Course: Reading Language Arts Year: 2013 14 Teacher: Grade 5 Unit 1 Launch Time Frame 5 weeks Students will review habits of learning and routines/expectations for fifth grade through a review of genre and reading strategies following a readers workshop model Challenges Approximate Time Frame: 5 6 Unit 2: Overcoming Challenges Time Frame: 4 weeks Students will read three genres: folktale, realistic fiction, and historical fiction all based on the theme of Overcoming Challenges. They will become familiar with different types of conflicts presents in the texts and explore how the characters trait enable them to reach resolution. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RF. 5.2 R R RL.5.4 W.5.9 SL.5.4 L.5.4 L.5.6 What can we learn from reading about characters who overcome challenges? How does an author develop a narrative plot through conflict (various types of conflict)? How does a character s response to conflict establish the author s message or theme in the text? How does genre affect the way an author develops conflict within the text? Characters are faced with different types of conflict (internal vs. external) The way a character responds to conflict can define them (character traits are identified through character dialogue and actions) Characters interact with each other in varied ways. Narrative story structure: rising actions, climax, falling actions Identify conflict types; Identify plot events that escalate conflict Identify climax/turning point of a narrative Identify character traits. Identify & prove theme Compare/Contrast texts in same genre & approach on similar themes Demonstrate an understanding of figurative language Character Point of View & Perspective The Quiltmaker s Gift By Jeff Brumbeau The Summer My Father Was 10 By Pat Brisson So Far From the Sea By Eve Bunting Narrative Protagonist Antagonist Rising Actions Climax Falling Actions External Conflict Internal Conflict Resolution Folktale Fable Historical Fiction Personal Narrative Craft Figurative Language Simile/Metaphors Personification Flashback Foreshadowing
Unit3: Honor Your Country Approximate Time Frame: 4 Weeks Students will read a variety of genres on the theme of patriotism. They will focus on main ideas and supporting details of each text and summarize the information in relation to the theme. RI.5.2 Key Ideas and Details Determine the main idea of a text; recount the key details and explain how they support the main idea. RI 5.1 RI 5.4 RI 5.5 RI 5.6 RI 5.7 W.5.5 W.5.8 S SL.5.4 L.5.5 How does the reader identify main idea and key details in an informational text? How do authors use various text structures to present facts and information? What text features help a reader understand content? presented in a number of ways (chronology, comparison, cause/effect, main idea/detail) Main ideas can be presented in a direct or inferential manner That text structure affects the meaning of information presented in the text. That information comes from a variety of sources and genres. Non fiction authors have many styles and purposes. Identify main ideas Identify key details Identify the author s purpose. Cite evidence that supports author s purpose. Sequence main ideas for summary. Paraphrase information for summary purposes Compare & Contrast information provided in multiple texts The Flag We Love By: Pam Munoz Ryan Kids Discover: Statute of Liberty H is for Honor By: Mary Williams Paired Read: The Star Spangled banner Biography Lady Liberty Summary Paraphrase Main idea Detail Sequence Evidence Informational text Biography Poetry Poem Stanza Poet Symbolism Paragraph Chronological Cause/Effect Comparison Author s Purpose Unit 4: Examining History Through Literature: US Civil Rights Approximate Time Frame: 7 Weeks Students will read and discuss literature and informational text, including primary resources, that deal with issues of civil rights. They will consider facts and information presented in the text as well as noting the author s perspective and overall message.
RI.5.9: Integrate How can information information from about history be several texts on the presented in various same topic in order ways through various to write or speak genres? about the subjects knowledgeably. R R RL 5.2 RI.5.2 RL 5.3 RI.5.3 RL.5.4 RI.5.4 RL5.6 RI.5.6 RI 5.9 W.5.1 W.5.8 S SL.5.4 L.5.6 How can literature recreate tone/mood from a historical time period? How can an author demonstrate their perspective on a historical event(s) through the development of a text (through development of characters, description of events, etc.)? presented in a number of ways TEXT STRUCTURE (chronological, cause/effect, compare/contrast, main idea/detail) presented in a number of ways GENRE (literary non fiction, historical fiction, poetry, primary texts, etc.) presented to show author s perspective on a topic. Authors demonstrate their perspective through description of characters and events in text. Non fiction authors have many styles and purposes. Fact & Opinion Author s Perspective Cause and effect Author s message Synonyms/Antonyms Paraphrasing Compare & Contrast (texts, historical people) Proving Minty: A Story of Young Harriet Tubman By: Alan Scheoeder Paired Read: The Gettysburg Address (Primary Document) Bessie Coleman By: Nikki Grimes Paired Bessie Coleman (Article) When Marion Sang By: Pam Munoz Ryan Paired Eleanor Roosevelt My Day Resignation to the Daughters of American Revolution As Good As Anybody By: Richard Michelson Blackbird (Poetry) Blackbird Video (Paul McCartney) Author s Perspective Tone Stanza Poetry Ballad Primary Document Literary Non Fiction Metaphor Personification Symbolism Civil Rights Prejudice Inequality Jim Crow Laws Abolish Paired The Ballad of Birmingham (Poetry) Unit 5: Examining Author s Craft: Seymour Simon Author Study Approximate Time Frame: 6 Weeks Students will read multiple works by one author, Seymour Simon. They will focus on features of informational text and the craft that makes an author identifiable. Students will use informational text features and craft to conduct their own research and present findings in the form of a book.
RI.K.5: Compare and How does Seymour contrast the overall Simon use various structure (e.g. writing crafts to make chronology, non fiction interesting comparison, and comprehensible cause/effect, for young readers? problem/solutions) of events, ideas, How can readers be concepts or influenced by an information in two author s craft? or more texts. RI.5.1 RI.5.2 RI.5.3 RI.5.4 RI.5.7 RI.5.9 W.5.5 W.5.7 S S visuals to enhance readers understanding of informational content, as well as, engage the readers. several types of effective leads to hook the reader and to keep them engaged throughout the text. comparisons and real life examples to make the content of the texts more comprehensible and interesting to young readers. strong verbs and adjectives to enhance the content of the text. various strategies to help readers understand content vocabulary within a text. Non fiction Text features Visuals Effective Leads Use of Comparisons Use of Examples Strong Verbs Strong Adjectives Content Vocabulary Tornadoes By: Seymour Simon Small Group Texts: Volcanoes Earthquakes Hurricanes Storms Stars The Heart Bones Tropical Rainforest Icebergs & Glaciers The Universe All texts by Seymour Simon Craft Inspire Comprehensible Content Text Structure Text Features Glossary/Index Diagrams Charts Effective Engage Metaphor Simile Comparison Verb Adjective Unit 6: Appreciating Classic Literature Time Frame: 5 Weeks Students will read classic literature novels either in small group or whole group. Readings will be facilitated by the teacher as well as independent reading. Students will identify the characters perspectives and identify the traits characters use to respond to challenges and solve problems.
R How do characters Narratives can have Compare and respond to challenges multiple themes contrast two or in stories? interweaving more characters, throughout a text setting, or events in How do characters a story or drama, learn lessons through Authors create dynamic drawing on specific the challenges and/or characters that do not details in the text triumphs they have remain static within a (e.g. how characters experienced? story. interact). R RL.5.4 RL.5.5 RL.5.6 W.5.8 S L.5.4 L.5.5 Summarize Making Inferences Classic Novels Used Per Teacher Discretion: Number the Stars By: Lois Lowry My Side of the Mountain By: Jean Craighead George Island of the Blue Dolphins By: Scott O Dell Shiloh By: Phyllis Reynolds Naylor A Wrinkle In Time By: Madeleine L Engle Story Structure Chapters Protagonist Content vocabulary is book specific Unit 7: Human Rights; Helping Others Approximate Time Frame: 5 Weeks In this unit students will read, discuss and respond to 3 informational texts focusing on the theme of human rights around the world. The books focus on a theme of how different cultures have the ability to help each other, either materially or symbolically. RI 5.9 Integration of Knowledge & Ideas How are people influenced by challenges they faced? Readers can infer author s perspective on Summarize Close Reads: Brothers in Hope By: Mary Williams Point of view Perspective
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.5.1 RI.5.2 RI.5.3 RI.5.4 RI.5.6 RI.5.8 W.5.1 W.5.5 How are people influenced by events? How are people influenced by others? How can people be committed to spreading peace in different ways? How can simple phrases be interpreted differently? topics by examining tone and mood of a text Readers can infer author s perspective by examining the language used to describe people, events, etc. Similar themes can be reflected across texts and genres Making Inferences Making Inferences Determining Drawing Conclusions Compare & Contrast Using information from multiple sources 14 Cows for America By Carmen Agra Deedy A Life Like Mine Unicef Selected Excerpts from Paths to Peace: People Who Changed the World By: Jane Breskin Zalben Selected Videos (Multimedia) Inference Justice Peace Equality Unit 8: Examining Craft ~ Author Study: Jane Yolen Approximate Time Frame: 2 Weeks Students will read multiple literary works by one author, Jane Yolen. They will identity and discuss the writing traits she uses repeatedly that make her identifiable as an author. They will close read text to determine the author s point of view and perspective on the topics of her books. Standard Essential Question Enduring R R RL.5.4 RL.5.6 S L.5.5 What does the reader learn by reading many books by one author? What crafts can be attributed to one author to build recognition of a body of work? Authors may express a point of view about their topic. Authors can be identified by the crafts they use Body of knowledge can be built by reading the works of one author Compare/contrast Point of view Identify author s craft and purpose Figurative language Descriptive language Author Study: Jane Yolen Anchor books: Imagine Describe Description Craft Differ Rotate