5th Grade Language Arts
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1 5th Grade Language Arts Curriculum Map This curriculum map is a general outline of skills and concepts that will be taught this year and is subject to change. Additional skills and concepts may be added. Mrs. Goodman
2 Key: SWBAT= Students will be able to. Intro Unit (2 weeks) SW take a pretest on: Reading and writing Essential Questions What is the writing trait Ideas, and how does it enhance my writing? What are: verbs, nouns, pronouns, adjectives, adverbs, conjunctions, and prepositions? SWBAT use verb tense to convey various times, sequences, states, and conditions. SWBAT understand and use grade appropriate Greek and Latin prefixes, affixes, and roots as clues to the meaning of a word. SWBAT understand and implement class and department standard operating procedures SWBAT choose a narrow topic from their brainstorming activities SWBAT organize notes for a pre write. SWBAT review parts of speech SWBAT punctuate dialogue.
3 Unit 1 (8 weeks total) Reading How do good readers read fluently with expression? How can understanding a character s motives help me to infer why a character acts or responds the way it does? What is a biography, and what does it include? What is a theme, and how are they used in a play/reader s Theater? SWBAT by the end of the year, read and comprehend literature at the high end of the grade text complexity band independently and proficiently SWBAT know and apply grade level phonics and word analysis skills in decoding words. SWBAT use context to clarify the meaning of unknown words or phrases. SWBAT interpret figurative language in context. SWBAT determine the theme of a drama including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic. SWBAT summarize the texts SWBAT infer to understand the text
4 Unit 1 Writing How do I choose a focused and interesting topic for my writing? How does word choice enhance my writing? How does organization enhance my writing? o What different ways can a writer hook a reader? o How do transitions enhance my writing? SWBAT explain the function of interjections. SWBAT spell grade appropriate words. SWBAT use a comma after an injection being used as an introductory phrase. SWBAT spell grade appropriate words correctly. SWBAT recognize and explain the meaning of common idioms. SWBAT write a newspaper article using precise and vivid word choice. SWBAT write an autobiographical narrative using concrete words, phrases, and sensory details to convey experiences and events precisely. SWBAT write a fictional narrative utilizing at least one idiom. SWBAT orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. SWBAT use a variety of transitional words phrases, and clauses to manage the sequence of events. SWBAT, with guidance and support from peers and adults, use the writing process. SWBAT conduct a short research project using multiple sources. (To write a newspaper article)
5 Unit 2 (8 weeks) Reading How can I determine the theme of a story? How does asking questions before, during, and after reading help me understand the text? SWBAT explain the function of prepositions and their function in a particular sentence (Grammar) SWBAT use a comma to separate an introductory phrase from the rest of the sentence. SWBAT acquire and use accurately grade appropriate vocabulary words. SWBAT determine the theme of a story from details in the text, including how characters in a story or drama respond to challenges. SWBAT summarize the text. SWBAT determine the meaning of words and phrases in a text. SWBAT ask questions to understand the text. SWBAT quote accurately from a text when explaining what the text says explicitly and when inferring. SWBAT determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. SWBAT determine the meaning of general and academic and domain specific words and phrases in a text. SWBAT compare and contrast overall structure of events in two or more texts (chronologically, poetry) SWBAT know and apply grade level phonics SWBAT read with sufficient accuracy SWBAT explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
6 Unit 2 Writing What makes a strong conclusion? Which organizational strategy is best for writing a biography? (Chronological order) What words or phrases make strong transitions in writing? SWBAT spell grade appropriate words SWBAT use a comma to separate an introductory phrase from the rest of the sentence. (In the biography they are writing) SWBAT use commas to separate words in a series. SWBAT write a biography of a Revolutionary War hero with a: Clear introduction Concrete details, facts, quotes, etc. Precise language and vocabulary Strong concluding statement SWBAT write a narrative to develop real or imagined experiences. SWBAT expand, combine, and reduce sentences for meaning, reader interest, and style. SWBAT write a 5 paragraph adventure narrative with 4 transitions. SWBAT 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. SWBAT produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. SWBAT, with guidance and support from peers and adults develop and strengthen their writing through the writing process. SWBAT draw evidence from literary texts to support analysis, reflection, and research (by writing a literary response for The Night of San Juan ) SWBAT, with guidance from adults, use technology, including the internet, to produce and publish writing and demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
7 Unit 3 (3 weeks) Reading How does monitoring my comprehension help me better understand the text? What are the distinguishing features of a Tall Tale SWBAT compare and contrast stories in the same genre on their approaches to similar themes and topics. SWBAT analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. SWBAT describe how a speaker s point of view influences how events are described. SWBAT 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) SWBAT determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. SWBAT explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
8 Unit 3 Writing What is Sentence Fluency, and how does it enhance my writing? SWBAT expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (Sentence fluency) SWBAT use a comma to set off the words yes and no, 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?) SWBAT Write a narrative paragraph explaining what they would be like if they were the main character of a Tall Tale (focusing on sentence fluencysentence length as a prewrite for the Tall Tale) SWBAT write a Tall Tale using narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
9 Unit 4 (4 week unit) Reading How can I determine the author s purpose and perspective? (Draw conclusions from evidence in the text) SWBAT explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. SWBAT determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
10 Unit 4 Writing What makes a good persuasive letter or essay? SWBAT write a persuasive letter and essay including: A strong introduction and effective organization Logically ordered reasons that are supported by facts and details Link opinion and reasons using words, phrases, and clauses. A concluding statement related to the opinion presented. SWBAT utilize the writing process to enhance their writing. SWBAT spell grade appropriate words correctly, consulting references as needed. SWBAT form and use the perfect verb tense (e.g., I had walked, I will have walked) SWBAT
11 Unit 5 (4 weeks) Reading Why do good readers summarize as they read? SWBAT quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SWBAT analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. SWBAT determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area. SWBAT, by the end of the year, read and comprehend information texts at the high end of the grades 4 5 text complexity band independently and proficiently.
12 Unit 5 Writing What steps do I follow to write a research paper? SWBAT Spell grade appropriate words correctly SWBAT integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. SWBAT conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. SWBAT draw evidence from literary or information text to support research. SWBAT write an informational/explanatory text to examine a topic and convey ideas and information clearly
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