English Language Arts Pacing Guide
Time Frame: 8 Weeks Fifth Grade
Unit 1: Personal Narratives/Working with Reading
Common Core / Essential Questions / Assessment / Vocabulary / Resources /Writing
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5. 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.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Language
L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Spell grade-appropriate words correctly, consulting references as needed.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Reading: Literature
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).
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.
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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics
RL.5.10. 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.
Reading: Foundational Skills
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking & Listening
SL.5.1. 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.
a. 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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions / How can writers use prior knowledge and ideas to write a personal narrative?
What is the connection between reading and writing?
How can writers properly use the steps of the writing process to complete a personal narrative?
Can you state/use conventions in everyday reading and writing?
How does understanding the genre type aid in comprehension?
· How does what you know help you understand text? / Before:
Journaling
Class discussions
Sketches
Brainstorming
KWL
Observations
Hand signals
“thumbs up”
Think-Pair-Share
During:
Journaling
Observations
Class discussions
KWL
Daily Work
Hand signals
“thumbs up”
Think-Pair-Share
Performances
Response Cards
Quizzes
Conferences
http://storylineonline.net/
Teacher will play A Bad Case of Stripes from the website. Students will make a T-chart and label the left side fiction and the right side non-fiction. They will list the fiction and non-fiction events in the story as they listen.
Discuss meaning of genre. Students will find a buddy and talk about 3 types of genres that they know.
Class will design "genre" bookmark.
After:
Journaling
KWL
Standardized
Tests
Unit Tests
Research Reports
Projects
Summaries
Think-Pair-Share
Self-Assessments
Checklists
Rubrics
Quick Writes
Observations / Writing
angling a story
concrete words and phrases
conjunctions
dialogue
effective leads
elaboration
extraneous details
figurative language
heart of the story
internal/external story
mentor texts
movement through time
orienting the reader
pacing
personal narrative
revision/editing checklist
sensory details
small moment
strong conclusions
transitional words, phrases, and clauses
writer's notebook
Reading
allusions
attention to details
compare/contrast
fantasy
imaginative readers
inferences
moments between the scenes
mystery
read aloud
reflect
self-directed readers
sequential
subtext
text
vivid images / Classroom, school, and public library
Journal materials for students
www.discoveryeducation.com
Videos, lessons, and printables for all content areas. Search by subject, grade, topic, and type of resource.
http://www.readwritethink.org
Hands-on lessons and activities
www.readinga-z.com
Thousands of downloadable, projectable, printable teacher materials, covering all the skills necessary for effective reading instruction.
(leveled reading)
http://writingfix.com/genres/narrative.htm
Resources for teaching narrative writing
http://jc-schools.net/write/goofs/
Tons of great free downloads for editing and grammar
http://www.educationworld.com/a_lesson/archives/edit.shtml
Every-Day Edits: Build language skills, test scores, and cultural literacy with students in grades 4 and above.
http://www.tips-for-teachers.com/WritersWorkshopPrintables.htm
Great teacher-made posters on the writing steps.
http://www.mrsrenz.net/tpt.htm#LITERACY_
Disney teacher of the year shares 30+ years of experience of resources.
http://www.smarterbalanced.org/
Samples of questions/texts on the assessment.
www.scholasticnews.com
High-interest, informational articles
http://www.freeclubweb.com/powerpoints/languagearts/narrative.html
PowerPoints, lessons, student activities, and games on narrative writing.
http://ccss5.watchknowlearn.org/Category.aspx?CategoryID=15578
Free educational videos. Search by CCSS, topic, or subject.
http://www.ateacherstreasure.com/2011/12/treasured-tip-readers-theater.html#5_4,2_
Printable readers’ theater scripts
http://www.educationworld.com/a_lesson/archives/newsforyou.shtml
Using three different reading articles students will use vocabulary, an anticipation guide, and video clips to enrich comprehension.
Articles Examples:
Letters to Soldiers
All Black Penguins One in a Zillion.
One School Goes Green
all information may be found at: Education World News For You
http://www.philtulga.com/Riddles.html
Inference riddles
http://rubistar.4teachers.org/
Rubric creator
Books:
From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg (Simon & Schuster, 1967).
The Homework Machine by Dan Gutman (Simon & Schuster, 2006).
Airborn by Kenneth Oppel (Eos, 2005).
Maniac Magee by Jerry Spinelli (Little, Brown, 1990).
Inkheart by Cornelia Funke, translated from the German by Anthea Bell (Scholastic, 2003).
WriteSteps:
Helping Students Succeed with Teacher-Friendly CCSS Writing Lessons
http://writestepswriting.com/Portals/0/PDFs/GrammarGuides/5th%20Grade%20Grammar%20Guide.pdf
English Language Arts Pacing Guide
Time Frame: 7 Weeks Fifth Grade
Unit 2: Literary Essays/Building Characters and Characterization
Common Core / Essential Questions / Assessment / Vocabulary / Resources /Writing
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5. 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.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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]”).
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking & Listening
SL.5.1. 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.
a. 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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Language
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Reading: Literature
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
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. / Why do I write a literary essay?
How do I collect and grow ideas about my character?
How do I create a theory about my main character (my thesis)?
How do I find supporting details (evidence) in my text to prove my theory?
How do I put it together (glue my sentences into one piece- transitional words)?
How can fear affect the decisions that we make?
How can knowledge empower us?
How can technological advancements ruin society?
How can I recall lessons taught by characters in a book?
How does a good writer develop characters?
How do the elements of characterization form the character?
Can students identify parts of characterization?
- Appearance
- Deeds
- Voice
- Thoughts
- Feelings
- Other character's opinions / Before:
Journaling
Class discussions
Sketches
Brainstorming
KWL
Observations
Hand signals
“thumbs up”
Think-Pair-Share
During:
Journaling
Observations
Class discussions
KWL
Daily Work
Hand signals
“thumbs up”
Think-Pair-Share
Performances
Response Cards
Quizzes
Conferences
http://www.educationworld.com/a_lesson/archives/newsforyou.shtml
Give each student/pairs a short article from a newspaper, magazine, or online source. Have students read the article and use a graphic organizer to identify the main idea and subtopics. Can use articles from above link, such as:
From Millionaire to Mudhut
Should school buses have seatbelts
Saving Sea Turtles
Students read a social studies passage. They use a graphic organizer to determine the main ideas of the passage and under each main idea, list key details. Finally students write a one or two sentence summary of the passage.
After:
Journaling
KWL
Standardized
Tests
Unit Tests
Research Reports
Projects
Summaries
Think-Pair-Share
Self-Assessments
Checklists
Rubrics
Quick Writes
Observations / Writing
character change
character motivation
character traits
conclusion
conflict
elaboration
introduction
literary essay
organizational structure
paraphrasing
reasoning
sentence flow
storytelling
supporting details
thesis statement
transitions
Reading
building theories
character motivation
characters
conflict
motifs
recurring themes and details / Classroom, school, and public library
Journal materials for students
www.discoveryeducation.com
Videos, lessons, and printables for all content areas. Search by subject, grade, topic, and type of resource.
http://www.readwritethink.org
Hands-on lessons and activities
www.readinga-z.com
Thousands of downloadable, projectable, printable teacher materials, covering all the skills necessary for effective reading instruction.
(leveled reading)
http://writingfix.com/genres/narrative.htm
Resources for teaching narrative writing
http://jc-schools.net/write/goofs/
Tons of great free downloads for editing and grammar
http://www.educationworld.com/a_lesson/archives/edit.shtml
Every-Day Edits: Build language skills, test scores, and cultural literacy with students in grades 4 and above.
http://www.tips-for-teachers.com/WritersWorkshopPrintables.htm
Great teacher-made posters on the writing steps.
http://www.mrsrenz.net/tpt.htm#LITERACY_
Disney teacher of the year shares 30+ years of experience of resources.
http://www.smarterbalanced.org/
Samples of questions/texts on the assessment.
www.scholasticnews.com
High-interest, informational articles
http://www.freeclubweb.com/powerpoints/languagearts/narrative.html
PowerPoints, lessons, student activities, and games on narrative writing.
http://ccss5.watchknowlearn.org/Category.aspx?CategoryID=15578
Free educational videos. Search by CCSS, topic, or subject.
http://www.ateacherstreasure.com/2011/12/treasured-tip-readers-theater.html#5_4,2_
Printable readers’ theater scripts
http://www.bbc.co.uk/schools/typing/
Twelve levels to aid students in computer and typing skills.
http://rubistar.4teachers.org/
Rubric creator
Books:
Inkheart by Cornelia Funke, translated from the German by Anthea Bell (Scholastic, 2003).
A Wrinkle in Time by Madeleine L'Engle (Yearling, 1973).
The Phantom Tollbooth by Norton Juster, illustrated by Jules Feiffer (Yearling, 1988).
The Secret Garden by Frances Burnett, illustrated by Tasha Tudor (HarperCollins, 1911).
English Language Arts Pacing Guide