[Type text] [Type text] [Type text] Foxborough Regional Charter School
English Language Arts
Grade 5
Reading Curriculum Map
[Type text] [Type text] [Type text] Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able to
do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our curriculum
is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at FRCS and
beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior to
entering this grade and what he or she will master upon promotion to the next grade level.
[Type text] [Type text] [Type text] Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or skill
area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students should
master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and you
begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
[Type text] [Type text] [Type text] Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
  The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction 
  Each unit has the following elements and each element is described on the following pages 
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the curriculum 
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’ core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (ie: exit slip) at the end of that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
[Type text] [Type text] [Type text] system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies, ideas or even model a lesson for you or co‐teach the lesson with you. This element of the curriculum is designed to be periodically updated and improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader any time!
[Type text] [Type text] [Type text] Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the essential
question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to you as the
classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential question as an
open response question at the end of each unit.
[Type text] Ongoing skills to be addressed throughout every term:
State Standard
[Type text] Required Vocabulary
Learning Plan
Suggested Activities, Resources & Experiences
RL.5.1. Quote
accurately from a
text when
•
•
text
inference
explaining what the
•
direct quote
their conclusions. They will then provide quotes
text says explicitly
and when drawing
inferences from the
text.
•
quotation marks
from the novel to support their answers.
RL.5.2 Determine a
theme of a story,
drama, or poem
from details in the
text; including how
characters in a story
or drama respond to
challenges or how
the speaker in a
poem reflects upon a
topic; summarize the
text
RL.5.3 Compare and
contrast two or more
characters, settings,
or events in a story
or drama, drawing
on specific details in
a text.
RI.& RL. 5.4.
•
speaker
narrator
response
motivation
reflect
summarize
theme
Venn diagram
compare
contrast
setting
event
specific detail
context clues
• While reading the current novel of the term,
students will answer inference level questions with
-
-
For the story, drama, or poem read, the teacher will
create a lesson to discuss and analyze the theme.
The students will practice identifying character
motivation and response to a topic. The teacher will
provide opportunity through writing and speaking
to summarize the literature.
For the selections read, the teacher will use Venn
diagrams and other graphic to facilitate the analysis,
comparison and contrast of elements in texts.
Students will provide direct evidence from the texts
to support their analyses
• For the novel read each term, the teacher will
[Type text] [Type text] [Type text] Determine the
meaning of general
•
figurative language
select potentially challenging terms from the novel
academic and
•
simile
for the students to preview. They will use
domain-specific
words and phrases
in a text relevant to
a grade 5 topic or
subject area,
including figurative
•
•
•
•
metaphor
personification
dictionary
part of speech
language.
•
lists of terms will be
unique to the novels/texts
dictionaries, class discussion, and periodically
context clues, to determine the meanings of these
new words. One possible routine for this activity
could be for the students to complete a Frayer
Model for each of the new terms.
selected each term
•
non-example
RL 5.5
Explain how a series
of chapters, scenes or
stanzas fits together to
provide the overall
structure of a
particular story,
drama, or poem.
sequence
structure
stanza
story map
conflict
problem
climax
resolution
Teacher will use story mapping and other strategies to
guide students in the structural analysis of selections.
RL 5.9
Compare and contrast
stories in the same
genre (e.g., mysteries
and adventure stories)
on their approaches to
similar themes and
topics
compare
contrast
genre
Venn diagram
terms dependent on genre to
be studied
Teacher will use Venn diagrams or other graphic
materials to facilitate student discussions and activities to
compare and contrast texts. Teacher will provide
opportunities for students to make connections between
the different selections read.
[Type text] [Type text] RF.5.3
Know and apply
grade-level phonics
and word analysis
skills in decoding
words. a. Use
combined knowledge
of all letter-sound
correspondences,
syllabication patterns,
and morphology (e.g.
roots and affixes) to
read accurately
unfamiliar
multisyllabic words in
context and out of
context.
RF.5.4
Read with sufficient
accuracy and fluency
to support
comprehension. a.
Read grade-level text
with purpose and
understanding. b.
Read grade-level
prose and poetry
orally with accuracy,
appropriate rate, and
expression on
successive readings. c.
Use context to
confirm or self-correct
word recognition and
understanding,
rereading as
[Type text] phonics
syllable
prefix
suffix
root word
affix
context
Throughout the year, teacher will monitor student oral
reading. Teacher will use Grade Five Houghton Mifflin
Reading Program, various phonics, spelling, and word
analysis lessons in addition to appropriate teacher-created
materials. Students will be required to read aloud for
homework.
context clues
schema
rate
fluency
oral
Throughout the year, the teacher will have students
practice reading various texts and selections out loud in
pairs, small groups, and whole groups. Teacher will
model, monitor, and correct students’ reading where
necessary.
[Type text] [Type text] necessary.
L5.5 Demonstrate
understanding of
figurative language
word relationships
and nuances in word
meaning. a. interpret
figurative language,
including similies
and metaphors, in
context. b. recognize
and explain the
meaning of common
idioms, adages, and
proverbs. c. use
relationship between
particular words
(e.g. synonyms,
antonyms,
homographs) to
better understand
each of the words.
[Type text] figurative language
metaphor
simile
idioms
proverbs
synonyms
antonyms
homographs
Throughout the year, the teacher will indentify and guide
students through the use and comprehension of figurative
language in a variety of reading selections.
[Type text] [Type text] Reading Curriculum Map: Grade 5- Term 1
State Standard
Required Vocabulary
[Type text] Learning Plan
Suggested Activities, Resources & Experiences
REQUIRED TEXT: Because of Mr. Terupt by Rob
Buyea
SUGGESTED LEARNING EXPERIENCES AND
RESOURCES:
http://www.npr.org/2013/12/12/245951896/mr-teruptshows-what-a-difference-one-teacher-can-make
an interview with Rob Buyea
http://pvrsd.pioneervalley.k12.ma.us/Documents/Additio
nal_RW_Units/Because%20of%20mr%20terupt%20mini
%20lesson%20outline.pdf
some mini lessons on realistic fiction
character trait
static character
dynamic character
setting
narrator
speaker
genre
realistic fiction
RL.5.3 Compare and
contrast two or more
characters, settings, or
events in a story or
drama. Drawing on
specific details in a
text.
RL.5.9. Compare
and contrast stories
in the same genre
(e.g., mysteries and
•
•
genre
fiction
•
compare
Teacher will begin the year with the required summer
reading novel, Because of Mr. Terupt by Rob Buyea,
which should have been completed along with the
summer reading packet. Using copies of first chapters
from Because of Mr. Terupt, which introduce each
character, students will identify specific traits of
characters from the novel, then compare and contrast the
characters. Teacher will introduce dynamic and static
characters and use progressive chapters from the book to
identify developing, new, or unchanged traits of
individual characters.
REQUIRED TEXT: Baseball in April by Gary Soto
SUGGESTED LEARNING EXPERIENCES AND
RESOURCES:
• http://eolit.hrw.com/hlla/novelguides/ms/Min
i-Guide.Soto.pdf - An overview of short story
selections by Gary Soto with similar topics and
[Type text] [Type text] adventure stories)
on their approaches
to similar themes
and topics.
RL 5.2 Determine a
theme of a story,
drama, or poem from
details in the text,
including how
characters in a story
or drama respond to
challenges or how
the speaker in a
poem reflects upon a
topic summarize the
text.
L5.5 Demonstrate
understanding of
figurative language
word relationships
and nuances in word
meaning. a. interpret
figurative language,
including similies
and metaphors, in
context. b. recognize
and explain the
meaning of common
idioms, adages, and
proverbs. c. use
relationship between
particular words
(e.g. synonyms,
[Type text] •
•
contrast
Venn diagram
themes for comparison
• http://www.teachingbooks.net/media/pdf/Uni
vAL/Baseball_in_April_BG.pdf - Project ideas
for short story collection: Baseball in April
Teacher will use above resources and teacher created
materials to introduce and identify themes of individual
stories in Baseball in April by Gary Soto. Students will
be introduced to the importance of symbolism and
imagery using these stories.
theme
stanza
rhyme pattern
meter
cycle
symbol/ism
imagery
REQUIRED TEXT: “And Stand There Sighing” by
Elizabeth Coatsworth
SUGGESTED STUDENT LEARNING ACTIVITIES
AND RESOURCES:
Students will memorize and analyze poem, “And Stands
There Sighing” by Elizabeth Coatsworth, identifying
theme and poetic elements of the poem.
[Type text] [Type text] antonyms,
homographs) to
better understand
each of the words.
[Type text] RL.5.9 Compare and
contrast stories in the
same genre (e.g.
mysteries and
adventure stories)
on their approaches
to similar themes
and topics
RL.5.7. Analyze
how visual and
multimedia
elements contribute
to the meaning,
tone, or beauty of a
text (e.g., graphic
tall tale
exaggeration
hyperbole
moral
hero
•
•
visuals
graphics
•
prediction
•
•
•
inference
purpose
effect
REQUIRED TEXT: Maniac Magee by Jerry
Spinelli
SUGGESTED STUDENT LEARNING
EXPERIENCES AND RESOURCES
Before reading Maniac Magee this term, teacher
will introduce/review the attributes of a tall tale
using The Houghton Mifflin Grade 5 Program
and focusing on Paul Bunyan and John Henry.
Using the program, trade texts, and teacher
created materials, students will analyze and
compare and contrast various tall tales to prepare
themselves for the unit on Maniac Magee, by
Jerry Spinelli, a novel modeled after the tall tale
genre.
• Before reading Maniac Magee this term,
novel, multimedia
students will analyze and compare/contrast
presentation of
fiction, folktale,
myth, poem).
the various images that have been published
with the book over the years. They will analyze
each individually and brainstorm a list of
words to describe each cover (a list of possible
adj. may be provided for those with language
[Type text] [Type text] [Type text] barriers). The class will discuss the differences
in the types of words they chose for each
cover. Lastly, students will look at all images
together and write a paragraph long prediction
about what the story will be about.
differences in the
point of view they
present
RL.5.3. Compare
and contrast two or
more characters,
a)
settings, or events
in a story or drama,
drawing on specific
b)
details in the text
(e.g., how
characters interact).
•
•
protagonist
character
•
characterization
•
•
•
•
setting
character trait
emotional trait
physical trait
•
compare
•
contrast
• http://www.forsyth.k12.ga.us/cms/lib3/GA010
00373/Centricity/Domain/881/Jaymie_Gerard
_Literature_Guide_-_Maniac_Magee.pdf Reading Unit for Maniac Magee
• http://betterlesson.com/lesson/29131/citingsources#/lesson/24271/character-study
Character traits lesson
[Type text] [Type text] Reading Curriculum Map: Grade 5- Term 2
State Standard
Required Vocabulary
[Type text] Learning Plan
Suggested Activities, Resources & Experiences
REQUIRED TEXT: Suggested Social Studies Text;
Houghton Mifflin Grade 5 Reading Program Basal,
Chapter on American Revolution
RI.5.2. Determine
two or more main
ideas of a text and
a) •
•
main idea
text
explain how they
are supported by
key details;
summarize the text.
b) •
support
•
c) •
•
example
evidence
summary
a) •
cause
SUGGESTED STUDENT LEARNING ACTIVITES
AND RESOURCES• Students will read a non-fiction
passage connected
to their current Social Studies or Science topics of
study. They will determine the wording of the
RI.5.3. Explain the
relationships or
main idea of the text together as a class on the
interactions
•
effect
•
relationship
•
concept/ idea
•
connection
between two or
more individuals,
events, ideas, or
b)
concepts in a
historical, scientific,
or technical text
based on specific
information in the
board. Then, students will pair up and brainstorm
a bulleted list of key details that support the
agreed upon main idea. Lastly, each student will
use their list to independently write a paragraph
long summary of the excerpt.
• Using Houghton Mifflin Grade 5 Reading Program,
students will read short biographies of two
historical figures that are relevant to their current
unit of study in Social Studies class, including but
not limited to “And Then What Happened Paul
Revere” and “James Forten.” They will
discuss parallels between the two figures roles in
society and interactions, if appropriate. They will
compare the presentation of the historical events in
the HM program with the presentation of the same
events in the Social Studies text book. The
students will then write a fictional dialogue
between these two historical figures, taking care
to accurately represent the ideals and mindset of
each figure in the dialogue used.
[Type text] [Type text] text.
[Type text] •
text
•
historical figure
RL and RI 5.1 Quote
accurately from a text
when explaining what
the text says explicitly
and when drawing
inferences from the
text
.
L5.5 Demonstrate
understanding of
figurative language,
word relationships
and nuances in word
meaning. a. Interpret
figurative language,
including similes and
metaphors in context.
b. Recognize and
explain themeaning of
common indioms,
adages, and proverbs.
c. Use ther
relationship between
particular words (s.g.
synonyms, antonyms,
homographs) to better
understand each of the
words.
RI 5.4 Determine the
meaning of general
academic and domainspecific words and
phrases in a text
relebant to a grade 5
topic or subject area
RI.5.7. Draw on
a) •
information from
•
•
multiple print or
theme
symbol
alliteration
listing
Students will read, analyze, and memorize “Ox Cart
Man” by Donald Hall, identifying theme, symbols,
alliteration, and the techniques of listing. They will use
their understanding of the poem to analyze other texts
through the year.
Various words taken from
Social Studies and Science
Units, specifically The
American Revolution and
Simple and Complex
Machines
credible/reliable source
Using The Houghton Mifflin Grade 5 Reading Program
Unit of The American Revolution and units of study used
by the social studies and science teachers, students will
use appropriate vocabulary when writing or speaking
about a topic.
• Information Scavenger Hunt: after several days of
paraphrase
summarize
lessons on text features and types of sources,
students will be put into teams of two. Various
[Type text] [Type text] digital sources,
demonstrating the
ability to locate an
answer to a
question quickly or
to solve a problem
efficiently.
[Type text] •
b) •
•
•
•
table of contents
types of resources will be placed at different
index
captions
glossary
stations throughout the classroom. Each team will
be provided a list of factually based questions to
“scavenge” for. Questions will be similar, but not
types of sources
the same for each team. The teams will need to
utilize text features in order to efficiently find the
-encyclopedia
answers and will need to choose the correct type
-professional website
[Type text] [Type text] -personal website
-dictionary
-almanac
-biography
-etc.
RI.5.8. Explain how
an author uses
reasons and
•
•
evidence
text
•
point
•
claim
•
argument
evidence to support
particular points in
a text, identifying
[Type text] of resource in order to find the information they
seek.
• After learning about claims and evidence, students
will be given two opposing claims about a student
friendly and high-interest topic (ex: if 11 year olds
should be given cell phones). Then, pairs of
students will be given slips with evidence. (ex: Cell
phones have emergency features, such as direct
which reasons and
access to 9-1-1.) Students will be instructed to
evidence support
match each slip of evidence to the claim that it
which point(s).
supports. Lastly, students will go over their
answers and explain their reasoning to the class.
RI.5.9. Integrate
information from
several texts on the
•
•
summarize
paraphrase
•
text
same topic in order
to write or speak
about the subject
knowledgeably.
RI.5.5. Compare
and contrast the
overall structure
•
•
•
compare
contrast
cause
The teacher will guide students to the correct
matches.
• Using a current topic in Social Studies class,
students will read about the specific topic in their
history textbooks while taking notes on key points.
Then, students will be provided with another type
of resource that discusses the same topic (ex: an
encyclopedia entry or scholarly magazine article).
Students will also take notes on key points while
reading the second text. Lastly, students will
integrate the information from the two texts to
provide a summary of key information about their
historical topic. A model should be provided
before students begin.
• http://betterlesson.com/lesson/29131/citingsources#/lesson/24792/text-organizationproblem-and-solution Problem and Solution Text
[Type text] [Type text] [Type text] (e.g., chronology,
comparison,
cause/effect,
problem/solution) of
events, ideas,
concepts, or
information in two
Structure lesson plan
•
effect
•
•
•
problem
solution
chronological
• http://betterlesson.com/lesson/29131/citingsources#/lesson/24784/informational-text
Chronological Order Text Structure lesson plan
• http://betterlesson.com/lesson/29131/citing-
•
text structure
sources#/lesson/24786/informational-text Cause
and Effect Text Structure lesson plan
•
paragraph
[Type text] [Type text] or more texts.
[Type text] introductory paragraph
body paragraph
concluding paragraph
topic sentence
concluding sentence
supporting details/
examples
Reading
Curriculum
Map
Grade 5 – Term
3
REQUIRED TEXT: Phoebe the Spy by Judith Griffin
SUGGESTED STUDENT LEARNING EXPERIENCE
AND RESOURCES:
http://www.teacherspayteachers.com/Product/PHOEBEthe-SPY-Common-Core-Aligned-Novel-Study-124143
http://quizlet.com/9525527/tps-phoebe-the-spy-flashcards/
http://en.wikipedia.org/wiki/Samuel_Fraunces
spy
mystery
foreshadowing
RL5.2 see above
Students will read the historical fiction, Phoebe the Spy,
and use the social studies curriculum to identify and
discuss the characters’ actions and motivations. Teacher
will use the book to introduce the element of
foreshadowing. Students will identify the attributes of
the Mystery genre, and identify clues in the story and
what they are foreshadowing.
[Type text] [Type text] RL and RI 5.1 see
above
L5.5 see above
theme
metaphor
simile
idiom
symbol/ism
[Type text] REQUIRED TEXT: “Youth” by Langston Hughes
SUGGESTED LEARNING EXPERIENCES: Students
will read, analyze, and memorize “Youth” by Langston
Hughes and identify theme, similes, metaphors, idioms,
and symbols. They will connect the literary elements of
the poem with other selections read throughout the year.
[Type text] [Type text] [Type text] REQUIRED TEXT: Tuck Everlasting by Natalie Babbitt
SUGGESTED LEARNING EXPERIENCES AND
RESOURCES:
www.webteaching.com/free/tuck.htm; http://thebestnotes.com/booknotes/Tuck_Everlasting/Tuc
k_Everlasting01.html
Students will read Tuck Everlasting by Natalie Babbitt
and identify theme, symbolism, metaphors, similes,
foreshadowing. Using teacher-created materials and
building on the concept of story clues introduced in
Phoebe the Spy, students will further explore the element
of foreshadowing in literature, beginning with the
Prologue of the story.
Careful attention should be placed on the theme of cycles,
i.e. life cycle, seasonal cycles, time/clocks, cycle of
passing on a story through oral tradition.
RL and RI 5.1 see
above
foreshadowing
Prologue
Epilogue
life cycle
oral tradition
mortality
immortality
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