Peace Poems and Picasso Doves: Literature, Art, …wsfcselak5.pbworks.com/w/file/fetch/99136616/Unit5... · Web viewRF.5.3 Know and apply grade-level phonics and word analysis skills

Elementary English Language ArtsUnit Planning Organizer

Subject English / Language Arts

Grade 5

Unit Title Unit 5- Responding to Challenges Through Fiction and Poetry

Pacing 30 days (25 days instruction + 5 days reteach/extension)

Common Core Standards of Focus

Key Ideas and Details:

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas,, or concepts in a historical, scientific or technical text based on specific information in the text.

Craft and Structure:

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area.

Integration of Knowledge and Ideas:

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Language: L.5.1c Use verb tense to convey various times, sequences, states, and conditions. Writing: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive

details, and clear event sequences.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.ou

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e. Provide a conclusion that follows from the narrated experiences or events.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

Foundational Skills: ● Taught in conjunction with the Common Core Standards of Focus

Phonics/Word Recognition:

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,

roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency:

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understandingb. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Standards for Reinforcement

Craft and Structure:

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Integration of Knowledge and Ideas:

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity:

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Speaking and Listening:

SL.5.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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Language:

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the perfect (e.g., I had walked; have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. e. Use correlative conjunctions (e.g., either/or, neither/nor).L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). e. Spell grade-appropriate words correctly, consulting references as needed.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L 5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Writing: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Instructional Resources and Materials

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Teacher Directed Reading- Scott Foresman :

Paul Revere’s Ride p. 534Genre: Classic Narrative PoemComprehension Skills: Paraphrasing, VisualizingLiterary Devices: How Art Complements Texts, Sound Devices in PoetryVocabulary: Unfamiliar Words

Meeting Mr. Henry p. 84 (Lexile: 420)Genre: Realistic FictionComprehension Skills: Cause and Effect, Drawing ConclusionsLiterary Devices: DialogueVocabulary: Unfamiliar Words

Going With the Flow p. 226 (Lexile: 460)Genre: Realistic FictionComprehension Skills: Drawing Conclusions, Predicting, CharacterLiterary Devices: Dialogue, NarrationVocabulary: Multiple Meaning Words, Base WordsOral Language: Listening for Structure and Ideas

Missing Links p.204 (Lexile: 960)Genre: MysteryComprehension Skills: Drawing Conclusions, PredictingLiterary Devices: Puns and Word PlayVocabulary: Multiple Meaning Words, Prefixes, Base WordsGrammar: Commas in a series and direct address

In the Days of King Adobe p.600 (Lexile: 680)Genre: FolktaleComprehension Skills: Context Clues, PlotLiterary Devices: SymbolismVocabulary: Multiple Meaning Words

Common Core Lesson Examples:

Paul Revere’s Ride p. 534http://betterlesson.com/lesson/6396/why-was-the-road-not-takenInfer and interact with poem, “The Road Not Taken”Using text clues and schema to help visualize what is happening in a poemRL 5.1, RL 5.2 (Key Ideas and Details), RL 5.4, RL 5.5 (Craft and Structure)

http://www.readwritethink.org/classroom-resources/lesson-plans/peace-poems-picasso-doves-93.htmlPeace Poems and Picasso Doves: Literature, Art, Technology, and Poetry

http://betterlesson.com/lesson/580726/close-reading-strategies-illustrating-a-poemClose read with a poemRL.5.1( Key Ideas and Details), RL.5.4 (Craft and Structure), RF.5.3a RF.5.4a RF.5.4b

http://picturingamerica.salemstate.edu/images/unit09/optimized_units/Rennie_Kerry.pdf A website with information and pictures about Paul Revere’s life and ride.

http://betterlesson.com/lesson/611291/important-events-in-paul-revere-s-lifeDetermining importance and justifying reasoningRL 5.2 (Key Ideas and Details)RL 5.5 (Craft and Structure)

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Poetry Selections , Myths, and Folktales based on school availability

Passage to Freedom: The Sugihara Story, p. 516 (Lexile: 670)Genre – Narrative Non-fictionComprehension Skills – Context Clues, Main Idea, Supporting DetailsVocabulary – Suffixes

Long Path to Freedom , p.466 (Lexile: 550)Genre – BiographyComprehension Skills – Paraphrasing, Main Idea and Supporting Details, SummarizingLiterary Device: imagery, idiomVocabulary: unfamiliar words, prefixes and suffixesHow the Underground Railroad Got Its Name page 487Informational Article

From the Diary of Leigh Botts page 20 (Lexile: 830) Genre – Realistic Fiction Comprehension Skills – Making Judgments; Sequence Literary device – Point of View Vocabulary - Multiple Meaning Words RampanionInformational Article page 37

Additional Literary Text Examples:

And Then What Happened, Paul Revere? by Jean Fritz and Margot Tomes

Can't You Make Them Behave, King George? By Jean Fritz and Margot Tomes

Will You Sign Here, John Hancock? by Jean Fritz and Trina Schart Hyman

And Then What Happened, Paul Revere? by Jean Fritz Why Don’t You Get a Horse, Sam Adams? by Jean Fritz

http://betterlesson.com/lesson/574931/paul-revere-or-sybil-ludington-who-warned-about-the-british-comingQuote accurately from the text when explaining what the text says explicitly and when drawing inferences from historical accounts on Paul Revere and Sybil Ludington and their respective roles in the Revolutionary WarRL 5.3, RI 5.1, RI 5.2 (Key Ideas and Details) RI 5.6 (Craft and Structure)RI 5.8 (Integration of Knowledge and Ideas)SL 5.1c, SL 5.1 d, SL 5.2, SL 5.4, SL 5.5

Missing Links p.204http://www.readwritethink.org/classroom-resources/lesson-plans/what-mystery-exploring-identifying-865.html

What's in a Mystery? Exploring and Identifying Mystery Elementshttp://www.fcrr.org/studentactivities/v_034c.pdf

Puns and word playRL 5.4 (Craft and Structure)

http://www.fcrr.org/studentactivities/v_043c.pdfLesson on words with multiple meaningsRL 5.4 (Craft and Structure)

http://www.fcrr.org/studentactivities/v_036c.pdfWords in contextRL 5.4 (Craft and Structure)

Passage to Freedom: The Sugihara Story, p. 516 (Lexile: 670)http://betterlesson.com/lesson/522945/comparing-two-

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Follow the Drinking Gourd by Jeanette Winter

Poetry:

“I Hear America Singing” by Walt Whitman)

“I, Too, Sing America” by Langston Hughes

"The Eagle" by Alfred Lord Tennyson

"The New Colossus" by Emma Lazarus

“A Nation’s Strength” by Ralph Waldo Emerson

“A Tragic Story” by William Makepeace Thackeray

“Concord Hymn” by Ralph Waldo Emerson

“George Washington” by Rosemary and Stephen Vincent Benet

Additional Informational Text Examples

A History of US: From Colonies to Country by Joy Hakim

A is for America by Devin Scillian and Pam Carroll

Crispus Attucks: Black Leader of Colonial Patriots (Childhood of Famous Americans) by Dharathula H. Millender and Gary Morrow

If You Lived At The Time Of The American Revolution by Kay Moore and Daniel O’Leary

O, Say Can You See? America's Symbols, Landmarks, And Important Words by Sheila Keenan and Ann Boyajian

In Their Own Words: Sojourner Truth by Peter and Connie Roop

Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta

Paul Revere (In Their Own Words) by George Sullivan

ways-to-readReading with prosody to help understand the main ideaRI 5.2 (Key Ideas and Details)RI 5.4 (Craft and Structure)

http://betterlesson.com/lesson/564193/comparing-stories-characters-and-themesComparing stories, characters, and themesRL 5.2, RL 5.3, RI 5.1, RI 5.2 (Key Ideas and Details)RL 5.5, RL 5.6 (Craft and Structure) RL 5.9 (Integration of Knowledge and Ideas)SL 5.1d, SL 5.

Meeting Mr. Henry, p. 84; Going With the Flo w , p. 226; Missing Links, p.204

http://www.prometheanplanet.com/en-us/Resources/Item/40454/drawing-conclusions-story-adventure A flipchart which allows students to draw conclusions and make choices that affect the outcome of a story. (Quiz at end of flipchart)

http://www.readworks.org/lessons/grade5/drawing-conclusionsLessons on drawing conclusions can be found in the following fifth grade novel units:Riding FreedomWatsons Go To Birmingham - 1963

http://www.readwritethink.org/classroom-resources/lesson-plans/bright-morning-exploring-character-59.htmlExploring Character

http://www.readwritethink.org/classroom-resources/lesson-plans/charting-characters-more-complete-

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Speeches

“Ain’t I a Woman?” by Sojourner Truth, May 29, 1851

“Give Me Liberty or Give Me Death” by Patrick Henry, March 23, 1775)

“On a Woman’s Right to Vote” by Susan B. Anthony, 1873

Scott Foresman Teacher’s EditionPgs .534g-534h – media, social studies, art, sciencepgs. 84g-84h – math, social studies, art, sciencepgs. 226g-226h – social studies, science, mathpgs. 204g-204h – media, social studies, sciencepgs. 600g-600h – math, science, social studies

267.htmlCharting Characters for a More Complete Understanding of the Story

http://www.readworks.org/lessons/concepts/plotLessons centered around plot can be found in the following fifth grade novel units:Bridge to TerabithiaDogs Don't Tell JokesThe Great Gilly HopkinsThe Lion, the Witch, and the WardrobeManiac MageeThe Wizard of Oz http://betterlesson.com/lesson/552009/hero-or-not-close-reading-of-biography-to-support-an-argumentClose reading of a biography to support an argumentRI 5.1, RI 5.3 (Key Ideas and Details)RI 5.5 (Craft and Structure)RI 5.7, RI 5.8 (Integration of Knowledge and Ideas)

Resources for Poetry: http://www.readworks.org/lessons/grade5/words-wings-treasury-african-american-poetry-and-art/genre-lessonGenre lesson: PoetryRL.5.4 (Craft and Structure) RL.5.10 (Range of Reading and Level of Text Complexity) RF.5.4; L.5.5; L.5.5a

http://www.readworks.org/lessons/grade5/words-wings-treasury-african-american-poetry-and-art/lesson-2(Tone of a poem)RL.5.2 (Key Ideas and Details); RL.5.10(Range of Reading and Level of Text Complexity) RF.5.4b

http://www.readworks.org/lessons/grade5/words-wings-

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treasury-african-american-poetry-and-art/lesson-3

(Theme of a poem)RL.5.1; RL.5.2 (Key Ideas and Details), W.5.9; W.5.9ahttp://www.readworks.org/lessons/grade5/words-wings-treasury-african-american-poetry-and-art/lesson-4(Author’s Purpose)W.5.9; W.5.9ahttp://www.readworks.org/lessons/grade5/words-wings-treasury-african-american-poetry-and-art/lesson-5(Figurative Language in poetry)RL.5.4 (Craft and Structure) W.5.9; W.5.9a; L.5.5; .L.5.5a

Additional Resources for Poetry:http://betterlesson.com/lesson/560453/what-is-poetry-anyway

Lesson on PoetryRL 5.2 (Key Ideas and Details), RL 5.5, RL 5.6 (Craft and Structure)

http://betterlesson.com/lesson/560575/but-poetry-is-impossible-to-understandInteractive note-taking to help understand the meaning of poemsRL 5.2 (Key Ideas and Details), RL 5.5, RL 5.6 (Craft and Structure)

http://betterlesson.com/lesson/560579/dog-lovers-unite-a-lesson-in-viewpointStudents will make inferences about the poets or narrator's viewpoints and feelings.RL 5.2 (Key Ideas and Details), RL 5.5, RL 5.6 (Craft and Structure)

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http://betterlesson.com/lesson/569948/a-poet-chooses-that-structure-on-purposeStudents will identify a poem's general structure and use that information to infer meaning in a poem. RL 5.5 (Craft and Structure), SL 5.1c

http://betterlesson.com/lesson/560452/how-do-i-find-the-message-in-poetryHow Do I Find THE Message in poetry?RL 5.2 (Key Ideas and Details), RL 5.5, RL 5.6 (Craft and Structure)

http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collections-working-354.htmlCompiling Poetry Collections and a Working Definition of PoetryRL 5.4 (Craft and Structure)RL 5.10 (Range of Reading and Level of Text Complexity)

http://www.readwritethink.org/classroom-resources/lesson-plans/about-alliteration-responding-literature-825.htmlAll About Alliteration: Responding to Literature Through a Poetry LinkRL 5.10 (Range of Reading and Level of Text Complexity)RI 5.7 (Integration of Knowledge and Ideas)RF 5.4a, RF 5.4b, RF 5.4cW 5.2b, W 5.2d, W 5.2eW 5.5, W 5.9, W 5.9aL 5.4 a, L 5.6

Resources:

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http://betterlesson.com/common_core/browse/1351/ccss-ela-literacy-rl-5-1-quote-accurately-from-a-text-when-explaining-what-the-text-says-explicitly-and-when-drawing-inferencesQuote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL 5.1, RL 5.2 (Key Ideas and Details)RL 5.4, RL 5.5 (Craft and Structure)

http://betterlesson.com/lesson/527216/preposition-booksGrammar Unit: This unit contains 10 lessons. If you click on the arrow beside lesson 1, you can open up all ten. You will find lessons on prepositions, types of sentences, nouns, pronouns, homophones, and verb tense.

http://betterlesson.com/lesson/505380/using-post-its-to-capture-thinkingThis lesson teaches the students how to generate and capture ideas while reading.RL 5.1, RL 5.2, RL 5.3 (Key Ideas and Details) RL 5.6 (Craft and Structure)http://betterlesson.com/lesson/518584/developing-and-organizing-a-reader-s-notebookDeveloping and Organizing a Reader’s NotebookRL 5.1, RL 5.2, RL 5.3 (Key Ideas and Details) RL 5.6 (Craft and Structure)

http://www.readwritethink.org/classroom-resources/lesson-plans/rooting-meaning-morpheme-match-880.htmlRooting Out Meaning: Morpheme Match-Ups in the Primary GradesRI 5.7 (Integration of Knowledge and Ideas); RF 5.3, RF 5.3a

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SL 5.1 a, SL 5.1b, SL 5.1cL 5.4, L 5.4 b, L5.4c

http://www.readwritethink.org/classroom-resources/lesson-plans/story-elements-alive-1073.html?tab=4#session1Story Elements Alive

http://betterlesson.com/lesson/resource/2915180/making-generalizations-pictures?from=section_resources_titleMaking generalizationsRI 5.1, RI 5.3 (Key Ideas and Details)

http://betterlesson.com/lesson/6393/the-artist-was-imperturbable-when-he-painted-the-idyll-sceneUsing context clues in sentences and passage to determine the meaning of unfamiliar wordsRL 5.1 (Key Ideas and Details), RL 5.4 (Craft and Structure), RF 5.4c, L 5.4

http://betterlesson.com/lesson/522564/strategies-for-content-specific-vocabularyUsing context clues to generate synonyms to determine the meaning of terms used in an informational selection.RI 5.4 (Craft and Structure)http://betterlesson.com/lesson/527880/vocabulary-development-teach-students-to-generate-synonymsSupport and Scaffold Comprehension of Content Specific VocabularyRI 5.4 (Craft and Structure)

https://learnzillion.com/lessonsets/821-revise-informational-writing-and-use-correct-grammar

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Revise informational writing and use correct grammarL.4.1b, L.3.1b, L.5.1b, L.5.1c, L.4.1c, L.5.1d, L.3.1d, L.3.1e, L.3.2c

https://learnzillion.com/lessonsets/236-5th-grade-opinion-writing-writing-a-persuasive-letterWriting a persuasive letterW.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.1, W.5.5

https://learnzillion.com/lessonsets/169-5th-grade-narrative-writing-responding-to-a-narrative-prompt-1Responding to a narrative promptL 5.5W 5.3a, W 5.3b, W 5.3e, W 5.5, W 5.10

https://learnzillion.com/lessonsets/251-5th-grade-narrative-writing-responding-to-a-narrative-prompt-2Narrative Writing 5thW 5.3b, W 5.4, W 5.5

http://www.quia.com/cc /66106.htmlHomonym game on computer

http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-wordsAdding to root wordsL 5.4b

http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/bingolingo.pdfBingo-recognize Greek and Latin rootsL 5.4b

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http://www.quia.com/jg/223.htmlGreek and Latin rootsL 5.4b

http://betterlesson.com/lesson/529458/word-work-within-words-sortsWord SortsRF 5.3, RF 5.3a, RF 5.4c

http://betterlesson.com/common_core/browse/1383/ccss-ela-literacy-rf-5-4-read-with-sufficient-accuracy-and-fluency-to-support-comprehension?from=domain_coreRead with accuracy and fluency to support comprehension (27 lessons)RF 5.4, RF 5.4 a, RF 5.4b, RF 5.4c, RL, RI, and L

http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_words_language_fifth_5th_grade_english_language_arts.htm55 different lessons and games dealing with vocabulary, roots, prefixes, suffixes, etc.L 5.4, L 5.4a, L 5.4b, L 5.4c

https://learnzillion.com/lessonsets/832-close-reading-informational-text-benjamin-franklin-inventor-printer-writerClose Reading: “Benjamin Franklin: Inventor, Printer, Writer”RI 5.3 (Key Ideas and Details)RI 5.4 (Craft and Structure)RI 5.8 (Integration of Knowledge and Ideas)

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L 5.4a

https://learnzillion.com/lessonsets/723-close-reading-informational-text-when-i-grow-up-i-want-to-beClose Reading Informational Text: “When I Grow Up, I Want to Be”RI 5.1, RI 5.2, RI 5.3 (Key Ideas)RI 5.6 (Craft and Structure)RI 5.8 (Integration of Knowledge and Ideas)

Writing using text-based evidenceRI 5.2, RI 5.3 (Key Ideas and Details)W 5.2a, W 5.2b, W 5.2c, W 5.2e, W 5.4

https://learnzillion.com/lessonsets/127-read-informational-texts-life-for-slave-children-in-1861Read Informational Text: “Life for Slave Children in 1861”RI 5.1, RI 5.2 (Key Ideas and Details)RI 5.4 (Craft and Structure)RI 5.10 (Range of Reading and Level of Text Complexity)

https://learnzillion.com/lesson_plans/1570#fndtn-descriptionHurricane Katrina- Informational TextRI 5.1, RI 5.2, RI 5.3RI 5.8RI 5.10

http://www.prometheanplanet.com/en-us/Resources/Item/66836/figurative-language - An interactive flipchart about figurative language

http://www.schooltube.com/video/9e8b2acfc34e0ce465a3/figurative-language - a video rap

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about figurative language

http://www.savethecomma.com/game - Interactive comma game

http://teacher.depaul.edu/ReadingSkills.htmlThis link will take you to a resource page that includes mini lessons and graphic organizers for:

● Reading strategies● Comprehensi ve fiction assessment and guides

(reading fiction, drawing conclusions, questioning, and analyze a story

● Author’s Purpose and Techniques (analyze author’s techniques, infer author’s purpose, inferential thinking)

● Cause/Effect Relations (analyze/infer causes and effects, sequence actions, explain cause and effect relations)

● Character Traits (infer character traits and support with evidence, infer character traits with synonyms)

● Compare/Contrast● Infer meaning of a word in context● Dramatize a situation● Identify elements of story and summarize it● Organize and write an extended response● Genres● Identify, analyze, and infer the main idea or theme● Identify, analyze, and evaluate problem/solution● Sequence● Summarizing

http://teacher.depaul.edu/files/documents/ReadFictiontoUnderstandMore.pdf

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Common Questions for Thoughtful Fiction Interpreters RL 5.1-RL 5.3 (Key Ideas and Details)

http://teacher.depaul.edu/html/documents/ComprehensiveReadingQuestions--Fiction.pdfComprehensive Questions for Fiction

http://teacher.depaul.edu/Fiction_Readings.htm One page Fiction stories(Scroll down to 5th grade)

www.writingfix.com - This site from the Northern Nevada Writing Project offers many lesson plans and ideas for writing across the curriculum including sections called historyfix and sciencefix. Each lesson uses a mentor text as a springboard.

http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-examining-236.htmlCommon Content Area Roots and Affixes

In the Days of King Adobe http://www.prometheanplanet.com/en-us/Resources/Item/26958/characterization Flipchart which reviews characterization techniques, lists a wide variety of character traits, and includes many graphic organizers

http://www.prometheanplanet.com/en-us/Resources/Item/40454/drawing-conclusions-story-adventure A flipchart which allows students to draw conclusions and make choices that affect the outcome of a story. Quiz at

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end of flipchart.

Narrative essays to be written in this unit can be related to science or social studies topics.

Social Studies: Harcourt Social Studies:Reading Social Studies: GeneralizeStudent book, page 267-268

Graphic Organizers:Summarizing:http://www.fcrr.org/studentactivities/c_040c.pdfhttp://www.fcrr.org/studentactivities/c_013c.pdf

Vocabulary:http://teacher.depaul.edu/

Fiction:http://teacher.depaul.edu/

Nonfiction:http://teacher.depaul.edu/html/Guide_Assess_Nonfiction.html

Character:http://www.readwritethink.org/classroom-resources/printouts/character-30199.html

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“Unwrapped” Standards Concepts Supporting Standards Concepts

dramathemechallengesspeakerchapterscenestanzaversestructuretonemoodsummarizenarrativedialoguecharacter

relationshipinteractionconventionsverb tensecommaclarifymultiple meaning context cluesaffixesrootsdictionaries glossariesthesaurusesfigurative languageidiomadageproverb

I Can StatementsI can use specific quotes from a text when drawing inferences and explaining what a text says specifically. (RL.5.1)I can determine the theme of a text using details, characters’ actions, or the speaker’s reflection. (RL.5.2)

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I can summarize a story, drama, or poem. (RL.5.2)I can use specific details from a text to compare and contrast two characters, events, or settings. (RL.5.3)I can determine the meaning of words and phrases based on how they are used in a text. (RL.5.4)I can use specific quotes from a text when drawing inferences and explaining what a text says specifically. (RI.5.1)I can determine the main idea of a text and explain how it is supported by key details. (RI.5.2)I can summarize a piece of informational text. (RI.5.2)I can explain relationships between events, ideas, or procedures from an informational text and use the text to support my explanation. (RI.5.3)I can determine the meaning of words or phrases in a grade 5 text. (RI.5.4)I can explain how an author uses reasons and evidence to support his/her points. (RI.5.8)I can specifically identify which reasons an author uses to support which points. (RI.5.8)I can summarize information presented orally or visually. (Sl.5.2)I can write a real or imagined narrative piece with descriptive details and clear events where I: use dialogue, descriptions, and pacing to develop events and characters and use concrete words and phrases and sensory details to convey experiences and events. (W.5.3.b and W.5.3.d) I can use guidance from my peers and adults to plan, revise, and edit my writing. (W.5.5)

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Documents

Peace Poems and Picasso Doves: Literature, Art, …wsfcselak5.pbworks.com/w/file/fetch/99136616/Unit5... · Web viewRF.5.3 Know and apply grade-level phonics and word analysis skills