LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
COMMON CORE STATE STANDARDS
CC5RI1 Quote accurately from a text when explaining
what the text says explicitly & when drawing
inferences from the text.
CC5RI5 Compare & contrast the overall structure
(e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
Unit 2
Lesson 10
READING
WORKSHOP:
WHOLE GROUP LESSONS
LESSON
FOCUS
MATERIALS
COMPREHENSION/FLUENCY
“Cougars” (Informational) T312-T323;
Skill: Main Ideas & Details
SB 250-261
Strategy: Monitor/Clarify
Genre: Poetry
Main Ideas & Details CLLG p. 58
Use SUW 1-20 3-Column Notes p. 30
TE p. 323 Your Turn “Cougar Trivia”
“Purr-fection” (Poetry) T324 –T327
SB 262- 265
TE p. 327 “Making Connections” Text
to Text
ASSESSMENTS
SUW 1-37 Responses to
Essay Questions pp. 5556; Bonus Tool 1-37-1*
SUW 10-10 Quick
Sketch for Short
Answers *use as a
lesson
Prompt: Explain two
ways a cougar’s eyesight
helps it survive. Use
information from the text
to support your answer.
WORD STUDY
CC5L4a Use context (e.g., cause/effect relationships
& comparisons in text) as a clue to the meaning of a
word or phrase.
CC5L6 Acquire & use accurately grade-appropriate
general academic & domain-specific words & phrases,
including those that signal contrast, addition, & other
logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
VOCABULARY
STRATEGY: Analogies
WORD CARDS: #91-100
unobserved, resemble, available,
particular, detecting, vary, mature,
contentment, ferocious, keen
ACADEMIC VOCAB: main idea,
supporting detail, synonym, antonym,
analogy, quotations, opinion
CC5L2e Spell grade-appropriate words correctly,
SPELLING & DECODING
consulting references as needed.
Final Schwa + /r/ Sounds: cellar,
CC5RF3a Use combined knowledge of all letter-sound flavor, cougar, chapter, mayor, anger,
correspondences, syllabication patterns, &
senator, passenger, major, popular,
morphology (e.g., roots & affixes) to read accurately
tractor, thunder, pillar, border,
unfamiliar multisyllabic words in context & out of
calendar, quarter, lunar, proper,
context.
elevator, bitter
Vocabulary Strategies
T332-T333 Projectable 10.5
Target Vocabulary
WSG p. 120 Intro. Target Vocab.
WSG p. 120 Word Associations
WSG p. 121 Analogies
WSG p. 58 Model Word Sort
WSG p. 58 Repeat the Sort
WSG p. 59 Concept Sort
Practice Book p. 113
Spelling Test T337
Day 5
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
1
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
CC5L2d Use underlining, quotation marks,
or italics to indicate titles of works.
CC5L3 Use knowledge of language & its
conventions when writing, speaking,
reading or listening. A. Expand, combine,
& reduce sentences for meaning,
reader/listener interest, & style
Unit 2
Lesson 10 (continued)
WRITING WORKSHOP: WHOLE GROUP LESSONS
GRAMMAR
Weekly Plan T338-T341 SB 266-267
Quotations
Projectables 10.6 - 10.8
WRITING
SUW 3-11 Sentence Variety
Sentences
Introduction/Overview:
p. 107-108 #1-5 Tool 3-11a & 3-11b
Teach/Practice:
“Where or When Plus What’s happening Sentences” p. 108
“Occasion/Position Statements” pp. 109-110
“&, But, So, & Or Sentences” p. 109
Weekly Tests
*SUW 10-10 Quick
Check for Sentences, pp.
426-427; Tools 10-10a &
10-10b
*Use for a lesson also
SCIENCE CONTENT
*Continue Layers of the Earth & Rocks & Minerals Unit – Refer to Unit 2 Lesson 9
Social Studies Unit: Colonization
Focus
Materials/Links to Lessons
Essential Question(s)
Plymouth Colony
Social Studies Content
1. What is the impact of establishing a new
Mayflower Compact
See social studies map for additional lessons & information
community?
Spanish Colonies
Reading Connections
Guiding Question(s):
CLLG LESSON p. 58 Main Idea & Details
Vocabulary
1. What are the similarities and differences between Charter
Spanish Colonies Main Idea Lesson
cash crop
the Native Americans and the Colonists?
Writing Connections
slave trade
apprentice
2. Why do people leave their homeland?
SUW 3-5 Sentences Using Who, What, Where, When, Action, and How.
fur trade
Plymouth
3. How did English settlers develop ways to govern Pilgrims
SS Text p. 150
New Spain
themselves?
Missions
Hacienda
4. How does geography influence the settlement
Assessment
Santa Fe
St. Augustine
patterns of early colonies and how they made a
Add to the timeline you started in Lesson 9.
Treaty of Massasoit
living?
Mayflower Compact Main Idea activity.
Mayflower Compact
See SS Map for SLEs
SUW 8-12 Stand Up & Sound Off—Who benefited most from the Treaty
indentured servant
of Massasoit?
Wampanoag
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
2
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
COMMON CORE STATE STANDARDS
CC5RL5 Explain how a series of chapters, scenes or
stanzas fit together to provide the overall structure of
a particular story, drama, or poem
CC5RL9 Compare & contrast stories in the same
genre (e.g., mysteries & adventure stories) on their
approaches to similar themes & topics
CC5L4c Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print &
digital, to find the pronunciation & determine or clarify
the precise meaning of key words & phrases.
CC5L6 Acquire & use accurately grade-appropriate
general academic & domain-specific words &
phrases, including those that signal contrast,
addition, & other logical relationships (e.g., however,
although, nevertheless, similarly, moreover, in
addition).
CC5L2e Spell grade-appropriate words correctly,
consulting references as needed.
CCRF3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, & morphology
(e.g., roots & affixes) to read accurately unfamiliar
multisyllabic words in context & out of context.
Unit 3
Lesson 11
READING WORKSHOP: WHOLE GROUP LESSONS
LESSON FOCUS
MATERIALS
COMPREHENSION/FLUENCY
Dangerous Crossing” (Historical Fiction)
Skill: Cause & Effect
T20-T32; SB p.278-290
Strategy: Visualize
Cause & Effect CLLG: pg. 60
Genre: Historical Fiction/
SUW 1-17 Tool 1-17a
Informational Text
Stop & Think T29, Projectable 11.3b
TE p. 37 Making Connections, “Text to Text”
&/or TE p. 44 Connect & Extend “Share &
Compare Texts”
Reference: SUW 9-3
WORD STUDY
VOCABULARY
Vocabulary Strategies
STRATEGY: Using Reference Sources Using Reverence Sources T42-43 projectable
WORD CARDS: Cards 101-110
11.5
cramped, distracted, viewpoint,
shattered, surveyed, pressing,
representatives, embark, bracing,
conduct
ACADEMIC VOCAB: cause, effect,
thesaurus, subject pronoun, object
pronoun, antecedent, concluding
sentence
SPELLING & DECODING
VCCV Pattern: bargain, permit, lawyer,
journey, sorrow, timber, pattern, tunnel,
common, arrive, subject, publish,
object, custom, burden, suppose,
suggest, scissors, shoulder, perhaps
ASSESSMENTS
“Critical Thinking
Questions” from
Leveled Texts,
Grab-and-Go
Blackline Masters
11.7-11.10, pp. 9-12
Weekly Tests 11.211.4 pp.T56-T57
Target Vocabulary
WSG p. 122 Intro. Target Vocab.
WSG p. 122 “Because” Sentences
WSG p. 123 Similes
WSG p. 60 Model the Sort
WSG p. 60 Repeat the Sort
WSG p. 61 Word Hunt
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
3
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Unit 3 Lesson 11 cont’d
WRITING WORKSHOP: WHOLE GROUP LESSONS
GRAMMAR
Weekly Plan T48-T51
Subject &
Practice Book p. 127 “Subject Pronouns
Object
Practice Book p.128 “Object Pronouns”
Pronouns
Practice Book p.129 “Pronoun & Antecedent Agreement”
CC5L1 Demonstrate command of the
conventions of standard English grammar &
usage when writing or speaking.
CC1L1b Use common, proper, & possessive
nouns.
CC5L3 Use knowledge of language & its
WRITING
conventions when writing, speaking, reading or Topic
listening. A. Expand, combine, & reduce
Sentences
sentences for meaning, reader/listener interest,
& style
SUW 4-18 Defining a Topic Sentence pp. 164-165; Tool 4-18a
SUW 4-19 Topic Sentence Variety
“Questions Plus a Statement Topic Sentences” pp. 165-166a; p. 171
Tool 4-19h
“Occasion/Position Topic Sentences” pp. 165-166a; p. 168a; Tool 4-19c
Weekly Tests 11.9-11.10
pp. T56-T57
*SUW 10-10 Quick
Check for Topic
Sentences, pp. 426-427;
Tools 10-10e & 10-10f
*Use for a lesson also
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
4
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
SCIENCE CONTENT
*Continue Layers of the Earth & Rocks & Minerals Unit – Refer to Unit 2 Lesson 9
Social Studies
Unit: Colonization
Essential Question(s):
1. What is the impact of establishing a
new community?
Guiding Question(s)
1. What were the relationship between
the Colonist and the Native Americans?
2. Why do people leave their
homeland?
3. How did English settlers develop
ways to govern themselves?
4. How does geography influence the
settlement patterns of early colonies &
how they made a living?
5. How would you describe the daily
lives of people in the New England,
Middle, & Southern colonies?
See SS Map for SLEs
Focus
New England Colonies
Southern Colonies
Mid-Atlantic/Middle
Colonies
Materials/Links to Lessons
Social Studies Content: See social studies map for additional lessons & information
Reading Connections: CLLG LESSON Fact & Opinion
Have students make a fact/opinion chart & identify what facts & what opinions will be on the
broadside they complete.
Writing Connections
Which colony is the best colony for settlers from Europe to choose?
Work in pairs to create a broadside to advertise why others from Europe should come to live in their
colony. Use information from chart for information on the colony.
Assessment(s): Choose one of the following Assessments for your students to do for this unit’s
anchor assessment: Students may work in pairs to complete the assessment.
 Broadside (Student s will do an abbreviated Broadside for their writing this week. If you choose
this for the final assessment, it should be more detailed)
 Regional Analysis Tinker Tailor (Complete before beginning on Broadside)
 Deciding Where to Go (Final Product –Letter)
 DBQ The English Colonies Resource Harcourt
Vocabulary
Charter
colonies
Puritans
proprietor
Exports
imports
Artisans
frontier
John Winthrop
Roger Williams
Anne Hutchinson
King Philip’s War
breadbasket
Quakers
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
5
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
COMMON CORE STATE STANDARDS
CC5RI3 Explain the relationships or
interactions between two or more individuals,
events, ideas, or concepts in a historical,
scientific, or technical text based on specific
information in the text.
CC5RL7 Analyze how visual & multimedia
elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel;
multimedia presentation of fiction, folktale,
myth, poem.)
Unit 3
Lesson 12
READING WORKSHOP: WHOLE GROUP LESSONS
LESSON FOCUS
MATERIALS
COMPREHENSION/FLUENCY
“Can’t You Make Them Behave, King George?”
Skill Point of View
(Narrative Nonfiction) SE p. 305
Genre Historical Fiction & Poetry
CLLG Fact & Opinion p. 62
ASSESSMENTS
U3 EXT p. C5
“Apply”
“Tea Time!” Student Magazine p. RA36
U3 EXT L1 p. C3
U3 EXT L2 pp. C4-5
“The Midnight Ride of Paul Revere”
SB pp. 390-392
EXT Unit 3, pp. C6-7
.
“Words Alive!” Student Magazine p.RA 45
U3 EXT pp. C10-11, Blackline Masters CC3.2a-CC3.2c
CC5L3b Compare & contrast the varieties of
English (e.g., dialects, registers) used in
stories, dramas, or poems.
CC5L6 Acquire & use accurately gradeappropriate general academic & domainspecific words & phrases, including those that
signal contrast, addition, & other logical
relationships (e.g., however, although,
nevertheless, similarly, moreover, in
addition).
WORD STUDY
VOCABULARY
“Speak the King’s English” Student Magazine p. RA44
STRATEGY: Varieties of English
U3 EXT pp. C8-9
WORD CARDS: Cards 111-120
Blackline Master CC3.1
rebellious, objected, benefit, repeal,
Target Vocabulary
contrary, midst, temporary, advantages, WSG p. 124 Intro. Target Vocab.
previously, prohibit
ACADEMIC VOCAB: fact, opinion,
reasons, context, synonym, future
tense, position, evidence
Weekly Tests
12.2-12.3
pp.T128-T129
WSG p. 124 Word Pairs
WSG p. 125 Multiple-Meaning Words
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
6
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
CC5L2e Spell grade-appropriate words
correctly, consulting references as needed.
CCRF3a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, & morphology (e.g., roots & affixes)
to read accurately unfamiliar multisyllabic
words in context & out of context.
CCL1c Use verb tense to convey various
times, sequences, states, & conditions.
CCL1d Recognize & correct inappropriate
shifts in verb tense.
CC5W1 Write opinion pieces on topics or
texts, supporting a point of view with reasons
& information.
a. Introduce a topic or text clearly, state an
opinion, & create an organizational structure
in which ideas are logically grouped to
support the writer's purpose.
b. Provide logically ordered reasons that are
supported by facts & details.
SPELLING & DECODING
VCV Pattern: human, exact, award,
behave, credit, basic, vivid, evil,
modern, nation, robot, panic, select,
cousin, item, police, prefer, menu
novel, deserve
WSG p. 62 Model the Sort
WSG p. 62 Buddy Sort
Practice Book p.
137
Spelling Test T119
Day 5
WSG p. 63 Open Sort
Unit 3 Lesson 12 cont’d
WRITING WORKSHOP: WHOLE GROUP LESSONS
GRAMMAR
Weekly Plan T120-T123
Verb Tenses
ELL Scaffold Activity T120
WRITING
Expository, Opinion
Weekly Tests 12.812.9 pp. T129
9-1 Persuasive Writing Students will use this strategy to
write persuasive paragraphs, reports, or essays p. 361
“Noting the Opposing Position”; Tools 9-1a & 9-1d
“Writing an Argument”, Tools 9-1a & 9-1e
*SUW 10-17 p. 440
Tools 10-17a, 1017b, & 10-17c
*Also use as a
lesson.
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
7
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
SCIENCE
ESS.8.5.11 Investigate the formation of soil
ESS.8.5.12 Conduct investigations on sedimentation
ESS.9.5.1 Explain & give examples of how physical evidence from fossils
supports the theory that Earth has changed over time
ESS.9.5.2 Analyze fossil record evidence about plants & animals that lived
long ago
ESS.9.5.3 Infer the nature of ancient environments based on fossil record
evidence
ESS.8.5.3 Identify characteristics of minerals
ESS.8.5.1 Identify some basic elements composing minerals: silicon,
oxygen, iron, sodium, chlorine, calcium, carbon, hydrogen, aluminum
ESS.8.5.4 Conduct investigations on mineral properties: Luster, hardness,
streak, acid test for calcite, fluorescence
ESS.8.5.5 Identify the following minerals: halite (salt), feldspar, sulfur, quartz,
diamonds, gypsum, calcite, talc, hematite (iron), precious metals, (gold,
silver)
ESS.8.5.2 Investigate the growth of crystals
ESS.8.5.6 Identify minerals found in AR: Bauxite, diamonds, quartz, galena
Social Studies Unit: Colonization
Essential Question(s)
1. What is the impact of establishing a new
community?
Guiding Question(s)
1. What are the similarities and differences
between the Native Americans and the
Colonists?
2. Why do people leave their homeland?
3. How does geography influence the
settlement patterns of early colonies and how
they made a living?
Focus
French & Dutch
Colonies
Arkansas Post
Vocabulary
Arkansas Post
Henri de Tonti
Proprietary
Colony
Territorial Period
Algonquian
New Amsterdam
New Sweden
FOCUS
 How can the layers of the
earth be distinguished?
 Differentiate among the
different types of rocks &
how they fit into the rock
cycle.
 How does the Earth’s
surface change over time?
 Investigate the properties of
minerals.
Vocabulary: Differentiate,
sedimentation, elements,
minerals, bauxite
MATERIALS
Scott Foresman Science
Leveled Readers:
NOTEBOOK PROMPT
Illustrate & label the
layers of the earth.
Earth’s Changing Surface
(Below Level)
Our Changing Earth (On Level)
Mountains of the World
(Advanced)
Explain how weathering
& erosion change the
surface of the earth.
Protecting Earth’s Resources
(Below Level)
Earth’s Natural Resources (On
Level)
Green Gardening (Advanced)
Describe how luster,
hardness, texture,
streak, & color are used
to identify a mineral.
Materials/Links to Lessons
Social Studies Content
See social studies map for additional lessons & information
Reading Connections
CLLG LESSON p. 60 Cause and Effect
Writing Connections
Write about the role of fur trade in the establishment of New France and New Netherland. Write
a topic sentence that presents what you plan to prove or explain about fur trading in the New
World. SUW 4-18; 4-19a; 4-19b; 4-19c
Assessment
Identify the Cause(s) from the following Effects:
 New France grew slowly. (Refer to page 171)
 The Algonquian were nearly wiped out. (Refer to page 173)
 The settlement of New Amsterdam became an important trading post. (Refer to pp. 172-73).
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
8
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
STANDARDS
CC5RL1 Quote accurately from a text
when explaining what the text says
explicitly & when drawing inferences
from the text.
CCL4c Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print & digital, to find
the pronunciation & determine or clarify
the precise meaning of key words &
phrases.
CC5L6 Acquire & use accurately gradeappropriate general academic &
domain-specific words & phrases,
including those that signal contrast,
addition, & other logical relationships
(e.g., however, although, nevertheless,
similarly, moreover, in addition).
Unit 3
Lesson 13
READING WORKSHOP: WHOLE GROUP LESSONS
LESSON FOCUS
MATERIALS
COMPREHENSION/
“They Called Her Molly Pitcher (Historical
FLUENCY
Fiction)
Skill: Conclusions
T166-T177; SB p.328-339
Strategy: Generalizations
CLLG: pg. 64 Conclusions & Generalizations
Genre: Historical Fiction & Plays Stop & Think T169 Journal Prompt TE p.152
Prompt: Compare & contrast the lives of
soldiers today versus patriot soldiers.
Reference: SUW 9-3
“A Spy for Freedom” TE p. 178 SE p. 340
CLLG p. 21 Writing About Reading Prompt:
“A Spy for Freedom” is about a woman who
was a Patriot spy during the American
Revolution. What might General
Washington say to Lydia Darragh? Write his
thoughts in a letter.
WORD STUDY
VOCABULARY
Vocabulary Strategies
STRATEGY: Thesaurus
Thesaurus T186, projectable 13.5
WORD CARDS: Cards 121-130
revolution, strategy, foes,
Target Vocabulary
legendary, formal, gushed,
WSG p. 126 Intro. Target Vocab.
plunged, magnificent, retreat,
WSG p. 126 Word Associations
shimmering
WSG p. 127 Synonyms
ACADEMIC VOCAB:
conclusion, generalization,
thesaurus, antonym, regular
verb, irregular verb, goal,
persuade
ASSESSMENTS
Arkansas Lesson 13 Tab
Open Response: State the author’s
purpose for writing “They Called Her
Molly Pitcher,” & give 3 examples
that support that purpose.
SUW 1-37 Responses to Essay
Questions pp. 55-56; Bonus Tool 137-1*
SUW 10-10 Quick Sketch for Short
Answers, adapted
*use as a lesson
Weekly Tests 13.8-13.10 pp.T200
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
9
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
CC5L2e Spell grade-appropriate words
correctly, consulting references as
needed.
CCRF3a Use combined knowledge of
all letter-sound correspondences,
syllabication patterns, & morphology
(e.g., roots & affixes) to read accurately
unfamiliar multisyllabic words in context
& out of context.
SPELLING & DECODING
VCCCV Pattern: conflict,
orphan, instant, complex,
simply, burglar, laundry,
laughter, employ, anchor,
merchant, improve, arctic,
mischief, childhood, purchase,
dolphin, partner, complain,
tremble
WSG p. 64 Model the Sort
WSG p. 64 Repeat the Sort
WSG p. 65 Word Hunt
Practice Page 149
Spelling Test T191 Day 5
WRITING WORKSHOP: WHOLE GROUP LESSONS
CC5L1 Demonstrate command of the conventions of
standard English grammar & usage when writing or
speaking.
CC3L1a Explain the function of nouns, pronouns, verbs,
adjectives, & adverbs in general & their functions in
particular sentences. (Review)
CC5W1 Write opinion pieces on topics or texts, supporting
a point of view with reasons & information.
CC5W1a Introduce a topic or text clearly, state an opinion,
& create an organizational structure in which ideas are
logically grouped to support the writer's purpose.
CC5W1b Provide logically ordered reasons that are
supported by facts & details.
CC5W1d Provide a concluding statement or section
related to the opinion presented.
GRAMMAR
Regular &
Irregular Verbs
Weekly Plan T192-T195
ELL Scaffold Activity T192
Weekly Tests 13.15-13.16 pp. T201
WRITING
Expository,
opinion
9-1 Persuasive Writing
Students will use this strategy
to write Opinion paragraphs,
reports, or essays pp. 361-362
“Writing Editorials & Letters to
the Editor”; Tools 9-1a & 9-1f
“Write an Advertisement”;
Tools 9-1a & 9-1g
*SUW 10-17 p. 440 Tools 10-17a, 10-17b, & 1017c
*Use as a lesson also
Possible Prompt
AR Lesson 13 Prompt: Write a Persuasive letter
to George Washington to allow his soldiers to
wear more comfortable clothing in the summer.
SCIENCE CONTENT
*Continue Solar System/Light Unit – Refer to Unit 3 Lesson 12
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
10
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Social Studies Unit: Colonization
Essential Question:
1. What is the impact of establishing a new
community?
Guiding Question(s)
1. What are the similarities & differences between the
Native Americans and the Colonists?
2. Why do people leave their homeland?
3. How did English settlers develop ways to govern
themselves?
4. How does geography influence the settlement
patterns of early colonies & how they made a living?
See SS Map for SLEs
Focus U3L13
New England Colonies
Southern Colonies
Mid-Atlantic/Middle Colonies
Vocabulary
Charter
Puritans debtors
Frontier
common apprentice
breadbasket colonies Quakers
proprietor exports
imports
Artisans
backcountry
Tuscarora War John Winthrop
Roger Williams Anne Hutchinson
King Philip’s War Town Meeting
triangular trade middle passage
Materials/Links to Lessons
Social Studies Content
See social studies map for additional lessons &
information
Reading Connections
CLLG LESSON Conclusions and Generalizations
Molly Bannaky by Alice McGill
Writing Connections
Continue work on Lesson 12 Assessment Choice
Assessment
Continue work on Lesson 12 Assessment Choice
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
11
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Unit 3
Lesson 14
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS LESSON FOCUS
MATERIALS
“James Forten” (Biography)
CC5RL5 Explain how a series of chapters,
COMPREHENSION/FLUENCY
T238-T248; SB p.3352-362
scenes, or stanzas fits together to provide
Skill: Biography
the overall structure of a particular story,
CLLG: p. 66 Biography
Strategy: Sequence of Events & Summarize
drama, or poem.
CLLG p. 22 Write About Reading:
Genre: Biography & Informational Texts
Prompt: Write a summary of James
Forten’s life.
SUW 1-23 p. 34 Tool 1-23a
Stop & Think T243
WORD STUDY
CC5L4b Use common, grade-appropriate
VOCABULARY
Vocabulary Strategies
Greek and Latin affixes & roots as clues to
STRATEGY: Greek & Latin Roots: graph, meter,
T258 Greek & Latin Roots
the meaning of a word (e.g., photograph,
port, & ject
photosynthesis).
WORD CARDS: Cards 131-140
Target Vocabulary
CC5L6 Acquire & use accurately gradeprovisions, dexterity, aspects, apprentice,
WSG p. 128 Intro. Target Vocab.
appropriate general academic & domaininfluential, contributions, persuade, authorities,
WSG p. 128 Relating Words Questions
specific words & phrases, including those
bondage, tentative
WSG p. 129 Twenty Questions
that signal contrast, addition, & other logical
ACADEMIC
VOCAB:
sequence
of
events,
relationships (e.g., however, although,
summarize, chronological order, word root, active
nevertheless, similarly, moreover, in addition).
voice, passive voice, persuade, logical order
CC5L2e Spell grade-appropriate words
SPELLING & DECODING
WSG p. 66 Model the Sort
correctly, consulting references as needed.
VV Pattern: actual, cruel, influence, diet, museum, WSG p. 66 Buddy Sort
CCRF3a Use combined knowledge of all
casual, ruin, pioneer, trial, visual, realize, create,
WSG p. 67 Open Sort
letter-sound correspondences, syllabication riot, genuine, area, annual, audio, dial, theater,
patterns, & morphology (e.g., roots & affixes) patriot
ASSESSMENTS
“Critical Thinking
Questions” from
Leveled Texts,
Grab-and-Go Blackline
Masters 14.7-14.10,
pp. 9-12
to read accurately unfamiliar multisyllabic
words in context & out of context.
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
12
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Unit 3 Lesson 14 cont’d
WRITING WORKSHOP: WHOLE GROUP LESSONS
CC5L1 Demonstrate command of the conventions of standard English
GRAMMAR
Weekly Plan T264-T267
grammar & usage when writing or speaking.
Active Voice & ELL Scaffold Activity T264
Passive Voice
CC5W3 Write narratives to develop real or imagined experiences or events
WRITING
SUW 6-7 Quick Sketch & Quick Note
using effective technique, descriptive details, & clear event sequences.
Narrative,
Planning
CC5W3a Orient the reader by establishing a situation & introducing a narrator Personal
“Planning a Story Using Quick Sketches
&/or characters; organize an event sequence that unfolds naturally.
& Quick Notes #1-7 Tool 6-7c
CC5W3b Use narrative techniques, such as dialogue, description, & pacing, to
SUW 6-11 Showing-Not Telling
develop experiences & events or show the responses of characters to
pp. 268-269 #1-5; Tool 6-11a
situations.
“Improving Setting Descriptions” p. 269b
CC5W3c Use a variety of transitional words, phrases, & clauses to manage
SUW 6-13 Three-Step Strategy to
the sequence of events.
Beginning pp. 274-275; Tool 6-13a
CC5W3d Use concrete words & phrases & sensory details to convey
Tool 10-18a Story/Narrative
Writing Scoring Guide
experiences & events precisely.
SCIENCE
PS.5.5.1 Identify the relationship of atoms to all matter
PS.5.5.6 Explain how heat influences the states of matter of a substance:
solid, liquid, gas, plasma
PS.5.5.3 Identify common examples of physical properties: length, mass,
area, perimeter, texture, taste, odor, color, elasticity
PS.5.5.2 Conduct scientific investigations on physical properties of
objects
PS.5.5.5 Identify characteristics & common examples of physical changes
PS.5.5.4 State characteristics of physical changes
PS.5.5.7 Demonstrate the effect of changes in the physical properties of
matter
PS.5.5.9 Conduct investigations demonstrating expansion & contraction
FOCUS
 Understand the properties
of matter & how matter
can change.
 Distinguish between
physical & chemical
changes in matter.
Vocabulary: Conduct,
properties, characteristics,
expansion, contraction
MATERIALS
Scott Foresman Science Leveled
Readers:
Matter & its Properties (Below Level)
Properties of Matter (On Level)
Pioneers of Physics (Advanced)
Changes in Matter (Below Level)
Changing Matter (On Level)
Baking Chemistry (Advanced)
NOTEBOOK PROMPTS
 Sequence the steps
necessary to find the density
of an object.
 How do phase changes
occur in matter? Record
specific examples of each.
 What does all matter have in
common?
 Differentiate between
physical & chemical
changes. List examples of
each in the process
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
13
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Unit: Revolutionary War
U3L14 Essential Question(s)
1. Why do people revolt and what
is the impact?
2. How did conflict in the colonies
lead to change?
3. How can we examine history
from different points of view?
Guiding Question(s)
1. How was the Revolutionary War
a difference of point of view
between the Colonist and King
George?
2. What major events led up to the
Revolutionary War?
3. What was the role of African
Americans in the Revolutionary
War?
4. What were contributions of
significant people leading to the
Revolutionary War?
Focus
Events Leading to the Revolutionary
War
Leaders: American Revolution
African Americans Revolutionary War
Establishing Revolutionary War Family
Vocabulary
Monarchy apprentice
revolution abolitionist
taxation
French & Indian War
Proclamation of 1763
Stamp Act
Boston Massacre
Boston Tea Party
Intolerable Acts
Battle of Bunker Hill
First Continental Congress
Second Continental Congress
Declaration of Independence
See SS Map for SLEs
Materials/Links to Lessons
Social Studies Content
See social studies map for additional lessons & information
Reading Connections
CLLG LESSON p. 66 Genre: Biography
Introduce the Revolutionary War
Unit 3 Lesson 12 Can’t Your Make Them Behave, King George? By Jean Fritz TE
pp. 95-104 Chronology
Writing Connections
This week’s lesson shows how the American Patriots thought that King George III
was unjust, but that King George thought that he was a good ruler. Write a personal
narrative about a time you were punished for something you thought was unjust.
Assessment(s)
Timeline (King George Lesson)
Identify Points of View
Complete the chart on the point of view of the patriot, King George III, & Jean Fritz
the author.
King George III’s Point of
View
The American Patriots’
Point of View
Jean Fritz’s Point of View
ABCs of the American Revolution: Have students add to this activity throughout
the unit.
Harcourt Social Studies Arkansas Activity Book p. 67
Leaders of the American Revolution p. 67—Read the biographies and answer the questions.
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
14
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Unit 3
Lesson 15
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS
LESSON FOCUS
MATERIALS
“We Were There, Too”
CC5RL3 Compare & contrast two or more characters,
COMPREHENSION/FLUENCY
T310-TT323; SB p.376-388
settings, or events in a story or drama, drawing on
Skill: Compare & Contrast
specific details in the text (e.g., how characters
Strategy: Monitor/Clarify
CLLG: pg. 68 Compare & Contrast
interact).
“Your Turn” Heroic Times TE p. 323
Reference: SUW 9-3
ASSESSMENTS
Arkansas Lesson 15*
“Open Response”
Prompt: Look back at the
posters in the illustration on p.
381. Create a poster calling
on people to step forward &
support the American
Revolution against England.
Give at least two reasons for
joining the American cause.
*Use as a lesson
WORD STUDY
CC5L4b Use common, grade-appropriate Greek &
Latin affixes & roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
CC5L6 Acquire & use accurately grade-appropriate
general academic & domain-specific words & phrases,
including those that signal contrast, addition, & other
logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
CC5L2e Spell grade-appropriate words correctly,
consulting references as needed.
CCRF3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, & morphology
(e.g., roots & affixes) to read accurately unfamiliar
multisyllabic words in context & out of context.
VOCABULARY
STRATEGY: Prefixes in-, im-, il-, irWORD CARDS: Cards 141-150
rural, tedious, lacked, personally,
organize, mocking, efficient,
summons, mimic, peal
ACADEMIC VOCAB: compare,
contrast, prefix, irregular verb,
helping verb, opinion, paraphrasing
SPELLING & DECODING
Final Schwa + /l/ Sounds: formal,
whistle, label, puzzle, legal, angle,
normal, needle, angel pupil,
struggle, level, local, bicycle,
channel, global, stumble quarrel,
article, fossil
Vocabulary Strategies
T332-T333, Prefixes
Projectable 15.5
Weekly Tests 15.2-15.3 pp.
T346
Target Vocabulary
WSG p. 130 Intro. Target Vocab.
WSG p. 131 “Because” Sentences
WSG p. 131 Act Out the Words
WSG p. 68 Model the Sort
WSG p. 68 Repeat the Sort
WSG p. 69 Speed Sort
Practice Book p. 173
Spelling Test T337 Day 5
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
15
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
WRITING WORKSHOP: WHOLE GROUP LESSONS
GRAMMAR
Weekly Plan T338-T341
Easily Confused
ELL Scaffold Activity T338
Words
CC5W3 Write narratives to develop real or imagined experiences or events WRITING
SUW 6-14 Writing Dialogue pp. 276; Tool 6-14a
using effective technique, descriptive details, & clear event sequences.
Narrative,
SUW 6-15 Function & Variety of Story/Narrative
b. Use narrative techniques, such as dialogue, description, & pacing, to
Personal
Transitions pp. 277-278; Tools 6-15a & 6-15b
develop experiences & events or show the responses or characters to
SUW 6-18 Comparing the Beginning & the End
situations
of a Story p.281; Tool 6-18a
c. Use a variety of transitional words, phrases, & clauses to manage the
SUW 6-19 Nine Tips for Writing a First Draft p.
sequence of events
282; Tools 6-19a & 6-19b
e. Provide a conclusion that follows from the narrated experiences or events
CCL4a Use context (e.g., cause/effect relationships & comparisons in text)
as a clue to the meaning of a word or phrase.
Weekly Tests 15.815.9 pp. T346
*10-18
Story/Narrative
Scoring Guide pp.
442-443 Tools 1018a, 10-18b, 10-18c
*Use as a lesson also
SCIENCE CONTENT
*Continue Matter Unit – Refer to Unit 3 Lesson 14
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
16
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
Social Studies Unit: American Revolution
U3L15 Essential Question(s)
1. Why do people revolt and what is the impact?
2. How did conflict in the colonies lead to change?
3. How can we examine history from different points of
view?
Guiding Question(s)
1. How did limited resources and unlimited economic
wants cause the colonist to choose certain goods and
services and give up others?
2. What factors influenced whether the colonist was a
loyalist or a patriot?
3. What major events led to the Revolutionary War?
Focus
French & Indian War
Proclamation 1783
Work in the Colonies
Vocabulary
Proclamation 1783
Patriots
French & Indian War
Loyalists
See SS Map for SLEs
Materials/Links to Lessons
Social Studies Content: See social studies map for additional lessons &
information
Reading Connections
CLLG LESSON p. 68 Compare & Contrast
Journeys “We Were There Too! By Philip Hose TE pp 310-322
Background “Colonial Militias” TE 307
Teacher Read Aloud TE “Citizen Spies” TE pp 302-303
Writing Connections
Write a letter to a family member or a journal entry describing one of the events in the
colony and explaining your position. (French and Indian War or Proclamation of 1783)
Assessment(s)
Write a letter to a family member or a journal entry describing the events in the colony
and explaining your position.
Excerpt of Proclamation of 1783: Read with class & complete chart below.
T-Chart
Why Britain Made the Laws
Why the Colonists Disagreed with the Laws
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
17
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
COMMON CORE STATE STANDARDS
CC5RL6 Describe how a narrator’s or
speaker’s point of view influences how
events are described.
CC5RI7 Draw on information from multiple
print or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
CC5L6 Acquire & use accurately gradeappropriate general academic & domainspecific words & phrases, including those
that signal contrast, addition, & other logical
relationships (e.g., however, although,
nevertheless, similarly, moreover, in
addition).
CC5L2e Spell grade-appropriate words
correctly, consulting references as needed.
CCRF3a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, & morphology (e.g., roots & affixes)
to read accurately unfamiliar multisyllabic
words in context & out of context.
Unit 4
Lesson 16
READING WORKSHOP: WHOLE GROUP LESSONS
LESSON FOCUS
MATERIALS
COMPREHENSION/FLUENCY
“Lunch Money” (Realistic Fiction)
Skill: Author’s Purpose
T20-T31; SB p.406-417
Strategy: Text & Graphic Features
CLLG: pg. 70 Author’s Purpose
Genre: Realistic Fiction & Informational
Stop & Think T29 Projectable 16.3c
Text
Reference: Comprehension Intervention p. T29
“Zap! Pow! A History of Comics” (Informational
Text) T32-T35; SB p. 418-421
CLLG: p. 71 Text & Graphic Features
Develop Comprehension #3 T34
Making Connections T35 Text to Text
WORD STUDY
VOCABULARY
Vocabulary Strategies
STRATEGY: Word Origins
T40-T41 Word Origins Projectable 16.5
WORD CARDS: Cards 151-160 feature,
record, assuming, mental, launch, thumbed, Target Vocabulary
developed, incredibly, episodes, villains
WSG p. 132 Intro. Target Vocab.
ACADEMIC VOCAB: author’s purpose,
WSG p. 132 Multiple Meaning Words
monitor, clarify, author’s viewpoint, word
WSG p. 133 Write Dialogue
origin, adjective, descriptive adjective
SPELLING & DECODING
WSG p. 70 Model the Sort
Words with –ed or –ing: scrubbed, listening, WSG p. 70 Pattern Sort
stunned, knitting, carpeting, wandered,
WSG p. 71 Word Hunt
gathering, beginning, skimmed, chatting,
shrugged, bothering, whipped, quizzed,
suffering, scanned, ordered, totaled,
answered, upsetting
ASSESSMENTS
Spelling Test T45
Day 5
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
18
LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT
CCL3a Expand, combine, & reduce sentences for
meaning, reader/listener interest, & style.
CC5W2 Write informative/explanatory texts to examine a
topic & convey ideas & information clearly
CC5W2a Introduce a topic clearly, provide a general
observation & focus, & group related information logically.
CC5W2b Develop the topic with facts, definitions,
concrete details, quotations, or other information &
examples related to the topic.
CC5W2e Provide a concluding statement or section
related to the information or explanation presented.
WRITING WORKSHOP: WHOLE GROUP LESSONS U4L16
GRAMMAR
Weekly Plan T46-T49
Adjectives
WRITING
SUW 5-1 of Accordion Essays & Reports pp. 198Informational,
201a; Tools 5-1a, 5-1b, 5-1c
Essay
SUW 5-2 Writing Essays & Reports Step by Step p.
201-204; Tools 5-2a
SUW 5-3 Organizing & Writing, One Step at a Time
p. 204-209; Tools 5-2a, 5-3a, 5-3b, & 5-3c
Weekly Tests 16.9-16.10 pp. T55
Informational Reports Scoring
Guide, Tool 10-16a
SCIENCE CONTENT
*Continue Matter Unit – Refer to Unit 3 Lesson 14
Social Studies Unit: American Revolution
Essential Question(s)
1. Why do people revolt and what is the impact?
2. How did conflict in the colonies lead to change?
3. How can we examine history from different points of view?
Guiding Question(s)
1. What were Britain’s reasons for taxing the colonies & the colonists’ reasons for
their responses?
2. How were the colonists dependent on Britain for goods & services?
3. How did the people in colonial Boston respond to the arrival of British troops?
4. What was Britain’s role in maintaining order & managing conflict in the colonies?
5. How factors influenced whether the colonist was a loyalist or a patriot?
See SS Map for SLEs
Focus
Taxes from Britain
Arrival of British
Troops
Vocabulary
Quartering Act
Stamp Act
Gov. Hutchinson
Townshend Acts
boycott
repealed
Materials/Links to Lessons
Social Studies Content: See social studies map for
additional lessons & information
Reading Connections
CLLG LESSON p. 70 Author’s Purpose/Viewpoint
Writing Connections
Write an informational essay on Taxes from Britain or
Arrival of British Troops. Provide the facts. The essay
should include the viewpoints of the colonists, the soldiers,
& Britain.
Assessment(s)
Taking a Position
Boston Evening Post
Flow Chart Ordering Supplies Britain
Revolutionary War Matrix
D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide
VR= Vocabulary Reader
CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book
Little Rock School District Elementary Literacy Department & Curriculum Committee
5th Grade Literacy & Integrated Content
Revised 2014
19