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Groton Public Schools

Curriculum Map

INTRODUCTION

Course Title: Grade 5 Language Arts

Curriculum Area and Grade: Language Arts: Grade 5

Course Purpose:

To meet the demands of the 21st century, Groton Schools’ Grade 5 students will be able to read, write, speak, view and listen at grade level and meet

district and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops

life-long readers and writers.

Major Learning Goals and Understandings:

Students will:

Read, write, speak, listen, and view to build an understanding of written, visual, and oral text.

Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.

Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of

purposes and audiences.

Create works using visual, written, oral, performance, and technological formats.

Employ the language arts for life-long learning, work, and enjoyment.

21st Century Learning Expectation(s): www.P21.org

All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem

solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,

including; the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation

of embedded literacy across the content areas, and the strengthening of personal responsibility.

Mappers/Authors: Linda Powaleny, Erica Johnson, Beth Reinhold

Date Approved: 6/12/2012

http://www.p21.org/

Units/Theme/Chapter/Concept and # of Weeks

Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks

1. Friendship & Diversity ( Placement week + 5 weeks of instruction)

2. Exploration & Discovery (5 weeks of instruction)

3. Life in Early America (5 weeks of instruction)

4. Our Changing Earth (5 weeks of instruction)

Test Prep Strategies (2 weeks of instruction)

5. The Growth of America (5 weeks of instruction)

6. A Look at Plants (5 weeks of instruction)

7. American Democracy (5 weeks of instruction)

8. Making the World a Better Place (5 weeks of instruction)

( Benchmark week)

Theme 1: Friendship & Diversity

Part 1 –Theme 1: Friendship & Diversity

Grade: 5

Subject:

Language Arts Course:

Grade 5 Language Arts Length of Unit:

4 weeks

Common Core State Standards

RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end

of the grades 4-5 text complexity band independently and proficiently.

SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

SL 1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known

about the topic to explore ideas under discussion. SL1b. Follow agreed-upon rules for discussions and carry out assigned roles. SL1c.Pose and

respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL1d. Review the key

ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

L4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

RL1, RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI2. Determine two or more main ideas of a text and explain how they are supported by key details.

Supporting Standards

RL1, 2,3,4,5,6,7,9,10

RI 1,2,4,5,7,8;

RF3,3a,4,4a,4c;

W3,3a,3d,3e,4,5,6,7,8,9a,10

SL1,1a,1b,1c,1d,2,3,5,6

L1,1a,2,2e,3,3a,3b,4,4a,4b,,4c,5,5a,5b,5c,6,

LP3.1.f, 3.3.a, 4.1.f, 4.3.a, 4.3.b

Connecticut State Standards

Part 2 – Standards

Content Knowledge and Concepts/Skills

Bloom’s Taxonomy Levels

Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering

The students will know:

Reading Behaviors:

Purposes for reading

Self-monitoring strategies

Various genres of text

Strategies for reading

various genres of text

The students will be able to:

Reading Behaviors:

Preview text and questions, read directions, make predictions, etc.

Read independently for a sustained period of time.

By the end of the year, read and comprehend literature, including

stories, dramas, and poetry, at the high end of the grades 4-5 text

complexity band independently and proficiently. (RL10.)

By the end of the year, read and comprehend informational texts,

including history/social studies, science, and technical texts, at the

high end of the grades 4-5 text complexity band independently and

proficiently. (RI10.)

Reading Behaviors:

Understand, analyze, evaluate

Understand, apply

Understand

Understand

Speaking/Listening/Viewing:

Rules and expectations for

discussions

Preparation for discussion

Key ideas of material

being discussed

Roles of discussion

Phonics/Spelling:

Prefixes meaning “not” or

“opposite of”

Noun suffixes

Short and long vowel

spelling patterns

Vocabulary:

Synonyms

Context clues

Descriptive language

Unit vocabulary

Speaking and Listening:

Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 5

topics and texts, building on others’ ideas and expressing their own clearly. (SL 1)

o Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (SL1a)

o Follow agreed-upon rules for discussions and carry out assigned roles. (SL1b)

o Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others. (SL1c)

o Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (SL1d)

Phonics/Spelling:

Use common, grade-appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., photograph, photosynthesis). (L

4b)

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 3a)

Vocabulary:

Use the relationship between particular words to better understand

each of the words. (L 5c)

Use context (e.g., cause/effect relationships and comparisons in text)

as a clue to the meaning of a word or phrase. (L 5a)

Determine or clarify the meaning of unknown and multiple-meaning


Understand, apply

Apply, Analyze, evaluate

Apply

Understand, apply

Evaluate

Understand, apply

Phonics/Spelling:

Remember. Apply

Remember. Apply

Vocabulary:

Understand, Evaluate

Understand, Apply

Remember, apply

Understand, apply

Comprehension:

Main idea, key details,

important information in

text

Author’s purpose

Strategies for making

inferences

Plot, problem and solution

Language:

Declarative, interrogative,

exclamatory, and

imperative sentences

Simple and compound

subjects and predicates

Compound sentences

Coordinating conjunctions

in compound sentences

Fluency:

phrasing, pacing, and

expression

Writing:

Paraphrasing

Writing traits: ideas,

words and phrases based on grade 5 reading and content, choosing

flexibly from a range of strategies. (L 4)

Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases (L6)

Comprehension:

Determine two or more main ideas of a text and explain how they are

supported by key details (RI 2)

Determine author’s purpose

Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. (RL 1, RI 1)

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)

Language:

Use knowledge of language and its conventions when writing,

speaking, reading, or listening. (L 3) Expand, combine, and reduce

sentences for meaning, reader/listener interest, and style. (L 3a)


domain-specific words and phrases, including those that signal

contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)

Fluency:

Read grade-level prose and poetry orally with accuracy, appropriate

rate, and expression. (RF 4b)

Writing:

Recall relevant information from experiences or gather relevant

Comprehension:

Understand, analyze, evaluate

Analyze

Analyze

Analyze

Language:

Understand, apply

Understand, apply

Fluency:

Remember, apply

Writing:

Understand, apply, analyze,

evaluate

organization, word choice,

voice, sentence fluency,

conventions, presentation

Writing process; prewrite,

draft, revise, edit, publish

& present

Organization and structure

of personal

narrative/memoir

Use of transitional words

and phrases

Use of sensory details for

precise elaboration

information from print and digital sources; paraphrase information

in notes and finished work, and provide a list of sources. (W 8)

Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (W 4)

With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W 5)

Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event

sequences. (W 3)

o Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.

o Use narrative techniques, such as dialogue, description, and

pacing, to develop experiences and events or show the responses of characters to situations.

o Use a variety of transitional words, phrases, and clauses to

manage the sequence of events.

o Use concrete words and phrases and sensory details to convey

experiences and events precisely.

o Provide a conclusion that follows from the narrated experiences or events.

Understand, apply, create

Understand, analyze, apply,

create, evaluate


create

Apply, create

Apply, create

Apply

Apply, create

Apply, create

Big Idea and Essential Questions

Theme

Big Idea

Friendships are built on achieving common ground with others.

Essential Questions

What are friendships built on?

How can I form friendships with people who are different from me?

Language Arts

Big Idea

Authors write for a variety of purposes.

Some information in a text is more important than other information in that text.

Good readers put clues together to make inferences.

Every fiction story has a plot that includes a problem and a resolution to that problem.

Writers follow steps to compose a piece of writing.

Effective writing has identifiable traits.

A personal narrative is a sequenced story that tells something real that happened to the writer.

Essential Questions

Why do authors write?

Which information in a text is the most important?

How can readers make inferences?

What is the structure of a fiction story?

How do authors effectively write a personal narrative?

Part 3 – Common Unit Assessments

Differentiated unit assessments

Spelling assessments

Published student narrative/rubric

Part 4 – Common/Assured Learning Experiences

Small group differentiated reading instruction

Writing workshop

Self-selected independent reading

A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:

LEAD 21 e-books and vocabulary activities

Promethean flipcharts

BookFlix

Discovery Education video

BrainPop

Mr. Morton Schoolhouse Rock video (subjects & predicates):

http://www.schooltube.com/video/ddb9fa8ba3e54ddf1608/Schoolhouse-Rock-Mr-Morton

*Any recommendations for other resources can be given to GPS Curriculum Office for review.

http://www.schooltube.com/video/ddb9fa8ba3e54ddf1608/Schoolhouse-Rock-Mr-Morton

Part 5-Teacher Notes

Each unit will include embedded technology and literacy.

This section provides recommendations for each unit with the understanding that content

resources and technology are dynamic in nature and their relevance is time sensitive. Teachers

are encouraged to use additional technologies and text to achieve the same objectives.

Resources:

Please refer to the Appendix


Theme 2: Exploration & Discovery

Part 1 –Theme 2: Exploration & Discovery

Grade: 5

Subject:



4 weeks


By the end of the year, read and comprehend literature, including stories and poetry, in the grade text complexity band proficiently, with scaffolding

as needed at the high end of the range. (.RL10)(RI10)


RL 2,3,6,7,9,10

RI 1,2,3,5,6,7,8,9,10

RF3,3a,4,4b,4c;

W 1,1a,1b,1d,2a,3,3a,3b,3d,3e,4,5,6,7,8,9,9a,9b,10

SL1,1a,1b,1c,1d,2,3,4,5,6

L1,1a,2,3,3a,3b,4,4b,5a,5b,5c,6,

LP 3.1.f, 3.3.a, 4.1.f, 4.3.a, 4.3.b





Creating, Evaluating,

Analyzing, Applying,

Understanding and

Remembering


Reading Behaviors:


Strategies for reading various

genres of text



discussions


Key ideas of material being

discussed

Formal English

Roles of discussion

Organization of ideas for

presenting information or

opinion

Behaviors needed for clear

and understandable public

speaking

Multimedia skills


Reading Behaviors:

By the end of the year, read and comprehend literature, including stories,

dramas, and poetry, at the high end of the grades 4-5 text complexity

band independently and proficiently. (RL10.)


including history/social studies, science, and technical texts, at the high

end of the grades 4-5 text complexity band independently and



Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 5 topics and

texts, building on others’ ideas and expressing their own clearly (SL 1)


material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions and carry out assigned

roles.


contribute to the discussion and elaborate on the remarks of

others.

o Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

(SL 4)

Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the development

Reading Behaviors:

Understand

Understand


Understand, analyze,

evaluate

Understand, evaluate

Understand, apply

Understand, analyze

Evaluate

Phonics/Spelling:

Greek and Latin Roots

Inflected endings (–s, -es),

vowel sounds (ōō, y ōō, ou, aw,

oi) , vowel + r sounds

Vocabulary:

Metaphors

Idioms

Antonyms

Unit vocabulary

Comprehension:


important information

Summarizing

Predictions

Fact and Opinion

Mood and Tone

of main ideas or themes. (SL 5)

Adapt speech to a variety of contexts and tasks, using formal English

when appropriate to task and situation. (SL 6)

Phonics/Spelling:


clues to the meaning of a word (L 4b)


syllabication patterns, and morphology to read accurately unfamiliar

multisyllabic words in context and out of context (RF 3a)

Vocabulary:

Interpret figurative language, including similes and metaphors, in

context (L 5a)

Recognize and explain the meaning of common idioms, adages, and

proverbs (L 5b)

Use the relationship between particular words to better understand each

of the words (L 5c)

Comprehension:



Summarize the text (RL 2)

Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. (RL 1)

Distinguish fact and opinion

Describe how a narrator’s or speaker’s point of view influences how

events are described (RL 6)

Phonics/Spelling:

Understand, apply

Remember, understand

Vocabulary:

Understand, apply

Remember, apply

Remember, apply

Comprehension:

Remember, apply,

understand



apply, create


apply, create


apply, create

Fluency:

Phrasing, pacing, expression,

comprehension

Language:

Compound sentences

Singular and plural nouns,

common and proper nouns,

possessive nouns, proper nouns

Writing:





Organization and structure of

persuasive writing

Writing process: prewrite,

draft, revise, edit, publish &

present

Strategies for expressing and

supporting point of view

Use of transitional words and

phrases

Inquiry Project:

Fluency:

Read with sufficient accuracy and fluency to support comprehension

(RF 4)

Read on-level prose and poetry orally with accuracy, appropriate

rate, and expression on successive readings (RF 4b)

Language:

Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style (L 3a)

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking (L 1)

Writing:


organization are appropriate to task, purpose, and audience (W 4)

Write opinion pieces on topics or texts, supporting point of view with

reasons and information (W 1)

o Introduce a topic or text clearly, state an opinion, and create an

opinion, and create an organizational structure in which ideas are

logically grouped to support the writer’s purpose

o Provide logically ordered reasons that are supported by facts and

details.

o Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically)

o Provide a concluding statement or section related to the opinion

presented.

With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, and editing. (W

5)

Inquiry Project:

Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details

Fluency:

Understand, apply

Understand, apply

Language:

Understand, apply


Writing:


Understand, apply

Inquiry Project:



to support main ideas or themes; speak clearly at an understandable

pace. (SL 4)


displays in presentations when appropriate to enhance the

development of main ideas or themes. (SL 5)



Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic. (W

7)


information form print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources.

(W 8)

Draw evidence from literary or informational texts to support

analysis, reflection, and research (W 9) Apply grade 5 Reading

standards to informational texts. (W 9b)

Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or

to solve a problem efficiently (RI 7)

Explain how an author uses reasons and evidence to support

particular points in a text, identifying which reasons and evidence

support which points. (RI 8)

Integrate information from several texts on the same topic in order to

write or speak about the subject knowledgeably. (RI 9)

Understanding and

Remembering


Theme

Big Idea

People are motivated to explore and discover for different reasons.

Scientific discoveries help us live in our world in a variety of ways.

Essential Questions

What motivates people to explore and discover?

How do scientific discoveries help us live in our world?

Language Arts

Big Idea

A non-fiction summary should include key ideas and important details.

Distinguishing facts from opinions is necessary for comprehension.

Sometimes readers have to use clues the author has given to make predictions about the text.

Determining the main ideas and details of a text is essential for comprehension.

Persuasive essays are effective when opinions are supported by reasons and factual information.

Essential Questions

How can I know what to include in a summary?

Why is it important to tell the difference between facts and opinions?

How can I make predictions about a text?

How and why would I determine main ideas?

How can I effectively write a persuasive essay?


Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,

speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific

technologies and technology applications. Assessments must be common to teachers of this unit.

Differentiated unit assessments

Spelling assessments

Published student persuasive essay/ rubric

Presentation/rubric (Resource Master 38)


Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or

experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.

The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured

learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.




BookFlix


BrainPop

Inquiry process leading to presentation

Inquiry Project:

In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.

Keep in mind:

• These are heterogeneous group projects.

• Student groups are responsible for generating their own research question related to the theme with teacher guidance.

• Each student group will be responsible for presenting their results both orally and with a project.

• Projects may include:

*A visual representation

*A performance representation

*A written representation

*A speaking representation

(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion) • Teacher’s may choose 1 of these

presentation formats for each group to work on in order to explore that genre in depth or the teacher may provide these choices to the

individual groups.

Small-group differentiated reading instruction

Writing workshop







Resources:

Please see the appendix.


Theme 3: Life in Early America

Part 1 –Theme 3: Life in Early America

Grade: 5

Subject:



4 weeks


RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high

end of the grades 4-5 text complexity band independently and proficiently.

SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.



RL3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

RL9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Ask and answer questions.


RL 2,4,4c,5,7,10

RI 3,4,5,8,10

RF 3,3a,4,4a,4c;

W 2,2a,2c,2e,3,3a,3b,3d,4,5,6,7,8,9,9a,10

SL 1a,1b,1c,1d,3

L 1,1b,1c,1d,2,2e,3,3a,3b,4,4a,4b,4c,5,5a

LP 3.1.f, 3.3.a,4.3.a







Understanding and

Remembering


Reading Behaviors:





Rules and

expectations for

discussions


being discussed

Roles of discussion

Active listening

Phonics/Spelling:

Prefixes


Reading Behaviors:


dramas, and poetry, at the high end of the grades 4-5 text complexity band

independently and proficiently. (RL10.)






Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts,

building on others’ ideas and expressing their own clearly (SL 1)

Summarize the points a speaker makes (SL 3)

Phonics/Spelling:


Reading Behaviors:




Understand, apply

Understand, apply

Remember, apply

Analyze, evaluate

Evaluating

Understand, apply

Phonics/Spelling:

Analyze, evaluate

Contractions with is,

am, are, will

Homophones

Compound words and

final schwa + r sound

Vocabulary:

Connotations and

denotations

Context clues

Similes

Unit vocabulary

Comprehension:

Questions and

answers

Comparisons of:

people, places, things,

events or ideas

Comprehension and

fix-up strategies

Drawing of

conclusions

Symbolism

Language:

Possessive nouns and

proper nouns

Main helping verbs

and action and linking

verbs, present-tense

verbs, subject-verb

clues to the meaning of a word (L 4b)

Spell grade-appropriate words correctly, consulting references as needed

(L 2e)


syllabication patterns, and morphology to accurately read unfamiliar multisyllabic words in context and out of context (RF 3a)

Vocabulary:

Demonstrate understanding of figurative language, word relationships,

and nuances and word meanings (L 5)

Use context as a clue to the meaning of a word or phrase (L 4a)

Interpret figurative language, including similes and metaphors, in context

(L 5a)


domain-specific words and phrases. (L6)

Comprehension:

Ask and answer questions to support comprehension

Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (RL 3), Compare

and contrast stories in the same genre on their approaches to similar

themes and topics (RL 9)

Use context to confirm or self-correct word recognition and

understanding, rereading as necessary (RL 4c)

Quote accurately from a text when explaining what the texts says

explicitly and when drawing inferences from the text (RL 1, RI 1)

Determine the meaning of words and phrases as they are used in a text,

including figurative language such as metaphors and similes. (RL 4)

Language:

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking (L 1)

o Form and use the perfect (e.g. I had walked; I have

walked, I will have walked) verb tenses. (L1b)

o Use verb tense to convey various times, sequences,

Understand, apply

Understand, analyze

Analyze

Vocabulary:

Understand, apply

Remember, apply

Remember, apply

Comprehension:

Remember, apply

Remember, apply



apply, create


apply, create

Language:


apply, create

agreement, and

irregular past-tense

verbs

Fluency:

Phrasing, pacing,

expression,

comprehension

Writing:


organization, word

choice, voice,

sentence fluency,

conventions,

presentation

Organization and

structure of

compare/contrast

essays

Writing process:

prewrite, draft, revise,

edit, publish &

present

states, and conditions. (L1c)

o Recognize and correct inappropriate shifts in verb tense.

(L1d)

Fluency:

Read with sufficient accuracy and fluency to support comprehension (RF

4)

Writing:



Write informative/explanatory texts to examine a topic and convey ideas

and information clearly (W 2)

o Introduce a topic clearly, provide a general observation and focus,

and group related information logically; include formatting (e.g.,

headings), illustrations, and multimedia when useful to aiding

comprehension.

o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

o Use precise language and domain-specific vocabulary to inform

about or explain the topic.

o Provide a concluding statement or section related to the information or explanation presented.

With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing.(W 5)

Fluency:

Understand, apply

Writing:

Understand, apply

Understand, apply


apply


Theme

Big Idea

Life changed for the Native Americans in many ways after new settlers arrived.

European settlers in early America faced many challenges.

Essential Questions

How did life change for the Native Americans after new settlers arrived?

What was life like for European settlers in early America?

LA

Big Ideas for LA

Asking and answering questions before, during, and after reading aids in comprehension.

Comparing and contrasting people, places, things, events, or ideas helps readers to clarify, analyze and understand the text.

Comparing elements of fiction within and between texts adds to our understanding and enjoyment of a text.

Good readers monitor their comprehension to make sure they understand what they are reading.

Sometimes readers have to use information in the text and prior knowledge to draw conclusions about a passage.

Essential Questions for LA

Why is it important to ask and answer questions before, during, and after reading?

Why is it important to compare and contrast?

How and why should I compare elements of fictional text?

How can I monitor my comprehension?

How can I draw conclusions about a text?





End of unit assessment

Spelling tests

Compare/Contrast essay/rubric



experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences. The effective

teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured learning

experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.



Writing workshop





BookFlix


BrainPop







Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.


When selecting resources, teachers should consider:


Theme4: Our Changing Earth

Part 1 –Theme 4: Our Changing Earth

Grade: 5

Subject:

Language Arts

Course: Grade 5 Language Arts

Length of Unit: 4 weeks


RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with




SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and

texts, building on others’ ideas and expressing their own clearly.



SL4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RI 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.

RL2. 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 1,2,3,4,5,7,9,10

RI 3,4,5,8,10

RF 3,3a,4,4a,4c;

W 2,2a,2c,2e,3,3a,3b,3d,4,5,6,7,8,9,9a,10

SL 1,1a,1b,1c,1d,2,4,5,6

L 1,1c,2,2e,3,3a,3b,4,4a,4c,5,5a,6

LP 3.1.f, 3.3.a,4.3.a







Understanding and

Remembering


Reading Behaviors:





Rules and expectations

for discussions


being discussed


Reading Behaviors:







proficiently. (RI 10.)





Report on a topic or text or present an opinion, sequencing ideas logically

Reading Behaviors:

Understand, apply, analyze

Analyze


Apply



evaluate

Roles of discussion

Organization of ideas

for presenting

information or opinion

Behaviors needed for

clear and

understandable public

speaking

Multimedia skills

Phonics/Spelling:

Greek and Latin roots,

noun suffixes

Comparatives,

superlatives

VCCV, VCV, VCCCV,

VV spelling patterns

Vocabulary

Synonyms

Analogies

Multiple-meaning

words

Theme vocabulary

and using appropriate facts and relevant, descriptive details to support

main ideas or themes; speak clearly at an understandable pace. (SL 4)


displays in presentations when appropriate to enhance the development of

main ideas or themes. (SL 5)



Phonics/Spelling:


clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)



accurately unfamiliar multisyllabic words in context and out of context.

(RF 3a)

Vocabulary

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L5)

Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words. (L5a)

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. (L 4)


domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition). (L 6)

Remember, apply

Apply, analyze, evaluate

Phonics/Spelling:

Remember, apply

Understand, apply,

Understand, apply,

Vocabulary

Understand, apply

Understand, apply

Understand, apply

Understand, apply,

evaluate, create

Comprehension:

Locating important

information in text to

answer question and

support their answer

Connections: text-to-

self, text-to-text, and

text-to-world.

Cause and effect

Visualization

Recalling, retelling,

summary

Theme

Language

Verbs, present-tense

verbs, subject-verb

agreement, past-tense

verbs; Direct objects;

Pronoun and antecedent

agreement;

Adjectives, proper

adjectives, adjectives

that compare,

articles

Fluency


expression

Comprehension

Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text. ( RL1, RI 1)

Make connections including text-to-self, text-to-text, and text-to-world.

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. (RI 3)


including figurative language such as metaphors and similes.(RL 4)

Recall and retell from summaries of informational text.

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. (RL2)

Language

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)

Use knowledge of language and its conventions when writing, speaking,

reading, or listening. (L3)


and usage when writing or speaking. ( L1) Form and use the perfect

(e.g., I had walked; I have walked; I will have walked) verb tenses. (L1b)

Use verb tense to convey various times, sequences, states, and conditions. (L1c) Recognize and correct inappropriate shifts in verb tense.* (L1d)

Fluency

Read grade-level prose and poetry orally with accuracy, appropriate rate,

and expression. (RF 4b)

Comprehension

Understand, apply,

evaluate,

Understand, apply,

evaluate, create

Understand, apply,

evaluate, create

Understand, apply

Understand, apply,


Language


Understand, apply


evaluate

Fluency

Understand, apply

Writing


organization, word

choice, voice, sentence

fluency, conventions,

presentation

Writing process;

prewrite, draft, revise,

edit, publish & present

Organization and

structure of descriptive

essay

Engaging introduction

paragraphs

Transition words

Effective conclusion

paragraphs

Sensory details

Figurative language

Inquiry Project

Writing




writing as needed by planning, revising, editing, rewriting, or trying a new

approach. (W 5)


and information clearly. (W 2)



headings), illustrations, and multimedia when useful to aiding

comprehension.


o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

o Use precise language and domain-specific vocabulary to inform

about or explain the topic.

o Provide a concluding statement or section related to the information or explanation presented.

Inquiry Project


and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL 4)


displays in presentations when appropriate to enhance the development of

main ideas or themes. (SL 5)



Conduct short research projects that use several sources to build

Writing



Understanding and

Remembering



Understanding



Understanding

Inquiry Project



Understanding

knowledge through investigation of different aspects of a topic. (W 7)


information form print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources. (W

8)

Draw evidence from literary or informational texts to support analysis,

reflection, and research (W 9) Apply grade 5 Reading standards to

informational texts. (W 9b)

Draw on information from multiple print or digital sources, demonstrating

the ability to locate an answer to a question quickly or to solve a problem

efficiently (RI 7)

Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which

points. (RI 8)

Integrate information from several texts on the same topic in order to

write or speak about the subject knowledgeably. (RI 9)


Theme

Big Idea

Destructive forces can lead to a variety of changes on Earth.

Climate change affects the earth in a variety of ways.

Earth’s changes affect living things in a variety of ways.

Essential Questions

How do destructive forces change Earth’s surface?

How does climate change affect Earth?

How do Earth’s changes affect living things?

Language Arts

Big Idea

Making connections to a text, between texts, and between a text and the world add to our understanding and enjoyment of a text.

Making a picture in our mind of a text supports comprehension.

The theme of a text is the message the author is trying to convey, and is common to many texts.

Determining the theme of a text supports comprehension and enjoyment.

Informative text should be organized and written to convey ideas and information clearly.

Informational text should include craft strategies including sensory details and figurative language to make the writing interesting to the reader.

Recognizing and understanding text structure, such as cause and effect, supports comprehension of non-fiction text.

I can make a conjecture, gather and organize information, and present the results.

Essential Questions

Why should I make text connections?

Why is it important to visualize what I read?

What is the theme of a text? Why should I understand the theme of a text?

How do I write informational text?

How do I make informative text interesting to read?

How does identifying text structure, such as cause and effect, help us as readers?

How do I make a conjecture, gather and organize information, and present the results?



Spelling tests

News report/rubric

Descriptive essay/rubric

Presentation/rubric

Formative assessments (e.g., student work, quiz)



Writing workshop

Inquiry Project:

In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.

Keep in mind:

• These are heterogeneous group projects.

• Student groups are responsible for generating their own research question related to the theme with teacher guidance.

• Each student group will be responsible for presenting their results both orally and with a project.

• Projects may include:

*A visual representation

*A performance representation

*A written representation

*A speaking representation

(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion) • Teacher’s may choose 1 of these

presentation formats for each group to work on in order to explore that genre in depth or the teacher may provide these choices to the individual

groups.)








Check alignment to the unit

Vary selections according to age, skill level, readiness and learning styles of learners

Include varied readability levels

Include varied culturally relevant resources that have been reviewed for bias

Include appropriate technologies

Explain purposeful use of resources

Collaborate with the library/media specialist regarding Internet sources and information

Theme: Test Prep

Part 1 - Theme: Test Prep

Grade: 5

Subject:


Length of Theme:

2 Weeks


Read and comprehend complex literary and informational texts independently and proficiently (R.CCR.10)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience(W.CCR.4)


RL1, RL3, RL4, RL5, RL6,

RI2, RI4, RI5, RI7, RI9,

RF3, RF3a, RF4, RF4a, RF4c,

W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,

SL1, SL1b, SL3, SL4, SL6,

L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a



Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels



Understanding and

Remembering


Narrative (Story) Structures:


Narrative Predictable Questions:

Narrative (Story) Structures

Good readers have multiple strategies to

read and understand

Realistic Fiction

Historical Fiction

Folktales

Book Excerpts/Literary Works

Narrative Nonfiction (biography

and autobiography)

Non-Narrative/Expository Structures:


read and understand

Reports

Information Pieces

How-to Pieces

Interviews

Question and Answers

News Report

Poetry:


read, understand and interpret

Free Verse

Limericks

What is the main problem or struggle in the story?

What character trait would you use to describe the character?

What was the cause of the event?

What is the same about these two characters? What is different?

Why do you think the character took the action that she did?

Why do you think the author puts this minor character in the story?

Which of the following is a detail from the story that explains how

the character solves the problem?

Which of the following details is not important to the plot?

What point of view is this story told in?

Briefly summarize this story

Predictable Questions on Non-Narrative Passages:

What is the main idea of this passage?

What is this article mostly about?

What is the purpose of this article?

Why is the author giving this information?

Which details supports the main idea that_______?

Which of the following is a fact from the article?

Which of the following is an opinion from the article?

Predict what we will learn from this article.

Predictable Questions on Poetry:

Read these lines from the poem_______. What do these lines most

likely mean?

Which line best describes how _________ expresses ________?

What point of view do____ and _____ share?

Give an example of alliteration from the poem.

What feeling is the speaker expressing in the poem?

What is the rhyme scheme in the first stanza of this poem?

How does the main character feel about_____?

Who is talking in this poem?

Give an example of personification in this poem.

Remembering

Understanding

Applying

Analyzing

Evaluating

Non-Narrative/Expository:

Remember

Understand

Applying

Analyzing

Evaluating

Poetry:

Remember

Understand

Applying

Analyzing

Evaluating

Forms of questions:

Good test-takers use multiple strategies

to answer test questions

Forms of questions:

Multiple-choice questions

Main Idea questions

Detail questions

Inference questions

Wrong Answer types

Whole text questions

Forms of questions:

Analyze

Evaluating


Big Idea:

Good readers set a purpose for reading.

Good readers combine strategies to make meaning.

Good writers use the writing process and writing traits in all situations.

Essential Questions

How can good reading strategies help you in a testing situation?

Are the strategies you use in everyday reading different from the strategies you use when taking an assessment?

Why is it important to remember and apply good writing strategies while taking an assessment?

Part 3 – Common Theme Assessments

Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,

viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be

common to teachers of this Theme.

Quarterly Benchmark 2 for instruction

Quarterly Benchmark 3 for assessment


Small group reading instruction at an appropriate reading level

Whole class instruction

Partner work

Independent practice

Collaborative discussion



There is no required inquiry project for this unit.

Additional Resources:

Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles

That’s a Great Answer, Nancy N. Boyles

LEAD21

A Curricular Plan for the Reading Workshop Lucy Calkins

Rally CMT prep

Writing to the Prompt Janet Angelillo


Theme5: The Growth of America

Part 1 –Theme 5: The Growth of America

Grade: 5

Subject:



4 weeks





RL 1,2,3,4,5,7,9,10

RI 2,3,4,5,7,8,10

RF 3,3a,4,4a,

W 2,2a,2c,2d,2e,3,3a,3b,3d,3e,4,5,6,7,8,9a,10

SL 1,1a,1b,1c,1d,2,3,4,5,6

L 1,1c,2,2e,3,3a,3b,4,4b,4c,5,5c

LP 3.1.f, 4.1.g,4.3.a







Understanding and

Remembering


Reading Behaviors:




Speaking/Listening/Viewing


for discussions

Preparation for

discussion


being discussed

Formal English

Roles of discussion


Reading Behaviors:









Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. ( L1)




o Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions and carry out assigned roles.

o Pose and respond to specific questions by making comments that contribute

to the discussion and elaborate on the remarks of others.



Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation. (SL 6)

Reading Behaviors:



Understanding and

Remembering



Understand, apply


Phonics/Spelling:

Common prefixes

Greek and Latin roots

Final schwa + l sound

Words with –ed or –ing

Meanings of words based

on words from other

languages

Vocabulary:

Antonyms

Thesaurus strategies

Homophones

Comprehension:

Summarizing

Sequence of events

Comprehension and fix-up

strategies

Predictions

Categorizing and classifying



Character interactions and

development

Phonics/Spelling:

Use common, grade-appropriate Greek and Latin affixes and roots as clues to

the meaning of a word (L 4b)

Use combined knowledge of all letter-sound correspondences, syllabication

patterns, and morphology to read accurately unfamiliar multisyllabic words in

context and out of context (RF 3a)


usage when writing or speaking (L 1)

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. (RL 4)

Vocabulary:

Use the relationship between particular words to better understand each of the

words (L 5c)

Consult reference materials, both print and digital, to find the pronunciation

and determine or clarify the precise meaning of key words and phrases. (L 4c)

Determine the meaning of words and phrases as they are used in a text. (RL 4

Comprehension:


Compare and contrast the overall structure of events, ideas, concepts, or

information in two or more texts (RI 5)

Use context to confirm or self-correct word recognition and understanding,

rereading as necessary (RL 4c)

Quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text. (RL 1)

Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (RL 3)



Phonics/Spelling:

Remember, apply

Remember, apply

Rem ember, understand,

apply

Remember, understand,

apply

Vocabulary:

Understand, apply

Understand, apply

Understand

Comprehension:

Understand, evaluate


evaluate

Understand, apply

Understand, apply


evaluate


evaluate

Language:

Subject and object

pronouns; pronoun and

antecedent agreement;

adjectives, proper

adjectives, adjectives that

compare, articles; predicate

adjectives and predicate

nominatives

Fluency:

Phrasing, pacing,

expression, comprehension

Writing:





Autobiographical writing



present

Language:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ( L1)

Fluency:

Read with sufficient accuracy and fluency to support comprehension (RF 4)

Read on-level prose and poetry orally with accuracy, appropriate rate, and

expression on successive readings (RF 4b)

Writing:


usage when writing or speaking (L 1)

Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience (W 4)

Write informative/explanatory texts to examine a topic and convey ideas and

information clearly (W 2)

a. Introduce a topic clearly, provide a general observation and focus, and

group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words,

phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Language:

Understand, apply


create

Fluency:

Understand, apply

Writing:


apply


create


create

Understand, apply


writing as needed by planning, revising, and editing. (W 5)


Theme

Big Idea

People move to new places for a variety of reasons.

There are many factors that go into shaping a nation.

Essential Questions

Why do people move to new places?

How do people shape a nation?

Language Arts

Big Idea

Recognizing and understanding text structure, such as sequence, supports comprehension of non-fiction text.

All fiction text is comprised of the same elements, including theme, characters, and plot.

Comparing and classifying elements of fiction within and between texts adds to our understanding and enjoyment of a text.

Biographies include the important information about a person’s life.

Essential Question

How does identifying text structure, such as sequence, help us as readers?

What are the elements of fiction?

Why should I compare and classify elements of fiction?

What information should be included in a biography?






Spelling tests

Presentation/rubric


Autobiographical writing/rubric



Writing workshop





BookFlix


BrainPop


Theme 6: A Look at Plants

Part 1 –Theme 6: A Look at Plants

Grade: 5

Subject:



4 weeks


RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5text complexity band proficiently, with



RL1, 2,3,4,5,6,10

RI 1,2,3,5,7,8; 10

RF3,3a,4,4a, 4b,

W 2,2a,2b,2c,2d,2e, 4,5,6,7,8,9b,10

SL1,1a,1b,1c,1d,2,3,4,5,6

L1,1a,2,2e,3,3a,3b,4,4c,5,5b,6,

LP3.1.f, 3.3.a, 4.3.a, 4.3.b







Understanding and

Remembering


Reading Behaviors






for discussions

Preparation for

discussion


being discussed

Formal English

Roles of discussion


Reading Behaviors:











building on others’ ideas and expressing their own clearly. (SL 1)


material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.



contribute to the discussion and elaborate on the remarks of others.

o Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.


Reading Behaviors:

Understand

Understand


Understand, apply

Apply, analyze, evaluate

Understand, Apply,

evaluate

Understand, apply

Understand, apply

Phonics/Spelling:

Greek and Latin roots,

prefixes, suffixes

Final en, cher, zher, ij, iv, is

sounds; words with

unstressed syllables

Vocabulary

Connotation, denotation

Idioms

Classification of words

Unit vocabulary

Comprehension:

Inferences, Generalizations

Summary

Text-to-self, text-to-text,

and text-to-world

connections

Questions, answers

Text structures

Imagery


Phonics/Spelling:


clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)



accurately unfamiliar multisyllabic words in context and out of context.

(RF 3a)

Vocabulary

Demonstrate understanding of figurative language, word relationships, and nuances and word meanings (L 5)


and nuances in word meanings. (L5) Recognize and explain the meaning

of common idioms, adages, and proverbs. (L 5b)


and nuances in word meanings. (L 5) Use the relationship between

particular words to better understand each of the words. (L 5c)

Comprehension


and when drawing inferences from the text. (RL 1, RI 1)




Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information

in two or more texts. (RI 5)


including figurative language such as metaphors and similes. (L 4)

Phonics/Spelling:

Remember, apply

Remember, apply

Vocabulary

Understand, apply,

Understand, apply,

Understand, apply,

Comprehension

Analyze

Remember, apply, evaluate



evaluate

Understand, apply

Remember. apply

Language

Adjective suffixes

comparatives, superlatives

possessive pronouns,

pronoun and antecedent

agreement,

adverbs, adverbs that

compare

Prepositions, prepositional

phrases

Fluency


expression

Writing







present

Friendly letter, informal

tone, greeting, closing,

signature

Persuasive letter, business

letter, formal tone, heading,

greeting, closing, signature

Language


reading, or listening. (L 3)


and usage when writing or speaking. (L1) Explain the function of

conjunctions, prepositions, and interjections in general and their function in particular sentences. (L 1a)


domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)

Fluency

Read grade-level prose and poetry orally with accuracy, appropriate rate,

and expression. (RF 4b)

Writing




writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W 5)


and information clearly. (W 2)



headings), illustrations, and multimedia when useful to aiding comprehension.


o Link ideas within and across categories of information using

Language

Understand, apply

Understand, apply

Understand, apply

Fluency


apply

Writing


Understand, apply, create,

evaluate


words, phrases, and clauses (e.g., in contrast, especially).

o Use precise language and domain-specific vocabulary to inform about or explain the topic.

o Provide a concluding statement or section related to the

information or explanation presented.

Write opinion pieces on topics or texts, supporting point of view with

reasons and information (W 1)

o Introduce a topic or text clearly, state an opinion, and create an

opinion, and create an organizational structure in which ideas are

logically grouped to support the writer’s purpose

o Provide logically ordered reasons that are supported by facts and

details.

o Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically)

o Provide a concluding statement or section related to the opinion

presented.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L 3)


Theme

Big Idea

Plants are important to our world for many reasons.

All plants’ growth follows a cycle of predictable stages.

Essential Questions

Why are plants important? What can we learn by studying plants?

How do plants grow?

Language Arts

Big Idea

Sometimes readers have to use clues the author has given to understand the text.

All fiction text is comprised of the same elements, including theme, characters, and plot.

A summary of fiction text should include all the elements of fiction.

Making connections to a text, between texts, and between a text and the world add to our understanding and enjoyment of a text.

Asking and answering questions before, during, and after reading aids in comprehension.

Recognizing and understanding text structure, supports comprehension of non-fiction text.

Friendly letters and business letters differ in tone, form, and purpose.

Essential Questions for LA

What is important to include in a summary?

Why is it important to ask questions before, during, and after reading?

Why is it important to understand text structure?

How and why would I write a letter?






Spelling tests

Personal narrative/rubric

Presentation/rubric




Writing workshop








Check alignment to the unit

Vary selections according to age, skill level, readiness and learning styles of learners

Include varied readability levels

Include varied culturally relevant resources that have been reviewed for bias

Include appropriate technologies

Explain purposeful use of resources

Collaborate with the library/media specialist regarding Internet sources and information.

Theme 7: American Democracy

Part 1 –Theme 7: American Democracy

Grade: 5

Subject:



4 weeks






SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and

texts, building on others’ ideas and expressing their own clearly.



SL4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

RI 2. Determine two or more main ideas of a text and explain how they are supported by key details.


RL 1,2,3,4,4c,5,6,9

RI 3,4,5,8,9

RF 3,3a,4,4a,4c

W 3,3a,3b,3d,4,5,6,7,8,9,9a,9b,10

SL 1a,1b,1c,1d,2,3

L 1,1a,2,2a,2c,2e,3,3a,3b,4,4a,4b,4c,5,5a,5c,6







Understanding and

Remembering


Reading Behaviors:





Reading Behaviors:




By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, at the high end of the

grades 4-5 text complexity band independently and proficiently. (RI10.)

Reading Behaviors:



Understanding and

Remembering


Discussions, questions,

comments, key ideas,

conclusions

Topic, opinion, sequence,

facts, details, main ideas,

themes, speaking clearly,

appropriate pace

Multimedia, displays

Formal English

Phonics/Spelling:

Prefixes that tell amount;

prefixes in-, un-, dis-, mis-,

com-, con-, pre-, pro-;

suffixes –ent, -ant, -able, -

ible

Contractions with have,

had, would, not





o Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about

the topic to explore ideas under discussion.






Report on a topic or text or present an opinion, sequencing ideas logically and

using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL 4)

Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or themes. (SL 5)



Phonics/Spelling:

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)




Understand, apply

Understand, apply

Phonics/Spelling:



Understanding and

Remembering

Remember, apply

Remember, apply

Vocabulary:

Synonyms

Context clues

Word relationships

Unit vocabulary

Comprehension:

Visualization

Facts and opinions

Comprehension and fix-up

strategies

Comparisons of: people,

places, things, events or

ideas



Author’s purpose

Questions and answers

Foreshadowing

Locating important

information in text to

answer question and support

their answer

Language:

Adverbs, adverbs that

compare, double negatives,

and interjections

Commas, quotations

Vocabulary:

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L5a)

Use context as a clue to the meaning of a word or phrase (L 4a)

Use the relationship between particular words to better understand each of

the words (L 5c)

Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases. (L6)

Comprehension:

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.(RL 4)

Distinguish fact and opinion

Use context to confirm or self-correct word recognition and understanding,

rereading as necessary (RL 4c)

Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (RL 3), Compare and contrast

stories in the same genre on their approaches to similar themes and topics (RL

9)



Determine author’s purpose


Understand how authors use foreshadowing.


and when drawing inferences from the text. (RL1, RI 1)

Language:


reading, or listening. (L 3)

Demonstrate command of the conventions of standard English capitalization,

Vocabulary:

Remember, apply

Analyze


apply

Comprehension:

Apply

Understand, analyze

Understand, apply

Evaluate


evaluate

Analyze

Analyze, evaluate

Understand, analyze

Language:


apply


apply

Fluency:

Phrasing, pacing,

expression, comprehension

Writing:



voice, conventions,

presentation

Quatrain and Haiku poems



present

Inquiry Project:

Conjectures, research,

determining important

information

punctuation, and spelling when writing. (L 2)

o Use punctuation to separate items in a series

o Use a comma to separate an introductory element from the rest of the

sentence

o Use a comma to set off the words yes and no, to set off a tag question

from the rest of the sentence, and to indicate direct address

o Use underlining, quotation marks, or italics to indicate titles of works

Fluency:

Read with sufficient accuracy and fluency to support comprehension (RF 4)

Read on-level prose and poetry orally with accuracy, appropriate rate, and

expression on successive readings (RF 4b)

Writing:



Write in poetic form


writing as needed by planning, revising, and editing. (W 5)

Inquiry Project:


and using appropriate facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable pace. (SL 4)

Include multimedia components (e.g., graphics, sound) and visual displays

in presentations when appropriate to enhance the development of main ideas or themes. (SL 5)



Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic. (W 7)

Fluency:


apply

Writing:





create

Inquiry Project:



Understanding and

Remembering

Recall relevant information from experiences or gather relevant information

form print and digital sources; summarize or paraphrase information in

notes and finished work, and provide a list of sources. (W 8)

Draw evidence from literary or informational texts to support analysis,

reflection, and research (W 9) Apply grade 5 Reading standards to

informational texts. (W 9b)

Draw on information from multiple print or digital sources, demonstrating

the ability to locate an answer to a question quickly or to solve a problem

efficiently (RI 7)

Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which

points. (RI 8)

Integrate information from several texts on the same topic in order to write

or speak about the subject knowledgeably. (RI 9)

Big Ideas and Essential Questions

Theme

Big Idea

Democracy affects its citizens in a variety of ways.

American government has gone through many changes over the course of history.

Essential Questions

How does democracy affect its citizens?

How has American government changed throughout history?

Language Arts

Big Idea

Determining an author’s purpose supports a reader’s understanding of the text.

Distinguishing facts from opinions is necessary for comprehension.

Determining the main ideas and details of a text is essential for comprehension.

Monitoring comprehension ensures understanding of the text.

Poetry has characteristics that differ from other types of writing.

Essential Questions Why should I understand an author’s purpose for writing a text?

Why is distinguishing facts from opinions necessary for comprehension?

Why is understanding main idea and details important?

How does monitoring comprehension help a reader?

How does poetry differ from other types of writing?



Spelling tests

Presentation/rubric


Quatrain and Haiku poetry writing/rubric

Theme 8: Making the World a Better Place

Part 1 –Theme 8: Making the World a Better Place

Grade: 5

Subject:



4 weeks


RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5 text complexity band proficiently, with



RL 1, 2, 5, 6, 9, 10

RI 1, 3, 5, 7, 8, 9, 10

RF 3,3a,4,4a, 4b;

W 2,2a, 2b, 2c, 3a, 3b, 3d, 4,5,6,7,8,10

SL1,1a,1b,1c,1d,2,3,4,5,6

L1,1a,2,3,3a,3b,4,4b,4c,5a,5c,6

LP 3.3.a, 4.3.b





Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering


Reading Behaviors:






discussions



being discussed

Topic, opinion, sequence,

facts, details, main ideas,

themes, speaking clearly,

appropriate pace

Formal English

Roles of discussion


Reading Behaviors:






end of the grades 4-5 text complexity band independently and proficiently.

(RI10.)




building on others’ ideas and expressing their own clearly. (SL 1)


material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions and carry out assigned

roles.





Reading Behaviors:

Understand, apply

Understand, apply





Understand, apply,

evaluate

Phonics/Spelling:

Compound words, Greek

and Latin word parts, words

from other languages,

confusing words

Greek and Latin roots, noun

suffixes

Vocabulary:

Antonyms

Analogies

Multiple-meaning words

Unit vocabulary

Comprehension:

Strategies for making

predictions, inferences,

generalizations, and

conclusions

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (SL 6)

Phonics/Spelling:

Use combined knowledge of all letter-sound correspondences, syllabication

patterns, and morphology to read accurately unfamiliar multisyllabic words in

context and out of context (RF 3a)

Use common, grade-appropriate Greek and Latin affixes and roots as clues to

the meaning of a word (e.g., photograph, photosynthesis). (L 4b)

Vocabulary:

Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words. (L5a)

Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings. (L5) Use the relationship between particular

words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L5c)

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. (L 4)

Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases, including those that signal contrast, addition, and

other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)

Comprehension:


and when drawing inferences from the text. (RL 1, RI 1)


Phonics/Spelling:

Understand, apply

Understand, apply

Vocabulary:

Remember, apply

Analyze, evaluate

Understand, apply,

Understand, apply,

Comprehension:




evaluate

Connections: text-to-self,

text-to-text, and text-to-

world.

Paraphrase

Sequence of events

Point-of-view

Visualization

Language:

Interjections,

Quotations,

complex sentences,

subordinating conjunctions,

main and subordinate

clauses,

appositives

Fluency:


expression

Writing:




Recall relevant information from experiences or gather relevant information

from print and digital sources; paraphrase information in notes and finished

work, and provide a list of sources. (W 8)

Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in

two or more texts. (RI 5)

Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent. (RI 6)

Describe how a narrator’s or speaker’s point of view influences how events

are described. (RL 6)


including figurative language such as metaphors and similes.(RL 4)

Language:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ( L1)

Fluency:

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF 4b)

Writing:





apply


evaluate

Apply

Language:

Understand, apply

Fluency:

Remember, apply

Writing:

Understand, apply,

evaluate, create




present

Social studies report

writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. (W 2)

Introduce a topic clearly, provide a general observation and focus, and

group related information logically; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic.

Link ideas within and across categories of information using words,

phrases, and clauses (e.g., in contrast, especially).

Use precise language and domain-specific vocabulary to inform about

or explain the topic.

Provide a concluding statement or section related to the information or

explanation presented.

Understand, apply,

evaluate, create

Understand, apply,

evaluate, create

Understand, apply,

evaluate, create


Theme

Big Ideas

Standing up for what is right can make the world a better place.

Essential Questions:

How does standing up for what is right affect my world?

Language Arts

Big Idea

A story is told from the point of view of a narrator or one or more of its characters.

Sometimes readers have to use clues the author has given to understand the text.

Informative text should be organized and written to convey ideas and information clearly.

Essential Questions

From whose point of view is a story told?

How can I make inferences about a text?

How do I write informational text?






Spelling tests

News report/rubric

Descriptive essay/rubric

Presentation/rubric




experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.

The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured

learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.


Writing workshop


Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the

understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are

encouraged to use additional technologies and text to achieve the same objectives.


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