EAST ALLEN COUNTY SCHOOLS
Bundle 3
Grade 5
Language Arts
Literary Elements
Big Idea: Parts of a Whole
Enduring Understandings
Essential Questions
We become stronger through our struggles.
What can we learn from characters’ struggles?
Literary elements enhance stories.
What are the universal themes in literature?
Readers can explain how the conflict of the plot is resolved by relating text to
self.
Personal characteristics (habits of the mind) enable one to adapt and rise above
adversity while others do not.
CC/Learning Targets
RL.1
RL.2
RL.3
RL.4
RL.5
RL.6
RL.7
RL.9 a, b, c
RF.4 b
5.3.2
5.3.6
5.3.7
5.1.1
W.3 a-e
W.9 a
5.5.7
L.1 a, e
L.2 b, c
L.4 b, c
L.5 a-c
L.6
5.6.1
5.6.2
How can identifying with the conflict in a story help us understand its
meaning?
How do literary elements help keep readers engaged?
Core Vocabulary
conflict
conjunctions
figurative language
imagery
motives
perspective
prepositional phrases
resolution
symbolism
theme
Links to Technology
-Picture Collage (app)
-Dictionary (app)
-Spelling Challenge (app)
Bundle Performance Task(s)
Students will create a board game based on a book they have read in a literature circle. The students may choose between any recommended story based on
internal struggle and conflict (Ex.- Milkweed, Number the Stars, Crispin-The Cross of Lead). Teachers may choose to use a common theme and have the students
choose their books based on that theme. Game board Template
As an extension, students may work independently or in small groups to do the following:
1. Create a book using The Pain and the Great One as a model – Think of an actual event at home that involved both the student and a sibling. The student
writes about the event from his/her point of view and then interviews the sibling and writes about the event from his/her point of view. This short book may
include the same event from a parent’s point of view.
2. Work with another student to create a mock interview with a character from the book. Part of the interview needs to focus on the character’s point of view
about the theme of the book.
3. Write journal entries (at least 7) from the main character’s point of view. Journal entries need to follow the plot. (See Out of the Dust for a model.)
4. Design (at least 4) scrapbook page/s that show the plot of the story. Include the theme of the book.
Grade 5
LA Bundle 3
Quarter 2
Oct. – Dec.
Recommended Read-Alouds
G5 - Bundle 3
Big Idea: Shaping Characters
Title
Relates to…
Author
Salt Hands
Aragon, Jane Chelsea
Calkins: word choice
I’m in Charge of Celebrations
Baylor, Byrd
Calkins: details
Fireflies!
Brinckloe, Julie
Calkins: details
Smokey Night
Bunting, Eve
Calkins: lead
“Eleven” in Women Hollering Creek and Other Stories
Cisneros, Sandra
Calkins: mentor text
The Snowy Day
Keats, Ezra Jack
Calkins: how writers come up with ideas
Make Way for Ducklings
McCloskey, Robert
Calkins: how writers come up with ideas
Yo! Yes!
Raschka, Christopher
Calkins: use of dialogue
The Relatives Came
Rylant, Cynthia
Calkins: how writers come up with ideas
An Angel for Solomon Singer
Rylant, Cynthia
Calkins: how writers come up with ideas
Stevie
Steptoe, John
Calkins: insert memories into the story
The Harmonica
Johnston, Tony
Character, Theme
Dear Deer: A Book of Homophones
Barretta, Gene
Homophones
Owl Moon
Yolen, Jane
Imagery, metaphor
City of Snow: The Great Blizzard of 1888
High, Linda Oatman
Main idea
Mufaro’s Beautiful Daughters
Steptoe, John
Main Idea, Cause/Effect
Once Upon a Time, the End
Kloskey, Geoffrey
Missing details
Once Upon a Cool Motorcycle Dude
O’Malley, Kevin
Narrative
Bootsie Barker Bites
Bottner, Barbara
Narrative
Dancing in the Wings
Allen, Debbie
Participial phrases
Raymond and Nelda
Bottner, Barbara
Plot
My Great-Aunt Arizona
Houston, Gloria
Plot
Cowboy Camp
Song and Dance Man
Sauer, Tammy
Plot
Ackerman, Karen
Similes and metaphors
Recommended Read-Alouds
G5 - Bundle 3
Tar Beach
Ringgold, Faith
Similes and metaphors
Owl Moon
The Butterfly
Yolen, Jane
Similes and metaphors
Polacco, Patricia
Symbols
The Best Kid in the World
Reynolds, Peter
Theme
Jungle Bullies
Kroll, Steven
Theme, Problem-solution
The Cello of Mr. O
Cutler, Jane
Theme, Story within a story
My Friend, John
Zolotow , Charlotte
Theme, Story within a story
Show; Don’t Tell
Nobisso, Josephine
Writing strategies
Reading Workshop
G5 - Bundle 3
CC/Learning Targets
Resource of Ideas
Evidence of Learning
RL.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
-Strategies That Work pp. 141-142, 153
-Teaching for Comprehending and Fluency pp. 55-56
-Reader’s Notebook
-Teacher
observation/anecdotal notes
during guided reading
RL.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.
Include evidence to support
an implied theme
-Guiding Readers and Writers p.362-363 (synthesizing)
-Strategies That Work pp. 96-97, 142-145, 151-152
-Teaching for Comprehending and Fluency pp. 355, 357, 358,
365
-Reader’s Notebook
-Teacher
observation/anecdotal notes
during guided reading
-Teacher observation during
interactive read-aloud
-Book Talk
-Reading Wonders
assessment
-Create a taxonomy of
themes found in stories
-Quiz
-Sort books by common
themes or
by author’s purpose in writing
the
story
-Author/Writer talk
-Think-Pair-Share
-Create a bulletin board or
poster
showing themes found in
books
across the world
(5.3.4)
(5.3.8)
-The Harmonica by Tony Johnston
-The Best Kid in the World by Peter Reynolds
-Jungle Bullies by Steven Kroll
-The Cello of Mr. O by Jane Cutler
-My Friend, John by Charlotte Zolotow
-Theme-Education-ppt.
-Write Source p. 262
-Reading Wonders Unit 2
-(WK 4) pp. T194-T221, RW Workshop The Magical Lost
Brocade pp. 136-139
-(WK 4) T281A-T285, Anthology “Stage Fright” and “Foul Shot”
pp.176-181
-Reading Wonders Unit 2
-(WK 5) pp. T258-T281, RW Workshop “A Simple Plan “ and
“Rescue”
pp. 150-153
-(WK 5) T281A-T285, Anthology “Stage Fright” and “Foul Shot”
pp.176-181 (*Also in Bundle 8)
Reading Wonders Unit 3
-(WK 1) pp. T2-T25, RW Workshop A Reluctant Traveler pp.
166-169
- (WK 1) T25A-T29, Anthology They Don’t Mean It! and Where
Reading Workshop
G5 - Bundle 3
Did They Come From? pp.182-197
RL.3
(5.3.3)
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).
-Guiding Readers and Writers p. 442-444
-Strategies That Work p.96
-The Harmonica by Tony Johnston
-Character Graphic Organizer
-Identifying Character Traits
-Character Traits ppt. with stories
-Can be taught and assessed with RL.2 with companion pieces
within Reading Wonders
RL.4
(5.3.5)
Determine the meaning of words
and phrases as they are used in a
text, including figurative language
such as metaphors and similes.
Define and identify
personification.
-Teaching for Comprehending and Fluency pp.126-128, 140141,
208-209
-Owl Moon by Jane Yolen
-Book Talk
-Teacher
observation/anecdotal
records during literature
circle
-Reader’s Notebook
-Interactive Read-aloud whole
group discussion
-Character graphic organizer
-Students create “Wanted
Posters”
of character/s
-Students create picture with
two
characters: speech bubbles
with
“he said…she said.”
-Role play a character
-Use a Venn Diagram to
compare
characters
-Create a taxonomy of
character
traits found in stories
-Create a resume for a main
character
-Book Talk
-Reader’s Notebook
-Quiz
-Treasures assessment
-Interactive Read-aloud whole
group discussion
Reading Workshop
RL.5
(5.3.1)
RL.6
(5.3.8)
Explain how a series of chapters,
scenes, or stanzas fits together to
provide the overall structure of a
particular story, drama, or poem.
Determine the author’s purpose
for writing a text
Defend the appropriateness of
the author’s choice of literary
form to inform, entertain, or
persuade
Describe how a narrator’s or
speaker’s point of view influences
how events are described.
G5 - Bundle 3
-Guiding Readers and Writers pp. 134-135, pp. 292-297 (minilessons), pp. 393-409
-Book Talks
-Genre quiz/test
-Teaching for Comprehending and Fluency pp. 355, 366
-Book Talk
-Anecdotal records from
Guided
Reading
-Reading Wonders
assessment
-Interactive Read-aloud whole
group discussion
-The Pain and the Great One by Judy Blume
-So Far From the Sea by Eve Bunting
-Voices in the Park by Anthony Brown
-It’s Not Fair by Charlotte Zolotow
-Struggle for a Continent: The French and Indian War by Betsy
Maestro
-Narrator ppt.
-Comparison of first and third person narrator
Reading Wonders Unit 3
-(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped
the Train pp. 238-241
- (WK 1) T25A-T29, Anthology Davey Crocket Saves the World
and How Grandmother Spider Stole the Sun pp.262-281
RL.7
Analyze how visual and multimedia
elements contribute to the meaning,
-Strategies That Work pp.293-294
-Teaching for Comprehending and Fluency, pp.140-141, 371
-Whole group/guided reading
group discussion
Reading Workshop
RL.9
tone, or beauty of a text (e.g.,
graphic novel, multimedia
presentation of fiction, folktale,
myth, poem).
Compare and contrast stories in the
same genre (e.g., mysteries and
adventure stories) on their
approaches to similar themes and
topics.
G5 - Bundle 3
-Strategies That Work Appendix A: pp.257-290
-The Writing Fix
-Reader’s Notebook
-Teacher anecdotal records
from guided reading group
-Book Talk
a. Identify different genres.
b. Compare and contrast stories in
the same genre.
c. Compare and contrast
approaches to similar themes and
topics of stories in the same genre.
5.1.1
Read aloud grade level appropriate
narrative texts (stories) and
expository text (information) fluently
and accurately and with appropriate
timing, changes in voice, and
expression using self-correcting
strategies.
Reading Wonders Unit 3
-(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped
the Train pp. 238-241
- (WK 1) T25A-T29, Anthology Davey Crocket Saves the World
and How Grandmother Spider Stole the Sun pp.262-281
-Teacher
observation/anecdotal
records
5.3.2
Identify the main problem or conflict
of the plot and explain how it is
resolved.
Identify the protagonist
-Guiding Readers and Writers p.135
-Book Talk
-Teacher
observation/anecdotal
records during literature circle
-Reader’s Notebook
-Quiz
-Reading Wonders
assessment
-City of Snow: The Great Blizzard of 1888 by Linda Oatman
High
-Mufaro’s Beautiful Daughters by John Steptoe
-Cowboy Camp by Tammy Sauer
-Raymond and Nelda by Barbara Bottner
-My Great-Aunt Arizona by Gloria Houston
Reading Workshop
G5 - Bundle 3
Reading Wonders Unit 2
-(WK 2) pp. T67-T89, RW Workshop A Modern Cinderella pp.
108-111
- (WK 2) T89A-T93, Anthology Where the Mountain Meets the
Moon and The Princess and the Pea pp.118-131
5.3.6
Evaluate the meaning of patterns
and symbols that are found in myth
and tradition by using literature
from different eras and cultures.
-The Butterfly by Patricia Polacco
-American Folklore
-Myths with Jane Yolen
Reading Wonders Unit 2
-(WK 2) pp. T67-T89, RW Workshop A Modern Cinderella pp.
108-111
- (WK 2) T89A-T93, Anthology Where the Mountain Meets the
Moon and The Princess and the Pea pp.118-131
Reading Wonders Unit 3
-(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped
the Train pp. 238-241
- (WK 1) T25A-T29, Anthology Davey Crocket Saves the World
and How Grandmother Spider Stole the Sun pp.262-281
5.3.7
Evaluate the author’s use of various
techniques to influence readers’
perspectives.
-Read Like a Reader, Read Like a Writer (literary)
-Earrings by Judith Viorst
-Dear Mrs. LaRue by Mark Teague
-I Wanna Iguana by Karen Kaufman Orflof
-The Salamander Room by Anne Mazer
-Interactive Read-aloud whole
group discussion
-Story Map
-Book Talk
-Teacher Observation during
Guided Reading
-Reading Wonders
assessment
-Book Talks
-Reader’s Notebooks
-Interactive Read-aloud whole
group discussion
Reading Workshop
Correlating CC/Learning Targets
RI.1
RI.10
5.2.5
RF.3 a
RF.4 a,c
G5 - Bundle 3
Teacher Notes
Unit 3 The Trumpet of the Swan E.B. White
Fantasy
So You Want to Be an Inventor? Judith St. George & David Small
Expository Text
Frindle Andrew Clements
Realistic Fiction
All Stations! Distress! April15, 1912: The Day the Titanic Sank Don Brown
Expository Text
Writing Workshop
G5 - Bundle 3
CC/Learning Targets
W.3
(5.4.3)
(5.5.1)
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
Choose a clear narrative setting,
conflict, plot and point of view
b. Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
Resource of Ideas
Evidence of Learning
-6+1 Traits of Writing pp. 68-99 (organization)
-6+1 Traits of Writing pp. 139-174 (word choice)
-Strategies That Work pp.136-137
-Student examples
-More student examples pp.26-36
-6+1 traits rubrics
-Personal narrative ppt.
-Narrative Leads
-Great Leads
-Writers Notebook
-Conference during Writing
Workshop
-Evidence from writing pieces
-A Picnic in October by Eve Bunting
-Let My Colors Out by Courtney Filigenzi
-Strong to the Hoop by John Coy
-Owl Moon by Jane Yolen
-Little by Little by Jean Little
-Homesick by Jean Fritz
-Olive’s Ocean, ch. 11 by Kevin Henkes
-Papa Who Wakes Up Tired in the Dark (on Calkins CD)
-Shortcut by Donald Crew
-Peter’s Chair by Ezra Jack Keats
d. Use concrete words and phrases and
sensory details to convey experiences
and events precisely.
-Graphic Organizer
e. Provide a conclusion that follows from
the narrated experiences or events.
-Write Source pp. 299-310
-Write Source pp. 116-117 (dialogue)
-Write Source pp. 56-57 (transitions)
-Write Source pp.87-118, 300-310
Reading Wonders-Unit 1
-(WK 1)(Ideas) pp. T30-T31, R/W Workshop pp.246-247
-(WK 2) (Voice; style and tone ) pp. T94-T97, R/W Workshop pp. 260-261
-(WK 3) (Word Choice) pp. T158-T161, R/W Workshop pp. 58-59
Writing Workshop
G5 - Bundle 3
-(Personal Narrative)pp. T350-T355
Reading Wonders – Unit 3
-(WK 2)(Word Choice: Connotation and Denotation) pp. T94-T97, R/W
Workshop pp. 188-189
Reading Wonders-Unit 4
-(WK 1)( Voice: style and tone) pp. T30-T31, R/W Workshop pp.246-247
- (WK 2) (Ideas) pp. T94-T97, R/W Workshop pp. 260-261
- (WK 3) (Organization) pp. T158-T161, R/W Workshop pp. 274-275
-(Fictional Narrative)pp. T350-T355
Reading Wonders – Unit 6
-(WK 3)(Sentence Fluency: Vary Sentence Structure) pp. T158-T161,
R/W Workshop pp. 418-419
Lucy Calkins eDocs for Writing
Memoir pp. 10-29
Historical Fiction pp.97-112
Fantasy Writing pp.112-124
W.9
5.5.7
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 5 Reading standards to
literature (e.g., "Compare and contrast
two or more characters, settings, or
events in a story or a drama, drawing on
specific details in the text [e.g., how
characters interact]").
Write summaries that contain the main
ideas of the reading selection and the
most significant details.
Teaching for Comprehending and Fluency pp.445-460
-Reader’s Notebook
-Evidence from writing pieces
-Guiding Readers and Writers pp. 277-278, 361-362
-Strategies that Work pp.179-189
-Reader’s Notebook
-Evidence from writing pieces
-Graphic Organizer p.113
Writing Workshop
G5 - Bundle 3
-Incredible Shrinking Notes Lesson
-Summary Lesson
-Summary (Ohio Resource Center)
Correlating CC/Learning Targets
W.4
W.5
W.6
W.10
5.4.7
5.5.5
Teacher Notes
-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 4: Writing Fiction: Big
Dreams, Tall Ambitions
Language and Word Study
CC/Learning Targets
L.1
(5.6.3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general
and their function in particular sentences.
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
G5 - Bundle 3
Resource of Ideas
Reading Wonders-Unit 1
-(WK3)(Compound sentences)pp. T162-T163, Grammar Practice pp. 1115
-(WK4)(Commas, Complex Sentences)pp. T226-T227, T255(ELL),
Grammar Practice pp. 16-20
-(WK5)(Run-on Sentences &Fragments)pp. T290-T291, T319(ELL),
Grammar Practice pp. 21-25
Reading Wonders-Unit 2
-(WK5)(Prepositional Phrases, Punctuating Titles, letters)pp. T290-T291,
T319(ELL), Grammar Practice pp. 46-50
Evidence of Learning
-Students highlight prepositions
and prepositional phrases in
previous writing
- Quiz
-Interactive Read-Aloud whole
group discussion
-Author/Writer Talk
-Quiz
-Daily writing exercises, Reader’s
Notebook, and Writer’s Notebook
-Teacher observation during
Writer’s Workshop
- Around the House the Fox Chased the Mouse by Rick Walton
-Conjunctions and Interjections ppt.
-Write Source pp. 428-429, 598-599
L.2
(5.6.5)
(5.6.7)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
b. Use a comma to separate an
introductory element from the rest of the
sentence.
c. Use a comma to set off the words yes
and no (e.g., Yes, thank you.), to set off
a tag question from the rest of the
-Comma in a series pp.45-50
-Short Introductory Elements video
-Students work in groups of 3.
One student says a complete
sentence, a second student says,
“semi-colon-however-comma” and
the third student ends with another
complete sentence.
-Quiz
-Evidence in Writer’s Notebook
and Reader’s Notebook
Language and Word Study
L.4
(5.1.4)
L.5
(5.1.3)
(5.1.5)
sentence (e.g., It's true, isn't it?), and to
indicate direct address (e.g., Is that you,
Steve?).
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.
b. Use common, grade-appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
photograph, photosynthesis).
Deduce the meaning of more
complex words using knowledge of
Greek and Latin roots
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
Demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings.
a. Interpret figurative language, including
similes and metaphors, in context.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Use the relationship between
particular words to better understand
-Teaching for Comprehending and Fluency pp. 534-539
-Word Matters
-Greek Roots Games
G5 - Bundle 3
-Guiding Readers and Writers
Weekly Buddy Study Activities
pp. 32-35
-Quiz
-embedded through vocabulary strategies within Reading Wonders
Figurative Language
-Go Figure ppt.
Idioms
-Teaching for Comprehending and Fluency pp. 22-23
-Group Challenge
-Comic idioms
Synonyms, Antonyms, Metaphors
-Bass Cannot Play Bass by Carey Molter
-Thesaurus Rex by Laya Steinberg
-Create a cartoon using synonyms
or antonyms
-Quiz
-Interactive read-aloud whole
group discussion
-Create homograph slogans
Language and Word Study
each of the words (e.g., synonyms,
antonyms, homographs).
G5 - Bundle 3
-Ideas for Teaching Synonyms and Antonyms
-Furious Frogs Competition Game
-Homograph Game
Reading Wonders-Unit 1
-(WK2)(Idioms)pp. T88-T89, T124-T125(ELL)R/W Workshop pp.43,
Reading Wonders-Unit 2
-(WK2)(Similes &Metaphors)pp. T88-T89, T124-T125(ELL), R/W
Workshop pp.115
-(WK4)(Personification)pp. T216-T217, T252-T253(ELL), R/W Workshop
pp.143
Reading Wonders-Unit 4
-(WK5)(Similes &Metaphors)pp. T280-T281, T316-T317(ELL), R/W
Workshop pp.301
Reading Wonders-Unit 5
-(WK2)(Idioms)pp. T88-T89, T124-T125(ELL), R/W Workshop pp.331
Reading Wonders-Unit 6
-(WK5)(Personification)pp. T280-T281, T316-T317(ELL), R/W Workshop
pp.445
L.6
(5.5.5)
5.6.1
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases,
including those that signal contrast,
addition, and other logical relationships
(e.g., however, although, nevertheless,
similarly, moreover, in addition).
-6+1 Traits of Writing pp. 142-174
-Guiding Readers and Writers pp.423-424 (Writer Talk)
Identify and correctly use
prepositions/prepositional phrases,
appositive, main /subordinate clauses.
-6+1 Traits of Writing pp. 92-93
-Like a Hundred Drums by Annette Greismann
-Word Choice Post-It Note
-Writing Fix- Word Choice Activities
- Around the House the Fox Chased the Mouse by Rick Walton
-Author/Writer Talk
-Teacher anecdotal records from
conferences during Writing
Workshop
-District writing prompt to be given
to students for anecdotal records
and teacher evaluation
-Students highlight prepositions
and prepositional phrases in
previous writing
- Quiz
Language and Word Study
G5 - Bundle 3
-Write Source pp. 428-429, 598-599
Reading Wonders-Unit 6
-(WK5)(Prepositional Phrases)pp. T290-T291, T319(ELL) , Grammar
Practice pp. 121-125
5.6.2
Use transitions and conjunctions to
connect ideas.
-6+1 Traits of Writing pp. 92-93
Reading Wonders-Unit 1
-(WK3)(Compound Sentences)pp. T162-T163, T191(ELL), Grammar
Practice pp. 111-115
-(WK4)(Complex Sentences)pp. T226-T227, T255(ELL), Grammar
Practice pp. 116-120
Reading Wonders-Unit 4
-(WK4)(Transitions)pp. T222-T223, T254(ELL), R/W Workshop pp.288289
-List of Transition Words
-Write Source p. 429
Correlating CC/Learning Targets
L.1 b-d
L.2 a, e
L.3 a, b
5.6.6
SL.1 a-d
SL.2
SL.5
SL.6
Teacher Notes
-Interactive Read-Aloud whole
group discussion
-Author/Writer Talk
-Quiz
-Daily writing exercises, Reader’s
Notebook, and Writer’s Notebook
-Teacher observation during
Writer’s Workshop
-Quiz
-Daily writing exercises, Reader’s
Notebook, and Writer’s Notebook
-Teacher observation during
Writer’s Workshop