Groveport Madison Local Schools
Course of Study
Unit Name: Playing With Words
Grade Level: 5
Nine Week Period: 1st
Approximate Number of Weeks: 4
Overview: Reading classic poetry provides students a chance to explore and appreciate language.
Students bring in a book about an important figure, such as an artist or an inventor, as a
springboard for writing about their own interests and for researching famous scientist. Students
explore word origins, compare literal and figurative language, and present a poem they have
written. Students write an opinion essay in response to the essential a question.
Unit Strands and Content Statements
1. 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.
2. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
3. 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.
4. RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
5. RF 5.3(a) Use combined knowledge of all letter-sound correspondences, syllabication, patterns, and
morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out
of context.
6. W.5.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
7. SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) on grade 5 topics and texts, building on other’ ideas and expressing their own clearly.
8. SL.5.1(a) Come to discussions prepared, having read or studied required material; explicitly draw on
the preparation and other information known about the topic to explore ideas under discussion.
9. SL.5.1(b) Follow agreed upon rules for discussion and carry out assigned roles.
10. L.5.5 Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
Enduring Understanding:
Effective readers use a variety of strategies to make sense of the ideas and details presented
in text.
Analyzing texts for a structure, purpose, and viewpoint allows an effective reader to gain
insight and strengthen understanding.
Word analysis and decoding skills are foundational for success as a reader.
Effective research presents an answer to a question, demonstrates understanding of the
inquiry, and properly cites information from multiple sources.
Comprehension is enhanced through a collaborative process of sharing and evaluating
ideas. Effective readers and writers use knowledge of the structure and context of language
to acquire, clarify, and appropriately use vocabulary.
Use multiple sources and appropriate communication tools to locate, investigate, organize
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Grade: 5
Unit 2: Playing with Words
and communicate information on a public issue.
Explain the relationship between those in power and individual citizens in a democracy, a
dictatorship and a monarchy.
Play with vocabulary to discover literal and figurative, and word origins while researching
important people and writing about language.
Appreciation of poetry
Research and important person
Word origins
Comparing literal and figurative language
Reflective essay
Essential Questions
1. Why (and how) do we play with language?
2. What do good readers do?
3. Am I clear about what I just read?
4. Author’s choice: Why does it matter?
5. What makes a story a “great story”?
6. How do sounds and letters create words?
7. When a word doesn’t make sense, what can I do?
8. What do good researchers do?
9. “Cut and Paste:” What’s the problem?
10. What makes collaboration meaningful?
11. Making meaning from a variety of sources: What will help?
12. How do I use what I know to figure out what I don’t know?
13. How are civic ideals translated into practice?
14. How does governmental authority affect citizens’ rights?
Learning Targets “I Can Statements”
(Correspond with Bloom’s Taxonomy)
1. I can read classic and humorous stories and
poems. (RL.5.2)
2. I can conduct research on people of interest,
notably scientists. (W.5.7)
3. I can create digital presentations. (RF.5.3)
4. I can write responses to a variety of literature
and poetry. (RI.5.1)
5. I can participate in group discussions about
poetic techniques and figurative language. (L.5.5)
6. I can define theme. (RL.5.2)
7. I can analyze details in a text to determine
theme. (RL.5.2)
8. I can define summary. (RL.5.2)
9. I can compose a summary starting the key points
of the text. (RL.5.2)
10. I can quote accurately from a text. (RI.5.1)
11. I can define inference and explain how a reader
uses direct quotes from a text to reach a logical
conclusion. (RI.5.1)
12. I can read closely and find answers explicitly in
text and answers that require an inference. (RI.5.1)
Level of Bloom’s Taxonomy (Correspond with
Learning Targets)
1.Knowledge
2. Skill
3. Product
4. Reasoning/Understanding
5. Skill
6. Knowledge
7. Reasoning/Understanding
8. Knowledge
9. Product
10. Skill
11. Reasoning/Understanding
12. Skill
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Grade: 5
Unit 2: Playing with Words
13. I can analyze an author’s words and find quotes
needed to support both explicit and inferential
questions. (RI.5.1)
14. I can identify general academic words or
phrases in a text. (RI.5.4)
15. I can identify domain specific words or phrases
in a text. (RI.5.4)
16. I can use various strategies to determine the
meaning of general academic and domain-specific
words and phrases in a text. (RI.5.4)
17. I can locate and use resources to assist me in
determining the meaning of unknown words and
phrases. (RI.5.4)
18. I can recognize that letters and combinations of
letters make different sounds. (RF.5.3)
19. I can use my knowledge of consonant blends,
long-vowel patterns and short-vowel patterns to
decode words. (RF.5.3)
20. I can analyze the structure of words by finding
compound words, roots, prefixes, suffixes, and
syllables. (RF.5.3)
21. I can use my analysis of word structure to help
me decode unfamiliar multi-syllabic words.
(RF.5.3)
22. I can define research and explain how research
is different from other types of writing. (W.5.7)
23. I can focus my research around a central
question that is provided or determine my own
research worthy question. (W.5.7)
24. I can choose several sources and gather
information to answer my research questions.
(W.5.7)
25. I can analyze the information found in my
sources and determine if it provides enough support
to answer my question. (W.5.7)
26. I can read or study materials to be discussed.
(SL.5.1)
27. I can list important information about the topic
to be discussed. (SL.5.1)
28. I can identify and follow the agreed upon rules
for discussion and carry out assigned role. (SL.5.1)
29. I can ask questions when I do not understand.
(SL.5.1)
30. I can stay on topic by making comments about
the information being discussed. (SL.5.1)
31. I can make connections between the comments
of others. (SL.5.1)
32. I can explain my own ideas and tell what I’ve
learned from a discussion. (SL. 5.1)
33. I can define and identify various form of
figurative language. (L.5.5)
13. Skill
14. Knowledge
15. Knowledge
16. Skill
17. Skill
18. Knowledge
19. Skill
20. Reasoning/Understanding
21. Skill
22. Reasoning/Understanding
23. Skill
24. Skill
25. Reasoning/Understanding
26. Skill
27. Knowledge
28. Product
29. Skill
30. Skill
31. Skill
32. Skill
33. Knowledge
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Grade: 5
Unit 2: Playing with Words
34. I can distinguish between literal language and
figurative language. (L5.5)
35. I can recognize when an author is using idioms,
adages, and proverbs and determine his/her
intended meaning. (L.5.5)
36. I can recognize words relationships and use the
relationships to further understand each of the
words. (L5.5)
37. I can gather information from multiple sources
to better understand public issues.
34. Reasoning/Understanding
35. Reasoning/Understanding
36. Skill
37. Skill
Core Text
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•
•
•
•
•
•
•
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The Disappearing Alphabet by Richard Wilbur and David Diaz
The King Who Rained by Fred Gwynne
The Phantom Tollbooth by Norton Juster and Jules Feiffer
Casey at the Bat" by Ernest Lawrence Thayer
Joyful Noise: Poems for Two Voices by Paul Fleischman and Eric Beddows
"The Echoing Green" by William Blake
“Little Red Riding Hood and the Wolf” by Roald Dahl
“Eletelephony” by Laura Richards
“My Shadow” by Robert Louis Stevenson
Runny Babbit: A Billy Sook by Shel Silverstein
The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from Mexico with
Paintings by Mexican Artists by Naomi Shihab Nye
Suggested Supplemental Texts/Resources
1. Michelle Kwan: Heart of a Champion by Michelle Kwan as told to Laura James
2. Mae Jemison: Space Scientist by Gail Sakurai
Unit Diagnostic Assessment
Complete a K-W-L chart on figurative language
and word origins.
Formative Assessment (Highlighted assessments
required.)
1. 1. Entrance/Exit Slips
2. KWL
3. Dry Erase Boards
4. Daily Journal Question/Prediction
5. Character Trading Card completion (See
Activity List)
6. Graphic Organizer
7. Highlighting
8. Thumbs Up/Thumbs Down
9. Questioning
10. Small Group Discussion
11. Reader’s Theater Completion
12. BrainPop Quizzes—5 to 10 Questions for
each video. Quizzes may be taken online as
a class or printed for individual assessment.
Good Habits, Great Readers—Assessment
Handbook, Common Core Edition
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Grade: 5
Unit 2: Playing with Words
Suggested Activities
Vocabulary:
1. Similes (L.5.5)-a figure of speech in which
two unlike things are explicitly compared,
as in “she is like a rose.”
2. Metaphors (L.5.5)-a figure of speech in
which a term or phrase is applied to
something to which it is not literally
applicable in order to suggest a
resemblance, as in “A mighty fortress is
our God.”
3. Alliteration (L.5.5)-the commencement of
two or more stressed syllables of a word
group either with the same constant sound
or sound group. As in from stem to stern,
or with a vowel sound that may differ from
syllable to syllable, as in each to all.
4. Onomatopoeia (L.5.5)-the formation of a
word, as cuckoo, meow, honk or boom by
imitation of a sound made by or associated
with its referent.
5. Theme (RL.5.2)- a unifying or dominant
idea
6. Summary (RL.5.2)- a comprehensive and
usually brief abstract of previously stated
facts or statements
7. Quote (RI.5.1)-to repeat from a book,
speech or the like, as by the way of
authority, illustration, etc.
8. Inference (RI.5.1)- the act or process of
inferring
9. Explicit (RI.5.1)- fully and clearly
expressed or demonstrated; leaving nothing
merely implied
10. General academic words (RI.5.4)-different
ways to say the same thing, e.g., saunter
instead of walk.
11. Domain-specific words (RI.5.4)-words
specific to the content such as lava,
democracy or pulley.
12. Consonant blend (RF.5.3)- is a group of
consonants which have no intervening
vowel.
13. Long-vowel pattern (RF.5.3)- a pattern
where the vowel in the word says its name.
14. Short-vowel pattern (RF.5.3)- a pattern
where the vowel
15. Root (RF.5.3)- the form of a word after all
affixes are removed
16. Prefix (RF.5.3)- an affix placed before a
word base, or another prefix to modify a
term’s meaning
1. Poets use a variety of formats, rhyme
schemes, poems and meters. They also
use specific devices to make their
poems unique. As poetry is shared,
explicitly explain poetic techniques and
assist students in finding examples of
these (eg., similes, metaphors,
alliteration, and onomatopoeia).
Students may mark these with coded
Post-it notes as they are observed,
during whole class instruction.
Students will create a T-chart that
includes these literary techniques and
examples of each. After several days of
teacher instruction and modeling,
students will be able to create their own
poetry and use at least two of the
techniques discussed. Similes List
of Similes Fun Ways to Teach
Similes Metaphors List of
Metaphors Alliteration Alliteration in
Prose Onomatopoeia Examples of
Onomatopoeia List of
Onomatopoeia Spoonerism
2. Examine Ogden Nash poetry which is
witty and humorous. Explore the poetry
form for aphorisms ( a brief, forceful,
meaningful and concise statement or
observation) that Ogden Nash uses.
Ben Franklin also used this form of
writing to explain his philosophical
thoughts. Through Shared Writing,
model this poetry type format several
times for students. Students will then
write, illustrate, and share their own
aphorisms/epigrams. This activity may
take multiple days. Student products
may be complied into a class
“aphorism” book.
3. Ask students the question, “What
makes something funny?” The
discussion will focus on exaggeration,
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Grade: 5
Unit 2: Playing with Words
17. Suffix (RF.5.3)- an affix that follows the
element to which it is added
18. Syllable (RF.5.3)- an uninterrupted
segment of speech consisting of a vowel
sound, diphthong or a syllabic consonant,
with or without preceding or following
consonant sounds
19. Research (W.5.7)- diligent and systematic
inquiry or investigation into a subject in
order to discover or revise facts, theories or
applications
20. Central Question (W.5.7)- the main
question
21. Source (W.5.7)- a book, statement, person
etc, supplying information
22. Discussion (SL.5.1)- an act or instance of
discussing, consideration or examination
by argument or comment, etc., especially
to explore solutions
23. Connection (SL.5.1)- an association or
relationship
24. Main Idea (SL.5.5)- the most important or
central thought of a paragraph or larger
section of text, which tells the reader what
a text is about
25. Enhance (SL.5.5)- to raise to a higher
degree; intensify; magnify
26. Multimedia Component (SL.5.5)- a
component related to multimedia such as
TV, Video or computers
27. Visual Display (SL.5.5)- a display you can
see with the eye
embarrassment, the unexpected, things
can’t really happen, words with
multiple meanings, irony, sarcasm, etc.
Use the chart What Makes Something
Funny as you teach this concept.
Explicitly teach why each of these
make people laugh. Compare classic
and humorous poetry by reading and
writing poetry using this lesson from
the National Endowment for the
Humanities. Students may collaborate
with a partner as their information is
recorded on a Venn diagram. Share
ideas with the class.
4. Have students in pairs create “funny”
lines for each of the things on the What
Makes Something Funny chart (Poetry
G 1). Share them with other partners.
Have the listeners determine which
type of “funny” the lines incorporated.
5. Have students use the two websites
below to independently explore and
read funny poems. They will copy and
illustrate two of their favorite poems.
Students will be given time to practice
re-reading the poems to improve their
prosody, then they will read them aloud
to a partner, using expression and other
fluent reading strategies (reading
quickly and accurately). Extension:
have students work in small groups to
script poetry for choral readings, and
share with class.
Funny poems, poetry lessons, games, podcasts
Read and rate poems, poetry theatre, word
games
6. Read poetry selections from Houghton
Mifflin Expeditions pgs. 232-253.
(2001 or 2006 edition) Discuss
elements of poetry, sensory description,
rhythm, and humor in the writer’s craft
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Grade: 5
Unit 2: Playing with Words
lessons (mini lesson). Have students
talk about the elements in small groups,
draw pictures to represent each
element, and write a brief definition in
kid-friendly terms for each. Post these
where students can see for reference.
Next, have the students write sentences
that show the use of the elements, (e.g.,
an orange has a skin that is rough, it
smells sweet and sugary, it tastes juicy
and somewhat tart - for sensory
descriptions). Discuss the way each
student has written their sentences.
Have student close their eyes and
visualize descriptions, feel rhythm, or
expresses humor.
7. Additional poetry mentioned in this
unit are:
1. The Echoing Green (William Blake)
2. Little Red Riding Hood and the Wolf
(Roald Dahl)
3. Eletelephony (Laura Richards)
4. My Shadow (Robert Louis Stevenson)
5. Runny Babbit: A Billy Sook (Shel
Silverstein)
8. Interactively read aloud Frindle by
Andrew Clements, stopping often to
enjoy the humor and the message.
Prior to reading, give students a
purpose for listening. Using a graphic
organizer chosen by you to support the
learning, have students record their
findings (e.g., listen for descriptive
words (adjectives) that describe people,
places, or things in the story. Record
the nouns and the adjectives that
describe them).
9. Read a variety of informational and
narrative texts in shared reading about famous
people, including scientists and people who
had an impact on the history of the United
States. Record information about each person
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Grade: 5
Unit 2: Playing with Words
you read about on a chart. Students will
continue their research on a chosen person and
record their data on note cards. Organize
information into similar categories as those
used on the whole class chart. Have students
share their research through a mini research
report or project. From the student research,
add more information to the class chart!
(Informative/Explanatory)
10. Biography resources Biography Report
Organizer
11. Elizabeth Blackwell became the first
woman to earn a MD degree in
1849 (ReadWriteThink) In this unit the
students will discover other great firsts. Have
students work in small groups to gather
information on one of History’s firsts. Then
create an Acrostic poem with the name of their
person, using descriptive words about them
and their contribution(s).
12. Biographies for Children (Pitara Kids
Network) With your class, explore other
famous firsts. Begin by brainstorming a list of
people who have done something "first" (i.e.,
the first person on the moon, the first woman
to run for national elected office, the first
Latino to win the Nobel Prize). To start your
list, check out this month's entries on Amelia
Earhart and Jackie Robinson. Once you've
collected a list of firsts, divide your class into
small groups to conduct some research into the
lives of one of these people. Have each group
design a multimedia presentation to report their
research results to the rest of the class.)
13. Usborne Book of Scientists:from
Archimedes to Einstein, provides a list of
famous scientists for students to use in their
research. When conducting research, student
need to be taught that they should use at least
two different sources. They can be print and/or
digital. An idea for a presentation would be to
transfer biography report information into a
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Grade: 5
Unit 2: Playing with Words
biography poster and use to present
information to the class. See an example of a
biography poster.
14. Pick two of the biography presentations to
compare and contrast with each other, using a
venn diagram.
15. After teaching about Idioms explicitly, and
reading several texts such as The King Who
Rained by Fred Gwynne, that illustrate the
literal and figurative meaning of an idiom, ask
students to draw pictures of their favorite
idiom. Compile these illustrations into a class
book, which can be shared with younger
students. Challenge student to use idioms they
have learned in your daily writing and
speaking as well.
16. Use the three sites below to teach students
about figurative language. Have them read
examples, explore, and engage in activities.
Use the KidPix program to create humorous
art. Write a humorous poem using figurative
language to describe the picture. Extension:
create a poetry booklet using a brochure
template in the Pages program.
Power Point Presentations for teaching poetry
Teaching metaphors and similes with Brain
Pop
Figurative Language Rap
17. Explicitly teach students the difference
between thought bubbles and speech bubbles
when introducing dialogue. Use this poster to
help teach the difference. White out the
bubbles on several comic strips and photocopy
them for the class to use. Use can use this
Calvin and Hobbes example to begin with. It
only has speech bubbles in this example. Have
groups of students decide what might be going
on in each frame of the comic strip. After they
finish, encourage them to share their ideas with
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Grade: 5
Unit 2: Playing with Words
the class, as well as why they made those
inferences from the pictures. Students then add
their own dialogue and share with groups. Two
good lessons on using cartoons and comic
strips include: Resource #1 Resource #2
18. Have students in pairs and then
individually, create a comic strip using the
Comic Life program. Ask them to include
speech and thought bubbles, dialogue, and
captions. If you have Photo Booth on your
computer, you can take a variety of pictures to
use in the comic strip, or download various
class photos. Connect the idea of comics with
graphic novels, using graphic novels like
Rapunzel’s Revenge and Calamity Jack by
Shannon Hale. Explicitly explain this genre of
texts. Be careful to read the graphic novels
prior to reading them with the students to
ensure the appropriate nature of the text.
19. Explicitly teach what a biopoem is, create
one or two in shared writing, before they create
one on their own. Student will create a
Biopoems about a favorite sports hero, author,
poet, illustrator, artist, notable person in U.S.
history, scientist, or musician. They will
research their chosen person, record the
information (in their journals or on a graphic
organize), which will be used to write their
biopoem: They will explain why they chose the
words that were used in their poetry. With
guidance and support, students will create a
digital presentation of their biopoem.
(Informative/Explanatory)
Name of your person
Where he/she lived
When he/she lived
What did he/she do that made him/her famous?
What are some additional facts you found
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Grade: 5
Unit 2: Playing with Words
interesting?
20. Teachers will model humorous writing, in a
poem or story, based on something funny that
happening their own life. Teachers will
include figurative language, idioms, and a
variety of rich descriptive words. Students will
then write their own humorous story or poem
in which they will incorporate figurative
language or idioms that have been discussed.
They will share this with a classmate, asking
that classmate how he/she thinks the writing
could be improved.
21. After reading a variety of literature and
poetry, allow students to choose one of the
responses. Through a “quick write” students
will share their thoughts or feelings concerning
a specific poem or narrative story. (Narrative)
22. “Suggested texts for this unit: (Reading
Literature A 1) (Poetry G 1)
23. Explicitly teach students how to compare
and contrast two different text formats (poem
and informational text), such as in the poem
about baseball “Casey at the Bat” by Ernest
Lawrence Thayer, to We are the Ship: The
Story of Negro League Baseball by Kadir
Nelson, drawing on specific details from the
text. Model your teacher talk when jotting
down ideas from the texts. Record your
thinking on a two-sided chart, one side for the
poem and the other side for the story. With the
students input, put stickers by the information
that is similar. Have students work with a
partner to compare and contrast a different
poem and story and do their own two-sided
graphic organizer. Have students work in
double partner sets to share their findings.
24. With a partner, choose a poem, such as one
from the anthology Joyful Noise by Paul
Fleischman and Eric Beddows. Practice
multiple re-readings of the poem, deciding on
how to include expression, intonation, and
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Grade: 5
Unit 2: Playing with Words
varied pace, (procody) to dramatic perform this
poem together. Presentations can be done in
the classroom or in other classrooms.
25. As an individual and as a class, keep an
index card file of words and phrases learned
from the stories and poems in this unit,
especially homonyms (i.e., sea, sea; to, two,
too, etc.) and homophones, (i.e., weather,
whether). Keeping the words on index cards or
wall charts will help you when we sort words
by prefix, suffix, root words, meaning, spelling
feature, etc. (Note: This will be an ongoing
activity all year long.)
26. Teachers will explicitly teach students
about themes and variation in music.. Here is a
website to help with your own background
knowledge, to help you plan your explicit
instruction.
27. After you have explicitly taught theme and
variation in music, tell the students, “We will
listen to Benjamin Britten’s The Young
Person’s Guide to the Orchestra as a class. We
will discuss how the ideas of “theme and
variations” are expressed through music.” As
a class, we choose a common topic about
which to write in shared writing. Teachers and
students will share their thinking about the
music, their feelings, and thoughts as the
writing is done. Play a different piece of music
and have students do their own writing about
feelings and thought related to theme and
variations. As a whole class discuss the
similarities and differences in our writing, and
relate it to the “themes and variations” that
exist in music. (Music, Art, Media H 1)
28. Alliteration All Around (ReadWriteThink)
In this lesson, students learn about alliteration
from picture books by author/illustrator,
Pamela Duncan Edwards. Using the books'
illustrations for inspiration, students write
original alliterative sentences and share them
with the class. As the lesson continues,
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Grade: 5
Unit 2: Playing with Words
students practice using alliteration to create
acrostic poems, alphabet books, number books,
and tongue twisters. Noah Webster published
his American Dictionary of the English
Language in 1828. (ReadWriteThink)
29. Divide students into groups of five or six,
and provide each group with a dictionary and
some blank paper Spelling Patterns, “Go Fish”
Card Game (ReadWriteThink) . In this lesson,
students use a chart with fifty-two words
grouped by spelling patterns to make a card
game designed to help them recognize several
common English spelling patterns.
30. Reference word origins. Using this website
will allow the teacher and the student s to gain
a greater understanding of Greek and Latin
roots, including prefixes and suffixes. A class
chart may be constructed as these words are
introduced, including their origin, meaning,
and use. Students will refer to this chart often
as they write or as they participate in word
sorting activities.
31. Wrap up this unit by discussing with the
students when it is appropriate to use figurative
language or literal language. Students will
work with a partner, one using the word
“Figurative” as an “Acrostic Poetry” word. The
other using the word “Literal” as an “Acrostic
Poetry” word. They will then compare and
contrast their poetry definitions and share with
class members.
32.http://www.ckcolorado.org/units/5th_grade/
5_PoetryInterpretationandFigurativeLanguage.
pdf
Additional Resources:
http://t4.jordan.k12.ut.us/cbl/images/Fifth/%20
unit1i%20-%20additional%20resources.doc
Short-cycle
Assessment
End-of-Unit
Assessment
“Both Sides of the
End-of-Course
(Grades 9-12)
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Grade: 5
Unit 2: Playing with Words
See End-of-Unit
Assessment
Fence” by Teresa
Bateman (from OAA
2011 Released
Materials)
“In the Time of Silver
Rain” by Langston
Hughes (from OAA
2005 Released
Materials)
N/A
Differentiated Strategies
1. See Suggested Supplemental Guided Reading
Texts based on needs of students
2. Small Group based on reading level
3. Strategies for meeting the needs of all learners
including gifted students, English Language
Learners and students with disabilities can be found
at this site. www.cast.org
Differentiated Assessments
1. Follow Guided Reading process based
on needs of students
2. Annotated Notes of progress of
students
3. Senteo/Smart Response Quizzes
4. Create rubric based on Reading Skill
rather than Text
The Ohio Department of Education’s website offers additional ideas on instructional strategies
and resources. Ideas can be found at 111.ode.oh.state.us.
*Standard, Enduring Understanding, Essential Questions, Learning Targets, and Vocabulary
taken from the “The Common Core: Clarifying Expectations for Teachers and Students” Created
and Presented by Align, Assess, Achieve.*
*https://docs.google.com/a/gocruisers.org/document/pub?id=1MWW2dBk_aaXgpdPl5k4kE8ThCYuZsiG_w5u9bwo1K4*
14
Grade: 5
Unit 2: Playing with Words