East Rutherford School District

East Rutherford School District

East Rutherford, New Jersey

Language Arts Literacy

Curriculum Map

Grades 5-8

Aligned to the NJCCCS

2009

Table of Contents

·  Performance Indicator Matrix

·  Novel List

·  Grade Level Curriculum Guides 5-8

o  Year-at-a-Glance

o  Units of Study

·  Appendices

o  Graphic Organizers

o  Rubrics

o  Assessment Strategies

Novel List

Grades 5-8

Grade 5 / Grade 6 / Grade 7 / Grade 8
Summer Reading
Tales of Fourth Grader Nothing (Judy Blume)
Mr. Poppers Penguins (Richard & Florence Atwater)
The Kid Who Became President (Dan Gutman)
Mr. Blue Jeans (Maryann N. Weidt) / The Chronicles of Narnia: The, Lion, The Witch, & The Wardrobe (C.S. Lewis)
Surviving the Applewhites (Stephanie S. Tolan)
Maniac Magee (Jerry Spinelli)
Hoot (Carl Hiaasen) / The Wave (Todd Strasser)
Stargirl (Jerry Spinelli)
Tangerine (Edward Bloor)
A Wrinkle in Time (Madeline L’Engle) / A Corner of the Universe (Ann Martin)
A Tree Grows in Brooklyn (Betty Smith)
The Diary of Ann Frank (Anne Frank)
Instructional
The Million Dollar Shot (Dan Gutman)
Frindle (Andrew Clements) / Where the Fern Grows (Wilson Rawls)
Number the Stars (Lois Lowry)
Tuck Everlasting (Natalie Babbitt) / Hatchet (Gary Paulsen)
The Westing Game (Ellen Raskin)
A Tale of Two Cities (Charles Dickens) / The Outsiders (S.E. Hinton)
That Was Then, This Is Now (S.E. Hint)
Of Mice & Men (John Steinback)
Literature Circles
Ella Enchanted (Gail Carson Levine)
Charlotte’s Web (E.B. White)
Sadako and Thousand Paper Cranes (Eleanor Coerr)
Dear Mr. Henshaw (Beverly Cleary)
Bridge to Terribithia (Katherine Paterson)
Because of Winn Dixie (Kate DiCamillo)
Shiloh (Phyllis Reynolds Naylor) / From the Mixed Up Files of Mrs. Basil E. Frankweiler (E.L. Konigsburg)
The Egypt Game (Zilpha Keatley Snyder)
Bud, Not Buddy (Christopher Paul Curtis)
Hoot (Carl Hiaasen)
Esperanza Rising (Jerry Spinelli)
The City of Ember (Jeanne DuPrau)
Surviving the Applewhites (Stephanie S. Tolan) / Olive’s Ocean (Kevin Henkes)
Tangerine (Edward Bloor)
Stargirl (Jerry Spinelli)
Crash (Jerry Spinelli)
Hoops (Walter Dean Meyers)
Maximum Ride: The Angel Experiment (James Patterson)
Artemus Fowl (Eoin Colfer)
Pictures of Hallis Woods (Patricia Giff) / Slam (Walter Dean Meyers)
Taking Sides (Gary Soto)
A Walk to Remember (Nicholas Sparks)
Twilight (Stephanie Meyer)
Tuesday with Morrie (Mitch Albom)
A Corner of the Universe (Ann. M. Martin)
A Tree Grows in Brooklyn (Betty Smith)
1984 (George Orwell)

Grade 5

Year At A Glance / Grade 5: Literacy Block
September / October / November / December / January / February / March / April / May / June
Establishing Writing & Reading Workshops
Genre: Realistic Fiction
Narrative Elements
Theme
Character Traits, Character Analysis
Figurative Language / Theme: Find a Way
Writing: Personal Narrative / Introduction to Literature Circles
Writing / Reading and Writing Strategies
Continue Literature Circles / The Million Dollar Shot
Genre: Realistic Fiction
Project based activities
Reading Workshop: Big Ideas Based on Standards
The ability to read a variety of texts requires independence, comprehension, and fluency.
Writing Workshop: Big Ideas Based on Standards
Writing is the process of communicating in print for a variety of audiences and purposes.
Unit Assessments (Formative/ Summative)
Responses to short answer and open-ended questions relating to specific chapters.
Orally present summer writing and project components of novels.
Character Analysis / Respond to short answer and open-ended questions relating to short stories
Oral response to discussion questions
Personal Narrative
Weekly Tests on skills presented.
Observation of Center Activities / Comprehension test on literature circle novels
Vocabulary from novels
Oral presentations
Reading and Writing Conferences
Novel tests
Speculative/Explanatory Writing / Responses to open-ended and short answer questions.
Responses to Explanatory/Speculative Prompts.
Practice Tests / Chapter quizzes
Vocabulary Quizzes
Group Projects/Presentations
Comprehension (written and class discussion)
September / October / November / December / January / February / March / April / May / June
Skills
Identify genre realistic fiction
Identify narrative elements: setting, characters, conflict, plot events, resolution
Identify theme
Character traits
Compare/Contrast / Identify genres: realistic fiction, historical fiction, autobiography, biography, magazine article and poetry.
Identify complete sentences
Complete/simple subject/predicate
Identify vocabulary terms
Character Motive
Narrative Elements / Vocabulary terms
Grammar activities
Figurative Language
Narrative Elements
Character Traits
Comprehension
Compare/Contrast
Cause/Effect
Understanding and utilizing writing scoring rubrics
Make predictions, identify author’s purpose and context clues
Analogies
Summarizing
Utilization of Writing Process / Writing Process
Speculative/Explanatory outlines
Responding to open-ended questions (Facts, Examples, Details)
Drawing conclusions, making inferences, identifying main idea and supporting details.
Identifying narrative elements
Identifying main characters
Identifying genres / Vocabulary
Narrative Elements
Figurative Language
Sound Device
Grammar Skills
Character Traits
Summarizing
Making Predictions
Poetry
Units of Study:
Tales of a Fourth Grade Nothing
Big Idea: Characters in a novel possess many different traits. / Theme: Find a Way
Big Idea: Characters have and use specific motives in order to resolve their conflicts. / Literature Circles &
Writing
Big Ideas: Readers are able to identify narrative elements and comprehend major events in a story. Writers are able to respond to a variety of prompts and create different styles of writing. / Reading and Writing Strategies
Big Ideas: Good readers are able to use a variety of reading strategies to comprehend informational and narrative texts. Writers are able to create essays (speculative/explanatory) based on particular prompts. / The Million Dollar Shot
Big Idea: Characters can overcome challenges they are faced with. Characters in realistic fiction novels often face real life challenges.

Grade: 5 Unit of Study: Tales of a Fourth Grade Nothing

Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand G Comprehension skills and response to text
Indicators
3.1.5G.2 – Identify genre by their distinctive elements.
3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.
3.1.5G.8 –Distinguish between major and minor details.
3.1.5G.9 –Make inferences using textual information and provide supporting evidence.
3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood.
3.1.5G.13 –Recognize figurative language in text.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Strand A (Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Indicators
3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
3.2.5A.10 Review and edit work for spelling, usage, clarity, organization, and fluency.
3.2.5A.13 Understand and apply the elements of a scoring rubric to improve and evaluate writing.
Strand B (Writing as a Product)
Indicators
3.2.5B.3 Write grade appropriate, multi-paragraph, expository pieces across curricula
3.2.5B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
Strand C (Mechanics, Spelling, and Handwriting)
Indicators
3.2.5C.3 Use knowledge of English grammar and usage to express ideas effectively.
3.2.5C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.
3.2.5C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
3.2.5C.8 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
Strand D (Writing Forms, Audiences, and Purposes)
Indicators
3.2.5D.1 – Write for different purposes and a variety of audiences.
3.2.5D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques and everyday/workplace writing.
3.2.5D.14 – Demonstrate higher-order thinking skills and writing clarity when answering open-ended questions and essay questions in content areas or as responses to literature.
3.2.5D 15 Use relevant graphics in writing.
Understanding(s):
Students will understand that…
Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.
Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.
Student will understand that:
·  Realistic fiction as genre
·  Narrative elements (setting, characters, conflict, plot events, resolution)
·  Theme presented in novel / Essential Question(s):
·  Identify at least five plot events from the novel.
·  How has Peter matured from the beginning of the novel to the end?
·  What are some of the obstacles Peter faces because he is an older sibling?
·  Compare and contrast Peter and Fudge.
Students will know…
·  Identify realistic fiction as genre
·  Important characters from novel
·  Figurative Language
·  Character Traits
·  Main Events in the novel
·  Compare/Contrast / Students will be able to…
·  Identify conflict and resolution
·  Complete character analysis
·  Recognize and identify plot elements
·  Express comprehension of novel through writing tasks and class discussions
·  Compare and contrast characters in the novel through writing
Stage 2- Assessment Evidence
Performance Task(s):
·  Oral Presentation of written and project components of summer assignment.
·  Character Analysis project.
·  Chapter Questions (short answer and open-ended). / Other Evidence:
·  Oral or written response to discussion questions
·  Test on facts from the novel.
·  Discussion of themes presented in novel.
Stage 3 – Learning Plan
Learning Activities:
·  Explore narrative elements (characters, setting, conflict, plot events, resolution)
·  Complete Venn diagram and compare and contrast writing
·  Identify characters and their traits throughout chapters of novel
·  Identify plot events throughout novel
·  Respond to comprehension questions relating to specific chapters
·  Develop character analysis by completing “Can a Character” activity
·  Connect personal experiences to novel
·  Class discussion on events in the novel
Stage 4 -- Accommodations for At-Risk Populations
Students will know…
·  Select realistic fiction from three examples
·  Identify the main character from novel
·  Define figurative language; identify an example
·  Identify character traits
·  Main events in the novel
·  Compare/Contrast / Students will be able to…
·  Identify and describe a problem
·  Identify different ways to solve the problem through teacher conference
·  Complete character analysis- using graphic organizer provide Who? What? When? Where? Why? How?
·  Recognize and identify what the plot elements are in the story using story map graphic organizer
·  Express comprehension of novel through writing tasks, class discussions, and teacher conference
·  Compare and contrast characters in the novel through diagrams, visuals, and writing
Stage 5-- Modified Learning Plan
Learning Activities:
·  Given a list of novels students will identify the realistic novel
·  Students will match the main character to the novel
·  Students will match examples of figurative language to a specific type of figurative language
·  Select the character trait from a list
·  Define the character trait
·  Match the character trait to the character in the novel
·  Students will create a diagram of the main events that took place in the beginning, middle, and end of the novel
·  Students will compare/ contrast characters in novel using a Venn Diagram
·  Use a graphic organizer to identify and explain why a problem might be a problem
·  Complete graphic organizer to conceptualize character analysis
·  Act out different character in the form of a charades game to identify characters in the novel
Stage 6 -- Unit of Study Resources
Resources:
·  Tales of a Fourth Grade Nothing
·  Graphic organizers, teacher-created worksheets, tests,
·  Project Materials: Empty coffee can, art supplies, sentence strips etc.

Grade: 5 Unit of Study: The Million Dollar Shot

Stage 1 - Desired Results
Established Goal(s):
Standard 3.1 Reading
All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Strand D Fluency
Indicators
3.1.5D.1 Adjust reading speed appropriately for different purposes and audiences.
3.1.5D.3 Read aloud in ways that reflect understanding of proper phrasing and intonation.
Strand E Reading Strategies (before, during, and after reading)
Indicators
3.1.5E.1 Activate prior knowledge and anticipate what will be read or heard.
3.1.5E. 3 Reread to make sense of difficult paragraphs or sections of text.
3.1.5E.5 Apply graphic organizers to illustrate key concepts and relationships in a text.
Strand G Comprehension skills and response to text
Indicators
3.1.5G.2 – Identify genre by their distinctive elements.
3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.
3.1.5G.8 –Distinguish between major and minor details.
3.1.5G.9 –Make inferences using textual information and provide supporting evidence.
3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood.
3.1.5G.13 –Recognize figurative language in text.
Standard 3.2 Writing
All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Strand A (Writing as a Process (prewriting, drafting, revising, editing, post writing)
Indicators
3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.