5 th Grade Language Arts Curriculum Map
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1 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense. 5.L.2 - Demonstrate command of the conventions of Standard English capitalization, punctuation, and Review, evaluate, and revise writing for meaning and clarity. Academic Vocabulary: purpose, rubric, word choice, organization, genre
2 Quarter 2 Unit of Study: Narrative Writing 5.L.2 - Demonstrate command of the conventions of Standard English capitalization, punctuation, and 5.L.6 - Acquire 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) Write narratives that: establish a plot, point of view, setting, and conflict. show, rather than tell, the events of the story Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its) Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.). 5.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3 Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events Use a thesaurus to identify alternative word choices and meanings. Academic Vocabulary: narrative, purpose, rubric, word choice, organization, narrator, dialogue, speaker tag, quotation Quarter 3 Unit of Study: Poetic Writing Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.) Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing.
4 Academic Vocabulary: imagery, simile, metaphor, personification, alliteration, hyperbole, stanza, line, rhythm Unit of Study: Persuasive Writing 5.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 5.L.2 - Demonstrate command of the conventions of Standard English capitalization, punctuation, and 5.L.6 - Acquire 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) Write persuasive letters or compositions that: state a clear position in support of a proposal., support a position with relevant evidence and effective emotional appeals. follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last. address reader concerns Sentence Structure: Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).
5 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.) Analysis and Evaluation of Oral and Media Communications: Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. Academic Vocabulary: persuasion, purpose, response, fact and opinion, counter point, evidence, rubric, word choice, organization, voice, motive Quarter 4 Unit of Study: Comic Books and Graphic Novels
6 5.L.2 - Demonstrate command of the conventions of Standard English capitalization, punctuation, and 5.L.6 - Acquire 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). 5.SL.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Academic Vocabulary: characters, setting, theme, plot, conflict, climax, resolution, narrator, dialogue Unit of Study: Informational Writing - Feature Articles
7 5.L.2 - Demonstrate command of the conventions of Standard English capitalization, punctuation, and 5.L.6 - Acquire 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) Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.) Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing. 5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. keyboarding skills to type a minimum of two pages in a single sitting
8 Organization and Delivery of Oral Communication: Select a focus, organizational structure, and point of view for an oral presentation Use volume, phrasing, timing, and gestures appropriately to enhance meaning Deliver informative presentations about an important idea, issue, or event by the following means: frame questions to direct the investigation. establish a controlling idea or topic. develop the topic with simple facts, details, examples, and explanations. Academic Vocabulary: purpose, evidence, detail, rubric, word choice, organization, structure
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