EAST ALLEN COUNTY SCHOOLS
Bundle 2
Grade 5
Language Arts
Point of View
Big Idea: Relationships
Enduring Understandings
Essential Questions
Life’s circumstances shape narrative literature, and narrative literature
shapes life’s circumstances.
How does sequence create a focused and organized text?
What can we learn about ourselves through our own personal writing?
Everybody has a story to tell.
From whose perspective can a story be told?
Authors carefully choose information and events to share in their narratives.
How do writers decide what information to include when writing about a
personal memory?
CC/Learning Targets
RI.2
RI.3 a, b
RI.6 a, b
5.2.1
5.2.5
5.3.2
W.3 a-e
W.4
W.5
5.4.7
L.1 b-d
L.2 e
L.4 b
Core Vocabulary
format
past participle
present participle
word origin
modifiers
Links to Technology
-Picture Collage (app)
-Dictionary (app)
-Spelling Challenge (app)
Bundle Performance Task(s)
After studying several mentor texts, students will plan and write personal narratives. Each student’s personal narrative needs to follow a chronological order and
develop a plot which shows an experience and/or event(s) in which the writer was involved. How the character(s) respond(s) to the experience or events needs to
be included in the personal narrative. Descriptive details should be utilized to help the audience mentally “see” the events while reading the narrative. After editing
(with a focus on correct verb tense) and revising, the students will present their final narratives.
As an extension, students may use Comic Life (http://comiclife.com/ ) to create a comic strip that follows the sequence of their personal narratives. If Comic Life is
not available, students may create a visual sequence chart for their personal narratives.
Grade 5
LA Bundle 2
Quarter 1
Sept. - Oct.
Recommended Read-Alouds
G5 - Bundle 2
Big Idea: Relationships
Title
Relates to…
Author
Papa Who Wakes Up Tired in the Dark (on CD)
Cisneros, Sandra
Calkins: story structure
Shortcut
Crew, Donald
Calkins: story structure
Homesick
Fritz, Jean
Calkins: real, true details from narrator’s point of
view
Olive’s Ocean, ch. 11
Henkes, Kevin
Calkins: external/internal stories
Peter’s Chair
Keats. Ezra Jack
Calkins: story structure
Little by Little
Little, Jean
Calkins: mentor text: she shows event that
helps the reader understand what she was
feeling
Owl Moon
Yolen, Jane
Calkins: lead
Rocks in His Head
Hurst, Carol
Developing a story
The Pain and the Great One
Blume, Judy
Narrator of a story, point of view
Voices in the Park
Brown, Anthony
Narrator of a story, point of view
So Far From the Sea
Bunting, Eve
Narrator of a story, point of view
It’s Not Fair
Zolotow, Charlotte
Narrator of a story, point of view
A Picnic in October
Bunting, Eve
Personal narrative
Strong to the Hoop
Coy, John
Personal narrative, one significant event
Recommended Read-Alouds
G5 - Bundle 2
Let My Colors Out
Filigenzi, Courtney
Personal narrative
Struggle for a Continent: The French and Indian War
Maestro, Betsy
Point of view
One Lucky Girl
Lyon, George Ella
Sensory details
Uncle Jed’s Barbershop
Mitchell, Margaree
Sensory details
Song and Dance Man
Ackerman, Karen
Similes and metaphors
Tar Beach
Ringgold, Faith
Similes and metaphors
Owl Moon
Yolen, Jane
Similes and metaphors, personal narrative, one
significant event, sensory details
Thesaurus Rex
Steinberg, Laya
Synonyms
Camping Out: A Book of Action Words
Maestro, Betsy
Verbs
Reading Workshop
CC/Learning Targets
RI.2
(5.2.3)
RI.3
G5 - Bundle 2
Resource of Ideas
Determine two or more main ideas of a
text and explain how they are supported
by key details; summarize the text.
Main Idea
-So You Want to Be President? by Judith St. George, David Small
-The Gardener by Sarah Stewart
Explain the relationships or interactions
between two or more individuals, events,
ideas, or concepts in a historical,
scientific, or technical text based on
specific information in the text.
-Integrate with social studies (people, places, events)
-Integrate with science (inventions, plants, stars, cells, etc.)
-The Writing Fix
Evidence of Learning
Main Idea
-Book Talks
-Reader’s Notebooks
-Anecdotal records from Guided
Reading
-Interactive Read-aloud whole
group discussion
a. Explain the relationships or
interactions between two or more
individuals, events, or ideas.
RI.6
Analyze multiple accounts of the same
event or topic, noting important
similarities and differences in the point of
view they represent.
a. Recognize and explain the point of
view in multiple texts of the same event
or topic.
5.2.1
b. Analyze (compare/contrast) the point
of view between the two sources.
Use the features of informational texts,
such as formats, graphics, diagrams,
-Strategies That Work pp.169-176
-The Writing Fix
Reading Wonders – Unit 1
-(WK 5) pp. T258-T281, R/W Workshop Are Electronic Devices Good for
Us pp. 78-81
-(WK 5) pp. T281A-T281F, Anthology The Future of Transportation pp.
90-93, Getting from Here to There, pp. 94-95
- Strategies That Work pp.156-159
-Interactive read-aloud whole
group discussion
-Venn diagram
-Compare/contrast paragraph
-Reading Wonders Assessments
-Reading Wonders Assessments -Teacher observation during
Reading Workshop
illustrations, charts, maps, and
organization, to find information and
support understanding.
G5 - Bundle 2
-Scholastic 5 Day Lesson Plan
-Reading Charts and Graphs
-Reading Maps
-Structure of Expository Text pp.1-6,
-Text Features ppt.
-Making Informational Text Accessible
science/social studies class
-Student-created diagram, chart,
illustration, or map
-Social studies textbook
-Science textbook
5.2.5
Distinguish among facts, supported
inferences, evidence, and opinions in
text.
Reading Wonders – Unit 2
-(WK 1) pp. T2-T25, R/W Workshop Creating a Nation pp. 94-97
-(WK 1) pp. T25A-T25V, Anthology Who Wrote the Constitution pp. 96113
-All Pigs Are Beautiful by Dick King-Smith
-The Salamander Room by Anne Mazer
-Fact/Opinion Game
-Fact/Opinion Lesson
5.3.2
Identify the main problem or conflict of
-Guiding Readers and Writers p.135
-Book Talks
-Anecdotal records from Guided
Reading
-Reader’s Notebooks
-Treasures assessment
-Interactive Read-aloud whole
group discussion
-Students develop skits
-Hold up fact or opinion answer
cards after fact/opinion statements
are made by the teacher
-Fact and opinion sentence sorts
-Highlight or chart context clues
for opinions
-Book Talk
Reading Workshop
the plot and explain how it is resolved.
Identify the protagonist
G5 - Bundle 2
-City of Snow: The Great Blizzard of 1888 by Linda Oatman High
-Mufaro’s Beautiful Daughters by John Steptoe
-Cowboy Camp by Tammy Sauer
-Raymond and Nelda by Barbara Bottner
-My Great-Aunt Arizona by Gloria Houston
-Graphic Organizer
Reading Wonders – Unit 2
-(WK 2) pp. T67-T89, R/W Workshop A Modern Cinderella pp. 108-111
-(WK 1) pp. T89A-T89T, Anthology Where the Mountain Meets the Moon
pp. 118-131
Correlating CC/Learning Targets
RI.1
RI.5
RI.10
RL.10
RF.3 a
RF.4 a-c
Teacher Notes
-Teacher observation/anecdotal
records during literature circle
-Reader’s Notebook
-Quiz
-Reading Wonders Assessments Interactive read-aloud whole
group discussion
-Story Map
Writing Workshop
G5 - Bundle 2
CC/Learning Targets
W.3
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a.Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally.
Choose a clear narrative setting,
conflict, plot, and point of view
b. Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and
sensory details to convey experiences
and events precisely.
e. Provide a conclusion that follows from
the narrated experiences or events.
Resource of Ideas
-6+1 Traits of Writing pp. 68-99 (organization)
-6+1 Traits of Writing pp. 139-174 (word choice)
-Strategies That Work pp.136-137
-Student examples
-More student examples pp.26-36
-Personal narrative ppt.
-Engaging leads seasons
-6+1 traits rubrics
-A Picnic in October by Eve Bunting
-Let My Colors Out by Courtney Filigenzi
-Strong to the Hoop by John Coy
-Owl Moon by Jane Yolen
-Little by Little by Jean Little
-Homesick by Jean Fritz
-Olive’s Ocean, ch. 11 by Kevin Henkes
-Papa Who Wakes Up Tired in the Dark (on Calkins CD)
-Shortcut by Donald Crew
-Peter’s Chair by Ezra Jack Keats
-Graphic Organizer
-Write Source pp. 87-124 (personal narrative)
-Write Source pp. 116-117 (dialogue)
-Write Source pp. 56-57 (transitions)
Reading Wonders-Unit 1
-(WK 1)(Voice; style and tone) pp. T30-T31, R/W Workshop pp.246-247
Reading Wonders – Unit 2
- (WK 4) (Organization: sequence) pp. T222-T225, R/W Workshop pp.
144-145
Evidence of Learning
-Narrative Writing Checklist and
Rubric (each writing genre
available)
-4 graphic organizers for narrative
writing
-writing a conclusion
-Narrative writing assessment
using student-created rubric
-Interactive read-aloud
-Author/Writer Talk
Writing Workshop
G5 - Bundle 2
Reading Wonders-Unit 4
-(WK 1)( Voice: style and tone) pp. T30-T31, R/W Workshop pp.246-247
- (WK 2) (Ideas) pp. T94-T97, R/W Workshop pp. 260-261
- (WK 3) (Organization) pp. T158-T161, R/W Workshop pp. 274-275
-(Fictional Narrative)pp. T350-T355
Lucy Calkins eDocs for Writing
-Memoir pp. 10-29
-Historical Fiction pp.97-112
-Fantasy Writing pp.112-124
W.4
(5.4.11)
W.5
(5.4.1)
(5.4.8)
(5.4.9)
(5.4.10)
(5.4.11)
Produce clear and coherent writing in
which the development and organization
are appropriate to task, purpose, and
audience.
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.
-6+1 Traits of Writing pp. 68-99 (organization)
-6+1 Traits of Writing p. 267 (rubric)
-Writer’s Notebook
-Narrative writing assessment
-Student Writing Samples see pp.26-36
-Personal Narratives Reading/Writing Connections
-Use The Relatives Came for mentor text
-Write Source pp. 56-57, 206-207, 458
Planning
-6+1 Traits of Writing pp. 33-67
-Launching the Writer’s Workshop-Grades 3 and Up
Planning
-Check students’ Writer’s
Notebooks for evidence of an
ideas list.
-Peer Editing Tutorial
-Personal Narrative Revision Guide
-You Have to Write by Janet Wong
-Bigmama’s by Donald Crews
-Shortcut by Donald Crews
-The Paperboy by Dav Pilkey
-The Art Lesson by Tomie De Paola
-A Father Like That by Charlotte Zolotow
-By the Side of the Road by Jules Fieffer
Review, Evaluate, Revise
-Writing pieces from Writing
Workshop
Proofread
-District writing prompt to be given
to students for anecdotal records
and teacher evaluation
Writing Workshop
G5 - Bundle 2
Review, Evaluate, Revise
-6+1 Traits of Writing pp. 23-30, 212-246
-Launching the Writer’s Workshop-Grades 3 and Up
-Write Source p. 7
Edit/Revise
-Teacher anecdotal records from
conferences during Writing
Workshop
-Writing pieces from Writing
Workshop
Proofread
-6+1 Traits of Writing pp. 23-30, 212-246
-Write Source p.441, pp.14-17, p.441, see back cover for checklist
Edit/Revise
-6+1 Traits of Writing pp. 23-30
-Launching the Writer’s Workshop-Grades 3 and Up
-Peer Editing and Revising ppt.
5.4.7
Use a thesaurus to identify alternative
word choices and meanings.
Correlating CC/Learning Targets
W.6
W.10
5.5.5
-Thesaurus ppt. and Activity
-Indiana Resource
-Teacher anecdotal records
Teacher Notes
-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 2: Raising the Quality of
Narrative Writing
Language and Word Study
CC/Learning Targets
L.1
(5.6.3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b. Form and use the perfect verb tenses
(e.g., I had walked; I have walked; I will
have walked).
Present and past participle
c. Use verb tense to convey various
times, sequences, states, and
conditions.
G5 - Bundle 2
Resource of Ideas
-Camping Out: A Book of Action Words by Betsy Maestro
verb tense pp.12-15
-Verb Tense Time Warp
-Verb Tense pdf
-Verb Tense Time Line.ppt
Evidence of Learning
-Quiz
-Daily writing exercises, Reader’s
Notebook, and Writer’s Notebook
-Write Source pp. 416-419, 582-588
Reading Wonders – Unit 3
-(WK 2) (verb tense) pp. T98-T99, Grammar Practice, pp. 56-60
-(WK 5) (verb tense) pp. T226-T227, Grammar Practice, pp. 66-70
d. Recognize and correct inappropriate
shifts in verb tense.
L.2
(5.6.7)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
-High Frequency Word List
-The Continuum of Literacy Learning pp. 214-215
-Word Matters
-Fish Tanks
e. Spell grade-appropriate words
correctly, consulting references as
needed.
L.4
(5.1.4)
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 5
reading and content, choosing flexibly
from a range of strategies.
b. Use common, grade-appropriate
-Guiding Readers and Writers
Weekly Buddy Study Activities
pp. 32-35
-Daily writing exercises, Reader’s
Notebook, and Writer’s Notebook
-embedded through spelling within Reading Wonders
-Teaching for Comprehending and Fluency pp. 534-539
-Word Matters
-Greek Roots Games
-Write Source p. 469
-embedded through vocabulary strategies within Reading Wonders
-Student chooses a word which
originated in a different country,
uses internet to locate a map of
the country, and utilizes Word to
type a sentence that correctly
uses the word on the same page.
-Guiding Readers and Writers
Language and Word Study
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
photograph, photosynthesis).
Deduce the meaning of more
complex words using knowledge of
Greek and Latin roots
G5 - Bundle 2
Reading Wonders - Unit 1
-(WK 4)(Greek Roots) pp. T216-T217, R/W Workshop, p. 71
-(WK 5)(Greek and Latin Prefixes) pp. T280-T281, R/W Workshop, p. 85
Reading Wonders - Unit 2
-(WK 3)(Greek and Latin Suffixes)pp. T152-T153, R/W Workshop, p. 129
Reading Wonders - Unit 3
-(WK 3)(Greek Roots) pp. T152-T153, R/W Workshop, p. 201
-(WK 4)(Latin Roots) pp. T216-T217, R/W Workshop, p. 217
Reading Wonders – Unit 5
-(WK 5)(Greek Roots) pp. T280-T281, R/W Workshop, p. 373
Correlating CC/Learning Targets
L.2 a
L.3 a, b
5.6.6
5.1.1
SL.1 a-d
SL.2
SL.5
SL.6
Teacher Notes
Weekly Buddy Study Activities
pp. 32-35
-Quiz