English Language Arts Fifth Grade Curriculum Map 2011 · PDF fileEnglish Language Arts Fifth Grade Curriculum Map ... Unit 2 – The Writing Process 9/12-10/21 ... c. determining word

English Language Arts

Fifth Grade

Curriculum Map

2011-2012

Curriculum Map 2011-2012 – Grade 5 - 2 -

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS

2011-2012 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let‘s Read

8/15 – 10/7

Unit 1 – Let‘s Read

08/15-09/09

Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09


Unit 1 – Folktales: Tall

Tales and Legends

08/15-09/30


Unit 5 - A Look into

Books

09/19 – 10/21

Unit 2 – Put on Your

Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21


Unit 2 – The Writing

Process

9/12-10/21


Unit 2 – Informational

Articles/Reports

10/03 – 11/10


Unit 1 – Learning About

Me

10/24-11/18

Unit 3 – Let‘s Read – Fairy

Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing

Nonfiction

11/14-12/20

Unit 6 – Reading and Writing

Nonfiction in Texts

10/24-11/18


Unit 6 – Reading and

Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and

Autobiography

11/14-01/12


Unit 6 – The Author‘s

Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06


Unit 4 – Research

11/28 – 01/06


Unit 4 – Short Stories –

Adventures

01/17-03/02


Unit 2 – Exploring Written

Languages

01/09-02/03

Unit 6-Discovering is

Exciting-Reading/Writing

Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking

Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03


Unit 3 - Critical Thinking

01/09 – 02/03


Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of

Words – Poetry

02/06-03/08

Unit 7 – How to Learn About

People-

Autobiographies/Biographies

03/12 – 04/13

Unit 7 – People-


03/26-04/20

Unit 7 – Who‘s Who-


02/06 –03/02


Unit 7 – Autobiographies

and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural

Literature

03/12-04/13

Unit 5 – Poetry: Fun with

Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in

Words

04/23-05/24

Unit 5 – ―Use Your Senses..‖

Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak,

Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By

- Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements

Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements

Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next

DRA-

Instructional Level

SFA - Roots

DIBELS Next

DRA-

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form A

SFA – 4Ssight

1st Quarter

12 Weeks (K)

Rigby Reading

Pre-Screener/

Screener

SFA - Roots

Benchmark

Level C***

SFA - Roots

Benchmark

Level I***

SFA – McGraw-Hill

Instructional Level

(Benchmark if necessary)

SFA – 4Sight

Instructional Level


SFA – 4Sight

Instructional Level


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next

Benchmark

Level E***

SFA - Roots

DIBELS Next

Benchmark

Level J***

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form B

SFA – 4-Sight

DIBELS Next

Rigby READS

Form B

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form B

SFA – 4Sight

3rd Quarter

24 Weeks (K)

Benchmark

Level B***

Benchmark

Level G***

SFA - Roots

Benchmark

Level K***

SFA – McGraw-Hill

Instructional Level


SFA – 4Sight

Instructional Level


SFA - 4Sight

Instructional Level


SFA – 4Sight

End of Year DIBELS Next

DRA –

Instructional Level

SFA – Roots

DIBELS Next

Instructional Level

SFA - Roots

DIBELS Next

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next/AIMSweb

Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter

12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter

24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential, I – Important, C- Condensed

1 Identify word meanings using a variety of strategies, including: E

a. using context clues (e.g., definition, restatement, example, contrast) 1,2,3,6

b. using structural analysis (e.g., base words, roots, affixes) 2,4

c. determining word origins (etymology) 2,4

d. using electronic and print dictionaries, thesauruses, glossaries (ELA-1-M1) 1,3,4

2 Identify common abbreviations, symbols, acronyms, and multiple-meaning words (ELA-1-M1) I 2,4

3 Identify the meanings of idioms and analogies (ELA-1-M1) E 4,5,6

4 Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical

texts, as well as news and current events) for various purposes (ELA-1-M1)

I 1,2,3,

4,6

5 Identify and explain story elements, including: E

a. theme development 1,4,6

b. character development 1,3,4,6

c. relationship of word choice and mood 1,4,5

d. plot sequence (e.g., exposition, rising action, climax, falling action, resolution)

(ELA-1-M2)

1,3,6

6 Identify and explain literary devices in grade-appropriate texts, including: E

a. how word choice and images appeal to the senses and suggest mood, tone, and

style

1,3,5

b. foreshadowing 1,3

c. flashback (ELA-1-M2) 3,4

7 Answer literal and inferential questions in oral and written responses about ideas and

information in grade-appropriate texts, including:

E

a. fiction 1,4,6

b. nonfiction 2,3

c. poetry 1,5

d. songs (ELA-1-M3) 1,5

8 Identify the connections between ideas and information in a variety of texts (e.g., cartoons,

poetry, fiction, instructional manuals) and real-life situations and other texts (ELA-1-M4)

E 1,2,4,5

9 Identify cultural characteristics, including customs, traditions, and viewpoints, found in national,

world, and multicultural literature in oral and written responses (ELA-6-M1)

I 1,5

10 Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres in oral

and written responses (ELA-6-M2)

I 1,3,4,

5,6

11 Use knowledge of the distinctive characteristics to classify and interpret elements of various

genres, including:

E

a. fiction (e.g., folktales, fairy tales, fables, legends, short stories, novels) 1,4,6

b. nonfiction (e.g., biography, autobiography, informational text) 2,3

c. poetry (e.g., lyric, narrative) 1,5

d. drama (e.g., one-act play or skits) (ELA-6-M3) 4

12 Demonstrate understanding of information in grade-appropriate texts using a variety of E All


strategies, including:

a. sequencing events and steps in a process All

b. summarizing and paraphrasing information All

c. identifying stated and implied main ideas and supporting details for each All

d. comparing and contrasting literary elements and ideas 2,3,4,5

e. making simple inferences and drawing conclusions All

f. predicting the outcome of a story or situation with reasonable justification All

g. identifying literary devices (ELA-7-M1) All

13 Examine and explain the relationship between life experiences and texts to generate solutions to

problems (ELA-7-M2)

E 2,6

14 Use technical information and other available resources (e.g., software programs, manuals) to

solve problems (ELA-7-M2)

E 2,4

15 Explain an author's purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to

express personal attitudes or beliefs) (ELA-7-M3)

E 2,3

16 Explain how the author’s viewpoint (perspective, bias) is reflected in the text (ELA-7-M3) E 2

17 Analyze grade-appropriate print and nonprint texts using various reasoning skills, including: E

a. identifying cause-effect relationships 3,4

b. raising questions 2,6

c. thinking inductively and deductively 2,4,5

d. generating a theory or hypothesis 2,3

e. skimming/scanning 2,3,4

f. distinguishing facts from opinions and probability (ELA-7-M4) 2,3

18 Write multiparagraph compositions on student- or teacher-selected topics organized with the

following:

E

a. an established central idea 1,2,3,

4,6

b. important ideas or events stated in sequential or chronological order 1,4,6

c. elaboration (e.g., fact, examples, specific details) 1,2,3,

4,6

d. transitional words and phrases that unify points and ideas 1,2,4,6

e. an overall structure including an introduction, a body/middle, and a

concluding paragraph that summarizes important ideas (ELA-2-M1)

2,3,4,6

19 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding

sentences (ELA-2-M1)

E 1,2,4,6

20 Develop grade-appropriate compositions on student- or teacher-selected topics that include the

following:

E

a. word choices (diction) appropriate to the identified audience and/or purpose 1,3,4,

5,6

b. vocabulary selected to clarify meaning, create images, and set a tone All

c. information/ideas selected to engage the interest of the reader 1,4,6

d. clear voice (individual personality) 1,2,4,5

e. variety in sentence structure (ELA-2-M2) 1,2


21

Develop grade-appropriate compositions applying writing processes such as the following:

I

a. selecting topic and form 1,2,3,5

b. prewriting (e.g., brainstorming, researching, raising questions, completing graphic

organizers)

1,2,3,4

c. drafting 1,2,3,4

d. conferencing (e.g., peer and teacher) 1,2,3,4

e. revising based on feedback and use of various tools (e.g., LEAP21 Writer‘s

Checklist, rubrics)

2,3,4

f. proofreading/editing 2,3

g. publishing using technology (ELA-2-M3) 3,5

22 Develop grade-appropriate paragraphs and multiparagraph compositions using the various

modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and

exposition (ELA-2-M4)

E

1,2,3,

4,6

23 Use the various modes to write compositions, including: I

a. how-to essays 1

b. stories that incorporate dialogue, characters, plot, setting, and sensory details

(ELA-2-M4)

4

24 Develop writing/compositions using a variety of literary and sound devices, including similes,

metaphors, and onomatopoeia (ELA-2-M5)

I 1,5

25 Write for various purposes, including: I

a. formal and informal letters that state a purpose, make requests, or give compliments 1,2

b. evaluations of media, such as films, performances, or field trips 1,2

c. explanations of stories and poems using retellings, examples, and text-based

evidence (ELA-2-M6)

1,3,5

26 Use standard English punctuation, including: E

a. parentheses and commas in direct quotations 2,3

b. commas to set off appositives and introductory phrases 4,6

c. use quotation marks around dialogue (ELA-3-M2) 1,2,4

27 Capitalize the first and other important words in titles and proper nouns (ELA-3-M2) E 1,2,3,5

28 Write paragraphs and compositions following standard English structure and usage, including: I

a. varied sentence structures (e.g., simple, compound) and types (i.e., declarative,

interrogative, imperative, exclamatory)

4,6

b. agreement of subjects and verbs in complex sentences 1,2,3,5

c. sentences without double negatives 3,4

d. correct sentence fragments and run-on sentences (ELA-3-M3) 1,2,3,4

29 Apply knowledge of parts of speech in writing, including: C

a. using same verb tense throughout when appropriate 5

b. selecting and using specific nouns, pronouns, and verbs for clarity (ELA-3-M4) 2,6

30 Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5) E 2,3,4,

5,6

31 Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries, thesauruses, I 2,3,4,


spell check) to find correct spellings (ELA-3-M5) 5,6

32 Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) C 1,4,6

33 Use complete sentences and standard English grammar, diction, syntax, and pronunciation when

speaking (ELA-4-M1)

C 2,4,6

34 Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions

(ELA-4-M2)

C 2,4

35 Restate or describe oral directions/procedures for tasks (ELA-4-M2) C 1

36 Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) C 1,4,5

37 Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and

a conclusion (ELA-4-M3)

C 1,4

38 Demonstrate active listening strategies (e.g., asking focused questions, responding to

questions, making visual contact) (ELA-4-M4)

C 1,3,5,6

39 Deliver formal and informal presentations for a variety of purposes, including: E

a. book reports 1,3,6

b. personal experiences 3,4

c. explanations of projects (ELA-4-M4) 1,3,5

40 Evaluate media for various purposes, including: I

a. effectiveness of organization and presentation 1

b. usefulness and relevance of information (ELA-4-M5) 1,5

41 Participate in group and panel discussions, including: I

a. explaining the effectiveness and dynamics of group process 1,2,3

b. applying agreed-upon rules for formal and informal discussions 1,5

c. assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6) 1,2

42 Locate and select information using a variety of organizational features in grade-appropriate

resources, including:

E

a. complex reference sources (e.g., almanacs, atlases, newspapers, magazines,

brochures, map legends, prefaces, appendices)

2,3

b. electronic storage devices (e.g., CD-ROMs, diskettes, software, drives) 3

c. frequently accessed and bookmarked Web addresses (ELA-5-M1) 2,3

43 Locate and integrate information from grade-appropriate resources, including: E

a. multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized

dictionaries, almanacs, technical encyclopedias)

1,2,3

b. electronic sources (e.g., Web sites, databases, audio and video tapes, films,

documentaries) for use in researching a topic (ELA-5-M2)

2,3

44 Locate, gather, and select information using data-gathering strategies, including: I

a. surveying 2,5

b. interviewing 2,5

c. paraphrasing (ELA-5-M3) 2

45 Generate grade-appropriate research reports that include information presented in a variety of forms, including: I

a. visual representations of data/information 2,3

b. graphic organizers (e.g., outlines, timelines, charts, webs) 2,3

c. bibliographies (ELA-5-M3) 2


46 Use word processing and/or other technology to draft, revise, and publish a variety of works, including

compositions and reports (ELA-5-M4)

I 1,2,3,

4,6

47 Give credit for borrowed information following acceptable use policy, including: I

a. integrating quotations and citations 2,3,4

b. using endnotes 2,3

c. creating bibliographies and/or works cited lists (ELA-5-M5) 2,3,4

48 Interpret information from a variety of grade-appropriate sources, including timelines, charts, schedules,

tables, diagrams, and maps (ELA-5-M6)

E 3


English Language Arts: Grade 5

August 15 - September 30th – Weeks 1 - 7

Comprehensive Curriculum Unit 1: Folktales: Tall Tales and Legends

Unit Description

This unit focuses on reading and responding to folktales. The defining characteristics of each type of story are defined and are analyzed through the exploration of folklore in

everyday life. A study of story elements is included. Oral presentation and the art of storytelling provide an opportunity for practice of oral delivery skills, while writing an

original tale or legend allows a chance for student editing and evaluation. Vocabulary and grammar instruction occurs within the context of the selections.

Student Understandings

Folktales are stories that are defined as forms of narrative, written or oral, which have been passed down from one generation to another. Students will connect

legends, tall tales, folk songs, and ballads to the broad definition. Readers and listeners will learn the stories have symbolic characters, as well as fast-moving

plots that are humorous in tone and usually end happily. Since the tales commonly explain an important part of a culture through exaggeration and

overstatement, students will recognize the expression of diverse culture and theme result in life lessons about the world, oneself, and others.

Guiding Questions

1. Can students define folktales?

2. Can students identify the elements of tall tales and legends?

3. Can students identify use of exaggeration?

4. Can students make inferences or draw intended conclusions?

5. Can students identify the cultural context of folklore?

6. Can students compare and contrast two folktales?

7. Can students use the writing process efficiently?

8. Can students give oral presentations effectively?

Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that

results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that

could be used for this unit:

General Assessments

1. The student will research elements and details of stories to determine location of settings, if not indicated in the tales and legends read and heard in

class. The individual will connect a story to the place on a map where it took place.

2. When examining a material for inclusion in the class library, the teacher will take notes of the defining characteristics that identify the work as either a

tall tale or legend, as discussed with the student. Individual students will write or word-process the agreed-upon list and place the list with the book. As

other students read that book later, they may check their identification of characteristics against the provided list.

3. The teacher will observe during oral presentations student adherence to the guidelines requiring a clear introduction, a body with supporting details, and

a conclusion, as established in Activity 13.

4. The teacher will write on the board several learning log topics, such as “I chose___________ to invite to the presentation of my tall tale/legend

because….‖ or ―The character of _________ is most like….‖ Entries will be assessed for completion of response to the selected topic.

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com

First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to assist you in the

retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES – Unit 1 Folktales: Tall Tales & Legends

1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g

2: Vocabulary Study (ONGOING): 01a, 01d, 04, 06a, 20a

5: Folktales 07a, 11a, 12e, 17c, 17f, 38, 41c

7: Tall Tales—Exaggerated Storytelling: Paul Bunyan and Beyond

05b, 05d, 07a, 09, 10, 11a, 12c, 12f

8: Legends—Stories from the Past: Casey Jones and Beyond

05a, 05b, 05d, 07a, 11a, 12c, 12f, 17c, 17f, 38, 39a

LCC ACTIVITIES – Unit 1 – Folktales: Tall Tales & Legends

3: Writing Craft Mini-Lessons (ONGOING): 26c, 27, 28b, 28d

4: Grammar/Usage Mini-Lessons (ONGOING): 28b, 28d

6: Responding to Folktales 05a, 07a, 09, 11a, 12c, 19, 21c, 38

12: The Stuff of Yarns: Writing Tall Tales or Legends 05b,

05c, 06a, 07a, 18a, 18b, 18c, 20a, 20c, 21b, 21c, 21d, 22,

24, 35, 43a, 46

14: How to Write a Tall Tale or Legend - Essays from

Authors 18c, 25b, 32, 36, 40a, 40b, 41a, 41b, 41c

Begin Word Wall

Activities

Short Vowel Review

Initial Consonant

Review

sn, st

Word Families

Long Vowel Review

Nouns 29

Theme 1: A Call for Freedom

COMPREHENSION STRATEGY/SKILLS

Make Connections 8, 12, 13

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Personal Narrative 11

Nonfiction Text Feature: Map & Venn Diagram 48

MODELED WRITING

Tall Tale or Legend (LCC)

Narrative

Story 23 (LbD)

MINI-LESSONS

Writing Process Introduction 21

Writing Traits Introduction 20

Main Idea & Details 20

Sequence 18

Build Suspense in Fiction 23

Ideas 18

Sentence Combining 28

Simple & Compound Sentences 28

Simple & Compound Subjects & Predicates 28

Subject Verb Agreement 28

Sentence Types 28

Use Quotation Marks Around Dialogue 26

Correct Sentence Fragments & Run-on Sentences 28

Theme 2: Creating A Nation


Infer 8, 12, 13

predict

draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Realistic Fiction 11

Onomatopoeia 6

Theme 3: How Does Cooking Work


Ask Questions 12, 17

meaning

author‘s purpose

use visuals

TARGET SKILLS

Procedural 11

Photo Essay 11

CENTER IDEA

GLEs tested on Assess 2 Know Test 1- 1a, 5a, 5c, 5d, 6a, 11a, 12b, 12c, 12e, 12g, 26c, 28b, 28d


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Theme 1: A Call for Freedom

Comprehension Bridge Cards: 1

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

conflict, revolution, military, splintered, representatives,

conquer, assemble, defeat

Connect to Novels: Emma’s Journal, The Riddle of Penncroft

Farm, Guns for General Washington

MODELED WRITING

Story

LbD Story Organizer – Transparency 11, 12

LbD Writing Bridge Card 4

MINI-LESSONS

Writing Process Introduction

LbD Writing Bridge Card 1 & Transparency 4

Writing Traits Introduction


Main Idea & Details

LbD Main Idea & Details Organizer – Transparency 5, 6


Sequence 18

LbD Sequence Organizer – Transparency 17, 18


Build Suspense in Fiction

LbD Writing Resource Guide pp. 49-50

Ideas


Sentence Combining


HME pp. 69, 78-79, 111, 155, 186-187, 190-191, 249, 261

Simple & Compound Sentences

LbD Writing Resource Guide p. 1

HME pp. 32-35, 46-49

Simple & Compound Subjects & Predicates


HME pp. 38-41, 46-49, 68, 110

Subject Verb Agreement


HME pp. 112-115

Sentence Types


HME pp. 34-35

www.primarilywriting.com

Houghton- Mifflin Spelling and

Vocabulary

Short Vowels

Unit 1 – pg. 18

Word Families

Unit 1 – pg. 18

Long Vowel Review

Unit 2 – pg. 24

Unit 3 – pg. 30

Theme 2: Creating A Nation

Comprehension Bridge Cards: 1 & 2



independent, patriotism, declaration, document, version,

confidence, convention, proclaim, nation, allegiance

Connect to Literature: Stuck in Time with Benjamin Franklin,

The Secrets of Sarah Revere, Fever 1793

Theme 3: How Does Cooking Work


Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

radiation, transfer, connect, reassured, ingredients, scientific,

conduction, convection, chemical, molecules

Connect to Literature: Dish-Stirring it Up, Death by Eggplant,

Granny Torrelli Makes Soup

Leveled Readers End of 1st Quarter

ON: R, S, T

ABOVE: U, V, W

BELOW: Q and below

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login

http://www.primarilywriting.com/

http://bb.lpssonline.com/webapps/login


Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)

Materials List: reading material covering a wide range of topics and readability levels, learning logs

Regardless of the genre being addressed in each unit, students should read silently daily. Sustained Silent Reading (SSR) occurs when

students are reading texts at their independent reading level for an uninterrupted period of time. SSR guidelines for class use may be

found at http://www.dowlingcentral.com/Mrs.D/area/literature/ssr.html

Students select their own books or reading materials that require neither testing for comprehension nor book reports. Titles read and

evidence of learning will be recorded in learning logs (view literacy strategy descriptions), which are a student‘s record of new

understandings, predictions, confirmation of predictions, explanations, and reflections. An explanation and sample of a reflective

learning log may be found at http://www.hull.ac.uk/php/cesagh/documents/LEARNINGLOG.doc .

If reading the folktale ―The Birth of Pecos Bill‖ located at http://www.americanfolklore.net/folktales/tx6.html , a sample student

response might read as follows:

The character of Pecos Bill can be compared to Mowgli in The Jungle Book because both were adopted by animals. Bill was

accepted by a mama coyote, and Mowgli was accepted by a pair of wolves. The boys had fun running and playing with

their animal families. When both characters grew up, they left their animal families to live with other humans.

Student responses may also be elicited through other strategies, such as teacher conferencing, book talks, peer conferencing, or

Reading Counts/Accelerated Reader, if available.

Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01d, 04, 06a, 20a)

Materials List: word list, dictionaries, thesauruses, glossaries

Throughout the unit, the teacher will emphasize vocabulary development by having students use context clues to figure out unfamiliar

words in the tall tales and legends. The teacher and students will collaboratively create a word wall of the specialized vocabulary they

may find in folktales. Students will review words daily and will share aloud any instance in which they have heard or seen a word

used in current, real-world context. The teacher will aid student construction of usage links to the real world by providing examples.

Students will learn about word choice and develop specific vocabulary that clarifies the meaning of the topic. Students will also use

electronic and print dictionaries, thesauruses, and glossaries when developing and selecting vocabulary for the oral and written stories.

http://www.dowlingcentral.com/Mrs.D/area/literature/ssr.html

http://www.louisianaschools.net/lde/uploads/11056.doc

http://www.hull.ac.uk/php/cesagh/documents/LEARNINGLOG.doc

http://www.americanfolklore.net/folktales/tx6.html


Activity 3: Writing Craft Mini-Lessons (Ongoing): GLEs: 26c, 27, 28b, 28d)

Materials List: student writing samples

As an introduction, the teacher will instruct students in the writing process. To allow students to connect the writing process with

familiar language use, students will construct a draft conversation between two friends as they discuss the day‘s lunch menu. During

the editing and proofreading process, students will correct errors in capitalization and quotations. Revisions will occur until errors

have been corrected.

As students progress toward development of compositions with topic sentences and complex sentence structure, they will practice the

editing and proofreading process. Students will continue to focus on capitalization, use of quotations, subject-verb agreement, and

correction of sentence fragments in their later work. Students will peer edit writing by the members of their authors‘ groups to

reinforce proofreading skills.

Since folktales have many instances of dialogue, students will practice using quotation marks to indicate a speaker‘s words. An

example of a mini-lesson is as follows: The teacher will write and punctuate the sentence below.

―Joey,‖ Jana said, ―you and your sister share an exaggerated sense of humor.‖

Students will discuss and compare the sentence to one that begins with a speaker (i.e., Jana said, ―Joey, you and your sister share an

exaggerated sense of humor.‖). Small groups of students will then develop one-minute conversations in which members discuss the

special talents of two classmates. Afterwards, students will write the conversations on transparencies. The groups will share their

work as class members orally identify correct use of quotation marks and solutions to incorrect usage. Students will additionally

check for correct capitalization of proper nouns.


Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 28b, 28d)

Materials List: student writing samples, board or transparency/overhead projector, learning logs

Grammar instruction should occur within the context of students‘ reading and writing.

Writer’s Express: A Handbook for Young Writers, Thinkers, and Learners or other grammar handbooks may be used to teach elements

of grammar, punctuation, and style. Grammar lessons focus on sentences using multiple clauses, verb tenses, and parts of speech.

Emphasis is placed on solidifying punctuation skills learned in earlier grades and learning how to proofread and edit writing.

An example of a mini-lesson is as follows: The teacher will write the sentence below on the board or a transparency. The students

will orally divide the sentence into two shorter sentences and will list the two in learning logs (view literacy strategy descriptions).

The teacher may also write the two shorter sentences for use in discussion. The class will discuss whether the sentences can be

combined in any other ways. Students will summarize discussion in learning logs.

Armadillos are very heavy, but they can inflate their stomachs with air and float on water.

Activity 5: Folktales (GLEs: 07a, 11a, 12e, 17c, 17f, 38, 41c)

Materials List: learning log, What Are Your Opinions About Tall Tales and Legends? opinionnaire BLM (one per student)

The teacher will explain that folktale is a general term for numerous tales told by common folk. Folktales, eventually collected and

written in narrative form, will be defined by students in learning logs (view literacy strategy descriptions) as stories that have been

retold within a culture for generations and are well-known through repeated storytelling. The teacher will explain that sometimes

folktales are subdivided into tales of magic, romance, tall tales, or legends. The teacher will provide students with an opinionnaire

(view literacy strategy descriptions) (See BLM.) that will encourage students to take a position about the topic of folktales and defend

it. Students will work in pairs to discuss statements and write reasons for opinions.

Through use of the opinionnaire, students will decide if tall tales and legends are based in fact and if the tales tell of universal human

needs. They will also determine which one has more historical truth. Finally, students will determine a purpose for folktales.

Students should provide specific reasons and examples for their position. Afterward, a class discussion could be held for students to

express their differing opinions. Discussion of individuals‘ statements should create a bridge to information and ideas to be found in

later readings of folktales. Students will retain opinionnaires until completion of Activity 11. Students will then revisit their initial

opinions and revise them, if necessary.





Activity 6: Responding to Folktales (GLEs: 05a, 07a, 09, 11a, 12c, 19, 21c, 38)

Materials List: various examples of American tall tales and legends, learning logs, Reader‘s Response BLM (teacher use)

The teacher will explain that for years Americans read and heard few tales other than those from Europe. As America grew as a

country, so did the national collection of folktales, particularly tall tales and legends. The teacher will read aloud several examples

(See resource list.). The teacher will guide students to create a brief response that includes first thoughts upon hearing a story (See

BLM.) In learning logs (view literacy strategy descriptions), students will quickwrite an initial reader‘s response to a story selected

from the read-aloud examples. Students will edit their learning log entries for use of introductions and conclusions, appropriate word

choice, and relevant elaboration; they will then record a second draft. Finally, students will respond in one or more paragraphs to a

reflective prompt in learning logs. The prompt would be listed as Describe what you know now about folktales that you did not know

before. Students will keep learning logs throughout the unit for creative writing, for taking notes, and for use as a resource list for

additional activities.



Activity 7: Tall Tales—Exaggerated Storytelling: Paul Bunyan and Beyond (GLEs: 05b, 05d, 07a, 09, 10, 11a, 12c, 12f)

Materials List: variety of tall tales, to include Paul Bunyan, board or chart paper, Exaggerated Storytelling Word Grid BLM (teacher use), learning logs

The teacher will ask students to define exaggeration and to suggest personal characteristics that could be exaggerated in storytelling. Possible brief definitions

include overstatement, extravagance, elaboration, misrepresentation, and a stretch of the imagination. On a board or a piece of chart paper, the teacher will write

student replies in a word grid (view literacy strategy descriptions) like the following (See BLM.):

Exaggeration Overstatement Extravagance Elaboration Misrepresentation Stretch

of the

imagination

humor

curiosity

strength

stature

The vertical dimension of the chart represents synonyms that indicate various forms of exaggeration. The horizontal dimension represents personal

characteristics that can be exaggerated during storytelling. The teacher will then read aloud a story of Paul Bunyan and direct students to point out examples of

exaggeration. With the students‘ participation, the teacher will fill in the word grid by placing ―+‖ in the space corresponding to the characteristic and the form

of exaggeration that best describes it. Versions to be used for storytelling by the teacher may be found at http://www.americanfolklore.net/paulbunyan.html .

See resource list for suggestions of children‘s literature. Allow time for students to quiz each other over the information in the word grid in preparation for tests

and other class activities. Students will also create a learning log (view literacy strategy descriptions) entry to include the definition and some text-based

examples. The teacher will continue by reading several other tall tales (i.e., Slue-foot Sue, Joe Magarac, Stormalong), pausing before the end of each story and

asking the students to predict outcomes. Versions about Slue-foot Sue and others may be found at http://www.americanfolklore.net/folktales/tx2.html

Students will identify and list commonalities among the stories in order to define the characteristics of tall tales; the list will be placed in learning logs. The

teacher will identify and discuss patterns that underlie structure and explain that tall tales will exhibit some of the following characteristics:

The main character accomplishes great feats using strength and wits.

The author uses exaggeration and humor; the hero brags and/or makes fun of himself or herself and has a colorful way of speaking.

Famous people and places show up in the story.

The story often starts when the hero is a child.

The story can reflect historical events while recounting supernatural adventures and mishaps.

Students will identify multicultural dimensions of the stories. Students will create mind maps that include elements of setting, plot, characters, conflict, and

sequence of events. A source for mind maps or think links may be found at: http://www.studygs.net/mapping/. They will compare and contrast story elements in

two or more books and identify stated and implied main ideas and supporting details.


http://www.americanfolklore.net/paulbunyan.html


http://www.americanfolklore.net/folktales/tx2.html

http://www.studygs.net/mapping/


Activity 8: Legends—Stories from the Past: Casey Jones and Beyond (GLEs: 05a, 05b, 05d, 07a, 11a, 12c, 12f, 17c, 17f, 38,

39a)

Materials List: variety of legends, to include Casey Jones, learning logs, paper to create graphic organizer

The teacher will select and read aloud the story of Casey Jones and several other short legends (Versions of Native American legends

to be used for storytelling may be found at http://www.firstpeople.us/FP-Html-Legends/TheChildrenofCloud-Pima.html ). Students

will predict outcomes as the teacher pauses near the end of each story. Students will identify commonalities among the stories in

order to define the characteristics of legends. As an addition to learning logs (view literacy strategy descriptions), students will list

commonalities. The teacher will explain that, as an example of a literary genre, legends will exhibit some of the following

characteristics:

A legend is a story from the past about a subject that was, or is believed to have been, historical truth. The story is rooted in

the authenticity of the character but fictional in detail.

Legends concern people, places, and events.

Usually the subject of a legend is a saint, a king, a hero, or a famous person.

A legend is associated with a particular place and a particular time in history.

A legend has a more austere tone than a folktale.

Legends reflect values of the culture and goals of its people.

Students will reread legends with a partner to distinguish between facts and fictional details within characterization, historical setting,

and multicultural roles. The teacher will guide students to identify stated and implied main ideas and supporting details in a class

discussion. Students will select a legend for class presentation that will include visuals of characteristics, main ideas, details, and

elements.

Students will then form groups of three or four students. The teacher will explain that they will be called on randomly to come to the

front of the room to act as a team of ―professor know-it-alls‖ about specific elements of character, plot, and theme development in

Casey Jones. Groups will prepare for professor know-it-all (view literacy strategy descriptions) by thinking of questions that require

responses of character, plot or theme (e.g., Which element shows that Casey‘s courage and patience are rewarded?). The teacher may

guide students to brainstorm about the elements before creating questions. For example, characters that are symbolic of good or evil,

such as heroes who are strong, brave, kind, curly-haired or fair-haired, and sympathetic; or themes that show how courage, patience,

and hard work are rewarded; or plot elements that are repetitive or require resolution. The first team will move to the front of the

room. Both peers and the teacher will question the team. The groups will rotate after five minutes or so to continue.

http://www.firstpeople.us/FP-Html-Legends/TheChildrenofCloud-Pima.html




Activity 12: The Stuff of Yarns: Writing Tall Tales or Legends (GLEs: 05b, 05c, 06a, 07a, 18a, 18b, 18c, 20a, 20c, 21b, 21c,

21d, 22, 24, 35, 43a, 46)

Materials List: grade-appropriate resources (e.g., specialized dictionaries, thesauruses, etc.), available publication software

Students will divide into groups of two or three (authors‘ groups) to brainstorm possible scenarios for tall tales or legends, which may

take the form of a story, a play, or a script for Readers‘ Theater. Next, author groups will outline the scenario, including plot,

characters, and conflict, and make specific references to favorite tall tales or legends previously discussed. Groups will draft the tall

tales or legends they have outlined. They will focus on the following: appropriate word choice and colorful language, mood, sound

devices, exaggerating the hero‘s characteristics, and chronological order for sequencing the plot of the story. Students will use

specialized dictionaries and other resources to create the work. While drafting the folktales, students will check with peers to question

authorial intent and suggest additional incidents that could be included or ones that should be deleted to strengthen stories. Students

should discuss peer suggestions for selection or deletion of incidents since one‘s expectation for the completed tale may reflect

personal experiences and strong emotions. The focus of the collaborative writing efforts should be on establishing chronological order

and the structures and conventions of tall tales and legends. Students will create a final draft.

Students will publish the final versions of their stories in a class book. Students will utilize available technology to create borders,

graphics, and titles that support the elements of each work and engage reader interest. The teacher will conference with students as

necessary to discuss selection of title and images.

Activity 14: Evaluating and Receiving Feedback (GLEs: 18c, 25b, 32, 36, 40a, 40b, 41a, 41b, 41c)

Materials List: copies of rubric completed in Activity 13, audio recorder and taped readings from previous activity

Students will divide into groups of four to become listeners‘ panels. The teacher will assign roles for members, so that each may be

able to later contribute to the written feedback; roles may be assigned as follows: a student to monitor eye contact, one to listen for

examples from the introduction, one to listen for examples of the body of the presentation, and one to listen for concluding statements.

Students will demonstrate active listening strategies while paying attention to one or more audio recordings of live performances.

Each group will receive a printed copy of the student-created rubric and will collaborate to provide written feedback. While listening

to the audio composition, students will also evaluate the speaker on diction and enunciation, volume and inflection, and the speaker‘s

incorporation and organization of details to support the story line. When the whole class comes back together, panel members will

share selected comments from their evaluation and participate in the larger teacher-facilitated discussion.


Unit 1, Activity 5, Opinionnaire

What Are Your Opinions About Tall Tales and Legends?

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided,

briefly explain the reasons for your opinions.

1. Tall tales are based in fact. _________

Your reasons:

2. Legends are based in fact. _________

Your reasons:

3. Legends and tall tales tell of human wishes and needs. __________

Your reasons:

4. Legends are as important to countries and cultures as the facts of history. _________

Your reasons:

5. Tall tales have more historical truth than legends. _________

Your reasons:

6. Legends and tall tales have characters that are easily recognized as good or bad. _____

Your reasons:

7. Without legends countries would not know who their heroes were. ________

Your reasons:

8. Many people who are living today will become tomorrow‘s legends. _________

Your reasons:


Unit 1, Activity 6, Reader's Response

Directions: Read aloud and discuss the sample student response to a folktale variant of ―Snow

White.‖

Sample student response:

I liked the story of "Snow White" from the Appalachia. It was funny to hear her described as a stepchild who was

treated mighty bad. The words of the story were a little different from words that I hear every day and they sounded strange

when read aloud.

The character of the bad sister reminded me of my big sister because both did not like spending time with their little

sisters. When the stepmother was cursed with a basket that would always be full of snakes and toad frogs, I thought the

punishment was a good match for her mean behavior.


Unit 1, Activity 7, Exaggerated Storytelling Word Grid

Directions: Use the word grid to define exaggeration and suggest personal

characteristics that could be exaggerated in storytelling.

Exaggeration Overstatement Extravagance Elaboration Misrepresentation Stretch of the

imagination

humor

curiosity

strength

stature



October 3rd – November 18th

– Weeks 8 - 13

Comprehensive Curriculum Unit 2: Informational Articles/Reports

Unit Description

This unit emphasizes reading strategies for gathering information from nonfiction articles and reports. The characteristics of high-quality informational texts are

identified, and the activities focus on the different styles and ways of organizing texts used for different subjects. Writing and presenting an article and a report

provide opportunities for editing and analysis of form. Vocabulary development and grammar instruction occur within the context of the selections.


Informational texts provide factual information that assists with everything from being an informed consumer and citizen to providing pleasurable reading on a

wide variety of topics. Students will identify the primary purpose of informational texts as communication of information. Readers will examine the differences

to determine advantages of reading either format. Students will use a text‘s organization, structure, language, and visual features to derive meaning and employ

parallel text features within compositions.

Guiding Questions

1. Can students identify the characteristics of articles and reports that are appropriate for various audiences?

2. Can students effectively integrate technology, accessing information on the Internet and using other informational resources in research?

3. Can students use the structure of the article to find information they need?

4. Can students effectively compose a response to an article written for a varied audience?

5. Can students locate the problem, evidence, and findings within the structure of a report?

6. Can students use the writing process to compose either an article or a report?

7. Can students analyze the differences between an article and a report?

8. Can students evaluate the advantages of reading for information in a selected format?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product

that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of

assessments that could be used for this unit:

General Assessments

The student will prepare and deliver an oral presentation of articles or reports to the class.

The student will engage in self-assessment of portfolio examples. Assessment may be in a learning log (view literacy strategy descriptions) format

or in an essay format.

The student will use a proofreading checklist, such as the one found at http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-

6.pdf that addresses the most common errors in punctuation, capitalization, usage, and sentence formation to edit final drafts of articles and reports.

The student will circle two or more unknown words while reading each informational article. He/she will then utilize a dictionary and/or thesaurus

to replace the word with a synonym.

To practice identifying article components, students will create a classroom timeline to post information and pictures/drawings on large sticky notes

or index cards. The information will answer the questions who, when, and what about discoveries made during the reading informational articles.


http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf




LCC ACTIVITIES: Unit 2 – Informational Articles


2: Vocabulary Study (ONGOING): 01a, 1b, 01c, 04, 20b, 20d

5: Informational Texts 44a, 44b, 45b

6: Collecting Articles 12b, 42a, 42c, 43a, 43b

7: The Structure of Articles 04, 07b, 08, 11b, 12b, 12c, 12d, 17c, 17e, 42a

LCC ACTIVITIES: Unit 2 – Informational Articles

3: Writing Craft Mini-Lessons (ONGOING): 26c, 27, 28b, 28d

4: Grammar/Usage Mini-Lessons (ONGOING): 20e, 26a, 27,

28b, 28d, 29b, 30, 31

8: Identifying an Article’s Organization and Outlining the

Article 01b, 07b, 11b, 12a, 15, 16, 17b, 44c

10: Write an Article 18e, 21a, 21b, 21c, 21d, 45b, 46

11: Reports Mean Information 04, 07b, 12e, 15, 17b

12: Write a Report 12d, 18d, 20e, 21d, 21e, 21f

14: Analysis of Informational Writing Formats 13, 18c, 18e, 19,

21d, 22

15: Bibliographic Information 02, 14, 45c, 47a, 47b, 47c

Continue Word Wall

Activities

Proper Nouns 27

Reference Materials 31

Synonyms & Antonyms

Multiple Meaning Words 2

Homonyms 29

Verbs 29

Theme 4 -- What is Sound?

COMPREHENSION STRATEGIES/SKILLS

Determine Importance 12

main idea and details

purpose for reading

classify

TARGET SKILLS

Poem 7, 11

Recognize Alliteration 6

Point of View

MODELED WRITING

Informational Article 22 (LCC)

Report 22 (LCC)

Poem 25 (LbD)

MINI-LESSONS

Prewriting 21

Problem/Solution 25

Include Figurative Language 24

Drafting 21

Build Characters 23

Organization 19

Common & Proper Nouns 29

Singular & Plural Nouns 29

Possessive Nouns 29

Subject & Object Nouns 29

Review Nouns 29

Action & Linking Verbs 29

Capitalize Titles & Proper Nouns 27

Use Parentheses & Commas in Direct Quotations 26


Theme 5 -- Let Freedom Ring


Monitor Understanding 12

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Biography 11

Nonfiction Text Feature: Time Line 48

Theme 6 -- Balancing Act


Synthesize 12

sequence

summarize

classify/categorize

retell TARGET SKILLS

Play 11

Story Structure 12

Setting 12

CENTER IDEA

GLEs tested on Assess 2 Know Test 2- 12a, 12b, 12c, 12d, 13, 15, 16, 17f, 26a, 27, 28d, 42a, 43a, 43b, 45b, 45c


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 4: What is Sound?




melody, harmony, broadcast, improvise, experiment, length,

concentrate, instrument, vibration, pitch

Connect to Novels: Come Sing, Jimmy Jo, The Mystery of the Stolen

Music, The Last Holiday Concert

MODELED WRITING

Informational Article

HME p. 430

Report

HME pp. 399-427

Poem

LbD Poem Organizer – Transparency 23, 24


MINI-LESSONS

Prewriting


Problem/Solution

LbD Problem/Solution Organizer – Transparency 35, 36


Include Figurative Language


Drafting


Build Characters


Organization


Common & Proper Nouns


HME pp. 66-67

Singular & Plural Nouns


HME pp. 70-73

Possessive Nouns


HME pp. 74-77

Subject & Object Nouns


Review Nouns


Action & Linking Verbs




Vocabulary

Proper Nouns

Writer‘s Resources – pg. 255

Reference Materials

Unit 3 – pg. 32

Unit 5 – pg. 44



Synonyms & Antonyms

Unit 2 – pg. 26

Unit 13 – pg. 92

Unit 26 – pg. 170

Unit 32 – pg. 206

Multiple Meaning Words

Unit 25 – pg. 164

Unit 27 – pg. 176

Unit 34 – pg. 218

Houghton Mifflin English:

Homonyms

Unit 6 - p. 232

Verbs

Unit 3 – p. 95

Theme 5: Let Freedom Ring




battle, constitution, amendment, huddled, tracing, inform, articles,

draft, bill, preamble

Connect to Novels: Nothing But the Truth, Second Daughter,

The Landry News

Theme 6: Balancing Act




appoint, legislature, Congress, democracy, enforce, elect, nominate,

conclude, executive, judicial

Connect to Novels: The Kid Who Ran for President, I, Dred Scott,

The President’s Daughter

Leveled Readers End of 2nd

Quarter

ON: S, T, U

ABOVE: V, W

BELOW: R and below See Word Wall Games on





Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)

Materials List: nonfiction and informational reading material covering a wide range of topics and readability levels, learning logs,

Learning Log BLM

Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period

of time. Texts on interesting places, science topics, social problems, etc. may prompt students to read and discuss learned material

with peers. Additionally, the teacher, to present books as sources of interesting information, may provide copies of the Guinness Book

of World Records, Famous First Facts, World Almanac, TIME for Kids Almanac, TIME Almanac with Information Please, how-to

books, books on trivia, or other similar collections of information. Since informational texts require students to sequence events or

process steps, to summarize or paraphrase, and to identify main ideas, students will use comprehension strategies to make meaning of

text. Titles read will be recorded in learning logs (view literacy strategy descriptions), beside which students will record new

understandings, predictions, confirmation of predictions, explanations, and reflections (See BLM.).

Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01b, 01c, 04, 20b, 20d)

Materials List: dictionary, thesaurus

Throughout the unit, students will encounter content words specific to the topic about which they are reading. Since many of the

words may be unfamiliar to students, they will use a variety of strategies (e.g., peer examples, contrast words, decoding affixes, and

etymology) to identify word meanings.

During all unit activities that require responding orally and in writing, students will focus on word choice and vocabulary to clarify

meaning and use specific vocabulary to communicate information about a selected topic. Writing informational texts also helps

students to think specifically about features of text and the selection of vocabulary during the reading process—to read like a writer as

well as to write like a reader. As students develop this understanding of how to achieve clear voice as an author, they will identify

instances of individual personality within their own compositions.



Activity 3: Writing Craft Mini-Lessons (Ongoing): (GLEs: 26c, 27, 28b, 28d)

Materials List: student writing samples, discarded magazines and newspapers

As students develop written products in unit activities, they will concentrate on the revision stage of the writing process or specifically

proofreading. Students will correct errors in punctuation, capitalization, quotations, subject-verb agreement, and sentence fragments

in their own work. An example of a mini-lesson on punctuation is as follows: The teacher will divide the class into small groups.

Each group will choose a paragraph from a newspaper or magazine that contains a variety of punctuation marks. Next, each group

will decide on a particular sound to represent each punctuation mark. The sounds may be animal noises, a series of snaps or claps, or

anything that can be improvised with classroom materials. Groups will take turns reading their paragraphs, while inserting the

appropriate noise each time a punctuation mark appears. The teacher will monitor for correct identification. Then, groups will work

cooperatively to write a list of five sentence fragments and five run-on sentences. Teams will exchange lists, but keep the lists face-

down until the teacher says ―Go.‖ Students will correct the received list of fragments and run-on sentences.

Additionally, students will peer edit writing by the members of their authors‘ groups to reinforce proofreading skills (See Proofreading

Checklist resource in General Assessments.). To add a technology element, students may access an interactive site found at

http://www.harcourtschool.com/activity/language_arts/pmp/interactive_guide/g05/g05home.htm which allows them to select

capitalization and punctuation as a skill to practice.

Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 20e, 26a, 27, 28b, 28d, 29b, 30, 31)

Materials List: student writing samples, board or transparency, markers

Grammar instruction should occur within the context of students‘ reading and writing. Students will practice proofreading techniques

which focus on the following elements: sentence variety, correction of sentence fragments and run-on sentences, and usage of

appropriate forms of nouns, pronouns, and verbs for clarity. Students will identify incorrectly spelled words and will spell those

correctly in their compositions and in the compositions of others through peer editing.

An example of a mini-lesson is as follows: Write an incorrect sentence from samples below on the board or on a transparency. Ask

students to correct the sentence with a plural noun form and a pronoun that agrees with the antecedent.

Studentes must follow directions if he plans to receive good grades.

She writes to editors-in-chief to ask him to print more local news stories.

James and Hannah missed her ride to school.

http://www.harcourtschool.com/activity/language_arts/pmp/interactive_guide/g05/g05home.htm


Activity 5: Informational Texts (GLEs: 44a, 44b, 45b)

Materials List: examples of informational literature, learning logs, 1 teacher copy of brief report on solar radiation data, poster board

for recording results of student interviews

The teacher will review the characteristics of different types of nonfiction literature and will facilitate a classroom discussion on why

people read informational texts such as newspapers, magazines, manuals, brochures, the Internet, documentaries, encyclopedias, and

almanacs. During discussion, the teacher will survey the class to determine which types of texts were most read within the last month

by class members and will record the information in a table format on the board or on a piece of chart paper.

Students will discuss and record in split-page notetaking (view literacy strategy descriptions) format within learning logs (view

literacy strategy descriptions) the three important elements in high-quality informational texts:

integrity

accuracy and authenticity

style and language

Students will take split-page notes while the teacher presents a brief lecture on solar radiation data; background information may be

located in the introduction section at http://rredc.nrel.gov/solar/pubs/shining/intro_shining.html. Students should be shown how to

study from their notes for tests and other class assignments by covering information in one column of the notes and trying to recall the

information in the other column. A model of the information may look as follows:

Name:

Date:

Topic: Solar Radiation Data and Its Importance

--Integrity

**Accuracy and

authenticity

^^Style and language

--writer provided example of a large building that uses solar energy

system

--lists size of troughs and temperature of solution to provide info

about amounts

**presented by a section of the national Department of Energy

**recent data

^^familiar vocabulary

^^many details

^^explanatory tone

Finally, students will conduct interviews of family members and others in order to find out the types of informational materials they

read. They will bring these lists to school and organize them into categories on a class poster.




http://rredc.nrel.gov/solar/pubs/shining/intro_shining.html


Activity 6: Collecting Articles (GLEs: 12b, 42a, 42c, 43a, 43b)

Materials List: individual 3-prong folders or expandable file folders for students to use as article portfolios, one 3-ring binder for

teacher use as a class portfolio, a variety of articles from magazines, newspapers, and the Internet

The teacher will give each student a 3-prong folder or expandable file folder to hold articles, notes, and individual compositions and

provide one large portfolio for the class to use as a group. The teacher will model what readers do before reading informational texts;

students will examine patterns of organization in the different texts, specifically those chapter titles, headings, and subheadings that

help readers find important information. Next, the teacher will read aloud a selection of grade-appropriate informational literature to

capture students‘ interest and provide double copies of a variety of articles. Each student will then select an article on a topic in which

he/she is interested. Students will need two copies of each article to place one in the class portfolio and the other in an individual

portfolio. The teacher will organize the class portfolio by article topics and use it later in the unit to monitor small group work and

interpretive presentations.

Students who have selected articles about similar topics will form small reader groups. Students will first read independently and then

will summarize and paraphrase the article for the group. Group peers may offer research strategies, such as using encyclopedias,

dictionaries, or Web sites to locate explanatory information about the shared topic. Students will take notes on the reading group

discussions and add the notes to their portfolios. Throughout each stage of the process, students must maintain their individual

portfolios, which will contain selected articles, interviews, reading group discussion notes, and notes/graphic organizers from

upcoming activities. The teacher will monitor portfolios for inclusion of articles, notes, and interviews. Due to shared interests, each

reader‘s group will remain together until completion of Activity 9.


Activity 7: The Structure of Articles (GLEs: 04, 07b, 08, 11b, 12b, 12c, 12d, 17c, 17e, 42a) Materials List: Vocabulary Self-awareness Chart BLM (one per student), 1 newspaper article to be used by the teacher as a teaching example, various newspaper

articles for guided practice student activity, highlighters, various newspaper and magazine articles for independent practice student activity

To identify target vocabulary, students will maintain a vocabulary self-awareness (view literacy strategy descriptions) chart. Students should be able to identify

the basic sections of an article‘s format, newspaper terms, and stylistic descriptions. The teacher will provide a list of words to students and have them complete

a self-assessment of their knowledge of the words using a chart like the following:

Word + √ - Example Definition

lead paragraph

Body

conclusion

Details

Clarity

headline

Byline

photo caption

headings

subheadings

indentations

Bullets

Students will rate their understanding of each word with either a ―+‖ (understand well), a ―√‖ (limited understanding or unsure), or a ―-― (don‘t know). Students

will return often to the chart over the course of readings to add new information to it. As understanding of key terms grows, students will replace all the check

marks and minus signs with a plus sign and refined definitions.

The teacher and students will then participate in a class discussion about the style and language in the structure of articles, which may include:

an introduction that grabs the reader‘s attention

the body of an article that includes explaining who, what, why, when, where, and how in a description of events in the order they happened

the inclusion of strong details to add interest

the authors‘ clarity of style that presents information accurately

a conclusion that provides a summary of main ideas

Students will take notes on the discussion of style and language to include in their portfolios.

The teacher will select a newspaper article to read aloud to the class. Students will indicate with one finger, two fingers, or three fingers whether the teacher is

reading the lead paragraph, the body, or the conclusion of the article. Students will revisit their vocabulary self-awareness charts to record new information.

After moving into the smaller readers‘ groups, students will skim and scan other newspaper articles focusing on identifying the organizational structure of the

articles. They will use highlighters to identify segments of the articles, as the teacher calls various parts of the structure aloud. To check whether they have

correctly identified each part of the organizational structure, students will share markings and discuss within their groups. The teacher will monitor during this

guided practice activity.

(continued on next page)



As an independent practice activity, students will then read supplementary articles from newspapers and magazines on a variety of subjects. The teacher will

assist student groups in locating headings, subheadings, indentations, bullets, and pictures as clues and to identify the structure of articles. Highlighters may be

used again by students to document various parts of the article. During a Think-Pair-Share session, students will compare structures of the supplementary articles

to the structures of their selected articles for similarities and differences.


Activity 8: Identifying an Article’s Organization and Outlining the Article (GLEs: 01b, 07b, 11b, 12a, 15, 16, 17b, 44c)

Materials List: example of an outline, 1 copy of an article that has information organized in a sequential manner, 1 copy of an article that organizes information

from most important to least important ideas, 1 copy of an article that begins in the middle of the story but then supplies details to fill in the beginning of the

story, 3 3‖ x 5‖ index cards per student, Vocabulary Card Template BLM (teacher use), learning logs

In a mini-lesson, the teacher will review the skill of organizing information in outline form. In a teacher-facilitated discussion, students will review steps in

creating an outline and recognize the outline as a guide to a subject that both shows ideas in correct order and indicates their relative importance.

Students will next participate in a teacher-led discussion of three types of organizational methods used in writing articles. Students will create vocabulary cards

(view literacy strategy descriptions) for terms that represent the three ways that articles are usually organized: sequential order, hierarchical order or most

important to least important ideas, and in media res order or starting in the middle of the story and filling in the details from the beginning. Students will follow

the provided sample below (See BLM.) to place the targeted word in the middle of a 3‖x5‖ index card. The teacher will ask students to provide a definition.

Next, students will list the characteristics or description of the word and write that information in the appropriate space. Next, students will suggest examples for

the term and select one or two of the best ones to place in the designated area on the card. Finally, students will create a simple illustration of the term in the last

area of the card. Once the sample card is completed, students will make word cards for the other two terms. Allow time for students to study the cards and quiz

each other with the cards in preparation for tests and other class activities.

Sample Vocabulary Card

(continued on next page)

Definition

In the middle of

things

Characteristics *Starts the story in

the middle of the

action to involve

the reader. *Uses

flashback.

Examples *The meeting

agenda consisted

of ….

*Before the

controversial

meeting, scientists

had discovered….

Illustration

in media res



Students will take notes in learning logs (view literacy strategy descriptions) on how the author‘s purpose and viewpoint may influence his/her

selection of method. To check for understanding, students will read samples provided by the teacher that represent the three ways that articles are

usually organized. Then students will identify and label the organization of each sample.

Students will discuss which organization appeals to them most, citing examples from the articles in folders. As the teacher facilitates additional

discussion and completes a visual example on the board, the class will collectively outline the article organized in media res, while individuals

record the outline in their learning logs. After independently outlining the other two articles of the organizational structures mentioned above,

students will check and compare outlines within the readers‘ groups.

Activity 10: Write an Article (GLEs: 18e, 21a, 21b, 21c, 21d, 45b, 46)

Materials List: article folders, informational texts (i.e., encyclopedias, magazines, Internet resources, dictionaries, etc.), technology

publication software options

Students will review the structure of sample articles and outlines of articles in their folders to identify format characteristics of an

informational article. In a class discussion, the teacher will review the writing process: brainstorming ideas, identifying information

sources, gathering information through taking notes, using a graphic organizer as a framework for the information, writing a first draft,

sharing a first draft with the author‘s group for feedback, constructing a final draft, and selecting publication forms. As a class,

students will brainstorm (view literacy strategy descriptions) various ideas for an article topic and record the different ideas within

their article portfolios. The suggested topics might be related to those of previous articles in individual portfolios or might be unlike

anything discussed so far.

Students will choose a topic on which to write an article. The teacher can rearrange the readers‘ groups at this point to become

authors‘ groups, so members are now writing articles on similar topics. Students will locate sources of information and collaborate on

information-gathering tasks. Students will take notes on the information gathered and organize information graphically as needed in

charts or webs. Students will then write a first draft, share the draft for comments with the authors‘ group, and submit the draft to the

teacher for comments. A final draft will then be produced; technology availability may vary the number of draft requirements. To

check their work, students may read published articles to younger students to see if they can answer questions about who, what, when,

why, where and how.




Activity 11: Reports Mean Information (GLEs: 04, 07b, 12e, 15, 17b)

Materials List: report on governmental use of renewable energy (one copy per student), chart paper or board

Before reading a report on renewable energy use of the Federal Government found at

http://www1.eere.energy.gov/femp/pdfs/epact_sec203_report.pdf , students will generate questions they have about the topic/theme

based on a Student Questions for Purposeful Learning (SQPL) prompt (view literacy strategy descriptions). The teacher will state the

following: ―The Federal Government should increase its use of renewable energy.‖ Additionally, the teacher may write it on the

board or on a piece of chart paper. Students will discuss with a partner to determine one question they have about the report based on

the given statement: The Federal Government should increase its use of renewable energy. As students respond, the teacher will

record questions on the board or chart paper. A question that is asked more than once by students should be marked with a check to

signify that it is an important question. When students have finished asking questions, the teacher should also contribute questions to

the list to further guide reading.

The teacher will ask a question from the list that is answered first with the report on governmental use of renewable energy. The

teacher will then begin reading the report aloud while students listen. The teacher will stop after the section that supplies the answer

to prompt students for an answer to their question. After conferencing with a partner, students will respond as the teacher marks

questions that are answered. The teacher will complete reading of the report in a similar manner. If questions on the list remain

unanswered, ask students to either infer knowledge or review the report to supply answers. As a review, students will restate the

process of asking questions, reading or listening to information, matching answers with questions, and seeking additional information.

Students should also be able to identify structural components of the article that explain the problem, evidence and findings.

http://www1.eere.energy.gov/femp/pdfs/epact_sec203_report.pdf



Activity 12: Write a Report (GLEs: 12d, 18d, 20e, 21d, 21e, 21f)

Materials List: learning logs, folders, Venn diagram on transparency or drawn on board, technology publication software options

The teacher and students will participate in a discussion of the characteristics of reports, which include the following:

an introduction that explains the purpose of the writing, such as what kind of problem was presented and what was

discovered, and provides background knowledge and facts that readers must know in order to understand the presented

information

the body, which has evidence needed by the reader to understand the subject

clear language that guides the reader from one fact to the next

a conclusion with concise statements that summarize findings and generalize their importance

Students will take notes in learning logs (view literacy strategy descriptions) on the characteristics. As a class, students will compare

and contrast a report format with an article format by utilizing a graphic organizer, (view literacy strategy descriptions), such as a

Venn diagram, within a whole-class discussion (A sample is found at http://www.eduplace.com/graphicorganizer/pdf/venn.pdf .).

Once completed, individuals will record the Venn diagram within learning logs for future reference. Authors‘ groups will be formed

to discuss similarities and differences identified in the graphic organizer and to map out a writing strategy for producing a report.

Each student will then write a report on the same topic chosen for the article in Activity 10. Students will share the first draft with

their authors‘ groups, which will give feedback on how sentence structure can be varied. As an alternative, the teacher could choose

to guide students in writing a class report while keeping authors‘ groups to maintain the editing process.

During the editing process, the teacher will emphasize transitional words and phrases that can unify points and ideas throughout

reports. A final draft will then be produced; technology options may vary the number of draft requirements.



http://www.eduplace.com/graphicorganizer/pdf/venn.pdf


Activity 14: Analysis of Informational Writing Formats (GLEs: 13, 18c, 18e, 19, 21d, 22)

Materials List: learning logs, transparencies or chart paper, markers to record on paper or transparencies

The class, as a whole, will revisit the Venn diagram now contained in learning logs (view literacy strategy descriptions). Since

students have now read examples of articles and reports, they will participate in a teacher-led discussion of the benefits of reading one

format over the other one; the class should take a firm stand on one format. Students should include an explanation of the relationship

between life experiences and reading informational texts to solve problems; the teacher will guide students to analyze benefits

revealed during discussion.

The teacher will explain that the class will collectively write an analytical composition explaining the stance decided upon during the

earlier discussion. The composition must contain an introductory paragraph including topic sentence, a body, and conclusion.

Authors‘ groups will be assigned sections to draft and peer edit. Students will use examples from their own articles and reports, as

well as the original articles and reports to summarize important ideas and support their conclusions. When the class regroups, the

teacher will record sections by using an overhead and transparency, or student groups can record on chart paper and organize sections

around the room. The teacher will give individual and group feedback during observation, while the class will orally suggest

corrections when sections are linked.

Activity 15: Bibliographic Information (GLEs: 02, 14, 45c, 47a, 47b, 47c)

Materials List: publication manuals/handbooks, student folders containing articles and reports

During the unit, students will produce a bibliography for utilized articles and reports. Teacher may select one of the accepted style

guidelines, such as MLA, to teach basic forms. By utilizing a printed or online copy of a publication manual/handbook, students will

create a reference for each periodical article, newspaper article, or book. Allow time for students to use the list of abbreviations for

parts of books and other publications, as well as the list of abbreviations for states and territories. Student will use abbreviations as

needed in bibliographic entries. Through use of the reference citations section of the manual, students will also learn how to include

quotations from the articles appropriately in their written work and how to place acronyms in sentences.



Unit 2, Activity 1, Learning Log Learning Log

of _____________________

Date: Assignment:

Before and during reading, I made one or more predictions:

While reading, I discovered that my predictions were supported because of this evidence:

While reading, I discovered that my predictions were not supported because of this evidence:

Questions I had while reading:

New understandings discovered during reading:

New vocabulary discovered during reading:

Connections to other things I know about:

Reflections:


Unit 2, Activity 7, Vocabulary Self Awareness Vocabulary Self-Awareness Chart

Name: _____________________________________ Date:_____________________

Word + √ - Example Definition

lead paragraph

body

conclusion

details

clarity

headline

byline

photo caption

headings

subheadings

indentations

bullets


Unit 2, Activity 8, Vocabulary Card Template

Vocabulary Card Template

Definition Characteristics

Examples Illustration

Word



November 14th -- January 12th – Weeks 14 - 19

Comprehensive Curriculum Unit 3: Biography and Autobiography

Unit Description

This unit emphasizes reading, researching, and writing nonfiction, with a focus on biography and autobiography. Defining characteristics of biography or

autobiography guide research of online and bound sources. Reading and writing a biographical or an autobiographical sketch allows students an opportunity for

visual or dramatic presentations. The writing process highlights student editing and proofreading. Vocabulary and grammar instruction occurs within the context

of the selections.


The essential goals of this unit are to read, comprehend, and interpret a biography or an autobiography, using a variety of reading strategies appropriate for the

selections. Writing a biographical or an autobiographical story by utilizing graphic organizers and rubrics will allow students to focus on the degree of similarity

and/or difference between what they have read and personal experience.

Guiding Questions

1. Can students identify unique characteristics of a biography/an autobiography?

2. Can students use technology effectively for research?

3. Can students produce a personal narrative composition that shows evidence of knowledge of the biography/autobiography genre?

4. Can students relate a biography/an autobiography they have read to personal experience?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that



General Assessments

The student will use an editing checklist, such as the one found at http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf for

editing and proofreading written work.

The teacher will observe interaction of students during authors‘ groups for reaction to peer-editing commentary.

The student will create notebook entries of self-selected vocabulary and meanings as derived from context clues, dictionary searches, etc. Students will

use the list of less familiar but now defined words to study and to expand word choices within writings.

The student will respond to the following reflective learning log prompt: How do the person‘s experiences and human qualities relate to your life? The

teacher may respond to the content of the response with a comment or a question to spur further student evaluation.




LCC ACTIVITIES: Unit 3 – Biographies and Autobiographies


2: Vocabulary Study (ONGOING): 01a, 01d, 04, 20a, 20b

6: Getting to Know You: Researching Biographies &

Autobiographies 11b, 17e, 42a,42b, 42c, 43a, 43b

7: Getting to Know You: Reading Biographies &

Autobiographies 05d, 11b, 12b, 12c, 15, 17d, 41a

14: Biography Now! 20a, 20b, 22, 38, 39b

LCC ACTIVITIES: Unit 3 – Biographies and Autobiographies

3: Writing Craft Mini-Lessons (ONGOING): 6a, 7b, 20b, 21f,

26a, 27, 28b, 28c,28d, 47a, 47b, 47c

4: Grammar/Usage Mini-Lessons (ONGOING): 30, 31

9: Responding to Biographies/Autobiographies: Organizing

Notes & Creating a Rough Draft 11b, 12c, 17a, 17f, 18a, 18b,

18c, 20b, 21a, 21b, 21c, 21d, 21e, 21f, 22, 25c, 48

10: Using Authors’ Groups to Refine the Rough Draft 05d,

18a, 18b, 18c, 18e, 21c, 21d, 21e, 22

12: Getting to Know You Better: Publishing and Publicizing

the Final Draft 21e, 21g, 22, 25c, 38, 39a, 39b, 39c, 41a

Continue Word Wall

Activities

Helping Verbs 29

Linking Verbs 29

Sufffixes 30

-ed

-ing

- s

Adjectives 29

Prefixes 1

un-

non-

in-

dis

Theme 7 -- Ocean Life


Create Images 12

use visuals

create images

revise

TARGET SKILLS

Newspaper Article 11

Nonfiction Feature: Headings 7

Identify Tone/Mood 6

MODELED WRITING

Biography/Autobiography 21 (LCC)

Respond to Writing Prompt 22

Report 25 (LbD)

MINI-LESSONS

Voice 20

Strong Start 20

Cause & Effect 25

Revising 21

Editing 21

Build Strong Paragraphs 20

Main & Helping Verbs 29

Past, Present & Future Verb Tenses 29

Regular and Irregular Verbs 29

Verbs 29

Subject & Object Pronouns 29

Possessive Pronouns 29


Spell Frequently Misspelled Words Correctly 30

Write Sentences Without Double Negatives 28

Correct Sentence Fragments & Run-On Sentences 28

Theme 8 -- Bottom of the Deep Blue Sea


Fix-Up Strategies 1, 12

use pictures

read on

decode

word analysis

TARGET SKILLS

Pourquoi Tale 9

Recognize Dialect 9

Simile 6

Theme 9 -- Exploring the West COMPREHENSION STRATEGIES/SKILLS

Make Connections 12

text to text, self, world

compare/contrast

background knowledge

TARGET SKILLS

Expository 11

Nonfiction Text Feature: Map 48

CENTER IDEA

GLEs tested on Assess 2 Know Test 3- 11b, 12b, 12c, 15, 17f, 19, 20a, 27, 28c, 28d, 30, 42a, 48


Reading Workshop Resources Writing Workshop Resources Word Study Resources Theme 7: Ocean Life



Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

inhabit, dolphin, plankton, marine, unique, attach, section,

cartilage, chlorophyll, competition

Connect to Novels: Lost at Sea, Avi, Water Sky

MODELED WRITING

Respond to Writing Prompt

―Preparing for the iLEAP Writing Test‖ handout

Report 25

LbD Report Organizer – Transparency 53, 54


Houghton-Mifflin Spelling &

Vocabulary

Inflected Endings –ed, -ing, -s

Unit 19 – pg. 126

Unit 20 – pg. 132

Adjectives

Unit 21 – pg. 140

Prefix un-

Unit 28 – pg. 180

Prefixes non-, in-, dis-

Unit 28 – pg. 180

Houghton -Mifflin English

Helping Verbs

Unit 3 – p. 100

Linking Verbs

Unit 3 – p. 102

MINI-LESSONS

Voice 20


Cause & Effect

LbD Cause & Effect Organizer – Transparency 47, 48


Start Strong


Revising


Editing


Build Strong Paragraphs


Main & Helping Verbs


HME pp. 100-101

Past, Present & Future Verb Tenses


HME pp. 104-109

Regular and Irregular Verbs

LbD Writing Resource Guide p. 15, 16

HME pp. 118-121

Subject & Object Pronouns


HME pp. 216-219

Possessive Pronouns


HME pp. 222-223


Theme 8: Bottom of the Deep Blue Sea




Game

environment, niche, camouflage, transparent, conserve,

depth, beneath, dependent, scavenge, endangered

Connect to Novels: The Music Dolphins, Leaving Protection,

Peter and the Starcatchers

Theme 9: Exploring the West




Game

escape, colonization, compass, commence, commotion,

contributions, companion, flee, atlas, caravan

Connect to Novels: Lewis and Clark and Me, The Captain’s

Dog, Girl of the Shining Mountains

Leveled Readers End of 2nd

Quarter

ON: S, T, U

ABOVE: V, W

BELOW: R and below






Activity 1: Independent Reading (Ongoing) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)



of time. Across genre studies, students should read silently each day while selecting their own books or reading materials; selections

should require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy

descriptions), as well as new understandings, predictions, confirmation of predictions, explanations, and reflections. Use of strategies,

such as, teacher conferencing, book talks, and peer conferencing may prompt students to research and discuss background information

which clarifies biographical, autobiographical, and memoir texts being read.

Activity 2: Vocabulary Study (Ongoing) (GLEs: 01a, 01d, 04, 20a, 20b)

Materials List: student writing samples, dictionaries, thesauruses, glossaries

Throughout the unit, the teacher will emphasize vocabulary development by having students use context clues to figure out unfamiliar

words in the biographies and autobiographies. Once defined, students and the teacher will add words to the word wall created in Unit

1. Students will apply new vocabulary as appropriate in writing original sentences and longer compositions, such as reports, to show

understanding of words. While reading, students will focus on authors‘ word choice and vocabulary specific to the topic to clarify

meaning. Within their own writing, students will examine word choice, selected vocabulary, and tone to develop their unique voices.

Students will also use electronic and print dictionaries, thesauruses, and glossaries to expand vocabulary during research, drafting, and

editing processes.




Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 06a, 07b, 20b, 21f, 26a, 27, 28b, 28c, 28d, 47a, 47b, 47c)

Materials List: student writing samples, board and markers, learning logs

In editing and proofreading written work, particular attention will be paid to the accurate form for quotations, citations, endnotes, and

bibliographies. Students will also correct for errors in capitalization, subject-verb agreement, spelling, and sentence structure (e.g.,

fragments). As biographies and autobiographies occasionally include dialogue and vernacular with colloquialisms and informal

―street‖ language, students need to edit for the use of double negatives in all relevant sections of writing. Students will review

previous work and look for patterns of errors.

An example of a mini-lesson is as follows: The teacher will write the word tone on the board and ask students to brainstorm (view

literacy strategy descriptions) what they know about the word to activate prior knowledge. As students share their ideas, the teacher

will list responses on the board. The teacher will then write these lines from Jean Fritz‘s Where Do You Think You’re Going,

Christopher Columbus?:

―…The only sign of gold was the gold rings that the natives wore in their noses. Indeed, that was all they wore. The people

were as naked, Columbus said, ‗as their mothers bore them,‘ which of course, was pretty naked. Otherwise they were normal

looking. They didn‘t have umbrella feet or eyes on their shoulders.‖

After reading the brief text, students will discuss Fritz‘s description of the Indians and how it depicts Columbus‘s landing in what he

thought to be the Indies. Since tone is an attitude toward a subject, or a particular mood conveyed by a writer through language and

sentence structure, the teacher will guide students to identify words (i.e., formal or informal, solemn or humorous, sentimental or

critical, angry or accepting, enthusiastic or apathetic, etc.) that can describe tone. The teacher may also draw attention to Columbus‘s

miscalculations about location and about what the ―Indians‖ would look like. Discussion will continue until students can identify the

tone indicated by the provided lines.

Once the class has determined that Fritz‘s description of the Indians is light and humorous in tone, students will participate in SPAWN

writing (view literacy strategy descriptions) to generalize what has just been learned. To provoke thought on how one creates tone,

students will examine a writer‘s task within the SPAWN category of W or What If? The teacher will write this prompt on the board:

―What if you met someone who refused to laugh: how could you write something that has a humorous tone to make him laugh?‖

Students will record the date, copy the prompt in their learning logs (view literacy strategy descriptions), and write responses within

5-10 minutes. Allow time for students to share their SPAWN writing with a classmate or the whole class.






Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 30, 31)

Materials List: student writing samples, board or transparencies, markers, word cards created on 3‖x5‖ index cards

Grammar instruction should occur within the context of students‘ reading and writing. Multiple-meaning words often cause confusion

for students and require many exposures in meaningful text. An example of a mini-lesson is as follows: The teacher will select three

to five words to be taught in one lesson and present the words on the board or overhead. Students will use 3‖x5‖ index cards to create

one note card per listed word. Students will provide a meaning for a sample sentence focusing on the word set; for example: My

mother asked me to set the table before dinner. When students have agreed upon a definition, the teacher will present a new sentence;

for example, Erin was always 5 minutes late for swimming practice, so she ______ the clock ahead 5 minutes. The teacher will ask

the students to hold up the word that best fits the sentence from the cards they have. The class will discuss how set is the correct

answer in both sentences and provide a definition for the selected word in the second sentence. Next, students will contrast the

meanings during discussion. Finally, students will think of other ways that the selected word can be used and provide definitions.

The teacher will repeat the steps for the other words for the lesson.

Activity 6: Getting to Know You: Researching Biographies and Autobiographies (GLEs: 11b, 17e, 42a, 42b, 42c, 43a, 43b)

Materials List: library resources (e.g., books, encyclopedias and specialized dictionaries, audio and video tapes, films, documentaries, magazines,

and newspapers), Internet access, learning logs

Students will select a topic from the class list compiled during Activity 5 and divide into groups based on their common interests. Student groups

will research selected topic using library resources and electronic sources, e.g., bookmarked Web sites like http://www.biography.com or an online

biographical dictionary, such as the one found at http://www.s9.com/biography/search.html.

Next, students will choose a biographee, locate as many pertinent book titles as available (See resources for suggested titles.), and select one to

read. Students may also seek information about their selected person in audio and video tapes, films, documentaries, magazines, and newspapers,

if available. As time permits, students will begin integrating information through notetaking within learning logs (view literacy strategy

descriptions). The teacher will guide student‘s identification of links between information found in different texts, such as dates of important

events, names of influential people, consistent or contradictory beliefs or philosophies, etc.

The teacher may allow students to locate and select memoirs (See resources for suggested titles.) as a more specific or specialized form of

autobiography. Memoirs are defined as an account of a single period in a writer‘s life, often a period that coincides with important historical

events.

http://www.s9.com/biography/search.html




Activity 7: Getting to Know You: Reading Biographies and Autobiographies (GLEs: 05d, 11b, 12b, 12c, 15, 17d, 41a) Materials List: Questioning the Author (QtA) Guide BLM (one per student) OR teacher-made poster of author questions, brief selection from one biography to

share aloud, variety of biographies and autobiographies for student selection

Questioning the Author (QtA) (view literacy strategy descriptions) is a strategy that helps students go beyond the words on the page to construct meaning and to

relate outside experiences to the texts being read. The teacher and the class will collaboratively build understanding by asking questions of the author during

reading. The teacher will make a poster of the types of questions students are expected to ask; an example follows:

Goal Query

Initiate discussion. What is the author trying to say?

What is the author‘s message?

What is the author talking about?

Focus on author‘s message. That is what the author says, but what does it mean?

Why did the author choose this word?

Link information. How does that connect with what the author already told me?

What information has the author added here that connects with _________?

Have I seen this information in any other source?

Identify difficulties with the way the author has presented

information or ideas.

Does that make sense?

Does the timeline of events make sense?

Did the author state or explain that clearly? Why or why not?

What do I need to figure out or find out?

Encourage students to refer to the text because they have

misinterpreted, or to help them recognize that they have made an

inference.

Did the author tell me that?

Did the author give me the answer to that?

What was the author‘s impression of ________?

What was the author‘s attitude toward ________?

Link information being read to outside experiences. Of what does that statement or description remind me _________?

What about the time period seems familiar or similar to my own?

As an alternative, students may receive a copy of the QtA sample questions (See QtA Guide BLM.) so they may use the sheet as a ready reference during

questioning and thinking aloud.

Next, the teacher will model initiating and responding to questions by reading aloud a brief section of a selected biography. To encourage students to have a

conversation about the text, the teacher will ask a question from the poster and respond by thinking aloud. The teacher will repeat the process with another

question, but also encourage students to respond. The teacher will model questioning and thinking aloud until students begin to lead the conversation by

selecting a question to which to respond. The teacher will then facilitate by monitoring and clarifying the process. Questioning should continue until student

responses begin to dwindle. The teacher will guide students to use the approach to meaning making while reading their selected texts.

Students will prepare to use QtA while reading their biography or autobiography selections. The teacher will ask students to review the questions before

beginning reading. While reading, students will question sections of text to construct meaning and to create answers to inquiries. The teacher will continue to

model QtA with individual students during monitoring of their reading. Consistent modeling of this type of questioning helps students begin to use QtA in a

routine manner as they read on their own and/or listen to text read to them. Also while reading, students will focus on story elements, including plot sequence, to

gain additional insight into the life of the featured person.



Activity 9: Responding to Biographies and Autobiographies: Organizing Notes and Creating a Rough Draft (GLEs: 11b, 12c,

17a, 17f, 18a, 18b, 18c, 20b, 21a, 21b, 21c, 21d, 21e, 21f, 22, 25c, 48)

Materials List: pen, paper, appropriate software, Timeline BLM (one per student), computer access (optional)

Individuals will write a report on the selected biographee. The teacher will facilitate a review of how to design a timeline and how to

create a topic sentence with supporting details. Each student will design a timeline (See BLM.) showing important events in the

selected person‘s life and write a rough draft of the paper that will narrate details and support the chronology of the timeline. Software,

such as Timeliner©, may be useful in creating a timeline.

Students will peer edit their drafts in small groups and with the teacher, checking for the adequacy of the topic sentence, the logic of

plot sequence, and the listing of the most important details. Within the first draft, students will explain the biography or

autobiography by retelling portions or using examples and text-based evidence. Once the necessary corrections have been made to the

rough draft, students will return to their peer groups to reread for use of vocabulary to clarify meaning, create images, and set a tone.

Students will continue to correct and edit drafts.

Activity 10: Using Authors’ Groups to Refine the Rough Draft (GLEs: 05d, 18a, 18b, 18c, 18e, 21c, 21d, 21e, 22)

Materials List: students‘ rough drafts, class-created rubric

When the students have completed their reading, note-taking, and rough drafts, they will develop more refined introductory and

concluding paragraphs for their biography or autobiography. The teacher will review the development of introductory and concluding

paragraphs to set the stage for exposition and action and will emphasize that resolution, as a narrative element, will likely occur prior

to the concluding paragraph. The teacher can use student work to model how to create introductory and concluding paragraphs that

support internal narration. With input from the class, the teacher will create a rubric to check the inclusion and appropriateness of the

paragraphs. Authors‘ groups will practice applying the rubric to the written work of the group, providing feedback for each author.


Activity 12: Getting to Know You Better: Publishing and Publicizing the Final Draft (GLEs: 21e, 21g, 22, 25c, 38, 39a, 39b,

39c, 41a)

Materials List: board or overhead transparency, art supplies or technology applications for publicity, learning logs

The teacher will structure a brainstorming session with students on options for publication, such as:

individual oral presentations

a class book

posting on the school‘s website

reading brief excerpts to the class, having other classes read and give feedback on the reports, or having a panel of parents read

and give feedback to the authors

presenting the information in interviews, plays, or speeches

Students will orally discuss how effective each publication process could be for the audience and then for the presenter. The teacher

may chart responses on the board or overhead. The class will decide by consensus which option(s) they would like to pursue. Students

will then schedule presentations and create advertisements for the presentations.

As students reexamine their final draft in preparation for presentations, they will record in learning logs (view literacy strategy

descriptions) how their selected person‘s experiences and human qualities relate to their lives. Students may be asked by the selected

audience or may independently choose to include their reflections within presentations.




Activity 14: Biography Now! (GLEs: 20a, 20b, 22, 38, 39b) Materials List: Biography Planning Sheet BLM (one copy per student), 8 ½‖ x 11‖ inch card stock, markers

The teacher will ask the students to imagine that they are biographers and to identify actions that might be taken before writing, such as researching a person‘s

life, going to the library, and interviewing that person and/or the people who know/knew that person.

The teacher may then choose to assign this activity as an individual homework assignment or as an in-class assignment. In preparation for either choice, the

teacher will model appropriate eye contact and verbal and nonverbal response by asking a student volunteer to act as an interviewer, while the teacher acts as an

interviewee.

If it is to become an individual homework assignment, students will use a biography planning sheet, similar to the one below (See Biography Planning Sheet

BLM.), to interview a selected person.

Information Prompts Information

Person‘s name, date of birth, and birthplace

Personal Background

(i.e., Where have you lived? How many people are

in your family?)

Personality Traits

Significance

(i.e., What is something that you have done that

you think is important in relation to other people?)

Biggest Obstacle

(i.e., What is the most challenging event of your

life?)

Favorite Phrase

If it is to become a peer-partner activity, students will use a biography planning sheet (See Biography Planning Sheet BLM.) to act as biographers as they gather

information about the lives and interests of their classmates.

Once students have acquired the information, they will complete a RAFT Writing (view literacy strategy descriptions) assignment. This strategy allows students

to project themselves into unique roles and look at content from unique perspectives. The students will envision a potential job or assignment within the

following RAFT:

R- Role- Biographer

A- Audience- Visitors to a Hall of Fame

F- Form- Plaque to be hung beneath photograph of honoree

T- Topic- Person selected by student

On 8 ½‖ x 11‖ card stock, students will create narrative plaques which include information gained during the interview. Students will present oral reports of their

findings while displaying their RAFTed plaques in a hallway selected for a ―Hall of Fame.‖ If photos can be obtained or are available, students may also include

a photo of the person along with the plaques.



Unit 3, Activity 7, Questioning the Author Guide Questioning the Author

Name: ________________________________ Date: ___________________

Goal Query

Initiate discussion. What is the author trying to say?

What is the author‘s message?

What is the author talking about?

Focus on author‘s message. That is what the author says, but what does it mean?

Why did the author choose the word __________?

Link information. How does that connect with what the author already told me?

What information has the author added here that connects with _________?

Have I seen this information in any other source? _______ If so, where?

Identify difficulties with the way the author has presented

information or ideas.

Does that make sense?

Does the timeline of events make sense?

Did the author state or explain that clearly? Why or why not?

What do I need to figure out or find out?

Encourage students to refer to the text because they have

misinterpreted, or to help them recognize that they have made an

inference.

Did the author tell me that?

Did the author give me the answer to that?

What was the author‘s impression of ________?

What was the author‘s attitude toward ________?

Link information being read to outside experiences. Of what does that statement or description remind me?

_______________________________

What about the time period seems familiar or similar to my own?


Unit 3, Activity 9, Timeline

Name: ____________________________ Date: ______________________

TIMELINE

Directions: Complete the timeline by identifying important events in a selected person‘s life. First, record the name of the person

selected, date and place of birth in the hexagon on the left. On each diagonal line describe briefly one event. Record the date and

place of death in the hexagon on the right.


English Language Arts: Grade 5 January 17th -- March 2nd – Weeks 20 - 25

Comprehensive Curriculum Unit 4: Short Stories—Adventure

Unit Description

This unit focuses on applying reading and comprehension strategies and reviewing elements of the short story genre. Reading a variety of adventure short stories

will provide opportunities for students to describe the defining characteristics, to sequence events, to summarize and paraphrase, and to compare and contrast

literary elements (conflict, characterization, and theme) in the narrative texts. Use of the Venn diagram or other visual representations to analyze individual

elements will develop comprehension through progressive steps. Students will continue analysis of elements through composition of an essay. By writing an

adventure story, students will practice editing and evaluation of grammatical elements. Vocabulary instruction occurs by using context clues and structural

analysis.


The essential goals of this unit are to read, comprehend, and interpret the short story as a literary genre. Students will demonstrate comprehension of story

elements while composing a story. Additionally, students should understand relationships between characters in a story and be able to apply that knowledge to

real-life experiences. By recognizing the conflicts of characters in short stories and their struggles to resolve them, students may be better able to recognize their

own problems and seek solutions.

Guiding Questions

1. Can students identify characteristics of adventure?

2. Can students identify the elements of a short story?

3. Can students synthesize elements to define and compose adventure short stories?

4. Can students explain how a character‘s thoughts, words, and actions reveal his or her motivation?

5. Can students identify with a character or situation and convey real-life experiences and relationships that reflect the connection?

6. Can students apply a variety of strategies (e.g., predict, make inferences, question) for reading fiction?

7. Can students make critical comparisons across texts?

Sample Assessments

General Guidelines




General Assessments

Students will list in their journals new vocabulary they have used within reading and writing. To make a comprehensive list, students will include

vocabulary that clarified meaning within context, created images, or developed story mood and tone. Students will reflect upon use of words in a

learning log (view literacy strategy descriptions) format. Entries will be assessed for completion and reasonableness of selection.

Students will collect all Venn diagrams and written products from this unit in a portfolio. Materials will be assessed for completion. Students will

engage in self- assessment of portfolio examples. Assessment may be in a journal format or in an essay format.

The teacher will observe silent sustained reading of short stories for individual use of comprehension strategies, such as questioning, making inferences,

and predicting as indicated by recording of such in logs.




LCC ACTIVITIES: Unit 4 – Short Stories/Adventures


2: Vocabulary Study (ONGOING): 01b, 01c, 01d, 02, 03, 04

8: Compare and Contrast the Conflicts in Two Short Stories 04,

05b, 07a, 10, 11a, 12b, 12d, 17a, 34

13: Dramatizing an Adventure 11d, 12d, 17e, 20a, 20b, 20d, 23b,

26c, 32, 33, 36

14: Relate a Short Story to a Personal Experience 06c, 07a, 08, 10,

11a, 12b, 37, 39b

LCC ACTIVITIES: Unit 4 – Short Stories/Adventures

3: Writing Craft Mini-Lessons (ONGOING): 26b, 28c, 28d, 30, 31

4: Grammar/Usage Mini-Lessons (ONGOING): 28a

12: Write an Original Adventure Story 12f, 18a, 18e, 20b,

20c, 21c, 21e, 21f, 23b

Continue Word Wall

Activities

Prefixes 1

re-

pre-

Contractions

Abbreviations 2

Pronouns 29

Idioms 3

Adverbs 29

MODELED WRITING

Respond to Writing Prompt 22

Observation Log 25 (LbD)

MINI-LESSONS

Word Choice 20

Sequence 18

Keep Language Fresh 20

Publishing 21

Singular & Plural Pronouns 28

Review Pronouns 28

Sentence Fluency 20

Comparative & Superlative Adjectives 29

Common & Proper Adjectives 29

Articles 29

Adjectives 29

Use Quotation Marks Around Dialogue 26

Write Sentences Without Double Negatives 28

Use Commas to Set off Appositives & Introductory Phrases 26


Theme 10 -- Settling the West COMPREHENSION STRATEGIES/SKILLS

Infer 12

predict

draw conclusions

fact/opinion cause/effect

TARGET SKILLS

Historical Fiction 11

Understand Dialogue 5, 6, 12

Exaggeration & Hyperbole 6

Theme 11 -- What Goes Up Must Come Down

COMPREHENSION STRATEGIES/SKILLS Ask Questions 12, 17

meaning

author‘s purpose use visuals

TARGET SKILLS

Observation Log 11

Nonfiction Text Feature: Captions 48

Repetition of Language 6

Theme 12 -- The Science of Sports


Determine Importance 12

main idea & details

purpose for reading

classify

TARGET SKILLS

Humorous Fiction 11, 15

Understand Humor 6

Recognize Rhythm & Rhyme 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 4- 2, 5a, 5b, 6c, 8, 10, 11a, 12d, 12e, 17c, 26b, 26c, 28c, 28d



Theme 10: Settling the West




expansion, pioneer, migration, ascend, desolate, barter, existence,

inspect, locomotive, homestead

Connect to Novels: Rachel’s Journal, Mountain Solo, Winter Danger

MODELED WRITING

Adventure Story / Short Story

HME pp. 320-342



Observation Log

LbD Observation Log Organizer – Transparency 65, 66


MINI-LESSONS

Word Choice


Sequence

LbD Sequence Organizer – Transparency 59, 60, 71, 72

LbD Writing Bridge Cards 20, 24

Keep Language Fresh


Publishing


Singular & Plural Pronouns

LbD Writing Resource Guide p. 19, 20

Sentence Fluency


Comparative & Superlative Adjectives


HME 158-161

Common & Proper Adjectives


HME pp. 162-163

Articles


HME pp. 156-157

Adjectives


HME pp. 164-165



Vocabulary

Prefixes re- and pre-

Unit 31 – pg. 198

Abbreviations


Adverbs

Unit 22 – pg. 144

Houghton -Mifflin English

Idioms

p. H12

Contractions

Unit 3 – p. 116

Pronouns

Unit 6 – p. 216

Theme 11: What Goes Up Must Come Down




comical, force, gravity, resist, waver, release, brief, calculate,

elevation, accelerate

Connect to Novels: Cal and the Amazing Anti-Gravity Machine,

Dr. Gravity, The Magical Land of Noom

Theme 12: The Science of Sports

Bridge Cards: 11 & 12



attempt, courageous, athlete, estimate, friction, reaction, physical,

movement, ability, consequence

Connect to Novels: Running Girl, Heat, Maniac Magee

Leveled Readers End of 3rd

Quarter

ON: T, U, V

ABOVE: Levels W & above

BELOW: Levels S & below











descriptions), along with new understandings, predictions, confirmation of predictions, explanations, and reflections. Use of teacher

conferencing, discussion groups, and book talks may prompt students to analyze literature in a way that enhances enjoyment and

provides insight into self and others.

Activity 2: Vocabulary Study (Ongoing) (GLEs: 01b, 01c, 01d, 02, 03, 04)

Materials List: dictionaries, thesauruses, glossaries

During the unit, the teacher will emphasize vocabulary development by modeling the use of structural analysis to figure out unfamiliar

words in the adventure stories. Students will select brief passages that contain an unknown or confusing word. They will then

examine prefixes, suffixes, roots, or the base word to help them identify a word or phrase with the same meaning as the unfamiliar

word. Students will also identify the meaning of various multiple-meaning words, idioms, analogies, and acronyms; students may

need to examine the origin of a word to understand the meaning in context. To aid in analysis, students will use electronic and print

dictionaries, thesauruses, and glossaries in their work. As students discover new words through reading, they will add words to the

word wall for daily review and usage in speech or compositions.




Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 26b, 28c, 28d, 30, 31)

Materials List: student writing samples, board and markers, learning logs

In editing and proofreading written work, students will pay particular attention to eliminating sentences with double negatives,

correcting run-on sentences and sentence fragments, correcting punctuation in appositives and introductory phrases, and selecting

words for clarity in composition. Since short stories often relate a series of events, appositives are used to provide details about

characters and setting, so students will review previous work and look for patterns of errors.

An example of a mini-lesson is as follows: the teacher will write the sentences below on the chalkboard. Within learning logs (view

literacy strategy descriptions), students will identify the appositive by underlining it once, identify the word or words to which the

appositive refers by underlining it twice, and determine if commas are needed to set off the appositive.

My neighbor Jim was lost in the wilderness for three weeks during a recent

camping trip.

Following discussion, the teacher will write the sentence below. Students will follow the same directions. Once completed, students

will discuss the differences between the appositives and read each sentence without the appositives to check for sentence clarity.

The local paper The Evening Star interviewed Jim just moments after he was

found.

Finally, students will create five or more examples of sentences containing appositives. Students will consult with a peer partner to

evaluate correct use of appositives and revise sentences as necessary. The teacher will monitor peer discussion and check individual

learning logs for correct use and completion of activity.




Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 28a)

Materials List: student writing samples, board or transparencies, markers, learning logs, colored pencils if desired

Within short stories, the main characters often face emotional as well as physical dangers. Sentence types vary among declarative,

interrogative, imperative, and exclamatory. Following a review of sentence types as needed, the teacher will write the statements from

T.O. Beachcroft‘s The Erne from the Coast on the board or an overhead transparency.

He suddenly shouted at Harry, and his red face turned darker red. ―That‘s a lie!‖

He said. ―There‘s been no eagle here in my lifetime. What‘s happened? Go

on—tell me.‖

Students will discuss and determine which types of sentences are present. Students will write the example in learning logs (view

literacy strategy descriptions) and identify types of sentences by labeling or color coding. The teacher will develop or locate more

samples to provide opportunities for reinforcement of identification skills.




Activity 8: Compare and Contrast the Conflicts in Two Short Stories (GLEs: 04, 05b, 07a, 10, 11a, 12b, 12d, 17a, 34)

Materials List: two selected short stories, chart paper for categorization activity, board, board marker, Vocabulary Card Template

BLM (See Unit 2, Activity 8 BLM), learning logs

As difference or discord is often the most noticeable element in a story, the class will discuss and list the conflicts that they have read

about in adventure stories. Students will then categorize the listed conflicts; they will also generate several alternative ways the

conflicts could be grouped by utilizing content-specific vocabulary as appropriate.

The teacher will review internal and external conflicts and guide students to create vocabulary cards (view literacy strategy

descriptions) for the words. Students will follow the provided sample (See BLM.) to place the targeted word in the middle of a 3‖x5‖

index card. The teacher will ask students to provide a definition. Next, students will list the characteristics or description of the word

and write that information in the appropriate space. Next, students will suggest examples for the term and select one or two of the best

ones to place in the designated area on the card. Finally, students will create a simple illustration of the term in the last area of the

card. Students will then make a word card for the other term. Allow time for students to study the cards and quiz each other with the

cards in preparation for other class activities and tests.

In a teacher-facilitated class activity, students will draw a graphic organizer (view literacy strategy descriptions), such as a Venn

diagram, on the board to compare and contrast the conflicts within two adventure short stories that everyone has read. Discussion will

focus on internal and external conflicts. Students will take notes to summarize how the conflicts are similar and different and will keep

the notes in learning logs (view literacy strategy descriptions).

Activity 12: Write an Original Adventure Story (GLEs: 12f, 18a, 18e, 20b, 20c, 21c, 21e, 21f, 23b)

Materials List: writing materials, software to produce a digital form, if desired

Students will divide into small cooperative groups and brainstorm (view literacy strategy descriptions) an adventure story using the

categories theme, character, and conflict as ways of taking notes for predicting reasonable outcomes and drafting the story. Students

will write a first draft of the story and share that with their authors‘ group. They will identify ways in which they used vocabulary and

dialogue within their drafts to clarify meaning, create images through sensory details, and set the story‘s tone. A final draft will be

produced and shared with the authors‘ group. Students may choose to email a copy to a friend for pleasure reading.







Activity 13: Dramatizing An Adventure (GLEs: 11d, 12d, 17e, 20a, 20b, 20d, 23b, 26c, 32, 33, 36)

Materials List: individually selected short stories, paper, pen

Now that students have read literature that centers on action and/or danger, students will select a portion of a favorite adventure story

from which to create a skit. Students will write a first draft of the skit and critique that with their authors‘ group. Students will

identify ways in which dialogue can be used to emphasize character personality and to convey more strongly the theme of the whole

story. While editing revisions, students will check use of quotation marks around dialogue. Upon completion, students will present

skits to the class.

Activity 14: Relate a Short Story to a Personal Experience (GLEs: 06c, 07a, 08, 10, 11a, 12b, 37, 39b)

Materials List: individually selected short stories, Examining Personal Experience Through a Short Story BLM (one per student) or

technology option

Students will choose their favorite short story and create a table that demonstrates how the story is similar and different from their own

lives. Sections to assess in the table (See BLM.) will include: Similarities, Differences, Excerpts from the Text, and Personal

Experience. Students may use available technology to create the table and project product onto screen for classroom presentation.

After review of a favorite story, students will select and record, within the table, excerpts which exemplify similarities and differences

to share aloud with the class. The teacher will monitor and identify student examples of flashback as a review of the literary device.

During the oral presentation, students may expand their perceived connections by summarizing personal experiences and responding

to audience comments and questions.

Name: _________________________________ Date: _____________________


Unit 4, Activity 14, Examining Personal Experience Through a Short Story

Examining Personal Experience Through a Short Story

Title:

Author:

Reflection:

Personal

Experiences

Similarities Differences Excerpts from the

Text



March 5th -- April 4th – Weeks 26 - 29

Comprehensive Curriculum Unit 5: Poetry

Unit Description

This unit focuses on reading to comprehend and interpret classic and contemporary poetry. Characteristics of poetry are defined, and a study of forms and

elements will reflect a concentration on lyric and narrative poems. Utilization of the writing process and recitation of selected poems offers an opportunity for

development of poems and explanation of the use of figurative language, including similes, metaphors, personification, hyperbole, and idioms. In an ongoing

study of vocabulary, terms will be defined within the context of literature.


Students will interpret various forms of poetry by using strategies, such as identifying the speaker, reading lines according to punctuation, using senses and

visualization, and paraphrasing the lines. Additionally, students will write a simple form of poetry. Finally, students will ascribe, through writing and recitation,

the characteristic of expressing one‘s innermost feelings to poetry.

Guiding Questions

1. Can students identify and classify the forms of poetry?

2. Can students determine the elements of poetry?

3. Can students distinguish between narrative and lyric poetry?

4. Can students identify the speaker and explain how point of view affects the poem?

5. Can students identify and explain use of figurative language in poetry?

6. Can students relate poetry to personal experiences by creating work that expresses one‘s feelings?

Sample Assessments

General Guidelines




General Assessments

Students will examine personal poetry samples for use of unusual, descriptive, or archaic words encountered when reading poetry. If students included

newly learned words within their own writings, they will highlight the words within the final draft and determine if the meaning of the word is clarified

in context or if its use developed poetic tone.

Students will test knowledge of vocabulary in an enhanced multiple-choice format.

The teacher will observe oral reading of poetry for individual use of diction, dialect, rhythm, and/or the refrain. The teacher will provide oral feedback.



LCC ACTIVITIES: Unit 5 - Poetry


2: Vocabulary Study (ONGOING): 3,12g, 20a, 20b, 20d, 24, 30, 31

8: Analysis of Poetry: 07c, 08, 09, 10, 11c, 12d, 12e, 17c

10: Figurative Language – Similes, Metaphors, Personification and

Hyperbole 05c, 06a, 11c, 12c, 12d, 12g, 17c, 21a, 25c

LCC ACTIVITIES: Unit 5 - Poetry

3: Writing Craft Mini-Lessons (ONGOING): 29a

4: Grammar/Usage Mini-Lessons (ONGOING): 28b

11: Writing a Poem 20a, 20b, 21g, 24, 25c, 38, 39c, 41b, 41c

Prepositions 29

Suffixes 1

-ful

-able

-less

-ness

-ion

-tion

-ment

-ly

-fully

MODELED WRITING

Poetry (LCC)


Persuasive Essay (LbD)

MINI-LESSONS

Prewriting

Compare/Contrast

End Effectively 20

Conventions

Adverbs 29

Adverbs: Regular & Special Comparative Forms 29

Contractions 1, 30

Prepositions & Prepositional Phrases 29


Use Same Verb Tense Throughout Writing 29


Theme 13: Communication Revolution


Monitor Understanding 12

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Persuasive Essay 11 Nonfiction Text Feature: Circle Graph 48 Identify Theme 5

Theme 14: Making Life Easier


Synthesize 12

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Realistic Fiction 11 Identify Analogies 3 Understand Metaphors 6

CENTER IDEA



Theme 13: Communication Revolution




machinery, commerce, cylinder, adjustments, improve, assure,

convenient, efficient, Internet, network

Connect to Novels: The Worry Website, Snail Mail No More,

The Revealers

MODELED WRITING

Poetry

HME p. 470



Persuasive Essay 11

LbD Persuasive Essay Organizer – Transparency 77, 78


MINI-LESSONS

Prewriting


Compare/Contrast

LbD Compare/Contrast Organizer – Transparency 83, 84


End Effectively


Conventions


Adverbs


HME pp. 246-249

Adverbs: Regular & Special Comparative Forms


HME pp. 250-251

Contractions


HME pp. 116-117, 122-123, 131, 145, 148, 172, 226-

227, 242, 254-255, 273

Prepositions & Prepositional Phrases


HME pp. 256-265


Houghton -Mifflin Spelling and

Vocabulary

Prepositions

Suffixes -ful, -able, -less

Unit 22 – pg. 144

Unit 32 – pg. 204

Suffix -ness, -ion, -tion,

-ment, -ly, -fully

Unit 22 – pg. 144

Unit 29 – pg.

Theme 14: Making Life Easier




manufacture, patent, brand, invention, risk, ease, astonish,

simplify, devise, amazing

Connect to Novels: Earthsong, Into the Labyrinth, The Time

Hackers

Leveled Readers End of 4th

Quarter

ON: T, U, V

ABOVE: W & above

BELOW: S & below









of time. Across genre studies, students should read silently each day selecting their own books or reading materials; selections should

require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy

descriptions), under which students will record new understandings, predictions, confirmation of predictions, explanations, and

reflections upon each text. Use of strategies, such as peer discussion groups, guest speakers, and thematic studies may prompt

students to analyze poetry in a way that enhances enjoyment and invites expression of rhythm, melody, and figurative vocabulary.

Activity 2: Vocabulary Study (Ongoing) (GLEs: 03, 12g, 20a, 20b, 20d, 24, 30, 31)

Materials List: examples of analogies, similes, and metaphors; dictionaries and thesauruses

As students may encounter unusual, descriptive, or archaic words when reading poetry, the teacher will explain that unusual word

choices are often used by poets to compare two very different things. Students will identify analogies, similes, and metaphors by

using provided examples and by locating examples within read material. To aid in analysis of meaning, students will use electronic

and print dictionaries and thesauruses. While constructing poems, students will select and accurately spell words to create appropriate

analogies, similes, and metaphors. Students will also monitor word choice to create images, tone, or a clear voice within personal

poems.




Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLE: 29a)

Materials List: transparency and markers, learning logs, student writing samples

Students may encounter rapid shifts in tense while reading poetry. To check student knowledge of how to use the same verb tense

throughout writings, the teacher will present a mini-lesson as follows: the teacher will write the following sentences on a transparency.

Students will turn to a peer partner to identify and discuss orally the errors within the sentences. Next, students will copy the

sentences, draw a line through the incorrect elements, and write the correct word tense above the marked item within learning logs

(view literacy strategy descriptions).

Michael raced down the court. He stopped suddenly, raised his long, muscular arms, and sinks the ball into the basket. He scored

24 points before the final buzzer sounds. Michael runs off the court to the sound of cheering.

The teacher will monitor student responses for these corrections: sank, sounded, ran. Students may discuss corrections with a peer

partner. The teacher will guide whole class discussion to summarize a rationale for the correct choices. Students will record the

summary statement within learning logs and add any additional personal explanations for selection. Students will focus on correct

tense usage as they create several sentences and ask a peer partner to draw a line through incorrect elements. Students will correct

sentences as needed.

Likewise, this revising strategy can be used while writing poetry, since the genre often requires students to use the same verb tense

throughout a poem. Students, after reviewing writing samples to determine whether or not verb tenses have been used consistently,

will replace inconsistent verb forms while editing and proofreading.



Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 28b)

Materials List: student writing samples, transparency and marker, learning logs

To avoid problems with inconsistent use of tense, students will consider choice of tense before putting pen to paper. During writing

of paragraphs and compositions, students will follow standard English structure and usage, including agreement of subjects and verbs

in complex sentences. Students will then edit prose by paying particular attention to sentences in which agreement seems clumsy and

awkward.

A similar consideration of tense is necessary when composing poetry. Because poetry sometimes omits complete sentences and may

be broken into stanzas, the teacher will remind students to read work aloud to identify unnecessary tense changes within complex

structures. An example of a mini-lesson is as follows: the teacher will write the adapted form of ―The Eagle‖ by Alfred Lord

Tennyson on a transparency.

The Eagle

He clasps the crag with crooked hands;

Close to the sun in lonely lands,

Ringed with the azure world, he __________.

The wrinkled sea beneath him crawls;

He watches from his mountain wall,

And like a thunderbolt he ___________.

The teacher will read the poem aloud and pause at the missing words. Students may suggest rhyming words to complete the lines.

Following discussion of the tense pattern used within the poem, the teacher will provide the missing words stand and fall. Within

learning logs (view literacy strategy descriptions), students will copy the poem and independently identify the correct tense of each

given word to complete the rhythm of the poem. The teacher will monitor student completion rate and then complete the poem by

adding the words stands and falls to the transparency. Students will check their work.



Activity 8: Analysis of Poetry (GLEs: 07c, 08, 09, 10, 11c, 12d, 12e, 17c)

Materials List: books and anthologies of poetry, computer access to PowerPoint®

software or white copier paper upon which to draw

charts, board or transparency markers

After reading narrative and lyric poetry, students will identify each example as either narrative or lyric and will list characteristics.

Upon completion of lists, students will use the recorded information to begin construction of either a three-part PowerPoint®

document or a written report containing a series of charts presenting general characteristics, point of view summaries, and interpretive

statements.

If selecting the technology option, students will begin by selecting the background and creating a title page. As they select a slide

format for the first section of the slide document, students will select a narrative poem to identify and list its specific characteristics.

Students will compare the selected poem to three other poems and select a slide format on which to create a list of general

characteristics for narrative poetry. As students continue creating slides, they will also compare point of view of the poems and discuss

how points of view influence each story told in narrative form. Students will identify and record literal and inferential interpretations

of lines of poetry through use of paraphrase. Students will insert a blank division slide within their PowerPoint®

documents to indicate

completion of section one.

As students begin the second section of their PowerPoint®

documents, they will select a lyric poem to identify its specific

characteristics and will compare the poem to three other poems to generate a list of general characteristics for lyric poetry. Students

will also examine the poems for point of view—first person, third person, or omniscient narrator—and determine how this point of

view influences the content. Students will insert a blank division slide within their PowerPoint®

documents to indicate completion of

section two.

In the third section of their PowerPoint®

documents, students will compare and contrast narrative with lyric poetry by summarizing

the similarities and differences between the two in suitable slide formats. In small groups, students will discuss the similarities to and

differences from real life in the poems and identify connections. The teacher will monitor and guide students to also consider any

similarities in setting or theme of the poems and to report findings. After collaborative work, students as a class will listen to brief

group presentations. The class will offer suggestions as the teacher creates a graphic organizer (view literacy strategy descriptions),

such as a Venn diagram, that brings together the best points from all the groups; as synthesis occurs, the teacher will lead a discussion

of the revealed cultural traditions and customs. To complete PowerPoint®

documents, students will create one or more summary

slides incorporating information from the class-wide Venn diagram. Students will select ―handouts‖ format to print their PowerPoint®

presentations.



Activity 10: Figurative Language—Similes, Metaphors, Personification, and Hyperbole (GLEs: 05c, 06a, 11c, 12c, 12d, 12g,

17c, 21a, 25c)

Materials List: books and anthologies of poetry, lyrics from popular songs, Figurative Language BLM (one per student)

Students will identify similes, metaphors, and examples of personification and hyperbole in the narrative and lyric poetry already read

in class or from the popular songs identified in the previous task. Students will identify at least ten examples of each poetic device by

using a graphic organizer (view literacy strategy descriptions). Students will show how the literary devices and word choice affect

the mood and suggest sensory appeal and tone within a poem or song (See Figurative Language BLM.). They will share their work

with the authors‘ group, who will check whether the writer has identified examples correctly and will record needed feedback within

the same graphic organizer to help with correct identification of poetic devices. An example is as follows:

Ex. Simile Metaphor Personification Hyperbole Impact

on

tone,

mood

and

style

Correct

Use

(peer

will

initial if

correct)

Feedback

1

2

As the teacher facilitates, students will discuss writing processes, such as selecting a topic and form for the creation of a poem. Then

students will practice the writing process by either drafting a verse or two of a lyric or narrative song, using at least one of each of the

figurative language devices or by writing one or more paragraphs explaining what may prompt a poet‘s use of figurative language for

a work and how inspiration demands the attention of the writer. The teacher will monitor for comprehension.



Activity 11: Writing a Poem (GLEs: 20a, 20b, 21g, 24, 25c, 38, 39c, 41b, 41c)

Materials List: writing paper, computer access for students if using suggested site

Now that students have independently identified examples of similes, metaphors, personification, and hyperbole, they will write a new

poem, utilizing whichever poetic device seems most appropriate for their selected topic. Students may wish to consult

http://www.kidspoet.com/tips.htm for tips on writing poetry and for links to poetry samples. Upon completion, students will publish

using appropriate technology. Students will then write an explanation of why they selected a particular poetic device and whether the

poem was lyric or narrative by providing text-based evidence. After discussing rules for being a good audience and rules for listening,

students will assume roles (See Activity-Specific Assessment) to provide written feedback following the poetry reading or rap session.

Students will answer related questions that may arise while sharing poems.

http://www.kidspoet.com/tips.htm


Unit 5, Activity 10, Figurative Language

Figurative Language

Name: ____________________________________ Date: _____________________

Directions: Use poems and song lyrics that you have read to identify ten or more examples of each poetic device studied. Then

describe how the literary devices and word choice affect the mood and suggest sensory appeal and tone within a poem or song.

Finally, ask peers to check to see if you have identified the examples correctly and to provide feedback as needed.

Ex.

#

Simile Metaphor Personification Hyperbole Impact

on tone,

mood

and

style

Correct

Use

(peer

will

initial if

correct)

Feedback

1.

2.

3.

4.

5.



April 23rd -- May 24th – Weeks 32-36

Comprehensive Curriculum Unit 6: Novels

Unit Description

This unit requires student application of active reading and comprehension strategies. Reading a range of novels will provide opportunities for students to

describe the distinguishing characteristics, to demonstrate an understanding of the elements of plot, character, and theme development, and to sequence events.

To clarify one‘s understanding of an author‘s underlying idea, students will summarize, paraphrase, and draw logical conclusions about the relationship of the

setting to the story events. Use of analysis and synthesis skills will help students to apply familiar literary elements to longer works of fiction. Vocabulary

instruction occurs through use of contextual analysis.


The essential goals of this unit are to read, comprehend, and interpret novels as a dominant literary form. Additionally, students will be able to describe

relationships between major and minor characters in a story setting and be able to apply how characters develop and change as a novel progresses. By

recognizing the growth of characters through personal struggles, students may be better able to recognize how literary elements contribute to thematic

development.

Guiding Questions

1. Can students identify the elements of a novel?

2. Can students analyze elements to determine how a novel differs from a short story?

3. Can students apply a variety of strategies (e.g., predict, make inferences, question) for reading fiction?

4. Can students explain how a character‘s thoughts, words, and actions reveal his or her growth through conflict?

5. Can students identify with a character or situation and convey real-life experiences and relationships that reflect the connection?

6. Can students make critical comparisons across texts?

Sample Assessments

General Guidelines




General Assessments

The teacher will monitor Sustained Silent Reading to assess students‘ adequate progress in reading novels. Monitoring of pace will ensure that each

student reads more than one selection in the genre.

Students will self-monitor for use of comprehension strategies, such as questioning, making inferences, and predicting as indicated by recording of new

understandings in learning logs (view literacy strategy descriptions).

Students will check for use of complete sentences and standard use of grammar and diction when presenting orally.



Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 6 -- Novels

1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e,

12f, 12g

2: Vocabulary Study (ONGOING): 01a,3,4,20a, 20b, 20c, 30, 31

6: Strategic Reading 12b, 12e, 12f, 17b, 38

8: Book Talks are Fun 13, 32, 33, 39a

LCC ACTIVITIES: Unit 6 -- Novels

3: Writing Craft Mini-Lessons (ONGOING): 26b, 28a

4: Grammar/Usage Mini-Lessons (ONGOING): 29b

7: Book in a Bag 05a, 05b, 22

9: The Power of the Pen 11a, 22

11: Character Comparison 10, 18a, 18b, 18c, 18d, 18e, 19, 46

Continue Word Wall

Activities

Conjunctions 29

Interjections 29

Compound Words 1

Consonant Doubling 30

Irregular Verbs 28

Theme 15 -- Nature’s Building Blocks


Create Images 12

use visuals

create images

revise

TARGET SKILLS

Letter 15 Nonfiction Text Feature: Map 48 Understand Personification 6

MODELED WRITING

Character Comparison 22 (LCC)

Letter 25 (LbD)

Story 23 (LbD)

MINI-LESSONS

Presentation

Editing 21

Adapt to Audience and Purpose 20

Coordinate and Subordinate Conjunctions 28

Independent & Dependent Clauses 28

Homophones 30

Commonly misused words 30

Theme 16 -- Body Systems


Fix-Up Strategies 12

use pictures

read on

decode

word analysis

TARGET SKILLS

Myth 11 Identify Plot 6 Foreshadowing & Flashback 6

CENTER IDEA



Theme 15: Nature’s Building Blocks




element, storage, biology, emerge, specimen, arrange, nucleus,

detail, cell, division

Connect to Novels: Cell Wars, The Secret Garden,

The Victory Garden

MODELED WRITING

Book Report 22

HME pp. 468-469

Letter

HME pp. 503-504, 317-318

LbD Letter Organizer – Transparency 89, 90


Story

LbD Story Organizer – Transparency 95, 96


MINI-LESSONS

Presentation


Adapt to Audience and Purpose


Editing


Coordinate and Subordinate Conjunctions


HME pp. 44-47, 51-52, 61, 68, 87, 110, 170, 186-187

Independent & Dependent Clauses


Homophones


HME p. 232

Commonly Misused Words 30



Houghton-Mifflin Spelling and

Vocabulary

Compound Words

Unit 10 – pg. 72

Consonant Doubling

Unit 19 – p. 126

Houghton- Mifflin English

Irregular Verbs

Unit 3 – p. 118

Conjunctions

Unit 1 – p. 44

Interjections

Unit 5 – p. 192

Theme 16: Body Systems




situation, lung, muscle, substance, irregular, basic, defend,

respiratory, specialization, circulatory

Connect to Novels: A Wind in the Door, On Top of Mount Everest,

On the Bike with Lance Armstrong

Leveled Readers End of 4th

Quarter

ON: T, U, V

ABOVE: W & above

BELOW: S & below See Word Wall Games on










descriptions), beside which students will record new understandings, predictions, confirmation of predictions, explanations, and

reflections upon each text. Use of strategies, such as author studies, book talks, peer reading partners, and thematic study groups may

promote student questioning of the intricate themes and characterization found within novels.

Activity 2: Vocabulary Study (Ongoing) (GLEs: 01a, 03, 04, 20a, 20b, 20c, 30, 31)

Materials List: dictionaries, thesauruses, student writing samples

Students may encounter more complex or content specific vocabulary when reading novels. Student will use context clues to attempt

to identify word meanings. To aid in analysis of meaning, students will consult electronic and print dictionaries and thesauruses to

establish definitions. During discussion of text with peer partners or the teacher, students will identify passages of text where author

selection of vocabulary seems to clearly convey his/her intention to the reader.

Such identification of passages will provide examples for students to use when creating compositions. Students, while writing, will

check for use of appropriate diction to engage the intended audience.




Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 26b, 28a)

Materials List: transparency and markers or projector, learning logs, student writing samples

In editing and proofreading written work created throughout the unit, students will pay particular attention to correcting punctuation in

introductory phrases within simple sentence structures. An example of a mini-lesson is as follows: In preparation for the guided-

practice activity, the teacher will list a minimum of 10 sentences on a transparency or in a PowerPoint® presentation; each sentence

will contain an introductory phrase but no internal punctuation. An illustration of a sentence might be ―Before brave Sir Henry there

were no knights worthy of admiration.‖ Other examples may be found in the district-adopted textbook.

Just prior to the activity, the teacher will divide the class into two teams. The class will stand. The teacher will show a sentence and

call on a member of team one to identify what type of punctuation, if any, is needed and where it would be placed within the sentence.

If a student answers incorrectly, he/she is eliminated and sits down. If a student answers correctly, he/she remains standing. The

student may ask the assistance of one other team member; those chosen to assist may not be called upon again and will either sit or

remain standing according to the correctness of the collaborative answer. The teacher will make the corrections to provide visual

reinforcement. The opposing team takes a turn and follows the same procedures. After all sentences have been read and corrected,

the team with the most members still standing is declared the frontrunner.

Students will write the corrected sentences within learning logs (view literacy strategy descriptions) and respond within one or more

paragraphs to the reflective prompt I can recognize a phrase because…. To apply the training within personal writings, students will

review ongoing work to identify patterns of errors and make corrections. Students will also monitor continuing work for use of varied

sentence structures.



Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 29b)

Materials List: chart paper, markers, student-selected novels, learning logs

The teacher will explain to students that pronouns can be subjects or objects. The teacher will write the following sentences on chart

paper to provide a ready reference for students:

I entered the song-writing contest.

It was I who wrote the winning song.

Dollie chose me to be her duet partner.

At the last moment she handed me the mike.

As a class, students will discuss correct usage of the pronouns within the sample sentences. Then they will identify and select

passages from a chosen novel to exemplify the same patterns of pronoun use. Within learning logs (view literacy strategy

descriptions), students will write and label identified passages from novels. The students may refer back to the selected examples for

clarification while developing compositions. The teacher, by examining student writings, will guide the learners to use subject and

object pronouns correctly.




Activity 6: Strategic Reading (GLEs: 12b, 12e, 12f, 17b, 38) Materials List: transparency of teacher-selected passage from a novel and overhead projector or computer and projection system, board, board marker, learning

logs

GISTing (view literacy strategy descriptions) is a strategy for helping students paraphrase and summarize essential information. Students are required to limit

the gist of the paragraph to a set number of words. Students will create a gist containing a predetermined number of words by reading one sentence at a time.

In preparation, the teacher will select a paragraph of three to five sentences from a novel and will prepare a transparency or computer document of the passage.

Next, the teacher will pre-determine an amount of words, say 15 or so, that a student will be allowed to use to summarize each sentence. Finally, the teacher will

draw lines on the board to represent one space per word within the student summary (i.e., __ __ __ __ __ etc.).

Students will demonstrate active listening strategies while the teacher explains the process. The teacher will project the prepared passage for the class to see. As

a group, students will read the first sentence of the paragraph and suggest summary statements by using only the allowed spaces. The teacher will record

suggestions on the board and guide discussion until consensus has been reached.

Students will continue GISTing by reading the second sentence of the paragraph and by combining the information from the first and second sentences of the

paragraph to adjust their original gist statement. Again, the adjusted statement should be no longer than the allotted number of spaces. The teacher will revise

the summary statement on the board while students call out suggestions. Students will continue the guided process to read each succeeding sentence and rework

their gist statement by accommodating any new information into the existing summary statement.

To provide an example paragraph for the guided process, the teacher may first select the following excerpt from The River by Gary Paulsen:

They walked nearly halfway around the lake, looking always as well for food. As

they worked past the northern end of the lake they came on low brush filled with

small nuts. These he knew were hazelnuts, and they stopped to pick and eat

some. They were ripe, or very close, just shy of being dry, and the worms and squirrels had been at them, but they still found enough to cut the edge off

their hunger. They used rocks to smash them and spent over an hour bashing rocks and nibbling at the small chunks of nutmeat, which tasted almost

sweet.

Next, the teacher will create summary requirements by scanning the selected passage and determining an amount of words appropriate for the length of sentences

in the passage; a suggested amount of ten words seems appropriate in relation to the selection provided above. Through the GISTing process, a sample summary

of the first sentence might read: ―They walked nearly halfway around the lake, looking for food.‖ To adjust the ten-word summary statement, the teacher might

write ―They walked looking for food and found brush with nuts.‖ Continuing the process, the third sample statement could read ―They walked looking for food,

picked some hazelnuts, and ate.‖ After reading some more, the fourth summary attempt might read ―They picked hazelnuts and ate enough to cut their hunger.‖

Finally, the fifth sample of a summary statement could read ―They picked, smashed, and ate hazelnuts to cut their hunger.‖ The teacher may use the sample

paragraph and summary statements to direct student use of the GISTing strategy.

Once the students have completed the guided practice, they will demonstrate skills in identifying the most important information in a paragraph by using the

GISTing strategy independently while reading selected novels. To help students become proficient at mentally identifying the most important information, the

teacher will monitor student reading. Students will use the GISTing strategy to predict outcomes, make inferences, and raise questions about text; they will date

and record new understandings within learning logs (view literacy strategy descriptions) to self-monitor comprehension connections.




Activity 7: Book in a Bag (GLEs: 05a, 05b, 22)

Materials List: copy of Maniac Magee by Jerry Spinelli, student-selected novels, Book in a Bag Checklist BLM (one per student),

student-prepared props for book talks, 7 3‖ x 5‖ index cards per student, paper, drawing supplies, tape

In preparation for this activity, the teacher will read aloud chapter 3 of Maniac Magee and will lead students to discuss how a suitcase

of books became a good descriptor for the minor character of Amanda Beale. To extend the discussion, the teacher should read aloud

chapters 12-15 of the same book. Students will suggest a bag that would be a good descriptor for Jeffrey ―Maniac‖ Magee, the main

character, and tell why such a bag was suggested. Other titles that may be used for the preparatory activity are The River by Gary

Paulsen and Wild Man Island by Will Hobbs.

Following the discussion, students will brainstorm (view literacy strategy descriptions) types of bags that might be used as a symbol

of a character; some examples might include a handbag, duffle bag, sports equipment bag, book bag, backpack, shopping bag,

suitcase, briefcase, a paper bag, a computer bag, etc. Following the brainstorming activity, students will select one book on which to

prepare a 10-15 minute Book in a Bag talk. Students will decide on a bag or satchel that represents the main character of a selected

novel and will make arrangements to bring the chosen type of bag for the presentation.

Once students have the bags in hand, they will create a book cover that includes the title, the author and one illustration and attach it

with tape to the front of the bag. They will also create accompanying illustrations to summarize key events of the story and attach

those in visible locations around the bag. Students will plan one or more oral statements to tell why the specific bag was chosen to

introduce the main character. These may or may not be written.

Then, students will choose at least seven objects which explain the following elements of the novel: one that represents the setting, 2

to embody the main character, 2 to correspond to the theme, 1 to become a symbol of the plot‘s conflict within the story, and 1 that

stands for the plot‘s resolution. Items must fit within the selected bag.

After that, students will write a one-paragraph explanation per object on individual index cards. Students may use the item-specific

card as a presentation prompt when selecting and explaining each object drawn from the bag.

Finally, students will review objects, explanatory paragraphs, book cover, and illustrations to determine if those describe the book

accurately. They will pack bags in preparation for book talks (See Book in a Bag Checklist BLM). They will mentally review oral

statements of why the bag was chosen for the particular character, as these will become the introduction to the book talk.



Activity 8: Book Talks are Fun (GLEs: 13, 32, 33, 39a)

Materials List: student-prepared props for book talks, learning logs (see Activity 8 assessment)

Prior to oral delivery, students will focus on using complete sentences and correct grammar during practice. Students will present

book talks to an audience of either peers or younger students. During delivery, students will adjust diction and enunciation to allow

audience members to actively listen for each element of a novel and the accompanying explanations of selected objects. As a

conclusion to the book talk, students will share how a real-life experience or relationship was similar to one or more elements from the

novel.

Activity 9: The Power of the Pen (GLEs: 11a, 22)

Materials List: board, board marker, learning logs, index cards and crayons/various pictures/graphics (see Activity 9 assessment)

Now that students have read an assortment of novels, they will complete a SPAWN writing (view literacy strategy descriptions) to

examine more critically a novelist‘s use of subplots to extend the main plot, of detailed descriptions to emphasize a setting, or of other

elements. The teacher will write on the board a prompt, to represent the S category of SPAWN that requires students to assume special

powers. An example of a prompt is provided below.

S-Special Powers

You have the power to change one element of a selected novel. Describe what it

is you changed, why you changed it, and how the storyline will be different due to

the change you made.

For instance, a student may focus on a different outcome for the plot, the absence of a particular character or the added presence of

another, a change in the time of day or year in which an event occurred, etc. Students will copy and date the prompt within learning

logs (view literacy strategy descriptions) and will respond reflectively for 10-15 minutes. Students may share responses with a peer

partner, if time allows. Once students have completed the reflective writing, they will evaluate the impact of the imagined element

change through a pictorial assessment.




Activity 11: Character Comparison (GLEs: 10, 18a, 18b, 18c, 18d, 18e, 19, 46)

Materials List: writing materials, individually selected novels, publication software if available

Since students are encouraged to recognize and value the positive inner qualities that they and other people possess, they will consider

the qualities of characters with whom they became acquainted through reading of novels. Students will work with peer partners to

write a multi-paragraph composition comparing a character of one novel to another. Each will choose a character from the novel

selected for his/her book talk activity. Through discussion, partners will compare characters and evaluate which ones they would want

to meet face-to-face, if the meeting could actually take place. Peer partners will consider why the meeting should occur and what the

meeting would be like.

As students move to the writing process, they will collaboratively establish a central idea or stance that best describes the imagined

meeting of two selected characters. Partners will then focus on organization, elaboration of points, and transition while writing the

composition. Students will consult with peer partners to check if a clear conclusion is present within their writing and if it summarizes

important ideas. Revision will continue until students have completed the composition. Finally, student pairs will present their

character comparisons to the class.

Documents

English Language Arts Fifth Grade Curriculum Map 2011 · PDF fileEnglish Language Arts Fifth Grade Curriculum Map ... Unit 2 – The Writing Process 9/12-10/21 ... c. determining word