5.5.3LA

 ** Grade: 5 Unit: 5 Week: 3 Content: Language Arts Dates: 3/11-3/14 ** ** 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: 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 ** ** Assessment ** 1.Product 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. 2.Key Questions (match Standard) Why is it helpful to recognize the changes in Alice as she progresses through her journey? How can illustrations play a role in telling a story? Why is it important for us to recognize idioms in writing and what meaning they convey? 3.Observable Student Behaviors 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. Students will take notes. ** Vocabulary ** ** Literacy Block ** Reading Workshop Writing Workshop ** Activities ** ** Word Study ** 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) Discuss how illustrations in Alice in Wonderland and/or in The Little Prince play a role in telling the story. Read a section of the story without showing any illustrations. Have students draw what they visualized as you read. Compare the various interpretations. Discuss the positive nature of doing your own visualizing and the positive nature of having illustrations that represent the authors interpretation. Compare and contrast the two views. Have student write an (Opinion) piece stating which view they agree with most, list reasons, cite examples to support their opinion, and provide a closure. (MC- S, EC & HYS- S/D) As you read each chapter, have students keep a written record of the changes that occur in Alice as she progresses through her journey. Consider: “What does Alice learn from her experiences in Alice’s Adventures in Wonderland?” “What events impact Alice and help her to change?” Cite specific examples with page numbers of quotes that will be cited in the text. Students in small groups will use their writing to assist them in informed discussion. (MC- S, EC & HYS-S/N) Students will work in small groups to identify idioms in written works and talk about the meaning of the idioms. (MC- S, EC & HYS-CL) ** Homework ** ** Terminology for Teachers ** Idioms – An expression that has a meaning apart from the meanings of its individual words. ie., A Drop in the Bucket:A very small part of something big or whole. ** 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 ************************************************************************************************************  ** Resources ** ** Professional Texts ** ** Effective Literacy for Grades 2- 4 ** ** Professional Texts for 2011-2013 ** // 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 ** ** Sight Words ** ** FRY LIST ** [] Fifth grade is expected to know the first six Fry list (600 words). ** Smartboard Lessons, Promethean Lessons ** 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. ** Other Activities, etc. ** Click here for Word Document. Click cancel when asked for a us name and password.
 * Explain how a series of chapters, scenes or stanzas fit together to provide for the overall picture of the story.
 * Analyze how the visual/multimedia can contribute to the telling of a story.
 * Explain how an author uses reasons/evidence to support points in a text.
 * Write a story using effective techniques, descriptive details, and clear sequence of events.
 * Interpret figurative language- idioms.
 * 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)
 * ||  ** Multicultural Concepts **
 * [|**Figurative Language**] **[SMART Notebook lesson]**
 * [|**Figurative Language**] **[SMART Notebook lesson]**
 * [|**Oral Traditions 4 - compare and contrast**] **[SMART Notebook lesson]**


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