Unit 1, Activity 5, Opinionnaire Grade 5 English Language Arts Blackline Masters, English Language Arts, Grade 5 Page 1
Unit 1, Activity 5, Opinionnaire Name: Date: What Are Your Opinions About Tall Tales and Legends? Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions. 1. Tall tales are based in fact. Your reasons: 2. Legends are based in fact. Your reasons: 3. Legends and tall tales tell of human wishes and needs. Your reasons: 4. Legends are as important to countries and cultures as the facts of history. Your reasons: 5. Tall tales have more historical truth than legends. Your reasons: 6. Legends and tall tales have characters that are easily recognized as good or bad. Your reasons: 7. Without legends countries would not know who their heroes were. Your reasons: 8. Many people who are living today will become tomorrow s legends. Your reasons: Blackline Masters, English Language Arts, Grade 5 Page 1
Unit 1, Activity 6, Reader s Response Directions: Read aloud and discuss the sample student response to a folktale variant of Snow White. Sample student response: I liked the story of "Snow White" from the Appalachia. It was funny to hear her described as a stepchild who was treated mighty bad. The words of the story were a little different from words that I hear every day and they sounded strange when read aloud. The character of the bad sister reminded me of my big sister because both did not like spending time with their little sisters. When the stepmother was cursed with a basket that would always be full of snakes and toad frogs, I thought the punishment was a good match for her mean behavior. Blackline Masters, English Language Arts, Grade 5 Page 2
Unit 1, Activity 7, Exaggerated Storytelling Word Grid Directions: Use the word grid to define exaggeration and suggest personal characteristics that could be exaggerated in storytelling. Exaggeration Overstatement Extravagance Elaboration Misrepresentation Stretch of the imagination humor curiosity strength stature Blackline Masters, English Language Arts, Grade 5 Page 3
Unit 1, Activity 9, Characteristics Summary Checklist Name: Date: Directions: Use the following checklist to revise and edit your summary. Part of Summary Characteristics Self Check Peer Check Intro states main idea Body 1 st paragraph describes tall tales and provides examples of each of the following: setting main character or subject other characters use of language tone themes and cultural values Body 2 nd paragraph describes legends and provides examples of each of the following: setting main character or subject other characters use of language tone themes and cultural values Conclusion includes one or more statements that unify main points and ideas Blackline Masters, English Language Arts, Grade 5 Page 4
Unit 1, Activity 15, Steps in Process Steps in Process Essay Graphic Organizer 6. Tell how the main character accomplishes great feats using strength and wits 5. Tell of historical events that allow main character to act or react supernaturally 1. Examine setting to see if it begins in childhood of main character 4. Include famous people or places to better explain setting 2. Use colorful language that matches the setting and time period 3. Make sure main character uses exaggeration and humor to brag on self Blackline Masters, English Language Arts, Grade 5 Page 5
Unit 1, Activity 16, Activity-Specific Assessment, Brochure Checklist Brochure Checklist Directions: Place a check by each item that is included in your brochure. Give an example of each item. When you have finished the checklist, you will be able to see if any items are missing from your brochure. Go back and add the missing items to your brochure. Re-check your work and complete the checklist. I can find the following items in my brochure: Check Mark Item Title of poem and author Title: Example Two or more defining characteristics of the poem Author: 1 st characteristic: 2 nd characteristic: Additional characteristics: Two or more connections between the poem and the identified folktale 1 st connections: 2 nd connections: Additional connections: Reasons for reading the type of poetry 1 st reason: 2 nd reason: Reasons for reading folktales 1 st reason: 2 nd reason: A concluding statement Statement: Blackline Masters, English Language Arts, Grade 5 Page 6
Unit 2, Activity 1, Learning Log Date: Assignment: Learning Log of Before and during reading, I made one or more predictions: While reading, I discovered that my predictions were supported because of this evidence: While reading, I discovered that my predictions were not supported because of this evidence: Questions I had while reading: New understandings discovered during reading: New vocabulary discovered during reading: Connections to other things I know about: Reflections: Blackline Masters, English Language Arts, Grade 5 Page 7
Unit 2, Activity 7, Vocabulary Self-Awareness Chart Vocabulary Self-Awareness Chart Name: Date: Word + - Example Definition lead paragraph body conclusion details clarity headline byline photo caption headings subheadings indentations bullets Blackline Masters, English Language Arts, Grade 5 Page 8
Unit 2, Activity 8, Vocabulary Card Template Vocabulary Card Template Definition Characteristics Word Examples Illustration Sample Vocabulary Card Definition In the middle of things Characteristics *Starts the story in the middle of the action to involve the reader. *Uses flashback. in media res Examples *The meeting agenda consisted of. *Before the controversial meeting, scientists had discovered. Illustration Blackline Masters, English Language Arts, Grade 5 Page 9
Unit 2, Activity 9, Three-Column Chart Three-Column Chart Title of Article: TOPIC DETAILS RESPONSE Classmates Mine Main Idea: Facts: #1- #2- More- Opinions: #1- #2- More- Final Response: Blackline Masters, English Language Arts, Grade 5 Page 10
Unit 3, Activity 7, Questioning the Author (QtA) Guide Questioning the Author Name: Date: Goal Initiate discussion. Query What is the author trying to say? What is the author s message? What is the author talking about? Focus on author s message. That is what the author says, but what does it mean? Why did the author choose the word? Link information. How does that connect with what the author already told me? What information has the author added here that connects with? Have I seen this information in any other source? If so, where? Identify difficulties with the way the author has presented information or ideas. Does that make sense? Does the timeline of events make sense? Did the author state or explain that clearly? Why or why not? What do I need to figure out or find out? Encourage students to refer to the text because they have misinterpreted, or to help them recognize that they have made an inference. Link information being read to outside experiences. Did the author tell me that? Did the author give me the answer to that? What was the author s impression of? What was the author s attitude toward? Of what does that statement or description remind me? What about the time period seems familiar or similar to my own? Blackline Masters, English Language Arts, Grade 5 Page 11
Unit 3, Activity 9, Timeline Name: Date: TIMELINE Directions: Complete the timeline by identifying important events in a selected person s life. First, record the name of the person selected, date and place of birth in the hexagon on the left. On each diagonal line describe briefly one event. Record the date and place of death in the hexagon on the right. Blackline Masters, English Language Arts, Grade 5 Page 12
Unit 3, Activity 13, Mobile Rubric Mobile Rubric Exceeds Expectations 5 points Pictures reflect location of birth, location of work, location pertinent to life. Pictures are clear and easily visible. Pictures relate to contributions of person. Dates reflect major events or transition points in the person s life. Dates that are selected help to tell the story of the person s life. Dates are easily visible. Vocabulary or key words reflect contributions, quotes, personal phrases, achievements, characteristics, etc. Vocabulary or key words chosen reflect human qualities or traits emphasized in the report. Vocabulary is easily visible and readable. Maps indicate information that could not have been shown in another manner. Maps are clear and easily visible. Meets Expectations 3 points Pictures reflect some of the following: location of birth, location of work, location pertinent to life. Pictures are relatively clear and partially visible. Pictures relate somewhat to contributions of person. Dates reflect either major and minor events or transition points in the person s life. Dates that are selected aid in understanding most of the story of the person s life. Dates are reasonably visible. Vocabulary or key words moderately reflect contributions, quotes, personal phrases, achievements, characteristics, etc. Vocabulary or key words chosen reflect to some extent the human qualities or traits emphasized in the report. Vocabulary is reasonably visible and readable. Maps reasonably indicate information that could not have been shown in another manner. Maps are moderately clear and visible. Approaches Expectations 1 point Pictures do not reflect important events in life of person. Pictures are not clear and easily visible. Pictures do not relate to contributions of person. Dates do not reflect major events or transition points in the person s life. Dates do not relate the story of the person s life. Dates are not easily visible. Vocabulary or key words do not reflect contributions, quotes, personal phrases, achievements, characteristics, etc. Vocabulary or key words chosen do not reflect human qualities or traits emphasized in the report. Vocabulary is not easily visible and readable. Maps fail to indicate needed information. Maps are not clear and easily readable. Blackline Masters, English Language Arts, Grade 5 Page 13
Unit 3, Activity 14, Biography Planning Sheet Biography Planning Sheet Name: Information Prompts Person s name, date of birth, and birthplace Date: Information Personal Background (i.e., Where have you lived? How many people are in your family? Are you the oldest, middle, or youngest child? Are you an only child? Do you have more than one generation living in your household?) Personality Traits (What words best describe your personality? How do other people describe you?) Significance (i.e., What is something that you have done that you think is important in relation to other people? What is one skill that makes you unique?) Biggest Obstacle (i.e., What is the most challenging event of your life? Why is it so difficult?) Favorite Phrase Blackline Masters, English Language Arts, Grade 5 Page 14
Unit 4, Activity 10, Activity-Specific Assessment, Identification of Theme Table Identification of Theme Table Name: Date: Directions: To begin, use the following table to record information about each short story title read. You may refer to the list created in your learning log. Next, determine the main theme of each story read. Locate and list one or more quotes to support your identification of theme. Title (List title and subtitle, if available) Author (List last name, first name) Theme (List the most important theme of the short story) Quotes (List one or more quotes to support the identified theme. Include the page number on which you found the quote.) Blackline Masters, English Language Arts, Grade 5 Page 15
Unit 4, Activity 14, Examining Personal Experience Through a Short Story Name: Date: Examining Personal Experience Through a Short Story Title: Author: Personal Experiences Similarities Differences Excerpts from the Text Reflection: Blackline Masters, English Language Arts, Grade 5 Page 16
Unit 5, Activity 6, Vocabulary Self-awareness Chart Template Name: Date: Word + - Example Definition Blackline Masters, English Language Arts, Grade 5 Page 17
Unit 5, Activity 7, Poetry Process Guide Poetry Process Guide Name: Date: Directions: Select one poem. As you read, focus on the author s use of literary devices. Record your notes and responses on this sheet while reading the selection. Finally, describe the author s effort to relate word choice and image selection to the mood, tone and style of a poem. Word choice: Impact of word choice: Imagery: Impact of imagery: Mood: Impact of mood: Tone: Impact of tone: Style: Impact of style: Explain the relationship between elements that you identified. How does this poem appeal to one s senses? Blackline Masters, English Language Arts, Grade 5 Page 18
Unit 5, Activity10, Figurative Language Figurative Language Name: Date: Directions: Use poems and song lyrics that you have read to identify ten or more examples of each poetic device studied. Then describe how the literary devices and word choice affect the mood and suggest sensory appeal and tone within a poem or song. Finally, ask peers to check to see if you have identified the examples correctly and to provide feedback as needed. Ex. # 1. Simile Metaphor Personification Hyperbole Impact on tone, mood and style Correct Use (peer will initial if correct) Feedback 2. 3. 4. 5. 6. 7. 8. 9. 10. Blackline Masters, English Language Arts, Grade 5 Page 19
Unit 6, Activity 10, Growth Chart Name: Date: Book in a Bag Checklist Directions: Place a check by each item that is included as a part of your bag. Give an example of each item that will be placed inside the bag. When you have finished the checklist, you will be able to see if any items are missing. Go back and add the missing items to your bag. Recheck your book talk bag to complete the checklist. When I check my book talk bag, I can find the following items: Check Mark Item Description Book cover placed on front of bag ******************* Book cover contains the title, the author, and one illustration Illustrations Two or more placed on other parts of the bag to be visible to the audience ******************* 1 st illustration: 2 nd illustration: Other illustrations: One object setting Two objects main character 1 object: 1 st object: 2 nd object: Two objects theme 1 st object: 2 nd object: One object symbol of the plot s conflict One object plot s resolution Seven index cards each is labeled, and each contains an explanation of one object above 1 object: 1 object: ****************** Blackline Masters, English Language Arts, Grade 5 Page 20
Unit 6, Activity 10, Growth Chart Name: Date: Growth Chart Directions: Begin at the bottom of the chart. Write the name of the character that you chose. Think of how this character has experienced conflict with self, others, or nature. Identify an event. Find the page number telling of the event. Describe the event and locate examples. Each example should show how the character grows up through experiencing conflict in life. Work upward to show how the character matures by the end of the novel. Event Final encounter Page Number Description of the event What the character thought, said, or did 4 th conflict, if present 3 rd conflict, if present 2 nd conflict 1 st conflict First acquaintance Character s Name: Blackline Masters, English Language Arts, Grade 5 Page 21