5th Grade Language Arts
Curriculum 2008
Course:
Unit
1
Theme
Meeting Challenges
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lessons:
Scott
Foresman: 18L-18M "Understood Betty"
IN
Academic Resources: pages 23-24 Readers Theater
Sample Lessons:
Scott
Foresman: 42L Concept Vocabulary Web
IN
Academic Resources: pages 25-26 Ancient Words,
Modern Worlds
Sample Lessons:
Scott Foresman: page 97 Sequence
IN Academic Resources: pages 59-60 The Outline
RESOURCES
Scott Foresman Unit 1 All Stories
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Scott Foresman Unit 1 "Thunder Rose"
Indiana Academic Resources
6+1 Writing Traits
Scott Foresman IN Daily Practice Book page
15 Context Clues
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Scott Foresman Unit 1 "Satchel Paige"
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor;
Students' science (or social studies) texts
Course:
ASSESSMENT
Students read aloud independently.
Use rubric to assess.
Scott Foresman IN Unit Benchmark
Tests: Unit 1 Test 2 pgs. 14-16
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
5.1.1 Read aloud appropriate grade level
text and expository text fluently and
accurately and with appropriate timing,
changes in voice, and expression.
accuracy
expression
fluency
5.1.2 Use Word origins to determine the
meaning of unknown words.
word origin
concept vocabulary
Outline of a section of the Science or 5.2.2 Analyze text that is organized in
Social Studies Text
sequential or chronological order.
sequence
chronological
clue words
outline
organization
inflection
timing
tone
Unit
1
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 1
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lessons:
Scott Foresman: "Frindle" page 25
IN Academic Resources: pages 113-114 Contrasting
Characters
Sample Lessons:
Scott Foresman: "Frindle" page 41g
IN Academic Resources: pages 113-114 Contrasting
Characters
RESOURCES
Scott Foresman Unit 1 "Frindle"
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor;
Students' science (or social studies) texts
Scott Foresman Unit 1 Frindle
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Sample Lessons:
"Scott Foresman Unit 1 "Island of the Blue
Scott Foresman Grammar and Writing Book: pages 134- Dolphins" (excerpt) and Weslandia
137, 200-203, 62-65
Indiana Academic Resources
Scott Foresman: "Island of he Blue Dolphins" pages
6+1 Writing Traits
89e and 89f
SF The Grammar and Writing Book
IN Academic Resources: pages 233-234 Performing
Grammar and Writing Practice Book pages: 9with Prepositions
11 and 57-59
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Course:
ASSESSMENT
Compare/Contrast two main
characters from "Frindle" or
On My Honor
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
5.3.3 Contrast the actions, motives, and
appearances of characters in a work of
fiction and discuss the importance of the
contrasts to the plot or theme.
Terminology
compare
contrast
characteristics (personalities,
appearances, values)
actions
motives
reputation
plot
theme
Character sketch - use rubric to score 5.5.1 Write narratives (stories) that:
establish a plot, point of view, setting, and
conflict; show, rather than tell, the events
of the story.
narrative
character sketch
voice
word choice
Grammar and Writing Practice Book 5.6.1 Identify and correctly use
cumulative reviews pages 12 and 60 prepositional phrases, appositives, main
clauses, and subordinate clauses.
preposition
prepositional phrases
appositives
main clauses
subordinate clauses
appositives
Unit
Unit 1
(cont.)
special note: appositives not taught in SF,
no sample instruction for appositives in
IN Resource Book
SF teaches dependent and independent
clauses rather than calling them main and
subordinate
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 1
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lessons:
Scott Foresman Grammar and Writing Book: pages 5053, 74-77, 218-221, 253-254
6+1 Writing Traits: Conventions
"Scott Foresman Unit 1 All Stories
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Sample Lessons:
Scott Foresman: "Shutting Out the Sky" 133d/
Interview
IN Academic Resources: pages 263-264 What Do You
Know?
"Scott Foresman Unit 1 "Shutting Out the Sky"
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Sample Lessons:
Scott Foresman: "Shutting Out the Sky" page 128
discussion/comprehension questions
"Scott Foresman Unit 1 All Stories
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Sample Lessons:
"Scott Foresman Unit 1 All Stories
Select a short instructional video such as "Math: Why Indiana Academic Resources
Do I Need It". Have students take notes about the
6+1 Writing Traits
presentation skills of the instructors/actors in the video. Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Sample Lessons:
"Scott Foresman Unit 1 All Stories
Scott Foresman pages 139a - 139f Personal Narrative Indiana Academic Resources
(Writing)
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Write personal narrative.
Assess capitalization as part of the
rubric for conventions.
5.6.6 Use correct capitalization
Literacy Group: Question Writer
or
following the encyclopedia activity
from IRB, assess the questions that
the students wrote as part of the
activity
5.7.1 Ask questions that seek information
not already discussed.
Terminology
Unit
capitalization
Unit 1
(cont.)
Students' written responses to oral
5.7.3 Make inferences or draw conclusions inference
reports given as assessment for 5.7.6 based on an oral report.
conclusions
and 5.7.11
IN Academic Resources: Classroom
Assessment pages 229-302
5.7.6 Use volume, phrasing, timing, and
volume
gestures appropriately to enhance meaning. phrasing
timing
gestures
Use rubric to assess each student's
personal narrative.
5.7.9 Deliver narrative (story)
presentations that: establish a situation,
plot, point of view, and setting with
descriptive words and phrases; show,
rather than tell, the listener what happens.
personal narrative
topic
6+1 traits of a good narrative (ideas,
organization, voice, word choice,
fluency, conventions)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lessons:
Scott Foresman: "Shutting Out the Sky" 133b/
Paraphrase
IN Academic Resources: pages 295-296 It's a
Challenge
RESOURCES
"Scott Foresman Unit 1 All Stories
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: Soup; No Talking; The BFG;
Number the Stars; Island of the Blue Dolphins;
On My Honor
Course:
ASSESSMENT
IN Academic Resources: Classroom
Assessment pages 229-302
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
5.7.11 Deliver oral responses to literature
that: summarize important events and
details; demonstrate an understanding of
several ideas or images communicated by
the literary work; use examples from the
work to support the conclusions.
Terminology
summarize
paraphrase
draw conclusions
evidence
Unit
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lessons:
Read aloud Talking Walls then discuss the emotions
symbolized by walls. Follow up with a 3-minute free
write on the topic of walls.
2
Doing the Right Thing
RESOURCES
Scott Foresman Unit 2 "The Ch`i-Lin Purse",
"The Call of the Sea", "Wedding Tradition",
and "The Lion and the Mouse".
Indiana Academic Resources page 125 (A and
B)
A copy of Talking Walls by Margy Burns
Knight
6+1 Writing Traits
Possible Novels: A Castle in the Attic; Gentle
Ben; Holes; Honus and Me; Rosa Parks; On
My Honor; Bread and Roses, too,
Sample Lesson:
Scott Foresman Unit 2 "Passage to Freedom"
Scott Foresman "Passage to Freedom" page 185l Parts IN Daily Practice Book
of a Book
Possible Novels: A Castle in the Attic; Gentle
IN Daily Practice Book pages 179-180 I, Spy
Ben; Holes; Honus and Me; Rosa Parks; On
My Honor; Bread and Roses, too;
Sample Lessons:
"Scott Foresman Unit 2 All Stories
Scott Foresman 207K Internet Activity (5-day plan)
Indiana Academic Resources
Explore Good Deeds in Folktales
Sweet Clara and the Freedom Quilt
6+1 Writing Traits
Possible Novels: A Castle in the Attic; Gentle
Ben; Holes; Honus and Me; Rosa Parks; On
My Honor; Bread and Roses, too,
Sample Lessons:
IN Resources pages 235-236 Misuse Mania
Scott Foresman 207f, 229f, 253f
Scott Foresman Grammar and Writing Book pages 30,
34, and 38
"Scott Foresman Unit 2 All Stories
Indiana Academic Resources
Access to the internet
6+1 Writing Traits
Possible Novels: A Castle in the Attic; Gentle
Ben; Holes; Honus and Me; Rosa Parks; On
My Honor; Bread and Roses, too
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
After having the students read "The
Ch`i-Lin Purse" (190), "Wedding
Traditions" (187), and the Lion and
the Mouse" (206), read aloud "The
Call of the Sea" (186M). Have the
students compare the traditions and
teachings in the stories from different
lands.
5.3.6 Evaluate the meaning of patterns and tradition
symbols that are found in myth and
symbolism
tradition by using literature from different moral
eras and cultures.
IN Daily Practice Book pages 69-70
5.4.4 Use organizational features of printed
text, such as citations, endnotes, and
bibliographic references, to locate relevant
information.
After completing the internet activity,
have the students take notes as you
read Sweet Clara and the Freedom
Quilt. Tell them to pay close
attention to Clara's character
development. Have the students
complete the IN Resource pages 215216.
Have students write a short selection
requiring the use of several of the
examples of misused verbs. Evaluate
the use of the examples plus the use
of other verbs within the selection.
5.5.2 Write responses to literature that:
demonstrate an understanding of a literary
work; support judgments through
references to the text and to prior
knowledge; develop interpretations that
exhibit careful reading and understanding.
fact/opinion
judgments
interpretations
references
5.6.3 Identify and correctly use appropriate
tense (present, past, present participle, past
participle) for verbs that are often misused
(lie/lay, sit/set, rise/raise).
verb
verb tense (present, past, present
participle, past participle)
regular verbs
irregular verbs
Unit
2
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 2
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lessons:
Scott Foresman pages 161d
Persuasive Speech
Listen to a Persuasive Speech
IN Academic Resources pages 279-281 "Fascinating
Persuasion"
RESOURCES
"Scott Foresman Unit 2 "Inside Out"
Indiana Academic Resources
6+1 Writing Traits
Possible Novels: A Castle in the Attic; Gentle
Ben; Holes; Honus and Me; Rosa Parks; On
My Honor; Bread and Roses, too
Course:
5th Grade Language Arts
Curriculum 2008
ASSESSMENT
STANDARD/BENCHMARK
Provide the students with 3 examples
of print advertisement. Have the
students identify, analyze and critique
the samples.
5.7.7 Identify, analyze, and critique
persuasive techniques, including promises,
dares, flattery, and generalities; identify
faulty reasoning used in oral presentations
and media messages.
Terminology
persuasive
identify
analyze
critique
flattery
generalities
faulty reasoning
Unit
Unit 2
(cont.)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
3
Theme
Inventors and Artists
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lessons:
Scott Foresman Unit 3: prereading activity for
"Leonardo's Horse" pages288-289 (tie in use of the
word "theme" in relationship to main idea)
Scott Foresman Unit 3 -"Leonardo's Horse";
pages 288-289
Scott Foresman Unit 3 - skill transparency 12
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Sample Lesson:
Scott Foresman: "Leonardo's Horse" pages 300-301
(fact or opinion)
Scott Foresman: "The Dinosaurs of Waterhouse
Hawkins" pages 316-317
Scott Foresman Unit 3 "Leonardo's Horse";
Practice Book page 116;
Scott Foresman Unit 3 "The Dinosaurs of
Waterhouse Hawkins"
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Indiana Academic Resource Lesson: Conflict in
Literature, pages 109-112
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Indiana Academic Resources: pages 117-120
"What's It All About?"
Where the Forest Meets the Sea by Jeannie
Baker
("Main Idea" and "Theme" are treated as being
same in this series.)
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Sample Lesson:
Indiana Academic Resources pages 109-112 "Conflict
In Literature"
Sample Lesson:
Where the Forest Meets the Sea,
Indiana Academic Standards: pages 117-120
(tie in the relationship between the terms "theme" and
"main idea")
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Selection Test: 45-48, 53-56, 105-108, 5.2.3 Recognize main ideas presented in
Benchmark Test: Unit 3
texts, identifying and assessing evidence
that supports those ideas.
Selection Test: 33-36, 49-52, 113-116, 5.2.5 Distinguish among facts, supported
Benchmark Test: Unit 3
inferences, and opinions in text.
Terminology
main idea
details
summary
theme
statement of fact
statement of opinion
supported inferences
Indiana Academic Resource
Classroom Assessment: Literary
Analysis: Fiction (pages 153-155)
5.3.2 Identify the main problem or conflict individual vs. society
of the plot and explain how it is resolved. individual vs. nature
individual vs. self
conflict
Indiana Academic Resource
Classroom Assessment: Literary
Analysis: Fiction (pages 159-161,
question 8)
Assessment of "Main Idea"
referenced in standard 5.2.3
5.3.4 Understand that theme refers to the
central idea or meaning of a selection and
recognize themes, whether they are
implied or stated directly.
theme
main idea
plot
implied
Unit
3
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 3
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lesson:
Scott Foresman Unit 3 "Leonardo's Horse" pages 315e315f
SF Grammar and Writing Book pages 116-117; 122123
SF Grammar Writing and Practice book pages 41-54
Sample Lesson:
Indiana Academic Resources: pages 265-270 "Get The
Message?
Scott Foresman: page 287d Students listen to the
Audio Text of Wings for the King, followed by having
them answer questions that interpret the speaker's
intentions. This activity is also repeated for other
stories in this unit, including bring in blues music for
them to respond to after reading the story about
Mahalia Jackson.
Sample Lesson:
Indiana Academic Resources: pages 271-274 "It's
Evidently True" (Students write a short persuasive
speech.)
Scott Foresman: pages 287k (Day 5), 315k (Day 5),
345k (Day 5), and 383k (Day 5)
RESOURCES
Scott Foresman Unit 3 "Leonardo's Horse"
SF Grammar and Writing Book
SF Grammar and Writing Practice Book
6+1 Writing Traits
Indiana Academic Resource Lesson "Get the
Message" (pages 265-270)
Scott Foresman Teacher's Edition: Unit 3 pages 287d, 345d, 363d
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Indiana Academic Resource Lesson "It's
Evidently True" (pages 271-274)
Scott
Foresman Teacher's Edition: Unit 3 -pages
287k, 315k, 345k, 383k
Possible Novels: Sally Ride; The Lost Star;
BioBook Selection; George Washington Carver;
Levi Strauss; Chocolate by Hershey; Around
the World in Eighty Days
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
SF Grammar and Writing Book pages 5.6.3 Identify and correctly use appropriate tense
124-125
tense (present, past, present participle, past present participle
participle) for verbs that are often misused. past participle
(lie/lay, sit/set, rise/ raise)
Indiana Academic Resource
5.7.2 Interpret a speaker's verbal and
Classroom Assessment for Standard nonverbal messages, purposes, and
7: Listening and Speaking (pages 299-perspectives.
310)
reading between the lines
verbal cues
nonverbal cues
purpose
perspective
Indiana Academic Resource
5.7.5 Clarify and support spoken ideas
Classroom Assessment for Standard with evidence and examples.
7: Listening and Speaking (pages 299310)
evidence
persuasive
thesis
main point
supporting evidence/examples
Unit
Unit 3
(cont.)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
4
Theme
Adapting
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lesson:
SF Word Study and Spelling Practice Book 157, 158
(homophones)
Synonym, Antonym, Homonym, Homograph practice
booklet
6+1 Writing Traits Word Study
SF Word Study and Spelling Practice Book
Teacher created Synonym, Antonym,
Homonym, Homograph practice booklet
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Sample Lesson:
Scott Foresman Unit 4 "Weslandia"
Scott Foresman Unit 4 "Weslandia" pages 392-393
Scott Foresman Unit 4 "The Gymnast"
Scott Foresman Unit 4 "The Gymnast" pages 484-485 See SF pages. 411b for complete list for Ret
IN Daily Practice Book 153, 157, 158, 186, 193,
each/Review
197,198,253, 257, 258, 276, 296 (drawing conclusions) Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Sample Lesson:
Discuss the poem, draw conclusions/inferential;
metaphor/inferential; character/ inferential; compare
and contrast/inferential; tone/inferential .
Reading Poetry SF pages. 504-507
Poetry Resource Unit
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Sample Lesson:
SF pages 444, Par. 1-3 Author's purpose
6+1 Writing Traits
SF. "Exploring Ants"
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
6+1 Writing Traits
Scott Foresman Unit 4 "The Gymnast" Writing
Workshop
SF Writing Transparencies
SF Grammar and Writing Book
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Sample Lesson:
Examine a model Transparency WP 22;Traits of a
good story Trans. WP 23, Story Chart WP24, Good
Beginnings Trans. WP 25;Revising WP26, Editing,
WP27, Self-evaluation WP 28 Grammar and Practice
Book pages 172, 173, 174, 175
Course:
ASSESSMENT
Dictation Sentences pages. 457j
Synonyms, Antonyms, Homonyms,
and Homographs Assessment Sheet in
booklet.
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
5.1.3 Understand and explain frequently
used synonyms, antonyms, and
homographs (words that are spelled the
same but have different meanings).
Selection Test 61-64, 77-80, 101-104: 5.2.4 Draw inferences, conclusions, or
Benchmark Test Units 4, 6
generalizations about text and support
them with textual evidence and prior
knowledge.
Terminology
homophones
homographs
homonyms
synonyms
antonyms
conclusions
idioms
inference
generalization
textual evidence
prior knowledge
Write a poem about a time they felt
they didn't fit in or about how an
animal adapts to its environment.
5.3.1 Identify and analyze the
exaggeration, metaphor, tone
characteristics of poetry, drama, fiction,
and nonfiction and explain the
appropriateness of the literary forms
chosen by an author for a specific purpose.
IN Daily Practice Book pages 176
Author's purpose
5.3.7 Evaluate the author's use of various
techniques to influence readers'
perspectives.
Scoring rubric on 509f
5.4.2 Write stories with multiple
plot
paragraphs that develop a situation or plot, setting
describe the setting, and include an ending.
author's purpose
Unit
4
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 4
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lesson:
IN Resource Book pages 187-188 Thesaurus Forage
"Scott Foresman Unit 4 page 483l Thesaurus
Sample Lesson:
6+1Writing Traits - Kristina Smeckens - Teaching
Word Choice Unit
IN Daily Practice Book 189-190
Sample Lesson:
Scott Foresman Unit 4 "Stretching Ourselves"
pages 435g-435h 5 day writing workshop
Sample Lesson:
Grammar Transparency 17, Grammar and Writing
Practice Book pages 65,66, 67
Scott Foresman Grammar Unit 4 "Stretching
Ourselves" Pronouns and Antecedents 435e-435f
Sample Lesson:
IN Academic Resources Book pages 289-294
Scott Foresman Unit 4
Each story has an internet connection inquiry 5 day
plan. Choose one story to identify the questions,
navigate and search, analyze, synthesize, and
communicate.
411K, 435K, 457K, 483K,509K
RESOURCES
Scott Foresman Unit 4 "The Stormi Giovanni
Club"
IN Daily Practice Book
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
6+1 Writing Traits
Scott Foresman Unit 4 "The Stormi Giovanni
Club"
IN Daily Practice Book
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
6+1 Writing Traits
Scott Foresman Unit 4 "Stretching Ourselves"
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
6+1 Writing Traits
Scott Foresman Grammar Unit 4 "Stretching
Ourselves"
SF Grammar and Writing Book
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Scott Foresman Unit 4
IN Academic Resources Book
Possible Novels: Mrs. Frisby and the Rats of
NIMH; Call of the Wild; Hatchet
Course:
ASSESSMENT
IN Daily Practice Book pages 189190
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
5.4.7 Use a thesaurus to identify
alternative word choices and meanings.
Writing Workshop assignment "Letter 5.5.5 Use varied word choices to make
of Advice" /SF 483G - Use scoring writing interesting.
rubric on 483h to assess.
Scoring rubric on page 435h
thesaurus
alternative
thesaurus
word choice
5.5.6 Write for different purposes and to a journal entry
specific audience or person, adjusting tone audience
and style as appropriate.
tone
style
Grammar and Practice Book pages 68 5.6.4 Identify and correctly use modifiers
(words or phrases that describe, limit, or
qualify another word) and pronouns
(he/she, she/her, they/their, it/its).
Student/Teacher created Scoring
Rubric for presentations
Terminology
pronouns
antecedents
modifiers
5.7.10 Deliver informative presentations controlling topic/idea
about an important idea, issue, or event by frame questions
the following means: frame questions to
develop the topic
direct the investigation; establish a
controlling idea or topic; develop the topic
with simple facts, details, examples, and
explanations.
Unit
Unit 4
(cont.)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
5
Theme
Adventurers
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lesson:
Scott Foresman Unit 5 "Talk with an
Scott Foresman: "Talk with an Astronaut" page 581,
Astronaut"
lessons - i and j (spelling words with Greek word parts) Spelling Practice Book pages 89-92
Possible Novels: Incident at Hawk's Hill; Sally
Ride; Indian in the Cupboard; Ranger's
Apprentice
Sample Lesson:
Scott Foresman Unit 5 "Shipwrecked"
Scott Foresman: "Shipwreck" pages 536 - 537
IN Daily Practice Book: pages 213 and 217
Graphic Sources
Skill Transparency Book page 22
Possible Novels: Incident at Hawk's Hill; Sally
Ride; Indian in the Cupboard; Ranger's
Apprentice
Sample Lesson:
Scott Foresman Unit 5 "Journey to the Center
Scott Foresman: "Journey to the Center of the Earth"
of the Earth"
pages 603g and 603h
Writing Transparencies pages 24A and 24B
6+1 Writing Traits
Possible Novels: Incident at Hawk's Hill; Sally
Ride; Indian in the Cupboard; Ranger's
Apprentice
Sample Lesson:
Scott Foresman: "The Three-Century Woman" pages
535e and 535f (contractions)
IN Academics Standards Resource page 241(roots,
bases, prefix, suffix, syllable construction)
Scott Foresman: "The Three-Century Woman"
SF Word Study and Spelling Practice Book
IN Academics Standards Resource
Possible Novels: Incident at Hawk's Hill; Sally
Ride; Indian in the Cupboard; Ranger's
Apprentice
Course:
ASSESSMENT
SF Spelling Practice Book page 91
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
5.1.4 Know less common roots
common roots
(graph=writing, logos = the study of,) and syllables
word parts (auto = self, bio = life) from
Greek and Latin and use this knowledge to
analyze the meaning of complex words.
IN Daily Practice Book pages 213 and 5.2.1 Use the features of informational
informational text
217
texts, such as formats, graphics, diagrams, graphic sources
illustrations, charts, maps, and
formats
organization, to find information and
support understanding.
Scoring Rubric page 603h
5.5.4 Write persuasive letters or
compositions that: state a clear position in
support of a proposal; support a position
with relevant evidence and effective
emotional appeals; follow a simple
organizational pattern, with the most
appealing statements first and the least
powerful ones last; address reader
concerns.
IN Academic Resources page 243-245 5.6.7 Spell roots or bases of words,
prefixes, suffixes, contractions, and
syllable constructions (in for ma tion)
correctly.
persuasive
proposal
relevant
effective
organizational pattern
voice
roots
bases
prefix
suffix
syllable construction
Unit
5
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 5
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lesson:
Scott Foresman Unit 5 "Ghost Towns of the
Scott Foresman: " Ghost Towns of the American West" American West"
page 625d Debate
Possible Novels: Incident at Hawk's Hill; Sally
Ride; Indian in the Cupboard; Ranger's
Apprentice
Sample Lesson:
Scott Foresman Unit 5 "The Three-Century
Scott Foresman: "The Three-Century Woman"
Woman"
page 535l (Print Sources)
IN Academic Resources
IN Academic Resources: pages 283-286 Media Under a Possible Novels: Incident at Hawk's Hill; Sally
Microscope
Ride; Indian in the Cupboard; Ranger's
Apprentice
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
Analyze students' presentations based 5.7.4 Select a focus, organizational
on point of view and organization.
structure, and point of view for an oral
presentation.
organizational structure
point of view
debate
SF Indiana Daily Practice Book
pages 209 and 210
media sources
information
entertainment
persuasion
interpretation
transmission
5.7.8 Analyze media as sources for
information, entertainment, persuasion,
interpretation of events, and transmission
of culture.
Unit
Unit 5
(cont.)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
6
Theme
The Unexpected
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lesson:
Scott Foresman "At the Beach" pages 638-650 and
Scott Foresman " The Eagle and the Bat " Pages 652
& 653
Discussion questions on pages 650 and 653
Scott Foresman Unit 6 "At the Beach" and
"The Eagle and the Bat"
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the
Twisters; Alabama Moon; No Promises in the
Wind; The Teacher's Funeral; Where the Red
Fern Grows
Sample Lesson:
Scott Foresman "At the Beach" pages 638-650 Strategy
Response Log - Pages 638 & 645 (story elements chart)
Scott Foresman "The Hindenburg" page 725g
(outlining)
Scott Foresman Unit 6 "At the Beach"
and "The Hindenburg"
Writing Transparencies 29A
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the Twisters;
Alabama Moon; No Promises in the Wind; The
Teacher's Funeral; Where the Red Fern Grows
Sample Lesson:
6+1 Writing Traits
Scott Foresman "The Mystery of St. Matthew Island" Scott Foresman Unit 6 "The Mystery of Saint
Page 673l (TE) Construct Time Line (Historical Dates) Matthew Island"
IN Daily Practice Book
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the
Twisters; Alabama Moon; No Promises in the
Wind; The Teacher's Funeral; Where the Red
Fern Grows
Course:
ASSESSMENT
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Compare/Contrast the two stories
5.3.6 Evaluate the meaning of patterns and
emphasizing the lessons taught within symbols that are found in myth and
the stories.
tradition by using literature from different
eras and cultures.
Terminology
genre
legend
myth
tradition
era
culture
Scott Foresman Writing Workshop
pages 673h Day 3 and Day 4
(outline only)
5.4.1 Discuss ideas for writing, keep a list
or notebook of ideas, and use graphic
organizers to plan writing.
Practice Book - Pages 269 & 270
Construct Time Line
5.4.3 Write informational pieces with
Time Line
multiple paragraphs that: present important
ideas or events in sequence or in
chronological order; provide details and
transitions to link paragraphs; offer a
concluding paragraph that summarizes
important ideas and details.
Unit
6
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Unit 6
(cont.)
Theme
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
Sample Lesson:
Scott Foresman "The Mystery of St. Matthew Island"
page 673g
Writing transparency 27A Taking Notes
IN Resource Book pages 181-182 Explanation
Expedition
RESOURCES
Scott Foresman Unit 6 "The Mystery of Saint
Matthew Island"
IN Resource Book
Possible Novels: The Not Just Anybody Family,
The House of Dies Drear, Night of the Twisters,
Alabama Moon, No Promises in the Wind, The
Teacher's Funeral, Where the Red Fern Grows
Sample Lesson:
IN Resource Book pages 219-222
6+1 Writing Traits - teaching organization, teaching
ideas and content, teaching word, choice, teaching
conventions
IN Resource Book
6+1 Writing Traits
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the
Twisters; Alabama Moon; No Promises in the
Wind; The Teacher's Funeral; Where the Red
Fern Grows
Sample Lesson:
Scott Foresman "The Mystery of Saint Matthew Island"
pages 673e-673f conjunctions
SF Grammar and Writing Book pages 66-67 transitions
Scott Foresman Unit 6 "The Mystery of Saint
Matthew Island"
SF Grammar and Writing Book
SF Grammar and Writing Practice Book
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the
Twisters; Alabama Moon; No Promises in the
Wind; The Teacher's Funeral; Where the Red
Fern Grows
Course:
ASSESSMENT
IN Resource Book page 181
Assess each group's note cards.
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
Unit
5.4.5 Use note-taking skills.
Unit 6
(cont.)
Scoring rubric developed by teacher
and students prior to writing draft.
5.5.3 Write research reports about
important ideas, issues, or events by using
the following guidelines: frame questions
that direct the investigation; establish a
main idea or topic; develop the topic with
simple facts, details, examples, and
explanations; use a variety of information
sources, including firsthand interviews,
reference materials, and electronic
resources, to locate information for the
report.
Students write a friendly letter which 5.6.2 Use transitions and conjunctions to transitions
contains at least 10
connect ideas.
conjunctions
transitions/conjunctions.
connectors (SF sometimes uses
connector interchangeably with
transition or conjunction)
5th Grade Language Arts
Curriculum 2008
Course:
Unit
Theme
Unit 6
(cont.)
See attached resource unit.
Poetry
ACTIVITIES/INSTRUCTIONAL
STRATEGIES
RESOURCES
Sample Lesson:
(quotation marks)
SF Grammar and Writing Book pages 218-219
SF Grammar and Writing Practice Book pages 113-114
Grammar Transparency 29
Scott Foresman Unit 6 "The Hindenburg"
SF Writing Transparency Book
SF Grammar and Writing Practice Book
SF Grammar transparency Book
Possible Novels: The Not Just Anybody Family;
The House of Dies Drear; Night of the Twisters;
Alabama Moon; No Promises in the Wind; The
Teacher's Funeral; Where the Red Fern Grows
All lessons included in attached resource unit.
See attached resource unit.
Course:
ASSESSMENT
SF Grammar and Writing practice
Book pages 115-116
See attached resource unit.
5th Grade Language Arts
Curriculum 2008
STANDARD/BENCHMARK
Terminology
5.6.5 Use a colon to separate hours and
quotation marks
minutes, and to introduce a list; use
quotation marks around the exact words
of a speaker and titles of articles, poems,
songs, short stories, and chapters in
books; use semi-colons and commas for
transitions.
See attached resource unit for benchmarks See attached resource unit.
5.1.5, 5.3.1, 5.3.5, 5.4.1, 5.4.7, 5.4.8,
5.4.9, 5.4.10, 5.5.2, 5.5.5 5.7.6
Unit
Unit 6
(cont.)
Poetry
Poetry Resource Unit
Grade 5
Resources:
Browning, Robert
Poetry for Young People
“The Pied Piper of Hamelin: a Children’s Story “
(edited version)
“Pippa’s Song”
Carroll, Lewis
Poetry for Young People
“Jabberwocky”
“The Walrus and the Carpenter”
Dahl, Roald
Revolting Rhymes
“Goldilocks and the Three Bears”
“Little Red Riding Hood”
“The Three Little Pigs”
Fletcher, Ralph
A Writing Kind of Day
“Bedroom Ocean”
“Metaphor”
Fletcher, Ralph
Poetry Matters
Frost, Robert
Poetry for Young People
A Patch of Old Snow
Hughes, Langston
Poetry for Young People
“I, Too”
“Words Like Freedom”
Janczka, Paul B.
The Place My Words Are Looking For
“Mosquito”
“Puzzled”
“Underwater Wibbles”
“We Heard Wally Wail”
Kipling, Rudyard
Poetry for Young People
“How the Camel Got His Hump”
“The Benefactors”
Lear, Edward
Poetry for Young People
“The New Vestments”
Manlove, Donald C. (edited by)
The Best of James Whitcomb Riley
“Little Orphant Annie”
Poe, Edgar Allan
Poetry for Young People
“The Lake”
Prelutsky, Jack
It’s Raining Pigs and Noodles
“I Am Stuck Inside a Seashell”
“I Am Winding Through a Maze”
“I’m a Noted Liar”
“I’m Roaring Like a Lion”
Riley, James Whitcomb
Riley Child-Rhymes with Hoosier Pictures
“Little Orphant Annie”
Sandburg, Carl
Poetry for Young People
“Arithmetic”
“Fog”
Scholastic – anthology of poems
They’re Poets and They Know It!
Haiku
Limericks
“The Road Not Taken” - Robert Frost
Silverstein, Shel
Runny Babbit
“The Funny Bamily”
“Runny’s Hand-New Brat”
“Runny Stets Gretched”
Silverstein, Shel
Where the Sidewalk Ends
“Captain Hook”
“For Sale”
“The Fourth”
“Listen to the Mustn’ts”
“Magic”
“One Inch Tall”
“Snowman”
Goals for Poetry Unit
5.1.5 Understand and explain figurative use of words in
similes and metaphors.
5.3.1 Identify and analyze the characteristics of poetry, drama,
fiction, and nonfiction and explain the appropriateness
of literary forms chosen by an author for a specific
purpose.
5.3.5 Describe the function and effect of common literary
devices, such as imagery, metaphor, and symbolism.
5.4.1 Discuss ideas for writing; keep a list of ideas.
5.4.7 Use a thesaurus to identify alternative word choices and
meanings.
5.4.8 Review, evaluate, and revise writing for meaning and
clarity.
5.4.9 Proofread one’s own work, as well as the work of others,
using an editing checklist.
5.4.10
Edit and revise writing to improve meaning and
focus through adding, deleting, combining, clarifying,
and rearranging words and sentences.
5.5.2 Write responses to literature that: demonstrate an
understanding of the work; support judgments through
references to the text and prior knowledge; develop
interpretations that exhibit careful reading and
understanding.
5.5.5 Use varied word choices to make writing interesting.
5.7.6 Use volume, phrasing, timing, and gestures to enhance
meaning.
Lessons and Activities
Day 1
Introduction
Read Aloud: Shel Silverstein
Where the Sidewalk Ends
“Captain Hook”, “Magic”, “One Inch Tall”, ”For Sale”
on overheads
Set Goals:
to recognize the power of poetry
5.3.1 identify and analyze the characteristics of poetry
5.1.5 understand and explain figurative use of words in
similes and metaphors
5.4.1 Discuss ideas for writing; keep a list of ideas.
Guided Reading:
Ralph Fletcher
Poetry Matters pages 3-29
story about poems as Christmas presents 3-5
when everyone else is silent 6-7
“Forget – Me- Not” 8 - take time to discuss
hundred yard sprint 9
3 pillars of poetry 10
“Dawn” page 11 skip rest of 11
Jane Yolen quote 12
skip rest of 12, 13, and 14 until last line of 14
tribute to Ann Marie Cargill 15
“The Magic of Life Experience”
Poems Speak the Unspeakable 16
“Divorce” read aloud 2 times – students read silently once
then take time to discuss
XRAY; “poemspeak”; 17
“My Mom” 18 - read aloud twice
Don’t say too much 18-19 “Shelby’s Star”
Charles Simic quote (20)
Images 20-21
5 senses 22-23
“My Old Dog” 23
“Polliwogs” 24 – reread once – have students read it
silently once then talk about it
simile and metaphor page 25
“My Shoes” 25
skip in one yard 26 to end of poem on 27
discuss how “even the house smells happy”
can be true 27
discuss “the sky holds the earth in it’s arms”
personification 28
symbolism 28
Stop Poetry Matters here for today
Read Frost’s “The Road not Taken” They’re Poets and
They Know It (6) and talk about symbolism
Assignment – have students bring in examples of similes,
metaphors, symbolism, and personification –offer reward,
extra credit – whatever works to motivate your lowest
students – Have students begin keeping lists of ideas
Review/Closure Simile, metaphor, symbolism, and imagery
Read Robert Frost Poetry for Young People
“A Patch of Old Snow” (34)
Day 2
Introduction
Jack Prelutsky It’s Raining Pigs and Noodles
“I Am a Noted Liar” (58)
“I’m Roaring Like a Lion” (66)
Review simile, metaphor, symbolism, imagery, personification – Have students share any that they brought
to class
Set Goal: 5.5.5 Use varied word choices
Poetry Matters
poems have rhythm 30-31
“Wallowing” 32
poetic license 32-33
separate meaning of words – ok to stretch 33-34
alliteration 34
“When the Roses Revolted” 34-35
skip 36 and 37
The Dark Gray Clouds 38
repetition 38 and 39
“Little Old Me” 40 - kids read twice silently
read again aloud and discuss rhythm and repetition
skip to 47
begin on 48 If you want to write a poem…
“Today My Mother’s Heart Is Stopped”
What you see 50
“Magazine”
skip to 51 Look at your own world – great grist for
poems
skip to concerns about the world 53
skip to If you want to send a message
they let us feel it too
Read Langston Hughes Poetry for Young People
“I, Too” (page 22)
“Words Like Freedom” (page 38)
Review
rhythm
alliteration
finding ideas for poems
Assignment – add 10 ideas to the lists you have started
(ideas for poems)
Close with Ralph Fletcher A Writing Kind of Day
Venus Fly Trap (Rap) (20)
and examples of alliteration in tongue twisters
Sally sells sea shells by the sea shore
Peter Piper picked a peck of pickled peppers
A big black bug bit a big black bear and made the big
black bear bleed blood
Day 3
Introduction
Jack Prelutsky It’s Raining Pigs and Noodles
“I Am Stuck Inside a SeaShell”
Hold that thought as we are going to talk about shape
a little later today
Review
alliteration, symbolism, personification, simile, metaphor
examples – examples from students
Set Goals
5.4.1 ideas for writing
5.4.8 / 5.4.10 review, evaluate, revise writing
5.4.9 proofread one’s own writing
Ralph Fletcher – Poetry Matters
quote from XJ Kennedy 59
discuss what “languid wrenches” means
read 59 – 60
“The Subway” (61) 1st only then skip to 62
consider the shape
Soda 62-63-64-65
Prelutsky – I Am Winding Through a Maze
(116) and Janeczka – Poem 139
read 65-66-67-68 to single image
skip to use white spaces
read 69-70 -- don’t get lost
skip to End with a Bang 71-72 to consistent winner
for me
Have students choose an idea from their lists and begin
a poem
remind them to think fragments first use words that help
us feel or creat images
share with partners
Review/Closure
Shape, space, ending with a bang
Read Little Orphant Annie from J.W. Riley, Riley Child
Rhymes
Day 4
Introduction
Lewis Carroll from Poetry for Young People
Jabberwocky (page 26)
Review:
simile, metaphor, word choice
Set Goals:
5.5.5 use varied word choices to make writing interesting
5.7.6 use volume, timing, phrasing, and gestures
appropriately to enhance meaning
Ralph Fletcher – Poetry Matters
quote from Lewis Carroll 80
read 80 and 81
skip sunset
read “Robin” 82
82-83
“Do You Carrot All for Me” 84
onomatopoeia 84
At Grandma’s House 85
skip 85 and 86
trouble shooting 87-99
Have students write a group poem. Choose a topic that
everyone knows about. One student writes on CB as
others brainstorm a list of words that match the topic.
In small groups (3-4) have students write a poem
about the chosen topic using words and ideas from
the list on the CB. Words and ideas not on the CB may
be used in order to enhance the meaning, improve the
rhyme or rhythm. Be sure they read them aloud as
they go. Collect these for tomorrow (Whatever they
have)
Review:
word choice, timing, phrasing
Close with Rudyard Kipling – from Poetry for Young People
Verses from “How the Camel Got His Hump” 16-17
Day 5
Introduction
Roald Dahl’s Revolting Rhymes
Goldilocks and the Three Bears 31
Set Goals:
5.5.5 varied word choice
5.3.1 characteristics of poetry
5.4.8 review, evaluate, revise
Review simile, metaphor, personification, symbolism,
alliteration, onomatopoeia, and imagery
hand back and continue group poems
have students revise them and rewrite
Share if time
Close with Paul Janeczka Selected Poems
The Place My Words Are Looking For
“Puzzled” 51
and with
Runny Babbit Shel Silverstein
Runny Stets Gretched (48) “The Funny Bamily” (6)
“Runny’s Hand New Brat” (9)
Day 6
Introduction
Paul B. Janeczka – Place My Words Are Looking For
“Mosquito” 12
Set Goals:
5.4.1 ideas for writing – keep list
5.4.7 use thesaurus to identify alternative word choices
and meanings
5.3.1 identify and analyze characteristics of poetry:
syllables in haiku
Ralph Fletcher Poetry Matters
Read 110-112 - haiku
Read about Haiku 112-113 - ode
Read Haiku in They’re Poets and They Know It – last page
emphasize characteristics
Do the Haiku in They’re Poets …have the characteristics
Listed on 113 in Poetry Matters?
Guided practice writing Haiku
Use the starters –
Fill in the 7 syllable line
Green elms in the woods
_______ _______ _______ ______ ______ ______ ______
Standing tall and proud
Fill in the 7 syllable line
Sitting in my class
______ ______ ______ ______ _______ _____ _____
wishing spring would come
Independent writing
List 10 ideas/topics
Write a few rough drafts
Use dictionaries and thesauruses to revise and rewrite the
rough drafts
Remember to keep your own voice throughout the haiku
Share with partners ( 3 to a group)
Did they understand your Aha?
Select the best haiku of the ones that you wrote and share
them with the whole class
Review:
Form – haiku – word choice – magery
Close with Edward Lear – Poetry for Young People
“The New Vestments” (38)
Day 7
Introduction;
Read Robert Browning – Poetry for Young People
“The Pied Piper of Hamelin” 10-14
talk about imagery, rhyme, rhythm
emphasize difference of story in poetic verse vs
story in prose
Set Goals:
5.4.1 ideas for writing – keep list
5.4.7 use thesaurus to identify alternative word
choices
5.3.1 identify and analyze characteristics of poetry –
limericks
They’re Poets and They Know It
(Scholastic)
page 16 and 17
talk about the beat and rhyme scheme
There was a young lady whose chin
resembled the point of a pin
so she had it made sharp
and purchased a harp
and played several tunes with her chin
1st,2nd,and 5th lines = 3 beats 7-10 syllables
3rd and 4th lines = 2 beats 5-7 syllables
rhyme scheme usually AABBA
The Limerick Page –
Assign one poem to 2 partners
Have them read their assigned poem aloud
(after practicing)
Write a class limerick – emphasize rjythm, rhyme,
and word choice
Review
Rhythm, rhyme, word choice
Close with: (discuss meaning of flue and flaw before reading)
A flea and a fly in a flue
Were caught, so what could they do?
Said the fly, “Let us flee.”
“Let us fly”, said the flea.
So they flew through a flaw in the flue.
Day 8
Introduction:
There was and old man from Peru
who dreamed he was eating his shoe.
He awoke in the night
with a terrible fright
and found out that it was quite true.
There once was a fellow named Tim
whose dad never taught him to swim.
He fell off a dock
and sunk like a rock,
and that was the end of him.
Set Goals;
5.5.5 use varied word choices
5.7.6 use volume, phrasing, and timing to enhance
meaning
5.4.8 review, evaluate, revise writing
Write your own limericks.
Write at least two limericks then give them to a classmate.
Have the classmate read them out loud to you. Do they
have the right rhythm and rhyme? Do the words fit? Do they
sound like you thought they would?
Read some of the limericks aloud to the class.
Review:
Talk about rhyme, rhythm, and word choice as used in
limericks read aloud
Any that should be read over the intercom?
(We could wait until all classes have completed the unit
and do a limerick week during the announcements.)
Close with – Roald Dahl’s Revolting Rhymes
“Little Red Riding Hood” (41)
Day 9
Introduction
Roald Dahl’s Revolting Rhymes
“The Three Little Pigs”
Set Goals:
5.7.6 use volume, phrasing, and timing to enhance
meaning
5.1.1 read aloud grade level appropriate text
Have students split into groups of 3-4. Have poetry books
available for the groups’ use. Each group is to select a
poem to read aloud. Each student must participate.
Parts of the poem may be read aloud as a group or
Individuals may read parts aloud. The title and author
must be included.
Points may be earned by memorization.
Students should find ways to make their presentation
memorable. (see rubric)
Review:
Voice, volume, timing
Close
Robert Browning Poetry for Young People
Pippa’s Song (9)
Day 10
Introduction
Edgar Allen Poe
“The Lake” (12)
Talk about how not all poetry is humorous
Set Goals:
5.7.6 use volume, phrasing, and timing to enhance
reading
5.1.1 read aloud grade level appropriate text
Allow time for groups to work on their poems
Have them practice presentations.
If time, have them complete the alliteration work sheet (green)
Review:
Alliteration, onomataopoeia, simile, metaphor
Close with
Silverstein Where the Sidewalk Ends
“The Fourth” 15
Paul Janeczka The Place My Words Are Looking For
“The Underwater Wibbles” by Jack Prelutsky (17)
“We Heard Wally Wail” by Jack Prelutsky (19)
Day 11
Introduction:
Rudyard Kipling Poetry for Young People
“The Benefactors”
Talk about some poets using their poems to make serious
points. Use vocab on page to prepare students for
reading
Read “The Benefactors” twice aloud – use overhead
Have the students read the poem silently – use
Overhead
Ask students to share what they think the poem is
about. Ask for evidence. Ask students what
happens to each new invention of war (replaced by
another more powerful)
May want to discuss why we have wars
What does the last line of the next to last stanza
mean? “Turned and abolished all” Does the author
have hope for mankind?
Set Goals:
5.3.1 Identify and analyze the characteristics of poetry
Why the author chooses poetry to make his point
Discuss the difference between writing this message as a
statement of fact and as a poem.
Imagery, word choice, power
Have students practice their group presentations.
Have students review their lists of ideas and add to them.
Have students think about writing their next poem.
Homework assignment – to choose an idea for a poem.
This one will be written independently.
Review:
Personification
Close with
Shel Silverstein – Where the Sidewalk Ends
“Snowman” (65)
Lewis Carroll Poetry for Young People
“The Walrus and the Carpenter”
Have the students point out examples of personification
Day 12
Introduction:
A tree toad loved a she–toad
who lived up in a tree.
He was a two-toed tree toad
but a three-toed toad was she.
The two-toed tree toad tried to win
the three-toed tree toad’s heart,
For the two-toed tree toad loved the ground
that the three-toed tree toad trod.
But the two-toed tree toad tried in vain,
He couldn’t please her whim
From her tree toad bower
With her three-toed power
The she-toad vetoed him.
Set Goals:
5.7.6 use volume, phrasing, timing, and gestures to
enhance meaning
5.5.5 use varied word choices to make writing interesting
Students present their group poems.
Use rubric to score each group
Use the rest of the period to work on independent poems
Day 13
Introduction:
Carl Sandburg
“Arithmetic”
Poetry for Young People
Work on independent poems
When ready, share with one or two others, then revise
Set Goals:
5.5.2 write responses to literature that demonstrate an
understanding of the work
Homework or in class
Give students a copy of “Listen to the Mustn’ts” (27)
“Fog” Shel Silverstein Where the Sidewalk Ends
Have them use the response sheet provided to analyze
the poems
Day 14
Read independent poems
Review concepts/terms for test – use overhead
Set Goals:
Review all prior goals
Vocabulary
Techniques
Day 15
Assessment
Save last 5 minutes to conclude with
“The Creation” from James Wendell Johnson’s
“God’s Trombones”
James Weldon Johnson, ed. (1871–1938). The Book of American
Negro Poetry. 1922.
The Creation
James Weldon Johnson (1871–1938)
(A Negro Sermon)
AND God stepped out on space,
And He looked around and said,
“I’m lonely—
I’ll make me a world.”
And far as the eye of God could see
Darkness covered everything,
Blacker than a hundred midnights
Down in a cypress swamp.
5
Then God smiled,
And the light broke,
10
And the darkness rolled up on one side,
And the light stood shining on the other,
And God said, “That’s good!”
Then God reached out and took the light in His hands,
And God rolled the light around in His hands
15
Until He made the sun;
And He set that sun a-blazing in the heavens.
And the light that was left from making the sun
God gathered it up in a shining ball
And flung it against the darkness,
20
Spangling the night with the moon and stars.
Then down between
The darkness and the light
He hurled the world;
And God said, “That’s good!”
25
Then God himself stepped down—
And the sun was on His right hand,
And the moon was on His left;
The stars were clustered about His head,
And the earth was under His feet.
30
And God walked, and where He trod
His footsteps hollowed the valleys out
And bulged the mountains up.
Then He stopped and looked and saw
That the earth was hot and barren.
35
So God stepped over to the edge of the world
And He spat out the seven seas;
He batted His eyes, and the lightnings flashed;
He clapped His hands, and the thunders rolled;
And the waters above the earth came down,
The cooling waters came down.
40
Then the green grass sprouted,
And the little red flowers blossomed,
The pine tree pointed his finger to the sky,
And the oak spread out his arms,
45
The lakes cuddled down in the hollows of the ground,
And the rivers ran down to the sea;
And God smiled again,
And the rainbow appeared,
And curled itself around His shoulder.
50
Then God raised His arm and He waved His hand
Over the sea and over the land,
And He said, “Bring forth! Bring forth!”
And quicker than God could drop His hand.
Fishes and fowls
55
And beasts and birds
Swam the rivers and the seas,
Roamed the forests and the woods,
And split the air with their wings.
And God said, “That’s good!”
60
Then God walked around,
And God looked around
On all that He had made.
He looked at His sun,
And He looked at His moon,
65
And He looked at His little stars;
He looked on His world
With all its living things,
And God said, “I’m lonely still.”
Then God sat down
70
On the side of a hill where He could think;
By a deep, wide river He sat down;
With His head in His hands,
God thought and thought,
Till He thought, “I’ll make me a man!”
75
Up from the bed of the river
God scooped the clay;
And by the bank of the river
He kneeled Him down;
And there the great God Almighty
80
Who lit the sun and fixed it in the sky,
Who flung the stars to the most far corner of the night,
Who rounded the earth in the middle of His hand;
This Great God,
Like a mammy bending over her baby,
85
Kneeled down in the dust
Toiling over a lump of clay
Till He shaped it in His own image;
Then into it He blew the breath of life,
And man became a living soul.
90
Amen. Amen.