5.5.4LA

 Theme: **Exploration, Real and Imagined**
 * Grade: 5 Unit: 5 Week: 4 Content: Language Arts Dates: 3/25-3/28 **
 * 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: Why do people, real or imagined learn from exploring their world? **


 * 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 **
 * Explain how series of chapters fit together to provide the overall structure of a story.
 * Analyze visual/multimedia can contribute to the telling of a story.
 * Interpret figurative language – idioms.

1.Product
 * Assessment **
 * 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.
 * 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.
 * Have students choose their favorite idiom and fold an 81/2 x 11 sheet of paper in half. On the top they draw their idiom and on the inside write the idiom. Have them share their drawings with others in the class and see if they can tell what idiom it is without showing them the written idiom.

2.Key Questions (match Standard)
 * How do chapters fitting together effect the overall structure of a story?
 * Is it possible that visual/multimedia can contribute to the telling of a story?
 * Why do we use idioms?

3.Observable Student Behaviors
 * Students will work cooperatively in groups.
 * Students will use appropriate listening skills.
 * Students will participate in group/class discussions.

Alliteration Cliches Idioms
 * Vocabulary **

Reading Workshop Writing Workshop
 * Literacy Block **
 * 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)

[] [] [] []
 * 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)
 * How is reading Alice’s Adventures in Wonderland or The Little Prince similar to or different from watching a DVD version? Which do you prefer? Why? Write your initial thoughts in your journal before discussing as a class.
 * Read “Birds of a Feather: A Book of Idioms and Silly Pictures”, by Vanita Oelschlager, making a list of the idioms. Another book that can be used is “Mad as a Wet Hen” by Marvin Terban, Amelia Bedelia books or The Fred Gwynn Books. Have students choose their favorite idiom and fold an 81/2 x 11 sheet of paper in half. On the top they draw their idiom and on the inside write the idiom. Have them share their drawings with others in the class and see if they can tell what idiom it is without showing them the written idiom.
 * To see Alice and its illustrations in a different light, the teacher will introduce students to (1) The Nursery “Alice,” a version of the story that Carroll prepared for very young children, (2) Down the Rabbit Hole: An Echo Falls Mystery (Peter Abrahams), and/or (3) the graphic novel version of Alice in Wonderland (Campfire Graphic Novels). Discuss similarities and differences between these versions. Students can use a graphic organizer to display their findings.


 * Homework **


 * 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 || ||
 * ||  ** 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. 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]**

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