English Language Arts
Fifth Grade
Curriculum Map
2011-2012
Reading Workshop
Interactive Read Aloud
Shared Reading
Guided Reading
Independent Reading
Writing Workshop
Modeled Writing
Grammar
Guided Writing
Independent Writing
Word Study
Phonics
Spelling
High Frequency Words
Word Parts
Curriculum Map 2011-2012 – Grade 5
-2-
Kindergarten
First Grade
Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS
2011-2012
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Unit 3 - Rhythm and
Rhyme Time
Unit 1 – A World of Books
Unit 1 – Let‘s Read
Unit 1 – Let‘s Read
Unit 1 – Read All About It
Unit 1 – Folktales: Tall
Tales and Legends
08/15–09/15
08/15 – 09/30
8/15 – 10/7
Unit 5 - A Look into
Books
Unit 2 – Put on Your
Thinking Cap
Unit 3 – The Writing Process
08/15-09/09
Assess 2 Know 09/15/11
Unit 3 – Write on Target
08/15-09/09
Assess 2 Know 09/15/11
Unit 2 – The Writing
Process
08/15-09/30
Assess 2 Know 10/07/11
Unit 2 – Informational
Articles/Reports
09/19 – 10/21
10/03-10/28
10/10 – 11/10
Unit 1 – Learning About
Me
Unit 3 – Let‘s Read – Fairy
Tales and Fables
Unit 6 – Reading and Writing
Nonfiction
09/12 – 10/21
Assess 2 Know 10/28/11
Unit 6 – Reading and Writing
Nonfiction in Texts
9/12-10/21
Assess 2 Know 10/28/11
Unit 6 – Reading and
Writing Nonfiction
10/03 – 11/10
Assess 2 Know 11/18/11
Unit 3 – Biography and
Autobiography
10/24-11/18
10/31 – 12/20
11/14-12/20
Unit 6 – The Author‘s
Chair
Unit 4 – Research Methods
Unit 4 – Information Quest
10/24-11/18
Assess 2 Know 12/2/11
Unit 4 – Resource Roundup
10/24 – 11/18
Assess 2 Know 12/02/11
Unit 4 – Research
11/14-01/12
Assess 2 Know 01/20/11
Unit 4 – Short Stories –
Adventures
11/28-01/06
01/04 –02/03
01/04-02/03
Unit 2 – Exploring Written
Languages
Unit 6-Discovering is
Exciting-Reading/Writing
Nonfiction
02/06–03/08
Unit 2 – Use Your Thinking
Cap
11/28-01/06
Assess 2 Know 01/12/12
Unit 2 – Thinking Critically
11/28 – 01/06
Assess 2 Know 01/12/12
Unit 3 - Critical Thinking
01/17-03/02
Assess 2 Know 03/08/12
Unit 5 – Poetry
Unit 7 – PeopleAutobiographies/Biographies
01/09 – 02/03
Assess 2 Know 02/10/12
Unit 7 – Autobiographies
and Biographies
03/05-04/04
02/06-03/08
Unit 7 – How to Learn About
PeopleAutobiographies/Biographies
03/12 – 04/13
01/09-02/03
Assess 2 Know 02/10/12
Unit 7 – Who‘s WhoAutobiographies/Biographies
Unit 7 – Multicultural
Literature
Unit 5 – Poetry: Fun with
Words
Unit 5 – Poetry Is Art in
Words
02/06 –03/02
Assess 2 Know 03/08/12
Unit 5 – ―Use Your Senses..‖
Through Poetry
02/06 – 03/08
Assess 2 Know 3/16/12
Unit 5 – Poetry
03/12-04/13
04/16 –0 5/24
04/23-05/24
01/09-02/03
Unit 4 – The Wonder of
Words – Poetry
02/06-03/23
03/26-04/20
03/05 – 04/04
03/12 – 04/04
Unit 8 – Listen, Speak,
Write
Unit 8 – Author Study
Unit 8 –Recommended By
- Author Study
4/16– 5/24
4/23-5/24
4/23 – 5/24
Curriculum Map 2011-2012 – Grade 5
-3-
Unit 6 – Novels
04/23 –05/24
Reading/Writing Assessment Schedule (2011-2012)
Reading Assessment Requirements
Kindergarten - Fifth Grade
Beginning of Year
1st Quarter
12 Weeks (K)
Kindergarten
DIBELS Next
Grade 1
DIBELS Next
DRAInstructional Level
SFA - Roots
Grade 2
DIBELS Next
DRAInstructional Level
SFA – McGraw-Hill
Grade 3
DIBELS Next
Rigby READS
Form A
SFA – 4Sight
Grade 4
DIBELS Next
Rigby READS
Form A
SFA – 4Sight
Grade 5
DIBELS Next/AIMSweb
Rigby READS
Form A
SFA – 4Ssight
Benchmark
Level C***
SFA - Roots
Benchmark
Level I***
SFA – McGraw-Hill
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
DIBELS Next
Benchmark
Level E***
SFA - Roots
DIBELS Next
Benchmark
Level J***
SFA – McGraw-Hill
DIBELS Next
Rigby READS
Form B
SFA – 4-Sight
DIBELS Next
Rigby READS
Form B
SFA – 4Sight
DIBELS Next/AIMSweb
Rigby READS
Form B
SFA – 4Sight
2nd Quarter
Rigby Reading
Pre-Screener/
Screener
SFA - Roots
DIBELS Next
3rd Quarter
24 Weeks (K)
Benchmark
Level B***
Benchmark
Level G***
SFA - Roots
Benchmark
Level K***
SFA – McGraw-Hill
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
Instructional Level
(Benchmark if necessary)
SFA - 4Sight
Instructional Level
(Benchmark if necessary)
SFA – 4Sight
End of Year
DIBELS Next
DRA –
Instructional Level
SFA – Roots
DIBELS Next
Instructional Level
SFA - Roots
DIBELS Next
Instructional Level
SFA – McGraw-Hill
DIBELS Next
Instructional Level
SFA – 4Sight
DIBELS Next
Instructional Level
SFA – 4Sight
DIBELS Next/AIMSweb
Instructional Level
SFA 4Sight
*** Use Benchmark Assessment Protocol established by district
Writing Portfolio Requirements
Kindergarten – Fifth Grade
Beginning of Year
Choose one writing sample during the first two weeks of school for each student.
Use a rubric to rate each student’s writing.
1st Quarter
12 Weeks (K)
2nd Quarter
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
3rd Quarter
24 Weeks (K)
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
End of Year
Choose at least one student writing of the teacher’s choice for each student.
Use a rubric to rate each student’s writing.
NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.
Curriculum Map 2011-2012 – Grade 5
-4-
#
1
2
3
4
5
6
7
8
9
10
11
12
Prioritized Grade Level Expectations
E- Essential, I – Important, C- Condensed
Identify word meanings using a variety of strategies, including:
a. using context clues (e.g., definition, restatement, example, contrast)

b. using structural analysis (e.g., base words, roots, affixes)

c. determining word origins (etymology)

d. using electronic and print dictionaries, thesauruses, glossaries (ELA-1-M1)

Identify common abbreviations, symbols, acronyms, and multiple-meaning words (ELA-1-M1)
Identify the meanings of idioms and analogies (ELA-1-M1)
Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical
texts, as well as news and current events) for various purposes (ELA-1-M1)
Identify and explain story elements, including:
a. theme development
b. character development
c. relationship of word choice and mood
d. plot sequence (e.g., exposition, rising action, climax, falling action, resolution)
(ELA-1-M2)
Identify and explain literary devices in grade-appropriate texts, including:
a. how word choice and images appeal to the senses and suggest mood, tone, and
style
b. foreshadowing
c. flashback (ELA-1-M2)
Answer literal and inferential questions in oral and written responses about ideas and
information in grade-appropriate texts, including:
a. fiction
b. nonfiction
c. poetry
d. songs (ELA-1-M3)
Identify the connections between ideas and information in a variety of texts (e.g., cartoons,
poetry, fiction, instructional manuals) and real-life situations and other texts (ELA-1-M4)
Identify cultural characteristics, including customs, traditions, and viewpoints, found in national,
world, and multicultural literature in oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, characters, theme) in a variety of genres in oral
and written responses (ELA-6-M2)
Use knowledge of the distinctive characteristics to classify and interpret elements of various
genres, including:
a. fiction (e.g., folktales, fairy tales, fables, legends, short stories, novels)
b. nonfiction (e.g., biography, autobiography, informational text)
c. poetry (e.g., lyric, narrative)
d. drama (e.g., one-act play or skits) (ELA-6-M3)
Demonstrate understanding of information in grade-appropriate texts using a variety of
Curriculum Map 2011-2012 – Grade 5
E
I
E
I
1,2,3,6

2,4 
2,4 
1,3,4

2,4
4,5,6
1,2,3,
4,6
E
1,4,6
1,3,4,6
1,4,5
1,3,6
E
1,3,5
1,3
3,4
E
E
1,4,6
2,3
1,5
1,5
1,2,4,5
I
1,5
I
1,3,4,
5,6
E
E
1,4,6
2,3
1,5
4
All
-5-
13
14
15
16
17
18
strategies, including:
a. sequencing events and steps in a process
b. summarizing and paraphrasing information
c. identifying stated and implied main ideas and supporting details for each
d. comparing and contrasting literary elements and ideas
e. making simple inferences and drawing conclusions
f. predicting the outcome of a story or situation with reasonable justification
g. identifying literary devices (ELA-7-M1)
Examine and explain the relationship between life experiences and texts to generate solutions to
problems (ELA-7-M2)
Use technical information and other available resources (e.g., software programs, manuals) to
solve problems (ELA-7-M2)
Explain an author's purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to
express personal attitudes or beliefs) (ELA-7-M3)
Explain how the author’s viewpoint (perspective, bias) is reflected in the text (ELA-7-M3)
Analyze grade-appropriate print and nonprint texts using various reasoning skills, including:
a. identifying cause-effect relationships
b. raising questions
c. thinking inductively and deductively
d. generating a theory or hypothesis
e. skimming/scanning
f. distinguishing facts from opinions and probability (ELA-7-M4)
Write multiparagraph compositions on student- or teacher-selected topics organized with the
following:
a. an established central idea
b.
c.
E
All
All
All
2,3,4,5
All
All
All
2,6
E
2,4
E
2,3
E
E
2
3,4
2,6
2,4,5
2,3
2,3,4
2,3
E
1,2,3,
4,6
1,4,6
1,2,3,
4,6
1,2,4,6
2,3,4,6
important ideas or events stated in sequential or chronological order
elaboration (e.g., fact, examples, specific details)
d.
e.
19
20
transitional words and phrases that unify points and ideas
an overall structure including an introduction, a body/middle, and a
concluding paragraph that summarizes important ideas (ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration, and concluding
sentences (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected topics that include the
following:
a. word choices (diction) appropriate to the identified audience and/or purpose
b.
c.
d.
e.
vocabulary selected to clarify meaning, create images, and set a tone
information/ideas selected to engage the interest of the reader
clear voice (individual personality)
variety in sentence structure (ELA-2-M2)
Curriculum Map 2011-2012 – Grade 5
E
1,2,4,6
E
1,3,4,
5,6
All
1,4,6
1,2,4,5
1,2
-6-
21
22
23
24
25
26
27
28
29
30
31
Develop grade-appropriate compositions applying writing processes such as the following:
a. selecting topic and form
b. prewriting (e.g., brainstorming, researching, raising questions, completing graphic
organizers)
c. drafting
d. conferencing (e.g., peer and teacher)
e. revising based on feedback and use of various tools (e.g., LEAP21 Writer‘s
Checklist, rubrics)
f. proofreading/editing
g. publishing using technology (ELA-2-M3)
Develop grade-appropriate paragraphs and multiparagraph compositions using the various
modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and
exposition (ELA-2-M4)
Use the various modes to write compositions, including:
a. how-to essays
b. stories that incorporate dialogue, characters, plot, setting, and sensory details
(ELA-2-M4)
Develop writing/compositions using a variety of literary and sound devices, including similes,
metaphors, and onomatopoeia (ELA-2-M5)
Write for various purposes, including:
a. formal and informal letters that state a purpose, make requests, or give compliments
b. evaluations of media, such as films, performances, or field trips
c. explanations of stories and poems using retellings, examples, and text-based
evidence (ELA-2-M6)
Use standard English punctuation, including:
a. parentheses and commas in direct quotations
b. commas to set off appositives and introductory phrases
c. use quotation marks around dialogue (ELA-3-M2)
Capitalize the first and other important words in titles and proper nouns (ELA-3-M2)
Write paragraphs and compositions following standard English structure and usage, including:
a. varied sentence structures (e.g., simple, compound) and types (i.e., declarative,
interrogative, imperative, exclamatory)
b. agreement of subjects and verbs in complex sentences
c. sentences without double negatives
d. correct sentence fragments and run-on sentences (ELA-3-M3)
Apply knowledge of parts of speech in writing, including:
a. using same verb tense throughout when appropriate
b. selecting and using specific nouns, pronouns, and verbs for clarity (ELA-3-M4)
Spell high-frequency, commonly confused, frequently misspelled words correctly (ELA-3-M5)
Incorporate accurate spelling and use a variety of resources (e.g., glossaries, dictionaries, thesauruses,
Curriculum Map 2011-2012 – Grade 5
I
1,2,3,5
1,2,3,4
1,2,3,4
1,2,3,4
2,3,4
E
2,3
3,5
1,2,3,
4,6
I
1
4
I
1,5
I
1,2
1,2
1,3,5
E
E
I
2,3
4,6
1,2,4
1,2,3,5
4,6
1,2,3,5
3,4
1,2,3,4
C
E
I
5
2,6
2,3,4,
5,6
2,3,4,
-7-
32
33
34
35
36
37
38
39
40
41
42
43
44
45
spell check) to find correct spellings (ELA-3-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Use complete sentences and standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1)
Follow procedures (e.g., read, question, write a response, form groups) from detailed oral instructions
(ELA-4-M2)
Restate or describe oral directions/procedures for tasks (ELA-4-M2)
Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3)
Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and
a conclusion (ELA-4-M3)
Demonstrate active listening strategies (e.g., asking focused questions, responding to
questions, making visual contact) (ELA-4-M4)
Deliver formal and informal presentations for a variety of purposes, including:
a. book reports
b. personal experiences
c. explanations of projects (ELA-4-M4)
Evaluate media for various purposes, including:
a. effectiveness of organization and presentation
b. usefulness and relevance of information (ELA-4-M5)
Participate in group and panel discussions, including:
a. explaining the effectiveness and dynamics of group process
b. applying agreed-upon rules for formal and informal discussions
c. assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
Locate and select information using a variety of organizational features in grade-appropriate
resources, including:
a. complex reference sources (e.g., almanacs, atlases, newspapers, magazines,
brochures, map legends, prefaces, appendices)
b. electronic storage devices (e.g., CD-ROMs, diskettes, software, drives)
c. frequently accessed and bookmarked Web addresses (ELA-5-M1)
Locate and integrate information from grade-appropriate resources, including:
a. multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized
dictionaries, almanacs, technical encyclopedias)
b. electronic sources (e.g., Web sites, databases, audio and video tapes, films,
documentaries) for use in researching a topic (ELA-5-M2)
Locate, gather, and select information using data-gathering strategies, including:
a.
surveying
b. interviewing
c.
paraphrasing (ELA-5-M3)
Generate grade-appropriate research reports that include information presented in a variety of forms, including:
a. visual representations of data/information
b. graphic organizers (e.g., outlines, timelines, charts, webs)
c. bibliographies (ELA-5-M3)
Curriculum Map 2011-2012 – Grade 5
C
C
5,6
1,4,6
2,4,6
C
2,4
C
C
C
1
1,4,5
1,4
C
1,3,5,6
E
1,3,6
3,4
1,3,5
I
1
1,5
I
1,2,3
1,5
1,2
E
2,3
3
2,3
E
1,2,3
2,3
I
2,5
2,5
2
I
2,3
2,3
2
-8-
46
47
48
Use word processing and/or other technology to draft, revise, and publish a variety of works, including
compositions and reports (ELA-5-M4)
Give credit for borrowed information following acceptable use policy, including:
a. integrating quotations and citations
b. using endnotes
c. creating bibliographies and/or works cited lists (ELA-5-M5)
Interpret information from a variety of grade-appropriate sources, including timelines, charts, schedules,
tables, diagrams, and maps (ELA-5-M6)
Curriculum Map 2011-2012 – Grade 5
I
1,2,3,
4,6
I
E
2,3,4
2,3
2,3,4
3
-9-
English Language Arts: Grade 5
August 15 - September 30th – Weeks 1 - 7
Comprehensive Curriculum Unit 1: Folktales: Tall Tales and Legends
Unit Description
This unit focuses on reading and responding to folktales. The defining characteristics of each type of story are defined and are analyzed through the exploration of folklore in
everyday life. A study of story elements is included. Oral presentation and the art of storytelling provide an opportunity for practice of oral delivery skills, while writing an
original tale or legend allows a chance for student editing and evaluation. Vocabulary and grammar instruction occurs within the context of the selections.
Student Understandings
Folktales are stories that are defined as forms of narrative, written or oral, which have been passed down from one generation to another. Students will connect
legends, tall tales, folk songs, and ballads to the broad definition. Readers and listeners will learn the stories have symbolic characters, as well as fast-moving
plots that are humorous in tone and usually end happily. Since the tales commonly explain an important part of a culture through exaggeration and
overstatement, students will recognize the expression of diverse culture and theme result in life lessons about the world, oneself, and others.
Guiding Questions
1. Can students define folktales?
2. Can students identify the elements of tall tales and legends?
3. Can students identify use of exaggeration?
4. Can students make inferences or draw intended conclusions?
5. Can students identify the cultural context of folklore?
6. Can students compare and contrast two folktales?
7. Can students use the writing process efficiently?
8. Can students give oral presentations effectively?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that
results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that
could be used for this unit:
General Assessments
1. The student will research elements and details of stories to determine location of settings, if not indicated in the tales and legends read and heard in
class. The individual will connect a story to the place on a map where it took place.
2. When examining a material for inclusion in the class library, the teacher will take notes of the defining characteristics that identify the work as either a
tall tale or legend, as discussed with the student. Individual students will write or word-process the agreed-upon list and place the list with the book. As
other students read that book later, they may check their identification of characteristics against the provided list.
3. The teacher will observe during oral presentations student adherence to the guidelines requiring a clear introduction, a body with supporting details, and
a conclusion, as established in Activity 13.
4. The teacher will write on the board several learning log topics, such as “I chose___________ to invite to the presentation of my tall tale/legend
because….‖ or ―The character of _________ is most like….‖ Entries will be assessed for completion of response to the selected topic.
Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com
First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to assist you in the
retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.
Curriculum Map 2011-2012 – Grade 5
- 10 -
Reading Workshop
Writing Workshop
LCC ACTIVITIES – Unit 1 Folktales: Tall Tales & Legends
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g
2: Vocabulary Study (ONGOING): 01a, 01d, 04, 06a, 20a
5: Folktales 07a, 11a, 12e, 17c, 17f, 38, 41c
7: Tall Tales—Exaggerated Storytelling: Paul Bunyan and Beyond
05b, 05d, 07a, 09, 10, 11a, 12c, 12f
8: Legends—Stories from the Past: Casey Jones and Beyond
05a, 05b, 05d, 07a, 11a, 12c, 12f, 17c, 17f, 38, 39a
Theme 1: A Call for Freedom
COMPREHENSION STRATEGY/SKILLS
Make Connections 8, 12, 13
 text to text/self/world
 compare/contrast
 background knowledge
TARGET SKILLS

Personal Narrative 11

Nonfiction Text Feature: Map & Venn Diagram 48
LCC ACTIVITIES – Unit 1 – Folktales: Tall Tales & Legends
3: Writing Craft Mini-Lessons (ONGOING): 26c, 27, 28b, 28d
4: Grammar/Usage Mini-Lessons (ONGOING): 28b, 28d
6: Responding to Folktales 05a, 07a, 09, 11a, 12c, 19, 21c, 38
12: The Stuff of Yarns: Writing Tall Tales or Legends 05b,
05c, 06a, 07a, 18a, 18b, 18c, 20a, 20c, 21b, 21c, 21d, 22,
24, 35, 43a, 46 CENTER IDEA
Theme 2: Creating A Nation
COMPREHENSION STRATEGY/SKILLS
Infer 8, 12, 13
 predict
 draw conclusions
 fact/opinion
 cause/effect
TARGET SKILLS

Realistic Fiction 11

Onomatopoeia 6
Theme 3: How Does Cooking Work
COMPREHENSION STRATEGY/SKILLS
Ask Questions 12, 17
 meaning
 author‘s purpose
GLEs
 use visuals
TARGET SKILLS
 Procedural 11
 Photo Essay 11
Curriculum Map 2011-2012 – Grade 5
Word Study
Begin Word Wall
Activities
Short Vowel Review
Initial Consonant
Review
sn, st
14: How to Write a Tall Tale or Legend - Essays from
Authors 18c, 25b, 32, 36, 40a, 40b, 41a, 41b, 41c
Word Families
MODELED WRITING
 Tall Tale or Legend (LCC)
 Narrative
 Story 23 (LbD)
Long Vowel Review
Nouns 29
MINI-LESSONS
 Writing Process Introduction 21
 Writing Traits Introduction 20
 Main Idea & Details 20
 Sequence 18
 Build Suspense in Fiction 23
 Ideas 18
 Sentence Combining 28
 Simple & Compound Sentences 28
 Simple & Compound Subjects & Predicates 28
 Subject Verb Agreement 28
 Sentence Types 28
 Use Quotation Marks Around Dialogue 26
 Correct Sentence Fragments & Run-on Sentences 28
tested on Assess 2 Know Test 1- 1a, 5a, 5c, 5d, 6a, 11a, 12b, 12c, 12e, 12g, 26c, 28b, 28d
- 11 -
Reading Workshop Resources
Theme 1: A Call for Freedom
Comprehension Bridge Cards: 1
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
conflict, revolution, military, splintered, representatives,
conquer, assemble, defeat
Connect to Novels: Emma’s Journal, The Riddle of Penncroft
Farm, Guns for General Washington
Theme 2: Creating A Nation
Comprehension Bridge Cards: 1 & 2
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
independent, patriotism, declaration, document, version,
confidence, convention, proclaim, nation, allegiance
Connect to Literature: Stuck in Time with Benjamin Franklin,
The Secrets of Sarah Revere, Fever 1793
Theme 3: How Does Cooking Work
Comprehension Bridge Cards: 2 & 3
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
radiation, transfer, connect, reassured, ingredients, scientific,
conduction, convection, chemical, molecules
Connect to Literature: Dish-Stirring it Up, Death by Eggplant,
Granny Torrelli Makes Soup
Leveled Readers End of 1st Quarter
ON: R, S, T
ABOVE: U, V, W
BELOW: Q and below
Curriculum Map 2011-2012 – Grade 5
Writing Workshop Resources
Word Study Resources
MODELED WRITING
Story


Houghton- Mifflin Spelling and
Vocabulary
LbD Story Organizer – Transparency 11, 12
LbD Writing Bridge Card 4
Short Vowels
Unit 1 – pg. 18
MINI-LESSONS
Word Families
Unit 1 – pg. 18
Writing Process Introduction
 LbD Writing Bridge Card 1 & Transparency 4
Writing Traits Introduction
 LbD Writing Bridge Card 3 & Transparency 10
Main Idea & Details
 LbD Main Idea & Details Organizer – Transparency 5, 6
 LbD Writing Bridge Card 2
Sequence 18
 LbD Sequence Organizer – Transparency 17, 18
 LbD Writing Bridge Card 5
Build Suspense in Fiction
 LbD Writing Resource Guide pp. 49-50
Ideas
 LbD Writing Bridge Card 4 & Transparency 16
Sentence Combining
 LbD Writing Resource Guide pp. 4-5
 HME pp. 69, 78-79, 111, 155, 186-187, 190-191, 249, 261
Simple & Compound Sentences
 LbD Writing Resource Guide p. 1
 HME pp. 32-35, 46-49
Simple & Compound Subjects & Predicates
 LbD Writing Resource Guide p. 2
 HME pp. 38-41, 46-49, 68, 110
Subject Verb Agreement
 LbD Writing Resource Guide p. 3
 HME pp. 112-115
Sentence Types
 LbD Writing Resource Guide p. 6
 HME pp. 34-35
www.primarilywriting.com
Long Vowel Review
Unit 2 – pg. 24
Unit 3 – pg. 30
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See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Regardless of the genre being addressed in each unit, students should read silently daily. Sustained Silent Reading (SSR) occurs when
students are reading texts at their independent reading level for an uninterrupted period of time. SSR guidelines for class use may be
found at http://www.dowlingcentral.com/Mrs.D/area/literature/ssr.html
Students select their own books or reading materials that require neither testing for comprehension nor book reports. Titles read and
evidence of learning will be recorded in learning logs (view literacy strategy descriptions), which are a student‘s record of new
understandings, predictions, confirmation of predictions, explanations, and reflections. An explanation and sample of a reflective
learning log may be found at http://www.hull.ac.uk/php/cesagh/documents/LEARNINGLOG.doc .
If reading the folktale ―The Birth of Pecos Bill‖ located at http://www.americanfolklore.net/folktales/tx6.html , a sample student
response might read as follows:
The character of Pecos Bill can be compared to Mowgli in The Jungle Book because both were adopted by animals. Bill was
accepted by a mama coyote, and Mowgli was accepted by a pair of wolves. The boys had fun running and
playing with
their animal families. When both characters grew up, they left their animal families to live with other humans.
Student responses may also be elicited through other strategies, such as teacher conferencing, book talks, peer conferencing, or
Reading Counts/Accelerated Reader, if available.
Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01d, 04, 06a, 20a)
Materials List: word list, dictionaries, thesauruses, glossaries
Throughout the unit, the teacher will emphasize vocabulary development by having students use context clues to figure out unfamiliar
words in the tall tales and legends. The teacher and students will collaboratively create a word wall of the specialized vocabulary they
may find in folktales. Students will review words daily and will share aloud any instance in which they have heard or seen a word
used in current, real-world context. The teacher will aid student construction of usage links to the real world by providing examples.
Students will learn about word choice and develop specific vocabulary that clarifies the meaning of the topic. Students will also use
electronic and print dictionaries, thesauruses, and glossaries when developing and selecting vocabulary for the oral and written stories.
Curriculum Map 2011-2012 – Grade 5
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Activity 3: Writing Craft Mini-Lessons (Ongoing): GLEs: 26c, 27, 28b, 28d)
Materials List: student writing samples
As an introduction, the teacher will instruct students in the writing process. To allow students to connect the writing process with
familiar language use, students will construct a draft conversation between two friends as they discuss the day‘s lunch menu. During
the editing and proofreading process, students will correct errors in capitalization and quotations. Revisions will occur until errors
have been corrected.
As students progress toward development of compositions with topic sentences and complex sentence structure, they will practice the
editing and proofreading process. Students will continue to focus on capitalization, use of quotations, subject-verb agreement, and
correction of sentence fragments in their later work. Students will peer edit writing by the members of their authors‘ groups to
reinforce proofreading skills.
Since folktales have many instances of dialogue, students will practice using quotation marks to indicate a speaker‘s words. An
example of a mini-lesson is as follows: The teacher will write and punctuate the sentence below.
―Joey,‖ Jana said, ―you and your sister share an exaggerated sense of humor.‖
Students will discuss and compare the sentence to one that begins with a speaker (i.e., Jana said, ―Joey, you and your sister share an
exaggerated sense of humor.‖). Small groups of students will then develop one-minute conversations in which members discuss the
special talents of two classmates. Afterwards, students will write the conversations on transparencies. The groups will share their
work as class members orally identify correct use of quotation marks and solutions to incorrect usage. Students will additionally
check for correct capitalization of proper nouns.
Curriculum Map 2011-2012 – Grade 5
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Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 28b, 28d)
Materials List: student writing samples, board or transparency/overhead projector, learning logs
Grammar instruction should occur within the context of students‘ reading and writing.
Writer’s Express: A Handbook for Young Writers, Thinkers, and Learners or other grammar handbooks may be used to teach elements
of grammar, punctuation, and style. Grammar lessons focus on sentences using multiple clauses, verb tenses, and parts of speech.
Emphasis is placed on solidifying punctuation skills learned in earlier grades and learning how to proofread and edit writing.
An example of a mini-lesson is as follows: The teacher will write the sentence below on the board or a transparency. The students
will orally divide the sentence into two shorter sentences and will list the two in learning logs (view literacy strategy descriptions).
The teacher may also write the two shorter sentences for use in discussion. The class will discuss whether the sentences can be
combined in any other ways. Students will summarize discussion in learning logs.
Armadillos are very heavy, but they can inflate their stomachs with air and float on water.
Activity 5: Folktales (GLEs: 07a, 11a, 12e, 17c, 17f, 38, 41c)
Materials List: learning log, What Are Your Opinions About Tall Tales and Legends? opinionnaire BLM (one per student)
The teacher will explain that folktale is a general term for numerous tales told by common folk. Folktales, eventually collected and
written in narrative form, will be defined by students in learning logs (view literacy strategy descriptions) as stories that have been
retold within a culture for generations and are well-known through repeated storytelling. The teacher will explain that sometimes
folktales are subdivided into tales of magic, romance, tall tales, or legends. The teacher will provide students with an opinionnaire
(view literacy strategy descriptions) (See BLM.) that will encourage students to take a position about the topic of folktales and defend
it. Students will work in pairs to discuss statements and write reasons for opinions.
Through use of the opinionnaire, students will decide if tall tales and legends are based in fact and if the tales tell of universal human
needs. They will also determine which one has more historical truth. Finally, students will determine a purpose for folktales.
Students should provide specific reasons and examples for their position. Afterward, a class discussion could be held for students to
express their differing opinions. Discussion of individuals‘ statements should create a bridge to information and ideas to be found in
later readings of folktales. Students will retain opinionnaires until completion of Activity 11. Students will then revisit their initial
opinions and revise them, if necessary.
Curriculum Map 2011-2012 – Grade 5
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Activity 6: Responding to Folktales (GLEs: 05a, 07a, 09, 11a, 12c, 19, 21c, 38)
Materials List: various examples of American tall tales and legends, learning logs, Reader‘s Response BLM (teacher use)
The teacher will explain that for years Americans read and heard few tales other than those from Europe. As America grew as a
country, so did the national collection of folktales, particularly tall tales and legends. The teacher will read aloud several examples
(See resource list.). The teacher will guide students to create a brief response that includes first thoughts upon hearing a story (See
BLM.) In learning logs (view literacy strategy descriptions), students will quickwrite an initial reader‘s response to a story selected
from the read-aloud examples. Students will edit their learning log entries for use of introductions and conclusions, appropriate word
choice, and relevant elaboration; they will then record a second draft. Finally, students will respond in one or more paragraphs to a
reflective prompt in learning logs. The prompt would be listed as Describe what you know now about folktales that you did not know
before. Students will keep learning logs throughout the unit for creative writing, for taking notes, and for use as a resource list for
additional activities.
Curriculum Map 2011-2012 – Grade 5
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Activity 7: Tall Tales—Exaggerated Storytelling: Paul Bunyan and Beyond (GLEs: 05b, 05d, 07a, 09, 10, 11a, 12c, 12f)
Materials List: variety of tall tales, to include Paul Bunyan, board or chart paper, Exaggerated Storytelling Word Grid BLM (teacher use), learning logs
The teacher will ask students to define exaggeration and to suggest personal characteristics that could be exaggerated in storytelling. Possible brief definitions
include overstatement, extravagance, elaboration, misrepresentation, and a stretch of the imagination. On a board or a piece of chart paper, the teacher will write
student replies in a word grid (view literacy strategy descriptions) like the following (See BLM.):
Exaggeration
Overstatement
Extravagance
Elaboration
Misrepresentation
Stretch
of the
imagination
humor
curiosity
strength
stature
The vertical dimension of the chart represents synonyms that indicate various forms of exaggeration. The horizontal dimension represents personal
characteristics that can be exaggerated during storytelling. The teacher will then read aloud a story of Paul Bunyan and direct students to point out examples of
exaggeration. With the students‘ participation, the teacher will fill in the word grid by placing ―+‖ in the space corresponding to the characteristic and the form
of exaggeration that best describes it. Versions to be used for storytelling by the teacher may be found at http://www.americanfolklore.net/paulbunyan.html .
See resource list for suggestions of children‘s literature. Allow time for students to quiz each other over the information in the word grid in preparation for tests
and other class activities. Students will also create a learning log (view literacy strategy descriptions) entry to include the definition and some text-based
examples. The teacher will continue by reading several other tall tales (i.e., Slue-foot Sue, Joe Magarac, Stormalong), pausing before the end of each story and
asking the students to predict outcomes. Versions about Slue-foot Sue and others may be found at http://www.americanfolklore.net/folktales/tx2.html
Students will identify and list commonalities among the stories in order to define the characteristics of tall tales; the list will be placed in learning logs. The
teacher will identify and discuss patterns that underlie structure and explain that tall tales will exhibit some of the following characteristics:
 The main character accomplishes great feats using strength and wits.
 The author uses exaggeration and humor; the hero brags and/or makes fun of himself or herself and has a colorful way of speaking.
 Famous people and places show up in the story.
 The story often starts when the hero is a child.
 The story can reflect historical events while recounting supernatural adventures and mishaps.
Students will identify multicultural dimensions of the stories. Students will create mind maps that include elements of setting, plot, characters, conflict, and
sequence of events. A source for mind maps or think links may be found at: http://www.studygs.net/mapping/. They will compare and contrast story elements in
two or more books and identify stated and implied main ideas and supporting details.
Curriculum Map 2011-2012 – Grade 5
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Activity 8: Legends—Stories from the Past: Casey Jones and Beyond (GLEs: 05a, 05b, 05d, 07a, 11a, 12c, 12f, 17c, 17f, 38,
39a)
Materials List: variety of legends, to include Casey Jones, learning logs, paper to create graphic organizer
The teacher will select and read aloud the story of Casey Jones and several other short legends (Versions of Native American legends
to be used for storytelling may be found at http://www.firstpeople.us/FP-Html-Legends/TheChildrenofCloud-Pima.html ). Students
will predict outcomes as the teacher pauses near the end of each story. Students will identify commonalities among the stories in
order to define the characteristics of legends. As an addition to learning logs (view literacy strategy descriptions), students will list
commonalities. The teacher will explain that, as an example of a literary genre, legends will exhibit some of the following
characteristics:
 A legend is a story from the past about a subject that was, or is believed to have been, historical truth. The story is rooted in
the authenticity of the character but fictional in detail.
 Legends concern people, places, and events.
 Usually the subject of a legend is a saint, a king, a hero, or a famous person.
 A legend is associated with a particular place and a particular time in history.
 A legend has a more austere tone than a folktale.
 Legends reflect values of the culture and goals of its people.
Students will reread legends with a partner to distinguish between facts and fictional details within characterization, historical setting,
and multicultural roles. The teacher will guide students to identify stated and implied main ideas and supporting details in a class
discussion. Students will select a legend for class presentation that will include visuals of characteristics, main ideas, details, and
elements.
Students will then form groups of three or four students. The teacher will explain that they will be called on randomly to come to the
front of the room to act as a team of ―professor know-it-alls‖ about specific elements of character, plot, and theme development in
Casey Jones. Groups will prepare for professor know-it-all (view literacy strategy descriptions) by thinking of questions that require
responses of character, plot or theme (e.g., Which element shows that Casey‘s courage and patience are rewarded?). The teacher may
guide students to brainstorm about the elements before creating questions. For example, characters that are symbolic of good or evil,
such as heroes who are strong, brave, kind, curly-haired or fair-haired, and sympathetic; or themes that show how courage, patience,
and hard work are rewarded; or plot elements that are repetitive or require resolution. The first team will move to the front of the
room. Both peers and the teacher will question the team. The groups will rotate after five minutes or so to continue.
Curriculum Map 2011-2012 – Grade 5
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Activity 12: The Stuff of Yarns: Writing Tall Tales or Legends (GLEs: 05b, 05c, 06a, 07a, 18a, 18b, 18c, 20a, 20c, 21b, 21c,
21d, 22, 24, 35, 43a, 46)
Materials List: grade-appropriate resources (e.g., specialized dictionaries, thesauruses, etc.), available publication software
Students will divide into groups of two or three (authors‘ groups) to brainstorm possible scenarios for tall tales or legends, which may
take the form of a story, a play, or a script for Readers‘ Theater. Next, author groups will outline the scenario, including plot,
characters, and conflict, and make specific references to favorite tall tales or legends previously discussed. Groups will draft the tall
tales or legends they have outlined. They will focus on the following: appropriate word choice and colorful language, mood, sound
devices, exaggerating the hero‘s characteristics, and chronological order for sequencing the plot of the story. Students will use
specialized dictionaries and other resources to create the work. While drafting the folktales, students will check with peers to question
authorial intent and suggest additional incidents that could be included or ones that should be deleted to strengthen stories. Students
should discuss peer suggestions for selection or deletion of incidents since one‘s expectation for the completed tale may reflect
personal experiences and strong emotions. The focus of the collaborative writing efforts should be on establishing chronological order
and the structures and conventions of tall tales and legends. Students will create a final draft.
Students will publish the final versions of their stories in a class book. Students will utilize available technology to create borders,
graphics, and titles that support the elements of each work and engage reader interest. The teacher will conference with students as
necessary to discuss selection of title and images.
Activity 14: Evaluating and Receiving Feedback (GLEs: 18c, 25b, 32, 36, 40a, 40b, 41a, 41b, 41c)
Materials List: copies of rubric completed in Activity 13, audio recorder and taped readings from previous activity
Students will divide into groups of four to become listeners‘ panels. The teacher will assign roles for members, so that each may be
able to later contribute to the written feedback; roles may be assigned as follows: a student to monitor eye contact, one to listen for
examples from the introduction, one to listen for examples of the body of the presentation, and one to listen for concluding statements.
Students will demonstrate active listening strategies while paying attention to one or more audio recordings of live performances.
Each group will receive a printed copy of the student-created rubric and will collaborate to provide written feedback. While listening
to the audio composition, students will also evaluate the speaker on diction and enunciation, volume and inflection, and the speaker‘s
incorporation and organization of details to support the story line. When the whole class comes back together, panel members will
share selected comments from their evaluation and participate in the larger teacher-facilitated discussion.
Curriculum Map 2011-2012 – Grade 5
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Unit 1, Activity 5, Opinionnaire
What Are Your Opinions About Tall Tales and Legends?
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided,
briefly explain the reasons for your opinions.
1. Tall tales are based in fact. _________
Your reasons:
2. Legends are based in fact. _________
Your reasons:
3. Legends and tall tales tell of human wishes and needs. __________
Your reasons:
4. Legends are as important to countries and cultures as the facts of history. _________
Your reasons:
5. Tall tales have more historical truth than legends. _________
Your reasons:
6. Legends and tall tales have characters that are easily recognized as good or bad. _____
Your reasons:
7. Without legends countries would not know who their heroes were. ________
Your reasons:
8. Many people who are living today will become tomorrow‘s legends. _________
Your reasons:
Curriculum Map 2011-2012 – Grade 5
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Unit 1, Activity 6, Reader's Response
Directions: Read aloud and discuss the sample student response to a folktale variant of ―Snow
White.‖
Sample student response:
I liked the story of "Snow White" from the Appalachia. It was funny to hear her described as a stepchild who was
treated mighty bad. The words of the story were a little different from words that I hear every day and they sounded strange
when read aloud.
The character of the bad sister reminded me of my big sister because both did not like spending time with their little
sisters.
When the stepmother was cursed with a basket that would always be full of snakes and toad frogs, I thought the
punishment was a good match for her mean behavior.
Curriculum Map 2011-2012 – Grade 5
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Unit 1, Activity 7, Exaggerated Storytelling Word Grid
Directions: Use the word grid to define exaggeration and suggest personal
characteristics that could be exaggerated in storytelling.
Exaggeration
Overstatement
Extravagance
Elaboration
Misrepresentation
Stretch
of the
imagination
humor
curiosity
strength
stature
Curriculum Map 2011-2012 – Grade 5
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English Language Arts: Grade 5
October 3rd – November 18th – Weeks 8 - 13
Comprehensive Curriculum Unit 2: Informational Articles/Reports
Unit Description
This unit emphasizes reading strategies for gathering information from nonfiction articles and reports. The characteristics of high-quality informational texts are
identified, and the activities focus on the different styles and ways of organizing texts used for different subjects. Writing and presenting an article and a report
provide opportunities for editing and analysis of form. Vocabulary development and grammar instruction occur within the context of the selections.
Student Understandings
Informational texts provide factual information that assists with everything from being an informed consumer and citizen to providing pleasurable reading on a
wide variety of topics. Students will identify the primary purpose of informational texts as communication of information. Readers will examine the differences
to determine advantages of reading either format. Students will use a text‘s organization, structure, language, and visual features to derive meaning and employ
parallel text features within compositions.
Guiding Questions
1. Can students identify the characteristics of articles and reports that are appropriate for various audiences?
2. Can students effectively integrate technology, accessing information on the Internet and using other informational resources in research?
3. Can students use the structure of the article to find information they need?
4. Can students effectively compose a response to an article written for a varied audience?
5. Can students locate the problem, evidence, and findings within the structure of a report?
6. Can students use the writing process to compose either an article or a report?
7. Can students analyze the differences between an article and a report?
8. Can students evaluate the advantages of reading for information in a selected format?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product
that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of
assessments that could be used for this unit:
General Assessments
 The student will prepare and deliver an oral presentation of articles or reports to the class.
 The student will engage in self-assessment of portfolio examples. Assessment may be in a learning log (view literacy strategy descriptions) format
or in an essay format.
 The student will use a proofreading checklist, such as the one found at http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_36.pdf that addresses the most common errors in punctuation, capitalization, usage, and sentence formation to edit final drafts of articles and reports.
 The student will circle two or more unknown words while reading each informational article. He/she will then utilize a dictionary and/or thesaurus
to replace the word with a synonym.
 To practice identifying article components, students will create a classroom timeline to post information and pictures/drawings on large sticky notes
or index cards. The information will answer the questions who, when, and what about discoveries made during the reading informational articles.
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop
Writing Workshop
LCC ACTIVITIES: Unit 2 – Informational Articles
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g
2: Vocabulary Study (ONGOING): 01a, 1b, 01c, 04, 20b, 20d
5: Informational Texts 44a, 44b, 45b CENTER IDEA
6: Collecting Articles 12b, 42a, 42c, 43a, 43b
7: The Structure of Articles 04, 07b, 08, 11b, 12b, 12c, 12d, 17c, 17e, 42a
Theme 4 -- What is Sound?
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 12
 main idea and details
 purpose for reading
 classify
TARGET SKILLS
 Poem 7, 11
 Recognize Alliteration 6
 Point of View
LCC ACTIVITIES: Unit 2 – Informational Articles
3: Writing Craft Mini-Lessons (ONGOING): 26c, 27, 28b, 28d
4: Grammar/Usage Mini-Lessons (ONGOING): 20e, 26a, 27,
28b, 28d, 29b, 30, 31
8: Identifying an Article’s Organization and Outlining the
Article 01b, 07b, 11b, 12a, 15, 16, 17b, 44c
10: Write an Article 18e, 21a, 21b, 21c, 21d, 45b, 46
11: Reports Mean Information 04, 07b, 12e, 15, 17b
12: Write a Report 12d, 18d, 20e, 21d, 21e, 21f
14: Analysis of Informational Writing Formats 13, 18c, 18e, 19,
21d, 22
15: Bibliographic Information 02, 14, 45c, 47a, 47b, 47c
MODELED WRITING

Informational Article 22 (LCC)

Report 22 (LCC)

Poem 25 (LbD)
Theme 5 -- Let Freedom Ring
COMPREHENSION STRATEGIES/SKILLS
Monitor Understanding 12
 reread text
 self-monitoring
 reflection
 strategic reading
TARGET SKILLS
 Biography 11
 Nonfiction Text Feature: Time Line 48
MINI-LESSONS
 Prewriting 21
 Problem/Solution 25
 Include Figurative Language 24
 Drafting 21
 Build Characters 23
 Organization 19
 Common & Proper Nouns 29
 Singular & Plural Nouns 29
 Possessive Nouns 29
 Subject & Object Nouns 29
 Review Nouns 29
 Action & Linking Verbs 29
 Capitalize Titles & Proper Nouns 27
 Use Parentheses & Commas in Direct Quotations 26
 Correct Sentence Fragments & Run-on Sentences 28
Theme 6 -- Balancing Act
COMPREHENSION STRATEGIES/SKILLS
Synthesize 12
 sequence
 summarize
 classify/categorize
 retell
TARGET SKILLS



Play 11
Story Structure 12
Setting 12
Word Study
Continue Word Wall
Activities
Proper Nouns 27
Reference Materials 31
Synonyms & Antonyms
Multiple Meaning Words 2
Homonyms 29
Verbs 29
GLEs tested on Assess 2 Know Test 2- 12a, 12b, 12c, 12d, 13, 15, 16, 17f, 26a, 27, 28d, 42a, 43a, 43b, 45b, 45c
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop Resources
Theme 4: What is Sound?
Comprehension Bridge Cards: 3 & 4
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
melody, harmony, broadcast, improvise, experiment, length,
concentrate, instrument, vibration, pitch
Connect to Novels: Come Sing, Jimmy Jo, The Mystery of the Stolen
Music, The Last Holiday Concert
Theme 5: Let Freedom Ring
Comprehension Bridge Cards: 4 & 5
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
battle, constitution, amendment, huddled, tracing, inform, articles,
draft, bill, preamble
Connect to Novels: Nothing But the Truth, Second Daughter,
The Landry News
Theme 6: Balancing Act
Comprehension Bridge Cards: 5 & 6
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
appoint, legislature, Congress, democracy, enforce, elect, nominate,
conclude, executive, judicial
Connect to Novels: The Kid Who Ran for President, I, Dred Scott,
The President’s Daughter
Leveled Readers End of 2nd Quarter
ON: S, T, U
ABOVE: V, W
BELOW: R and below
Curriculum Map 2011-2012 – Grade 5
Writing Workshop Resources
Word Study Resources
MODELED WRITING
Informational Article
 HME p. 430
Report
 HME pp. 399-427
Poem
 LbD Poem Organizer – Transparency 23, 24
 LbD Writing Bridge Card 8
Houghton- Mifflin Spelling and
Vocabulary
Proper Nouns
Writer‘s Resources – pg. 255
MINI-LESSONS
Prewriting
 LbD Writing Bridge Card 7 & Transparency 22
Problem/Solution
 LbD Problem/Solution Organizer – Transparency 35, 36
 LbD Writing Bridge Card 12
Include Figurative Language
 LbD Writing Resource Guide pp. 51-52
Drafting
 LbD Writing Bridge Card 9 & Transparency 28
Build Characters
 LbD Writing Resource Guide pp. 53-54
Organization
 LbD Writing Bridge Card 11 & Transparency 34
Common & Proper Nouns
 LbD Writing Resource Guide p. 7
 HME pp. 66-67
Singular & Plural Nouns
 LbD Writing Resource Guide p. 8
 HME pp. 70-73
Possessive Nouns
 LbD Writing Resource Guide p. 9
 HME pp. 74-77
Subject & Object Nouns
 LbD Writing Resource Guide p. 10
Review Nouns
 LbD Writing Resource Guide p. 11
Action & Linking Verbs
 LbD Writing Resource Guide p. 12
www.primarilywriting.com
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Reference Materials
Unit 3 – pg. 32
Unit 5 – pg. 44
Writer‘s Resources – pg. 258
Writer‘s Resources – pg. 283
Synonyms & Antonyms
Unit 2 – pg. 26
Unit 13 – pg. 92
Unit 26 – pg. 170
Unit 32 – pg. 206
Multiple Meaning Words
Unit 25 – pg. 164
Unit 27 – pg. 176
Unit 34 – pg. 218
Houghton Mifflin English:
Homonyms
Unit 6 - p. 232
Verbs
Unit 3 – p. 95
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: nonfiction and informational reading material covering a wide range of topics and readability levels, learning logs,
Learning Log BLM
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period
of time. Texts on interesting places, science topics, social problems, etc. may prompt students to read and discuss learned material
with peers. Additionally, the teacher, to present books as sources of interesting information, may provide copies of the Guinness Book
of World Records, Famous First Facts, World Almanac, TIME for Kids Almanac, TIME Almanac with Information Please, how-to
books, books on trivia, or other similar collections of information. Since informational texts require students to sequence events or
process steps, to summarize or paraphrase, and to identify main ideas, students will use comprehension strategies to make meaning of
text. Titles read will be recorded in learning logs (view literacy strategy descriptions), beside which students will record new
understandings, predictions, confirmation of predictions, explanations, and reflections (See BLM.).
Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01b, 01c, 04, 20b, 20d)
Materials List: dictionary, thesaurus
Throughout the unit, students will encounter content words specific to the topic about which they are reading. Since many of the
words may be unfamiliar to students, they will use a variety of strategies (e.g., peer examples, contrast words, decoding affixes, and
etymology) to identify word meanings.
During all unit activities that require responding orally and in writing, students will focus on word choice and vocabulary to clarify
meaning and use specific vocabulary to communicate information about a selected topic. Writing informational texts also helps
students to think specifically about features of text and the selection of vocabulary during the reading process—to read like a writer as
well as to write like a reader. As students develop this understanding of how to achieve clear voice as an author, they will identify
instances of individual personality within their own compositions.
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Activity 3: Writing Craft Mini-Lessons (Ongoing): (GLEs: 26c, 27, 28b, 28d)
Materials List: student writing samples, discarded magazines and newspapers
As students develop written products in unit activities, they will concentrate on the revision stage of the writing process or specifically
proofreading. Students will correct errors in punctuation, capitalization, quotations, subject-verb agreement, and sentence fragments
in their own work. An example of a mini-lesson on punctuation is as follows: The teacher will divide the class into small groups.
Each group will choose a paragraph from a newspaper or magazine that contains a variety of punctuation marks. Next, each group
will decide on a particular sound to represent each punctuation mark. The sounds may be animal noises, a series of snaps or claps, or
anything that can be improvised with classroom materials. Groups will take turns reading their paragraphs, while inserting the
appropriate noise each time a punctuation mark appears. The teacher will monitor for correct identification. Then, groups will work
cooperatively to write a list of five sentence fragments and five run-on sentences. Teams will exchange lists, but keep the lists facedown until the teacher says ―Go.‖ Students will correct the received list of fragments and run-on sentences.
Additionally, students will peer edit writing by the members of their authors‘ groups to reinforce proofreading skills (See Proofreading
Checklist resource in General Assessments.). To add a technology element, students may access an interactive site found at
http://www.harcourtschool.com/activity/language_arts/pmp/interactive_guide/g05/g05home.htm which allows them to select
capitalization and punctuation as a skill to practice.
Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 20e, 26a, 27, 28b, 28d, 29b, 30, 31)
Materials List: student writing samples, board or transparency, markers
Grammar instruction should occur within the context of students‘ reading and writing. Students will practice proofreading techniques
which focus on the following elements: sentence variety, correction of sentence fragments and run-on sentences, and usage of
appropriate forms of nouns, pronouns, and verbs for clarity. Students will identify incorrectly spelled words and will spell those
correctly in their compositions and in the compositions of others through peer editing.
An example of a mini-lesson is as follows: Write an incorrect sentence from samples below on the board or on a transparency. Ask
students to correct the sentence with a plural noun form and a pronoun that agrees with the antecedent.
Studentes must follow directions if he plans to receive good grades.
She writes to editors-in-chief to ask him to print more local news stories.
James and Hannah missed her ride to school.
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Activity 5: Informational Texts (GLEs: 44a, 44b, 45b)
Materials List: examples of informational literature, learning logs, 1 teacher copy of brief report on solar radiation data, poster board
for recording results of student interviews
The teacher will review the characteristics of different types of nonfiction literature and will facilitate a classroom discussion on why
people read informational texts such as newspapers, magazines, manuals, brochures, the Internet, documentaries, encyclopedias, and
almanacs. During discussion, the teacher will survey the class to determine which types of texts were most read within the last month
by class members and will record the information in a table format on the board or on a piece of chart paper.
Students will discuss and record in split-page notetaking (view literacy strategy descriptions) format within learning logs (view
literacy strategy descriptions) the three important elements in high-quality informational texts:
 integrity
 accuracy and authenticity
 style and language
Students will take split-page notes while the teacher presents a brief lecture on solar radiation data; background information may be
located in the introduction section at http://rredc.nrel.gov/solar/pubs/shining/intro_shining.html. Students should be shown how to
study from their notes for tests and other class assignments by covering information in one column of the notes and trying to recall the
information in the other column. A model of the information may look as follows:
Name:
Date:
--Integrity
**Accuracy and
authenticity
^^Style and language
Topic: Solar Radiation Data and Its Importance
--writer provided example of a large building that uses solar energy
system
--lists size of troughs and temperature of solution to provide info
about amounts
**presented by a section of the national Department of Energy
**recent data
^^familiar vocabulary
^^many details
^^explanatory tone
Finally, students will conduct interviews of family members and others in order to find out the types of informational materials they
read. They will bring these lists to school and organize them into categories on a class poster.
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Activity 6: Collecting Articles (GLEs: 12b, 42a, 42c, 43a, 43b)
Materials List: individual 3-prong folders or expandable file folders for students to use as article portfolios, one 3-ring binder for
teacher use as a class portfolio, a variety of articles from magazines, newspapers, and the Internet
The teacher will give each student a 3-prong folder or expandable file folder to hold articles, notes, and individual compositions and
provide one large portfolio for the class to use as a group. The teacher will model what readers do before reading informational texts;
students will examine patterns of organization in the different texts, specifically those chapter titles, headings, and subheadings that
help readers find important information. Next, the teacher will read aloud a selection of grade-appropriate informational literature to
capture students‘ interest and provide double copies of a variety of articles. Each student will then select an article on a topic in which
he/she is interested. Students will need two copies of each article to place one in the class portfolio and the other in an individual
portfolio. The teacher will organize the class portfolio by article topics and use it later in the unit to monitor small group work and
interpretive presentations.
Students who have selected articles about similar topics will form small reader groups. Students will first read independently and then
will summarize and paraphrase the article for the group. Group peers may offer research strategies, such as using encyclopedias,
dictionaries, or Web sites to locate explanatory information about the shared topic. Students will take notes on the reading group
discussions and add the notes to their portfolios. Throughout each stage of the process, students must maintain their individual
portfolios, which will contain selected articles, interviews, reading group discussion notes, and notes/graphic organizers from
upcoming activities. The teacher will monitor portfolios for inclusion of articles, notes, and interviews. Due to shared interests, each
reader‘s group will remain together until completion of Activity 9.
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Activity 7: The Structure of Articles (GLEs: 04, 07b, 08, 11b, 12b, 12c, 12d, 17c, 17e, 42a)
Materials List: Vocabulary Self-awareness Chart BLM (one per student), 1 newspaper article to be used by the teacher as a teaching example, various newspaper
articles for guided practice student activity, highlighters, various newspaper and magazine articles for independent practice student activity
To identify target vocabulary, students will maintain a vocabulary self-awareness (view literacy strategy descriptions) chart. Students should be able to identify
the basic sections of an article‘s format, newspaper terms, and stylistic descriptions. The teacher will provide a list of words to students and have them complete
a self-assessment of their knowledge of the words using a chart like the following:
Word
lead paragraph
Body
conclusion
Details
Clarity
headline
Byline
photo caption
headings
subheadings
indentations
Bullets
+
√
-
Example
Definition
Students will rate their understanding of each word with either a ―+‖ (understand well), a ―√‖ (limited understanding or unsure), or a ―-― (don‘t know). Students
will return often to the chart over the course of readings to add new information to it. As understanding of key terms grows, students will replace all the check
marks and minus signs with a plus sign and refined definitions.
The teacher and students will then participate in a class discussion about the style and language in the structure of articles, which may include:
 an introduction that grabs the reader‘s attention
 the body of an article that includes explaining who, what, why, when, where, and how in a description of events in the order they happened
 the inclusion of strong details to add interest
 the authors‘ clarity of style that presents information accurately
 a conclusion that provides a summary of main ideas
Students will take notes on the discussion of style and language to include in their portfolios.
The teacher will select a newspaper article to read aloud to the class. Students will indicate with one finger, two fingers, or three fingers whether the teacher is
reading the lead paragraph, the body, or the conclusion of the article. Students will revisit their vocabulary self-awareness charts to record new information.
After moving into the smaller readers‘ groups, students will skim and scan other newspaper articles focusing on identifying the organizational structure of the
articles. They will use highlighters to identify segments of the articles, as the teacher calls various parts of the structure aloud. To check whether they have
correctly identified each part of the organizational structure, students will share markings and discuss within their groups. The teacher will monitor during this
guided practice activity.
(continued on next page)
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As an independent practice activity, students will then read supplementary articles from newspapers and magazines on a variety of subjects. The teacher will
assist student groups in locating headings, subheadings, indentations, bullets, and pictures as clues and to identify the structure of articles. Highlighters may be
used again by students to document various parts of the article. During a Think-Pair-Share session, students will compare structures of the supplementary articles
to the structures of their selected articles for similarities and differences.
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Activity 8: Identifying an Article’s Organization and Outlining the Article (GLEs: 01b, 07b, 11b, 12a, 15, 16, 17b, 44c)
Materials List: example of an outline, 1 copy of an article that has information organized in a sequential manner, 1 copy of an article that organizes information
from most important to least important ideas, 1 copy of an article that begins in the middle of the story but then supplies details to fill in the beginning of the
story, 3 3‖ x 5‖ index cards per student, Vocabulary Card Template BLM (teacher use), learning logs
In a mini-lesson, the teacher will review the skill of organizing information in outline form. In a teacher-facilitated discussion, students will review steps in
creating an outline and recognize the outline as a guide to a subject that both shows ideas in correct order and indicates their relative importance.
Students will next participate in a teacher-led discussion of three types of organizational methods used in writing articles. Students will create vocabulary cards
(view literacy strategy descriptions) for terms that represent the three ways that articles are usually organized: sequential order, hierarchical order or most
important to least important ideas, and in media res order or starting in the middle of the story and filling in the details from the beginning. Students will follow
the provided sample below (See BLM.) to place the targeted word in the middle of a 3‖x5‖ index card. The teacher will ask students to provide a definition.
Next, students will list the characteristics or description of the word and write that information in the appropriate space. Next, students will suggest examples for
the term and select one or two of the best ones to place in the designated area on the card. Finally, students will create a simple illustration of the term in the last
area of the card. Once the sample card is completed, students will make word cards for the other two terms. Allow time for students to study the cards and quiz
each other with the cards in preparation for tests and other class activities.
Sample Vocabulary Card
Definition
In the middle of
things
Characteristics
*Starts the story in
the middle of the
action to involve
the reader. *Uses
flashback.
in media res
Examples
Illustration
*The meeting
agenda consisted
of ….
*Before the
controversial
meeting, scientists
had discovered….
(continued on next page)
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Students will take notes in learning logs (view literacy strategy descriptions) on how the author‘s purpose and viewpoint may influence his/her
selection of method. To check for understanding, students will read samples provided by the teacher that represent the three ways that articles are
usually organized. Then students will identify and label the organization of each sample.
Students will discuss which organization appeals to them most, citing examples from the articles in folders. As the teacher facilitates additional
discussion and completes a visual example on the board, the class will collectively outline the article organized in media res, while individuals
record the outline in their learning logs. After independently outlining the other two articles of the organizational structures mentioned above,
students will check and compare outlines within the readers‘ groups.
Activity 10: Write an Article (GLEs: 18e, 21a, 21b, 21c, 21d, 45b, 46)
Materials List: article folders, informational texts (i.e., encyclopedias, magazines, Internet resources, dictionaries, etc.), technology
publication software options
Students will review the structure of sample articles and outlines of articles in their folders to identify format characteristics of an
informational article. In a class discussion, the teacher will review the writing process: brainstorming ideas, identifying information
sources, gathering information through taking notes, using a graphic organizer as a framework for the information, writing a first draft,
sharing a first draft with the author‘s group for feedback, constructing a final draft, and selecting publication forms. As a class,
students will brainstorm (view literacy strategy descriptions) various ideas for an article topic and record the different ideas within
their article portfolios. The suggested topics might be related to those of previous articles in individual portfolios or might be unlike
anything discussed so far.
Students will choose a topic on which to write an article. The teacher can rearrange the readers‘ groups at this point to become
authors‘ groups, so members are now writing articles on similar topics. Students will locate sources of information and collaborate on
information-gathering tasks. Students will take notes on the information gathered and organize information graphically as needed in
charts or webs. Students will then write a first draft, share the draft for comments with the authors‘ group, and submit the draft to the
teacher for comments. A final draft will then be produced; technology availability may vary the number of draft requirements. To
check their work, students may read published articles to younger students to see if they can answer questions about who, what, when,
why, where and how.
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Activity 11: Reports Mean Information (GLEs: 04, 07b, 12e, 15, 17b)
Materials List: report on governmental use of renewable energy (one copy per student), chart paper or board
Before reading a report on renewable energy use of the Federal Government found at
http://www1.eere.energy.gov/femp/pdfs/epact_sec203_report.pdf , students will generate questions they have about the topic/theme
based on a Student Questions for Purposeful Learning (SQPL) prompt (view literacy strategy descriptions). The teacher will state the
following: ―The Federal Government should increase its use of renewable energy.‖ Additionally, the teacher may write it on the
board or on a piece of chart paper. Students will discuss with a partner to determine one question they have about the report based on
the given statement: The Federal Government should increase its use of renewable energy. As students respond, the teacher will
record questions on the board or chart paper. A question that is asked more than once by students should be marked with a check to
signify that it is an important question. When students have finished asking questions, the teacher should also contribute questions to
the list to further guide reading.
The teacher will ask a question from the list that is answered first with the report on governmental use of renewable energy. The
teacher will then begin reading the report aloud while students listen. The teacher will stop after the section that supplies the answer
to prompt students for an answer to their question. After conferencing with a partner, students will respond as the teacher marks
questions that are answered. The teacher will complete reading of the report in a similar manner. If questions on the list remain
unanswered, ask students to either infer knowledge or review the report to supply answers. As a review, students will restate the
process of asking questions, reading or listening to information, matching answers with questions, and seeking additional information.
Students should also be able to identify structural components of the article that explain the problem, evidence and findings.
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Activity 12: Write a Report (GLEs: 12d, 18d, 20e, 21d, 21e, 21f)
Materials List: learning logs, folders, Venn diagram on transparency or drawn on board, technology publication software options
The teacher and students will participate in a discussion of the characteristics of reports, which include the following:
 an introduction that explains the purpose of the writing, such as what kind of problem was presented and what was
discovered, and provides background knowledge and facts that readers must know in order to understand the presented
information
 the body, which has evidence needed by the reader to understand the subject
 clear language that guides the reader from one fact to the next
 a conclusion with concise statements that summarize findings and generalize their importance
Students will take notes in learning logs (view literacy strategy descriptions) on the characteristics. As a class, students will compare
and contrast a report format with an article format by utilizing a graphic organizer, (view literacy strategy descriptions), such as a
Venn diagram, within a whole-class discussion (A sample is found at http://www.eduplace.com/graphicorganizer/pdf/venn.pdf .).
Once completed, individuals will record the Venn diagram within learning logs for future reference. Authors‘ groups will be formed
to discuss similarities and differences identified in the graphic organizer and to map out a writing strategy for producing a report.
Each student will then write a report on the same topic chosen for the article in Activity 10. Students will share the first draft with
their authors‘ groups, which will give feedback on how sentence structure can be varied. As an alternative, the teacher could choose
to guide students in writing a class report while keeping authors‘ groups to maintain the editing process.
During the editing process, the teacher will emphasize transitional words and phrases that can unify points and ideas throughout
reports. A final draft will then be produced; technology options may vary the number of draft requirements.
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Activity 14: Analysis of Informational Writing Formats (GLEs: 13, 18c, 18e, 19, 21d, 22)
Materials List: learning logs, transparencies or chart paper, markers to record on paper or transparencies
The class, as a whole, will revisit the Venn diagram now contained in learning logs (view literacy strategy descriptions). Since
students have now read examples of articles and reports, they will participate in a teacher-led discussion of the benefits of reading one
format over the other one; the class should take a firm stand on one format. Students should include an explanation of the relationship
between life experiences and reading informational texts to solve problems; the teacher will guide students to analyze benefits
revealed during discussion.
The teacher will explain that the class will collectively write an analytical composition explaining the stance decided upon during the
earlier discussion. The composition must contain an introductory paragraph including topic sentence, a body, and conclusion.
Authors‘ groups will be assigned sections to draft and peer edit. Students will use examples from their own articles and reports, as
well as the original articles and reports to summarize important ideas and support their conclusions. When the class regroups, the
teacher will record sections by using an overhead and transparency, or student groups can record on chart paper and organize sections
around the room. The teacher will give individual and group feedback during observation, while the class will orally suggest
corrections when sections are linked.
Activity 15: Bibliographic Information (GLEs: 02, 14, 45c, 47a, 47b, 47c)
Materials List: publication manuals/handbooks, student folders containing articles and reports
During the unit, students will produce a bibliography for utilized articles and reports. Teacher may select one of the accepted style
guidelines, such as MLA, to teach basic forms. By utilizing a printed or online copy of a publication manual/handbook, students will
create a reference for each periodical article, newspaper article, or book. Allow time for students to use the list of abbreviations for
parts of books and other publications, as well as the list of abbreviations for states and territories. Student will use abbreviations as
needed in bibliographic entries. Through use of the reference citations section of the manual, students will also learn how to include
quotations from the articles appropriately in their written work and how to place acronyms in sentences.
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Unit 2, Activity 1, Learning Log
Learning Log
of _____________________
Date:
Assignment:
Before and during reading, I made one or more predictions:
While reading, I discovered that my predictions were supported because of this evidence:
While reading, I discovered that my predictions were not supported because of this evidence:
Questions I had while reading:
New understandings discovered during reading:
New vocabulary discovered during reading:
Connections to other things I know about:
Reflections:
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Unit 2, Activity 7, Vocabulary Self Awareness
Name: _____________________________________
Word
lead paragraph
+
√
-
Example
Vocabulary Self-Awareness Chart
Date:_____________________
Definition
body
conclusion
details
clarity
headline
byline
photo caption
headings
subheadings
indentations
bullets
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Unit 2, Activity 8, Vocabulary Card Template
Vocabulary Card Template
Definition
Characteristics
Word
Examples
Curriculum Map 2011-2012 – Grade 5
Illustration
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English Language Arts: Grade 5
November 14th -- January 12th – Weeks 14 - 19
Comprehensive Curriculum Unit 3: Biography and Autobiography
Unit Description
This unit emphasizes reading, researching, and writing nonfiction, with a focus on biography and autobiography. Defining characteristics of biography or
autobiography guide research of online and bound sources. Reading and writing a biographical or an autobiographical sketch allows students an opportunity for
visual or dramatic presentations. The writing process highlights student editing and proofreading. Vocabulary and grammar instruction occurs within the context
of the selections.
Student Understandings
The essential goals of this unit are to read, comprehend, and interpret a biography or an autobiography, using a variety of reading strategies appropriate for the
selections. Writing a biographical or an autobiographical story by utilizing graphic organizers and rubrics will allow students to focus on the degree of similarity
and/or difference between what they have read and personal experience.
Guiding Questions
1. Can students identify unique characteristics of a biography/an autobiography?
2. Can students use technology effectively for research?
3. Can students produce a personal narrative composition that shows evidence of knowledge of the biography/autobiography genre?
4. Can students relate a biography/an autobiography they have read to personal experience?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that
results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that
could be used for this unit:
General Assessments
 The student will use an editing checklist, such as the one found at http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf for
editing and proofreading written work.
 The teacher will observe interaction of students during authors‘ groups for reaction to peer-editing commentary.
 The student will create notebook entries of self-selected vocabulary and meanings as derived from context clues, dictionary searches, etc. Students will
use the list of less familiar but now defined words to study and to expand word choices within writings.
 The student will respond to the following reflective learning log prompt: How do the person‘s experiences and human qualities relate to your life? The
teacher may respond to the content of the response with a comment or a question to spur further student evaluation.
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Reading Workshop
LCC ACTIVITIES: Unit 3 – Biographies and Autobiographies
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g
2: Vocabulary Study (ONGOING): 01a, 01d, 04, 20a, 20b
6: Getting to Know You: Researching Biographies &
Autobiographies 11b, 17e, 42a,42b, 42c, 43a, 43b
7: Getting to Know You: Reading Biographies &
Autobiographies 05d, 11b, 12b, 12c, 15, 17d, 41a
14: Biography Now! 20a, 20b, 22, 38, 39b
Theme 7 -- Ocean Life
COMPREHENSION STRATEGIES/SKILLS
Create Images 12

use visuals

create images

revise
TARGET SKILLS
 Newspaper Article 11
 Nonfiction Feature: Headings 7
 Identify Tone/Mood 6
Theme 8 -- Bottom of the Deep Blue Sea
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 1, 12

use pictures

read on

decode

word analysis
TARGET SKILLS
 Pourquoi Tale 9
 Recognize Dialect 9
 Simile 6
Theme 9 -- Exploring the West
COMPREHENSION STRATEGIES/SKILLS
Make Connections 12

text to text, self, world

compare/contrast

background knowledge
TARGET SKILLS
 Expository 11
 Nonfiction Text Feature: Map 48
Curriculum Map 2011-2012 – Grade 5
Writing Workshop
LCC ACTIVITIES: Unit 3 – Biographies and Autobiographies
3: Writing Craft Mini-Lessons (ONGOING): 6a, 7b, 20b, 21f,
CENTER IDEA
26a, 27, 28b, 28c,28d, 47a, 47b, 47c
4: Grammar/Usage Mini-Lessons (ONGOING): 30, 31
9: Responding to Biographies/Autobiographies: Organizing
Notes & Creating a Rough Draft 11b, 12c, 17a, 17f, 18a, 18b,
18c, 20b, 21a, 21b, 21c, 21d, 21e, 21f, 22, 25c, 48
10: Using Authors’ Groups to Refine the Rough Draft 05d,
18a, 18b, 18c, 18e, 21c, 21d, 21e, 22
12: Getting to Know You Better: Publishing and Publicizing
the Final Draft 21e, 21g, 22, 25c, 38, 39a, 39b, 39c, 41a
MODELED WRITING

Biography/Autobiography 21 (LCC)

Respond to Writing Prompt 22

Report 25 (LbD)
MINI-LESSONS
 Voice 20
 Strong Start 20
 Cause & Effect 25
 Revising 21
 Editing 21
 Build Strong Paragraphs 20
 Main & Helping Verbs 29
 Past, Present & Future Verb Tenses 29
 Regular and Irregular Verbs 29
 Verbs 29
 Subject & Object Pronouns 29
 Possessive Pronouns 29
 Capitalize Titles & Proper Nouns 27
 Spell Frequently Misspelled Words Correctly 30
 Write Sentences Without Double Negatives 28
 Correct Sentence Fragments & Run-On Sentences 28
Word Study
Continue Word Wall
Activities
Helping Verbs 29
Linking Verbs 29
Sufffixes 30
-ed
-ing
-s
Adjectives 29
Prefixes 1
unnonindis
GLEs tested on Assess 2 Know Test 3- 11b, 12b, 12c, 15, 17f, 19, 20a, 27, 28c, 28d, 30, 42a, 48
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Reading Workshop Resources
Writing Workshop Resources
Theme 7: Ocean Life
Comprehension Bridge Cards: 6 & 7
MODELED WRITING
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning
Game
inhabit, dolphin, plankton, marine, unique, attach, section,
cartilage, chlorophyll, competition
Connect to Novels: Lost at Sea, Avi, Water Sky
Theme 8: Bottom of the Deep Blue Sea
Comprehension Bridge Cards: 7 & 8
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning
Game
environment, niche, camouflage, transparent, conserve,
depth, beneath, dependent, scavenge, endangered
Connect to Novels: The Music Dolphins, Leaving Protection,
Peter and the Starcatchers
Theme 9: Exploring the West
Comprehension Bridge Cards: 8 & 9
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning
Game
escape, colonization, compass, commence, commotion,
contributions, companion, flee, atlas, caravan
Connect to Novels: Lewis and Clark and Me, The Captain’s
Dog, Girl of the Shining Mountains
Leveled Readers End of 2nd Quarter
ON: S, T, U
ABOVE: V, W
BELOW: R and below
Curriculum Map 2011-2012 – Grade 5
Word Study Resources
Houghton-Mifflin Spelling &
Vocabulary
Respond to Writing Prompt
 ―Preparing for the iLEAP Writing Test‖ handout
Report 25
 LbD Report Organizer – Transparency 53, 54
 LbD Writing Bridge Card 18
Inflected Endings –ed, -ing, -s
Unit 19 – pg. 126
Unit 20 – pg. 132
MINI-LESSONS
Adjectives
Unit 21 – pg. 140
Voice 20
 LbD Writing Bridge Card 13 & Transparency 40
Cause & Effect
 LbD Cause & Effect Organizer – Transparency 47, 48
 LbD Writing Bridge Card 16
Start Strong
 LbD Writing Resource Guide pp. 55-56
Revising
 LbD Writing Bridge Card 15 & Transparency 46
Editing
 LbD Writing Bridge Card 17 & Transparency 52
Build Strong Paragraphs
 LbD Writing Resource Guide pp. 57-58
Main & Helping Verbs
 LbD Writing Resource Guide p. 13
 HME pp. 100-101
Past, Present & Future Verb Tenses
 LbD Writing Resource Guide p. 14
 HME pp. 104-109
Regular and Irregular Verbs
 LbD Writing Resource Guide p. 15, 16
 HME pp. 118-121
Subject & Object Pronouns
 LbD Writing Resource Guide p. 17
 HME pp. 216-219
Possessive Pronouns
 LbD Writing Resource Guide p. 18
 HME pp. 222-223
www.primarilywriting.com
Prefix unUnit 28 – pg. 180
Prefixes non-, in-, disUnit 28 – pg. 180
Houghton -Mifflin English
Helping Verbs
Unit 3 – p. 100
Linking Verbs
Unit 3 – p. 102
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
- 42 -
Activity 1: Independent Reading (Ongoing) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period
of time. Across genre studies, students should read silently each day while selecting their own books or reading materials; selections
should require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy
descriptions), as well as new understandings, predictions, confirmation of predictions, explanations, and reflections. Use of strategies,
such as, teacher conferencing, book talks, and peer conferencing may prompt students to research and discuss background information
which clarifies biographical, autobiographical, and memoir texts being read.
Activity 2: Vocabulary Study (Ongoing) (GLEs: 01a, 01d, 04, 20a, 20b)
Materials List: student writing samples, dictionaries, thesauruses, glossaries
Throughout the unit, the teacher will emphasize vocabulary development by having students use context clues to figure out unfamiliar
words in the biographies and autobiographies. Once defined, students and the teacher will add words to the word wall created in Unit
1. Students will apply new vocabulary as appropriate in writing original sentences and longer compositions, such as reports, to show
understanding of words. While reading, students will focus on authors‘ word choice and vocabulary specific to the topic to clarify
meaning. Within their own writing, students will examine word choice, selected vocabulary, and tone to develop their unique voices.
Students will also use electronic and print dictionaries, thesauruses, and glossaries to expand vocabulary during research, drafting, and
editing processes.
Curriculum Map 2011-2012 – Grade 5
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Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 06a, 07b, 20b, 21f, 26a, 27, 28b, 28c, 28d, 47a, 47b, 47c)
Materials List: student writing samples, board and markers, learning logs
In editing and proofreading written work, particular attention will be paid to the accurate form for quotations, citations, endnotes, and
bibliographies. Students will also correct for errors in capitalization, subject-verb agreement, spelling, and sentence structure (e.g.,
fragments). As biographies and autobiographies occasionally include dialogue and vernacular with colloquialisms and informal
―street‖ language, students need to edit for the use of double negatives in all relevant sections of writing. Students will review
previous work and look for patterns of errors.
An example of a mini-lesson is as follows: The teacher will write the word tone on the board and ask students to brainstorm (view
literacy strategy descriptions) what they know about the word to activate prior knowledge. As students share their ideas, the teacher
will list responses on the board. The teacher will then write these lines from Jean Fritz‘s Where Do You Think You’re Going,
Christopher Columbus?:
―…The only sign of gold was the gold rings that the natives wore in their noses. Indeed, that was all they wore. The people
were as naked, Columbus said, ‗as their mothers bore them,‘ which of course, was pretty naked. Otherwise they were normal
looking. They didn‘t have umbrella feet or eyes on their shoulders.‖
After reading the brief text, students will discuss Fritz‘s description of the Indians and how it depicts Columbus‘s landing in what he
thought to be the Indies. Since tone is an attitude toward a subject, or a particular mood conveyed by a writer through language and
sentence structure, the teacher will guide students to identify words (i.e., formal or informal, solemn or humorous, sentimental or
critical, angry or accepting, enthusiastic or apathetic, etc.) that can describe tone. The teacher may also draw attention to Columbus‘s
miscalculations about location and about what the ―Indians‖ would look like. Discussion will continue until students can identify the
tone indicated by the provided lines.
Once the class has determined that Fritz‘s description of the Indians is light and humorous in tone, students will participate in SPAWN
writing (view literacy strategy descriptions) to generalize what has just been learned. To provoke thought on how one creates tone,
students will examine a writer‘s task within the SPAWN category of W or What If? The teacher will write this prompt on the board:
―What if you met someone who refused to laugh: how could you write something that has a humorous tone to make him laugh?‖
Students will record the date, copy the prompt in their learning logs (view literacy strategy descriptions), and write responses within
5-10 minutes. Allow time for students to share their SPAWN writing with a classmate or the whole class.
Curriculum Map 2011-2012 – Grade 5
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Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 30, 31)
Materials List: student writing samples, board or transparencies, markers, word cards created on 3‖x5‖ index cards
Grammar instruction should occur within the context of students‘ reading and writing. Multiple-meaning words often cause confusion
for students and require many exposures in meaningful text. An example of a mini-lesson is as follows: The teacher will select three
to five words to be taught in one lesson and present the words on the board or overhead. Students will use 3‖x5‖ index cards to create
one note card per listed word. Students will provide a meaning for a sample sentence focusing on the word set; for example: My
mother asked me to set the table before dinner. When students have agreed upon a definition, the teacher will present a new sentence;
for example, Erin was always 5 minutes late for swimming practice, so she ______ the clock ahead 5 minutes. The teacher will ask
the students to hold up the word that best fits the sentence from the cards they have. The class will discuss how set is the correct
answer in both sentences and provide a definition for the selected word in the second sentence. Next, students will contrast the
meanings during discussion. Finally, students will think of other ways that the selected word can be used and provide definitions.
The teacher will repeat the steps for the other words for the lesson.
Activity 6: Getting to Know You: Researching Biographies and Autobiographies (GLEs: 11b, 17e, 42a, 42b, 42c, 43a, 43b)
Materials List: library resources (e.g., books, encyclopedias and specialized dictionaries, audio and video tapes, films, documentaries, magazines,
and newspapers), Internet access, learning logs
Students will select a topic from the class list compiled during Activity 5 and divide into groups based on their common interests. Student groups
will research selected topic using library resources and electronic sources, e.g., bookmarked Web sites like http://www.biography.com or an online
biographical dictionary, such as the one found at http://www.s9.com/biography/search.html.
Next, students will choose a biographee, locate as many pertinent book titles as available (See resources for suggested titles.), and select one to
read. Students may also seek information about their selected person in audio and video tapes, films, documentaries, magazines, and newspapers,
if available. As time permits, students will begin integrating information through notetaking within learning logs (view literacy strategy
descriptions). The teacher will guide student‘s identification of links between information found in different texts, such as dates of important
events, names of influential people, consistent or contradictory beliefs or philosophies, etc.
The teacher may allow students to locate and select memoirs (See resources for suggested titles.) as a more specific or specialized form of
autobiography. Memoirs are defined as an account of a single period in a writer‘s life, often a period that coincides with important historical
events.
Curriculum Map 2011-2012 – Grade 5
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Activity 7: Getting to Know You: Reading Biographies and Autobiographies (GLEs: 05d, 11b, 12b, 12c, 15, 17d, 41a)
Materials List: Questioning the Author (QtA) Guide BLM (one per student) OR teacher-made poster of author questions, brief selection from one biography to
share aloud, variety of biographies and autobiographies for student selection
Questioning the Author (QtA) (view literacy strategy descriptions) is a strategy that helps students go beyond the words on the page to construct meaning and to
relate outside experiences to the texts being read. The teacher and the class will collaboratively build understanding by asking questions of the author during
reading. The teacher will make a poster of the types of questions students are expected to ask; an example follows:
Goal
Initiate discussion.
Focus on author‘s message.
Link information.
Identify difficulties with the way the author has presented
information or ideas.
Encourage students to refer to the text because they have
misinterpreted, or to help them recognize that they have made an
inference.
Link information being read to outside experiences.
Query
What is the author trying to say?
What is the author‘s message?
What is the author talking about?
That is what the author says, but what does it mean?
Why did the author choose this word?
How does that connect with what the author already told me?
What information has the author added here that connects with _________?
Have I seen this information in any other source?
Does that make sense?
Does the timeline of events make sense?
Did the author state or explain that clearly? Why or why not?
What do I need to figure out or find out?
Did the author tell me that?
Did the author give me the answer to that?
What was the author‘s impression of ________?
What was the author‘s attitude toward ________?
Of what does that statement or description remind me _________?
What about the time period seems familiar or similar to my own?
As an alternative, students may receive a copy of the QtA sample questions (See QtA Guide BLM.) so they may use the sheet as a ready reference during
questioning and thinking aloud.
Next, the teacher will model initiating and responding to questions by reading aloud a brief section of a selected biography. To encourage students to have a
conversation about the text, the teacher will ask a question from the poster and respond by thinking aloud. The teacher will repeat the process with another
question, but also encourage students to respond. The teacher will model questioning and thinking aloud until students begin to lead the conversation by
selecting a question to which to respond. The teacher will then facilitate by monitoring and clarifying the process. Questioning should continue until student
responses begin to dwindle. The teacher will guide students to use the approach to meaning making while reading their selected texts.
Students will prepare to use QtA while reading their biography or autobiography selections. The teacher will ask students to review the questions before
beginning reading. While reading, students will question sections of text to construct meaning and to create answers to inquiries. The teacher will continue to
model QtA with individual students during monitoring of their reading. Consistent modeling of this type of questioning helps students begin to use QtA in a
routine manner as they read on their own and/or listen to text read to them. Also while reading, students will focus on story elements, including plot sequence, to
gain additional insight into the life of the featured person.
Curriculum Map 2011-2012 – Grade 5
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Activity 9: Responding to Biographies and Autobiographies: Organizing Notes and Creating a Rough Draft (GLEs: 11b, 12c,
17a, 17f, 18a, 18b, 18c, 20b, 21a, 21b, 21c, 21d, 21e, 21f, 22, 25c, 48)
Materials List: pen, paper, appropriate software, Timeline BLM (one per student), computer access (optional)
Individuals will write a report on the selected biographee. The teacher will facilitate a review of how to design a timeline and how to
create a topic sentence with supporting details. Each student will design a timeline (See BLM.) showing important events in the
selected person‘s life and write a rough draft of the paper that will narrate details and support the chronology of the timeline. Software,
such as Timeliner©, may be useful in creating a timeline.
Students will peer edit their drafts in small groups and with the teacher, checking for the adequacy of the topic sentence, the logic of
plot sequence, and the listing of the most important details. Within the first draft, students will explain the biography or
autobiography by retelling portions or using examples and text-based evidence. Once the necessary corrections have been made to the
rough draft, students will return to their peer groups to reread for use of vocabulary to clarify meaning, create images, and set a tone.
Students will continue to correct and edit drafts.
Activity 10: Using Authors’ Groups to Refine the Rough Draft (GLEs: 05d, 18a, 18b, 18c, 18e, 21c, 21d, 21e, 22)
Materials List: students‘ rough drafts, class-created rubric
When the students have completed their reading, note-taking, and rough drafts, they will develop more refined introductory and
concluding paragraphs for their biography or autobiography. The teacher will review the development of introductory and concluding
paragraphs to set the stage for exposition and action and will emphasize that resolution, as a narrative element, will likely occur prior
to the concluding paragraph. The teacher can use student work to model how to create introductory and concluding paragraphs that
support internal narration. With input from the class, the teacher will create a rubric to check the inclusion and appropriateness of the
paragraphs. Authors‘ groups will practice applying the rubric to the written work of the group, providing feedback for each author.
Curriculum Map 2011-2012 – Grade 5
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Activity 12: Getting to Know You Better: Publishing and Publicizing the Final Draft (GLEs: 21e, 21g, 22, 25c, 38, 39a, 39b,
39c, 41a)
Materials List: board or overhead transparency, art supplies or technology applications for publicity, learning logs
The teacher will structure a brainstorming session with students on options for publication, such as:
 individual oral presentations
 a class book
 posting on the school‘s website
 reading brief excerpts to the class, having other classes read and give feedback on the reports, or having a panel of parents read
and give feedback to the authors
 presenting the information in interviews, plays, or speeches
Students will orally discuss how effective each publication process could be for the audience and then for the presenter. The teacher
may chart responses on the board or overhead. The class will decide by consensus which option(s) they would like to pursue. Students
will then schedule presentations and create advertisements for the presentations.
As students reexamine their final draft in preparation for presentations, they will record in learning logs (view literacy strategy
descriptions) how their selected person‘s experiences and human qualities relate to their lives. Students may be asked by the selected
audience or may independently choose to include their reflections within presentations.
Curriculum Map 2011-2012 – Grade 5
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Activity 14: Biography Now! (GLEs: 20a, 20b, 22, 38, 39b)
Materials List: Biography Planning Sheet BLM (one copy per student), 8 ½‖ x 11‖ inch card stock, markers
The teacher will ask the students to imagine that they are biographers and to identify actions that might be taken before writing, such as researching a person‘s
life, going to the library, and interviewing that person and/or the people who know/knew that person.
The teacher may then choose to assign this activity as an individual homework assignment or as an in-class assignment. In preparation for either choice, the
teacher will model appropriate eye contact and verbal and nonverbal response by asking a student volunteer to act as an interviewer, while the teacher acts as an
interviewee.
If it is to become an individual homework assignment, students will use a biography planning sheet, similar to the one below (See Biography Planning Sheet
BLM.), to interview a selected person.
Information Prompts
Person‘s name, date of birth, and birthplace
Information
Personal Background
(i.e., Where have you lived? How many people are
in your family?)
Personality Traits
Significance
(i.e., What is something that you have done that
you think is important in relation to other people?)
Biggest Obstacle
(i.e., What is the most challenging event of your
life?)
Favorite Phrase
If it is to become a peer-partner activity, students will use a biography planning sheet (See Biography Planning Sheet BLM.) to act as biographers as they gather
information about the lives and interests of their classmates.
Once students have acquired the information, they will complete a RAFT Writing (view literacy strategy descriptions) assignment. This strategy allows students
to project themselves into unique roles and look at content from unique perspectives. The students will envision a potential job or assignment within the
following RAFT:
R- Role- Biographer
A- Audience- Visitors to a Hall of Fame
F- Form- Plaque to be hung beneath photograph of honoree
T- Topic- Person selected by student
On 8 ½‖ x 11‖ card stock, students will create narrative plaques which include information gained during the interview. Students will present oral reports of their
findings while displaying their RAFTed plaques in a hallway selected for a ―Hall of Fame.‖ If photos can be obtained or are available, students may also include
a photo of the person along with the plaques.
Curriculum Map 2011-2012 – Grade 5
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Unit 3, Activity 7, Questioning the Author Guide
Name: ________________________________
Questioning the Author
Date: ___________________
Goal
Initiate discussion.
Query
What is the author trying to say?
What is the author‘s message?
What is the author talking about?
Focus on author‘s message.
That is what the author says, but what does it mean?
Link information.
Why did the author choose the word __________?
How does that connect with what the author already told me?
What information has the author added here that connects with _________?
Have I seen this information in any other source? _______ If so, where?
Identify difficulties with the way the author has presented
information or ideas.
Does that make sense?
Does the timeline of events make sense?
Did the author state or explain that clearly? Why or why not?
What do I need to figure out or find out?
Encourage students to refer to the text because they have
misinterpreted, or to help them recognize that they have made an
inference.
Did the author tell me that?
Did the author give me the answer to that?
What was the author‘s impression of ________?
What was the author‘s attitude toward ________?
Link information being read to outside experiences.
Of what does that statement or description remind me?
_______________________________
What about the time period seems familiar or similar to my own?
Curriculum Map 2011-2012 – Grade 5
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Unit 3, Activity 9, Timeline
Name: ____________________________
Date: ______________________
TIMELINE
Directions: Complete the timeline by identifying important events in a selected person‘s life. First, record the name of the person
selected, date and place of birth in the hexagon on the left. On each diagonal line describe briefly one event. Record the date and
place of death in the hexagon on the right.
Curriculum Map 2011-2012 – Grade 5
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English Language Arts: Grade 5
January 17th -- March 2nd – Weeks 20 - 25
Comprehensive Curriculum Unit 4: Short Stories—Adventure
Unit Description
This unit focuses on applying reading and comprehension strategies and reviewing elements of the short story genre. Reading a variety of adventure short stories
will provide opportunities for students to describe the defining characteristics, to sequence events, to summarize and paraphrase, and to compare and contrast
literary elements (conflict, characterization, and theme) in the narrative texts. Use of the Venn diagram or other visual representations to analyze individual
elements will develop comprehension through progressive steps. Students will continue analysis of elements through composition of an essay. By writing an
adventure story, students will practice editing and evaluation of grammatical elements. Vocabulary instruction occurs by using context clues and structural
analysis.
Student Understandings
The essential goals of this unit are to read, comprehend, and interpret the short story as a literary genre. Students will demonstrate comprehension of story
elements while composing a story. Additionally, students should understand relationships between characters in a story and be able to apply that knowledge to
real-life experiences. By recognizing the conflicts of characters in short stories and their struggles to resolve them, students may be better able to recognize their
own problems and seek solutions.
Guiding Questions
1. Can students identify characteristics of adventure?
2. Can students identify the elements of a short story?
3. Can students synthesize elements to define and compose adventure short stories?
4. Can students explain how a character‘s thoughts, words, and actions reveal his or her motivation?
5. Can students identify with a character or situation and convey real-life experiences and relationships that reflect the connection?
6. Can students apply a variety of strategies (e.g., predict, make inferences, question) for reading fiction?
7. Can students make critical comparisons across texts?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that
results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that
could be used for this unit:
General Assessments
 Students will list in their journals new vocabulary they have used within reading and writing. To make a comprehensive list, students will include
vocabulary that clarified meaning within context, created images, or developed story mood and tone. Students will reflect upon use of words in a
learning log (view literacy strategy descriptions) format. Entries will be assessed for completion and reasonableness of selection.
 Students will collect all Venn diagrams and written products from this unit in a portfolio. Materials will be assessed for completion. Students will
engage in self- assessment of portfolio examples. Assessment may be in a journal format or in an essay format.
 The teacher will observe silent sustained reading of short stories for individual use of comprehension strategies, such as questioning, making inferences,
and predicting as indicated by recording of such in logs.
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop
Writing Workshop
LCC ACTIVITIES: Unit 4 – Short Stories/Adventures
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g
2: Vocabulary Study (ONGOING): 01b, 01c, 01d, 02, 03, 04
8: Compare and Contrast the Conflicts in Two Short Stories 04,
05b, 07a, 10, 11a, 12b, 12d, 17a, 34
13: Dramatizing an Adventure 11d, 12d, 17e, 20a, 20b, 20d, 23b,
26c, 32, 33, 36
CENTER IDEA
14: Relate a Short Story to a Personal Experience 06c, 07a, 08, 10,
11a, 12b, 37, 39b
Theme 10 -- Settling the West
LCC ACTIVITIES: Unit 4 – Short Stories/Adventures
3: Writing Craft Mini-Lessons (ONGOING): 26b, 28c, 28d, 30, 31
4: Grammar/Usage Mini-Lessons (ONGOING): 28a
12: Write an Original Adventure Story 12f, 18a, 18e, 20b,
20c, 21c, 21e, 21f, 23b
MODELED WRITING

Respond to Writing Prompt 22

Observation Log 25 (LbD)
COMPREHENSION STRATEGIES/SKILLS
Infer 12

predict

draw conclusions

fact/opinion

cause/effect
TARGET SKILLS



Historical Fiction 11
Understand Dialogue 5, 6, 12
Exaggeration & Hyperbole 6
Theme 11 -- What Goes Up Must Come Down
COMPREHENSION STRATEGIES/SKILLS
Ask Questions 12, 17

meaning

author‘s purpose

use visuals
TARGET SKILLS



Observation Log 11
Nonfiction Text Feature: Captions 48
Repetition of Language 6
Theme 12 -- The Science of Sports
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 12

main idea & details

purpose for reading

classify
TARGET SKILLS
GLEs
 Humorous Fiction 11, 15
 Understand Humor 6
 Recognize Rhythm & Rhyme 6
Curriculum Map 2011-2012 – Grade 5
Word Study
MINI-LESSONS
 Word Choice 20
 Sequence 18
 Keep Language Fresh 20
 Publishing 21
 Singular & Plural Pronouns 28
 Review Pronouns 28
 Sentence Fluency 20
 Comparative & Superlative Adjectives 29
 Common & Proper Adjectives 29
 Articles 29
 Adjectives 29
 Use Quotation Marks Around Dialogue 26
 Write Sentences Without Double Negatives 28
 Use Commas to Set off Appositives & Introductory Phrases 26
 Correct Sentence Fragments & Run-on Sentences 28
Continue Word Wall
Activities
Prefixes 1
repreContractions
Abbreviations 2
Pronouns 29
Idioms 3
Adverbs 29
tested on Assess 2 Know Test 4- 2, 5a, 5b, 6c, 8, 10, 11a, 12d, 12e, 17c, 26b, 26c, 28c, 28d
- 53 -
Reading Workshop Resources
Writing Workshop Resources
Word Study Resources
Theme 10: Settling the West
Comprehension Bridge Cards: 9 & 10
MODELED WRITING
Houghton- Mifflin Spelling and
Vocabulary
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
expansion, pioneer, migration, ascend, desolate, barter, existence,
inspect, locomotive, homestead
Connect to Novels: Rachel’s Journal, Mountain Solo, Winter Danger
Theme 11: What Goes Up Must Come Down
Comprehension Bridge Cards: 10 & 11
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
comical, force, gravity, resist, waver, release, brief, calculate,
elevation, accelerate
Connect to Novels: Cal and the Amazing Anti-Gravity Machine,
Dr. Gravity, The Magical Land of Noom
Theme 12: The Science of Sports
Bridge Cards: 11 & 12
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
attempt, courageous, athlete, estimate, friction, reaction, physical,
movement, ability, consequence
Connect to Novels: Running Girl, Heat, Maniac Magee
Leveled Readers End of 3rd Quarter
ON: T, U, V
ABOVE: Levels W & above
BELOW: Levels S & below
Curriculum Map 2011-2012 – Grade 5
Adventure Story / Short Story
 HME pp. 320-342
Respond to Writing Prompt
 ―Preparing for the iLEAP Writing Test‖ handout
Observation Log
 LbD Observation Log Organizer – Transparency 65, 66
 LbD Writing Bridge Card 22
Prefixes re- and preUnit 31 – pg. 198
Abbreviations
Writer‘s Resources – pg. 253
Adverbs
Unit 22 – pg. 144
MINI-LESSONS
Word Choice
 LbD Writing Bridge Card 19 & Transparency 58
Sequence
 LbD Sequence Organizer – Transparency 59, 60, 71, 72
 LbD Writing Bridge Cards 20, 24
Keep Language Fresh
 LbD Writing Resource Guide pp. 59-60
Publishing
 LbD Writing Bridge Card 23 & Transparency 70
Singular & Plural Pronouns
 LbD Writing Resource Guide p. 19, 20
Sentence Fluency
 LbD Writing Bridge Card 21 & Transparency 64
Comparative & Superlative Adjectives
 LbD Writing Resource Guide p. 21
 HME 158-161
Common & Proper Adjectives
 LbD Writing Resource Guide p. 22
 HME pp. 162-163
Articles
 LbD Writing Resource Guide p. 23
 HME pp. 156-157
Adjectives
 LbD Writing Resource Guide p. 24
 HME pp. 164-165
www.primarilywriting.com
- 54 -
Houghton -Mifflin English
Idioms
p. H12
Contractions
Unit 3 – p. 116
Pronouns
Unit 6 – p. 216
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
Activity 1: Independent Reading (Ongoing) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period
of time. Across genre studies, students should read silently each day while selecting their own books or reading materials; selections
should require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy
descriptions), along with new understandings, predictions, confirmation of predictions, explanations, and reflections. Use of teacher
conferencing, discussion groups, and book talks may prompt students to analyze literature in a way that enhances enjoyment and
provides insight into self and others.
Activity 2: Vocabulary Study (Ongoing) (GLEs: 01b, 01c, 01d, 02, 03, 04)
Materials List: dictionaries, thesauruses, glossaries
During the unit, the teacher will emphasize vocabulary development by modeling the use of structural analysis to figure out unfamiliar
words in the adventure stories. Students will select brief passages that contain an unknown or confusing word. They will then
examine prefixes, suffixes, roots, or the base word to help them identify a word or phrase with the same meaning as the unfamiliar
word. Students will also identify the meaning of various multiple-meaning words, idioms, analogies, and acronyms; students may
need to examine the origin of a word to understand the meaning in context. To aid in analysis, students will use electronic and print
dictionaries, thesauruses, and glossaries in their work. As students discover new words through reading, they will add words to the
word wall for daily review and usage in speech or compositions.
Curriculum Map 2011-2012 – Grade 5
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Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 26b, 28c, 28d, 30, 31)
Materials List: student writing samples, board and markers, learning logs
In editing and proofreading written work, students will pay particular attention to eliminating sentences with double negatives,
correcting run-on sentences and sentence fragments, correcting punctuation in appositives and introductory phrases, and selecting
words for clarity in composition. Since short stories often relate a series of events, appositives are used to provide details about
characters and setting, so students will review previous work and look for patterns of errors.
An example of a mini-lesson is as follows: the teacher will write the sentences below on the chalkboard. Within learning logs (view
literacy strategy descriptions), students will identify the appositive by underlining it once, identify the word or words to which the
appositive refers by underlining it twice, and determine if commas are needed to set off the appositive.
My neighbor Jim was lost in the wilderness for three weeks during a recent
camping trip.
Following discussion, the teacher will write the sentence below. Students will follow the same directions. Once completed, students
will discuss the differences between the appositives and read each sentence without the appositives to check for sentence clarity.
The local paper The Evening Star interviewed Jim just moments after he was
found.
Finally, students will create five or more examples of sentences containing appositives. Students will consult with a peer partner to
evaluate correct use of appositives and revise sentences as necessary. The teacher will monitor peer discussion and check individual
learning logs for correct use and completion of activity.
Curriculum Map 2011-2012 – Grade 5
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Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 28a)
Materials List: student writing samples, board or transparencies, markers, learning logs, colored pencils if desired
Within short stories, the main characters often face emotional as well as physical dangers. Sentence types vary among declarative,
interrogative, imperative, and exclamatory. Following a review of sentence types as needed, the teacher will write the statements from
T.O. Beachcroft‘s The Erne from the Coast on the board or an overhead transparency.
He suddenly shouted at Harry, and his red face turned darker red. ―That‘s a lie!‖
He said. ―There‘s been no eagle here in my lifetime. What‘s happened? Go
on—tell me.‖
Students will discuss and determine which types of sentences are present. Students will write the example in learning logs (view
literacy strategy descriptions) and identify types of sentences by labeling or color coding. The teacher will develop or locate more
samples to provide opportunities for reinforcement of identification skills.
Curriculum Map 2011-2012 – Grade 5
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Activity 8: Compare and Contrast the Conflicts in Two Short Stories (GLEs: 04, 05b, 07a, 10, 11a, 12b, 12d, 17a, 34)
Materials List: two selected short stories, chart paper for categorization activity, board, board marker, Vocabulary Card Template
BLM (See Unit 2, Activity 8 BLM), learning logs
As difference or discord is often the most noticeable element in a story, the class will discuss and list the conflicts that they have read
about in adventure stories. Students will then categorize the listed conflicts; they will also generate several alternative ways the
conflicts could be grouped by utilizing content-specific vocabulary as appropriate.
The teacher will review internal and external conflicts and guide students to create vocabulary cards (view literacy strategy
descriptions) for the words. Students will follow the provided sample (See BLM.) to place the targeted word in the middle of a 3‖x5‖
index card. The teacher will ask students to provide a definition. Next, students will list the characteristics or description of the word
and write that information in the appropriate space. Next, students will suggest examples for the term and select one or two of the best
ones to place in the designated area on the card. Finally, students will create a simple illustration of the term in the last area of the
card. Students will then make a word card for the other term. Allow time for students to study the cards and quiz each other with the
cards in preparation for other class activities and tests.
In a teacher-facilitated class activity, students will draw a graphic organizer (view literacy strategy descriptions), such as a Venn
diagram, on the board to compare and contrast the conflicts within two adventure short stories that everyone has read. Discussion will
focus on internal and external conflicts. Students will take notes to summarize how the conflicts are similar and different and will keep
the notes in learning logs (view literacy strategy descriptions).
Activity 12: Write an Original Adventure Story (GLEs: 12f, 18a, 18e, 20b, 20c, 21c, 21e, 21f, 23b)
Materials List: writing materials, software to produce a digital form, if desired
Students will divide into small cooperative groups and brainstorm (view literacy strategy descriptions) an adventure story using the
categories theme, character, and conflict as ways of taking notes for predicting reasonable outcomes and drafting the story. Students
will write a first draft of the story and share that with their authors‘ group. They will identify ways in which they used vocabulary and
dialogue within their drafts to clarify meaning, create images through sensory details, and set the story‘s tone. A final draft will be
produced and shared with the authors‘ group. Students may choose to email a copy to a friend for pleasure reading.
Curriculum Map 2011-2012 – Grade 5
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Activity 13: Dramatizing An Adventure (GLEs: 11d, 12d, 17e, 20a, 20b, 20d, 23b, 26c, 32, 33, 36)
Materials List: individually selected short stories, paper, pen
Now that students have read literature that centers on action and/or danger, students will select a portion of a favorite adventure story
from which to create a skit. Students will write a first draft of the skit and critique that with their authors‘ group. Students will
identify ways in which dialogue can be used to emphasize character personality and to convey more strongly the theme of the whole
story. While editing revisions, students will check use of quotation marks around dialogue. Upon completion, students will present
skits to the class.
Activity 14: Relate a Short Story to a Personal Experience (GLEs: 06c, 07a, 08, 10, 11a, 12b, 37, 39b)
Materials List: individually selected short stories, Examining Personal Experience Through a Short Story BLM (one per student) or
technology option
Students will choose their favorite short story and create a table that demonstrates how the story is similar and different from their own
lives. Sections to assess in the table (See BLM.) will include: Similarities, Differences, Excerpts from the Text, and Personal
Experience. Students may use available technology to create the table and project product onto screen for classroom presentation.
After review of a favorite story, students will select and record, within the table, excerpts which exemplify similarities and differences
to share aloud with the class. The teacher will monitor and identify student examples of flashback as a review of the literary device.
During the oral presentation, students may expand their perceived connections by summarizing personal experiences and responding
to audience comments and questions.
Name: _________________________________ Date: _____________________
Curriculum Map 2011-2012 – Grade 5
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Unit 4, Activity 14, Examining Personal Experience Through a Short Story
Examining Personal Experience Through a Short Story
Title:
Author:
Personal
Experiences
Similarities
Differences
Excerpts from the
Text
Reflection:
Curriculum Map 2011-2012 – Grade 5
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English Language Arts: Grade 5
March 5th -- April 4th – Weeks 26 - 29
Comprehensive Curriculum Unit 5: Poetry
Unit Description
This unit focuses on reading to comprehend and interpret classic and contemporary poetry. Characteristics of poetry are defined, and a study of forms and
elements will reflect a concentration on lyric and narrative poems. Utilization of the writing process and recitation of selected poems offers an opportunity for
development of poems and explanation of the use of figurative language, including similes, metaphors, personification, hyperbole, and idioms. In an ongoing
study of vocabulary, terms will be defined within the context of literature.
Student Understandings
Students will interpret various forms of poetry by using strategies, such as identifying the speaker, reading lines according to punctuation, using senses and
visualization, and paraphrasing the lines. Additionally, students will write a simple form of poetry. Finally, students will ascribe, through writing and recitation,
the characteristic of expressing one‘s innermost feelings to poetry.
Guiding Questions
1. Can students identify and classify the forms of poetry?
2. Can students determine the elements of poetry?
3. Can students distinguish between narrative and lyric poetry?
4. Can students identify the speaker and explain how point of view affects the poem?
5. Can students identify and explain use of figurative language in poetry?
6. Can students relate poetry to personal experiences by creating work that expresses one‘s feelings?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that
results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that
could be used for this unit:
General Assessments
 Students will examine personal poetry samples for use of unusual, descriptive, or archaic words encountered when reading poetry. If students included
newly learned words within their own writings, they will highlight the words within the final draft and determine if the meaning of the word is clarified
in context or if its use developed poetic tone.
 Students will test knowledge of vocabulary in an enhanced multiple-choice format.
 The teacher will observe oral reading of poetry for individual use of diction, dialect, rhythm, and/or the refrain. The teacher will provide oral feedback.
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop
Writing Workshop
Word Study
LCC ACTIVITIES: Unit 5 - Poetry
LCC ACTIVITIES: Unit 5 - Poetry
Prepositions 29
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e, 12f, 12g 3: Writing Craft Mini-Lessons (ONGOING): 29a
2: Vocabulary Study (ONGOING): 3,12g, 20a, 20b, 20d, 24, 30, 31 4: Grammar/Usage Mini-Lessons (ONGOING): 28b
11: Writing a Poem 20a, 20b, 21g, 24, 25c, 38, 39c, 41b, 41c
8: Analysis of Poetry: 07c, 08, 09, 10, 11c, 12d, 12e, 17c
10: Figurative Language – Similes, Metaphors, Personification and
Hyperbole 05c, 06a, 11c, 12c, 12d, 12g, 17c, 21a, 25c CENTER IDEA
MODELED WRITING

Poetry (LCC)

Respond to Writing Prompt
Theme 13: Communication Revolution

Persuasive Essay (LbD)
COMPREHENSION STRATEGIES/SKILLS
MINI-LESSONS
Monitor Understanding 12

Prewriting
 reread text

Compare/Contrast
 self-monitoring

End Effectively 20
 reflection

Conventions
 strategic reading

Adverbs 29

Adverbs: Regular & Special Comparative Forms 29
TARGET SKILLS

Contractions 1, 30
 Persuasive Essay 11

Prepositions & Prepositional Phrases 29
 Nonfiction Text Feature: Circle Graph 48
 Capitalize Titles & Proper Nouns 27
 Identify Theme 5
 Use Same Verb Tense Throughout Writing 29
 Correct Sentence Fragments & Run-on Sentences 28
Theme 14: Making Life Easier
COMPREHENSION STRATEGIES/SKILLS
Synthesize 12
 sequence
 summarize
 classify/categorize
 retell
TARGET SKILLS
 Realistic Fiction 11
 Identify Analogies 3
 Understand Metaphors 6
Curriculum Map 2011-2012 – Grade 5
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Suffixes 1
-ful
-able
-less
-ness
-ion
-tion
-ment
-ly
-fully
Reading Workshop Resources
Writing Workshop Resources
Word Study Resources
Theme 13: Communication Revolution
Comprehension Bridge Cards: 12 & 13
MODELED WRITING
Houghton -Mifflin Spelling and
Vocabulary
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
machinery, commerce, cylinder, adjustments, improve, assure,
convenient, efficient, Internet, network
Connect to Novels: The Worry Website, Snail Mail No More,
The Revealers
Theme 14: Making Life Easier
Comprehension Bridge Cards: 13 & 14
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
manufacture, patent, brand, invention, risk, ease, astonish,
simplify, devise, amazing
Connect to Novels: Earthsong, Into the Labyrinth, The Time
Hackers
Leveled Readers End of 4th Quarter
ON: T, U, V
ABOVE: W & above
BELOW: S & below
Curriculum Map 2011-2012 – Grade 5
Poetry
 HME p. 470
Respond to Writing Prompt
 ―Preparing for the iLEAP Writing Test‖ handout
Persuasive Essay 11
 LbD Persuasive Essay Organizer – Transparency 77, 78
 LbD Writing Bridge Card 26
MINI-LESSONS
Prewriting
 LbD Writing Bridge Card 25 & Transparency 76
Compare/Contrast
 LbD Compare/Contrast Organizer – Transparency 83, 84
 LbD Writing Bridge Card 28
End Effectively
 LbD Writing Resource Guide pp. 61-62
Conventions
 LbD Writing Bridge Card 27 & Transparency 82
Adverbs
 LbD Writing Resource Guide p. 25
 HME pp. 246-249
Adverbs: Regular & Special Comparative Forms
 LbD Writing Resource Guide p. 26
 HME pp. 250-251
Contractions
 LbD Writing Resource Guide p. 27
 HME pp. 116-117, 122-123, 131, 145, 148, 172, 226227, 242, 254-255, 273
Prepositions & Prepositional Phrases
 LbD Writing Resource Guide p. 28
 HME pp. 256-265
www.primarilywriting.com
Prepositions
Suffixes -ful, -able, -less
Unit 22 – pg. 144
Unit 32 – pg. 204
Suffix -ness, -ion, -tion,
-ment, -ly, -fully
Unit 22 – pg. 144
Unit 29 – pg.
- 63 -
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
Activity 1: Independent Reading (Ongoing) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period
of time. Across genre studies, students should read silently each day selecting their own books or reading materials; selections should
require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy
descriptions), under which students will record new understandings, predictions, confirmation of predictions, explanations, and
reflections upon each text. Use of strategies, such as peer discussion groups, guest speakers, and thematic studies may prompt
students to analyze poetry in a way that enhances enjoyment and invites expression of rhythm, melody, and figurative vocabulary.
Activity 2: Vocabulary Study (Ongoing) (GLEs: 03, 12g, 20a, 20b, 20d, 24, 30, 31)
Materials List: examples of analogies, similes, and metaphors; dictionaries and thesauruses
As students may encounter unusual, descriptive, or archaic words when reading poetry, the teacher will explain that unusual word
choices are often used by poets to compare two very different things. Students will identify analogies, similes, and metaphors by
using provided examples and by locating examples within read material. To aid in analysis of meaning, students will use electronic
and print dictionaries and thesauruses. While constructing poems, students will select and accurately spell words to create appropriate
analogies, similes, and metaphors. Students will also monitor word choice to create images, tone, or a clear voice within personal
poems.
Curriculum Map 2011-2012 – Grade 5
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Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLE: 29a)
Materials List: transparency and markers, learning logs, student writing samples
Students may encounter rapid shifts in tense while reading poetry. To check student knowledge of how to use the same verb tense
throughout writings, the teacher will present a mini-lesson as follows: the teacher will write the following sentences on a transparency.
Students will turn to a peer partner to identify and discuss orally the errors within the sentences. Next, students will copy the
sentences, draw a line through the incorrect elements, and write the correct word tense above the marked item within learning logs
(view literacy strategy descriptions).
Michael raced down the court. He stopped suddenly, raised his long, muscular arms, and sinks the ball into the basket. He scored
24 points before the final buzzer sounds. Michael runs off the court to the sound of cheering.
The teacher will monitor student responses for these corrections: sank, sounded, ran. Students may discuss corrections with a peer
partner. The teacher will guide whole class discussion to summarize a rationale for the correct choices. Students will record the
summary statement within learning logs and add any additional personal explanations for selection. Students will focus on correct
tense usage as they create several sentences and ask a peer partner to draw a line through incorrect elements. Students will correct
sentences as needed.
Likewise, this revising strategy can be used while writing poetry, since the genre often requires students to use the same verb tense
throughout a poem. Students, after reviewing writing samples to determine whether or not verb tenses have been used consistently,
will replace inconsistent verb forms while editing and proofreading.
Curriculum Map 2011-2012 – Grade 5
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Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 28b)
Materials List: student writing samples, transparency and marker, learning logs
To avoid problems with inconsistent use of tense, students will consider choice of tense before putting pen to paper. During writing
of paragraphs and compositions, students will follow standard English structure and usage, including agreement of subjects and verbs
in complex sentences. Students will then edit prose by paying particular attention to sentences in which agreement seems clumsy and
awkward.
A similar consideration of tense is necessary when composing poetry. Because poetry sometimes omits complete sentences and may
be broken into stanzas, the teacher will remind students to read work aloud to identify unnecessary tense changes within complex
structures. An example of a mini-lesson is as follows: the teacher will write the adapted form of ―The Eagle‖ by Alfred Lord
Tennyson on a transparency.
The Eagle
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ringed with the azure world, he __________.
The wrinkled sea beneath him crawls;
He watches from his mountain wall,
And like a thunderbolt he ___________.
The teacher will read the poem aloud and pause at the missing words. Students may suggest rhyming words to complete the lines.
Following discussion of the tense pattern used within the poem, the teacher will provide the missing words stand and fall. Within
learning logs (view literacy strategy descriptions), students will copy the poem and independently identify the correct tense of each
given word to complete the rhythm of the poem. The teacher will monitor student completion rate and then complete the poem by
adding the words stands and falls to the transparency. Students will check their work.
Curriculum Map 2011-2012 – Grade 5
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Activity 8: Analysis of Poetry (GLEs: 07c, 08, 09, 10, 11c, 12d, 12e, 17c)
Materials List: books and anthologies of poetry, computer access to PowerPoint® software or white copier paper upon which to draw
charts, board or transparency markers
After reading narrative and lyric poetry, students will identify each example as either narrative or lyric and will list characteristics.
Upon completion of lists, students will use the recorded information to begin construction of either a three-part PowerPoint®
document or a written report containing a series of charts presenting general characteristics, point of view summaries, and interpretive
statements.
If selecting the technology option, students will begin by selecting the background and creating a title page. As they select a slide
format for the first section of the slide document, students will select a narrative poem to identify and list its specific characteristics.
Students will compare the selected poem to three other poems and select a slide format on which to create a list of general
characteristics for narrative poetry. As students continue creating slides, they will also compare point of view of the poems and discuss
how points of view influence each story told in narrative form. Students will identify and record literal and inferential interpretations
of lines of poetry through use of paraphrase. Students will insert a blank division slide within their PowerPoint® documents to indicate
completion of section one.
As students begin the second section of their PowerPoint® documents, they will select a lyric poem to identify its specific
characteristics and will compare the poem to three other poems to generate a list of general characteristics for lyric poetry. Students
will also examine the poems for point of view—first person, third person, or omniscient narrator—and determine how this point of
view influences the content. Students will insert a blank division slide within their PowerPoint® documents to indicate completion of
section two.
In the third section of their PowerPoint® documents, students will compare and contrast narrative with lyric poetry by summarizing
the similarities and differences between the two in suitable slide formats. In small groups, students will discuss the similarities to and
differences from real life in the poems and identify connections. The teacher will monitor and guide students to also consider any
similarities in setting or theme of the poems and to report findings. After collaborative work, students as a class will listen to brief
group presentations. The class will offer suggestions as the teacher creates a graphic organizer (view literacy strategy descriptions),
such as a Venn diagram, that brings together the best points from all the groups; as synthesis occurs, the teacher will lead a discussion
of the revealed cultural traditions and customs. To complete PowerPoint® documents, students will create one or more summary
slides incorporating information from the class-wide Venn diagram. Students will select ―handouts‖ format to print their PowerPoint®
presentations.
Curriculum Map 2011-2012 – Grade 5
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Activity 10: Figurative Language—Similes, Metaphors, Personification, and Hyperbole (GLEs: 05c, 06a, 11c, 12c, 12d, 12g,
17c, 21a, 25c)
Materials List: books and anthologies of poetry, lyrics from popular songs, Figurative Language BLM (one per student)
Students will identify similes, metaphors, and examples of personification and hyperbole in the narrative and lyric poetry already read
in class or from the popular songs identified in the previous task. Students will identify at least ten examples of each poetic device by
using a graphic organizer (view literacy strategy descriptions). Students will show how the literary devices and word choice affect
the mood and suggest sensory appeal and tone within a poem or song (See Figurative Language BLM.). They will share their work
with the authors‘ group, who will check whether the writer has identified examples correctly and will record needed feedback within
the same graphic organizer to help with correct identification of poetic devices. An example is as follows:
Ex.
Simile
Metaphor Personification Hyperbole
Impact
on
tone,
mood
and
style
Correct Feedback
Use
(peer
will
initial if
correct)
1
2
As the teacher facilitates, students will discuss writing processes, such as selecting a topic and form for the creation of a poem. Then
students will practice the writing process by either drafting a verse or two of a lyric or narrative song, using at least one of each of the
figurative language devices or by writing one or more paragraphs explaining what may prompt a poet‘s use of figurative language for
a work and how inspiration demands the attention of the writer. The teacher will monitor for comprehension.
Curriculum Map 2011-2012 – Grade 5
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Activity 11: Writing a Poem (GLEs: 20a, 20b, 21g, 24, 25c, 38, 39c, 41b, 41c)
Materials List: writing paper, computer access for students if using suggested site
Now that students have independently identified examples of similes, metaphors, personification, and hyperbole, they will write a new
poem, utilizing whichever poetic device seems most appropriate for their selected topic. Students may wish to consult
http://www.kidspoet.com/tips.htm for tips on writing poetry and for links to poetry samples. Upon completion, students will publish
using appropriate technology. Students will then write an explanation of why they selected a particular poetic device and whether the
poem was lyric or narrative by providing text-based evidence. After discussing rules for being a good audience and rules for listening,
students will assume roles (See Activity-Specific Assessment) to provide written feedback following the poetry reading or rap session.
Students will answer related questions that may arise while sharing poems.
Curriculum Map 2011-2012 – Grade 5
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Unit 5, Activity 10, Figurative Language
Figurative Language
Name: ____________________________________ Date: _____________________
Directions: Use poems and song lyrics that you have read to identify ten or more examples of each poetic device studied. Then
describe how the literary devices and word choice affect the mood and suggest sensory appeal and tone within a poem or song.
Finally, ask peers to check to see if you have identified the examples correctly and to provide feedback as needed.
Ex.
#
Simile
Metaphor
Personification
Hyperbole
Impact
on tone,
mood
and
style
Correct Feedback
Use
(peer
will
initial if
correct)
1.
2.
3.
4.
5.
Curriculum Map 2011-2012 – Grade 5
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English Language Arts: Grade 5
April 23rd -- May 24th – Weeks 32-36
Comprehensive Curriculum Unit 6: Novels
Unit Description
This unit requires student application of active reading and comprehension strategies. Reading a range of novels will provide opportunities for students to
describe the distinguishing characteristics, to demonstrate an understanding of the elements of plot, character, and theme development, and to sequence events.
To clarify one‘s understanding of an author‘s underlying idea, students will summarize, paraphrase, and draw logical conclusions about the relationship of the
setting to the story events. Use of analysis and synthesis skills will help students to apply familiar literary elements to longer works of fiction. Vocabulary
instruction occurs through use of contextual analysis.
Student Understandings
The essential goals of this unit are to read, comprehend, and interpret novels as a dominant literary form. Additionally, students will be able to describe
relationships between major and minor characters in a story setting and be able to apply how characters develop and change as a novel progresses. By
recognizing the growth of characters through personal struggles, students may be better able to recognize how literary elements contribute to thematic
development.
Guiding Questions
1. Can students identify the elements of a novel?
2. Can students analyze elements to determine how a novel differs from a short story?
3. Can students apply a variety of strategies (e.g., predict, make inferences, question) for reading fiction?
4. Can students explain how a character‘s thoughts, words, and actions reveal his or her growth through conflict?
5. Can students identify with a character or situation and convey real-life experiences and relationships that reflect the connection?
6. Can students make critical comparisons across texts?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that
results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that
could be used for this unit:
General Assessments
 The teacher will monitor Sustained Silent Reading to assess students‘ adequate progress in reading novels. Monitoring of pace will ensure that each
student reads more than one selection in the genre.
 Students will self-monitor for use of comprehension strategies, such as questioning, making inferences, and predicting as indicated by recording of new
understandings in learning logs (view literacy strategy descriptions).
 Students will check for use of complete sentences and standard use of grammar and diction when presenting orally.
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop
Writing Workshop
LCC ACTIVITIES: Unit 6 -- Novels
1: Independent Reading (ONGOING): 12a, 12b, 12c, 12e,
12f, 12g
2: Vocabulary Study (ONGOING): 01a,3,4,20a, 20b, 20c, 30, 31
6: Strategic Reading 12b, 12e, 12f, 17b, 38
8: Book Talks are Fun 13, 32, 33, 39a
LCC ACTIVITIES: Unit 6 -- Novels
Word Study
3: Writing Craft Mini-Lessons (ONGOING): 26b, 28a
4: Grammar/Usage Mini-Lessons (ONGOING): 29b
7: Book in a Bag 05a, 05b, 22 CENTER IDEA
9: The Power of the Pen 11a, 22
11: Character Comparison 10, 18a, 18b, 18c, 18d, 18e, 19, 46
Continue Word Wall
Activities
Conjunctions 29
Interjections 29
Compound Words 1
Theme 15 -- Nature’s Building Blocks
COMPREHENSION STRATEGIES/SKILLS
Create Images 12
 use visuals
 create images
 revise
TARGET SKILLS
 Letter 15
 Nonfiction Text Feature: Map 48
 Understand Personification 6
Theme 16 -- Body Systems
Consonant Doubling 30
MODELED WRITING

Character Comparison 22 (LCC)

Letter 25 (LbD)

Story 23 (LbD)
Irregular Verbs 28
MINI-LESSONS

Presentation

Editing 21

Adapt to Audience and Purpose 20

Coordinate and Subordinate Conjunctions 28

Independent & Dependent Clauses 28

Homophones 30

Commonly misused words 30
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 12
 use pictures
 read on
 decode
 word analysis
TARGET SKILLS
 Myth 11
 Identify Plot 6
 Foreshadowing & Flashback 6
Curriculum Map 2011-2012 – Grade 5
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Reading Workshop Resources
Writing Workshop Resources
Word Study Resources
Theme 15: Nature’s Building Blocks
Comprehension Bridge Cards: 14 & 15
MODELED WRITING
Houghton-Mifflin Spelling and
Vocabulary
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
element, storage, biology, emerge, specimen, arrange, nucleus,
detail, cell, division
Connect to Novels: Cell Wars, The Secret Garden,
The Victory Garden
Theme 16: Body Systems
Comprehension Bridge Cards: 15 & 16
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
situation, lung, muscle, substance, irregular, basic, defend,
respiratory, specialization, circulatory
Connect to Novels: A Wind in the Door, On Top of Mount Everest,
On the Bike with Lance Armstrong
Leveled Readers End of 4th Quarter
ON: T, U, V
ABOVE: W & above
BELOW: S & below
Book Report 22
 HME pp. 468-469
Letter
 HME pp. 503-504, 317-318
 LbD Letter Organizer – Transparency 89, 90
 LbD Writing Bridge Card 30
Story
 LbD Story Organizer – Transparency 95, 96
 LbD Writing Bridge Card 32
Compound Words
Unit 10 – pg. 72
Consonant Doubling
Unit 19 – p. 126
Houghton- Mifflin English
Irregular Verbs
Unit 3 – p. 118
Conjunctions
Unit 1 – p. 44
MINI-LESSONS
Presentation
 LbD Writing Bridge Card 29 & Transparency 88
Adapt to Audience and Purpose
 LbD Writing Resource Guide pp. 63-64
Editing
 LbD Writing Bridge Card 31 & Transparency 94
Coordinate and Subordinate Conjunctions
 LbD Writing Resource Guide p. 29
 HME pp. 44-47, 51-52, 61, 68, 87, 110, 170, 186-187
Independent & Dependent Clauses
 LbD Writing Resource Guide p. 30
Homophones
 LbD Writing Resource Guide p. 31
 HME p. 232
Commonly Misused Words 30
 LbD Writing Resource Guide p. 32
Interjections
Unit 5 – p. 192
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
www.primarilywriting.com
Curriculum Map 2011-2012 – Grade 5
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Activity 1: Independent Reading (Ongoing) (GLEs: 12a, 12b, 12c, 12e, 12f, 12g)
Materials List: reading material covering a wide range of topics and readability levels, learning logs
Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period
of time. Across genre studies, students should read silently each day while selecting their own books or reading materials; selections
should require neither testing for comprehension nor book reports. Titles read will be recorded in learning logs (view literacy strategy
descriptions), beside which students will record new understandings, predictions, confirmation of predictions, explanations, and
reflections upon each text. Use of strategies, such as author studies, book talks, peer reading partners, and thematic study groups may
promote student questioning of the intricate themes and characterization found within novels.
Activity 2: Vocabulary Study (Ongoing) (GLEs: 01a, 03, 04, 20a, 20b, 20c, 30, 31)
Materials List: dictionaries, thesauruses, student writing samples
Students may encounter more complex or content specific vocabulary when reading novels. Student will use context clues to attempt
to identify word meanings. To aid in analysis of meaning, students will consult electronic and print dictionaries and thesauruses to
establish definitions. During discussion of text with peer partners or the teacher, students will identify passages of text where author
selection of vocabulary seems to clearly convey his/her intention to the reader.
Such identification of passages will provide examples for students to use when creating compositions. Students, while writing, will
check for use of appropriate diction to engage the intended audience.
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Activity 3: Writing Craft Mini-Lessons (Ongoing) (GLEs: 26b, 28a)
Materials List: transparency and markers or projector, learning logs, student writing samples
In editing and proofreading written work created throughout the unit, students will pay particular attention to correcting punctuation in
introductory phrases within simple sentence structures. An example of a mini-lesson is as follows: In preparation for the guidedpractice activity, the teacher will list a minimum of 10 sentences on a transparency or in a PowerPoint® presentation; each sentence
will contain an introductory phrase but no internal punctuation. An illustration of a sentence might be ―Before brave Sir Henry there
were no knights worthy of admiration.‖ Other examples may be found in the district-adopted textbook.
Just prior to the activity, the teacher will divide the class into two teams. The class will stand. The teacher will show a sentence and
call on a member of team one to identify what type of punctuation, if any, is needed and where it would be placed within the sentence.
If a student answers incorrectly, he/she is eliminated and sits down. If a student answers correctly, he/she remains standing. The
student may ask the assistance of one other team member; those chosen to assist may not be called upon again and will either sit or
remain standing according to the correctness of the collaborative answer. The teacher will make the corrections to provide visual
reinforcement. The opposing team takes a turn and follows the same procedures. After all sentences have been read and corrected,
the team with the most members still standing is declared the frontrunner.
Students will write the corrected sentences within learning logs (view literacy strategy descriptions) and respond within one or more
paragraphs to the reflective prompt I can recognize a phrase because…. To apply the training within personal writings, students will
review ongoing work to identify patterns of errors and make corrections. Students will also monitor continuing work for use of varied
sentence structures.
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Activity 4: Grammar/Usage Mini-Lessons (Ongoing) (GLE: 29b)
Materials List: chart paper, markers, student-selected novels, learning logs
The teacher will explain to students that pronouns can be subjects or objects. The teacher will write the following sentences on chart
paper to provide a ready reference for students:
I entered the song-writing contest.
It was I who wrote the winning song.
Dollie chose me to be her duet partner.
At the last moment she handed me the mike.
As a class, students will discuss correct usage of the pronouns within the sample sentences. Then they will identify and select
passages from a chosen novel to exemplify the same patterns of pronoun use. Within learning logs (view literacy strategy
descriptions), students will write and label identified passages from novels. The students may refer back to the selected examples for
clarification while developing compositions. The teacher, by examining student writings, will guide the learners to use subject and
object pronouns correctly.
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Activity 6: Strategic Reading (GLEs: 12b, 12e, 12f, 17b, 38)
Materials List: transparency of teacher-selected passage from a novel and overhead projector or computer and projection system, board, board marker, learning
logs
GISTing (view literacy strategy descriptions) is a strategy for helping students paraphrase and summarize essential information. Students are required to limit
the gist of the paragraph to a set number of words. Students will create a gist containing a predetermined number of words by reading one sentence at a time.
In preparation, the teacher will select a paragraph of three to five sentences from a novel and will prepare a transparency or computer document of the passage.
Next, the teacher will pre-determine an amount of words, say 15 or so, that a student will be allowed to use to summarize each sentence. Finally, the teacher will
draw lines on the board to represent one space per word within the student summary (i.e., __ __ __ __ __ etc.).
Students will demonstrate active listening strategies while the teacher explains the process. The teacher will project the prepared passage for the class to see. As
a group, students will read the first sentence of the paragraph and suggest summary statements by using only the allowed spaces. The teacher will record
suggestions on the board and guide discussion until consensus has been reached.
Students will continue GISTing by reading the second sentence of the paragraph and by combining the information from the first and second sentences of the
paragraph to adjust their original gist statement. Again, the adjusted statement should be no longer than the allotted number of spaces. The teacher will revise
the summary statement on the board while students call out suggestions. Students will continue the guided process to read each succeeding sentence and rework
their gist statement by accommodating any new information into the existing summary statement.
To provide an example paragraph for the guided process, the teacher may first select the following excerpt from The River by Gary Paulsen:
They walked nearly halfway around the lake, looking always as well for food. As
they worked past the northern end of the lake they came on low brush filled with
small nuts. These he knew were hazelnuts, and they stopped to pick and eat
some. They were ripe, or very close, just shy of being dry, and the worms and squirrels had been at them, but they still found enough to cut the edge off
their hunger. They used rocks to smash them and spent over an hour bashing rocks and nibbling at the small chunks of nutmeat, which tasted almost
sweet.
Next, the teacher will create summary requirements by scanning the selected passage and determining an amount of words appropriate for the length of sentences
in the passage; a suggested amount of ten words seems appropriate in relation to the selection provided above. Through the GISTing process, a sample summary
of the first sentence might read: ―They walked nearly halfway around the lake, looking for food.‖ To adjust the ten-word summary statement, the teacher might
write ―They walked looking for food and found brush with nuts.‖ Continuing the process, the third sample statement could read ―They walked looking for food,
picked some hazelnuts, and ate.‖ After reading some more, the fourth summary attempt might read ―They picked hazelnuts and ate enough to cut their hunger.‖
Finally, the fifth sample of a summary statement could read ―They picked, smashed, and ate hazelnuts to cut their hunger.‖ The teacher may use the sample
paragraph and summary statements to direct student use of the GISTing strategy.
Once the students have completed the guided practice, they will demonstrate skills in identifying the most important information in a paragraph by using the
GISTing strategy independently while reading selected novels. To help students become proficient at mentally identifying the most important information, the
teacher will monitor student reading. Students will use the GISTing strategy to predict outcomes, make inferences, and raise questions about text; they will date
and record new understandings within learning logs (view literacy strategy descriptions) to self-monitor comprehension connections.
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Activity 7: Book in a Bag (GLEs: 05a, 05b, 22)
Materials List: copy of Maniac Magee by Jerry Spinelli, student-selected novels, Book in a Bag Checklist BLM (one per student),
student-prepared props for book talks, 7 3‖ x 5‖ index cards per student, paper, drawing supplies, tape
In preparation for this activity, the teacher will read aloud chapter 3 of Maniac Magee and will lead students to discuss how a suitcase
of books became a good descriptor for the minor character of Amanda Beale. To extend the discussion, the teacher should read aloud
chapters 12-15 of the same book. Students will suggest a bag that would be a good descriptor for Jeffrey ―Maniac‖ Magee, the main
character, and tell why such a bag was suggested. Other titles that may be used for the preparatory activity are The River by Gary
Paulsen and Wild Man Island by Will Hobbs.
Following the discussion, students will brainstorm (view literacy strategy descriptions) types of bags that might be used as a symbol
of a character; some examples might include a handbag, duffle bag, sports equipment bag, book bag, backpack, shopping bag,
suitcase, briefcase, a paper bag, a computer bag, etc. Following the brainstorming activity, students will select one book on which to
prepare a 10-15 minute Book in a Bag talk. Students will decide on a bag or satchel that represents the main character of a selected
novel and will make arrangements to bring the chosen type of bag for the presentation.
Once students have the bags in hand, they will create a book cover that includes the title, the author and one illustration and attach it
with tape to the front of the bag. They will also create accompanying illustrations to summarize key events of the story and attach
those in visible locations around the bag. Students will plan one or more oral statements to tell why the specific bag was chosen to
introduce the main character. These may or may not be written.
Then, students will choose at least seven objects which explain the following elements of the novel: one that represents the setting, 2
to embody the main character, 2 to correspond to the theme, 1 to become a symbol of the plot‘s conflict within the story, and 1 that
stands for the plot‘s resolution. Items must fit within the selected bag.
After that, students will write a one-paragraph explanation per object on individual index cards. Students may use the item-specific
card as a presentation prompt when selecting and explaining each object drawn from the bag.
Finally, students will review objects, explanatory paragraphs, book cover, and illustrations to determine if those describe the book
accurately. They will pack bags in preparation for book talks (See Book in a Bag Checklist BLM). They will mentally review oral
statements of why the bag was chosen for the particular character, as these will become the introduction to the book talk.
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Activity 8: Book Talks are Fun (GLEs: 13, 32, 33, 39a)
Materials List: student-prepared props for book talks, learning logs (see Activity 8 assessment)
Prior to oral delivery, students will focus on using complete sentences and correct grammar during practice. Students will present
book talks to an audience of either peers or younger students. During delivery, students will adjust diction and enunciation to allow
audience members to actively listen for each element of a novel and the accompanying explanations of selected objects. As a
conclusion to the book talk, students will share how a real-life experience or relationship was similar to one or more elements from the
novel.
Activity 9: The Power of the Pen (GLEs: 11a, 22)
Materials List: board, board marker, learning logs, index cards and crayons/various pictures/graphics (see Activity 9 assessment)
Now that students have read an assortment of novels, they will complete a SPAWN writing (view literacy strategy descriptions) to
examine more critically a novelist‘s use of subplots to extend the main plot, of detailed descriptions to emphasize a setting, or of other
elements. The teacher will write on the board a prompt, to represent the S category of SPAWN that requires students to assume special
powers. An example of a prompt is provided below.
S-Special Powers
You have the power to change one element of a selected novel. Describe what it
is you changed, why you changed it, and how the storyline will be different due to
the change you made.
For instance, a student may focus on a different outcome for the plot, the absence of a particular character or the added presence of
another, a change in the time of day or year in which an event occurred, etc. Students will copy and date the prompt within learning
logs (view literacy strategy descriptions) and will respond reflectively for 10-15 minutes. Students may share responses with a peer
partner, if time allows. Once students have completed the reflective writing, they will evaluate the impact of the imagined element
change through a pictorial assessment.
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Activity 11: Character Comparison (GLEs: 10, 18a, 18b, 18c, 18d, 18e, 19, 46)
Materials List: writing materials, individually selected novels, publication software if available
Since students are encouraged to recognize and value the positive inner qualities that they and other people possess, they will consider
the qualities of characters with whom they became acquainted through reading of novels. Students will work with peer partners to
write a multi-paragraph composition comparing a character of one novel to another. Each will choose a character from the novel
selected for his/her book talk activity. Through discussion, partners will compare characters and evaluate which ones they would want
to meet face-to-face, if the meeting could actually take place. Peer partners will consider why the meeting should occur and what the
meeting would be like.
As students move to the writing process, they will collaboratively establish a central idea or stance that best describes the imagined
meeting of two selected characters. Partners will then focus on organization, elaboration of points, and transition while writing the
composition. Students will consult with peer partners to check if a clear conclusion is present within their writing and if it summarizes
important ideas. Revision will continue until students have completed the composition. Finally, student pairs will present their
character comparisons to the class.
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