8/6/2019 Grade 5 Language Arts Curr Map

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Curriculum Map: Language Arts Grade 5Course: 5 Language Arts Sub topic: General

Unit: Novel: Teacher Selected #1Timeline: September to October

CourseDescription:

The curriculum has been designed to motivate and challenge fifth graders to use reading, writing, speaking, and listening skills learned

previously in grades K 4 at a higher level of understanding and application. Students will read texts from a variety of genres such as fiction,

non fiction, and poetry. They will be expected to comprehend, analyze, and interpret the texts. These skills will be further developed and

evaluated through assessments, discussions, and writing. Through writing and speaking opportunities, students will build on, practice, and

demonstrate grade appropriate usage and vocabulary skills. All reading and writing are modeled for students in a variety of ways. This

course is designed to promote lifelong, independent readers and writers.

Assessments(move allassessmentsinto this field):

1st Grading Period

1. Reading Assessments Selected textbook stories and skills.

2. Writing Assessments Final draft of 1 narrative and 1 informational.

3. Grammar Assessments Selected grade level skills.

4. Novel Project 1 novel response project is to be completed.

5. 4 Sight Results

2nd Grading Period

1. Reading Assessments Selected textbook stories and skills.

2. Writing Assessments Final draft of 1 informational and 1 persuasive writing composition.

3. Grammar Assessments Selected grade level skills.

4. Novel Project 1 novel response project is to be completed.

5. 4 Sight Results

3rd Grading Period

1. Reading Assessments Selected textbook stories and skills.

2. Writing Assessments Final draft of 1 narrative and 1 persuasive writing composition.

3. Grammar Assessments Selected grade level skills.

4. Novel Project 1 novel response project is to be completed.

5. 4 Sight Results

4th Grading Period

1. Reading Assessments Selected textbook stories and skills.

2. Writing Assessments Final draft of a written research paper.

3. Grammar Assessments Selected grade level skills.

4. Novel Project 1 novel response project is to be completed.

5. 4 Sight Results

* Additional assessments may be given by the teacher as needed.

Accommodations:

An Accommodations Binder is used by every classroom teacher in the school district when developing specially designed instruction and 504

Plans for identified students.

Textbook andSupplementalMaterials:

1. Story Town Ride the Edge Harcourt 2008

2. Website: www.thinkcentral.com

3. Various Novels

4. Organizational Materials

5. Writing Curriculum Resources

CourseExpectations:

1. Students will need to read 4 novels independently and demonstrate comprehension.

2. Students will need to present at least one formal speech.

3. Students will work towards developing proficiency in understanding, identifying, and applying reading focus skills to a variety of texts.

4. Students will need to bring necessary materials to help with organization.

5. Students will need to use standard English in writing and speaking.6. Students will identify and apply knowledge of characteristics found in narrative, expository, and persuasive writing.

EssentialQuestions:

1. How do authors use elements to tell a story?

2. What is an author's purpose and how do you know?

3. What is the genre of the story and how do you know?

4. What character traits are used to describe the main character? What events from the story support your character traits?

5. What is the theme of the story?

Enduring

Understandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.3. There are common characteristics within a given genre.

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4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students' opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. A working definition of literary elements (See vocabulary)

3. Various genres and their characteristics

4. Variety of character traits

5. Theme in connection to story

6. Reading focus skills can be connected to novels

Students will:

1. Identify literary elements in selected novels

2. Discuss elements and themes of a novel using the terminology

3. Identify an author's purpose during and after reading

4. Identify different genres

5. Identify and apply reading focus skills

6. Use vocabulary learned through the novel

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)

Identify and describe genre of text.

Re worded

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.3.1 (Advanced) Make inferences and/or draw conclusions based on information from text.

R5.A.2.3.2 (Advanced) Cite evidence from text to support generalizations.

R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors Read and understand essential content of informational texts and

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Alignment documents in all academic areas.

R5.B.1.1 (Advanced)Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).

R5.B.2.1.1 (Advanced)Identify, interpret, and/or describe examples of personification in text.

Re Aligned

2007

R5.B.2.1.2 (Advanced) Identify, interpret, and/or describe examples of similes in text. Re Aligned2007

R5.B.2.1.4 (Advanced) Identify, interpret, and/or describe examples of metaphors in text.

R5.B.2.2.3 (Advanced) Identify and interpret examples of metaphor in text. Removed 2007

Vocabulary: Literary Vocabulary

l characters

l setting

l conflict

l resolution

l plot

l theme

l genre

l

narrativel fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

General Vocabulary

General vocabulary from the novel will be applied throughout the unit.

Materials: Teachers may use the following novels in the classroom:

Frindleby Andrew Clements

Hatchetby Gary Paulsen

Mixed Up Files of Mrs. Basil E. Frankweilerby E.L. Konigsburg

Holes by Louis Sachar

Maniac Mageeby Gary Spinelli

The Kid in the Red Jacketby Barbara Park

Dear Mr. Henshaw by Andrew Clements

Year of the Boar and Jackie Robinson by Bette Bao Lord.

The Sign of the Beaverby Elizabeth George Speare

Number the Starsby Lois Lowry

Bridge to Terabithiaby Katherine Paterson

* The teacher may choose to include additional novels not provided on the list for classroom reads and/or literature circles.

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Topic:

Unit: Novel: Teacher Selected #2Timeline: November to January

EssentialQuestions:

1. How do authors use elements to tell a story?

2. What is an author's purpose and how do you know?

3. What is the genre of the story and how do you know?

4. What character traits are used to describe the main character? What events from the story support your character traits?

5. What is the theme of the story?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. A working definition of literary elements (See vocabulary)

3. Various genres and their characteristics

4. Variety of character traits

5. Theme in connection to story

6. Reading focus skills can be connected to novels

Students will:

1. Identify literary elements in selected novels

2. Discuss elements and themes of a novel using the terminology

3. Identify an author's purpose during and after reading

4. Identify different genres

5. Identify and apply reading focus skills

6. Use vocabulary learned through the novel

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.5 (Advanced)Summarize a fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)Identify and describe genre of text.

Re worded

2007

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1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.1.5.G Pennsylvania Standards to AnchorsAlignment

Demonstrate after reading understanding and interpretation of bothfiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.1.1 (Advanced)Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).

R5.B.2.2 (Advanced) Identify, interpret, and describe the point of view of the narrator in fictional and non fictional

text.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

R5.B.2.2.1 (Advanced) Identify, interpret, and describe the point of view of the narrator as first person or third person

point of view.

Re Aligned

2007

R5.B.2.2.2 (Advanced)Interpret and/or describe the effectiveness of the point of view used by the author.

Re Aligned

2007

R5.B.2.2.3 (Advanced) Identify and interpret examples of metaphor in text. Removed 2007

R5.B.2.3 (Advanced) Identify and describe author's point of view. Removed 2007

R5.B.2.3.1 (Advanced) Identify authors use of first person or third person point of view. Removed 2007

R5.B.2.3.2 (Advanced) Describe the authors point of view. Removed 2007

Vocabulary: Literary Vocabulary

l characters

l setting

l conflictl resolution

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This Curriculum Map Unit has no Topics to display

Unit: Novel: Teacher Selected #3Timeline: January to March

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l

context cluesl generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

l synonyms

l antonyms

l point of view

l climax

l rising action

l falling action

l summarize

l paraphrase

General Vocabulary

General vocabulary from the novel will be applied throughout the unit.

Materials: Teachers may use the following novels in the classroom:

Frindle by Andrew ClementsHatchetby Gary PaulsenMixed Up Files of Mrs. Basil E. Frankweilerby E.L. KonigsburgHoles by Louis SacharManiac Magee by Gary SpinelliThe Kid in the Red Jacketby Barbara ParkDear Mr. Henshawby Andrew ClementsYear of the Boar and Jackie Robinson by Bette Bao Lord.The Sign of the Beaverby Elizabeth George SpeareNumber the Stars by Lois LowryBridge to Terabithia by Katherine Paterson

* The teacher may choose to include additional novels not provided on the list for classroom reads and/or literature circles.

EssentialQuestions:

1. How do authors use elements to tell a story?

2. What is an author's purpose and how do you know?

3. What is the genre of the story and how do you know?

4. What character traits are used to describe the main character? What events from the story support your character traits?

5. What is the theme of the story?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. A working definition of literary elements (See vocabulary)

3. Various genres and their characteristics

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4. Variety of character traits

5. Theme in connection to story

6. Reading focus skills can be connected to novels

Students will:

1. Identify literary elements in selected novels

2. Discuss elements and themes of a novel using the terminology

3. Identify an author's purpose during and after reading

4. Identify different genres

5. Identify and apply reading focus skills

6. Use vocabulary learned through the novel

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to AnchorsAlignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.5 (Advanced)Summarize a fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)Identify and describe genre of text.

Re worded

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to AnchorsAlignment Demonstrate after reading understanding and interpretation of bothfiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

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R5.B.1.1 (Advanced)Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).

R5.B.2.2 (Advanced) Identify, interpret, and describe the point of view of the narrator in fictional and non fictional

text.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

R5.B.2.2.1 (Advanced) Identify, interpret, and describe the point of view of the narrator as first person or third person

point of view.

Re Aligned

2007

R5.B.2.2.2 (Advanced)Interpret and/or describe the effectiveness of the point of view used by the author.

Re Aligned

2007

R5.B.2.2.3 (Advanced) Identify and interpret examples of metaphor in text. Removed 2007

R5.B.2.3 (Advanced) Identify and describe author's point of view. Removed 2007

R5.B.2.3.1 (Advanced) Identify authors use of first person or third person point of view. Removed 2007

R5.B.2.3.2 (Advanced) Describe the authors point of view. Removed 2007

Vocabulary: Literary Vocabulary

l characters

l

settingl conflict

l resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

l synonyms

l antonyms

l point of view

l climax

l rising action

l falling action

l summarize

l paraphrase

l fact

l opinion

l compare

l contrast

General VocabularyGeneral vocabulary from the novel will be applied throughout the unit.

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Topic:

Topic:

Unit: First Grading Period Textbook Selections Timeline: September to October

Materials: Teachers may use the following novels in the classroom:

Frindle by Andrew ClementsHatchetby Gary PaulsenMixed Up Files of Mrs. Basil E. Frankweilerby E.L. KonigsburgHoles by Louis SacharManiac Magee by Gary SpinelliThe Kid in the Red Jacketby Barbara ParkDear Mr. Henshawby Andrew ClementsYear of the Boar and Jackie Robinson by Bette Bao Lord.The Sign of the Beaverby Elizabeth George SpeareNumber the Stars by Lois Lowry

Bridge to Terabithia by Katherine Paterson

* The teacher may choose to include additional novels not provided on the list for classroom reads and/or literature circles.

Essential

Questions:

1. How do authors use elements to tell a story?

2. What is an author's purpose and how do you know?3. What is the genre of the story and how do you know?

4. What character traits are used to describe the main character? What events from the story support your character traits?

5. What is the theme of the story?

6. What is the main idea of the selection?

7. What inference/generalization/conclusion can you make from the text?

8. Using context clues, what is the meaning of an unknown word?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students' opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. A working definition of literary elements (See vocabulary)

3. Various genres and their characteristics

4. Variety of character traits

5. Theme in connection to story

6. Reading focus skills connected to text selections

Students will:

1. Identify literary elements

2. Discuss elements and themes of a story selections using the terminology

3. Identify an author's purpose during and after reading

4. Identify different genres

5. Identify and apply reading focus skills

6. Use vocabulary learned through the story selection

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

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1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)Identify and describe genre of text.

Re worded

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.1 (Advanced)Identify and interpret the meaning of vocabulary in nonfiction.

Re worded

2007

1.1.5.E Pennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to AnchorsAlignment

Read and understand essential content of informational texts anddocuments in all academic areas.

R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.R5.B.1.1 (Advanced)

Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).

R5.B.2.2 (Advanced) Identify, interpret, and describe the point of view of the narrator in fictional and non fictional

text.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

R5.B.3.2 (Advanced) Distinguish between essential and nonessential information within or between text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3 (Advanced) Identify, compare, explain, interpret, describe, and analyze how text organization clarifies Re worded

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This Curriculum Map Unit has no Topics to display

Unit: Second Grading Period Textbook Selections Timeline: November to January

meaning of nonfictional text. 2007

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3.1 (Advanced) Identify and/or interpret text organization, including sequence, question/answer,

comparison/contrast, cause/effect or problem/solution.

R5.B.3.3.2 (Advanced) Use headings to locate information in a passage, or identify content that would best fit in a

specific section of text.

R5.B.3.3.3 (Advanced) Interpret graphics and charts, and make connections between text and the content of graphics

and charts.

R5.B.3.3.4 (Advanced) Identify, compare, explain, interpret, describe, and/or analyze the sequence of steps in a list of

directions.

Vocabulary: Literary Vocabulary

l characters

l setting

l conflict

l resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l similel metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

General Vocabulary

General vocabulary from the story selections will be applied throughout the unit.

Materials: Selections from Story Town Ride the Edge Harcourt 2008:

l "Rope Burn"l "Interrupted Journey"

l "When Washington Crossed the Delaware"

l "Chester Cricket's Pigeon Ride"

EssentialQuestions:

1. What is an author's purpose and how do you know?

2. What is the genre of the story and how do you know?

3. What is the theme of the story?

4. What inference/generalization/conclusion can you make from the text?

5. Can you identify a cause effect situation?

6. What events belong in a summary?

7. Given a new word, can you identify a synonym and/or antonym?

8. Given a word, can you identify the prefix, root word, and/or suffix?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students' opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. Various genres and their characteristics

3. Theme in connection to story

4. Reading focus skills connected to text selectionsStudents will:

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1. Discuss elements and themes of a story selections using the terminology

2. Identify an author's purpose during and after reading

3. Identify different genres

4. Identify and apply reading focus skills

5. Use vocabulary learned through the story selection

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.5 (Advanced)Summarize a fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)Identify and describe genre of text.

Re worded

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.1 (Advanced)Identify and interpret the meaning of vocabulary in nonfiction.

Re worded

2007

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.5 (Advanced)Summarize a non fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to AnchorsAlignment

Establish the purpose for reading a type of text (literature, information)before reading.

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1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.1.1 (Advanced)Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to AnchorsAlignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).R5.B.2.2 (Advanced) Identify, interpret, and describe the point of view of the narrator in fictional and non fictional

text.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

R5.B.3.1 (Advanced) Differentiate fact from opinion in non fictional text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.2 (Advanced) Distinguish between essential and nonessential information within or between text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3 (Advanced) Identify, compare, explain, interpret, describe, and analyze how text organization clarifies

meaning of non fictional text.

Re worded

2007

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3.1 (Advanced) Identify and/or interpret text organization, including sequence, question/answer,

comparison/contrast, cause/effect or problem/solution.

R5.B.3.3.2 (Advanced) Use headings to locate information in a passage, or identify content that would best fit in a

specific section of text.

R5.B.3.3.3 (Advanced) Interpret graphics and charts, and make connections between text and the content of graphics

and charts.

R5.B.3.3.4 (Advanced) Identify, compare, explain, interpret, describe, and/or analyze the sequence of steps in a list of

directions.

Vocabulary: Literary Vocabulary

l characters

l setting

l conflictl resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main ideal author's purpose

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Topic:

Unit: Third Grading Period Texbook Selections Timeline: January to March

l drawing conclusions

l cause effect

l synonyms

l antonyms

l point of view

l climax

l rising action

l falling action

l summarize

l paraphrase

General Vocabulary

General vocabulary from the story selections will be applied throughout the unit.

Materials: Selections from Story Town Ride the Edge Harcourt 2008:

l "School Story"

l "Wading into Marine Biology"

l "Project Mulberry"

l "Lewis and Clark"

EssentialQuestions:

1. What is an author's purpose and how do you know?

2. What is the genre of the story and how do you know?

3. What inference/generalization/conclusion can you make from the text?

4. Can you identify a cause effect situation?

5. What events belong in a summary?

6. Given a new word, can you identify a synonym and/or antonym?

7. Given a word, can you identify the prefix, root word, and/or suffix?

8. Can you identify a fact and opinion?

9. Can you compare and contrast literary elements?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students' opinions, supported accurately by facts from the text, are valid.

Skill

Objectives:

Students will know:

1. The various purposes of authors

2. Various genres and their characteristics

3. Theme in connection to story

4. Steps in plot development

5. Reading focus skills connected to text selections

Students will:

1. Discuss elements and themes of a story selections using the terminology

2. Identify an author's purpose during and after reading

3. Identify different genres

4. Identify initiating conflict, rising action, climax, falling action, and resolution

5. Identify and apply reading focus skills

6. Use vocabulary learned through the story selection

STANDARDS

STATE: Pennsylvania State Anchors

R5.A.1.1 (Advanced) Identify and interpret the meaning of vocabulary.

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.1.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

R5.A.1.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.1.4 (Advanced) Identify and explain main ideas and relevant details.

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1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.5 (Advanced)Summarize a fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

R5.A.1.6 (Advanced)Identify and describe genre of text.

Re worded

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.3.5.F Pennsylvania Standards to AnchorsAlignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.A.2.1 (Advanced)Identify and interpret the meaning of vocabulary in nonfiction.

Re worded

2007

1.1.5.EPennsylvania Standards to Anchors

Alignment

Acquire a reading vocabulary by correctly identifying and using words

(e.g., synonyms, homophones, homographs, words with roots, suffixes,

prefixes). Use a dictionary or related reference.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.

R5.A.2.2 (Advanced) Identify and apply word recognition skills.

1.1.5.CPennsylvania Standards to Anchors

Alignment

Use knowledge of phonics, syllabication, prefixes, suffixes, the

dictionary or context clues to decode and understand new words during

reading. Use these words accurately in writing and speaking.

1.1.5.F Pennsylvania Standards to Anchors

Alignment

Identify, understand the meaning of and use correctly key vocabulary

from various subject areas.R5.A.2.3 (Advanced) Make inferences, draw conclusions, and make generalizations based on text.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.4 (Advanced) Identify and explain main ideas and relevant details.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.5 (Advanced)Summarize a non fictional text as a whole.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.A.2.6 (Advanced)Identify and describe genre of text.

Re Aligned

2007

1.1.5.A Pennsylvania Standards to Anchors

Alignment

Establish the purpose for reading a type of text (literature, information)

before reading.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.1.1 (Advanced)Identify, interpret, compare, describe and analyze components of fiction and literary nonfiction.

Re worded

2007

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.1.2 (Advanced) Make connections between texts.

1.1.5.G Pennsylvania Standards to Anchors

Alignment

Demonstrate after reading understanding and interpretation of both

fiction and nonfiction text.

1.3.5.B Pennsylvania Standards to Anchors

Alignment

Compare the use of literary elements within and among texts including

characters, setting, plot, theme and point of view.

1.3.5.F Pennsylvania Standards to Anchors

Alignment

Read and respond to nonfiction and fiction including poetry and drama.

R5.B.2.1 (Advanced)Identify, interpret, and describe figurative language in fiction and nonfiction.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

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This Curriculum Map Unit has no Topics to display

1.3.5.D Pennsylvania Standards to Anchors

Alignment

Identify and respond to the effects of sound and structure in poetry

(e.g., alliteration, rhyme, verse form).

R5.B.2.2 (Advanced) Identify, interpret, and describe the point of view of the narrator in fictional and non fictional

text.

Re Aligned

2007

1.3.5.C Pennsylvania Standards to Anchors

Alignment

Describe how the author uses literary devices to convey meaning.

R5.B.3.1 (Advanced) Differentiate fact from opinion in non fictional text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.2 (Advanced) Distinguish between essential and nonessential information within or between text.

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3 (Advanced) Identify, compare, explain, interpret, describe, and analyze how text organization clarifies

meaning of non fictional text.

Re worded

2007

1.2.5.A Pennsylvania Standards to Anchors

Alignment

Read and understand essential content of informational texts and

documents in all academic areas.

R5.B.3.3.1 (Advanced) Identify and/or interpret text organization, including sequence, question/answer,

comparison/contrast, cause/effect or problem/solution.

R5.B.3.3.2 (Advanced) Use headings to locate information in a passage, or identify content that would best fit in a

specific section of text.

R5.B.3.3.3 (Advanced) Interpret graphics and charts, and make connections between text and the content of graphics

and charts.

R5.B.3.3.4 (Advanced) Identify, compare, explain, interpret, describe, and/or analyze the sequence of steps in a list of

directions.

Vocabulary: Literary Vocabulary

l characters

l setting

l conflict

l resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphorl personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

l synonyms

l antonyms

l point of view

l climax

l rising action

l falling action

l summarizel paraphrase

l fact

l opinion

l compare

l contrast

General Vocabulary

General vocabulary from the story selections will be applied throughout the unit.

Materials: Selections from Story Town Ride the Edge Harcourt 2008:

l "The Man Who Went to the Far Side of the Moon"

l "On Top of the World"

l "Klondike Kate"

l "Nellie Bly"

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Unit: Second Grading Period Writing Timeline: November to January

This Curriculum Map Unit has no Topics to display

Unit: First Grading Period Writing Timeline: September to October

EssentialQuestions:

1. What are the components of a paragraph?

2. What are the 5 Core Components of Writing and how are they used within your writing?

3. What are the elements found in informational writing?

4. What are the elements found in persuasive writing?

5. What are the conventions of writing?

EnduringUnderstandings:

1. A paragraph is constructed with a topic sentence, supporting details with transition words, and a concluding statement.2. A writing piece is evaluated upon the following criteria: focus, content, organization, style, and conventions.

3. An informational writing piece is designed to inform a reader on a specific topic.

4. A persuasive writing piece is designed to convince a reader to agree with a particular position based on reasonable argument.

5. The conventions of writing include proper sentence structure, a variety of sentences, correct punctuation, and appropriate application of

the parts of speech.

SkillObjectives:

Students will know:

1. The formation of a topic sentence.

2. The inclusion of three supporting details.

3. Appropriate use of transition words when connecting ideas.

4. The formation of a concluding sentence.

5. 5 Core Components of Writing are recognized and applied.

6. Informational pieces are meant to inform.

7. Persuasive pieces are meant to convince.

8. Variety of sentence structure and varied parts of speech.

Students will:

1. Write a paragraph that includes a topic sentence, supporting details, transition words, and a concluding sentences.

2. Apply the knowledge of the 5 Core Components of Writing.

3. Write an informational composition.

4. Write a persuasive composition.

5. Apply conventions of writing.

Vocabulary: Writing Vocabulary:

l transition words

l topic sentence

l supporting details

l conclusion

l sentence fluency

l organization

l word choicel conventions

l presentation

l persuasive

l informational

l fiction

l nonfiction

l introduction

l figurative language

l writing process

l parts of speech

Materials: 1. Teacher created materials2. Approved writing prompts

3. Graphic organizers

EssentialQuestions:

1. What are the components of a paragraph?

2. What are the 5 components and how are they used within your writing?

3. What are the elements found in narrative writing?

4. What are the elements found in informational writing?

5. What is the difference between a writing prompt and a written response to literature?

6. What are the conventions of Writing?

Enduring

Understandings:

1. A paragraph is constructed with a topic sentence, supporting details with transition words, and a concluding statement.

2. A writing piece is evaluated upon the following criteria: focus, content, organization, style, and conventions.

3. A narrative piece is designed to tell a story that includes literary elements and that it can be fiction or nonfiction.

4. An informational writing piece is designed to inform a reader on a specific topic.

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This Curriculum Map Unit has no Topics to display

Unit: Third Grading Period Writing Timeline: January to March

5. A response to literature is answered with a paragraph which includes supporting details from the text.

6. The conventions of writing include proper sentence structure, a variety of sentences, correct punctuation, and appropriate application of

the parts of speech.

SkillObjectives:

Students will know:

1. The formation of a topic sentence.

2. The inclusion of three supporting details.

3. Appropriate use of transition words when connecting ideas.

4. The formation of a concluding sentence.

5. 5 Core Components of Writing are recognized and applied.

6. Narrative pieces tell a story.

7. Narrative pieces include story elements.8. Informational pieces are meant to inform.

9. Types of sentences and varied parts of speech.

Students will:

1. Write a paragraph that includes a topic sentence, supporting details, transition words, and a concluding sentences.

2. Apply the knowledge of the 5 Core Components of Writing.

3. Write a narrative composition.

4. Write an informational composition.

5. Apply knowledge of conventions.

Vocabulary: Writing Vocabulary:

l transition words

l topic sentence

l supporting details

l conclusion

l sentence fluencyl organization

l word choice

l conventions

l style

l presentation

l narrative

l informational

l fiction

l nonfiction

l introduction

l figurative language

l writing process

l parts of speech

Materials: 1. Teacher created materials2. Approved writing prompts

3. Graphic Organizers

EssentialQuestions:

1. What are the components of a paragraph?

2. What are the 5 Core Components of Writing and how are they used within your writing?

3. What are the elements found in narrative writing?

4. What are the elements found in persuasive writing?

5. What are the conventions of writing?

EnduringUnderstandings:

1. A paragraph is constructed with a topic sentence, supporting details with transition words, and a concluding statement.

2. A writing piece is evaluated upon the following criteria: focus, content, organization, style, and conventions.

3. A narrative piece is designed to tell a story that includes literary elements and that it can be fiction or nonfiction.

4. A persuasive writing piece is designed to convince a reader to agree with a particular position based on reasonable argument.

5. The conventions of writing include proper sentence structure, a variety of sentences, correct punctuation, and appropriate application of

the parts of speech.

SkillObjectives:

Students will know:

1. The formation of a topic sentence.

2. The inclusion of three supporting details.

3. Appropriate use of transition words when connecting ideas.

4. The formation of a concluding sentence.

5. 5 Core Components of Writing are recognized and applied.

6. Narrative pieces tell a story.

7. Narrative pieces include story elements.

8. Persuasive pieces are meant to convince.

9. Variety of sentence structure and varied parts of speech.

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This Curriculum Map Unit has no Topics to display

Unit: Novel: Teacher Selected Novel #4Timeline: March to June

Students will:

1. Write a paragraph that includes a topic sentence, supporting details, transition words, and a concluding sentences.

2. Apply the knowledge of the 5 Core Components of Writing.

3. Write a narrative composition.

4. Write a persuasive composition.

5. Apply conventions of writing.

Vocabulary: Writing Vocabulary:

l transition words

l topic sentence

l supporting detailsl conclusion

l sentence fluency

l organization

l word choice

l conventions

l style

l presentation

l narrative

l persuasive

l fiction

l nonfiction

l introduction

l figurative language

l writing process

l parts of speech

Materials: 1. Teacher created materials2. Approved writing prompts

3. Graphic Organizers

EssentialQuestions:

1. How do authors use elements to tell a story?

2. What is an author's purpose and how do you know?

3. What is the genre of the story and how do you know?

4. What character traits are used to describe the main character? What events from the story support your character traits?

5. What is the theme of the story?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout the story.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students opinions, supported accurately by facts from the text, are valid.

SkillObjectives:

Students will know:

1. The various purposes of authors

2. A working definition of literary elements (See vocabulary)

3. Various genres and their characteristics

4. Variety of character traits

5. Theme in connection to story

6. Reading focus skills can be connected to novels

Students will:

1. Identify literary elements in selected novels

2. Discuss elements and themes of a novel using the terminology

3. Identify an author's purpose during and after reading

4. Identify different genres

5. Identify and apply reading focus skills

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This Curriculum Map Unit has no Topics to display

Unit:

This Curriculum Map Unit has no Topics to display

Unit: Fourth Grading Period: Textbook SelectionsTimeline: March to June

6. Use vocabulary learned through the novel

Vocabulary: Literary Vocabulary

l characters

l setting

l conflict

l resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

l synonyms

l antonyms

l point of view

l climax

l rising action

l falling action

l summarize

l paraphrase

l fact

l opinion

l compare

l contrast

General Vocabulary

General vocabulary from the novel will be applied throughout the unit.

Materials: Teachers may use the following novels in the classroom:

Frindle by Andrew Clements

Hatchetby Gary PaulsenMixed Up Files of Mrs. Basil E. Frankweilerby E.L. KonigsburgHoles by Louis SacharManiac Magee by Gary SpinelliThe Kid in the Red Jacketby Barbara ParkDear Mr. Henshawby Andrew ClementsYear of the Boar and Jackie Robinson by Bette Bao Lord.The Sign of the Beaverby Elizabeth George SpeareNumber the Stars by Lois LowryBridge to Terabithia by Katherine Paterson

* The teacher may choose to include additional novels not provided on the list for classroom reads and/or literature circles.

EssentialQuestions: 1. What is an author's purpose and how do you know?

2. What is the genre of the story and how do you know?

3. What inference/generalization/conclusion can you make from the text?4. Can you identify a cause effect situation?

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5. What events belong in a summary?

6. Given a new word, can you identify a synonym and/or antonym?

7. Given a word, can you identify the prefix, root word, and/or suffix?

8. Can you identify a fact and opinion?

9. Can you compare and contrast literary elements?

EnduringUnderstandings:

1. Authors approach audiences with specific purposes to engage readers.

2. Authors use specific elements to construct a story.

3. There are common characteristics within a given genre.

4. Characters portray different characteristics and those characteristics are demonstrated throughout thestory.

5. Stories often have an identifiable theme that can be supported by story events.

6. Students' opinions, supported accurately by facts from the text, are valid.

SkillObjectives: Students will know:

1. The various purposes of authors

2. Various genres and their characteristics

3. Theme in connection to story

4. Steps in plot development

5. Reading focus skills connected to text selections

Students will:

1. Discuss elements and themes of a story selections using the terminology2. Identify an author's purpose during and after reading

3. Identify different genres

4. Identify initiating conflict, rising action, climax, falling action, and resolution

5. Identify and apply reading focus skills

6. Use vocabulary learned through the story selection

Vocabulary: Literary Vocabulary

l characters

l setting

l conflict

l resolution

l plot

l theme

l genre

l narrative

l fiction

l non fiction

l expository

l simile

l metaphor

l personification

l motives

l context clues

l generalizations

l inference

l main idea

l author's purpose

l drawing conclusions

l cause effect

l synonymsl antonyms

l point of view

l climax

l rising action

l falling action

l summarize

l paraphrase

l fact

l opinion

l compare

l contrast

General Vocabulary

General vocabulary from the story selections will be applied throughout the unit.

Materials: Selections from Story Town Ride the Edge Harcourt 2008:

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This Curriculum Map Unit has no Topics to display

Unit: Fourth Grading Period: WritingTimeline: March to June

This Curriculum Map Unit has no Topics to display

EssentialQuestions:

1. How does an outline help in setting up a research paper?

2. How are paraphrasing and summarizing used in the note taking process?

3. What reference sources can be used to gather information about a topic?

4. How do you synthesize information gathered into a piece of writing?

5. What are the conventions of writing?

EnduringUnderstandings:

1. An outline is a graphic organizer that displays the information found in a research paper.

2. Paraphrasing is retelling information from a reference source in your own words.

3. Summarizing is identifying the main idea of information found in a reference source.

4. A variety of reference sources can be used in the research process.

5. Facts and information found in reference sources are integrated into a research report.

6. The conventions of writing include proper sentence structure, a variety of sentences, correct punctuation, and appropriate application of

the parts of speech.

SkillObjectives:

Students will know:

1. How to produce an outline.

2. How to paraphrase information found in a reference text.

3. How to summarize information found in a reference text.

4. How to add facts and information found in reference texts in a given piece of writing.

5. Variety of sentence structure and varied parts of speech.

Students will:

1. Produce an outline

2. Paraphrase information in notes

3. Summarize information in notes

4. Write a research paper with information gathered

5. Apply conventions of writing

Vocabulary: Writing Vocabulary:

l outline

l graphic organizer

l reference sources

l paraphrasing

l summarizing

l fact

l opinion

l introduction

l body

l conclusion

l parts of speech

Materials: 1. Reference sources2. Graphic Organizers

3. Teacher Selected Prompts

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