectiveofothers,includingthosedifferentfromone’sown.Inaddition,establishingpositivepeer,familyandworkrelationshipsrequiresskillsinactivelistening,cooperating,communicatingrespectively,andconstructivelyresolvingconflictwithothers,andseekingandofferinghelpwhenneeded.KeyUnderstandings:Recognizethefeelingsandperspectivesofothers

• Identifyverbal,physical,andsituationalcuesthatindicatehowothersmayfeel• Describetheexpressedfeelingsandperspectivesofothers• Listenactivelyandcarefully

Recognizeindividualandgroupsimilaritiesanddifferences• Identifydifferencesamongandcontributionsofvarioussocialandculturalgroups• Demonstratehowtoeffectivelyworkwiththosewhoaredifferentfromoneself

Usecommunicationandsocialskillstointeracteffectivelywithothers• Followschoolandclassroomrulesandexpectations• Describeapproachesformakingandkeepingfriends• Demonstrateskillsformakingfriends• Analyzewaystoworkeffectivelyingroups• Demonstrateabilitytobeaneffectivegroupmember,includingnegotiating,encouraging

othersandtakingondifferentroles• Abletospeakupforoneselfanddemonstrateassertivenessskills• Demonstrateskillsfordealingwithchallengingsocialsituations

Demonstrateabilitytoprevent,manageandresolveinterpersonalconflictsinconstructiveways• Describecausesandconsequencesofconflicts• Applyconstructiveapproachesandproblemsolvingmodelsinresolvingconflicts• Negotiatedisputestode-escalateconflicts• Admitmistakesandapologizewithwordsandactions

Responsibility:Decision-MakingandResponsibleBehavior

Overview:Promotingone’sownhealth,avoidingriskybehavior,dealinghonestlyandfairlywithothersandpositivelycontributingtoclassroom,school,family,communityandenvironmentarecriticalaspectsofcitizenengagementinademocraticsociety.Becominganeffectivecitizenleaderrequiresanabilitytomakeconstructiveandrespectfulchoicesaboutpersonalbehaviorandsocialinteractions.Thisincludestheabilitytomakedecisionsandsolveproblemsonthebasisofaccuratelydefiningwhatdecisionsneedtobemade,generatingalternativesolutions,anticipatingtheconsequencesofeachonwell-beingofselfandothers,andevaluatingandlearningfromone’sdecisionmaking.KeyUnderstandings:Considerethical,safetyandsocietalfactorsinmakingdecisions

• Demonstratetheabilitytorespecttherightsofselfandothers


• Demonstrateknowledgeofhowsocialnormsaffectdecisionmakingandbehavior• Identifyriskybehavioranddestructivechoices

Applydecisionmakingskillstodealresponsiblywithdailyacademicandsocialsituations• Identifyandapplyproblemsolvingmodelstodecisionmaking• Generatealternativesolutionsandevaluatetheirconsequencesforarangeofsituations• Analyzeproblemsituationstoovercomeobstacles• Followthroughoncommitments

Contributetothewell-beingofone’sschoolandcommunity• Identifyandperformrolesthatcontributetoone’sschoolcommunity• Identifyandperformrolesthatcontributetoone’scommunity

MusicLiteracy

Overview:Musichasauniquelanguageofsymbolsandvocabulary.Studentswilldeveloptheirmusicliteracythroughabroadrangeofmusicmakingactivities.KeyUnderstandings:Musicliteracyincludestheabilityto:

• Assignage-appropriatemusicalnotationforrhythmicandmelodicsounds• Readandperformfromstandardmusicalnotation,including:

o Wholenote,halfnotes,quarternote,doubleeighthnotes,quadruplesixteenthnotes,quarterrest.

o Anascendingmelodyandadescendingmelodyo Tonalpatternsthatstepandskipo Measures,barlines,doublebarlines,repeatsigns,notevaluesinbarlines.

CreatingMusic

Overview:Musiccanbecreatedwiththehumanvoice,withtraditionalinstrumentsandwithnon-traditionalobjects.Eachisanapplicationofmusicliteracy.KeyUnderstandings:Studentscreatemusicbyplayingclassroominstruments,demonstratingknowledgeof:

• Keepingasteadybeat• Keepingasteadytempo• Performingpatternsonpitchedandun-pitchedpercussioninstruments• Playinginstrumentswithpropertechnique:posture,handposition

Studentscreatemusicbysinging,demonstratingknowledgeof:• Matchingpitch• Healthyvocalproduction• Soloandensemblesinging

ElementaryMusic


• Roterepetition• Singingwithappropriateexpression

CreativeExpressionandMovement

Overview:Musicisanexpressiveartformthatallowsindividualsandgroupstocommunicateemotions,ideas,culturalidentity,andreligiousbeliefs.Musicinspiresphysicalmovementandaccompaniestraditionalandcontemporarydanceandcreativemovement.KeyUnderstandings:Musicaccompaniespurposefulmovement:

• Choreography• Imitation• Respondingtomusicalelementsthroughappropriatemovement,• Creatingformationswithagroupoffellowstudents

Musicaccompaniesandinspirescreativemovement:• Expressiveresponsetomusic• Improvisedmovement

Musicexpressesculturalidentity:• Composition• Folkdances• Playpartygamesongs

PerformanceEtiquette

Overview:Studentslearntoappreciatemusicalperformancefrommultipleperspectives.

KeyUnderstandings:Asaudiencemembers,studentsdemonstrateunderstandingofperformanceetiquetteby:

• Listeningattentively• Displayingrespectfulaudiencebehavior

Asactivelisteners,studentsdemonstrateunderstandingofperformanceetiquetteby:• Describinganemotionalexperienceofmusic• Describingtheelementsofmusicusingage-appropriatemusicalterminology

Asperformers,studentsdemonstrateunderstandingofperformanceetiquetteby:• Displayingappropriatepresentation• Assessingtheperformanceofselfandothersusingage-appropriatemusicalterminology• Allowingmistakestobelearningexperiences


TheCoreConceptsofSkillBuilding,Artmaking,EnvisioningandReflecting,ConnectingandInteractingremainconstantthroughoutthestudents’elementaryexperience.Lessonsspiralandbuildonpreviouslearning,cultivatingdevelopmentofcraftandmasteryofskills.Thecurriculaarenon-linear;unitsspiralwithconceptsandexperiencesrepeatingwithgreatervariationandcomplexityeachyear.SkillBuilding

Overview:Studentswilllearntouseavarietyoftoolsandmaterialsandapplytechniquesthroughhandsoncreativeexploration.Throughtheseexperiencesstudentswilldiscoverthepossibilitiesandlimitationsofdifferentmedia,inventnewtechniques,andbegintoformulateideasaboutthecreativepotentialinherentineach.KeyUnderstandings: Artistsuseavarietyofarttools,materialsandtechniquesincluding• Drawing:pencil,pen,marker,pastel,etc.• Painting:tempera,watercolor,acrylic,etc.• Ceramics:pinching,rolling,texturizing,attaching,glazing,etc.• Collage:cutting,pasting,overlapping,contrast,composition,etc.• Sculpture:wood,paper,cardboard,recycledmaterials,etc.• Printmaking:stamping,reliefprinting,monoprinting,etc.• FiberArts:weaving,sewing,felting,knitting,etc.ArtMaking

Overview:Studentswillexploredifferentapproachestoart-makinganddiscoverhowasartiststheycandevelopandexpresstheirideasapplyingtheelementsandprinciplesofdesignthroughvisualmedia.KeyUnderstandings: Artistsuseavarietyofapproachestoart-makingincluding

• Observation• Imagination• Memory• Improvisation• Collaboration• Abstraction

Artistsusetheelementsandprinciplesofdesigntocommunicateandexpresstheirideas:• Elements:Line,Shape,Form,Space,Color,Texture,Pattern• Principles:Rhythm,Movement,Balance,Proportion,Emphasis,Contrast,Variety,Unity

ElementaryVisualArt


EnvisioningandReflecting

Overview:Studentswillenvisionandreflectontheirworkwithinthecontextofboththeclassroomcommunityandartworld.Throughsharingworkwithothers,studentswillapplyappropriateartvocabularyanddiscoverwaystoevaluateandrevisetheirworktobetterexpresstheirideasKeyUnderstandings:

• Therearemultiplesolutionstoasinglevisualproblem.• Artmakingisacreativeprocessthatincorporatesenvisioning,engaging,reflecting,and

revisingthatrequiresonetotakerisksandembraceuncertainty.• Artismeanttobeviewedanddiscussed.

Connecting

Overview:Studentswillexplorehowarthasbeenmadeandvaluedthroughouttimeandplaceandhasbroughtaboutthevisualcultureinwhichtheypresentlyinteract.KeyUnderstandings:

• Artisauniversalvisuallanguage• Arthasbeenmadebyhumansthroughouttimeallovertheworld• Artreflectsthecultureinwhichitismadeincorporatinguniquesystemsofsymbolsand

artistictraditions• Artisembeddedinmultipledisciplines• Artandlifeareconnected

Interacting

Overview:Studentswilllearntobehaveasartistsandaspartofanartisticcommunityshowingrespectforartmaterials,peers,andthemselves.KeyUnderstandings: Artistsshowrespectformaterials,peers,andthemselvesby:

• Providingpropercareandmaintenanceofartmaterials• Organizingspaceandmaterialsinrelationtofellowstudents• Demonstratingproperetiquetteingalleriesandmuseums• Usingpurposefulartcritiqueandcriticismmethods


ThegoalofPhysicalEducation,Health&Wellnessistodevelopphysicallyliterateindividualswhohavetheknowledge,skillsandconfidencetoenjoyalifetimeofhealthfulphysicalactivity.

MotorSkillsandMovementPatterns

Overview:Thestudentswillworkonthreeskillareas:locomotormovements,nonlocomotormovementsandmanipulatives.Theseskillsaredevelopedovertimeandspiralthroughthephysicaleducationcurriculum.Maturepatternsineachareacanonlybeachievedthroughpractice.KeyUnderstandings: LocomotorMovements• Demonstratesmaturepatternsoflocomotorskills• Combineslocomotor&manipulativeskills• UsesappropriatepacingforrunningavarietyofdistancesNonlocomotor• Combinesbalanceandtransferringweightwithapartner• Performscurling,twisting&stretchingactionswithcorrectapplicationManipulative• Throwsforaccuracyunderandoverhandusingamaturepattern• Catchesaballusingamatureformatalllevels• Combineshandandfootdribblingwithotherskills• Passesandreceiveswithfeetusingamaturepatterntoapartnerasthey’retraveling• Demonstratesmaturepatternsofkickingandpunting• Volleysaballusingtwo-hands• Strikesanobjectconsecutively,withapartnerusingashorthandledimplement• Combinesmanipulativeskillsandtravelingforexecutiontoatarget• Createsajumproperoutine

MovementandPerformance

Overview:Studentsapplyknowledgeofconcepts,principles,strategiesandtacticsrelatedtomovementandperformance.KeyUnderstandings: MovementConcepts• Combinesspatialconceptswithlocomotor&nonlocomotormovements• Demonstratesmovementconceptsandstrategiesingamesituations• Appliesbasicoffense&defensestrategies&tactics• Recognizesthetypeofthrow,volleyorstrikingactionneededfordifferentgames&sports

situations

PhysicalEducationHealth&WellnessUpperElementary


PhysicalActivityandFitness

Overview:Thestudentswillfocusonfitnessknowledgeandengagementinphysicalactivity.

KeyUnderstandings: PhysicalActivityKnowledgeandEngagement• ChartsandanalyzesphysicalactivityoutsideofPEclassforfitnessbenefits• ActivelyengagesinallactivitiesofPEFitnessKnowledge• Differentiatesbetweenskill-related&health-relatedfitness• Identifies&understandstheneedforwarm-up&cooldowntovariousphysicalactivitiesAssessment&ProgramPlanning• Designsafitnessplan• Analyzesresultsoffitnessassessment• Analyzestheimpactoffoodchoicesrelativetophysicalactivity,youthsports&personalhealth

ResponsiblePersonalandSocialBehavior

Overview:Thestudentslearntoacceptfeedbackfromteachersandpeersandinteractpositivelywithothers.KeyUnderstandings: PersonalResponsibility• Engagesinphysicalactivitywithresponsibleinterpersonalbehavior• Givescorrectivefeedbacktopeers• Accepts,recognizesandactivelyinvolvesotherswithbothhigherandlowerskillabilitiesand

groupprojects

ValueofPhysicalActivity

Overview:Thestudentslearntoberesponsibleforpersonalbehaviorinphysicalactivityenvironmentsinsideandoutsideofschool.KeyUnderstandings: Health• ExaminesandcomparesthehealthbenefitsofparticipatinginphysicalactivitiesSelf-Expression&Enjoyment• Analyzesdifferentphysicalactivitiesforenjoyment&challenge• Describessocialbenefitsgainedfromparticipatinginphysicalactivity


OfficeofTeaching&Learning617-559-6125MaryEich,AssistantSuperintendentforTeaching&Learningwww.newton.k12.ma.usCurriculumCoordinatorsandDirectors:DanaBennett Coordinator,ElementaryandMiddleSchoolPhysicalEducation,Health

andWellnessJennyCraddock Coordinator,ElementaryandMiddleSchoolScience&

Technology/EngineeringLisaGilbert-Smith Director,NewtonMETCO,AllLevelsSaraHamerla AssistantDirector,EnglishLanguageLearning,AllLevelsBrianHammel AssistantCoordinator,InstructionalTechnology,AllLevelsRichardKing Coordinator,ElementaryandMiddleSchoolFineArtsandMusicEileenKeane Coordinator,LibraryMedia,AllLevelsLisaLaCava ProjectLeader,SocialandEmotionalLearning,AllLevelsAllisonLevit Director,EnglishLanguageLearning,AllLevelsDeanaLew Coordinator,ElementaryEnglishLanguageArtsBrianMarks AssistantCoordinator,MiddleSchoolMathematicsAlisonMulligan Coordinator,MiddleSchoolWorldLanguageJoellePedersen Coordinator,MiddleSchoolLiteracyAlanRipp Coordinator,ElementaryandMiddleSchoolHistory&SocialSciencesJenniferShore Coordinator,ElementaryandMiddleSchoolMathematics