5.6.6LA


 * Grade: 5 Unit: 6 Week: 6 Content: Language Arts Dates: 5/13-5/17 **
 * Theme: **** Coming of Age **

This final six-week unit focuses on the genre of the novel, and uses "coming of age" as a unifying theme.

 * Theme Essential Question: **** How can literature help us understand what it means to “grow up”? **


 * Essential Questions **** : **
 * ** How do you know someone has “grown up”? **
 * ** What must be present in writing to show that someone has grown up? **


 * Standards **


 * RL.5.3: ** Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


 * RI.5.6: ** Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


 * RF.5.4: ** Read with sufficient accuracy and fluency to support comprehension.


 * W.5.6 ** : With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting**.**


 * W.5.8: ** Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


 * SL.5.5: ** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes**.**


 * L.5.3: ** Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * L.5.3 (a): ** Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


 * L.5.3 (b): ** Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


 * Objectives **
 * Students will recognize dialect in writing and substitute the grammatically correct equivalent form.
 * Define the term coming-of-age novel.
 * Compare and contrast novels and their film versions.
 * Create a multi-media presentation on a character coming of age.
 * Write a narrative using dialect, good sentence structure and knowledge of language and its
 * conventions of a character going through a coming of age experience. Students may
 * choose to write about their own experience and tell it as a story with all the above stated
 * components.

1.Product Students may utilize the character they created in last week’s multimedia presentation or create another one to write a narrative using dialect, good sentence structure and knowledge of language and its conventions of a character going through a coming of age experience. Students may also choose to tell a story of their own coming of age event in their own lives. The narrative must have those same components stated above.
 * Assessment **

2.Key Questions (match Standard) How will comparing and contrasting characters, settings or events help me to understand more about the story? How will technology help me to improve my writing?

3.Observable Student Behaviors Students will use the steps of the writing process to complete a narrative. Students will write using all grammar studied throughout the school year. Students will present stories to their classmates.


 * Vocabulary **
 * ELA ||  ||   ||

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)

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 ** [see Legend to highlight MCO and HYS]
 * Word Study **

Keep a journal about your coming of age novels that you have read independently. Make note of these elements: main character, settings, and events. Also characteristics that enable him/her to overcome obstacles, obstacles faced ,character’s internal responses, and external behaviors to these obstacles, events that lead up to climax, and, ultimately, the character’s growth (HYS- S/N)

Using journaling notes collected during this unit students working in small groups will make a graphic organizer to compare and contrast two character, events, or settings. After completing graphic organizers students will present theirs to the class. (MC-E/C, S, R/D & HYS- S/D, CL, C, Q, O)

Keep a chart of the following categories we’ve read over the unit: title, setting, and main character that undergoes change, and adjectives that describe him/her, obstacles faced by the main character, climax, and resolution. Use this information to make comparisons and generalizations about the characters that undergo changes in their development of self. (MC-E/C, S & HYS-S/D, C/Q/O)


 * Homework **


 * Terminology **

** 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 || || Lesson Plan in Word Document (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **

Poems
“Dreams” (Nikki Giovanni) (EA) “Freedom” (William Stafford) “I’m Nobody! Who are you?” (Emily Dickinson) (EA)

Stories
// A Long Way From Chicago // (Richard Peck) // A Year Down Yonder // (Richard Peck) // Blue Willow // (Doris Gates) // Bud, Not Buddy // (Christopher Paul Curtis) (E) // Cat with a Yellow Star: Coming of Age in Terezin // (Susan Goldman Rubin and Ela Weissberger) // Christmas After All: The Great Depression Diary of Minnie Swift, Indianapolis, Indiana, 1932 // (Dear America Series) (Kathryn Lasky) // Flying with the Eagle, Racing the Great Bear: Stories from Native North America // (Joseph Bruchac) // M.C. Higgins, the Great // (Virginia Hamilton) (E) // Out of the Dust // (Karen Hesse) // Rose’s Journal: The Story of a Girl in the Great Depression // (Marissa Moss) // Survival In the Storm: The Dust Bowl Diary of Grace Edwards, Dalhart, Texas, 1935 // (Dear America Series) (Katelan Janke) // The Journal of C.J. Jackson: A Dust Bowl Migrant, Oklahoma to California, 1935 // (Dear America Series) (William Durbin) // The Secret Garden // (Frances Hodgson Burnett) (E) // The Wall: Growing Up Behind the Iron Curtain // (Peter Sis) // Then Again, Maybe I Won’t // (Judy Blume) // Tuck Everlasting // (Natalie Babbitt) (E) // Where the Mountain Meets the Moon // (Grace Lin) (E)

Informational Texts

Nonfiction Books
// Children of the Dust Bowl: The True Story of the School at Weedpatch Camp // (Jerry Stanley) (Read Aloud) // Children of the Great Depression // (Russell Freedman) (EA) (Read Aloud) // Dust to Eat: Drought and Depression in the 1930s // (Michael L. Cooper) (Read Aloud) // Getting Ready for a Career as… // (Series) // Gorilla Doctors: Saving Endangered Great Apes // (Scientists in the Field) (Pamela S. Turner) // Kids During the Great Depression // (Kids Throughout History) (Lisa A. Wroble) // Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea // (Scientists in the Field) (Sy Montgomery and Nic Bishop) (E) // Setting Career Goals // (Stuart Schwartz and Craig Conley) // The Great Depression // (Cornerstones of Freedom) (Elaine Landau) // The Kid's Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It // (Scholastic Reference) (Steve Otfinsoki) (E)


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **
 * The PBS NewsHour: Christopher Curtis: Bud, Not Buddy (Discovery Education) 9:50
 * Segment Description: ** Newbery Award-winning author Chris Curtis talks about his book Bud, Not Buddy, which is told in the voice of a young boy. Curtis also talks about his personal story of change from auto worker to author.
 * Growing up and added Responsibility (Discovery Education) 1:08
 * Segment Description: ** Your world expands as you get older, and you need to be more responsible about safety

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

Compound Sentences Students will be able to identify and create compound sentences. Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing.
 * SMART Board Lessons, Promethean Lessons **
 * AEGOM Lesson EG5-005 **
 * AEGOM Lesson EG5-019 **

Complex Sentences Students will be able to idenNfy the components of a complex sentence and to combine clauses to form complex sentences.
 * AEGOM Lesson EG6-002 **

Irrelevant Information Students will be able to identify irrelevant information included in a passage or text. Character Traits Students will be able to make inferences about fictional characters and will be able to define and identify character traits.
 * AEGOM Lesson EG6-014 **
 * AEGOM Lesson EG6-020 **

Dialect and Jargon Students will be able to identify instances of dialect and jargon in text and in their own lives.
 * AEGOM Lesson EG8-018 **

[|Character Analysis] [SMART Notebook lesson]
==== This lesson focuses on understanding characters of a story. Students need to be taught explicitly to study all possible clues about characters. This lesson was designed using Scaffolded Instruction of Gradual Release of……… ====

[|The Dust Bowl, The Great Depression and Out Of the Dust] [SMART Notebook lesson]
==== Designed as an introduction to the time period of the Great Depression and the Dust Bowl, in order to provide context for reading the historical novel "Out of the Dust" by Karen Hesse. Resources from the Library of Congress. ====


 * Other Activities, etc. **
 * Tuck Everlasting Lesson Plans & Resources for Teachers Natalie Babbitt
 * This set of Lesson Plans consists of approximately 116 pages of tests, essay questions, lessons, and other teaching materials.[]
 * Teacher Lesson Plans: Tuck Everlasting Activities written by: Donna Cosmato • edited by: Trent Lorcher
 * Try these seven Tuck Everlasting activities with your class; kids love them! These easy-to-teach activities can be used by teachers. []
 * Out of the Dust Lesson Plans & Resources for Teachers Karen Hesse
 * This set of Lesson Plans consists of approximately 119 pages of tests, essay questions, lessons, and other teaching materials.[]
 * Out of the Dust Discussion Guide-Writing prompts, cross-curricular activities, discussion points, and more round out this discussion guide for Out of the Dust, a poem cycle that reads as a novel and tells the story of a girl named Billie Jo, who struggles to help her family survive the dust bowl years of the Depression.[]
 * Press Conference for //Bud, No Buddy//-This lesson can be used after the reading of Bud, Not Buddy by Christopher Paul Curtis. The lesson encourages students to use higher level thinking skills and asks them to examine different character perspectives. Students demonstrate comprehension of the story by actively involving themselves in group and whole-class discussions. Information about the author contributes to their understanding of historical fiction. By further analyzing the characters in preparation for a class "press conference," students can better understand the characters' impact in the story. The development and responses to critical-thinking questions lead to deeper understanding of the story.[]
 * The Big Ideas in Bud, Not Buddy – This lesson will help you get students to recall relevant information from experience or gather relevant information from print. []
 * Read: Bud, Not Buddy -This unit is designed to be technology-rich. The activities are designed to do before, during, and after reading the novel, Bud, Not Buddy. The book itself could be read individually, aloud as a class, or in reading groups. The chapter questions and spelling lessons are designed to be used along with the novel over a three week period. Grading rubrics and self-evaluation forms are provided. Some or all of the following activities could be used. []
 * Selection **Lesson** **Plan** **I’m** **Nobody**! **Who Are You**? / It Seems I Test People / Growing Pains Pages 194-200 Core Objectives ■Understand and appreciate a poem…….
 * []


 * Odyssey Lessons – Common Core
 * RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
 * RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * RF.5.4.a-c Read with sufficient accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.


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