Grade: 5 Yearly Plan: Language Arts

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*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 5 Reading and Writing: http://www.corestandards.org/ELA-Literacy/RL/5/

Content Strand

Expected Learner Outcomes

I. Literature

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the

text (e.g., how characters interact).

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the

grades 4-5 text complexity band independently and proficiently.

II. Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and

clear event sequences.

III. Speaking and

Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Summarize a written text read aloud or information presented in diverse media and formats, including visually,

quantitatively, and orally.

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to

enhance the development of main ideas or themes.

IV. Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and

content, choosing flexibly from a range of strategies. *Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 5 Yearly Plan: Math

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*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 5 Math: http://www.corestandards.org/Math/Content/5/introduction/

Content Strand Expected Learning Outcomes

I. Operations and Algebraic

Thinking

Write and interpret numerical expressions.

Analyze patterns and relationships.

II. Number and Operations in

Base Ten

Understand the place value system.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

III. Number and Operations—

Fractions

Use equivalent fractions as a strategy to add and subtract fractions.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

IV. Measurement and Data

Convert like measurement units within a given measurement system.

Represent and interpret data.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

V. Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 5 Yearly Plan: Science

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*Units of Study are used to cover the Aero Standards for Grade 5 Science: http://www.projectaero.org/aero_standards/science-standards/AERO-ScienceK-12Framework.pdf

Content Strand

Expected Learner Outcomes

I. Physical Science

Students will develop an understanding of the characteristic properties of matter and the

relationship of these properties to their structure and behavior.

Students will develop an understanding that interactions can produce changes in a system,

although the total quantities of matter and energy remain unchanged.

Students will develop an understanding of the characteristics of energy and the interactions

between matter and energy.

Students will develop an understanding of the transfer, transformation, and conservation of

energy.

Students will understand how to describe the motion of an object.

Students will understand that the motion of an object is affected by external forces on it.

II. The Earth and Space Sciences Students shall demonstrate and apply knowledge of objects in the universe using the

appropriate equipment and technology.

Students will understand scientific theories of how the earth’s surface is formed and how

those theories developed.

Students will demonstrate an understanding materials that make up the earth, including rocks,

minerals, soils, and fossils, and how they are formed.

Students will gain an understanding of gravity, density, and convection which moves Earth’s

plates causing the plates to impact other Earth systems.

Students will understand that energy from the sun provides heat and light for the Earth and is

essential for plant growth.

Students will demonstrate an understanding of the relationship between Earth’s atmospheric

properties and processes and its weather and climate.

Students will understand that Earth systems have a variety of cycles through which energy

Grade: 5 Yearly Plan: Science

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and matter continually flow.

III. The Living Environment Students will understand that all life forms, at all levels of organization, use specialized

structures and similar processes to meet life’s needs.

Students will understand how living things obtain and use energy.

Students will demonstrate an understanding that ecosystems display patterns of organization,

change, and stability as a result of the interactions and interdependencies among the life

forms and the physical components of the Earth.

Students will understand the transmission of traits in living things.

Students will describe and analyze diversity of species, natural selection, and adaptations.

IV. Scientific Inquiry and Critical Thinking Skills Generate questions and predictions using observations and exploration about the natural

world.

Generate and follow simple plans using systematic observations to explore questions and

predictions.

Collect data using observations, simple tools such as thermometers, balances, watches, and

magnifiers. . Record data in tables, charts, and bar graphs. Compare data with others to

examine and question results.

Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to

describe objects and materials.

Construct a simple explanation by analyzing observational data. Revise the explanation when

given new evidence or information gained from other resources or from further investigation.

Share simple plans, data, and explanations with an audience and justify the results using the

evidence from the investigation.

Use appropriate safety procedures when conducting investigations.

V. History and the Nature of Science Identify ways people of all ages, genders, and backgrounds use science in their careers and in

daily life (e.g., children check temperature conditions to decide what to wear, farmer uses

genetic grains, hikers use GPS, depth finder in boat, hearing-aides for disabilities).

Identify a variety of careers in the field of science.

Identify scientific advances that changed popular beliefs (e.g., Earth was center of universe,

world was flat, man was incapable of flight).

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Identify ways in which science and technology have greatly improved human lives (e.g., food

quality and quantity, transportation, health, sanitation, communication) Identify the benefits

of recycling, reusing, and reducing.

Identify consequences of natural and human-induced environmental changes (e.g., erosion,

tsunami, deforestation).

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 5 Yearly Plan: Social Studies

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*Units of Study are used to cover the Aero Standards for Grade 5 Social Studies: http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf

Content Strand Expected Learner Outcomes

I. Time continuity and Change Identify and use primary and secondary sources to examine the past and

present.

II. Connections and Conflict Explain the major ways groups, societies, and nations interact with one

another (e.g., trade, cultural exchanges, and international organizations).

III. Geography Describe factors that influence locations of human populations and human

migration.

Describe and explain various types and patterns of settlement and land use.

Identify why particular locations are used for certain activities.

Define regions by their human and physical characteristics.

IV. Culture Explain the elements of culture (language, norms, values, beliefs, etc.).

Define the elements of a belief system (creed, code of behavior, rituals,

community).

Examine the principle tenets of one major world religion.

Describe advantages and disadvantages associated with cultural diversity.

Examine cultural diffusion.

V. Society and identity Identify how social systems (e.g., schools, media, religions, families)

prescribe racial, ethnic, and gendered identities.

Describe socialization and opportunities for choice in personal identity.

Examine the difference between “acceptance” and “tolerance”.

VI. Government Compare and contrast major political systems.

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Explain different strategies to resolve conflict.

VII. Production, Distribution, and Consumption Describe how trade affects the way people earn their living in regions of the

world.

Describe changes in the division of labor from hunting and gathering

societies to farming communities to urban societies.

Describe primary causes of world trade.

VIII. Science, Technology and Society Describe instances in which changes in values, beliefs, and attitudes have

resulted from new scientific knowledge and from technological knowledge.

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 5 Yearly Plan: Elementary School Technology

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*Units of Study are used to cover the ISTE 2017 Standards for Students:

https://www.iste.org/standards/standards/for-students

UNITS of STUDY

KEY Content/ Aims/ Outcomes

I. Google Tools for Education

• Use of School Email.

• Google Drive.

• Google Docs.

• Google Sheets.

• Google Slides.

• Google Classrooms.

• Google Calendar.

• Google Sites.

II. Internet

Key words selection.

Recognizing a legitimate source of information.

Citing and quoting a source.

Avoiding Scams on the internet

Internet Safety and Social Media

Safety against viruses

Grade: 5 Yearly Plan: Elementary School Technology

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III. Coding and Problem Solving

Algorithms Introduction (sequencing tasks).

Introduction to events.

Introduction to conditionals.

Introduction to variables.

Introduction to Loops.

Functions.

Parameters.

Projects and Time management tools.

IV. Basic Image Edition Image formats.

Image editing tools.

Photography Introduction

Photography Edition

*Course will include instruction on reading comprehension, writing, research and presentation skills development as part of regular course content.

Grade: 5 Yearly Plan: Korean Language and Culture

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*Units of Study are used to cover the American Education Reaches Out (AERO) for Grade 5 Social Studies Standards;

http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf

*Units of Study are used to cover the American Education Reaches Out (AERO) for Grade 5 World Language Standards:

http://www.projectaero.org/AEROplus/languages/index.htm

UNITS of STUDY

Content/ Aims/ Outcomes

I. Hangul ( Korean Alphabet) Unit

An introduction of

- History of Hangul

- Appearance of Hangul

- Pronunciation of Hangul

Students will learn how to…

- Perform greetings and common classroom interactions using culturally

appropriate gestures and oral expressions.

- Give and follow simple instructions as part of age-appropriate

classroom or cultural activities.

- Ask and answer questions about familiar topics such as school events,

celebrations, personal opinions, and family, orally and in guided

writing.

Language is a year round project so students will continually learn

conversational expressions.

II. Geography Unit

An introduction to where in the world is Korea.

Students will learn general geographical features of Korea.

Grade: 5 Yearly Plan: Korean Language and Culture

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III. History Unit

An introduction to the timeline of Korean history and the painful

history of Korea, but also the great triumphs.

Students will learn important historical events chronologically.

Ⅳ. Arts Unit

Students will learn briefly how simple and beautiful Korean art is, and

will have a chance to perform simple activities such as paper art,

calligraphy, playing traditional musical instruments etc.

Ⅴ. Culture and Customs Unit

Students will learn Korean culture thru various means including art,

music and traditions.

Students will learn Korean holidays and learn culture thru the spirit

and value of each holiday.

Students will learn about modern Korean schools, K-pop music.

Ⅵ . Korean Food Unit

Kimchi? Bulgogi? There is a lot to learn about Korean Food.

Students will learn more about Korean food and have cooking

lessons.

Grade: 5 Yearly Plan 2017-2018: Visual Art

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*Units of Study are used to cover the American Education Researches Out (AERO) for Grade 5 Visual Art: http://www.projectaero.org/

UNITS of STUDY

KEY Content/ Aims/ Outcomes

I. Drawing

Students understand basic concepts of drawing. Students will be able to manipulate the elements of art and the

principles of design to create art. Students will be able to create art through purposeful observation that

reflects introspection Students will be able to create art through purposeful, reflective

observation

II. Value & Color

Students will learn about primary colors, secondary colors, and complementary colors.

Understand the ways in which we incorporate art into our lives (e.g., creating, collecting, appreciating)

Use artwork to communicate and enhance understanding of concepts in other subject areas (e.g., science, English language arts, mathematics, social studies).

III. Sculpture Manipulate the elements of art and the principles of design to create

art. Create art through purposeful observation to reflect introspection. Create art through purposeful, reflective observation. Use the vocabulary of art to compare and contrast works of art. Use artwork to communicate and enhance understanding of concepts in

other subject areas (e.g., science, English language arts, mathematics, social studies)

Grade: 5 Yearly Plan 2017-2018: Visual Art

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IV. Texture

Understand the ways in which we incorporate art into our lives (e.g., creating, collecting, appreciating)

Demonstrate confidence and skill with a variety of materials and techniques to create art.

Use the vocabulary of art to compare and contrast works of art.

V. Form & Space

Understanding the difference between two-dimension and three-dimension.

Understand the ways in which we incorporate art into our lives (e.g., creating, collecting, appreciating)

Use art concepts and vocabulary to reflect upon works of art. Use artwork to communicate and enhance understanding of concepts in

other subject areas (e.g., science, English language arts, mathematics, social studies).

VI. Printmaking

Recognize that art objects, motifs, and styles define cultural identity. Demonstrate confidence and skill with a variety of materials and

techniques to create art. Use external criteria to judge and evaluate works of art. Use art concepts and vocabulary to generate personal criteria for

evaluating works of art. Use art concepts and vocabulary to reflect upon works of art.

Grade: 5 Yearly Plan 2017-2018: Visual Art

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VII. Weaving Understand that culture and historical events influence art. Students will be able to manipulate the elements of art and the

principles of design to create art. Recognize that art objects, motifs, and styles define cultural identity. Students will be able to use artwork to communicate and enhance

understanding of concepts in other subject areas (e.g., science, English language arts, mathematics, social studies).

*Course will include instruction on reading comprehension, writing, research, and presentation skill development as part of regular course content.

Grade: 5 Yearly Plan : Music

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*Units of Study are used to cover the AERO Standards for Grade 5 MUSIC : http://www.projectaero.org/AEROplus/music/index.htm#1

UNITS of STUDY

Content/ Aims/ Outcomes

I. PERFORM: Sing and play a varied repertoire of music

Sing or play ostinati, partner songs, canons, and simple two-part harmony

Demonstrate a steady beat and accuracy on age appropriate rhythm patterns when singing, speaking, and playing instruments in both small and large ensembles

Sing and play songs from a variety of historical periods and world cultures expressively with appropriate dynamics, phrasing, tone, diction, and posture

Demonstrate proper performance skills: - Respond to cues of a conductor (phrasing, dynamics, and style) - Use performance etiquette appropriate to a variety of styles of performance

II. PERFORM: Read music from traditional and non-traditional notation

Read rhythmic and melodic patterns (e.g. sixteenth notes, dotted rhythms, diatonic scale, and letter names)

Identify, interpret, and use standard notation symbols for meter, pitch, rhythm, dynamics, tempo, articulation, and expression

Sightread simple rhythms and melodies III. PERFORM:

Analyze and evaluate own performances Describe and critique musical performances using appropriate

music terminology (e.g. intonation, balance, phrasing, dynamics) and criteria

Describe and reflect on performance etiquette (e.g. solo and ensemble stage presence)

IV. PERFORM: Improvise melodies, variations, and accompaniments

Improvise phrases that include both rhythm and melody Improvise a simple variation on a familiar melody (e.g. melodic

embellishment, rhythmic alteration)

Grade: 5 Yearly Plan 2017-2018: Music

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V. CREATE: Compose and arrange music using notation

Compose and notate melodies using traditional notation Create and arrange short songs/ accompaniments to stories,

poems, dramatizations and/or instrumental pieces using pitched and non-pitched instruments

Arrange accompaniments to familiar songs (e.g. bass lines, chords)

VI. CREATE: Analyze and evaluate own creations

Describe and critique own musical creations using appropriate music terminology and criteria

Compare own creations with the creations of other students using appropriate terminology and criteria

VII. RESPOND: Understand the historical contributions and cultural dimensions of music

Compare and contrast characteristics of music from various time periods, cultures, and composers (e.g. Baroque style, programmatic music, instrumentation, folk songs)

Analyze the contributions and life histories of a variety of composers and musicians from different cultures and places

VIII. RESPOND: Understand relationships among the arts and disciplines outside the arts

Compare how the elements of two or more art forms can be used to reflect similar events, scenes, emotions, or ideas (e.g., visual components of classical landscape painting and sound elements in Beethoven’s Sixth Symphony).

Relate music elements and concepts to disciplines outside of the arts (e.g. science of sound, notes and division)

IX. RESPOND/ LISTEN: Analyze, evaluate, and respond to varied musical repertoire and performances

Identify and analyze, using music terminology, the use of forms (e.g. rondo, theme and variations) and musical elements (tonality, tempo, dynamics, timbre) in a variety of music

Visually and aurally identify major instruments of the orchestra and their sections

Aurally identify adult voices as soprano, alto, tenor and bass Demonstrate appropriate audience behaviour for a variety of

musical styles

Grade: 4-5 Yearly Plan: Physical Education

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*Units of Study are used to cover the McRel Standards for Grade 4 Physical Education:

For more info refer to: McRel Standards

UNITS of STUDY Content/ Aims/ Outcomes

ORGANIZATION:

The learner will:

learn class rules and regulations.

be able to change formations.

recognize boundaries and rules.

listen to signals and start and stop on signal.

PLAYGROUND

GAMES:

The learner will:

develop health and fitness.

improve skills necessary for mental and physical development.

release mental tension accumulated during the strenuous school day.

develop interests that contribute to a healthier and happier life.

promote cooperation among participants.

participate in complex dodging games while running or other designated locomotor skills.

SOCCER SKILLS:

The learner will:

trap a ball using feet or upper body.

demonstrate dribbling around objects using feet at various speeds.

demonstrate passing to a partner while in a stationary position.

demonstrate passing to a partner while moving.

dribble soccer ball while being defended.

kick at a specific target.

learn the rules and play the game of soccer.

Grade: 4-5 Yearly Plan: Physical Education

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BASKETBALL

SKILLS:

The learner will:

demonstrate various two handed basketball passes to a stationary/moving target: bounce, chest, overhead,

etc.

make one and two handed basketball shots.

dribble a basketball with either hand at various speeds.

couple dribbling with other drills: passing, shooting, keeping body between ball and opponent.

play basketball with modified rules according to abilities of students.

GYMNASTICS

AND TUMBLING:

The learner will:

warm-up using appropriate stretching activities.

learn spotting techniques and use a spotter.

demonstrate combination of forward tuck rolls using the cross step, step out or straddle finish.

demonstrate a dive roll

demonstrate forward and backward shoulder roll, tripod/headstand with forward roll recovery, cartwheel,

modified round off.

perform a tumbling routine using a series of at least 4 tumbling stunts.

use balance beam skills.

do a handstand and a handstand forward roll.

FITNESS

The learner will:

jog/walk to build self esteem and strong bones, increase attentiveness, strengthen the heart, and have fun

participating.

jog/walk for 15 minutes.

run sprints.

do crunches and chin-ups.

practice flexibility.

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know the importance of warm-up and cool down.

do warm ups and cool downs.

develop upper body strength.

know basic rules regarding specific use of weights and exercises and repetitions.

VOLLEYBALL

SKILLS:

The learner will:

learn basic skills using training volleyball or beach ball.

learn lead-up activities: multi-bounce, one bounce.

hit a ball held in one hand with the other hand strike a volleyball with a hand at two levels.

demonstrate basic passing skills.

demonstrate basic setting skills.

RAQUET SKILLS:

(Tennis, badminton)

The learner will:

learn origin of the activity.

offensive strokes (forehand and backhand).

demonstrate correct serves.

demonstrate proper grips.

TRACK AND FIELD:

The learner will:

practice the running long jump.

participate in the mile run.

participate in groups of 4 in the 400 meter relay.

throw the shot putt.

participate in 200 meter and 400 meter runs.

practice the high jump using the Fosbury Flop technique.

PERSONAL AND

SOCIAL

The learner will:

demonstrate good sportsmanship towards others during all activities in PE.

cooperate with teacher and other students in class activities.

demonstrate proper care and appreciation for the equipment used in the various activities.

Grade: 4-5 Yearly Plan: Physical Education

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DEVELOPMENT

recognize and appreciate the efforts of others.

understand and accept the mistakes when learning skills.