Say What? Fifth Grade Language Arts 3 rd Grading Period (9 weeks) Academic Vocabulary: See below for more vocabulary.
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1 Fifth Grade Language Arts 3 rd Grading Period (9 weeks) Power Objectives: Read to infer, interpret and cite text evidence. (R.5) Analyze how author s shape meaning, tone, and style of text. (5.R.2) See below for additional power objectives and supporting indicators. Academic Vocabulary: See below for more vocabulary. chronology comparison cause/effect problem/solution Say What? Enduring Understandings: Reading: Words powerfully affect the meaning of text. A readers ability to compare and contrast different texts leads to deeper reading and comprehension. Words become a part of our language in many ways, through reading, writing, listening, and speaking. Reading a variety of texts expands knowledge in many subject areas. Essential Questions: Reading: Why do readers need to pay attention to a writer s choice of words? Why read? How do we know we comprehend what we read? Why do we compare and contrasts different texts? See below for additional essential questions. The ability to read independently is important throughout all areas of study. See below for additional enduring understandings.
2 Power Objective and Supporting Indicators: Read to infer, interpret and cite text evidence. (R.5) Analyze how author s shape meaning, tone, and style of text. (5.R.2) 5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.RI.4 Determine the meaning of general academic and domain-specific words and phrase in a text relevant to a grade 5 topic or subject area. 5.RI.5 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. Evaluate arguments and resolve conflicting views. (5.R) 5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (ex: graphic novel, multimedia presentation of fiction, folktale, myth, or poem) Read and comprehend complex grade-level text. (5.R) 5.Rl/RI.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, informational texts, including history/social studies, science, and technical texts, at the high end of the grade 4-5 text complexity band independently and proficiently. Write opinion pieces. (5.W.1) 5.W.1.a Introduce a topic or text clearly, state and opinion, and create an organized structure in which ideas are logically grouped to support the writer s purpose. 5.W.1.b Provide logically ordered reasons that are supported by facts and details. 5.W.1.c Link opinion and reasons using words, phrases, and clauses. 5.W.1.d Provide a concluding statement or section related to the opinion presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.W.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. 5.W.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 setting.
3 Power Objective and Supporting Indicators: Write narratives. (5.W.3) 5.W.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5.W.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 5.W.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. 5.W.3.e Provide a conclusion that follows from the narrated experiences or events. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.W.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. 5.W.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 setting. 5.W.10 Write routinely over extended time frames and shorter time frames for a range of disciplines-specific tasks, purposes, and audiences. Conduct Research. (5.W.7) 5.W.8 Recall relevant information from experience or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (R) 5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (Apply grade 5 Reading standards to literature and grade 5 Reading standards to informational texts.) (R) 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (S) 5.W.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. (R) 5.W.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 setting.(s) 5.W.10 Write routinely over extended time frames and shorter time frames for a range of disciplines-specific tasks, purposes, and audiences.(s)
4 Power Objective and Supporting Indicators: Engage in collaborative conversations. (5.SL.1) 5.SL.1.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. 5.SL.1.b Follow agreed-upon rules for discussions and carry out assigned roles. 5.SL.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Demonstrate command of the conventions of language. (5.L.1) 5.L.1.d Recognize and correct inappropriate shifts in verb tense. 5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Demonstrate capitalization, punctuation and spelling when writing. (5.L.2) Demonstrate understanding of suggested meaning of words. (5.L.5) 5.L.5.a Interpret figurative language, including similes and metaphors, in context. 5.L.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. 5.L.5.c Use the relationship between particular words (e.g. synonyms antonyms, homographs) to better understand each of the words.
5 Essential Questions: Writing: Why and how do we play with language? What is the importance of words? What makes writing worth reading? How do writers determine which details to include? Why should we express opinions? Language: Why is correct spelling important in writing? Why is correct punctuation and capitalization important in writing? How do we learn new words? Why should we learn new words? Why is a rich vocabulary important in communicating effectively? What is the purpose of having figurative language within text? Why and how do we play with language? Speaking & Listening: Why do readers discuss text? How can presentations be improved through the use of media?
6 Enduring Understandings: Writing: Words become part of our language in many ways, through reading, writing, listening, and speaking. Focused, well organized, and revised writing helps to clearly explain and convey information and opinions. Language: Figurative language enhances a piece of text. Idioms, adages, and proverbs all aid in understanding a text. Spelling words correctly ensures the word is correctly read and understood, and avoids possible multiple meanings. A rich vocabulary allows us to understand and communicate more effectively. Word relationships help us develop a stronger vocabulary. Proper capitalization and punctuation leads to easier reading and comprehension of text. Speaking & Listening: Reading text and collaborating/discussing with students aids in the comprehension of the text. Words become a part of our language in many ways, through reading, writing, listening, and speaking. Electronic media/technology such as powerpoints, wikis, glogs, and more can enliven a presentation and help bring the subject to life.
7 Academic Vocabulary: determine explain convey time sequence state condition signal collaboration figurative language literal language poem simile metaphor dialogue homophone homograph homonym rhyme scheme meter stanza onomatopoeia alliteration idiom cliché adage proverb synonym antonym verb tense concrete words phrases sensory images tone folktale myth
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