CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 5
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Venetia Johnson
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 5
August 20, 2013
Revised - August 26, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading "Casey at the Bat" (poetry)
Common Core Standards: RL.5.2, RL.5.3, RL.5.4
https://learnzillion.com/lessonsets/245-reading-literature-casey-at-the-bat-poetry

Read a poem with rhythm out loud

Envision the setting of a poem

Summarize the plot of a poem

Determine a character's mood in a poem

Determine the theme of a poem
“Casey at the Bat” (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/case/Casey_at_the_Bat_PDF.pdf
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading "A Patch of Old Snow" (poetry)
Common Core Standard: RL.5.2, RL.5.3, RL.5.4
https://learnzillion.com/lessonsets/361-reading-literature-a-patch-of-old-snow-poetry

Interpret the title of a poem

Use the title of a poem to guide your reading

Read a poem out loud

Interpret the structure of a poem

Determine the meaning of a poem

Determine a poet's message in a poem
“A Patch of Old Snow” (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/a_pa/A_Patch_of_Old_Snow_PDF.pdf
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/361p/361PatchofOldSnowAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Read informational texts: "Life for Slave Children in 1861"
Common Core Standards: RI.5.1, RI.5.10, RI.5.2, RI.5.4
https://learnzillion.com/lessonsets/127-read-informational-texts-life-for-slave-children-in-1861

Preview a nonfiction text

Determine an unfamiliar word in a nonfiction text

Ask and answer questions about the text while reading

Find the main idea of a section of nonfiction text

Find the main idea of a nonfiction article

Check understanding by teaching

Consider an author's choices and purpose by looking at text structure
“Life for Slave Children in 1861” (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/life/Life_for_slave_children_in_1861_PDF_.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/127l/127LifeforSlaveChildrenin1861Assessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational texts: "My Name is Kiki"
Common Core Standards: RI.5.1,RI.5.2,RI.5.3
https://learnzillion.com/lessonsets/333-reading-informational-texts-my-name-is-kiki

Determine the main idea of paragraphs as you read

Use transition words and text features to help identify details

Make a mental model of a text as you read

Check your understanding of a text by teaching others
“My Name is Kiki” (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/kids/Kids_around_the_world_-_Indonesia_PDF.pdf
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/333m/333MyNameisKikiAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading "Attack on Fort Sumter Marked Start of War"
Common Core Standards: RI.5.10, RI.5.2, RI.5.3, RI.5.4, RI.5.5
https://learnzillion.com/lessonsets/371-reading-informational-texts-attack-on-fort-sumter-marked-the-start-of-war

Preview a nonfiction article

Use textual clues to envision as you read

Determining the meaning of unfamiliar words as you read

Analyze a text's structure

Determining the main idea of a text

Determining author's purpose
“Attack on Fort Sumter Marked Start of War” (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/atta/Attack_on_Fort_Sumter_PDF.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/371a/371AttackonFortSumterMarksStartofWarAssessment.pdf
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Using resources to craft an informational text
Common Core Standards: W.5.2a,W.5.2b,W.5.2e,W.5.7, W.5.9
https://learnzillion.com/lessonsets/267-5th-grade-research-reading-and-writing-use-resources-to-craft-an-informational-text

Generate research questions

Grow research by reading informational text resources

Simplify research notes

Determine a research question

Organize research notes using an information web

Write a research thesis statement

Plan an introductory paragraph for an informational text

Order the paragraphs in an informational text

Organize the body of an essay

Write the first draft of an informational text

Write a conclusion to an informational text by recapping and reflecting
“Attack on Fort Sumter Marked Start of War” (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/atta/Attack_on_Fort_Sumter_PDF.pdf
What happened at Ball’s Bluff (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/what/What_happened_at_Ball_s_Bluff_PDF.pdf
“Union Wins a Victory at Port Royal Sound, South Carolina”
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/civi/Civil_War_for_Kids-_Union_wins_SC_PDF.pdf
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:

Reading Standard 1: What the Text Says Grade 5

Reading Standard 2: Central Idea Grade 5

Reading Standard 3: People, Events & Ideas Grade 5

Reading Standard 4: Word Meaning & Choice Grade 5

Reading Standard 5: Text Structure Grade 5

Reading Standard 6: Point of View/Purpose Grade 5

Reading Standard 7: Multimedia Grade 5

Reading Standard 8: Arguments & Claims Grade 5
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Things Good Readers Do and Know
Target Course/Grade Level: Grade 5
Unit Summary: Students will read narrative selections from both the reading anthology as well as district approved novels, in order to review and utilize
the reading strategies as well as review and illustrate the knowledge of narrative elements. The reading strategies are preview, predict, activate schema,
infer, use decoding/phonics, self-question, re-read to clarify, use context to confirm meaning, use text structure and format, adjust reading rate, visualize,
connect, summarize, reflect, and synthesize. The narrative elements include characters, setting, theme, plot, conflict, point of view, cause and effect,
compare and contrast, and figurative language. Independent reading time is given each week to encourage stamina and generate growth in independent
increased text complexity. The vocabulary for each selection will be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Writing
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand....
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know how to, when, and which of the various reading strategies to implement.
the elements of plot
different types of characters (major, minor)
how to recognize growth and change in characters and how characters affect the plot of the story
how the literary elements such as figurative language, personification, etc. and their affect on a story’s meaning as well as the reader’s
experience.
how to recognize the problem aspect of a selection.
stories are written in first person, third person, and third person omniscient points of view.
each story has a theme and it is a universal message that all readers can understand.
Unit Essential Questions:
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What are the reading strategies?
When and which of the reading strategies do I use?
What are the elements of a plot?
What are the different types of characters?
How does the change in a character affect the plot?
How do literary elements affect a reader’s experience?
How do literary elements affect the meaning of a story?
What are the different points of view stories are written in?
What is the theme of a story and how is it found?
Knowledge and Skills:
Students will know...

each story has a theme and it is a universal message that all readers can understand

a variety of literary elements affects a story’s plot and overall meaning

the different character types.

the different points of view.
Students will be able to…
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apply reading strategies to each story.

write by comparing and contrasting characters.

write a narrative piece including a theme, plot, characters, setting, problem, attempted solution, and solution.
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enrich reading by visualizing

express point of view

develop predictions

extend understanding of the story through a variety of multimodal and cross-curricular activities.
EVIDENCE OF LEARNING
Assessment:

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Character sketch.
Anthology provided assessments
Written narrative piece
NJBOE Sample assessments (online)
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Various test and quizzes
NJ ASK Open-ended questions
Reading notebooks
Character development chart. (have students compare and contrast the character from the beginning to the end creatively in a chart type activity
suitable for display)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finish written products

Writer’s Workshop

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers
RESOURCES
Teacher Resources:

Reading anthology (suggestions):
o
“Hot and Cold Summer” Harcourt Trophies, Distant Voyages
o
“Off and Running” Harcourt Trophies, Distant Voyages
o “The Case of the Flying Saucer people” Harcourt Trophies, Distant Voyages

Fifth grade district approved novels (suggestions):
o Where the Red Fern Grows by Wilson Rawls
o Tuck Everlasting by Natalie Babbitt
o Maniac Magee by Jerry Spinelli
Equipment Needed:





Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php

Character Analysis Activities
https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
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





Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/
5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Information Station
Target Course/Grade Level: Grade 5
Unit Summary: Through informational selections within the 5th grade anthology and abroad, students will recognize the text features associated with
nonfiction/informational text and the various text structures that are necessary for comprehension. Those text features include table of contents,
glossaries, indexes, keys, diagrams, graphs/charts/tables, maps, timelines, bold print, italics, titles, headings, subheadings, captions, and sidebars. Text
structures are descriptions or lists, sequence or time order, comparing and contrasting, causes and their effects, and problems and solutions. Students will
also extrapolate the author’s purpose and point of view from the selections based on supported evidence and reasons. With this, students will be able to
write informative/explanatory texts to examine a topic and convey ideas and information clearly. Independent reading time is given each week to
encourage stamina and generate growth in independent increased text complexity. The vocabulary for each selection will be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Informational Text
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which
point(s).
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2e Provide a concluding statement or section related to the information or explanation presented.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that....
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

informational texts have particular text features that make it informational instead of narrative.
by recognizing which text structure is being used in a text, students will better grasp the concept at hand.
the description or list text structure features a detailed description of something to give the reader a mental picture.
the sequence or time-order text structure, gives readers a chronological order of events or a list of steps in a procedure.
the comparing and contrasting text structure examines the similarities and differences between two or more people, events, concepts, ideas, etc.
the cause and effect text structure presents the causal relationship between a specific event, idea, or concept and the events, ideas, or concepts
that follow.
the problem and solution text structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution.
the author’s purpose determines what the reader takes away from the text.
the author’s point of view influences how the text is written and what it states.
Unit Essential Questions:
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
What are the text features of an informational text?
What are the different text structures for an informational text?
How does a text’s structure affect the main ideas of the selection?
How do the different text structures affect a reader’s experience?
What is the author’s purpose of the selection?
What is the author’s point of view in a selection?
Knowledge and Skills:
Students will know...

the text features of an informational text

what the different text structures of an informational text are

authors have a purpose for writing their selections

that each selection is written in the author’s point of view
Students will be able to …

recognize and draw on information from the text features of an informational text.

analyze different accounts of the same event or topic noting important similarities and differences in the point of view they represent.

write an informative/explanatory piece that examines a topic and conveys ideas and information clearly

explain how an author uses reasons and evidence to support points in a text

synthesize information from several texts on the same topic

extend understanding of the text through a variety of multimodal and cross-curricular activities.
EVIDENCE OF LEARNING
Assessment:







Anthology provided assessments.
Written informational/explanatory piece
Various test and quizzes
NJ ASK Open-ended questions
NJBOE Sample assessments (online)
Reading notebooks
Text mapping of an informational text (Students are given parts of an informational text and asked to search for textual features and box the
different features in different colors.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers

Writer’s workshop
RESOURCES
Teacher Resources:



Reading anthology
o “Smoke Jumpers” Harcourt Trophies, Distant Voyages
o “Oceans” Harcourt Trophies, Distant Voyages
o “Lewis and Clark” Harcourt Trophies, Distant Voyages
Internet
Other informational text samples
Equipment Needed:





Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/

5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm

Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Team Work
Target Course/Grade Level: Grade 5
Unit Summary: Through selections within the fifth grade anthology and/or district approved novels; students will discover the importance of working
together. They will see how people work together to accomplish their goals and how people and animals work together for their mutual benefit. Students
will identify, define, and illustrate figurative language found in texts. They will also define and practice paraphrasing and summarizing. Independent
reading time is given each week to encourage stamina and generate growth in independent increased text complexity. The vocabulary for each selection
will be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
Writing
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
21st Century Life and Career Skills:
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that...






people work together to accomplish an overall goal
people and animals work together for mutual benefit
figurative language shapes the meaning and or tone of a selection
by determining key details from the selection, students can summarize the text
paraphrasing is restating a passage in the reader’s own words without changing the meaning
summarizing tells briefly the main idea and importance of a passage using the author’s words.
Unit Essential Questions:






How can people accomplish an overall goal?
Can people and animals work together?
What does figurative language do to a selection?
How do students summarize a text?
What is paraphrasing?
What is the summarizing?
Knowledge and Skills:
Students will know ...

that the way characters interact effects the outcome of the story

characters do not always have to work with similar characters.

figurative Language is intricate to the meaning of the selection.

summarizing and paraphrasing help to better comprehend the text.
Students will be able to …

recognize how characters in a story respond to challenges when working with another character and or animal.

apply reading strategies to each story.

draw inferences from the text.

describe how a narrator’s point of view influences how events are described.

develop predictions throughout the story and check for accuracy in outcomes.

extend understanding of the text through a variety of multimodal and cross-curricular activities.
EVIDENCE OF LEARNING
Assessment:







Anthology provided assessments.
Written narrative piece
Various test and quizzes
NJ ASK Open-ended questions
NJBOE Sample assessments (online)
Reading notebooks
Students will work collaboratively with a partner to create a narrative with a theme or moral of teamwork.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers

Writer’s workshop
RESOURCES
Teacher Resources:

Reading anthology (Suggestions):
o “We’ll Never Forget you, Roberto Clemente” Harcourt Trophies, Distant Voyages
o “Folk Tales from Asia” Harcourt Trophies, Distant Voyages
o “Iditarod Dream” Harcourt Trophies, Distant Voyages
o “Woodsong” Harcourt Trophies, Distant Voyages

Fifth grade district approved novels (Suggestions):
o Where the Red Fern Grows by Wilson Rawls
o Island of the Blue Dolphins by Scott O’Dell
o Number the Stars by Lois Lowry
Equipment Needed:





Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/



E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/
5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: All About You!
Target Course/Grade Level: Grade 5
Unit Summary: Through selections within the fifth grade anthology and/or district approved novels; students will learn how to look within themselves
and examine their own unique creativity and attributes to express who they are. The students will practice the reading strategies throughout the unit and
will identify and illustrate prefixes and suffixes within selections. Students will also locate and utilize clues within the story along with their schemas to
create an inference. Independent reading time will be given each week to encourage stamina and generate growth in independent increased text
complexity. The vocabulary for each selection will be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Writing
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that....

there are different forms of creative expression

one person’s creative expression can benefit a whole community

characters learn about themselves through problem solving or meeting a challenge

by determining the clues within a story and utilizing their own activated schema, inferences can be made

recognizing suffixes will help decode the meaning of a word

recognizing prefixes will help decode the meaning of a word
Unit Essential Questions:






How can people express themselves creatively?
Can a person’s creative expression benefit others?
How do characters learn about themselves?
What is needed to make an inference?
What are prefixes and how do they help decode words?
What are suffixes and how do they help decode words?
Knowledge and Skills:
Students will know ...

that creative expression is as unique and individual as people are

people can benefit others with their creative expression

that problem solving and meeting a challenge make a character learn about themselves

knowing prefixes will help to decode the meaning of an unknown word

knowing suffixes will help to decode the meaning of an unknown word
Students will be able to …

express themselves creatively through different forms of expression

utilize their creative expression to benefit a larger community.

draw inferences from the text.

identify and utilize prefixes within a grade level text

identify and utilize suffixes within a grade level text

continue to employ reading strategies within the selections

develop predictions throughout the story and check for accuracy in outcomes.

extend understanding of the text through a variety of multimodal and cross-curricular activities.
EVIDENCE OF LEARNING
Assessment:







Anthology provided assessments.
Written narrative piece
Various test and quizzes
NJ ASK Open-ended questions
NJBOE Sample assessments (online)
Reading notebooks
Students will create a unique individualized form of expression to be shared with the class. (i.e. art, song, poetry, recipe, etc)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers

Writer’s workshop
RESOURCES
Teacher Resources:

Reading anthology (Suggestions):
o “Hattie’s Birthday Box” Harcourt Trophies, Distant Voyages
o William Shakespeare and the Globe Harcourt Trophies, Distant Voyages
o “The World of William Joyce Scrapbook” Harcourt Trophies, Distant Voyages
o “Satchmo’s Blues” Harcourt Trophies, Distant Voyages

Fifth grade district approved novels (Suggestions):
o The Great Gilly Hopkins by Katherine Paterson
o Bridge to Terabithia by Katherine Paterson
o Dear Mr. Henshaw by Beverly Cleary
o Frindle by Andrew Clements
Equipment Needed:





Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/




Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/
5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Poetry
Target Course/Grade Level: Grade 5
Unit Summary: Through selections within the fifth grade anthology and abroad; students will study poetry including the reading of several poems of
different poetic structure, responding to poetry both individually and in groups, and writing and sharing poetry. Each week, students will read and write
poems centered on a different theme. Students will brainstorm and write poems within different poetic structures each week. The students will practice
the reading strategies throughout the unit. Independent reading time will be given each week to encourage stamina and generate growth in independent
increased text complexity. The vocabulary for each selection will be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Writing
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that...




there are different structures of poetry
all poems have a theme
there are different types of poetry
poetry can be a channel for emotion and expression
Unit Essential Questions:




What are the different structures of poetry?
Do all poems have an overall theme?
What are the different types of poetry?
What can poetry allow for the writer?
Knowledge and Skills:
Students will know…..

that there are different structures of poetry

each poem is created with an overall theme

how to tell apart the different types of poems

what poetry can do for the writer
Students will be able to …

identify different structures of poems

create poems with different structures

identify the theme in each poem studied

examine and identify the different types of poems

write different types of poems with a theme for each

utilize poetry as a channel for emotion and expression

extend understanding of the text through a variety of multimodal and cross-curricular activities.
EVIDENCE OF LEARNING
Assessment:







Anthology provided assessments.
Written poetry
Various test and quizzes
NJ ASK Open-ended questions
NJBOE Sample assessments (online)
Reading notebooks
Students will create a poetry portfolio/book at the end of the unit
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share







Literature Circles
Guided Reading
Independent Reading
Class Discussions
Post-it Note Reading
Centers
Writer’s workshop
RESOURCES
Teacher Resources:

Reading anthology (Suggestions):
o “When Birds Remember” Harcourt Trophies, Distant Voyages
o “Limerick Harcourt Trophies, Distant Voyages
o “Haiku” Harcourt Trophies, Distant Voyages
o “Souvenir” Harcourt Trophies, Distant Voyages
o “Earth Songs” Harcourt Trophies, Distant Voyages
o “Celebration” Harcourt Trophies, Distant Voyages
o “Eagle Flight” Harcourt Trophies, Distant Voyages
o “About Notebooks” Harcourt Trophies, Distant Voyages
o Internet
o Children’s books
Equipment Needed:





Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/

5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm

Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: History in the Made Up!
Target Course/Grade Level: Grade 5
Unit Summary: Through selections within the fifth grade anthology and/or district approved novels; students will learn to examine and appreciate
historical fiction. The students will differentiate between make-believe and history, and recognize the interpretive nature of historical reporting. Independent reading
time will be given each week to encourage stamina and generate growth in independent increased text complexity. The vocabulary for each selection will
be used to enhance this unit.
Approximate Length of Unit: 6-7 weeks
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Writing
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to
situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated experiences or events.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
Unit Understandings:
Students will understand that...

that historical fiction and written accounts of history are different

sources of information used by the author and illustrator need to be examined

it is important to integrate information from several texts on the same topic

historical fiction fosters close and critical reading
Unit Essential Questions:




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How is historical fiction different from informational text?
What sources do the author and illustrator use to inform the reader?
Why do the author and illustrator use a specific source to inform?
How does the reader synthesize information?
What is important to know before reading a historical fiction text?
Knowledge and Skills:
Students will know…..

the differences between historical fiction, fiction, and informational text

authors and illustrators use different sources to inform the reader

to examine the sources used by authors and illustrators.
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the importance of synthesizing information from several texts
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that details about setting, character, and plot need to be examined for their historical relevance.
Students will be able to …

identify and create historical fiction as a genre

analyze the sources of information utilized by author and illustrator

examine and explain why the sources used were chosen

integrate information from several texts on the same topic and apply to future historical fiction selections

read closely for historical references and relevance within the piece
EVIDENCE OF LEARNING
Assessment:
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Anthology provided assessments.
Written narrative piece
Various test and quizzes
NJ ASK Open-ended questions
NJBOE Sample assessments (online)
Reading notebooks
Students will write their own historical fiction piece either individually or as a class.
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers

Writer’s workshop
RESOURCES
Teacher Resources:

Reading anthology (Suggestions):
o “Elena” Harcourt Trophies, Distant Voyages
o “Island of the Blue Dolphins” Harcourt Trophies, Distant Voyages
o “Across the Wide Dark Sea” Harcourt Trophies, Distant Voyages
o “Sees behind Trees” Harcourt Trophies, Distant Voyages

Fifth grade district approved novels (Suggestions):
o Number the Stars by Lois Lowry
o Where the Red Fern Grows by Wilson Rawls
o Island of the Blue Dolphins by Scott O’Dell
Equipment Needed:

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


Projector
Student notebooks
Post its
Books
Chart paper
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/5/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/
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Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
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Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
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Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
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Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
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Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
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Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
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Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/5/
5th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-5th-langbuilders.htm
Mr. Nussbaum- Learning + Fun
http://mrnussbaum.com/fifth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Grade 5
Unit Summary: Students will read a minimum of four books independent of their in-class novels. These books may be loosely connected to the terms of
their subject matter or theme to the units being studied in the classroom. This is in addition to any reading quota teachers may have in their class as well.
The outside reading books should be enjoyable and interesting to the students; however, they must also be at the appropriate level. Independent reading
time will be given each week to encourage stamina and generate growth in independent increased text complexity. The purpose of this unit is for students
to make choices about reading and enjoy it.
Approximate Length of Unit: 3-4 weeks per book
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Writing
Speaking & Listening
Language
Content Strand:
Reading: Literature
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Writing
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Reading: Informational Text
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Writing
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main
ideas or themes.
Language
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships.
21st Century Life and Career Skills:
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
Unit Understandings:
Students will understand that...

reading is a worthwhile hobby which can be interesting, entertaining, stimulating, relaxing or all of the above

reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view

competent readers can communicate their understanding of literary elements and textual meaning through a variety of creative mediums.

readers often develop preferences with regard to genre, author, and topic, competent readers challenge themselves with quality literature that is
outside of their comfort zone
Unit Essential Questions:



How does reading outside the classroom make one a better reader?
How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class?
How can an independent reading book be both entertaining and challenging?
Knowledge and Skills:
Students will know…..

fiction and non-fiction, how to recognize fiction and non-fiction reading selections and their individual preferences

how to choose books that are appropriate to their reading and interest levels

all works of fiction share structural elements, such as character, setting, plot, and point of view, the recognition of which
bolsters the reader’s comprehension

there can be multiple perspectives on a scientific phenomena

art and technology are creative mediums through which understanding can be communicated
Students will be able to …

read for an average of thirty minutes each day outside of the classroom

discuss the literary aspects of independent reading with their in-class reading groups

compare and contrast the structure and literary elements of two or more literary works

evaluate outside reading and make recommendations supported by references to text

develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading
EVIDENCE OF LEARNING
Assessment:




Book recommendations for students
o MP 1 Choose any fiction novel
o MP 2 Choose a biography
o MP3 Choose a nonfiction novel
o MP4 Choose a mystery novel
Students will choose one of the following assignments and complete it for each outside reading book they read. They cannot do the same
assignment more than once.
o Design a power point presentation giving a summary of the book and persuading others to read it
o Create a comic strip about one of the scenes from the book
o Design a book jacket for your book
o Write a litter to the author of the book. Discuss your likes and dislikes about the book
o Give an oral presentation about your book; include the meaning of the story, main characters, and what you learned from
reading the book.
o Pretend you are the news anchor of the 6:00pm news and report on the turning point of the story
Essay – Compare and contrast outside and in-class books based on plot structure, character development, conflicts, and setting
Quiz – One quiz per book on literary elements
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Visit the school library or the classroom library to select outside reading book.

Provide final task examples as well as rubrics

Review writing processes and good practices

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Literature Circles

Guided Reading

Independent Reading

Class Discussions

Post-it Note Reading

Centers

Writer’s workshop
RESOURCES
Teacher Resources:

Book recommendations for students
o MP1 Choose any fiction novel (suggestions)

Holes by Louis Sachar

Sounder by William Armstrong

A Wrinkle in Time by Madeleine L'Engle

Book recommendations for students (suggestions)
o MP2 Choose a biography

Escape! The Story of the Great Houdini by Sid Fleischman

Lincoln: A Photo-biography by Russell Freedman

It Came from Ohio: My Life as a Writer by R. L. Stine

Book recommendations for students (suggestions)
o MP3 Choose a non-fiction novel

Everybody’s Revolution: A New Look at the People Who Won America's by Thomas Fleming

Basketball: The Math of the Game by Thomas Adamson

Heart and Soul: The Story of America and African Americans by Kadir Nelson

Book recommendations for students (suggestions)
o MP4 Choose a mystery novel

Chasing Vermeer by Blue Balliett

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg

Spy Force Mission: In Search of the Time and Space Machine by Deborah Abela,
Differentiated “book report” activities
Classroom library
School library
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Equipment Needed:
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

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
Projector
Student notebooks
Post its
Books
Chart paper