RCD Curriculum Guide
5th Grade English Language Arts
Unit 5: Poetry and Drama
This unit guide is intended to be a resource tool to assist teachers in planning and pacing the RCD unit. These are suggestions of how to utilize the current curriculum. Teachers may supplement
with additional materials when necessary. The priority standards that are written in bold type are the focus for each week.
Notes for Unit 5: Poetry and Drama
 All suggestions are from HM Reading unless noted.
 HM: HM Reading Theme 1-6, HMJD: Houghton Mifflin Journey to Discovery, Extra Support: HM Extra
Support Handbook, Reteach Workbook: Houghton Mifflin English Reteach Workbook Blackline
Masters, and Workbook Plus: Houghton Mifflin English Workbook Plus Blackline Masters.
 Teachers should check through the questions for all HM stories listed under “Reading Literature”
for rigor. Teachers may need to write their own questions.
 Some standards are ongoing throughout the unit. They are listed below:
Reading Literature
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.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 text.5.RL.4 Determine the meaning of
words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language standards 4–6 for additional expectations.)(DOK2)
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.(DOK2)
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
5.RL.9 Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics.
5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. (DOK2)
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text.
Reading Informational Text
5.RI.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. (See grade 5 Language standards 4–6 for additional expectations.) (DOK2)
5.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (DOK2)
Language
5.L.2.e Spell grade-appropriate words correctly, consulting references as needed. (DOK1)
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).(DOK2)
Writing
5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (DOK4)
Speaking and Listening
5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations. .(DOK2)
Reading Foundational Skills
5.RF.4 Read with sufficient accuracy and fluency to support comprehension. (DOK1)
5.RF.4.a Read on-level text with purpose and understanding. (DOK1)
5.RF.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings(DOK1)
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Corresponding Big Ideas
Essential Questions
How do I recognize figurative language and interpret its meaning? 5.L.5.a
A good reader recognizes and explains the meaning of figurative language. 5.L.5.a
Why do authors use them? 5.L.5.a
A good reader uses word relationships to better understand vocabulary. 5.L.5.a
Can you explain the difference between a chapter in a book and a stanza in a poem? 5.RL.5
Good readers know that chapters, scenes, and stanzas fit together to provide the overall
structure. 5.RL.5
How can you prove you have read the story? 5RL.2
A good reader can use details in the text to determine the theme of a story, drama, or poem. 5RL.2
In comparing two or more texts, how do you learn about the characters?5.RL.3
A good reader compares and contrast characters, settings, or events using details from the story.
5.RL.3
How does the way a narrator or speaker feel influence writing? 5.RL.6
A narrator or speaker’s point of view influences how events are described. 5.RL.6
You and your brother are playing around in the living room and break your mom’s favorite picture
frame. Your mom wants to you and your brother to write a description of what happened. Do you think
the stories will be the same?5.RL.6
Comparing and contrasting stories helps you understand how genres have similar themes.5.RL.9
What always happens to the mean character in a fairy tale? Explain how you know?5.RL.9
A good writer uses correct grammar to make the reading easier to understand. 5.L.1.a.e
A good writer uses the correct punctuation when writing to create better understanding. 5.L.2.a.b.c.e
Effective readers understand how to use a variety of strategies in order to determine the meanings of
unfamiliar words and phrases.5.L.4.a.b.c
Have you ever read something that was hard to understand? Why is correct grammar essential in
writing?5.L.1.a.e
What would happen if we didn’t use punctuation? 5.L.2, 5.L.2.a.b.c.e
How do I use context clues to uncover the meaning of a word or phrase?
Using evidence drawn from text makes writing credible and powerful.5.W.9.a.b
If I can’t clarify a word’s meaning, how can I use reference material to help me?5.L.4.a.b.c
Working with others helps to gain a stronger understanding of a topic.5.SL.1.c.d5.SL.6 *not unwrapped
How do I convince people that I know what I’m talking about when I write? 5.W.9.a.b
Reading with expression and flow helps you to understand the text.5.RF.4.a
How can you learn more about an animal without looking at new information?5.SL.1.c.d 5.SL.6 *not
unwrapped
Why is reading with expression and flow important? 5.RF.4.a
How can I use the relationship between words(synonyms, antonyms, homographs) to better understand
their meaning?5.L.5.a
RUSD/ June 2014
Page 2 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
The week before starting the unit give Common Formative Assessment Unit PRE-TEST
Authentic Performance Task Engaging Scenario:
You are a music journalist for a well-known music magazine, The Rolling Stone. This month’s issue focuses on song lyrics. Your job is to choose your favorite song and
write about it. You will need to complete several tasks before your article is published. If your boss feels your magazine article is well written, it will be featured article.
Authentic Performance Task
Week 1
Task 1: Choose one of five
Beatles songs and begin your
research using at least two
sources. Write your
information on the template
provided.
Task 2: Write one paragraph
about the band’s background.
Include the following: names
of band members, when and
where the band was formed,
how the band’s name was
chosen, and three additional
interesting facts.
Vocabulary
Story Related
Vocabulary









poem
line
speaker
tone
stanza
imagery
rhyme
rhythm
prose
Reading Literature
Priority:
5.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 text.(DOK1-2)
Supporting:
5.RI.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.
(See grade 5 Language standards 4–6
for additional expectations.) (DOK2)
Language
Priority:
5.L.1 Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking(DOK1-2).
5.L.1.a Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.(DOK2-3)
5.L.2. Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing. (DOK1-2)
5.L.4.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 and to identify alternate word
choices in all l areas.(DOK2)
Writing
Priority:
Supporting:
5.W.10 Write routinely
over extended time
frames (time for
research, reflection, and
revision) and shorter
time frames (a single
sitting or a day or two)
for a range of disciplinespecific tasks,
purposes, and
audiences. (DOK4)
Speaking and Listening
Priority:
5.SL.1.c Pose and
respond to specific
questions by making
comments that
contribute to the
discussion and
elaborate on the
remarks of
others.(DOK2-3)
Supporting:
Do Tasks 1/2
Supporting:
5.L.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening.(DO1K)
5.L.3.a Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style.(DOK2)
RUSD/ June 2014
Page 3 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Suggested Materials
Integrating
Technology
Suggested Materials
5RL.1,2, 5
Th2 Focus on Poetry
TE F232-251
Model of song/lyrics
Examples of poetry elements
Smartboard
standard based
activities.
(Use poems at your discretion)
Suggested Materials
5.L.1/5.L.1.a
Teacher will need to supplement with daily
grammar, board work, and text embedded
activities.
PB pp. 135-136
5.RL.2
Ready Common Core- lesson 8
“Finding the Theme”
TE pgs. 76-83
Use to model APT,
TE 282-285
5.Rl.4
Teacher will need to supplement
Suggestions:
5.L.1a
HM Th 4 – Theme Resources
pp. R28-R30,
HM Th 6- Theme Resources
pp. R22-R23
Suggested Materials
5.W.10
Ready Common
Core- lesson 8
“Writing Activity”
TE pg. 84
Suggested Materials
5.SL.1.c.
Review:
HM Th1 – Effective
Conversations,
TE 105q-p
Ready Common CoreLesson 8
“Listening/Discussion
Activities” TE pg. 84
Review: Conjunctions, prepositions, and
interjections
5.L.3a
HM Th1- Theme Resources
pp. R22-R23
Poetry Patterns – Evan Moor
Poetry Writing Handbook- Teaching
and Learning Company
Expand, combine, and reduce sentences for
meaning.
Poetry Comprehension
Skills gr. 6- Steck Vaughn
RUSD/ June 2014
Page 4 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Authentic
Performance Task
Task 3: Write
one paragraph
on the origin/
background of
the song.
Week 2
Task 4: Write
one paragraph
on the message/
theme of the
song and what it
means to you.
Vocabulary
simile
metaphor
symbolize
refrain
personification
alliteration
onomatopoeia
rhyme scheme
hyperbole
Story
Related
Vocabulary
Reading Literature
Priority:
5.RL.1 Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text. (DOK1-3)
5.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 text. (DOK1-2)
5.RL.6 Describe how a narrator’s or speaker’s
point of view influences how events are
described.
5.RL.9 Compare and contrast stories in the
same genre (e.g. mysteries and adventure
stories) on their approaches to similar themes
and topics.
Language
Priority:
5.L.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (DOK1-2)
5.L.2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing. (DOK1-2)
5.L.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (DOK2)
Supporting:
5.L.3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.(DOK1)
Writing
Priority:
Supporting:
5.W.10 Write routinely over
extended time frames
(time for research, reflection,
and revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
(DOK4)
Speaking and Listening
Priority:
5.SL.1.d Review the key ideas
expressed and draw
conclusions in light of
information and knowledge
gained from the discussions
(DOK3).
Supporting:
Do Tasks 3/4
5.L.3.a Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.(DOK2)
Supporting:
5.RI.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. (See
grade 5 Language standards 4–6 for additional
expectations.) (DOK2)
RUSD/ June 2014
Page 5 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Suggested Materials
Integrating
Technology
Suggested Materials
Computers for
research and
biography.
5RL.1,5,9
Th2 Focus on PoetryTE F232-251 ( Use poems at your discretion)
Smartboard
standard based
activities.
PB pp. 135-136 (Supplement with Venn Diagram
for compare and contrast 5.RL.9)
5.RL.1
Extra Support- Drawing Conclusions,
pgs 164-165, 170-171
HM Th 4 Theme Resources p. R16-17
(Inferences)
HM Th 3 pgs 282-285Yankee Doodle/Lyrics,
Poems:
HM HMJD “Journey of Woolley Mammoth/
Fossils” TE 114-115 (focus-inference)
5.RL.2 –
Ready Common Core- lesson 15 “ Language and
Meaning” TE pgs. 151-158
Suggested Materials
Suggested Materials
5.L.1/5.L.1.a
Teacher will need to supplement with daily
grammar, board work, and text embedded
activities.
5.W.10
Continue:
HM Th3 – Write a Personal
Response, TE 334-335
5.L.1e
Ready Common Core- lesson 7
“Correlative Conjunctions” TE pg. 246
Teacher will need to
supplement with writing
prompts or topics
Suggested Materials
5.SL.1.d
Teacher will need to supplement.
Supplemental materials needed for
“either/or and neither/nor”
5.L.5/5.L.5.a
Ready Common Core- lesson 18
“Figurative Language” TE pg. 257
HM Th6 –
Imagery & Figurative Language, TE 622
(alliteration, metaphors, onomatopoeia,
personification or similes at teacher
discretion)
Poems: HMJD “Places/Names of Books”
TE 70 (focus–theme/message)
5.RI.4 – Teacher will need to supplement
(domain specific words –poems and drama)
RUSD/ June 2014
Page 6 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Week 3
Authentic
Performance Task
Task 5: Analyze
the lyrics. Is it free
or structured?
What can you tell
about the rhythm
and rhyme? Is
there a rhyming
pattern (AABB or
ABAB)? Did the
song writer use
any sensory
language, imagery,
or figurative
language (Ex:
alliteration,
metaphors,
onomatopoeia,
personification or
similes). Cite
examples to justify
your thinking.
Write your
information in the
template provided.
RUSD/ June 2014
Vocabulary
couplet
limerick
diamante
haiku
concrete
free verse
acrostic
Story Related
Vocabulary
Reading Literature
Priority:
5.RL.1 Quote accurately from a
text when explaining what the
text says explicitly and when
drawing inferences from the
text. (DOK1-3)
5.RL.6 Describe how a narrator’s
or speaker’s point of view
influences how events are
described.(DOK3)
Supporting:
5.RI.4 Determine the meaning of
general academic and domainspecific words and phrases in a
text relevant to a grade 5 topic or
subject area. (See grade 5
Language standards 4–6 for
additional expectations.) (DOK2)
Language
Priority:
5.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking. (DOK1-2)
5.L.1.e Use correlative conjunctions (e.g., either/or,
neither/nor). (DOK1-2)
5.L.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing. (DOK1-2)
5.L.2.d Use underlining, quotation marks, or italics to
indicate titles of works. (DOK1)
5.L.4.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 and to identify
alternate word choices in all l areas. (DOK2)
Writing
Priority:
Supporting:
5.W.10 Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames (a
single sitting or a day
or two) for a range of
discipline-specific
tasks, purposes, and
audiences. (DOK4)
Speaking and Listening
Priority:
5.SL.1.c Pose and respond to specific
questions by making comments that
contribute to the discussion and
elaborate on the remarks of others.
(DOK2-3)
5.SL.1.d Review the key ideas
expressed and draw conclusions in
light of information and knowledge
gained from the discussions. (DOK3)
5.SL.6 Adapt speech to a variety of
contexts and tasks, using formal
English when appropriate to task and
situation. (See grade 5 Language
standards 1 and 3 for specific
expectations.) (DOK2)
Do Task 5
Supporting:
Supporting:
5.L.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.(DOK1)
5.L.3.a Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.(DOK2)
Page 7 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Suggested
Materials
Internet access
Integrating
Technology
Suggested Materials
Computers
for research
and
biography.
5RL.1,5,9
Th2 Focus on PoetryTE F232-251
(Use poems at your discretion)
Smart board
standard
based
activities.
5.RL.2
HM Th6 Three Poems TE620-623
HM Th6–Comparing Poems,
TE 620-621
5.RL.1
Extra SupportDrawing Conclusions,
pgs 164-165, 170-171
HM Th 4 Theme Resources
p. R16-17 (Inferences)
5.RL. 7
Ready Common Core- lesson 21
“Analyze Visual Elements”
TE pgs. 215-222
RUSD/ June 2014
Suggested Materials
5.L.1/5.L.2/5.L.2.d
Teacher will need to supplement with daily grammar, board
work, and text embedded activities.
5.L.1.e
Correlative Conjunctions- Teacher will need to supplement –
5.L.3/5.L.3.a.
Revising Strategies Sentence Fluency (pronouns)
Reteach Workbook pgs 64-65
Workbook Plus pgs 110-111
Suggested Materials
5.W.10
Review:
HM Th3 Expository –
Writing a Biography,
TE 333m-n
Suggested Materials
5.SL.1.c/5.SL.1.d./5.SL.6
Use novel or story of the week to have
students discuss/Literature
Circles/Collaborative Groups
Ready Common Core-lesson 21
“Listening/ Discussion Activities”
TE pg. 223
5.L.4.c
Consult Reference Materials- Teacher will need to
supplement
5.L.5/5.L.5.a
HM Th6 – Imagery & Figurative Language, TE 622
(alliteration, metaphors, onomatopoeia, personification or
similes at teacher discretion)
Page 8 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Week 4
Authentic Performance Task
Task 6: Combining all of
your tasks, create your
magazine page for The
Rolling Stone publisher. You
must cite at the end of the
article the reference sources
you used to find your
information. You must also
design an illustration for the
cover page that represents
the Beatles song and what
the lyrics mean to you.
Vocabulary
drama
scene
dialogue
stage direction
props
acts
idiom
proverb
Story Related
Vocabulary
Reading Literature
Priority:
5.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 text. (DOK1-2)
Supporting:
5.RL.4 Determine the meaning of words
and phrases as they are used in a text,
including figurative language such as
metaphors and similes. (See grade 5
Language standards 4–6 for additional
expectations.)(DOK2)
5.RL.5 Explain how a series of chapters,
scenes, or stanzas fits together to provide
the overall structure of a particular story,
drama, or poem.(DOK2)
5.RL.7 Analyze how visual and
multimedia elements contribute to the
meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of
fiction, folktale, myth, poem).(DOK3)
Language
Priority:
5.L.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings. (DOK2)
5.L.5.a Interpret figurative language,
including similes and metaphors, in
context. (DOK2)
Supporting:
5.L.3.a Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.(DOK2)
5.L.3.b Compare and contrast the varieties
of English (e.g., dialects, registers) used in
stories, dramas, or poems.(DOK2)
5.L.5.b Recognize and explain the meaning
of common idioms, adages, and
proverbs.(DOK2)
Do Task 6
Writing
Priority:
Supporting:
5.W.10 Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
(DOK4)
Speaking and Listening
Priority:
5.SL.1.c Pose and respond
to specific questions by
making comments that
contribute to the
discussion and elaborate
on the remarks of others.
(DOK2-3)
5.SL.1.d Review the key
ideas expressed and draw
conclusions in light of
information and knowledge
gained from the
discussions. (DOK3)
5.SL.6 Adapt speech to a
variety of contexts and
tasks, using formal English
when appropriate to task
and situation. (See grade 5
Language standards 1 and
3 for specific expectations.)
(DOK2)
Supporting:
RUSD/ June 2014
Page 9 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Suggested Materials
Examples of figurative
language
Integrating
Technology
Computers for
research and
biography.
Smart board
standard based
activities.
Suggested Materials
5.RL.5
Ready Common Core- lesson 16
“ Understanding Structure”
TE pgs. 160-167
5.RL.7
HM Th 4- Focus on Plays
TE p. F 440
Introducing the Genre:
“The Case of the Runaway Appetite”
p. 442
PB pp. 269-270
Additional Reader’s Theatre and
Plays
Teacher will need to supplement
RUSD/ June 2014
Suggested Materials
5.L.5/5.L.5.a
HM Th6 – Imagery & Figurative
Language, TE 622
(alliteration, metaphors, onomatopoeia,
personification or similes at teacher
discretion)
Teacher will need to supplement
5.L.3.a.
Revising Strategies Sentence Fluency
(adverbs)
Reteach Workbook pgs 71-72
Workbook Plus pgs 121-122
Suggested Materials
Suggested Materials
5.W.10
HM Th4 Journal Writing
TE- F440, F442, F445,
F551 (Response to
drama)
5.SL.1.c/5.SL.1.d./5.SL.6
Use novel or story of the
week to have students
discuss/Literature
Circles/Collaborative
Groups
W.5.9a
Ready Common Corelesson 16 “ Writing
Activity”
TE pg. 168
Ready Common Corelesson 16 “Discussion
Activity”
TE pg. 168
5.L.5.b
Idioms
Ready Common Core-lesson 19 “Idioms”
TE pg. 258
Page 10 of 13
5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Week 5
Authentic
Performance Task
Vocabulary
compare
contrast
accurately
phrases
expand
combine
reduce
ideas
facts
main ideas
themes
Reading Literature
Priority:
5.RL.1 Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
(DOK1-3)
5.RL.9 Compare and contrast stories in the
same genre (e.g. mysteries and adventure
stories) on their approaches to similar
themes and topics(DOK2).
Supporting:
Story Related
Vocabulary
Suggested
Materials
Magazine format
RUSD/ June 2014
Integrating
Technology
Suggested Materials
Computers
for research
and
biography.
5.RL.1
HM Th6
Drawing Conclusions
TE 649c, 657,671a-b, 671q
Smart board
standard
based
activities.
Template for task 5 magazine layout“N” Drive
Language
Priority:
5.L.6 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) (DOK2).
Supporting:
5.L.3.a Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style.(DOK2)
Suggested Materials
5.L.6
Transitional words in writingTeacher will need to supplement –
5.L.3.a.
Revising Strategies Sentence Fluency
(prepositions)
Reteach Workbook pgs 78-79, 82-83
Workbook Plus pgs 133-134
Writing
Speaking and Listening
Priority:
Priority:
Supporting:
5.W.10 Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences.
(DOK4)
Supporting:
5.SL.4 Report on a topic or
text or present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main
ideas or themes; speak
clearly at an
understandable
pace.(DOK1-3)
Suggested Materials
Suggested Materials
5.W.10
HM Th6 –
Expository Compare and
Contrast Writing
TE 647m-n
(i.e. drama vs. poetry, fiction vs.
nonfiction, genre vs. genre)
5.SL.4
Review:
HM Th4 – Giving an Oral
Speech, TE363o-p
New:
HM Th2 – Dramatizing a
Scene, TE 157o-p
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5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
Unit 5 ELA 4-5 Weeks
M Week 1 Poetry
Standards-RL1/2-Infer, Quote, ThemeFind rhyming scheme, speaker, tone, and
theme for each poem
M Week 2 Poetry
Standards RL5/6-Fig. Language,
Point of View
Find-fig. lang. used, tone, speaker/point
of view for each poem
Introduce Vocab wk 2
T
Introduce Vocabulary wk1
W
Introduce Poetry PPT (on N Drive)
Review
Interjections
T
“Road Not Taken”
(on N drive)
Review
Prepositions
W
“Fame is a Bee”
(on N drive)
Complete poem quiz (on N Drive)
Complete poem quiz (on N drive)
Th
“Jimmy Jet”
“Sister for Sale”
(on N Drive)
Start Task #1 of APT
Review
Conjunctions
Th
“Ode to Pablo’s Shoes”
Pg250
HM Theme 4
F
“Civilization” pg240 in HM
Grammar/ Vocab Quiz 1 (on N drive)
F
Onomatopoeia
Poem by Eve Merriam (on N drive) used
with Todd Rundgren song (on YouTube)
Task 2 of APT
“I wish I had a Dragon” (on N Drive)
Grammar/Vocab Quiz 2 (on N Drive)
Write simile/ metaphor poems
M Week 3 Poetry
Standards RL 9- Compare/Contrast
Correlative Conjunctions
T
Concrete Poems-see examples
Quotations and
Correlative Conjunctions
W
Diamante poems
“Opposites” (on N drive)
*Complete Questions
Correlative Conjunctions
Th
*Limerick poems
or
*Compare/Contrast
2 poems-teacher’s choice
*Write a diamante poem
Start working on APT Task #3
*Titles
(Talk to Jill Napier about help with this
task)
Introduce Vocab. wk 3
Write a concrete poem
*Haiku poems by Basho (on N drive)
*Complete Questions
RUSD/ June 2014
*Compare/Contrast
“The Shark” pg243
“The Bat” pg245
PB 135
Grammar/Vocab Quiz 3 (on N drive)
*Capitalization
*Write 2 Haiku poems
(Nature/Free Choice)
F
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5th Grade English Language Arts
Unit 5: Poetry and Drama
Length of Unit: 5-6 Weeks
M Week 4 Drama
Standards RL 1/5 Inferences and Scene
Structure
T
“Runaway Appetite”-Read Whole Group
Pg 452-459
Scenes 5-8
W
Divide class into groups-assign 2 scenes
from “Runaway Appetite” to each group
for Friday presentation
*Questions on
Pg 459
*Practice scenes for fluency
Th
APT Task 4
F
Play Quiz
*Practice Scenes
*Make background scenery (butcher
paper) for play with groups
Introduce Vocabulary wk 4
Whole Group- HM Theme 4
Read “Case of Runaway Appetite”
Pg442-451 Scenes 1-4
*Proverbs
*Scene Presentations
*Idioms and Proverbs
M Week 5 Drama
* Idioms
T
CFA Review
W
CFA Review-PB 270 Venn Diagram
Reader’s Theater if time permitsteacher’s choice
Reader’s Theater if time permitsteacher’s choice
Th
APT Task 5 Presentations
F
CFA Unit 5
Use concepts from weeks 1-4 as needed
Scene Presentations if needed
Week 1 Vocabulary
poem
stanza
rhyme
rhythm
tone
line
imagery
speaker
prose
RUSD/ June 2014
Week 2 Vocabulary
simile
metaphor
personification
alliteration
onomatopoeia
rhyme scheme
symbolism
refrain
hyperbole
Week 3 Vocabulary
couplet
limerick
haiku
diamante
concrete
free verse
acrostic
Week 4 Vocabulary
scenes
dialogue
stage direction
acts
idiom
drama
props
Week 5 Vocabulary
NO NEW VOCAB
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