ELA 5
Updated 7/21/2016 9:31 PM
UNIT 1 – THE MAKING OF A SCIENTIST (40 DAYS)
1. Overview
Students learn about the steps of scientific investigation. Students explore how various theories have changed over time by g aining knowledge through
scientific investigation. They will begin to use evidence and read about peoples’ findings to compare and contrast different theories. Students read
literature to support their understanding of science.
RE M IND E RS
LA ST UD E NT
ST AND ARD S
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Labor Day (09/05/16)
Late take-in for students (08/24/16)
Interim reports issued (09/19/16-09/23/16)
Late take-in for students (09/28/16)
Employee and student holiday (10/10/16)
End of 1st nine weeks (10/13/16)
i-Ready BOY diagnostic testing window (9-6/16-9/23/16)
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Reading: RL.5.1, RL.5.2, RL.5.3, RL.5.10, RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9,
RI.5.10
FO CUS
ST AND ARD S
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Reading Foundational Skills: RF.5.3a, RF.5.4.a-c
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Writing: W.5.1a-d, W.5.2.a-e, W.5.4, W.5.5, W.5.8, W.5.9a-b, W.5.10
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Speaking and Listening: SL.5.1a-d, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6
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Language: : L.5.1a-e; L.5.2a-b, d-e; L.5.3a; L.5.4a-c; L.5.5a, c; L.5.6
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RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
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RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
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ELA 5
K E Y SK ILLS
ASSE SSE D
Updated 7/21/2016 9:31 PM
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RI.5.3 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.
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W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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L.5.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
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L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
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Reading:
o Determine main idea and explain how it is supported by details in the text.
o Integrate information from several texts to explain connections
o Examine how a central message is conveyed through characters.
o Identify theme and how it is supported by key details
o Compare key details of literary text to literary nonfiction
o Read and understand grade-level texts.
Reading Foundational Skills:
o Read with sufficient accuracy and fluency to support comprehension.
Writing:
o Write informative/explanatory responses.
Speaking & Listening:
o Participate in collaborative conversations with diverse partners and engage in accountable talk.
Language:
o Use variety of word choice, appropriate verbs tense, conjunctions, prepositions, and interjections.
o Use punctuation to separate items in a series including the use of commas, underlining, quotation marks,
or italics.
o Use academic & High Frequency Words.
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ELA 5
Updated 7/21/2016 9:31 PM
UNIT 1 – THE MAKING OF A SCIENTIST (40 DAYS)
2. Resources
G UID E BO O K RE SO URCE S
LDOE ELA Guidebook 2.0:
 https://learnzillion.com/resources/81656-5th-grade-ela-
guidebook-units

Anchor Text (Literary):
“The Making of a Scientist,” Richard Feynman
(Informational)
Related Texts:
 Literary Texts (Fiction)
o The Templeton Twins Have an Idea: Book 1,
Ellis Weiner

Informational Texts (Nonfiction)
o Cricket Magazine, October 1995 (Vol. 23, #2)
"The Making of a Scientist",” Richard Feynman
o The 13 Planets: The Latest View of the Solar
System, David A. Aguilar
o The Templeton Twins Have An Idea: Book 1 ,
Ellis Weiner
o "Understanding Science: How Science Really
Works", Modern Science: What's changing? ,
University of California Museum of Paleontology
o “Galileo” from Pioneer Astronomers, Navin
o
o
RE T E ACHING / E NRICHM E NT RE SO URCE S
Ready
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Workbook and iReady Teacher Toolbox:
Unit 1, Key Ideas and Details in Informational Text, Lessons 1 – 4B
Unit 1 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
Unit 2, Key Ideas and Details in Literature, Lessons 5 – 10
Unit 2 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
Unit 3, Craft and Structure in Informational Text, Lessons 11 – 14
Unit 3 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
Language Handbook: Unit 3, Vocabulary Acquisition and Use, Lessons 15 –
23
Discovery Education:
 Making Predictions:
https://app.discoveryeducation.com/learn/videos/CDF2DAA9-6F99-4CE3B082-1EC4D2871457?hasLocalHost=false
 Point of View: https://app.discoveryeducation.com/learn/videos/90440C1022A9-43AB-9F8B-1D6E49053B9E?hasLocalHost=false
World Book Online:
 Science: http://worldbookonline.com/kids/home#article/ar831933
World Book Classroom Dramatic Learning: Be Kind to Your Mother (Earth), a Mini-Inquiry
Project: Down to Earth (Includes downloadable student assessment):
http://worldbookonline.com/dramaticlearning/miniinquiries?id=ei000004&playid=dr000008
Sullivan or “Galileo Galilei: Biography, Inventions
& Other Facts,” Nola Taylor Redd (SPACE.com)
“Quarter of Americans Convinced Sun Revolves
Around Earth, Survey Finds,” Liz Fields
“New Theory: Galileo Discovered Neptune,”
Robert Roy Britt (SPACE.com)
o
Chapter 8 of Giants of Science: Isaac Newton ,
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ELA 5
o
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Updated 7/21/2016 9:31 PM
Kathleen Krull
"Scientific Thinking", LDOE
Nonprint Texts (Fiction or Nonfiction) (e.g.,Media,
Video, Film, Music, Art, Graphics)
o Telescope: Hunting the Edge of Space, Video,
o
o
o
"The Mystery of the Milky Way," minutes 22:23 29:01 NOVA (PBS)
“Galileo: Sun-Centered System,” PBS (Video)
"Quarter of Americans Convinced Sun Revolves
Around Earth, Survey Finds" , Liz Fields from ABC
News
"Is Pluto a Planet?" Smithsonian Magazine
(Video)
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ELA 5
Updated 7/21/2016 9:31 PM
UNIT 1 – THE MAKING OF A SCIENTIST (40 DAYS)
3. Unit Assessment
CULM INAT ING
WRIT ING T ASK
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CO LD RE AD T ASK
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Students will consider two of the examples Richard Feynman points out in his memoir: The birds, and the wagon.
Use the following prompt – “What lesson was Feynman’s father trying to teach Richard about science through
one of these two examples? (RI.5.2, RI.5.3, RI.5.8) Explain the relationship between the example that you
selected and the steps of the scientific method. Include details from the text and related texts in this unit to
support your answer.” RI.5.1, RI.5.1, RI.5.9)
Students are asked to:
 Select one of the examples: the birds or the wagon.
 Summarize the example as told by Feynman in “The Making of a Scientist.”
 Identify how Richard’s thinking changed throughout the selected example.
 Determine the lesson Feynman’s father was trying to teach Richard through the example.
 Describe the process of scientific inquiry.
 Compare the process Feynman’s father uses and the lesson he tries to teach in the selected example to
the process of scientific inquiry.
Students will write an essay that identifies and explains the lesson Richard Feynman’s father was trying to teach
Richard about science, using examples, details, and quotations to develop the explanation. Ensure students use
proper grammar, conventions, spelling, and grade appropriate words and phrases, including words that signal
relationships (e.g., however, although, moreover, in addition, etc.).
Students should introduce and explain how the author’s example teaches a lesson and relates to the scientific
method. (W.5.2a, W.5.9b) The completed writing should use appropriate transitions; precise and gradeappropriate language; a variety of sentence patterns for meaning, interest, and style; and should provide a
relevant conclusion. (W.5.2b-e, W.5.4, L.5.3a, L.5.6) The essay should also demonstrate proper grammar and
usage. (L.5.1b-d; L.5.2a-b, d, e)
Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
This is a comprehension test that has a combination of multiple-choice and constructed-response questions about
the text.
Read “Quarter of Americans Convinced Sun Revolves around Earth, Survey Finds” by Liz Fields. Then answer the
questions. Some students are likely to need additional support reading this text. Read aloud the text for those
students.
Ensure that students have access to the complete texts as they are testing.
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ELA 5
O PT IO NAL
E X T E NSIO N
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Updated 7/21/2016 9:31 PM
The writing extension task either connects several of the texts together or is a narrative task related to the unit
focus.
Students independently read “The Templeton Twins Have an Idea: Book 1”. Then students write an essay which
identifies a theme of the text and compares details in the book to “The Making of a Scientist” by Richard
Feynman. Finally, students engage in a group discussion about the book and their findings. (RL.5.1; RL.5.2;
W.5.1ab,e; W.5.2a-b, f; W.5.9a-b; W.5.10)
Use teacher conferencing and small-group work to target student weaknesses and improve student writing
ability. (W.5.1)
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ELA 5
Updated 9/22/2016 1:00 PM
UNIT 2 – BIRCHBARK HOUSE (41.5 DAYS)
1. Overview
Students will read literary and informational texts about how Native Americans and global explorers laid the foundation for the United States. Students
express their understanding of how we learn about our past and how that impacts who we are today by writing about character and theme development
and discussing how point of view is important for constructing meaning.
REMINDERS
LA STUDENT
STANDARDS
•
•
•
•
•
•
•
Report Cards Issued (10/19/16)
Late take-in for students (10/26/16)
Student holiday (11/01/16)
Election Day (11/08/16)
Interim reports issued (11/14/16 to 11/18/16)
Thanksgiving holiday (11/21/16 to 11/25/16)
End of 2nd nine weeks (12/21/16)
•
Reading: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.7, RL.5.9, RL.5.10, RI.5.1, RI.5.2, RI.5.3, RI.5.4,
RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10
FOCUS
STANDARDS
•
Reading Foundational Skills: RF.5.4.a-c
•
Writing: W.5.1a-d, W.5.2.a-e, W.5.3a-e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9a-b, W.5.10
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Speaking and Listening: SL.5.1a-d, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6
•
Language: : L.5.1a, c-e; L.5.2a-e, L.5.3a-b; L.5.4a-c; L.5.5a-c; L.5.6
•
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
•
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 the text (e.g., how characters interact).
1
ELA 5
KEY SKILLS
ASSESSED
Updated 9/22/2016 1:00 PM
•
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language
(such as metaphors and similes) and connotative meanings.
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RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
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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.
•
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
•
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
•
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
•
Reading:
o Determine main idea and explain how it is supported by details in the text.
o Integrate information from several texts to explain connections.
o Describe how a narrator’s or speaker’s point of view influence characters and events.
o Identify theme and explain how it contributes to character development and key details.
o Compare and contrast events in a story, including how characters interact.
o Read and understand grade-level texts.
Reading Foundational Skills:
o Read with sufficient accuracy and fluency to support comprehension.
Writing:
o Write informative/explanatory responses.
Speaking & Listening:
o Participate in collaborative conversations with diverse partners and engage in accountable talk.
Language:
o Use variety of word choice, appropriate verbs tense, conjunctions, prepositions, and interjections.
o Use punctuation to separate items in a series including the use of commas, underlining, quotation marks,
or italics.
o Use academic vocabulary and high frequency words.
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•
2
ELA 5
Updated 9/22/2016 1:00 PM
UNIT 2 – BIRCHBARK HOUSE (41.5 DAYS)
2. Resources
GUIDEBOOK RESOURCES
LDOE ELA Guidebook 2.0:
• https://learnzillion.com/resources/81656-5th-grade-elaguidebook-units
• Anchor Text (Literary):
The Birchbark House, Louise Erdrich (literary)
•
•
•
Related Texts:
Literary Texts (Fiction)
o “Columbus,” Joaquin Miller (poem)
o Pedro’s Journal, Pam Conrad
Informational Texts (Nonfiction)
o Excerpts from Before Columbus: The Americas of
1491, Charles C. Mann
o Chapters from The First Americans: Prehistory
-1600 (A History of US, Book 1) , Joy Hakim
o “Columbus Controversy,” History.com
o Excerpt from “A Letter to the Treasurer of
Spain,” Christopher Columbus
Nonprint Texts (Fiction or Nonfiction) (e.g.,Media,
Video, Film, Music, Art, Graphics)
o Clips from Ice Age, Michael J. Wilson (Film)
o “Images of Christopher Columbus and His
Voyages,” Library of Congress
o “The Real Story of Columbus,” History.com
(video)
o “The Columbian Exchange,” Belmont High
Library
RETEACHING / ENRICHMENT RESOURCES
Lesson and Video Links:
•
Louisiana Department of Education Guidebook 2.0: The Birchbark House
(LearnZillion): https://learnzillion.com/resources/89829-the-birchbarkhouse
Ready Workbook and iReady Teacher Toolbox:
• Unit 4, Craft and Structure in Literature, Lessons 15 – 17
• Unit 4 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
• Language Handbook: Unit 1, Conventions of Standard English, Lessons 1 –
11
World Book Online:
• Science: http://worldbookonline.com/kids/home#article/ar831933
World Book Classroom Dramatic Learning: Be Kind to Your Mother (Earth), a Mini-Inquiry
Project: Down to Earth (Includes downloadable student assessment):
http://worldbookonline.com/dramaticlearning/miniinquiries?id=ei000004&playid=dr000008
Discovery Education:
•
Character Development (Video, Blackline Masters, and Teacher’s Guide):
https://app.discoveryeducation.com/learn/videos/4777B5CA-A737-4A75A811-3E1C87C033BA?hasLocalHost=false
• Character Traits (Video, Blackline Masters, and Teacher’s Guide):
https://app.discoveryeducation.com/learn/videos/9BA6ADF8-146D-4421BDD2-21B75575B1FA?hasLocalHost=false
• Christopher Columbus (Video):
https://app.discoveryeducation.com/learn/videos/43afbab8-6b90-4587-bf8d09312a2a64a0?hasLocalHost=false
3
ELA 5
Updated 9/22/2016 1:00 PM
World Book Online:
•
•
Social Studies Power: Inquiry Project – Write an Account of Spanish
Exploration:
http://worldbookonline.com/socialstudiespower/inquiry?id=ip_geo1spanishexpl-841196
World Book Classroom Dramatic Learning: Columbus: The Vision and the
Voyage (Includes downloadable lesson plans and scripts):
http://worldbookonline.com/dramaticlearning/play?id=dr000011
LearnZillion:
•
•
Focus the topic of your essay by providing a clear Introduction:
https://learnzillion.com/lesson_plans/9040-focus-the-topic-of-your-essay-byproviding-a-clear-introduction
Connect ideas in informational writing:
https://learnzillion.com/lesson_plans/4064-connect-ideas-in-informationalwriting
UNIT 2 – BIRCHBARK HOUSE (41.5 DAYS)
3. Unit Assessment
CULMINATING
WRITING TASK
•
•
•
Students will respond to the following prompt: “How do the main events of each season of The Birchbark House
help Omakayas to develop and gain strength to prepare her to understand and accept her past?” (RL.5.2, RL.5.5,
W.5.2a-e, W.5.10)
Students are asked to:
 Identify the main events of each season in The Birchbark House.
 Describe how the main characters interact and respond to each identified event.
 Compare and contrast the different attitudes and interactions surrounding each event.
 Evaluate the differences and the outcomes of each event to determine how they impact and prepare
Omakayas.
 Locate evidence to support the points that you make about how events in each season help Omakayas to
develop and gain strength to understand and accept her past.
Students are asked to write a literary analysis in response to the question that demonstrates an understanding of
the text. The completed writing should have proper grammar, conventions, spelling, and grade appropriate words
and phrases, including words that signal relationships (e.g., however, although, moreover, in addition, etc.).
Students will need to draw on specific details and use direct quotations from the text to support the analysis.
(L.5.1c-e; L.5.2a-b, e)
4
ELA 5
•
•
COLD READ TASK
•
•
•
OPTIONAL
EXTENSION
•
•
•
Updated 9/22/2016 1:00 PM
The completed writing should also use appropriate transitions, precise and grade-appropriate language, a variety
of sentence patterns for meaning, interest, and style, and should provide a relevant conclusion. (W.5.2b-e,
W.5.4, L.5.3a, L.5.6)
Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
This is a comprehension test that has a combination of multiple-choice and constructed-response questions about
the text.
Read Pedro’s Journal by Pam Conrad. Then answer the questions. Some students are likely to need additional
support reading this text. Read aloud the text for those students.
Ensure that students have access to the complete text as they are testing.
The writing extension task either connects several of the texts together or is a narrative task related to the unit
focus.
Students reread the excerpts from “A Letter to the Treasurer of Spain.” Then students will respond to the
following prompt: “Describe the changes as a result of Christopher Columbus’s arrival in the New World. What
effect did Columbus have on the New World?” (RL.5.1; RL.5.2; RL.5.3, RL.5.6, W.5.1ab,e; W.5.2a-b, f; W.5.9a-b;
W.5.10)
Use teacher conferencing and small-group work to target student weaknesses and improve student writing
ability. (W.5.1)
5
ELA 5
Updated 11/10/2016 3:16 PM
UNIT 3 – WONDERSTRUCK (43 DAYS)
1. Overview
Students read literary and informational texts to determine how characters respond to the challenges presented by language barriers and ineffective
communication. Students understand and express their understanding of the importance of language, education, and communication by explaining the
importance of effective communication for bridging differences and the impact of various innovations in communication.
REMINDERS
LA STUDENT
STANDARDS
•
•
•
•
•
•
•
Report Cards Issued (1/9/17)
Martin Luther King, Jr. Day (1/16/17)
Late take-in for students (1/25/17)
Student holiday (2/20/17)
Interim reports issued (2/13/17 to 2/17/17)
Mardi Gras holiday (2/27/17 to 3/3/17)
End of 3rd nine weeks (3/5/17)
•
Reading: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.7, RL.5.9, RL.5.10, RI.5.1, RI.5.2, RI.5.3, RI.5.4,
RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10
FOCUS
STANDARDS
•
Reading Foundational Skills: RF.5.3a, RF.5.4.a-c
•
Writing: W.5.1a-d, W.5.2a-e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9a-b, W.5.10
•
Speaking and Listening: SL.5.1a-d, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6
•
Language: : L.5.1a-e; L.5.2a-b, d-e; L.5.3a; L.5.4a-c; L.5.5a-c; L.5.6
•
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
•
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.
1
ELA 5
KEY SKILLS
ASSESSED
Updated 11/10/2016 3:16 PM
•
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.
•
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
•
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, poem).
•
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
•
W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters,
settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
•
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
•
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
•
Reading:
o Determine a theme of a story, drama, or poem from details in the text.
o Summarize text.
o Integrate information from several texts to explain connections.
o Describe how a narrator’s or speaker’s point of view influence characters and events.
o Identify theme and explain how it contributes to character development and key details.
o Compare and contrast events in a story, including how characters interact.
o Read and understand grade-level texts.
Reading Foundational Skills:
o Read with sufficient accuracy and fluency to support comprehension.
Writing:
o Write informative/explanatory responses.
Speaking & Listening:
o Participate in collaborative conversations with diverse partners and engage in accountable talk.
Language:
o Use variety of word choice, appropriate verbs tense, conjunctions, prepositions, and interjections.
o Use punctuation to separate items in a series including the use of commas, underlining, quotation marks,
or italics.
o Use academic vocabulary and high frequency words.
•
•
•
•
2
ELA 5
Updated 11/10/2016 3:16 PM
UNIT 3– WONDERSTRUCK (43 DAYS)
2. Resources
GUIDEBOOK RESOURCES
LDOE ELA Guidebook 2.0:
• https://learnzillion.com/resources/81656•
•
•
RETEACHING / ENRICHMENT RESOURCES
Lesson and Video Links:
5th-grade-ela-guidebook-units
Louisiana Department of Education Guidebook 2.0: Wonderstuck:
https://learnzillion.com/resources/89828-wonderstruck
Wonderstruck, Brian Selznick (literary)
Ready Workbook and iReady Teacher Toolbox:
o
Anchor Text (Literary):
Related Texts:
Literary Texts (Fiction)
o Excerpts from The Phantom
Tollbooth, Norton Juster
o Excerpts from Maniac Magee, Jerry
Spinelli
o Frindle, Andrew Clements
Informational Texts (Nonfiction)
o “The History of Deaf Culture and
Sign Language” from the
Collection of Essays Illuminating
the World of Wonderstruck, Carol
o
Padden and Tom Humphries
Part I, Chapter IV, from The
Story of My Life, Helen Keller
o
o
o
o
o
o
Unit 4, Craft and Structure in Literature, Lessons 15 – 1
Unit 4 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
Unit 6, Integration of Knowledge and Ideas in Literature, Lessons 15 – 1
Unit 6 Interactive Tutorials, Assessments, Reteach and Teacher-led Activities
Language Handbook, Unit 1, Conventions of Standard English, Lessons 1 – 11
Language Handbook, Unit 2, Knowledge of Language, Lessons 12 – 14
Discovery Education:
o
Alexander Graham Bell: Teacher for the Deaf:
o
Alexander Graham Bell: Teacher for the Deaf (Spanish Version):
o
What It Means to Be Deaf or Hearing-Impaired:
https://app.discoveryeducation.com/learn/videos/D6AAF0C9-CC9C-4E6A-AF2F-51780D6B2449?hasLocalHost=false
https://app.discoveryeducation.com/learn/videos/2E46C32B-110E-439A-AF2C-A205E93DCF1D?hasLocalHost=false
https://app.discoveryeducation.com/learn/videos/36A9FD6D-C961-4BCE-8A8D-B96BA55C1C7F?hasLocalHost=false
•
Nonprint Texts (Fiction or
Nonfiction) (e.g.,Media, Video, Film,
Music, Art, Graphics)
o The Handmade Alphabet, Laura
Rankin (Wordless Picture Book)
World Book Online:
o
Timelines – Create a visual arts timeline:
o
Museum: http://worldbookonline.com/kids/home#article/ar831616
http://worldbookonline.com/wbtimelines/home#rootCategory=52fc5c2a7fa57cac1bf1866d#subCategory=52fc5c2c7fa57cac1bf18682
3
ELA 5
Updated 11/10/2016 3:16 PM
UNIT 3 – WONDERSTRUCK (43 DAYS)
3. Unit Assessment
CULMINATING
WRITING TASK
COLD READ TASK
•
Students will respond to the following prompt: How do the details and illustrations of Wonderstruck help to
develop the theme “Effective communication develops strong relationships.”
•
Students are asked to:
 Determine the events in each part of Wonderstruck where communication was important.
 Identify the outcomes of each event and communication.
 Compare and contrast the roles the various characters had in each event and determine if their roles
impacted whether or not the communications worked.
 Examine the connections between the relationships in the text and the various communications.
 Evaluate the various events, characters, communication, and relationships to determine how the theme
“Effective communication develops strong relationships” is developed.
•
Students are asked to write a literary analysis in response to the question or prompt that demonstrates an
understanding of the text. The completed writing should have proper grammar, conventions, spelling, and grade
appropriate words and phrases, including words that signal relationships (e.g., however, although, moreover, in
addition, etc.). Students will need to draw on specific details and use direct quotations from the text to support
the analysis. (L.5.1c-e; L.5.2a-b, e)
•
The completed writing should also use appropriate transitions, precise and grade-appropriate language, a variety
of sentence patterns for meaning, interest, and style, and should provide a relevant conclusion. (W.5.2b-e,
W.5.4, L.5.3a, L.5.6)
•
Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
•
This is a comprehension test that has a combination of multiple-choice and constructed-response questions about
the text.
Read Frindle by Andrew Clements. Then students will answer a combination of questions. Some students are
likely to need additional support reading this text. Read aloud the text for those students. Ensure that students
have access to the complete text as they are testing.
•
4
ELA 5
OPTIONAL
EXTENSION
•
Updated 11/10/2016 3:16 PM
Students will select an innovation in communication (e.g., printing press, hearing aids, telephones, cochlear
implants, e-mail, Internet, etc.) and investigate the history of the innovation and its various evolutions over time.
 What is the history of your innovation? (How was it invented? Who invented it? How long did it take?)
(RI.5.2, RI.5.8)
 How is the innovation connected to other innovations? How did it lead to further innovations? (RI.5.3)
 What made the innovation successful?
 Has the innovation been replaced today? If so, what replaced it and why is it no longer used? (RI.5.6)
 Identify the various ways that people can communicate and connect with one another all over the world.
•
Ensure students gather relevant information from several sources. (RI.5.7, RI.5.9, RI.5.10, W.5.7, W.5.8) Provide
credible sources for students to begin their research. As needed, conduct mini-lessons in locating and
determining relevant information and taking notes from research.
•
After completing research, ask students to write a multi-paragraph explanatory essay in response to the following
prompt: Describe and explain your selected innovation. How was it invented? How has it evolved and changed
over time? How is it connected to or how did it lead to other communication innovations? Introduce your topic
and organize your information, then develop the topic with facts and relevant information from research using
appropriate transitions, precise language, and a relevant conclusion. (W.5.2a-e, W.5.9b, W.5.10)
•
Ensure that the writing uses grade-appropriate words, phrases, and conjunctions, and demonstrates command of
the conventions of standard English grammar and usage, capitalization, punctuation, and spelling. (L.5.1b-e;
L.5.2a-b, d-e; L.5.6) Students should also use a variety of sentence patterns for meaning, interest, and style.
(W.5.4, L.5.3a) Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
•
Ask students to present their findings to the class in a formal multimedia presentation, demonstrating the use of
their innovation for communication (e.g., if students chose Internet, they should demonstrate how it can be used
to collaborate with others, or if students chose sign language, they should demonstrate how to say something in
sign language). (W.5.6)
•
Evaluate the presentations based on whether students sequenced their ideas logically, used appropriate facts and
relevant details from research to support their main ideas, spoke clearly in a style appropriate to the task and
situation, and used visuals and multimedia components effectively to enhance their ideas. (SL.5.4, SL.5.5, SL.5.6)
5
ELA 5
Updated 1/27/2017 9:21 AM
UNIT 4 - The Lion, the Witch and Wardrobe (44 DAYS)
1. Overview
Students read literary texts to understand that even in the most fantastical settings, literature can teach us real lessons about life. Students explore the
opposition of good vs. evil, the value in courage, adventure, forgiveness, and honesty. They begin to consider how authors convince readers to believe
the impossible and discuss the history and use of special effects in movies to begin to see how imagination and creativity can inspire story-telling.
Students express their understanding of narrative point of view and the features of the fantasy genre by considering the stories from another perspective.
REMINDERS
LA STUDENT
STANDARDS
FOCUS
STANDARDS
•
•
•
•
•
Report Cards Issued (3/24/17)
Spring break (4/10/17-4/17/17)
Interim reports issued (4/24/17 to 4/28/17)
Student final day (5/26/17)
Teacher final day (5/29/17)
•
Reading: RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.9, RL.5.10, RI.5.1, RI.5.2, RI.5.3, RI.5.9, RI.5.10
•
Reading Foundational Skills: RF.5.4
•
Writing: W.5.2, W.5.3 a-d, W.5.4, W.5.5, W.5.8, W.5.9 a, W.5.10
•
Speaking and Listening: SL.5.1, SL.5.2, SL.5.4, SL.5.5
•
Language: L.5.1, L.5.2, L.5.3 a-b, L.5.4, L.5.5, L.5.6
o
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
o
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.
o
RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact)
o
RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language
such as metaphors and similes.
1
ELA 5
KEY SKILLS
ASSESSED
Updated 1/27/2017 9:21 AM
o
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
o
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text
o
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
o
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
o
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
o
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
o
Reading:
o Determine a theme of a story, drama, or poem from details in the text.
o Summarize text.
o Integrate information from several texts to explain connections.
o Describe how a narrator’s or speaker’s point of view influence characters and events.
o Identify theme and explain how it contributes to character development and key details.
o Compare and contrast events in a story, including how characters interact.
o Read and understand grade-level texts.
o
Reading Foundational Skills:
o Read with sufficient accuracy and fluency to support comprehension.
o
Writing:
o Write narrative responses.
o
Speaking & Listening:
o Participate in collaborative conversations with diverse partners and engage in accountable talk.
o
Language:
o Use variety of word choice, appropriate verbs tense, conjunctions, prepositions, and interjections.
2
ELA 5
o
o
Updated 1/27/2017 9:21 AM
Use punctuation to separate items in a series including the use of commas, underlining, quotation marks,
or italics.
Use academic vocabulary and high frequency words.
UNIT 4– The Lion, the Witch and Wardrobe (44 DAYS)
2. Resources
GUIDEBOOK RESOURCES
RETEACHING / ENRICHMENT RESOURCES
aLesson and Video Links:
• Louisiana Department of Education Guidebook 2.0: The Lion, the
LDOE ELA Guidebook 2.0:
Witch, and the Wardrobe: https://learnzillion.com/resources/78767https://learnzillion.com/resources/78767-the-lion-the-witchthe-lion-the-witch-and-the-wardrobe
and-the-wardrobe
Ready Workbook and iReady Teacher Toolbox:
• Anchor Test (Literary):
• Unit 2, Key Ideas and Details in Literature, Lessons 5 – 10
The Lion, The W itch, and The W ardrobe by C. C. Lewis
• Unit 2 Interactive Tutorials, Assessments, Reteach and Teacher-led
Activities
Related Texts:
• Unit 6, Integration of Knowledge and Ideas in Literature, Lessons 15
Literary Texts (Fiction)
–1
• Unit 6 Interactive Tutorials, Assessments, Reteach and Teacher-led
• Excerpt from “The Robin Who Showed the Way,” from The
Activities
Secret Garden, Frances Hodgson Burnett
•
Language Handbook, Unit 3, Vocabulary Acquisition and Use,
• Chapter 1: ”Down the Rabbit Hole” and Chapter XII: “Alice’s
Lessons 15 – 23
Evidence” from Alice’s Adventures in Wonderland,” Lewis
Discovery
Education:
Carroll
• Character
• “Adventures of Isabel,” Odgen Nash
Development: https://app.discoveryeducation.com/learn/videos/4777
Informational Texts (Nonfiction)
B5CA-A737-4A75-A811-3E1C87C033BA?hasLocalHost=false
• Author’s
• “How Special Effects Artists Work” , Dave Roos
Purpose: https://app.discoveryeducation.com/learn/videos/BF340BBF0571-401A-9699-025C704FF7FC?hasLocalHost=false
Nonprint Tests (Fiction or Nonfiction) (e.g., Media Video, Film,
World
Book
Online:
Music, Art, Graphics)
•
“The Grand Illusion: A Century of Special Effects,” NOVA Online,
PBS.org http://www.pbs.org/wgbh/nova/specialfx/effects/history
.html
World Book Dramatic Learning Play Starters (Student Page and
Assessment Rubric):
http://worldbookonline.com/dramaticlearning/playstarters?id=educator
3
ELA 5
•
•
•
A Brief History of Movie Special Effects,” TIME (website)
http://content.time.com/time/photogallery/0,29307,2055255,00.
html
“Adventures of Isabel,” Odgen Nash (Poem –
Video/Audio) https://www.poemhunter.com/poem/adventuresof-isabel/
“Alice in Wonderland – Visual Effects Highlights” (Video)
https://www.youtube.com/watch?v=Ad9i7eOEP6c
Updated 1/27/2017 9:21 AM
•
Brian Jacques (Fantasy characterization):
http://www.worldbookonline.com/kids/home#article/ar844122
UNIT 4 – The Lion, the Witch and Wardrobe (44 DAYS)
3. Unit Assessment
CULMINATING
WRITING TASK
Students will respond to the following prompt: “Rewrite a scene from The Lion, the Witch, and the Wardrobe from the
point of view of Edmund, Aslan, or the White Witch.”
Scene
Chapter 9: Edmund goes to the white witch.
Begin your story with “It was pretty bad when he
reached the far side . . .” End your narrative with
“Edmund began to be afraid of the House.”
Chapter 11: Aslan is near.
Begin your story with “Now they were steadily racing
along again.” End your narrative at the end of the
chapter.
Chapter 14: Aslan sacrifices himself for Edmund.
Begin your story with “At last the rabble had had enough
of this.“ End your narrative with “They couldn’t bear to
look and covered their eyes.”
Point of View and Theme
Rewrite the scene form Edmund’s point of view and
describe his journey to the White Witch’s home.
Rewrite the scene from the White Witch’s point of view
and describe her thoughts and feelings as she realizes
that the spell is breaking and Winter is coming to an
end.
Rewrite the scene from Aslan’s point of view and
describe his thoughts and feelings as he is being
prepared for sacrifice.
4
ELA 5
Updated 1/27/2017 9:21 AM
o
Students are asked to:
 Select a scene from the chart above and reread the scene. As they read, consider how the description of
events might change if told from the point of view of the identified character.
 Summarize the events of the scene, being sure to include the main events, key character interactions,
and important conversations.
 Rewrite the scene from the perspective of the new narrator, using the first person point of view. Include
thoughts, feelings, and descriptions to develop the new narrator’s point of view.
 Be sure that the rewritten scene maintains the themes of the novel.
 Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases.
o
Students are asked to consider how the narrator’s point of view influences how events are described. Students
are to write a narrative response that demonstrates an understanding of how descriptions change if told from a
different point of view. The completed writing should have proper grammar, conventions, spelling, and grade
appropriate words and phrases. (L.5.1c-e; L.5.2a-b, e)
o
The completed writing should also use appropriate transitions, precise and grade-appropriate language, a variety
of sentence patterns for meaning, interest, and style, and should provide a relevant conclusion. (W.5.2b-e,
W.5.4, L.5.3a, L.5.6)
o Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
COLD READ TASK
o
o
OPTIONAL
EXTENSION
This is a comprehension assessment that has a combination of multiple-choice and constructed-response
questions about the text.
Read The Legendary Kingdom of Shambhala. Then answer the questions.
In small groups, evaluate how the illustrations and images contribute to the meaning, tone, and beauty of the
text. Consider the following questions as you examine the illustrations and images:
 How do the different visual representation affect the experience of the reader?
 How do the visual representations affect the way the reader thinks of the characters and setting?
 How do the visual representations contribute to the meaning, tone, or beauty of the text? (RL.5.7)
5
ELA 5
Updated 1/27/2017 9:21 AM
As a group, students are to record their analysis of the images and illustrations on a graphic organizer or through
a written explanation. Students should provide specific evidence to support their ideas. (RI.5.8)
Each group will create an original visual representation of a scene selected from the assigned text. The visual
representation can be print or non-print, recorded or live action. Once the visual representation is complete,
students will write an essay that describes the visual representation and the process they used to create it. The
essay should include a description of the process used to create the visual representation; an explanation of how
the visual representation enhances the meaning, beauty, or tone of the original text; and a reflection on the
success as a group to complete the given task. (RL.5.7, W.5.2)
Students are to exchange their group’s essay with that of another group, and use a student-developed rubric to
evaluate whether the evidence supports the original visual representation and whether the explanation of the
evidence is logical.
Then ask students to present their findings to the class in a formal multimedia presentation in which you present
the text and visual representation and explain in detail how the representation enhance the original text.
Ensure that the writing uses grade-appropriate words, phrases, and conjunctions, and demonstrates command of
the conventions of standard English grammar and usage, capitalization, punctuation, and spelling. (L.5.1b-e;
L.5.2a-b, d-e; L.5.6) Students should also use a variety of sentence patterns for meaning, interest, and style.
(W.5.4, L.5.3a) Use peer and teacher conferencing in the process of developing the essay. (W.5.5)
Evaluate the presentations based on whether students sequenced their ideas logically, used appropriate facts and
relevant details from research to support their main ideas, spoke clearly in a style appropriate to the task and
situation, and used visuals and multimedia components effectively to enhance their ideas. (SL.5.4, SL.5.5, SL.5.6)
6