ALCCRS: 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. inference, evidence, visualization Students will create a graphic representation of a character s traits based on evidence and inferences from selected quotes. Students will write another quote from the same author, using their voice and other inferred character traits. AND/OR Students will compare and contrast their responses to classmates responses and make connections between the two. author, lyricist, screenwriter, editor, reporter TSW select a quote from one of the resources listed below (or another appropriate source) and fill out graphic organizer 5.1 by completing the following categories: A. Character Traits/Evidence from Text B. Visual Representation/Evidence from Text On the back, TSW complete the Going Forward activity. http://great-quotes.com (movie quotes) http://goodreads.com/quotes/tag/children-s-literature (book quotes) http://www.contemplator.com/america/ (folk song lyrics) ALCCRS: 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Student can determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how Students will determine theme in fables, explore how alternate themes may change the plot, and recreate the fable with the alternate theme. Students will select an activity from the SEM-R bookmarks.
the speaker in a poem reflects upon a topic; summarize the text. theme, alternate, reflect, respond, moral, options author, lyricist, screenwriter, editor, reporter Use graphic organizer 5.2 to do the following: Part 1: In Aesop s fables, the moral of the story (theme) is written in the last line. Briefly explain how an alternate theme would change the fable. Part 2: Choose a new fable and identify the theme. Then, recreate the fable with a different theme by choosing an alternate response option. http://www.ereadingworksheets.com/free-reading-worksheets/themeworksheets/ The Story of Ruby Bridges- by Robert Coles Most Patricia Polacco Books- The Christmas Tapestry, Thunder Cake, Rechenka s Eggs, Chicken Sunday, The Keeping Quilt, Thank you, Mr. Falker, Pink and Say Dr. Seuss- The Sneetches and Other Tales, The Butter Battle Book, The Lorax, The Grinch Who Stole Christmas ALCCRS: 5.3 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). Students can 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). TSW read the attached excerpt from Tom Sawyer (graphic organizer 5.3). As they read, they will think about how Tom Sawyer and Nat Parsons are alike and different. They will then fill out the attached graphic organizer using specific details from the text. TSW find another story by Mark Twain and compare it with the excerpt from the present lesson. They will answer the following questions: a. What common themes, characters, or styles did you find among the books you read? b. How can two or more books be both similar
compare, contrast, excerpt *Note: Some words in the passage may need to be addressed before the student reads. and different? c. If you have not already read other books by this author, would you consider reading them? Why or why not? author, travel agent, international news reporter, editor TSW use graphic organizer 5.3 to organize their thoughts as they prepare to write an essay about the likenesses and differences of Tom Sawyer s and Nat Parsons travels. They must be sure to use specific details from the story in their organizer. In the first paragraph of their essay, they will introduce the two characters and their travels. In the second paragraph, they will describe the ways the characters and their travels are similar or things they have in common. In the third paragraph, they will describe the most contrasting differences. In the final paragraph, they will give a concluding statement. After completing their prewriting organization, they will write an essay on the back of the graphic organizer, on a sheet of notebook paper, or in their reading journal. http://www.online-literature.com/twain/tom-sawyer-abroad/1/ ALCCRS: 5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and simile. TSW determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. TSW read the three poems attached, and pick two examples of figurative language. They will use graphic organizers 5.4 to identify the type of figurative language used, sketch what its literal translation might look like, and evaluate how well the device worked. metaphor, simile, personification, figurative language, literal translation TSW will pick a poem from the attached website. After the read the poem and think about the meaning, they will take the bookmark (SEM-R bookmarks) and choose three questions to answer.
author, poet, teacher, editor, publisher TSW read the poems, A Dream Pang, Hope, and Harlem and identify two examples of similes, metaphors, and personification. They will then use graphic organizer 5.4 to identify the figurative language used, sketch what might look like, and evaluate how well the device worked. ALCCRS: 5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. TSW explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. narrative poem, stanza, structure TSW read the poem A Poison Tree and fill out graphic organizer 5.5 with parts of a narrative poem. TSW answer the following questions using the poem, A Poison Tree. (Questions from Bookmarks by Sally Reis) 1. Have you ever found yourself in a situation similar to that of the character in the poem? Explain. 2. Do you agree or disagree with the significant decisions of the main character? 3. What do you think the most important message the author is trying to send with this poem? poet, teacher, editor, reporter, lecturer Narrative poems tell a story using plot, character, setting, and theme. It is meant to be spoken, and it can be prose or not, but there is generally no meter to the poetry. You will read the poem, A Poison Tree, and fill out graphic organizer 5.5 with the parts of the narrative poem. As you are reading the poem, think about how the parts fit together to tell a story. After you have completed graphic organizer 5.5, you will use a separate sheet of paper to write your own narrative poem. Be sure to think about telling a story with your poem. You must include plot, character(s), a setting, and a theme to your poem. You will then have a friend read your poem and identify the parts of your poem.
http://www.online-literature.com/poe/622/ ALCCRS: 5.6 TSW describe how a narrator s or speaker s point of view influences how events are described. TSW describe how a narrator s or speaker s point of view influences how events are described. inferences, point of view TSW read two versions of the same story told by different characters. They will then draw inferences about ideas from the character s point of view. TSW will read graphic organizer 5.6: Sleeping Beauty told from several different points of view. Students will think of another popular fairy tale and tell the story from at least 4 points of view. reporter, editor, writer, counselor, executive TSW read the stories, The Three Little Pigs (on line at http://math-www.unipaderborn.de/~odenbach/pigs/pig2.html) and The True Story of the Three Little Pigs, by Jon Scieszka (found in school library). After reading the stories, they will draw inferences and complete the bio poems from the point of view of the character given. They will then use details and evidence from the two stories and decide what story they think is likely to be the real story or is the real story somewhere in between? They will explain their answer by writing their version of what really went down. They will write the story on the back of graphic organizer 5.6. http://math-www.uni-paderborn.de/~odenbach/pigs/pig2.html The True Story of the Three Little Pigs by Jon Scieszka http://academic.brooklyn.cuny.edu/english/melani/pv.html ALCCRS: 5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty TSW read the poem, Foul Shot, and answer the attached questions on graphic organizer 5.7. They will TSW answer the questions on the attached bookmark (SEM-R Bookmarks) about poetry.
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). think about how the writer helps them visualize imagery that helps shape the meaning, tone, and beauty of the poem. analyze, contribute, multimedia, imagery, tone poet, teacher, editor, reporter, lecturer Read the attached poem, Foul Shot. As you are reading, think about what images the poem uses to help you understand what the writer is trying to convey. How do the images help you visualize the tone of the poem? Notice the action verbs in the poem and how they contribute to the understanding and feeling of the poem. When you have finished reading the poem, answer the questions below the poem. After you have analyzed the poem, you will then create a PowerPoint presentation of the poem or a book illustrating the images of the poem. Think about what images you could show representing the poem. If creating a PowerPoint, you may want to include sounds that help the audience feel the poem. Be prepared to show your visual aid to the class or small group. http://www.online-literature.com/poe/622/ ALCCRS: 5.8 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. TSW look at the attached sheet with the poems, Abandoned Farmhouse and Deserted Farm House. They will construct and complete a Venn Diagram with the similarities and differences in the settings of the poems. They will then construct a paper describing how the settings and themes are similar. construct, deserted, Venn diagram, similarities, shape poem TSW construct a shape poem using the same type of setting and theme as the poems they have read previously. poet, writer, editor, teacher
TSW look at graphic organizer 5.8 with the poems, Abandoned Farmhouse and Deserted Farm House. They will construct and complete a Venn Diagram with the similarities and differences in the settings of the poems. They will then construct a paper describing how the settings and themes are similar. www.heinemann.com/shared/onlineresources/.../introduction.pdf ALCCRS 5.9 TSW read and comprehend literature by the end of the year, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. TSW read and comprehend literature by the end of the year, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. analyze, strategies TSW use reading skills and strategies learned during the year to analyze two poems: The Road Not Taken by Robert Frost and I Started Early-Took My Dog by Emily Dickinson. TSW will choose a poem or song from the attached website and analyze the meaning. They will think about the poem s tone, imagery, meaning of figurative language, theme, connections, and meanings of unknown words. Then they will create a visual representation of the information in the poem or song. They may illustrate the poem or song explaining their thinking. They may create a PowerPoint or Glogster demonstrating their learning, or any other visual representation. poet, writer, editor, publisher TSW read the poems The Road Not Taken and I Started Early-Took My Dog. They will use graphic organizer 5.9 to analyze the poems. They will be asked to summarize, make inferences, use context clues, identify theme, conflict, mood and tone of the poem, think about figurative language and make connections with the poems. They will use content and strategies used during the year to understand the meaning of the two poems.
ALCCRS 5.10 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. inference, accurately, explicitly TSW read the attached article and information on Benjamin Banneker. They will then explain what he is saying using their own words and make inferences about using these specific quotes from the text. TSW use the attached sheet to design a new school, park or town. They will follow the directions on graphic organizer 5.10 to plan and carry out their design. park manager, landscaper, reporter, editor, writer TSW read the attached article on Benjamin Banneker. The will then select one of his quotes on graphic organizer 5.10. They will summarize what he is saying in their own words. They may use dictionary resources. They will need to infer what they believe each quote means by using their text clues and background knowledge. They will then decide of they agree or disagree with the quote. They will need to explain their thinking. http://www.socialstudiesforkids.com/ ALCCRS 5.11 TSW determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. TSW determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. TSW read an article on Amelia Earhart. They will then summarize the article using their own words to tell only the main ideas of the article in one or two sentences on graphic organizer 5.11. After summarizing the article, they will paraphrase it with more detail than the summary. TSW answer the questions on the attached bookmark (SEM-R Bookmarks about biographies.
paraphrasing, summarizing newspaper writer, editor, lawyer, congressman, lobbyist, public speaker TSW read the article on Amelia Earhart provided. They will then use graphic organizer 5.11 to record their thinking. They will first summarize the article. They will use their own words to tell only the main ideas of the article in one or two sentences. They will then paraphrase the article. They will use more details when paraphrasing than the summary. They will remember to use their own words. http://www.ameliaearhart.com/about/bio.html ALCCRS 5.12 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Sacagawea, impact, dialogue, document TSW read the attached journal entries of Lewis and Clark, as well as the information about Sacagawea. They will think about how important their relationship was and how their discoveries impacted the world. They will write a scene from their journey. They must use information they learned from the articles to come up with the dialogue. TSW create a journal by Sacagawea. They may look at Lewis and Clarks journal entries to help them start. They must have at least 5 days documented, as well as illustrations of her journey. interviewer, writer, newspaper reporter, teacher, explorer TSW read the attached journal entries of Lewis and Clark, as well as the information about Sacagawea. They will think about how important their relationship was and how their discoveries impacted the world. They will write a scene from their journey. They must use information they learned from the articles to come up with the dialogue.
http://www.lewisclark.net/ http://womenshistory.about.com/od/sacagawea/a/sacagawea.htm ALCCRS 5.13, 5.14 and 5.16: 5.13 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a 5 th grade topic or subject area. 5.14 Compare and Contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more text. 5.16 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. 5.13 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a 5 th grade topic or subject area. 5.14 Compare and Contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more text. 5.16 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. efficiently, compare, contrast TSW use a computer to visit sites on the Internet about daily lives of the Pilgrims from England and the native Wampanoag. They will use graphic organizers 5.13 to take notes and then create a compare and contrast diagram. Once they have completed the comparing and contrasting graphic organizer, they will write a four paragraph essay on information they learned. TSW think about the information they learned and write questions for a talk show with Pilgrims and Wampanoag Indians.
archaeologist, reporter, sociologist, writer, researcher TSW use a computer to visit sites on the Internet about daily lives of the Pilgrims from England and the native Wampanoag. They will take notes on attached graphic organizers 5.13. They will then write a four paragraph essay on the information they learned. They will need to type their paper and make sure a friend edits it for capitalization and grammatical errors. It should be turned in when they have made the appropriate changes. http://www.socialstudiesfor kids.com/ ALCCRS 5.15 TSW analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. TSW analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. slavery, analyze, multiple excerpts, abolished TSW read excerpts from slaves and owners about their own experiences from the attached graphic organizer or listed websites. They will then use the information they learn to create a brochure to explain why slavery had to be abolished. TSW will take the information they learned from their previous reading about slavery and fill out the attached nonfiction bookmark using the accounts they read (SEM-R Bookmarks labeled Nonfiction. They may also find an alternative source about slavery and use that text for the bookmark. newspaper writer, editor, reporter, author, advocate, social worker TSW read excerpts from slaves and owners about their own experiences from the attached worksheet or listed websites. They will then fill out the attached Triple Entry Journal with important quotes and their thinking of the meaning of the quotes. They will then write a paper comparing and contrasting the different points of view of slavery.
http://www.pbs.org/wnet/slavery/teachers/readings7.html http://www.memory.loc.gov/ammem/snhtml/snvoices ALCCRS: 5.17 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. inform, explain, persuade, entertain TSW use attached graphic organizers and follow the directions to sort the different passages into correct lists. TSW will create a game using Author s Purpose. They will create headings for: Inform, Persuade, and Entertain. They will then write six different passages to sort into the correct group. They will exchange games with friends and play the game. author, teacher, commercial writer TSW follow directions on attached graphic organizers about Author s Purpose: 1. Cut out the Header Cards below and lay them side by side across your desk our table. 2. Cut out the passage cars on the next sheet. 3. Throw away all of your trash. 4. After you read each passage card, think about the author s purpose for writing the passage. 5. Place the passage under the header that best describes the author s purpose. ALCCRS 5.18 and 5.19 5.18 TSW integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.19 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently.
5.18 TSW integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.19 TSW read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. Revolutionary War, patriot, loyalist, accurate TSW go to www1.bellevuepublicschools.org, as well as their Social Studies text book to learn about patriots from the Revolutionary War. From the information they learn, they will then write a speech as that patriot. They must put important issues concerning the patriot into their speech and try to convince others why war is the way to go!! TSW create a wanted poster for the King George III for treating the patriots so harshly. They will use the information they learned from the website to put accurate information on the poster. speech writer, teacher, museum curator TSW pick several attached articles, as well as information from Social Studies text book, and listed Internet sites to fill out the attached graphic organizer about a person who played an important role in the Revolutionary War. From the information they learn, they will then write a speech as if they are the person they have learned about. If time allows, they will present their speech to the class. 5 th Grade Social Studies Textbook http://www1.bellevuepublicschools.org/curriculum/k6web/fifthgrade/revpatriots. htm ALCCRS: 5.20 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use 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.
Know and apply grade-level phonics and word analysis skills in decoding words. Use 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. prefix, suffix, syllabication TSW create a song or rap with commonly used prefixes and suffixes. They may look at the example of the rap on the attached graphic organizer. TSW take a popular song or rap and change the words, using as many prefixes and suffixes as possible. test writer, teacher, linguist Knowing what prefixes and suffixes mean help readers figure out the meaning of unfamiliar words. You will look at the prefixes and suffixes on the attached graphic organizer and become familiar with their definitions. You will then look at the example of the rap below. You will take the information you have learned and create a new rap or song that will explain prefixes and suffixes. If time allows, you may get to perform your song or rap in front of the class. http://www.firstschoolyears.com/literacy/word/other/prefixes/prefixes.htm ALCCRS 5.21 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on TSW will choose a play from the attached website. They will then work with a partner or small group to practice reading the play fluently with sufficient accuracy. http://zanin.hubpages.com/hub/plays- For-Children TSW create their own play, and have friends read for fluency practice.
successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. fluently, sufficient, accuracy actor, writer, politician, public speaker, lawyer TSW will choose a play from the attached website. They will then work with a partner or small group to practice reading the play fluently with sufficient accuracy http://zanin.hubpages.com/hub/plays-for-children http://zanin.hubpages.com/hub/plays-for-children ALCCRS 5.22, 5.25, 5.26, 5.27, 5.31, 5.35, and 5.36 5.22 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5.27 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 sitting. 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.
5.35 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.36 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas and themes. 5.22 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TSW create an opinion paper on what type of communication they feel is the most beneficial. TSW prepare a speech from their opinion paper and present it to the class or a small group. They will be required to have a visual aid, such as a PowerPoint, to go along with their presentation. When the students have completed their opinion paper, they will be prepared to have a discussion or debate supporting and defending their thinking. They may have this discussion as a class or in a small group. 5.27 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 sitting. 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time
frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences 5.35 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5.36 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas and themes. technological communication, face-to-face communication reporter, politician, lawyer, teacher, author TSW look at the pictures and read the excerpts from articles on graphic organizer 5.22 about communicating with friends through technology instead of face-to-face. They will think about the positive and negative aspects of each form of communication. They will then fill out the graphic organizer with pros and cons of each form. After completing the graphic organizer, they will write a paper supporting their point of view. They will then prepare a speech from their paper to present to the class or a small group. They will need to include a visual aid to go along with their speech. ALCCRS 5.23, 5.25, 5.26, and 5.31 5.23 Write informative or explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrase, and clauses.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. 5.23 Write informative or explanatory texts to examine a topic and convey ideas and information clearly. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TSW read information about food chains and food webs and create a sample textbook page with the information. They will need to include headings, illustrations, diagrams, and any other non fiction text features to inform others about the topic. TSW think of other topics that would be included in a chapter of their science book with food chains. They will then create a chapter of a science book. They must use headings, illustrations, diagrams, and other non-fiction text features. 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.
non-fiction text features, illustrations, food chains writer, teacher, scientist, biologist TSW read and study the attached article about food chains and food webs. They will use the graphic organizer to brainstorm useful facts, definitions, details, information, and examples related to the topic. On a separate sheet of paper, they will use the graphic organizer and create a sample textbook page explaining food chains. They must include headings, illustrations, diagrams, and any other nonfiction text features to inform others about the topic. They must provide a concluding statement summarizing their observations. http://www.geography4kids.com/files/land_foodchain.html ALCCRS 5.24, 5.25, and 5.26 5.24 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5.24 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 5.25 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. TSW use graphic organizer 5.24 to write a narrative. They may use rows 1, 2,5,8,9 or 10 to pick story components. They will introduce a character, use dialogue, sequence of events, and a conclusion to develop their narrative. The students will then collaborate with another student to make revisions in their writing to make it stronger. Have the students use the REBUS matrix to write a story as a script for a play. Then have the students perform the play with friends. components, dialogue, sequence author, storyteller, media specialist, teacher TSW will use rows 2, 5, 8, 9, and 10 from the attached REBUS graphic organizer to develop a narrative. TSW combine the pictures from the four components to make a story. They will choose one component from each of the four columns and include all four in your story at least once. You may choose a main character from row 1, a setting from row 2, a problem from row 5, and a solution from row 10. Or choose any combination that includes one of each component. ALCCRS 5.28, 5.29, 5.30, and 5.31 5.28 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.29 Recall 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.
5.30 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 5 Reading standards to 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.) b. Apply Grade 5 Reading standards to 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 with point.) 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. 5.28 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.29 Recall 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. 5.30 Draw evidence from literary or informational texts to support analysis, reflection, and research. 5.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. cite, sources, analyzing TSW use graphic organizer 5.28 to research the events of 9/11. They will use two of the three sources to use in their research, or they will find other sources. They will then write a research paper on the information they learned from their sources. They will need to make sure they cite sources in their paper. TSW write an original poem about 9/11 using what they learned from their research.
politician, poet, reporter, writer, President TSW use at least two of the three sources to research the events of 9/11 from the information attached (graphic organizers 5.28). If they choose the interview or questionnaire, they may formally conduct the interview or have the individual fill out the questionnaire and return it to them for the use in the research project. After analyzing the poem, article, and/or interview, they will summarize the information in the attached graphic organizer. They will use their conclusions to construct a research paper. They may use the listed websites to cite their sources appropriately. http://owl.english.purdue.edu/owl/resource/747/01/ http://www.9-11heroes.us/911-memorial-poem.php ALCCRS 5.30 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 5 Reading standards to 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]). b. Apply Grade 5 Reading standards to 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] ). Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 5 Reading standards to 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]). b. Apply Grade 5 Reading standards to 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] ). Students will read the short story Open Window by Saki (graphic organizers 5.30). They will then analyze how an author communicates the points of view, traits, and motives of two characters. Students will continue to analyze the traits and motives of two characters and will synthesize their thinking by creating Bio- Poems. Students will analyze the traits, motives, and perspectives of two (or more) characters from a text of their choice. They may refer to graphic organizers 5.30 as they analyze and synthesize by creating their own biopoems about these characters.
From Open Window Text: endeavor, rural retreat, self-possessed, succession, delusion, infirmities, convey, imminent, pariah. Other: motive, traits, respond, inference journalist, psychologist, sociologist Students will read the short story Open Window by Saki (graphic organizers 5.30) They will then analyze how an author communicates the points of view, traits, and motives of two characters. Students will continue to analyze the traits and motives of two characters and will synthesize their thinking by creating Bio-Poems. Use graphic organizers 5.30. The Open Window by Saki ALCCRS 5.32, 5.33, and 5.34 5.32 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others ideas and expressing their own clearly. 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. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5.33 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 5.34 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. *Note: ALCCRS 5.32 See handout on leading Socratic Circles (5.32 Socratic Circles Handout). This is a PDF document that I could not change, so please credit the following link in your teacher guide: http://www.corndancer.com/tunes/tunes_print/soccirc.pdf.
5.32 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others ideas and expressing their own clearly. 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. b. Follow agreedupon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5.33 Summarize a written text read aloud or TSW read and/or listen to George W. Bush: 9/11 Address to the Nation (2001). They will explicate the speech as they listen and read. They will support the points made in the speech by evidence. After they have summarized the speech on the graphic organizer attached, they will need to bring it to a discussion with classmates. Students will listen to one of the following speeches available on SchoolTube.com (or students may read the speech excerpts on graphic organizer 5.34). Students will summarize the speaker s points, citing reasons/evidence for each claim. Students will analyze how this speech impacted those who heard it at that time in history as well as its implications for subsequent events. Students will give an opinion as to why this speech has been revered as one of the greatest speeches in modern history. Abraham Lincoln s Gettysburg Address: http://www.teachertube.com/viewvideo.php?video_id=258717&title= Abraham_Lincoln_Reads_The_Gettysburg_Address Winston Churchill s Finest Hour speech: http://www.schooltube.com/video/6781f0c828b11e95fb06/ Winston%20churchill%20%22finest%20hour%22 Martin Luther King Jr. s I Have a Dream speech: http://www.schooltube.com/video/bcef4580516f12afcad4
information presented in diverse media and formats, including visually, quantitatively, and orally. 5.34 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. explicate, evidence speech writer, politician, reporter, writer TSW read and/or listen to George W. Bush: 9/11 Address to the Nation (2001). They will explicate the speech as they listen and read. They will support the points made in the speech by supporting evidence. After they have summarized the speech on graphic organizer 5.32, they will need to bring it to discuss with classmates. http://www.learning-english-online.net/skills/listeningcomprehension/speeches/george-w-bush-911-address-to-the-nation/ ALCCRS 5.36 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. The following link provides an online guide on how to create a PowerPoint provided by Microsoft.com: http://office.microsoft.com/enus/powerpoint-help/create-yourfirst-presentation- RZ001129842.aspx The following link provides an online guide on how to create a PowerPoint provided by Microsoft.com: http://office.microsoft.com/enus/powerpoint-help/createyour-first-presentation- RZ001129842.aspx
n/a ALCCRS 5.37 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Students will read excerpts from a variety of sources that present both formal and informal speaking and/or writing. Students will identify the voice as formal or informal. Students will also draw conclusions and make generalizations as they list a variety of settings appropriate for each style. See graphic organizers 5.37. Given information concerning a situation relevant to students, students will express the information for an audience in an informal setting, and then express the information in a way appropriate for a business or academic setting. See graphic organizers 5.37. formal, informal, valedictorian, Parliament, appropriate, disintegrated, diverse, communicate political science, journalism, mass communications Students will read excerpts from a variety of sources that present both formal and informal speaking or writing. Students will identify the voice as formal or informal. Students will also draw conclusions and make generalizations as they list a variety of settings appropriate for each style. Given information concerning a situation relevant to students, students will express the information for an audience in an informal setting, and then express the information in a way appropriate for a business or academic setting. See graphic organizers 5.37. Condoleezza Rice: Being the Best by Mary Dodson Wade Condoleezza Rice: A Memoir of My Extraordinary, Ordinary Family and Me by Condoleezza Rice Usborne Famous Lives: Winston Churchill by Katie Daynes Winston Churchill and his Woeful Wars by Alan MacDonald
ALCCRS 5.38 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect ( e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions. TSW create pictorial illustrations demonstrating the proper use of the eight parts of speech. They may use their own pictures, use clipart, or cut pictures from periodicals to demonstrate their project. Using graphic organizer 5.38, students will brainstorm a list of interjections, will categorize the interjections by emotion expressed, and will then choose two interjections that express opposite emotions and create a diamante poem that begins with one interjection and closes with its opposite. Diamante poem format instructions and example, as well as interjection list, are provided on graphic organizer 5.38. Note: If students have access to Internet, they may complete the diamante poem by using the link: http://www.readwritethink.org/files/ resources/interactives/diamante/ and choosing the antonym format. pictorial, periodicals graphic novel writer, magazine editor, writer, graphic artist TSW use the attached example of pictorial illustrations demonstrating the proper use of the eight parts of speech to create their own. They must include: conjunctions, prepositions, interjections, and verb tense. They may also include nouns, pronouns, adjectives, and adverbs in their illustrations. They may create their own pictures, use clipart, or use pictures from periodicals to demonstrate their project.
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/partsp.html ALCCRS 5.39 Demonstrate command of the conventions of Standard English capitalizations, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Is that you, Steve?) d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Demonstrate command of the conventions of Standard English capitalizations, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Is that you, Steve?) d. Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. Both omitted, version, chaotic, illustrate Students will demonstrate command of the conventions of standard English as they take a creative look at the importance of commas how their misplacement or absence can change meaning. Students will read Eats, Shoots, and Leaves by Lynne Truss (or will look over the examples provided). They will then brainstorm in order to create examples of their own. They will choose their two favorite original examples and will provide illustrations to show the drastic change in meaning one little comma can make. See graphic organizers 5.39 for instructions and examples. TSW write about a favorite character and write a diary entry about a day in the life of the person they chose. They will use the peer editing rubric attached to check their capitalization, punctuation, and spelling. They will then have a peer proof-read their entry and make suggestions for corrections. OR Students may extend their mastery of the conventions of Standard English as they explore the use and misuse of apostrophes and/or other punctuation. Students will use The Girl s Like Spaghetti and Twenty-Odd Ducks, both by Lynne Truss, as models for brainstorming other interesting and funny examples of misplaced or misused punctuation. Students may share their original ideas with illustrations by creating pages for a class book.