ESL Pacing Guide Grade 5 · Unit 2 – Wonders of the World 20 days 40 days MP2 Unit 3 – Agriculture 20 days 60 days MP2 ... Students write a paragraph on the day’s weather using

ESL Pacing Guide

Grade 5

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Weather Phenomena

20 days 20 days

MP1 Unit 2 – Wonders of the World

20 days 40 days

MP2 Unit 3 – Agriculture

20 days 60 days

MP2 Unit 4 – Healthy Lifestyle

20 days 80 days

MP3 Unit 5 – World Myths

20 days 100 days

MP3 Unit 6 – American Encounters

20 days 120 days

MP4 Unit 7 – Our Earth

20 days 140 days

MP4 Unit 8 – Explorers

20 days 160 days

MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days

20 days 180 days

* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School District Fifth Grade ESL

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Unit Title: Unit 1: Weather Phenomena (Spotlight)

Stage 1: Desired Results Standards & Indicators: WIDA:

• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies

NJSLS Grade 5 English Language Arts • RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.8 • RI.5.10 • RL.5.2 • RL.5.4 • SL.5.1 • SL.5.5 • L.5.1 • L.5.3 • L.5.4 • L.5.5 • L.5.6 • W.5.2 • W.5.3 • W.5.4 • W.5.5

NJSLS Grade 5 Social Studies

• 6.1.4.B.4

NJSLS Grade 5 Mathematics • 5.MD.B.2


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Standards & Indicators: NJSLS Grade 5 Science

• 5-ESS2-1 NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.3 • 1.1.5.D.2 • 1.3.2.D.3

NJSLS 21st Century Life and Careers

• CRP1 • CRP5

NJSLS Technology

• 8.1.P.E.1


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Central Idea/Enduring Understanding: Students will…

• Describe things, severe weather, past actions

• Express needs and likes

• Identify cause and effect

• Draw conclusions about people and places

• Compare and contrast weather phenomena

• Make predictions

• Explain vowel sounds and weather

• Retell/relate from personal experience

• Define key vocabulary

• Explain a process and the work of a professional

• Evaluate words in context

• Identify literary elements

• Identify types of sentences

• Identify math concepts

• Interpret economics of supply, demand, scarcity

• Hypothesize and speculate

• Interpret artwork

• Evaluate original text

Essential/Guiding Question:

• How does the weather change?

• How do we measure changes in weather?

• How do weather trends help us make decisions?

• What causes different kinds of severe

weather?

• What are the effects of severe weather?

• How does weather differ from climate?

• How do I describe the weather today?

• How do I use patterns/information to make predictions?

• How do scientists track weather?


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Content:

• Theme: Weather Phenomena

• Grammar: adjectives, adverbs, prepositions

• Vocabulary Development: daily key vocabulary, using a dictionary, frontload vocabulary

• Oral Language Development: echo reading, act

it out, reading narratives, connection to your community

• Listening Comprehension: connecting, building

background, music and lyrics, Boom! Goes the Thunder

• Reading Comprehension: nonfiction, predicting,

drawing conclusions, sequencing, elements of an image, literary elements, summarizing, narratives, author’s purpose, main idea and details, author point of view, sequence

• Writing Strategies: summarizing, writing a

narrative, opinion writing, compare and contrast, sequencing, revising, editing, cause and effect, dependent and independent clauses

• Literary Response: genre, author’s purpose

• Phonemic Awareness: vowel pairs /ea/

Skills (Objectives):

• Genre: Nonfiction, Realistic Fiction

• Author’s Purpose

• Predicting

• Using a Dictionary

• Making Inferences

• Main Idea and Details

• Author’s Point of View

• Draw Conclusions

• Dependent and Independent Clauses

• Elements of an Image

• Sequencing

• Cause and Effect

• Compare and Contrast

• Summarizing

• Writing Narratives

• Opinion Writing

• Problem and Solution

• Revising and Editing


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Stage 2: Assessment Evidence

Performance Task(s):

• Echo Read

• Personal Response Entries

• Graphic Organizers: Prediction Chart Graphic Organizer, Venn Diagram, Sequence/Chain of Events Graphic Organizer, Cause & Effect Graphic Organizer

• Oral Responses

• Listening Comprehension: connecting, reuse

and recycle, Boom! Goes the Thunder

• Checking: Responses to critical thinking questions and check the text for details to support it

• Focusing: adjectives, adverbs, prepositions

• Reflecting: severe weather

• Applying: severe weather, exciting moment,

favorite season

• Writing Paragraphs: summary, Unit 1 Interview, today’s weather, what’s the cause, severe weather, exciting moment, favorite season, narratives, wind diagram explanation, landscape painting description, weather in the USA and abroad.

Other Evidence:

• Student Practice Books

• Student Writing Samples

• Unit Test

• Final Project – Narratives

• Oral Presentation of Published Works


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Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library

• Frontload Vocabulary – Students choral read the new vocabulary words

• Author’s Purpose – Review the main purposes

for writing. Students identify the author’s purpose in A Shelter from a Storm.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Weather.

• Writing about Weather – Students write a paragraph on the day’s weather using key vocabulary.

• Connecting to Your Community – Students discuss weather patterns that are usually seen in their region.

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary.

• Predicting – Using a Prediction Chart Graphic

Organizer, students predict what the story is going to be about.

• Shared Read – Using Weather, students discuss

questions to develop comprehension and language skills relating to main idea, detail, and comparing and contrasting.

• What’s the Cause? – Students use a Cause & Effect Graphic Organizer to describe the causes and effects of severe weather.

Resources:

• TE pg. 8g

• A Shelter from a Storm • TE pg. 8h

• Audio CD Track 1 • Student Book pg. 8-9 and TE pg. 8

• TE pg. 9

• TE pg. 9

• Earth Photo Cards • TE. pg. 10a

• Prediction Chart Graphic Organizer • Weather by Roberto Espinella • Student Book pg. 10-11 and TE pg. 10a

• Weather by Roberto Espinella • Student Book pg. 10-19 and TE pg.10b-19

• Cause & Effect Graphic Organizer • TE pg. 19a


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Learning Opportunities/Strategies: Lesson 3

• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.

• Checking – Students answer reading comprehension questions.

• Sound It Out – Students identify and pronounce

words with the vowel pair /ea/. Lesson 4

• Group Reading – Students reread Weather as a group and then in pairs.

• Summarizing – Students use a Venn Diagram to

compare a tornado with a hurricane.

Lesson 5 • Build Background – Students work to connect

key vocabulary with the text.

• Connecting – Students listen to audio and make connections to images from the text.

• Applying – Students write 1-2 paragraphs about

severe weather they have experienced.

Resources:


• Student Book pg. 20 and TE pg. 20

• TE pg. 20a

• Audio CD Track 2 • Student Book pg. 10-19 and TE pg. 21a

• Venn Diagram • Student Book pg. 21 and TE pg. 21a

• Earth Photo Cards • TE pg.22

• Audio CD Track 3 • Student Book pg. 22 and TE pg.22

• Student Book pg. 23 and TE pg. 22a


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• Building Background – Discuss the correlation between the text and the key vocabulary.

• Connecting – Students listen to audio and make connections between the passage and the unit theme.

• Focusing – Students revise sentences focusing on adverbs.

• Applying – Students use adverbs to write a

paragraph on an exciting moment from their lives.

Lesson 7

• Build Background – Discuss the correlation between the text and the key vocabulary.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.

• Focusing – Students revise sentences using prepositions.

• Applying: Students write a paragraph describing their favorite season.

Lesson 8

• Access Prior Knowledge – Students review the key components of narratives.

• Narratives – Students, read, dissect, and write a narrative.

Resources:

• Earth Photo Cards • TE pg. 24





• Student Book pg.26 and TE pg.26



• TE pg. 28

• Sequence-Chain of Events Graphic Organizer • Student Book pg. 29 and TE pg. 28-29


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• Frontload Vocabulary – Introduce key vocabulary related to context clues to students.

• Dependent and Independent Clauses –

Students identify and rewrite sentences focusing on dependent and independent clauses.

• Revising – Students revise narratives for correct usage of dependent and independent clauses.

Lesson 10 • Frontload Vocabulary – Introduce key

vocabulary relating to ordering numbers.

• Comparing and Ordering Numbers – Students solve problems using number lines.

• Vocabulary Review – Students use flashcards to places fractions and decimals in numeric order.

Lesson 11

• Frontload Vocabulary – Introduce and write key vocabulary words using photo cards.

• The Cost of the Storm – Students read a passage and answer comprehension questions on the financial impact of storms.

Resources:

• TE pg. 30

• Student Book pg. 30-31 and TE pg. 30


• TE pg. 32


• TE pg. 33


• Student Book pg. 34-35 and TE pg. 34-35


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• Frontload Vocabulary – Introduce and discuss key vocabulary.

• The Sun, the Winds, and the Weather –

Students read a passage and answer comprehension questions on wind. Then they create a diagram on the cause of wind

Lesson 13

• Music and Lyrics – Students review melody, pattern, pitch, parts, and rhythm.

• Boom! Goes the Thunder – Listen to audio and

make connections with the unit theme.

• Vocabulary Review – Students review musical terms and use them to create a new verse to the song.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to Georgia O’Keefe’s Landscape paintings.

• Drawing the Weather – Students create a

landscape drawing of a weather event.

• Vocabulary Review – Students write a paragraph describing their landscape weather event.

Resources:



• Earth and Musical Instrument Photo Cards • TE pg. 38

• Audio CD Track 6 • Student Book pg. 38 and TE pg. 38

• TE pg. 38a

• TE pg. 39a


• TE pg. 239


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• Access Prior Knowledge – Students share results from Unit 1 interviews on their country.

• The American Red Cross – Students read a passage on the American Red Cross and answer comprehension questions.

• Published Work – Students compare the economic impact of a severe weather event in the USA and in their parent’s home country.

Lesson 16

• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.

• Your Narrative – Using the Sequence/Chain of Events Graphic Organizer, students will write a narrative on their experiences with severe weather and the economic impact it has.

• Recounting Stories – Students present finished projects to the class.

Resources:

• Unit 1 Interview • Earth Photo Cards • TE pg. 40


• TE pg. 40a

• Unit 1 Checklist • TE pg. 41a

• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 41 and TE pg. 41a

• TE pg. 41c


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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Model and demonstrate using a Think Aloud approach

• Minilesson Strategy Charts

• Provide writing exemplars

• Utilize technology

• Feedback to push student to maintain above grade level proficiency

• Rubrics and Writer’s Checklists





• Feedback to push student to maintain on grade level proficiency

• Prewriting Graphic Organizers

• Peer editing and revising






• Guided Writing: Small-group lessons during all phases of the writing process

• Prewriting – Quick drawing to develop ideas and details

• Use of sentence frames to jumpstart writing

• Portable word wall with sequencing & transition words


• Flexible time allotment






• Prewriting – Quick drawing/talk out loud to develop ideas


• Spell-checkers

• Rubrics & Writer’s Checklists


• Journeys ELL Scaffolds


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Unit Title: Unit 2: Wonders of the World (Spotlight)


• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4- The Language of Science • 5- The Language of Social Studies

NJSLS Grade 5 English Language Arts

• RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.6 • RI.5.7 • RI.5.8 • RI.5.9 • RI.5.10 • RL.5.4 • Rl.5.5 • SL.5.1 • SL.5.6 • L.5.1 • W.5.3 • W.5.4 • W.5.5


• 6.1.4.D.17

NJSLS Grade 5 Mathematics • 5.NBT.A.3 • 5.NBT.B.7


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Standards & Indicators: NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.1 • 1.1.5.D.2 • 1.3.2.D.1


• CRP7

NJSLS Technology • 8.1.5.A.2 • 8.1.5.A.3


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• Identify things, people, actions, and places

• Describe things, people, and places

• Retell/relate from past events


• Compare and contrast

• Hypothesize and speculate about the future and the past

• Identify cause and effect relationships

• Describe past and present actions

• Describe spatial and temporal relations

• Interpret song lyrics, places, and things

• Retell/relate from a myth, story, or a legend

• Draw conclusions about places

• Identify types of sentences

• Explain a process

• Ask informational and clarifying questions

• Express and support opinions

• Explain origins of words


• What are the natural wonders of the world?

• What are ancient and modern human-made wonders of the world?

• Why might people want to protect a natural/

human-made wonder?

• What natural or human-made sights have you visited?

• What makes them special?

• Why do you think people build monuments?

• How do I use technology to help with my

project?


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Content:

• Theme: Wonders of the World

• Grammar: verbs, root words and suffixes, conjunctions

• Vocabulary Development: daily key vocabulary,

using a dictionary, frontload vocabulary

• Oral Language Development: Echo reading, act it out, reading informative essays


background, music and lyrics, Around the Wonders of the World


making inferences, sequencing, elements of an image, literary elements, summarizing, narratives, author’s purpose, main idea and details, author point of view, sequence, checking

• Writing Strategies: summarizing, writing an

informative essay, opinion writing, compare and contrast, sequencing, compound and complex sentences.


• Phonemic Awareness: /c/ sounds

Skills(Objectives):


• Author’s purpose

• Predicting






• Compound and Complex Sentences


• Sequencing



• Summarizing

• Writing Informative Essays

• Opinion Writing




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• Echo Read • Personal Response Entries

• Graphic Organizers: Prediction Chart Graphic

Organizer, Spider Graphic Organizer, 5Ws and 1H Graphic Organizer, 2-Column Graphic Organizer,3-Column Graphic Organizer

• Oral Responses


and recycle, Around the Wonders of the World

• Checking: Responses to critical thinking questions and check the text for details to support it.

• Focusing: verbs, root words and suffixes,

conjunctions

• Reflecting: Stonehenge Theory

• Applying: Garden Writing, Victoria Falls Journal entry, Broadcast from the Ming Dynasty

• Writing Paragraphs: Summary, Unit 2 Interview,

Landmark Writing, Rock Changes, Garden writing, Stonehenge Theory, Victoria Falls Journal, Perspective Explanation, Informational Essay, Regional Landmarks

Other Evidence:



• Unit Test

• Final Project – Informative Piece



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• Frontload Vocabulary: Students choral read the new vocabulary words.

• Author’s Purpose: Review the main purposes

for writing. Students identify the author’s purpose in The Grand Canyon: Great Wonders of Nature.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Wonders of the World.

• Where Would You Go – Students write a paragraph on a trip to a US landmark.

• Ask the Tour Guide – Students create questions they would want answered about US landmarks.

Lesson 2

• Frontload Vocabulary – Display and Introduce key vocabulary.



• Shared Read – Using Stonehenge, students

discuss questions to develop comprehension and language skills relating to author’s purpose and making inferences.

• Stonehenge Spiders – Students use a Spider Graphic Organizer to identify the importance of Stonehenge.

Resources:

• TE pg. 42g

• The Grand Canyon: Great Wonders of Nature • TE pg. 42h

• Audio CD Track 7 • USA Photo Cards • Student Book pg. 42-43 and TE pg. 42

• USA Photo Cards • TE pg. 43

• TE pg. 43

• USA and Earth Photo Cards • TE. pg. 44a

• Prediction Chart Graphic Organizer • Stonehenge by Gary Van Hoose • Student Book pg. 44-45 and TE pg. 44a

• Stonehenge by Gary Van Hoose • Student Book pg. 44-53 and TE pg.44b-53

• Spider Graphic Organizer • TE pg. 53a


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words with different /c/ sounds. Lesson 4

• Group Reading – Students reread Stonehenge as a group and then in pairs.

• Summarizing – Students use a 3-Column Chart

to make inferences from the story.




• Applying – Students write 1-2 paragraphs

describing a garden they have visited.

Resources:


• Student Book pg.54 and TE pg. 54

• 2-Column Chart • TE pg. 54a


• 3- Column Chart Graphic Organizer • Student Book pg. 55 and TE pg. 55a

• USA Photo Cards • TE pg.56




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• Focusing – Students revise sentences focusing on root words and suffixes.

• Applying – Students write a journal entry pretending that they have just jumped over Victoria Falls.

Lesson 7



• Focusing – Students revise sentences using conjunctions.

• Applying – Students write a broadcast as a reporter during the Ming Dynasty.

Lesson 8


• Writing and Informational Essay – Students , read, dissect, and write an informational essay.

Resources:





• TE pg. 60




• TE pg. 62

• 5Ws and 1H Graphic Organizer • Student Book pg. 63 and TE pg. 62-63


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• Compound and Complex Sentences – Students

identify and rewrite sentences focusing on compound and complex sentences

• Revising – Students revise informational essay for correct usage of compound and complex sentences.


vocabulary relating to decimals to students.

• Operations with Decimals – Students solve word problems relating to decimal places.

• Vocabulary Review – Students solve additional word problems with decimal places.

Lesson 11


• Mount Rushmore - An American Wonder – Students read a passage and answer comprehension questions on Mount Rushmore.

Resources:

• Community Photo Cards • TE pg. 64

• Student Book pg. 64-65and TE pg. 64


• TE pg. 66


• TE pg. 67




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• Kinds of Rocks – Students read a passage and

answer comprehension questions on the 3 major kinds of rock.

Lesson 13

• Music and Lyrics – Students discuss how songwriters use details to create lyrics.

• Around the Wonders of the World – Students

listen to audio and make connections with the unit theme.

• Vocabulary Review – Students review duets, solos, groups, harmony, rounds, and unison.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to perspective and point of view in photography to students.

• Perspective – Students create a picture of the

aqueduct and write a one paragraph description on their perspective.

• Vocabulary Review – Students orally describe different perspectives in paintings and photographs.

Resources:



• Earth and USA Photo Cards • TE pg. 72


• TE pg. 72a

• Home Photo Cards • TE pg. 73a


• TE pg. 73


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• Wonders in Your Backyard – Students read a

passage on the American landmarks, research, and write about a landmark near them.

• Published Work – Students reflect on their Unit 2 Interviews and write a paragraph describing American Landmarks.

Lesson 16

• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery of Unit 2 skills on the checklist.

• Your Informational Essay – Using the 5Ws & 1H graphic organizer, students will research a modern wonder of the world and write an informative piece describing its history.

• Recounting Stories – Students present finished

projects to the class.

Resources:

• Unit 2 Interview • TE pg. 74


• TE pg. 74a


• 5Ws and 1H Graphic Organizer. • Student Book pg. 75 and TE pg. 75a

• TE pg. 75c


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• Spell-checkers





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Unit Title: Unit 3: Agriculture (Spotlight)




• RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.8 • RL.5.1 • RL.5.2 • RL.5.3 • RL.5.4 • RL.5.10 • SL.5.1 • SL.5.2 • SL.5.3 • SL.5.6 • L.5.1 • L.5.6 • W.5.3 • W.5.5 • W.5.7 • W.5.9

NJSLS Grade 5 Social Studies • 6.1.4.B.9


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Standards & Indicators: NJSLS Grade 5 Science

• 5-LS1-1

NJSLS 21st Century Life and Careers • CRP5 • CRP7

NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.2.D.3

NJSLS Technology

• 8.1.P.E.1


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• Describe present actions, people, and things

• Ask clarifying and informational questions



• Sequence



• Identify actions

• Draw conclusions


• Retell/relate from personal experience

• Persuade

• Identify grammar elements

• Describe spatial and temporal locations


• Explain things


• What are common features of modern farm life?

• Why are farmers important?

• Is farming a good career option nowadays?

• What are some of the different methods of farming?

• What are some of the environmental issues

facing farmers?

• How did farming change?

• What are the benefits of living on a farm?

• How does weather impact farming?


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Content:

• Theme: Agriculture

• Grammar: confusing verbs, prefixes, noun/pronoun agreement



• Oral Language Development: echo reading, act it out, reading persuasive essays, press conference


background, music and lyrics, Down by the Bay

• Reading Comprehension: nonfiction, predicting, drawing conclusions, sequencing, elements of an image, literary elements, summarizing, author’s purpose, main idea/details, author’s point of view, checking, identifying theme

• Writing Strategies: summarizing, writing a persuasive essay, descriptive writing, compare and contrast, revising, editing, noun and pronoun agreement


• Phonemic Awareness: stressed/unstressed

syllables




• Predicting






• Noun and Pronoun Agreement


• Sequencing

• Identifying Theme



• Summarizing

• Persuasive Writing

• Descriptive Writing




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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, 3-Column Chart Graphic Organizer, Main Idea & Details Graphic Organizer, Pyramid Graphic Organizer

• Oral Responses

• Listening Comprehension: connecting, reuse and recycle, Down by the Bay

• Checking: Responses to critical thinking

questions and check the text for details to support it.

• Focusing: confusing verbs, prefixes, present

tense

• Reflecting: Daily chores

• Applying: Farming abroad, environmental problems, memorable event

• Writing Paragraphs: summary, Unit 1 Interview,

If I Were A Farmer, farming abroad, farming comparison, soil fertility, idyllic style, persuasive essay.

Other Evidence:



• Unit Test

• Final Project – Persuasive Essay



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• Frontload Vocabulary – Students choral read the new vocabulary words.


for writing. Students identify the author’s purpose in Cool Careers in Agricultural Science.

Lesson 1 • Thematic Introduction – Using the thematic

book, access prior knowledge as it relates to Agriculture.

• If I were a Farmer – Students write a paragraph describing what it would be like to be a farmer.

• Press Conference – In groups, students discuss possible solutions to an agricultural crisis.

Lesson 2




• Shared Read – Using Living the Farm Life,

students discuss questions to develop comprehension and language skills relating to author’s point of view and sequence.

• Get the Message – Students use a Main Idea and Details Graphic Organizer to identify the theme of Living the Farm Life.

Resources:

• TE pg. 76g

• Cool Careers in Agricultural Science • TE pg. 76h


• TE pg. 77

• TE pg. 77


• Prediction Chart Graphic Organizer • Living the Farm Life by Melina Mitsotakis • Student Book pg. 78 and TE pg. 78a

• Living the Farm Life by Melina Mitsotakis • Student Book pg. 78-87 and TE pg. 78b-87

• Main Idea and Details Graphic Organizer • TE pg. 87a


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words with /r/ controlled stressed and unstressed syllables.

Lesson 4

• Group Reading – Students reread Living the Farm Life as a group and then in pairs.

• Summarizing – Students use a Pyramid Graphic

Organizer to compare farm chores based on order of difficulty.




• Applying – Students write 1-2 paragraphs about

being a farmer in your country of origin.

Resources:



• TE pg. 88a


• Pyramid Graphic Organizer • Student Book pg. 89 and TE pg. 89a

• Health Photo Cards • TE pg.90




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• Focusing – Students revise sentences focusing on present tense.

• Applying – Students investigate and write about

an environmental issue that farmers face.

Lesson 7 • Build Background – Discuss the correlation

between the text and the key vocabulary.


• Focusing – Students revise sentences using prefixes.

• Applying – Students write a paragraph describing a memorable event and if they would repeat it.

Lesson 8

• Access Prior Knowledge: Students review the key components of persuasive writing.

• Persuasive Writing: Read, dissect, and write a narrative.

Resources:









• TE pg. 96

• 3-Column Chart Graphic Organizer • Student Book pg. 96-97 and TE pg. 96-97


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• Noun and Pronoun Agreement – Identify and

rewrite sentences focusing on noun and pronoun agreement.

• Revising – Revise persuasive essay for correct usage of noun and pronoun agreement.


vocabulary relating to angles.

• Angles – Students solve problems related to angles.

• Vocabulary Review – Students complete a scavenger hunt for different types of angles.

Lesson 11


• Native American Agriculture – Students read a passage and answer comprehension questions on farming by Native Americans.

Resources:

• School Photo Cards • TE pg. 98



• TE pg. 100


• TE pg. 101

• TE pg. 102



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• Soil Fertility – Students read a passage and

answer comprehension questions on soil fertility.

Lesson 13

• Music and Lyrics – Using a dictionary, students review musical instrument families.

• Down by the Bay – Students listen to audio and


• Vocabulary Review – Students listen to audio and create sounds of instruments as it plays.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to regionalism.

• The Land of Grant Wood – Students create a

drawing of their community using the idyllic style and write a paragraph to describe it.

• Vocabulary Review – Students find artwork that represents each key vocabulary word.

Resources:



• TE pg. 106


• TE pg. 106a

• TE pg. 107a


• TE pg. 107


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• Major Crops Grown in the United States Today

– Students read a passage on crops grown in the USA and answer comprehension questions.

• Published Work – Students compare farming in their country of origin with farming by Native Americans.

Lesson 16

• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 3 skills on the checklist.

• Your Narrative – Using the 3-Column Chart Graphic Organizer, students will research and write a persuasive essay on environmentally friendly farming techniques.


Resources:



• TE pg. 108a


• 3-Column Chart Graphic Organizer. • Student Book pg. 109 and TE pg. 109a

• TE pg. 109c


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• Spell-checkers





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Unit Title: Unit 4: Healthy Living (Spotlight)




• RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.6 • RI.5.8 • RI.5.9 • RL.5.1 • RL.5.2 • SL.5.1 • L.5.2 • L.5.5 • W.5.1 • W.5.4 • W.5.5 • W.5.10


• 6.1.4.B.8 NJSLS Grade 5 Science

• 5-LS1-1


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Standards & Indicators: NJSLS Grade 5 Mathematics

• 5.NBT.B.7 NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.5.D.3


• CRP3 NJSLS Technology

• 8.1.5.A.2 • 8.1.5.A.3 • 8.1.5.E.1


3 | P a g e


• Describe spatial and temporal relations • Retell/relate from personal experience





• Ask personal, clarifying and informational

questions

• Describe present and past actions


• Persuade




• Sequence

• Retell/relate from history


• Interpret literature

• Evaluate original text


• What does it mean to live healthy? • What are some habits of healthy living?

• What was/is the lifestyle of people from

different times/places?

• Why is it important to maintain healthy living habits?

• What do doctors today do to keep people

well?

• What is mental health?

• What are some ways people try to stay healthy?

• What do people know about health now that

they did not know previously?


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Content:

• Theme: Healthy Living

• Grammar: contractions, active and passive verbs, capitalization



• Oral Language Development: echo reading, act it out, reading plays, Help Me Doc


background, music and lyrics, I Know an Old Lady


cause and effect, context clues, sequencing, elements of an image, literary elements, summarizing, narratives, author’s purpose, main idea and details, author point of view, checking

• Writing Strategies: summarizing, writing a play,

descriptive writing, compare and contrast, sequencing, colons, persuasive writing.


• Phonemic Awareness: /y/ sounds




• Predicting


• Context Clues




• Colons


• Sequencing



• Summarizing

• Writing Plays

• Persuasive Writing





5 | P a g e


• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Spider Graphic Organizer, 2-Column Graphic Organizer, Venn Diagram, Cause & Effect Graphic Organizer

• Oral Responses


and recycle, I Know an Old Lady

• Checking: Respond to critical thinking questions and check the text for details to support it.

• Focusing: contractions, active and passive verbs,

capitalization

• Reflecting: How healthy is your lifestyle?

• Applying: Food pyramid, school lunch persuasive essay, avoiding disease


author’s purpose, healthy habit letter, context clues, healthy eating conversation, school lunch persuasive essay, disease prevention, food pyramid, your play, lifestyle comparison, still life description

Other Evidence:



• Unit Test

• Final Project – Your Play


Stage 3: Learning Plan


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Learning Opportunities/Strategies: Thematic Library



for writing. Students identify the author’s purpose in Ancient Advice.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Ancient Advice.

• I Care About You – Students write a letter persuading an imaginary friend to start one healthy habit.

• Help Me Doc – Students brainstorm health problems and healthy habits that combat them.

Lesson 2




• Shared Read – Using Health is a Lifestyle,

students discuss questions to develop comprehension and language skills relating to main idea and details and cause and effect.

• Clues to a Purpose – Students use a 2-Column Chart Graphic Organizer to identify clues identifying the author’s purpose.


Resources:

• TE pg. 110g

• Ancient Advice • TE pg. 110h

• Audio CD Track 19 • Health Photo Cards • Student Book pg. 110-111 and TE pg. 110

• TE pg. 111

• TE pg. 111

• Health Photo Cards • TE. pg. 112a

• Prediction Chart Graphic Organizer • Health is a Lifestyle by Curtis Beerman • Student Book pg. 112 and TE pg. 112a

• Health is a Lifestyle by Curtis Beerman • Student Book pg. 112-121 and TE pg.112b-121

• 2-Column Chart Graphic Organizer • TE pg. 121a

Resources:


7 | P a g e




words with different /y/ sounds. Lesson 4

• Group Reading – Students reread Health is a Lifestyle as a group and then in pairs.

• Summarizing – Students use a Spider Graphic

Organizer to identify main idea and supporting details from the story.




• Applying – Students have a conversation

between 2 people on healthy eating and the food pyramid.




• TE pg. 122a


• Spider Graphic Organizer • Student Book pg. 123 and TE pg. 123a

• Health Photo Cards • TE pg.124



Resources:


8 | P a g e



• Focusing – Students revise sentences focusing on active and passive verbs.

• Applying – Students write a persuasive essay to the school cafeteria manager on the use of soy products in the cafeteria.




• Focusing – Students revise sentences using capitalization.

• Applying – Students write about ways to avoid disease and stay healthy.

Lesson 8


• Elements of a Play – Students read, dissect, and write a short play.


• TE pg. 126







• Cause and Effect Graphic Organizer • Student Book pg. 129 and TE pg. 128a

• TE pg. 130

• 2-Column Chart Graphic Organizer • Student Book pg. 130-131 and TE pg. 130-131

Resources:


9 | P a g e


• Using Colons – Students identify and rewrite

sentences focusing on using colons.

• Revising: Students revise plays for correct usage of colons.


vocabulary relating to decimals.

• Adding and Subtracting Decimals – Students solve word problems by adding and subtracting decimals.

• Vocabulary Review – Students solve additional word problems by adding and subtracting decimals.

Lesson 11 • Frontload Vocabulary – Introduce and write key

vocabulary words using photo cards to students.

• Lifestyle Differences – Students read a passage and compare lifestyles from the 1800s to lifestyles today.





• TE pg. 134


• TE pg. 135



Resources:


10 | P a g e


• Photosynthesis – Students read a passage and

answer comprehension questions on photosynthesis.

Lesson 13

• Music and Lyrics – Students review the four musical instrument families.

• I Know an Old Lady: Students listen to audio

and make connections with the unit theme.

• Vocabulary Review – Students review the different ways instruments can imitate a noise.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to still life.

• Drawing a Still Life – Students draw a “healthy”

still life then write a description of their artwork.

• Vocabulary Review – Students choose a painting that represents a key vocabulary word and write a description of it.




• Families of Musical Instruments Photo Cards • TE pg. 140


• TE pg. 140a

• TE pg. 141a


• TE pg. 141 Resources:


11 | P a g e


• Health and Well-Being – Students read a

passage on well-being and compare American health to the health of people in their country of origin

• Published Work – Students reflect on their Unit 4 Interviews and use a Venn diagram to compare lifestyles in the USA and their country of origin.

Lesson 16


• Your Play – Using the 2-Column Chart Graphic Organizer, students write a play of a young person time traveling to the 19th century to speak with them about health.



• 2-Column Chart Graphic Organizer • Student Book pg. 142 and TE pg. 142

• Venn Diagram • TE pg. 142a


• 2-Column Chart Graphic Organizer. • Student Book pg. 143 and TE pg. 143a

• TE pg. 143c



12 | P a g e
































• Spell-checkers





1 | P a g e

Unit Title: Unit 5: World Mythology (Spotlight)



NJSLS Grade 5 English Language Arts • RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.6 • RI.5.8 • RI.5.9 • RL.5.1 • RL.5.2 • SL.5.1 • L.5.2 • L.5.5 • W.5.1 • W.5.4 • W.5.5 • W.5.10

NJSLS Grade 5 Social Studies • 6.1.P.B.2


• 1.3.P.B.1 • 1.1.2.B.4 • 1.4.5.B.1 • 1.3.5.D.2


2 | P a g e

Standards & Indicators: NJSLS 21st Century Life and Careers

• CRP6


3 | P a g e


• Identify things

• Define key vocabulary, people, and things


• Describe past actions, people

• Make inferences



• Retell/relate from a myth, legend, or story


• Explain origins of words

• Identify grammatical elements




• Ask clarifying, informational, and personal questions


• What is a myth?

• Where do myths come from?

• What are the elements of a myth?

• Why should we study myths?

• What do myths reveal about the culture in which it they are found?

• How do myths entertain, instruct, and explain?

• Who are the Olympian gods and goddesses?

• What makes a hero, then and now?


4 | P a g e

Content:

• Theme: World Mythology

• Grammar: position of adjectives, capitalization, hyphens


using a thesaurus , frontload vocabulary

• Oral Language Development: echo reading, act it out, reading plays


background, music and lyrics, Riddled with Riddles, Orpheus’s Song

• Reading Comprehension: myth, predicting,

fantasy vs reality, making inferences, sequencing, elements of an image, literary elements, summarizing, author’s purpose, main idea and details, conflict and resolution, checking

• Writing Strategies: summarizing, writing a

myth, descriptive writing, compare and contrast, sequencing


• Phonemic Awareness: Prefixes de- and over-


• Genre: Myth


• Predicting

• Using a Thesaurus

• Fantasy vs Reality


• Conflict and Resolution




• Hyphens


• Sequencing



• Summarizing

• Writing Myths





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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Cluster Graphic Organizer, 2-Column Graphic Organizer, Venn Diagram, 5Ws and 1H Graphic Organizer

• Oral Responses


and recycle, Orpheus’s Song


• Focusing: position of adjectives, capitalization,

and hyphens

• Reflecting: Is Zeus truly a hero?

• Applying: Description of the Prince and the Sphinx, alternate ending to Ceres and Proserpina, Northern Lights description


author’s purpose, Prince and the Sphinx, Viking Longship, Northern Lights, alternate ending to Ceres and Proserpina, Earth Myth, navigation, myth

Other Evidence:



• Unit Test

• Final Project – Your Myth



6 | P a g e




for writing. Students identify the author’s purpose in Anansi Tricks Again.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to World Mythology.

• Create a Creature – Students write a description about a known of original creature.

• Riddled with Riddles – Students create a riddle about the creature they described in the previous activity.

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary to students.



• Shared Read – Students discuss questions to develop comprehension and language skills relating to making inferences and fantasy vs. reality.

• Plotting the Plot – Students use a 2-Column Chart Graphic Organizer to identify conflict and resolution.

Resources:

• TE pg. 144g

• Anansi Tricks Again • TE pg. 144h


• TE pg. 145

• TE pg. 145

• TE. pg. 146a

• Prediction Chart Graphic Organizer • Explaining the Mysteries of the World adapted

from The Theogony by Hesiod • Student Book pg. 146 and TE pg. 146a

• Explaining the Mysteries of the World adapted

from The Theogony by Hesiod • Student Book pg. 146-155 and TE pg.146b-155

• 2-Column Chart Graphic Organizer • TE pg. 155a


7 | P a g e





words with the prefixes de- and over-. Lesson 4

• Group Reading – Students reread Explaining the Mysteries of the World as a group and then in pairs.

• Summarizing – Students use a Cluster Graphic

Organizer to identify how each act in Zeus’s life is related.




• Applying – Students write a vivid description of

the Prince and the Sphinx.

Resources:



• TE pg. 156a


• Cluster Graphic Organizer • Student Book pg. 157 and TE pg. 157a

• Earth Photo Cards • TE pg.158




8 | P a g e




• Focusing – Students revise sentences focusing on capitalization.

• Applying – Students write a different ending to the Ceres and Proserpina myth.




• Focusing – Students revise sentences using hyphens.

• Applying – Students write a vivid description of the Northern Lights.

Lesson 8

• Access Prior Knowledge – Students review the key components of myths.

• Myths – Students read, dissect, and write a myth.

Resources:

• Health Photo Cards • TE pg. 160




• TE pg. 162




• TE pg. 164

• 5Ws and 1H Graphic Organizer • Student Book pg. 164-165 and TE pg. 164-165


9 | P a g e


• Frontload Vocabulary – Introduce key vocabulary related to context clues.

• Word Origins – Students read a passage on

word origins and answer comprehension questions.

• Revising – Using a writer’s checklist, students revise their myths.


vocabulary relating to surface area.

• Surface Area – Students solve word problems on surface area.

• Vocabulary Review – Students generate and solve additional problems on surface area.

Lesson 11


• Early Exploration – Students read a passage on the Vikings and write a description of navigating a longship.

Resources:

• TE pg. 166



• TE pg. 168


• TE pg. 169

• TE pg. 170



10 | P a g e


• Frontload Vocabulary – Introduce and discuss key vocabulary to students.

• The Solar System and Mythology – Students

read a passage, answer comprehension questions, and write a myth on why humans must live on Earth.

Lesson 13

• Music and Lyrics – Students review melody, parts, pattern, pitch, and rhythm.

• Orpheus’s Song – Students listen to audio and


• Vocabulary Review – Students review the pitch and pattern of the song.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to sculpture.

• Sculpture – Students sculpt a mythical creature

and write an explanation of what the sculpture represents.

• Vocabulary Review – Students critique sculptures for proportions, scale, and balance.

Resources:

• Science and Universe Photo Cards • TE pg. 172


• Musical Instruments Photo Cards • TE pg. 174


• TE pg. 174a

• TE pg. 175a


• TE pg. 175


11 | P a g e



• A Modern Navigation Tool – Students read a

passage on navigation and compare navigation in America with navigation in their country of origin.

• Published Work – Students reflect on their Unit 5 Interviews and complete a summary on navigation.

Lesson 16


• Your Myth – Using the 5Ws and 1H Graphic Organizer, students will write a myth that causes a natural event.

• Share the Myth – Present finished projects with the class.

Resources:


• Venn Diagram Graphic Organizer • Student Book pg. 176 and TE pg. 176

• TE pg. 176a


• 5Ws and 1H Graphic Organizer. • Student Book pg. 177 and TE pg. 177a

• TE pg. 177c


12 | P a g e

































• Spell-checkers





1 | P a g e

Unit Title: Unit 6: America’s Founders (Spotlight)




• RF.5.3 • RF.5.4 • RI.5.1 • RI.5.2 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.8 • RI.5.9 • RI.5.10 • RL.5.1 • RL.5.2 • RL.5.4 • RL.5.5 • SL.5.1 • SL.5.2 • SL.5.3 • L.5.1 • L.5.2 • W.5.1 • W.5.2 • W.5.3 • W.5.4 • W.5.5 • W.5.10


2 | P a g e

Standards & Indicators: NJSLS Grade 5 Social Studies

• 6.1.8.A.3.a NJSLS Grade 5 Mathematics

• 5.OA.A.1 NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.1 • 1.1.5.D.2 • 1.3.5.D.1


• CRP5 • CRP8

NJSLS Technology

• 8.1.5.A.1


3 | P a g e

Central Idea/Enduring Understanding:

• Describe and identify people




• Sequence




• Retell/relate from history and personal experience



• Interpret poetry and figurative language


• Interpret song lyrics


• Ask personal questions

• Explain actions


• Who were the founders of America? • What do we know about early American

history?

• How did the events of the past influence our lives today and the future?

• Who were the women in the American

Revolution?

• What does it mean to be a patriot?

• What are elements of poetry?


4 | P a g e

Content:

• Theme: American Founders

• Grammar: adverbs, perfect tense, quotation marks


using a thesaurus, frontload vocabulary

• Oral Language Development: echo reading, act it out, reading poetry


background, music and lyrics, Yankee Doodle, riddles


making inferences, sequencing, elements of an image, literary elements, summarizing, narratives, author’s purpose, main idea and details, author point of view, sequence, checking, simile and metaphor, character traits

• Writing Strategies: summarizing, writing poetry,

descriptive writing, compare and contrast, sequencing, quotation marks, rhyme scheme


• Phonemic Awareness: suffix -er


• Genre: Nonfiction


• Predict


• Make Inferences




• Quotation Marks

• Character Traits


• Sequence


• Summarize

• Writing Poetry



• Revise and Edit

• Retell

• Simile and Metaphor


5 | P a g e



• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Sequence/Chain of Events Graphic Organizer, Venn Diagram, Main Idea and Details Graphic Organizer, 3-Column Graphic Organizer

• Oral Responses


and recycle, Yankee Doodle


• Focusing: adverbs, perfect tense, quotation

marks

• Reflecting: character trait similarities

• Applying: hero writing, school comparison, Declaration of Independence conversation


American Founders, job description, character trait, Declaration of Independence conversation, revolution, school comparison, static electricity, self-portrait, poetry

Other Evidence:



• Unit Test

• Final Project – Poem



6 | P a g e




for writing. Students identify the author’s purpose in Revolutionary Women.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to America’s Founders.

• Live Art – Students write a paragraph speculating what it would be like to be one of America’s founders.

• Job Description – Students work in groups to create a job description for America’s Founders.

Learning Opportunities/Strategies:

Resources:

• TE pg. 178g

• Revolutionary Women • TE pg. 178h


• TE pg. 178

• TE pg. 178


7 | P a g e

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary to students.



• Shared Read – Students read a passage and discuss questions relating to author’s purpose and making inferences.

• What Happened First, Next, and Last –Students use a Sequence/Chain of Events Graphic Organizer to sequence and retell the important moments in Benjamin Franklin’s life.

Lesson 3




words with the suffix -er. Learning Opportunities/Strategies:

Resources:

• TE. pg. 180a

• Prediction Chart Graphic Organizer • A Great American Inventor, Patriot, and

Statesman by Natalie Pierce • Student Book pg. 180-181 and TE pg. 180a

• A Great American Inventor, Patriot, and Statesman by Natalie Pierce

• Student Book pg. 180-189 and TE pg.180b-189

• Sequence/Chain of Events Graphic Organizer • TE pg. 189a



• TE pg. 190a


8 | P a g e

Lesson 4

• Group Reading – Students reread A Great American Inventor, Patriot, and Statesman as a group and then in pairs.


to describe Benjamin Franklin’s character traits.




• Applying – Students write about someone

whom they consider to be a hero and explain why.

Lesson 6



• Focusing – Students revise sentences focusing on the perfect tense.

• Applying – Students compare school conditions today with schools in the late 1700’s.


Resources:


• 3- Column Chart Graphic Organizer • Student Book pg.191 and TE pg. 191a

• Student Book pg. 192 and TE pg.192






• Venn Diagram • Student Book pg. 195 and TE pg. 194a


9 | P a g e



• Focusing – Students revise sentences using quotation marks.

• Applying – Students create a dialogue between King George and the British Government after reading The Declaration of Independence.

Lesson 8

• Access Prior Knowledge – Students review the key components of poetry.

• Poetry – Students read, dissect, and write a poem.

Lesson 9

• Frontload Vocabulary – Introduce key vocabulary related to figurative language.

• Figurative Language – Identify and rewrite

sentences focusing similes and metaphors.

• Revising – Revise poetry for correct usage of rhyme scheme.


• Frontload Vocabulary – Introduce key

Resources:





• TE pg. 198

• Main Idea and Details Graphic Organizer • Student Book pg. 198-199 and TE pg. 198-199

• TE pg. 200




10 | P a g e

vocabulary relating to data sets.

• Measures of Central Tendency – Students solve word problems using data tables and sets.

• Vocabulary Review – Students create riddles with the key vocabulary associated with data sets.

Lesson 11


• Women of the Revolution – Students read a passage, answer comprehension questions, and write a response on how they could aid the patriots in the revolution.

Lesson 12


• Electricity – Students read a passage, answer

comprehension questions, and write about their experience with static electricity.


• Music and Lyrics: Students define and discuss what a refrain is.

Resources:

• TE pg. 202


• TE pg. 203

• TE pg. 204


• Science and the Universe Photo Cards • TE pg. 206



11 | P a g e

• Yankee Doodle – Students listen to audio and


• Vocabulary Review – Students review duets, solos, groups, harmony, rounds, and unison.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to perspective and point of view in photography.

• Portraits of Early Americans – Students create a

self-portrait and write a one paragraph description.

• Vocabulary Review – Students use context clues to choose the key vocabulary word being defined.

Lesson 15


• Historical Figures – Students read a passage on

the historical figures, research historical figures from their country of origin, and write about that historical figure.

• Published Work – Students compare a historical figure from their country of origin and the United States.


• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery of

Resources:



• TE pg. 208a

• School Photo Cards • TE pg. 209a


• TE pg. 209



• TE pg. 210a


12 | P a g e

Unit 6 skills on the checklist.

• Your Poem – Using the main idea and Details Graphic Organizer, students will create a poem about one of the historical events or figures we addressed in this unit.

• Look and Learn – Students present finished projects to the class.

Resources:


• Main Idea and Details Graphic Organizer. • Student Book pg. 211 and TE pg. 211a

• TE pg. 211c


• Model and demonstrate using a Think Aloud



• Model and demonstrate using a Think


13 | P a g e

approach






approach








approach










Aloud approach







• Spell-checkers





1 | P a g e

Unit Title: Unit 7: Our Earth (Spotlight)




• RF.5.4 • RI.5.1 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.8 • RI.5.10 • RL.5.2 • RL.5.4 • SL.5.1 • SL.5.2 • Sl.5.4 • SL.5.6 • L.5.3 • L.5.4 • L.5.5 • L.5.6 • W.5.1 • W.5.2 • W.5.3 • W.5.5 • W.5.10


• 6.1.4.B.1 • 6.1.4.B.4 • 6.1.4.B.5


2 | P a g e

Standards & Indicators: NJSLS Grade 5 Mathematics

• 5.OA.A.1 NJSLS Grade 5 Science

• 5-LS2-1 • 5-ESS2-2


• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.2 • 1.3.5.D.1


• CRP1 • CRP5

NJSLS Technology

• 8.1.5.A.1


3 | P a g e

Central Idea / Enduring Understanding:

• Identify, describe, and explain places and actions


• Define and explain key vocabulary





• Interpret artwork and literature

• Identify cause-and-effect relationships

• Describe present actions



• Retell/relate from history

• Define expressions

• Persuade


• What are biomes of the world? How are they different/same?

• How can humans positively affect the Earth’s biomes?

• What four elements are in balance in a

biome?

• What are renewable and non-renewable resources?

• How do people use water resources?

• How can people preserve resources?

• What are the endangered ecosystems and

how can they be prevented?

• What are current global ecological threats?

• How does weather impact environment?

• Why is recycling important?

• What are the elements of science fiction?


4 | P a g e

Content:

• Theme: Our Earth

• Grammar: suffixes, superlative and comparative, synonyms



• Oral Language Development: echo Reading, act it out, reading science fiction, Animal Survivors


background, music and lyrics, Spin on Great Green Earth


cause and effect, sequencing, elements of an image, literary elements, summarizing, compare and contrast, author’s purpose, main idea and details, checking

• Writing Strategies: summarizing, writing science

fiction, descriptive writing, compare and contrast, sequencing


• Phonemic Awareness: word roots and origins

Skills(Objectives):

• Genre: Science Fiction


• Predict







• Sequence

• Summarize

• Writing Science Fiction



• Revise and Edit

• Retell

• Hypothesize and Speculate


5 | P a g e



• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Cluster Graphic Organizer, Spider Graphic Organizer, 3-Column Graphic Organizer

• Oral Responses


and recycle, Spin On Great Green World


• Focusing: affixes, comparative and superlative,

synonyms

• Reflecting: How do humans have a negative impact on biomes?

• Applying: Water Usage, Rain Forest Destruction,

Desert Plants and Animals

• Writing Paragraphs: summary, Unit 7 Interview, Survival Kit, Negative Impact on Biomes, Water Usage, Rain Forest Destruction, Desert Plants and Animals, Future Earth Writing, Water and Climate, Challenges of Recycling, Waste Management, Landscape Description, Science Fiction Writing

Other Evidence:



• Unit Test

• Final Project – Science Fiction Writing



6 | P a g e




for writing. Students identify the author’s purpose in Friend of the Frog.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Our Earth.

• How to Survive the Wild – Students create a survival kit for the wild and write a description of its contents.

• Animal Survivors – Students work in groups to identify different climates and which animals survive there.

Lesson 2

• Frontload Vocabulary – Display and Introduce key vocabulary to students.

• Predicting – Using a Prediction Chart graphic

organizer, students predict what the story is going to be about.

• Shared Read – Students read a passage and

discuss questions to develop comprehension and language skills relating to cause and effect and comparing and contrasting.

• A Cluster of Climates – Students use a Cluster Graphic Organizer to identify the main idea of Biomes of the World.

Resources:

• TE pg. 212g

• Friend of the Frog • TE pg. 212h


• TE pg. 213

• TE pg. 213


• Prediction Chart Graphic Organizer • Biomes of the World by Sebastian Barnette • Student Book pg. 214-215 and TE pg. 214a

• Biomes of the World by Sebastian Barnette • Student Book pg. 214-223 and TE pg.214b-223

• Cluster Graphic Organizer • TE pg. 223a


7 | P a g e





roots and morphemes. Lesson 4

• Group Reading – Students reread Biomes of the World as a group and then in pairs.


to analyze the cause and effects of events in a biome.




• Applying – Students write about the water

sources they have and what would happen if the source was cut off.

Resources:



• TE pg. 224a


• 3- Column Chart Graphic Organizer • Student Book pg.225 and TE pg. 225a

• Earth photo Cards • TE pg.226




8 | P a g e


• Building Background –Discuss the correlation between the text and the key vocabulary.


• Focusing – Students revise sentences focusing on comparatives and superlatives.

• Applying – Students write about the effects of the destruction of the rain forest.

Lesson 7



• Focusing – Students revise sentences using synonyms.

• Applying – Students write a description of characteristics relating to a plant or animal that lives in a desert.

Lesson 8

• Access Prior Knowledge – Students review the key components of science fiction stories.

• Science Fiction Writing – Students read, dissect, and write a science fiction story on life on Earth in the future.

Resources:









• TE pg. 232

• Spider Graphic Organizer • Student Book pg.232-233 and TE pg. 232-233


9 | P a g e


• Frontload Vocabulary – Introduce key vocabulary related to root words and word origins to students.

• Word Roots and Word Origins – Identify and

rewrite sentences focusing on word roots and word origins.

• Revising – Students revise science fiction writing for correct usage of word families.

Lesson 10

• Frontload Vocabulary – Introduce key vocabulary relating to area.

• Area – Students solve word problems using the formula for area.

• Vocabulary Review – Using flashcards, students practice the definitions of key vocabulary.

Lesson 11


• Irrigating the Land – Students read a passage, answer comprehension questions, and use a map to write analyze water usage in each state.

Resources:

• TE pg. 234



• TE pg. 236


• TE pg. 237




10 | P a g e


• Frontload Vocabulary – Introduce and discuss key vocabulary to students.

• Managing Waste – Students read a passage,

answer comprehension questions, and write about the challenges of recycling.

Lesson 13

• Music and Lyrics – Students define and discuss the four musical instrument families.

• Spin on Great Green World – Students listen to audio and make connections with the unit theme.

• Vocabulary Review – Students choose one instrument from each family that would provide sound effects for the song.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to straight photography.

• The Vision of Ansel Adams – Students create a

landscape and write a one paragraph description of the viewpoint, angle, and lighting they selected.

• Vocabulary Review – Students use context clues to choose the key vocabulary word being defined.

Resources:

• TE pg. 240


• Science and the Universe Photo Cards • Musical Instrument Photo Cards • TE pg. 242


• TE pg. 242a

• TE pg. 243a


• TE pg. 243


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• Recycling in the United States – Students read a

passage on recycling, describing recycling efforts in their country of origin, and discuss how Native Americans recycled.

• Published Work – Students compare waste management from their country of origin and the United States.

Lesson 16


• Your Science Fiction Story – Using the spider graphic organizer, students will create a science fiction showing the effects of humans not respecting Earth’s ecosystem.

• Story Slam – Students present finished projects to the class.

Resources:



• TE pg. 244a


• Spider Graphic Organizer. • Student Book pg. 245 and TE pg. 245a

• TE pg. 245c



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Unit Title: Unit 8: Explorers (Spotlight)




• RF.5.4 • RI.5.1 • RI.5.3 • RI.5.4 • RI.5.5 • RI.5.8 • RI.5.10 • RL.5.4 • RL.5.5 • RL.5.10 • SL.5.1 • SL.5.2 • SL.5.3 • SL.5.4 • L.5.1 • L.5.2 • L.5.3 • L.5.4 • L.5.5 • L.5.6 • W.5.1 • W.5.2 • W.5.3 • W.5.5 • W.5.10


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Standards & Indicators: NJSLS Grade 5 Social Studies

• 6.1.4.B.2 • 6.1.4.D.4 • 6.1.8.B.4.a

NJSLS Grade 5 Mathematics

• 5.OA.A.2

NJSLS Visual and Performing Arts • 1.1.2.B.4 • 1.1.5.B.1 • 1.3.5.B.2 • 1.1.5.D.2 • 1.3.5.D.3


• CRP6 • CRP8

NJSLS Technology

• 8.1.5.A.1


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Central Idea / Enduring Understanding:

• Identify, explain, and describe people, places and things


• Define key vocabulary

• Retell/Relate from history

• Sequencing




• Identify grammatical elements



• Ask personal, clarifying, and informational questions


• Define expressions


• Why do people explore?

• How did early exploration of the Americas change history?

• What characteristics does an explorer have? • What is the most important characteristic?

• What were the tools ancient explorers use? • What are the tools modern explorers use?

• Who were the explorers of science and

technology and how did they impact the future?

• What are the elements of journal writing?

• Why did the explorers write journals?

• What kind of exploration happens today?


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Content:

• Theme: Explorers

• Grammar: subject and predicate, compound subjects, possession


using a thesaurus, frontload vocabulary

• Oral Language Development: echo reading, act it out, reading journals, What is an Explorer?


background, Music and lyrics, Explorers, Explorers

• Reading Comprehension: predicting, drawing

conclusions, sequencing, elements of an image, literary elements, summarizing, author’s purpose, main idea and details, author point of view, checking

• Writing Strategies: summarizing, writing

journal, descriptive writing, compare and contrast, sequencing, apostrophes


• Phonemic Awareness: prefixes un-, ex-, and re-

Skills(Objectives):

• Genre: Travel Journal


• Predict


• Make Inferences




• Apostrophes


• Sequence


• Summarize

• Writing Travel Journals



• Revise and Edit

• Retell


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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Sequence/Chain of Events Graphic Organizer, Venn Diagram, 2-Column Graphic Organizer

• Oral Responses


and recycle, Explorers, Explorers


• Focusing: subject and predicate, compound

subjects, possession

• Reflecting: What hardships did explorers face?

• Applying: Settling on a New Planet, Past Exploration, Lewis and Clark Experiences


The End of an Adventure Story, map writing, Niel Bohr’s Discovery, illustration description, comparing explorers

Other Evidence:



• Unit Test

• Final Project – Journal Entries



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for writing. Students identify the author’s purpose in Chasing the Stars.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Explorers.

• The End of an Adventure Story – Students create a story that ends with the image on pg. 246-247.

• What is an Explorer – Students work in groups to discuss the important characteristics of explorers.

Resources:

• TE pg. 246g

• Chasing the Stars • TE pg. 246h



• TE pg. 247


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• Frontload Vocabulary – Display and Introduce key vocabulary.

• Predicting – Using a Prediction Chart graphic

organizer, students predict what the story is going to be about.

• Shared Read – Students read a passage and discuss questions to develop comprehension and language skills relating to sequence and drawing conclusions.

• Author’s Purpose – Students use a 2-Column Graphic Organizer to identify the author’s purpose in writing Juan Bautista de Anza, Trailblazer of the Southwest.

Lesson 3


• Checking- Students answer reading comprehension questions.


words with the prefixes un-, ex-, and re-.

Resources:


• Prediction Chart Graphic Organizer • Juan Bautista de Anza, Trailblazer of the

Southwest by Julie Fischer • Student Book pg. 248 and TE pg. 248a

• Juan Bautista de Anza, Trailblazer of the Southwest by Julie Fischer

• Student Book pg. 248-257 and TE pg.248b-257

• 2-Column Graphic Organizer • TE pg. 257a



• TE pg. 258a


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• Group Reading – Students reread Juan Bautista de Anza, Trailblazer of the Southwest by Julie Fischer as a group and then in pairs.

• Summarizing – Students use a Sequence/Chain

of Events graphic organizer to sequence important events in Anza’s life.




• Applying – Students write a paragraph

speculating what it would be like to settle on a new planet.

Lesson 6



• Focusing – Students revise sentences focusing on compound subjects.

• Applying – Students write about a location they had explored in the past.

Resources:


• Sequence/Chain of Event Graphic Organizer • Student Book pg.259 and TE pg. 259a

• Science and the Universe Photo Cards • TE pg.260








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• Focusing – Students revise sentences using possession.

• Applying – Students write a paragraph explaining what it would be like to travel with Lewis and Clark.

Lesson 8

• Access Prior Knowledge – Students review the key components of journal entries.

• Poetry – Students read, dissect, and write a journal entry pretending it is your first day at a new school.

Lesson 9

• Frontload Vocabulary – Introduce key vocabulary related to apostrophes to students.

• Apostrophes – Students identify and rewrite

sentences focusing on apostrophes.

• Revising – Students revise journals for correct usage of apostrophes.

Resources:





• TE pg. 266

• Sequence/Chain of Events Graphic Organizer • Student Book pg. 266-267 and TE pg. 266

• TE pg. 268


• Student Book pg. 269 and TE pg. 268-269


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• Frontload Vocabulary – Introduce key vocabulary relating to algebraic expressions to students.

• Algebraic Expressions and Equations – Students solve word problems using numeric expression.

• Vocabulary Review – Students brainstorm words associated with key vocabulary.

Lesson 11

• Frontload Vocabulary – Introduce and write key vocabulary words using photo cards to students.

• Mapping The Louisiana Purchase – Students read a passage, answer comprehension questions, and write a description of the elements of their map.

Lesson 12


• Exploring Atoms and Molecules – Students read

a passage, answer comprehension questions, and write about Niels Bohr’s discovery changed the view of other scientists.

Resources:

• TE pg. 270


• TE pg. 270-271

• TE pg. 272


• TE pg. 274



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• Music and Lyrics – Students define and discuss the four musical families.

• Explorers, Explorers – Students listen to audio

and make connections with the unit theme.

• Vocabulary Review – Students write descriptions of each instrument and the unique sounds it makes.

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to illustrations to students.

• Illustrating History – Students create an

illustration and write a one paragraph description.

• Vocabulary Review – Students describe illustrations by famous illustrators.

Lesson 15


• Exploring the World Around You – Students

read a passage on the explorers, investigate explorers from their country of origin, an compare explorers experiences.

• Published Work – Students compare explorers from their country of origin and the United States and write a summary of their findings.

Resources:

• Musical Instruments Photo Cards • TE pg. 276


• TE pg. 276a



• TE pg. 277


• Venn Diagram • Student Book pg. 278 and TE pg. 278

• TE pg. 278a


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• Your Journal – Using the Sequence/Chain of Events graphic organizer, students will create journal entries of an explorer on an expedition.

• Explore the Journals – Students present finished projects to the class.

Resources:


• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 279 and TE pg. 279a

• TE pg. 279c


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Documents

ESL Pacing Guide Grade 5 · Unit 2 – Wonders of the World 20 days 40 days MP2 Unit 3 – Agriculture 20 days 60 days MP2 ... Students write a paragraph on the day’s weather using