5_1_2-ELA


 * Grade: 5 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31 **


 * Theme Essential Question: Why and how do we play with language? **


 * Essential Questions: ** How can language be used to present a writer’s opinion and explain the reasons for their beliefs?


 * Standards **
 * RL.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.
 * RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
 * RF.5.3(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.
 * W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
 * SL.5.1(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. SL.5.1(b): Follow agreed-upon rules for discussions and carry out assigned roles.
 * L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Objectives **
 * Make use of phonics, word analysis skills, syllabication patterns and morphology to accurately read unfamiliar words in and out of context.
 * Write responses to a variety of literature and poetry; including determination of themes, character reflections, and summarizations.


 * Assessment **
 * Products: **
 * Students will choose 2 different styles of poems of which to write a response. (MCO – EC& HYS – RR, HP) These responses will include determining the:
 * theme of the poem
 * characters and/or speaker of the poem
 * challenges or moral of the poem
 * figurative language and poetic techniques
 * Students will choose a piece of literature on which to write a response. (MCO – EC& HYS – SD, HP, OF)


 * Key Questions: **
 * What clues do you use to determine what is the opinion of the author?
 * How do you develop an opinion of a poem?


 * Observable Behavior: **
 * Students will share a poem and their corresponding responses with another student (or a small group of students) who will discuss and critique the response for accuracy and supportive thinking (MCO – EC, S& HYS – CL, OF)
 * Students will use a graphic organizer to compare and contrast different poetry types. (MCO – S& HYS – SD, OF, CL)

Idiom/Cliché Literal and figurative language similes alliteration onomatopoeia spoonerism theme meter stanza metaphors rhyme scheme ||
 * Vocabulary **
 * ** ELA ** ||
 * Homonym


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s Talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes)
 * Sharing/Reflection/Feedback (5minutes)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * After reading a variety of literature and poetry, allow students to choose one of the responses . Through a “quick write” students will share their thoughts or feelings concerning a specific poem or narrative story. (Narrative) (MCO – EC& HYS – SD,HP, OF)
 * Explicitly teach students how to compare and contrast two different text formats (poem and informational text), such as in the poem about baseball “Casey at the Bat” by Ernest Lawrence Thayer, to “We are the Ship: The Story of Negro League Baseball” by Kadir Nelson, drawing on specific details from the text. Model your teacher talk when jotting down ideas from the texts. Record your thinking on a two-sided chart, one side for the poem and the other side for the story. With the students input, put stickers by the information that is similar. Have students work with a partner to compare and contrast a different poem and story and do their own two-sided graphic organizer. Have students work in double partner sets to share their findings. (MCO – S& HYS – SD, OF, CL)
 * Interactively read aloud __Frindle__ by Andrew Clements, stopping often to enjoy the humor and the message. Prior to reading, give students a purpose for listening. Using a graphic organizer chosen by you to support the learning, have students record their findings (e.g., listen for descriptive words (adjectives) that describe people, places, or things in the story. Record the nouns and the adjectives that describe them). (MCO – IC& HYS – SN)
 * Odyssey Lesson: Poetry and Figurative Language (Found in Assignment Archive Under District)


 * Homework **


 * Terminology for Teachers **
 * Biography - a detailed description or account of someone's life. It entails more than basic facts.
 * Homonym - a word that is spelled or pronounced in the same way as one or more other words but has a different meaning.
 * Idiom - a fixed distinctive expression whose meaning cannot be deduced from the combined meanings of its actual words
 * Cliché - a phrase or word that has lost its original effectiveness or power from overuse
 * Literal language - adhering strictly and concisely to the basic meaning of a word or text
 * Figurative language -using or containing a nonliteral sense of a word or words
 * Similes - a figure of speech that draws a comparison between two different things, especially a phrase containing the word "like" or "as," e.g. "as white as a sheet"
 * Alliteration - a poetic or literary effect achieved by using several words that begin with the same or similar consonants, as in "Whither wilt thou wander, wayfarer?"
 * Onomatopoeia - the formation or use of words that imitate the sound associated with something, e.g. "hiss" and "buzz
 * Spoonerism - an accidental transposition of initial consonant sounds or parts of words, especially in an amusing way, e.g. "half-warmed fish" for "half-formed wish"
 * Theme -a distinct, recurring, and unifying quality or idea
 * Meter - an arranged pattern of rhythm in a line of verse
 * Stanza - a number of lines of verse forming a separate unit within a poem. In many poems, each stanza has the same number of lines and the same rhythm and rhyme scheme.
 * Metaphors - the use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake
 * Rhyme scheme -the pattern of rhyming lines in a poem or in a verse of a poem

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination
 * High Yield Strategies **
 * S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice |
 * N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback |
 * G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers   ||   ||


 * Resources **
 * Professional Texts **
 * Common Core State Standards Literacy Handbook, McGraw Hill (ISBN# 978002117093-7)
 * // Bringing Words to Life // by Beck et al (9781572307537)
 * // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * // The Fluent Reader // by Rasinski (9780439332088)
 * // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Literary Texts **

Poems
Stories
 * // Carver: A Life in Poems // (Marilyn Nelson)
 * "Casey at the Bat" (Ernest Lawrence Thayer) (E)
 * “Eletelephony” (Laura Richards)
 * // Joyful Noise: Poems for Two Voices // (Paul Fleischman and Eric Beddows)
 * “Little Red Riding Hood and the Wolf” (Roald Dahl) (E)
 * “My Shadow” (Robert Louis Stevenson)
 * // Runny Babbit: A Billy Sook // (Shel Silverstein
 * "The Echoing Green" (William Blake) (E)
 * // The Tree is Older than You Are: A Bilingual Gathering of Poems & Stories from Mexico with Paintings by Mexican Artists // (Naomi Shihab Nye) (Read Aloud)
 * // A Picture Book of George Washington Carver // (Picture Book Biography) (David Adler and Dan Brown)
 * // Baseball Saved Us // (Ken Mochizuki)
 * // In a Pickle and Other Funny Idioms // or // Mad as a Wet Hen! and Other Funny Idioms // (Marvin Terban)
 * // My Teacher Likes to Say // (Denise Brennan-Nelson)
 * // The Disappearing Alphabet // (Richard Wilbur and David Diaz)
 * // The King Who Rained // (Fred Gwynne)
 * // The Phantom Tollbooth // (Norton Juster and Jules Feiffer) (Read Aloud) **(Literacy Skills Test in Ren Place)**
 * // What Are You Figuring Now? A Story about Benjamin Banneker // (Creative Minds Biography) (Jeri Ferris)
 * // What's the Big Idea, Ben Franklin // (Jean Fritz)

** Informational Texts **

Biographies

 * // Alexander Graham Bell: An Inventive Life // (Snapshots: Images of People and Places in History) (Elizabeth MacLeod)
 * // Amelia to Zora: Twenty-Six Women Who Changed the World // (Cynthia Chin-Lee, Megan Halsey, and Sean Addy)
 * // In Their Own Words: Thomas Edison // (George Sullivan)
 * // John Muir: Young Naturalist // (Childhood of Famous Americans) (Montrew Dunham)
 * // Meet the Authors and Illustrators Volume 1: 60 Creators of Favorite Children’s Books Talk About Their Work // (Grades K-6) (Deborah Kovacs and James Preller)
 * // Musicians // (Women in Profile) (Leslie Strudwick)
 * // Rachel Carson: Pioneer of Ecology // (Women of Our Time) (Kathleen V. Kudlinski)
 * // Tales of Famous Americans // (Peter and Connie Roop)
 * // The World at His Fingertips: A Story about Louis Braille // (Creative Minds Biographies) (Barbara O’Connor and Rochelle Draper)
 * // Visual and Performing Artists // (Women in Profile) (Shaun Hunter)
 * // We Are The Ship: The Story of Negro League Baseball // (Kadir Nelson) (E)
 * // Who Was Albert Einstein? // (Jess M. Brallier and Robert Andrew Parker)
 * // Who Was Dr. Seuss? // (Janet Pascal and Nancy Harrison)
 * // Who Was Jackie Robinson? // (Gail Herman, Nancy Harrison and John O'Brien)
 * // Who Was Louis Armstrong? // (Yona Zeblis McDonough, John O'Brien and Nancy Harrison)
 * // Who Was Pablo Picasso? // (True Kelley)
 * // Who Was Thomas Alva Edison? // (Margaret Frith, John O’Brien, and Nancy Harrison)
 * // Who Was William Shakespeare? // (Celeste Mannis)
 * // Scholastic Dictionary of Idioms (Revised) // (Marvin Terban

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
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