EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 5

Language Arts

Big Idea: Relationships Point of View

Enduring Understandings Essential Questions Life’s circumstances shape narrative literature, and narrative literature shapes life’s circumstances. Everybody has a story to tell. Authors carefully choose information and events to share in their narratives.

How does sequence create a focused and organized text? What can we learn about ourselves through our own personal writing? From whose perspective can a story be told? How do writers decide what information to include when writing about a personal memory?

CC/Learning Targets Core Vocabulary Links to Technology RI.2 RI.3 a, b RI.6 a, b 5.2.1 5.2.5

5.3.2 W.3 a-e W.4 W.5

5.4.7 L.1 b-d L.2 e L.4 b

format past participle present participle word origin modifiers

-Picture Collage (app)

-Dictionary (app) -Spelling Challenge (app)

Bundle Performance Task(s) After studying several mentor texts, students will plan and write personal narratives. Each student’s personal narrative needs to follow a chronological order and develop a plot which shows an experience and/or event(s) in which the writer was involved. How the character(s) respond(s) to the experience or events needs to be included in the personal narrative. Descriptive details should be utilized to help the audience mentally “see” the events while reading the narrative. After editing (with a focus on correct verb tense) and revising, the students will present their final narratives. As an extension, students may use Comic Life (http://comiclife.com/ ) to create a comic strip that follows the sequence of their personal narratives. If Comic Life is not available, students may create a visual sequence chart for their personal narratives.

Grade 5 LA Bundle 2

Quarter 1 Sept. - Oct.

Recommended Read-Alouds G5 - Bundle 2

Big Idea: Relationships Title Author Relates to…

Papa Who Wakes Up Tired in the Dark (on CD) Cisneros, Sandra Calkins: story structure

Shortcut Crew, Donald Calkins: story structure

Homesick Fritz, Jean Calkins: real, true details from narrator’s point of view

Olive’s Ocean, ch. 11 Henkes, Kevin Calkins: external/internal stories

Peter’s Chair Keats. Ezra Jack Calkins: story structure

Little by Little Little, Jean Calkins: mentor text: she shows event that helps the reader understand what she was feeling

Owl Moon Yolen, Jane Calkins: lead

Rocks in His Head Hurst, Carol Developing a story

The Pain and the Great One Blume, Judy Narrator of a story, point of view

Voices in the Park Brown, Anthony Narrator of a story, point of view

So Far From the Sea Bunting, Eve Narrator of a story, point of view

It’s Not Fair Zolotow, Charlotte Narrator of a story, point of view

A Picnic in October Bunting, Eve Personal narrative

Strong to the Hoop Coy, John Personal narrative, one significant event

Recommended Read-Alouds G5 - Bundle 2

Let My Colors Out Filigenzi, Courtney Personal narrative

Struggle for a Continent: The French and Indian War Maestro, Betsy Point of view

One Lucky Girl Lyon, George Ella Sensory details

Uncle Jed’s Barbershop Mitchell, Margaree Sensory details

Song and Dance Man Ackerman, Karen Similes and metaphors

Tar Beach Ringgold, Faith Similes and metaphors

Owl Moon Yolen, Jane Similes and metaphors, personal narrative, one significant event, sensory details

Thesaurus Rex Steinberg, Laya Synonyms

Camping Out: A Book of Action Words Maestro, Betsy Verbs

Reading Workshop G5 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning RI.2 (5.2.3)

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Main Idea -So You Want to Be President? by Judith St. George, David Small -The Gardener by Sarah Stewart

Main Idea -Book Talks -Reader’s Notebooks -Anecdotal records from Guided Reading -Interactive Read-aloud whole group discussion

RI.3 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. a. Explain the relationships or interactions between two or more individuals, events, or ideas.

-Integrate with social studies (people, places, events) -Integrate with science (inventions, plants, stars, cells, etc.) -The Writing Fix

RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. a. Recognize and explain the point of view in multiple texts of the same event or topic. b. Analyze (compare/contrast) the point of view between the two sources.

-Strategies That Work pp.169-176 -The Writing Fix Reading Wonders – Unit 1 -(WK 5) pp. T258-T281, R/W Workshop Are Electronic Devices Good for Us pp. 78-81 -(WK 5) pp. T281A-T281F, Anthology The Future of Transportation pp. 90-93, Getting from Here to There, pp. 94-95

-Interactive read-aloud whole group discussion -Venn diagram -Compare/contrast paragraph -Reading Wonders Assessments

5.2.1 Use the features of informational texts, such as formats, graphics, diagrams,

- Strategies That Work pp.156-159 -Reading Wonders Assessments - -Teacher observation during

Reading Workshop G5 - Bundle 2

illustrations, charts, maps, and organization, to find information and support understanding.

-Scholastic 5 Day Lesson Plan -Reading Charts and Graphs -Reading Maps -Structure of Expository Text pp.1-6, -Text Features ppt. -Making Informational Text Accessible

-Social studies textbook -Science textbook

Reading Wonders – Unit 2 -(WK 1) pp. T2-T25, R/W Workshop Creating a Nation pp. 94-97 -(WK 1) pp. T25A-T25V, Anthology Who Wrote the Constitution pp. 96-113

science/social studies class -Student-created diagram, chart, illustration, or map

5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text.

-All Pigs Are Beautiful by Dick King-Smith -The Salamander Room by Anne Mazer

-Fact/Opinion Game -Fact/Opinion Lesson

-Book Talks -Anecdotal records from Guided Reading -Reader’s Notebooks -Treasures assessment -Interactive Read-aloud whole group discussion -Students develop skits -Hold up fact or opinion answer cards after fact/opinion statements are made by the teacher -Fact and opinion sentence sorts -Highlight or chart context clues for opinions

5.3.2 Identify the main problem or conflict of -Guiding Readers and Writers p.135 -Book Talk

Reading Workshop G5 - Bundle 2

the plot and explain how it is resolved.

Identify the protagonist

-City of Snow: The Great Blizzard of 1888 by Linda Oatman High -Mufaro’s Beautiful Daughters by John Steptoe -Cowboy Camp by Tammy Sauer -Raymond and Nelda by Barbara Bottner -My Great-Aunt Arizona by Gloria Houston -Graphic Organizer Reading Wonders – Unit 2 -(WK 2) pp. T67-T89, R/W Workshop A Modern Cinderella pp. 108-111 -(WK 1) pp. T89A-T89T, Anthology Where the Mountain Meets the Moon pp. 118-131

-Teacher observation/anecdotal records during literature circle -Reader’s Notebook -Quiz -Reading Wonders Assessments -Interactive read-aloud whole group discussion -Story Map

Correlating CC/Learning Targets Teacher Notes

RI.1 RI.5 RI.10

RL.10 RF.3 a RF.4 a-c

Writing Workshop G5 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 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 and/or characters; organize an event sequence that unfolds naturally.

Choose a clear narrative setting, conflict, plot, and point of view

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.

-6+1 Traits of Writing pp. 68-99 (organization) -6+1 Traits of Writing pp. 139-174 (word choice) -Strategies That Work pp.136-137 -Student examples

-More student examples pp.26-36

-Personal narrative ppt.

-Engaging leads seasons

-6+1 traits rubrics

-A Picnic in October by Eve Bunting -Let My Colors Out by Courtney Filigenzi -Strong to the Hoop by John Coy -Owl Moon by Jane Yolen -Little by Little by Jean Little -Homesick by Jean Fritz -Olive’s Ocean, ch. 11 by Kevin Henkes -Papa Who Wakes Up Tired in the Dark (on Calkins CD) -Shortcut by Donald Crew -Peter’s Chair by Ezra Jack Keats -Graphic Organizer

-Write Source pp. 87-124 (personal narrative) -Write Source pp. 116-117 (dialogue) -Write Source pp. 56-57 (transitions) Reading Wonders-Unit 1 -(WK 1)(Voice; style and tone) pp. T30-T31, R/W Workshop pp.246-247 Reading Wonders – Unit 2 - (WK 4) (Organization: sequence) pp. T222-T225, R/W Workshop pp. 144-145

-Narrative Writing Checklist and Rubric (each writing genre available) -4 graphic organizers for narrative writing -writing a conclusion -Narrative writing assessment using student-created rubric -Interactive read-aloud -Author/Writer Talk

Writing Workshop G5 - Bundle 2

Reading Wonders-Unit 4 -(WK 1)( Voice: style and tone) pp. T30-T31, R/W Workshop pp.246-247 - (WK 2) (Ideas) pp. T94-T97, R/W Workshop pp. 260-261 - (WK 3) (Organization) pp. T158-T161, R/W Workshop pp. 274-275 -(Fictional Narrative)pp. T350-T355 Lucy Calkins eDocs for Writing -Memoir pp. 10-29 -Historical Fiction pp.97-112 -Fantasy Writing pp.112-124

W.4 (5.4.11)

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

-6+1 Traits of Writing pp. 68-99 (organization) -6+1 Traits of Writing p. 267 (rubric)

-Student Writing Samples see pp.26-36 -Personal Narratives Reading/Writing Connections -Use The Relatives Came for mentor text

-Write Source pp. 56-57, 206-207, 458

-Writer’s Notebook -Narrative writing assessment

W.5 (5.4.1) (5.4.8) (5.4.9) (5.4.10) (5.4.11)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Planning -6+1 Traits of Writing pp. 33-67 -Launching the Writer’s Workshop-Grades 3 and Up

-Peer Editing Tutorial -Personal Narrative Revision Guide

-You Have to Write by Janet Wong -Bigmama’s by Donald Crews -Shortcut by Donald Crews -The Paperboy by Dav Pilkey -The Art Lesson by Tomie De Paola -A Father Like That by Charlotte Zolotow -By the Side of the Road by Jules Fieffer

Planning -Check students’ Writer’s Notebooks for evidence of an ideas list. Review, Evaluate, Revise -Writing pieces from Writing Workshop Proofread -District writing prompt to be given to students for anecdotal records and teacher evaluation

Writing Workshop G5 - Bundle 2

Review, Evaluate, Revise -6+1 Traits of Writing pp. 23-30, 212-246 -Launching the Writer’s Workshop-Grades 3 and Up

-Write Source p. 7

Proofread -6+1 Traits of Writing pp. 23-30, 212-246

-Write Source p.441, pp.14-17, p.441, see back cover for checklist

Edit/Revise -6+1 Traits of Writing pp. 23-30 -Launching the Writer’s Workshop-Grades 3 and Up

-Peer Editing and Revising ppt.

Edit/Revise -Teacher anecdotal records from conferences during Writing Workshop -Writing pieces from Writing Workshop

5.4.7 Use a thesaurus to identify alternative word choices and meanings.

-Thesaurus ppt. and Activity -Indiana Resource

-Teacher anecdotal records

Correlating CC/Learning Targets Teacher Notes

W.6 W.10 5.5.5

-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 2: Raising the Quality of Narrative Writing

Language and Word Study G5 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (5.6.3)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

Present and past participle

c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.

-Camping Out: A Book of Action Words by Betsy Maestro

verb tense pp.12-15 -Verb Tense Time Warp -Verb Tense pdf -Verb Tense Time Line.ppt

-Write Source pp. 416-419, 582-588 Reading Wonders – Unit 3 -(WK 2) (verb tense) pp. T98-T99, Grammar Practice, pp. 56-60 -(WK 5) (verb tense) pp. T226-T227, Grammar Practice, pp. 66-70

-Quiz -Daily writing exercises, Reader’s Notebook, and Writer’s Notebook

L.2 (5.6.7)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell grade-appropriate words correctly, consulting references as needed.

-High Frequency Word List -The Continuum of Literacy Learning pp. 214-215 -Word Matters -Fish Tanks

-embedded through spelling within Reading Wonders

-Guiding Readers and Writers

Weekly Buddy Study Activities pp. 32-35 -Daily writing exercises, Reader’s Notebook, and Writer’s Notebook

L.4 (5.1.4)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate

-Teaching for Comprehending and Fluency pp. 534-539 -Word Matters

-Greek Roots Games -Write Source p. 469 -embedded through vocabulary strategies within Reading Wonders

-Student chooses a word which originated in a different country, uses internet to locate a map of the country, and utilizes Word to type a sentence that correctly uses the word on the same page. -Guiding Readers and Writers

Language and Word Study G5 - Bundle 2

Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Deduce the meaning of more complex words using knowledge of Greek and Latin roots

Reading Wonders - Unit 1 -(WK 4)(Greek Roots) pp. T216-T217, R/W Workshop, p. 71 -(WK 5)(Greek and Latin Prefixes) pp. T280-T281, R/W Workshop, p. 85 Reading Wonders - Unit 2 -(WK 3)(Greek and Latin Suffixes)pp. T152-T153, R/W Workshop, p. 129 Reading Wonders - Unit 3 -(WK 3)(Greek Roots) pp. T152-T153, R/W Workshop, p. 201 -(WK 4)(Latin Roots) pp. T216-T217, R/W Workshop, p. 217 Reading Wonders – Unit 5 -(WK 5)(Greek Roots) pp. T280-T281, R/W Workshop, p. 373

Weekly Buddy Study Activities pp. 32-35 -Quiz

Correlating CC/Learning Targets Teacher Notes

L.2 a L.3 a, b 5.6.6 5.1.1

SL.1 a-d SL.2 SL.5 SL.6