First Eight Weeks / Second Eight Weeks / Third Eight Weeks / Fourth Eight Weeks
Theme: Character Development and Citizenship / Exploration: Real and Imagined / Playing With Words: Figurative Language / Creativity/Coming of Age
Reading Genres: Realistic Fiction / Genres: Non-fiction, Concept books / Reading Genres: Traditional Literature/Historical Fiction / Reading
Reading Standards tested RL 1, 3, 9, 10RI 10 / Reading Standards tested RI 1, 2, 4, 5,RL 2, RL6 / Reading Standards tested RL 4, 5, 7, 10,RI 3, 10 / Reading Standards tested RI 6, 7, 8, 9, 10,RL 10
RL 10 ANCHOR TEXT:
A Game of Catch Because of Mr. Terupt, Wonder Orphan Train Rider,
What Were Orphan Trains, Going With Flow, Kate Shelley / RL 10 ANCHOR TEXT: The Man who went to the Far Side of the Moon Michael Collins
The Fury of a Hurricane :Everglades, TFK, eBooks, WB, National Weather Survival Novels: The Cay, Island of the Blue Dolphins The Green Book Milmark Our Solar System TFK Scientists in the Field Series Seymour Simon Author's Study World Book On-line / RL 10 ANCHOR TEXT: Inside Out and Back Again 1 extended literary text: Historical fiction novels, i.e. Number the Stars, Fighting ground
(Sci/SS) King Who Rained Again Joyful Noise Poems for Two Voices Fairytales Learn Zillion- Idioms, Kaddo's Wall, / RL 10 ANCHOR TEXT: Where the Red Fern Grows/Newbery award 1 extended informational text
5 thematically connected short texts(Sci/SS) Newberry Award Winners Where the Red Fern Grows Bridge to Terabithia Mysteries i.e.) The Mystery Game
Reading Performance Task: Character change over time (In Mr. Terrupt) / Reading Performance Task: Constructed Response / Reading Performance Task / Reading Performance Task: Constructed Response
Reading Foundation skills: RF3a and 4abc / Reading Foundation skills: RF3a and 4abc / Reading Foundation skills: RF3a and 4abc / Reading Foundation skills: RF3a and 4abc
Writing Standardstested :Narrative W3 / Writing Standards tested: Informative/Explanatory W2 / Writing Standards tested:OpinionW1 / Narrative
W3 / Informative W2 / Opinion W1
Writing Performance Task: / Writing Performance Task Solar System Research Project and Power point / Writing Performance Task Interpret/Compare/Contrast Poems / Writing Performance Task
3-5 opinion pieces supporting a position
W 4, 5, 6, 9,10 (character traits, theme, point of view, TFK i.e. insects as food) / 3-5 informative/explanatory pieces
examining a topic and conveying ideas
W 1, 2, 4, 5, 6, 10 / 3-5 opinion pieces supporting a position
W1, 4, 5, 6, 9,10 / 3-5 informative/explanatory pieces
examining a topic and conveying ideas
W 4, 5, 6, 7, 8, 9, 10
1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7;CultureGrams compare your school year to another country's, orphan train compare/contrast with NF article in SF / 1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7 CAUSE/EFFECT - Survival Essay Social Studies Text Questions from TE / 1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7 Famous Women Social Studies Questions from TE: Africa Civil Rights-African American History / 1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7 Research Paper-Cause/Effect-Hurricane Land/People-make area unique
2-3 narratives detailing a real or imagined experience
W3, 4, 5, 6, 10 what does it mean to be a member of our classroom/constitution day; if you lived on another planet / 2-3 narratives detailing a real or
imagined experience
W3, 4, 5, 6, 10 Survival / 2-3 narratives detailing a real or
imagined experience
W3, 4, 5, 6, 10 A Small Moment Piece A Travel Journal / 2-3 narratives detailing a real or
imagined experience
W3, 4, 5, 6, 10
Routine writing (summaries, writing-to-
learn tasks, response to a short text or an open-ended question) W5, 6, 8 chapter summaries from read aloud, Graphic organizers/ANSWER-CR / Routine writing (summaries, writing-to-
learn tasks, response to a short text or an open-ended question) W5, 6, 8 / Routine writing (summaries, writing-to-
learn tasks, response to a short text or an open-ended question) W5, 6, 8 / Routine writing (summaries, writing-to-
learn tasks, response to a short text or an open-ended question) W5, 6, 8
Language Standards tested L1abcde,2abcde,3a,4,6 grammar, tenses, conventions, word analysis- morphology / Language Standards tested 2abcde,4,6, conventions, word- analysis / Language Standards tested 2abcde,3b,4,5abc,6 figurative language, academic language / Language Standards
tested 2abcde,4,6
Speaking/Listening Standards tested 1abcd / Speaking/Listening Standards tested SL2,3, 4, 5, 6 Solar System Presentation / Speaking/Listening Standards tested 1abcd / Speaking/Listening
Standards tested SL2,3,4,5,6
Speaking/Listening Task: Book talks/decision making/elections / Biography Report Presentations, Readers Theater Performances
L3 Knowledge of Language / Skills addressed throughout the year / SL1-6. Confirm understandings
Participate in collaborative discussions
Report findings
Unit 1.1
Instructional Days: 10-15
Unit Summary
Students will learn proper procedures and routines to be a responsible HMS citizen in a learning community through reading both literary and informational text. Utilizing the Responsive Classroom Model, Positive Behavioral Interventions and Supports (PBIS), and a variety of texts, students will build understanding and applications of Democratic Principles.
The shared inquiry model process of the Jr. Great Books will be used to establish routines for close reading, posing questions and interpretive discussions. This model will teach and practice collaborative discussions, and enable students to infer and determine theme. During the first quarter, anchor text, A Game of Catch by Richard Wilbur will be used in all fifth grade classrooms. Students will compare and contrast two or more characters, settings, or events in a story.
Students will develop real or imagined experiences or events using effective technique that include dialogue, description and pacing. Additionally students will write opinion pieces on topics or texts, supporting reasons with information. Some examples may include student council platform, service learning projects and informational text.
Required text: A Game of Catch by Richard Wilbur
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Literary /- Quote from the text
- Analyze
- Compare/Contrast characters, settings, stories, same genre
- Determine Theme
- Summarize
Writing: Narrative /
- Introduce Topic
- State Opinion
- Provide Organizational Structure
- Provide Reasons
- Use dialogue, description and pacing
- Provide introduction, transitions, and conclusions
- Writing Process and Six Traits
Speaking/Listening /
- Pose and respond to questions
- Engage effectively in a collaborative discussion
- Summarize
Language /
- Demonstrates conventions
- Clarify meaning of unknown and multiple meaning words
- Contrast
- Addition
- Logical relationships (however, although, nevertheless, similarly, moreover, in addition)
Foundation Skills /
- Decode words
Texts
A Game of Catch
Because of Mr. Terupt, Wonder
Orphan Train Rider,
What Were Orphan Trains,
Going With Flow, Kate Shelley
Focus Standards
Reading Literary
RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.3Compare 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.5.9Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RL.5.10By 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 Informational
CCRA.W.10Write 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 tasks, purposes, and audiences.
Reading Foundation Skills
RF.5.3Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3aUse 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.5.4Read with sufficient accuracy and fluency to support comprehension.
RF.5.4aRead grade-level text with purpose and understanding.
RF.5.4bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3aOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3bUse narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3cUse a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3dUse concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3eProvide a conclusion that follows from the narrated experiences or events.
W.5.4Produce 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.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5here.)
W.5.6With 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.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8Recall 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.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9aApplygrade 5 Reading standardsto 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.5.9bApplygrade 5 Reading standardsto informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
W.5.10Write 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.5.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1aExplain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1bForm and use the perfect (e.g.,I had walked; I have walked; I will have walked) verb tenses.
L.5.1cUse verb tense to convey various times, sequences, states, and conditions.
L.5.1dRecognize and correct inappropriate shifts in verb tense.*
L.5.1eUse correlative conjunctions (e.g.,either/or, neither/nor).
L.5.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2aUse punctuation to separate items in a series.*
L.5.2bUse a comma to separate an introductory element from the rest of the sentence.
L.5.2cUse a comma to set off the wordsyesandno(e.g.,Yes, thank you), to set off a tag question from the rest of the sentence (e.g.,It’s true, isn’t it?), and to indicate direct address (e.g.,Is that you, Steve?).
L.5.2dUse underlining, quotation marks, or italics to indicate titles of works.
L.5.2eSpell grade-appropriate words correctly, consulting references as needed.
L.5.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3aExpand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.4Determine 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.5.6Acquire 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).
Speaking and Listening
SL.5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1aCome 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.
SL.5.1bFollow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1cPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1dReview the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Unit 1.2
Instructional Days: 5-10 days
Unit Summary:
Students will learn and apply grade level phonics and word analysis skills. They will use knowledge of language and its conventions when writing, speaking and listening. Specifically students will determine or clarify the meaning of unknown and multi-meaning words and phrases based on Grade 5 Reading content, choosing flexibly from a range of strategies.
Concepts and Skills (What students need to know and be able to do: nouns and verbs)
Reading Text:Informational/Literary / Writing:
Narrative/Opinion/
Informational / Speaking/Listening / Language
- Conventions
- Grammar
- Use verb tense
- Use punctuation to separate items in a series
- Use underlining, quotation marks, or italics to indicate titles of works
- Phonics/Syllable Types
- Fluency
- Multi-syllabic words, roots, affixes
- Use letter-sound correspondences, syllabication patterns and morphology eg.)roots and affixes to read multi-syllabic words
Texts
A Game of Catch
Because of Mr. Terupt, Wonder
Orphan Train Rider,
What Were Orphan Trains,
Going With Flow, Kate Shelley
Focus Standards
Reading Literary
RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.3Compare 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.5.9Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RL.5.10By 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 Informational
CCRA.W.10Write 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 tasks, purposes, and audiences.
Reading Foundation Skills
RF.5.3Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3aUse 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.5.4Read with sufficient accuracy and fluency to support comprehension.
RF.5.4aRead grade-level text with purpose and understanding.
RF.5.4bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3aOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3bUse narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3cUse a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3dUse concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3eProvide a conclusion that follows from the narrated experiences or events.
W.5.4Produce 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.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5here.)
W.5.6With 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.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8Recall 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.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9aApplygrade 5 Reading standardsto 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.5.9bApplygrade 5 Reading standardsto informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
W.5.10Write 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.5.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1aExplain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1bForm and use the perfect (e.g.,I had walked; I have walked; I will have walked) verb tenses.
L.5.1cUse verb tense to convey various times, sequences, states, and conditions.