5.5.1LA

** Grade: 5 Unit: 5 Week: 1 Content: Language Arts Dates: 2/25-3/1 ** 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 **
 * Theme Essential Question: What do people, real or imagined learn from exploring their world? **


 * Essential Question: How can we use other’s experiences to enhance our exploration of the world from our classroom? **


 * Standards **
 * 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 **
 * Defining related words and identify root, prefixes or suffixes (e.g., exploration, explorer, exploratory; character, characterization, characterize).
 * Write narratives real or imagined that give descriptive details and clear event sequence.
 * Interpret figurative language-alliteration.
 * Write and recite poetry for classmates- original and parody versions.

1.Product Write original poems, using at least two of the before learned techniques, to published in a book and to read at a Poetry Slam/ Young Poet’s Night at the end of the unit of study. Each student will also contribute one poem to be published in a class book. Poems may be written in small groups or for individuals. (This assessment is ongoing throughout unit.)
 * Assessment **

Students will write 5 original alliterations. 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. 2.Key Questions (match Standard) How will specific use of vocabulary, phrases help you as a writer convey your ideas to your audience? How will using alliteration help your writing be more interesting?

3.Observable Student Behaviors Students will begin writing poems in either small groups or individually. Students will be using polite critiquing to help one another develop the best poem possible. Students working in small groups Students fluently read poetry.


 * Vocabulary **


 * Sample Literacy Block **


 * Literacy Block **


 * Reading Workshop **
 * Familiar Reading (15 min)
 * Word Study (30 min)
 * Read Aloud (15 min)
 * Reading Workshop (1 hour)
 * Book Talk (5 min)
 * Mini-Lesson (10 min)
 * Independent Reading-Guided Reading-Independent Research (40 min)
 * Sharing-Reflection-Feedback (5 min)
 * Writing Workshop **
 * Writers Talk/Mini-Lesson-Status of the Class (10 min)
 * Independent Writing/Guided Writing/Investigations (45 min)
 * Sharing/Reflection/Feedback (5-10 min)

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)
 * Activities **
 * Word Study **

Students will begin writing original poetry in small groups or individually. Over the next five weeks they will write and revise a variety of poems. (Limericks, Haiku, Cinquain or Acrostic Poem) (MC- S, EC & HYS- CL, OF)

Students will work in small groups to illustrate four alliterations on a quarter-folded sheet of white paper. Student work will then be displayed on an alliteration bulletin board in the classroom or hallway. (MC- S, EC & HYS-CL)

Students will brainstorm a list of possible topics for a real or imagined narrative writing experience. Using a graphic organizer students will begin to plan their writing making sure to have descriptive details, and clear sequence of events. (MC- S & HYS- C,Q,O)

Create a running chart where you will record information about characters you are reading about. This should be done as a whole class and individually. Recording this information provides a place to reference when comparing a variety of characters within texts and between texts. . For example, compare Alice’s encounters in Wonderland with the Red Queen to another literary character that encounters a tyrant. What can you learn from Alice? Write your response in your journal, share ideas with a classmate, and revise your response if you get additional ideas you would like to use. (MC- S & HYS- C,Q,O)


 * Homework **


 * Terminology for Teachers **


 * Alliteration : ** The repetition of the same initial letter, sound, or group of sound. It includes tongue twisters.

** Haiku Poetry: ** is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century and reflects on some aspect of nature and creates images. Line 1 is one word (the title)
 * Limericks: ** are short sometimes bawdy, humorous poems of consisting of five [|Anapaestic] lines. Lines 1, 2, and 5 of a Limerick have seven to ten syllables and rhyme with one another. Lines 3 and 4 have five to seven syllables and also rhyme with each other.
 * Cinquain: ** has five lines.

Line 2 is two words that describe the title.

Line 3 is three words that tell the action

Line 4 is four words that express the feeling

Line 5 is one word that recalls the title
 * Acrostic: ** tells about the word. It uses the letters of the word for the first letter of each line.

** 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 || ||
 * ||  ** Multicultural Concepts **

Resources

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

// 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 **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **

Fifth grade is expected to know the first six Fry list (600 words).
 * Sight Words **
 * Fry’s List ** []

Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson EG5-019 **

You're the Editor Students will be able to edit text for errors such as punctuation or spelling.
 * AEGOM Lesson EG5-012 **

Supporting Details Students will be able to identify the supporting details of a passage or text.
 * AEGOM Lesson EG5-014 **

Figurative Language explanation and review Basic lessons on figurative language and its use in poetry.
 * [|**Figurative Language**] **[SMART Notebook lesson]**
 * [|**Figurative Language**] **[SMART Notebook lesson]**

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.
 * [|**Oral Traditions 4 - compare and contrast**] **[SMART Notebook lesson]**


 * Other Activities, etc. **
 * List

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