5.5.2LA

 ** Grade: 5 Unit: 5 Week: 2 Content: Language Arts Dates: 3/4-3/8 ** Theme: **Exploration, Real and Imagined**
 * This five-week unit builds on the study of character development begun in Unit Four by having students articulate what we learn from real and fictional characters’ experiences **
 * Essential Question: What do people, real or imagined, learn from exploring their world? **

** Standards ** ** Assessment ** 1.Products 2.Key Questions (match Standard) 3.Observable Student Behaviors ** Vocabulary **
 * RL.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.
 * RL.5.7 ** : Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., a graphic novel, multimedia presentation of fiction, folktale, myth, (or) poem.)
 * RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identify which reasons and evidence support which point(s). **
 * RF.5.4: Read with sufficient accuracy and fluency to support comprehension. **
 * W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. **
 * W.5.5: With guidance and support form adults and peers, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. **
 * SL.5.2: Summarize a written text read aloud or information presented in diverse medial and formats, including visual, quantitatively, and orally. **
 * L.5.5: Demonstrate understanding figurative language, word relationships, and nuances in word meanings. **
 * Objectives **
 * Explain how an author uses reasons/evidence to support points in a text.
 * Identify reasons/evidence in a text.
 * Write a story using effective techniques, descriptive details, and clear sequence of events.
 * Summarize a text.
 * Interpret figurative language - clichés.
 * Students will create a figurative language book. There will be three sections: alliteration, clichés, and idioms. You may choose to do a class book, group book, or individual book. Have student write examples of all three elements, illustrate them, and combine them in a book. This can be done in print or digitally.
 * Create a summary map. []
 * Write your own exploration story about a real or fictional character. Your story should have a moral, or a lesson you want the reader to learn from your character. Talk through your ideas with a partner before starting your first draft. You will have the opportunity to edit and revise your narrative with a partner so your final product is of the highest quality.
 * Why is it important for an author to use reasons/evidence to support points in a text?
 * How do we identify reasons/evidence in a text?
 * Why/How do we use clichés?
 * Students will work cooperatively in groups.
 * Students will participate in class/group discussions.
 * Students will keep a response journal.
 * Students will display appropriate listening skills.

Idioms Alliteration Clichés

** Literacy Block ** Reading Workshop Writing Workshop ** Activities ** [see Legend to highlight MCO and HYS] As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards or wall charts which will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This will be an ongoing activity all year long.) (HYS – SD, SN) ** Homework **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Word Study **
 * Students will choose a book to read and discuss with classmates in groups. S, R/D, I/C
 * Students will write their own exploratory story about a real or fictional character. The stories should have a moral or a lesson that the reader will learn from the character.
 * Summarize every three to four chapters of The Little Prince in journals by answering the question, “What does the pilot learn form the little prince? What does the little prince learn from the pilot? Use examples from the text.
 * Summarize each chapter in journal by answering the questions, “What does Alice learn from her experiences in Alice’s Adventures in Wonderland” Use examples from the text. Students may use sticky notes to facilitate group discussion. S, R/D, E/C
 * Read My Librarian Is a Camel together as a class. In groups have students discuss: “What did you learn from this text?” S, R/D, E/C
 * Review idioms. Students will look in a selected piece of text for use of idioms.
 * Listen to the song “The Little Prince”. Read the lyrics. Discuss similarities/differences between the song/book.
 * Display a list of clichés (“under the weather”, “put on a brave face”, “pushing your luck”, “given up the ghost”, “got an axe to grind”, “pull an all nighter”, “white as a sheet”). Have a discussion about what they mean. Then help students to rewrite the clichés into good sentences. Tell them that we try to avoid clichés when writing. Have them look in books, novels, etc. and find examples to rewrite into their own sentences without the cliché.

** Terminology **

Alliteration – The repetition of the same initial letter, sound, or group of sound. It includes tongue twisters. Idioms – An expression that has a meaning apart from the meanings of its individual words. Clichés – An expression that has been used so often that it has become overused and sometimes boring. ** 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
 * || ** Multicultural Concepts **

** Resources **
 * Professional Texts **

** Effective Literacy for Grades 2- 4 ** // 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)
 * Professional Texts for 2011-2013 **

** Literary Texts **

** Informational Texts **

** Art, Music, and Media **

** Manipulatives **

** Games **

** Videos ** Figurative Language explanation and review Basic lessons on figurative language and its use in poetry. Comparing and contrasting 2 stories previously read in Oral Traditions 2 and 3. Students will summarize, use a plot chart, and compare and contrast the two folktales.
 * [|**Figurative Language**] **[SMART Notebook lesson]**
 * [|**Figurative Language**] **[SMART Notebook lesson]**
 * [|**Oral Traditions 4 - compare and contrast**] **[SMART Notebook lesson]**

** Sight Words ** Fifth grade is expected to know the first six Fry list (600 words). Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing. You're the Editor Students will be able to edit text for errors such as punctuation or spelling. Supporting Details Students will be able to identify the supporting details of a passage or text.
 * Fry’s List ** []
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson EG5-019 **
 * AEGOM Lesson EG5-012 **
 * AEGOM Lesson EG5-014 **

** Other Activities, etc. ** Click here for Word document. Click cancel when asked for a username and password.


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