Grade 5 Reading Curriculum (QUARTER 1) OPINION/PERSUASIVE LITERATURE

Transcription

1 Grade 5 Reading Curriculum (QUARTER 1) OPINION/PERSUASIVE LITERATURE Common Core State Standard Objective Assessment Resources 5.LIT.3: Describe how a narrator s or Students will be able to: The True Story of the speaker s point of view influences how events are describes. (FICTION TEXT) Hear a persuasive story (The True Story of The Three Little Pigs) Discussion of the author of the story (author s Three Little Pigs perspective) 5.LIT.1: Use details and examples from the text to support its main ideas---both stated directly and suggested. 5.LIT.1: Determine the meaning of words and phrases as they are used Discuss the author s point of view. Who is telling the story? Discuss how the author of the story affects the actual story itself. Students will be able to: Pull out the details and examples from the text (The True Story of the Three Little Pigs) that support their ideas/discussion for the above standard. Students will be able to: Identify the persuasive words Were they able to pick out exact details from the story to support their ideas about who the author of the story is? Where they able to identify at least three details top support their opinion? The True Story of the Three Little Pigs pencil The True Story of the Three Little Pigs 1 Fairmont School District 89 February 2014

2 in a text. 5.LIT.2: Compare and contrast similar themes, topics, and patterns of events in stories from the same genre located in the story The True Story of the Three Little Pigs Work with a partner to discuss why those words are persuasive and what they add to the story. Students will be able to: Compare and The True Story of The Three Little Pigs and The Three Little Pigs (original). Identify the author/perspective of each story. Compare and contrast the stories with a Venn diagram Were they able to pick out persuasive words? Were they able to describe how those words made the story persuasive? Venn diagram Identification of author s perspective List of persuasive words Partner The True Story of the Three Little Pigs The Three Little Pigs (original) Venn diagram Finish the unit by reading a fiction article The Daily Pig where the students will be able to see who wins the pigs or the wolf. Assess the students on the questions that follow. (attached) ****REPEAT THE ABOVE STANDARDS WITH ANOTHER FICTION TEXT**** 5.LIT.3: Describe how a narrator s or speaker s point of view influences how events are describes. (FICTION TEXT) 5.LIT.1: Use details and examples from the text to support its main ideas---both stated directly and Students will be able to: Hear a persuasive story (Click, Clack, Moo: The Cows that Type) Discuss the author s point of view. Who is telling the story? Discuss how the author of the story affects the actual story itself. Students will be able to: Pull out the details and examples from the text (Click, Clack, Moo: The Discussion of the author of the story (author s perspective) Were they able to pick Click, Clack, Moo: The Cows that Type Click, Clack, Moo: The Cows that Type 2 Fairmont School District 89 February 2014

3 suggested. 5.LIT.1: Determine the meaning of words and phrases as they are used in a text. 5.LIT.3: Describe how a narrator s or speaker s point of view influences how events are describes. (NON-FICTION TEXT) Cows that Type) that support their ideas/discussion for the above standard. Students will be able to: Identify the persuasive words located in the story Click, Clack, Moo: The Cows that Type Work with a partner to discuss why those words are persuasive and what they add to the story. out exact details from the story to support their ideas about who the author of the story is? Where they able to identify at least three details top support their opinion? Were they able to pick out persuasive words? Were they able to describe how those words made the story persuasive? ****REPEAT THE ABOVE STANDARDS WITH A NONFICTION TEXT/ARTICLE**** Hear and discuss persuasive essays/articles Pro/con t-chart Think about the information that is communicated Begin a pro/con t-chart where they divide the information from the article into positives and negatives. pencil Click, Clack, Moo: The Cows That Type List of persuasive words Partner All Girls and All Boys Schools Article MM p.334 T-chart graphic organizer 5.LIT.1: Use details and examples from the text to support its main ideas---both stated directly and Finalize the pro/con t-chart Decide if the article is a positive Finalized pro/con t-chart All Girls and All Boys Schools Article MM p.334 T-chart graphic organizer 3 Fairmont School District 89 February 2014

4 suggested. or a negative article. Their final decision on the article. Alternatives: You can swap out the fiction texts above with the 1. I Wanna Iguana 2. My Teacher For President 3. Dear Mrs. LaRue 4. The Perfect Pet 4 Fairmont School District 89 February 2014

5 Grade 5 Reading Curriculum (QUARTER 2) INFORMATIONAL TEXTS Common Core State Standard Objective Assessment Resources 5.LIT.1: Analyze how visual and Any nonfiction text multimedia elements contribute to the meaning, tone, or beauty of a text. Understand and show concrete examples of how fiction texts differ from with expository text features Chart/marker (MODELING) 5.LIT.1: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (GUIDED PRACTICE) 5.LIT.1: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (INDEPENDENT PRACTICE) nonfiction texts Read a nonfiction text with the teacher and follow along as the teacher picks out all the expository text features Read another nonfiction text and discuss expository nonfiction text features again. Work with a partner to pick out all the expository text features they find read independently a nonfiction text list all the expository text features that are present in that nonfiction text on the The explanations of how fiction differs from nonfiction Preliminarily on expository text features on the Partner work List of expository text features they find on the the list of expository text features they find Nonfiction text Partner pencil Nonfiction texts for each student pencil Now that the students are familiar with nonfiction and how it s different from fiction, you may move on to the other strategies. Main ideas, summarizing, and compare/contrast 5 Fairmont School District 89 February 2014

6 5.INF.2: Determine two or more main ideas of a text and explain how it is supported by key details; summarize the text. 5.INF. Explain the relationship[p or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical based on specific information in the text. (MODELING) Read an article They re Back! The students will be able to determine the main idea of the text Pick out the supporting details with the teacher s help All of this will be displayed on chart paper Key Ideas and Details: Have pairs of students read the story together to determine its main ideas. Ask: What is the main idea of the first half of the article? (Scientists may soon be able to bring back extinct species.) What is the main idea of the second half of the article? (Bringing back extinct species may or may not be a good idea.) on the Participation TIME sample lesson They re Back! article for each student Chart paper Markers carpet 5.INF.2: Determine two or more main ideas of a text and explain how it is supported by key details; summarize the text. (GUIDED PRACTICE) 5.INF.1: Determine the meaning of 5 th grade content area specific words or phrases in a specific subject area 5.INF. Explain the relationship[p or interactions between two or more individuals, events, ideas, or work with a partner to determine the main idea of the informational article they will fill out the graphic organizer together when they find the supporting details Identify words that they do not know the meaning of and look them up in the dictionary. Read another article Why We Should Bring Passenger Pigeons on the partner work graphic organizer unknown words on the Venn diagram They re Back! article for each student Graphic organizer dictionary Why We Should Bring Passenger Pigeons Back From Extinction 6 Fairmont School District 89 February 2014

7 concepts in a historical, scientific, or technical based on specific information in the text. 5.INF. 2: Compare and contrast the overall structure of events, ideas, concepts or information in two or more texts. 5.INF.3: Analyze multiple accounts of the same events of topic, noting important similarities and differences in the point of view they represent. 5.INF.1: Quote accurately from the text when explaining what the text says explicitly and when drawing inferences 5.INF.2: Explain how an author uses reasons and evidence to support a particular points in a text, identifying which reasons and evidence supports the points. Back From Extinction The students are going to compare They re Back! to Why We Should Bring Passenger Pigeons Back From Extinction using a Venn diagram Details and supporting your position Read an article with the teacher Waiting for Change In pairs, the students are going to classify each point the author makes into one of three categories: pro-penny, anti-penny, or neutral. **differentiated activity enclosed** Were they able to identify that both articles are based on the same concept, however are different as well? on the Partner work Classification: pro/anit/neutral They re Back! Venn diagram Waiting for Change article Differentiated activity 5.INF.1: 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. Highlight in the article evidence of the author s positive feelings, negative feelings, or neutral feelings. (Green, yellow, red) on the Were they able to find the evidence they listed in their classifications in the article quickly and efficiently Waiting for Change article Green/Yellow/Red markers 7 Fairmont School District 89 February 2014

8 Grade 5 Reading Curriculum (Quarter 3) NARRATIVE TEXTS Common Core State Standard Objective Assessment Resources 5.NARR.1: Use details and examples from the text to support its main ideas (MODELING) Begin by reading a story to the students A Bad Case of Stripes As the teacher reads the story, walk through the narrative elements that you find, listing on the participation A Bad Case of Stripes Chart marker 5.NARR.2: Use details from the text to determine the theme of story, genre, drama, or poem; including how characters in a story or drama respond to challenges (MODELING) 5.NARR.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. (MODELING) 5.NARR.1: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (MODELING) them on the chart paper Reread A Bad Case of Stripes focusing on the main character Camilla. With the teacher, complete the character grid graphic organizer compare and contrast the main character, Camilla, to themselves. Identify how they are similar or different Analyze the pictures in A Bad Case of Stripes, and determine how they help or what they add to the story. The students will be assessed on the Graphic organizer Participation The students will be assessed on the Comparison of themselves to Camilla Partner discussion Whole group discussion on the picture ***Repeat the standards above but with another fiction/narrative text*** A Bad Case of Stripes Graphic organizer pencil A Bad Case of Stripes Graphic organizer A Bad Case of Stripes partners 8 Fairmont School District 89 February 2014

9 5.NARR.1: Use details and examples from the text to support its main ideas (INDEPENDENT) 5.NARR.2: Use details from the text to determine the theme of story, genre, drama, or poem; including how characters in a story or drama respond to challenges (INDEPENDENT) 5.NARR.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. (INDEPENDENT) follow along with the teacher s read aloud (Holes) fill out the graphic organizer story map, as the story progresses fill out the character grid, as the story progresses. Monitor the character s journey and progress throughout the novel Compare and contrast two different characters from Holes. Fill out the comparison graphic organizer participation Story map Character grid Organization Graphic organizer Participation copy of Holes for each student Holes Story map graphic organizer Character grid graphic organizer Folder Holes Graphic organizer ***Feel free to substitute the fiction/narrative texts above for others. 9 Fairmont School District 89 February 2014

10 Grade 5th Reading Curriculum (QUARTER 4) POETRY & FOUNDATIONAL SKILLS Common Core State Standard Objective Assessment Resources 5.LIT.Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem 5.LIT.Use details and examples from the text to support its main ideas both those states directly and those that are suggested. Shared Reading: read the poem Jaberwocky to the class with expression Distinguish a poem from a story Identify or point to stanzas Develop an appreciation for poetry Discuss the main idea/point of the poem No assessment Just an introductory lesson Can assess the conversation Exit slip is possible Jaberwocky by Lewis Carroll Poetry preassessment/evaluation (Appendix A) 5.LIT.Determine or clarify the meaning of unknown and multiple meaning words, phrases, and content based on the 5 th grade level 5.LIT. Consult reference materials, both print and digital, to find the pronunciation and the meaning of key words and phrases. 5.LIT:Use context clues to determine the meaning of a word or phrase 5.LIT: Use the relationship between Reread Jaberwocky With a partner, they will highlight all the words that they do not know the meaning to They will then use a dictionary to find the meaning of the words When the students realize that the words do not appear in the dictionary, they will then have to use their context clues to define Their list of highlighted words Their context clues definitions Their partner work Jaberwocky By Lewis Carroll Dictionary/electronic dictionary /pencil Laptops/Ipads 10 Fairmont School District 89 February 2014

11 particular words to better understand each of the words 5.LIT: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes 5.LA: Use knowledge of language and its conventions when writing, speaking, reading, or listening 5.LA: Identify alliteration in literary text the words. Define alliteration Read tongue twisters out loud Make up their own tongue twisters The students should come to the conclusion that the reason tongue twisters are so hard to say is because they repeat the same sound over and over. List of tongue twisters (Appendix D&E) /pencil 5.LIT: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes 5.LIT: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes 5.LA: Demonstrate understanding of Read Clatter (shared reading) Define onomatopoeia List words that sound like what they are supposed to sound like Read Figuratively Speaking Define metaphor, simile, and personification Explain the difference between a Shared reading Grasp on definition List Appendix F sheet Defining personification, simile, metaphor Comparing/contrasting Clatter poem by Joyce Armor (Appendix F) Figuratively Speaking (Appendix H) 11 Fairmont School District 89 February 2014

12 figurative language, word relationships, and nuances in word meanings. 5.LA: interpret figurative language, including similes and metaphors, in context and recognize/explain the meaning of common idioms, adages, and proverbs END OF THE QUARTER PROJECT: Students combine all the standards to make their own poetry book. To be done per teacher requirements MULTIPLE ASSESSMENTS ATTACHED simile and a metaphor simile and metaphor 12 Fairmont School District 89 February 2014