5th grade first term

5th

Grade English Term 1: Sacrifice, Loyalty, and Unconditional Love

Mrs. Christine Oh (Kim) Class Website: 5thgradeenglishcds.weebly.com

Email: [email protected]

Interest Packet

Outcome: Through reading, discussing, and writing about a novel, news articles, and other sources, you

will be able to tell about: sacrifice, loyalty, and unconditional love. You will also be able to use grade-

appropriate vocabulary, make strong arguments, and compare many sources of information. Finally, you

will explain what loyalty means.

Term Introduction: Sacrifice, loyalty, and unconditional love are things we see often. Whether it’s your

family, friends, pets, or others, you most likely see examples of loyalty every day. Sacrifice and

unconditional love affect human relationships, and are emotions many people experience.

This term, we will spend our classes reading a novel, sharing news articles, discussing important themes,

and doing several projects. We will compare different media (e.g., art, poetry, prose, short stories, a novel,

news articles, etc.) to further develop the concepts listed above. Topic Overview

Poverty, the Great Depression

Our Relationships with Animals

Identifying Story Elements (plot, theme, characters, setting, etc.)

Family Bonds

Violence, Bullying, and Adversity

Native Americans: History and Legends

World Religions

Loyalty, Determination, and Love

Essential Questions

● What are some people very, very rich, while many others are extremely poor? ● What relationships do humans have with animals, and why? ● How do different families function? What does this mean for all of us? ● What is bullying, why does it happen, and what can we do to prevent it? ● Who are Native Americans? What can we learn about their history? ● What are some religions around the world? ● Where can we find examples of loyalty, determination, and love?

mailto:[email protected]

Skills List These are the skills we will focus on developing this term. All skills are identified according to their number

within the CDS English Language Arts Standards. To see the skills in full, please consult these standards. In

addition:

● Please note that certain skills, such as those related to language and vocabulary, are not listed

among the goals of specific lessons because they are not the primary aims of these lessons. ● While not mentioned specifically, respect for others, following directions, arriving to class

promptly and fully prepared, and behaving with integrity are all skills that are essential to success

in this class and in life.

Reading Foundations ● RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. ● RF.5.4. Read with sufficient accuracy and fluency to support comprehension.

Reading Literature

● RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text. ● RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a

topic; summarize the text. ● 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).

● RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

● RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on

their approaches to similar themes and topics.

Reading Informational Texts

● RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

● RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details;

summarize the text. ● RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or

concepts in a historical, scientific, or technical text based on specific information in the text.

● RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 5 topic or subject area. ● RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts. ● RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgeably.

Writing ● W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and

information… ● W.5.3. Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences. ● W.5.4. Produce clear and coherent writing in which the development and organization are appropriate

to task, purpose, and audience ● W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach. ● W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research ● W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,

and audiences.

Speaking and Listening ● SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly. ● SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally. ● SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons

and evidence.

● SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace. ● 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. ● SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task

and situation.

Language ● L.5.1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. ● L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

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

● L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on grade 5 reading and content, choosing flexibly from a range of strategies.

Word Study-Weekly Routine

Monday:

Every Monday a new word study lesson is introduced in class, and students are given 5 new high frequency

words to study. Before the lesson is introduced, students will take a pre-test to assess their prior knowledge

of the words. Students who score a 90% or better on the practice test will be given more challenging words

for their study list.

On this day a word study packet will also come home that explains the new word study lesson and describes

the related homework activities. Students have all week to work on the assignments in the packet and are

asked to return it to school on the following Friday, the day of the weekly test.

Tuesday – Thursday:

In school, students will rotate though a variety of word study games that will help them practice their spelling

and vocabulary words. At home, students should spend some time each night working on the assignments in

their weekly word study packet.

Friday:

The weekly spelling and vocabulary test will always be on Friday. This is also the day that the weekly word

study packet homework packet is to be returned to school. After students take the spelling test in class, the

corrected test will be returned to students so that they can record any words that they spelled wrong in their

word study notebook.

Lesson 6 Final Schwa + /l/ Sounds

Lesson 7 Words with –ed or –ing

Lesson 8 Changing Finaly y to i

Lesson 9 Suffixes: -ful, -ly, -ness, -less, -ment

Lesson 10 Words from Other Languages

**Every so often, students will have a week where their entire spelling list will

be made up of these misspelled words. If students misspell a high frequency

word, it will remain on their high frequency word list until it is spelled

correctly.

Day by Day

Please note that for all classes you must bring the following seven (5) items:

● Class novel: Where the Red Fern Grows by Wilson Rawls ● All news articles you’ve found and summarized throughout the semester ● An independent reading book of your choice (that is NOT on the CDS English curriculum) ● A notebook for taking notes and doing in-class writing ● At least one pen or pencil (a pencil case is suggested with highlighters and an eraser in it)

You must bring these materials to every class. You will lose citizenship points if you don’t bring these items.

1. Review and preview

Goal: Reviewing themes in the previous class novel and unit; previewing similar themes

Standards: SL5.4, L5.1, L5.2 ● Recap of last term: Pros? Cons? How to improve individually and as a class?

● Journal writing: How was nature a large theme in Hatchet? What were other themes? What

major themes do you think Where the Red Fern Grows will have?

● Class discussion of nature in literature

● Introduction to Wilson Rawls and Where the Red Fern Grows (Handout 2-1)

● Discussion of the time and place in which the novel takes place

Homework: Write a 1-2 paragraph essay to explain why you think so many people write about nature,

what messages they may be trying to tell, how nature affect you, and why.

2. Poverty and the Great Depression

Goal: Discovering information about the Great Depression and how it relates to poverty today

Standards: RI5.4, W5.1, W5.4, SL5.5 ● Journal: What do you think of when you hear (or see) the words “great depression”? What is

poverty?

● Why are some people rich and some poor?

● Discussion of poverty and wealth throughout time, how financial disasters can be avoided, and

how to be a responsible consumer (examine various newspapers and magazines on the topic)

● What was the Great Depression? (Handout 2-2)

● Look at http://www.themint.org/ together, identify ways people can help themselves

financially

● Review news homework layout (Handout from last term)

Homework: Find a news article about poverty, then summarize and prepare a presentation.

3. Human’s relationships with animals

Due: News article and summary

Goal: Describing and analyzing the various relationships humans have with animals

Standards: W5.10, L5.1, L5.2 Presentation of news stories (3-4 students)

Free-write (“free association”): Write anything that comes to mind for word “animal,” then

repeat with “pet”. Compare the two lists.

Discuss how we interact with animals on a daily basis (consider their roles in our lives)

Read Chapter 1 together

Identify any new vocabulary (create story dictionary)

Homework: Write a 1-2 paragraph summary of Chapter 1 (5-20 sentences)

4. Story elements in Where the Red Fern Grows: tone, setting, plot

Due: Chapter 1 summary Goal: Identifying and providing examples of how a tone is set at the beginning of the novel; analyzing

the other story elements of setting and plot Standards: SL5.2, RI5.2, RI5.4, L5.4

Review chapter 1, discussing summaries

Discuss the importance of tone and setting in stories

http://www.themint.org/

Read Chapter 2, stopping to discuss and note the use of language to establish plot

Find and discuss any new vocabulary, take note in story dictionary

Homework: Write a 1-2 paragraph summary of Chapter 2 (5-20 sentences). Also, find and

summarize a news article about animals or nature

5. Families and characters in real life and in fiction

Due: Chapter 2 summary; news article and summary Goal: Understand and communicate how different people deal with traumatic events Standards: RI5.2, RF5.4, W5.3, L5.3

Review the plot and setting so far in the novel Journal: What’s your family like? Who’s in it, and how do you feel about your family? Why? Read Chapter 3, taking notes of characters and descriptions of each (Handout 2-3) Discussion: How does your own family differ from or mirror the family in our novel? How? Continue with unfamiliar vocabulary in book dictionary

Homework: Word study homework and write a 1-2 paragraph summary of Chapter 3 (5-20

sentences)

6. Examples of perseverance

Due: Chapter 3 summary Goal: Citing textual examples of perseverance Standards: RI5.2, W5.1, W5.4, W5.9, W5.10

Share chapter summaries together, noting plot Journal: What is something at which you work very hard? When have you been in a situation

when you didn’t give up (but could have)? Is it important to keep trying things, or is it better

to quit them? Read Chapter 4 together, noting examples of perseverance in the book (Handout 2-4) Discuss: Who works hard in the novel so far? Give examples (quotes and page numbers) from

the book Write a summary about perseverance: How did someone work hard to achieve something, and

why? Homework: Write a 1-2 paragraph summary of Chapter 4 (5-20 sentences) and news article

on school bullying.

7. Bullying and Adversity

Due: Chapter 4 summary and news article with summary Goal: Finding examples of and reflecting on examples of bullying and/or adversity Standards: RL5.6, RL5.9, RI5.5, W5.3

Presentation of news articles (3-4 students) What is bullying? (Handout 2-5) Journal: Have you been bullied or teased? Have you teased other people? Tell about one

situation when you teased or were teased by someone. How did you feel? Discuss how and why people bully, and how people react to adversity? Read Chapter 5 together Take note of examples of bullying

Homework: Write a 1-2 paragraph summary of Chapter 5 (5-20 sentences).

8. Loyalty

Due: Chapter 5 summary Goal: Recognizing and explaining examples of loyalty in a text Standards: RI5.1, RI5.2, RF5.4, SL5.3

Review plot, characters, and major themes in the book Read Chapter 6 together Define “loyalty”. How are you loyal, and to whom? Why? Why would one person be loyal to

another? Continue with unfamiliar vocabulary in the book dictionary

Homework: Write a 1-2 paragraph summary of Chapter 6 (5-20 sentences); also, Also, Quiz #1

(Chapter 1-6) is the next class.

9. Identifying Plot I

Due: Chapter 6 summary Goal: Identifying and summarizing story elements, focusing on plot Standards: RL5.6, RI5.1, SL5.2, SL5.3, SL5.5

Reading Quiz #1 (Chapters 1-6) Presentations of news articles (3-4 students) Read Chapter 7, stopping to discuss the plot Map the events of the story, identifying initial action, rising action, climax, and falling action

in several chapters (Handout 2-6) Discuss Brian’s survival so far, including the tools and mental/physical resources he needs


10. Native Americans and Native American Folklore

Due: Chapter 7 summary Goal: Reading, discussing, and finding similarities between Native American stories and the current

text, citing examples throughout Standards: RL5.9, RI5.5, RI5.9

Discuss some well-known folktales from any culture Read several famous Native American tales (Handout 2-7) Class discussion of the folklore and how it coincides with Where the Red Fern Grows Look at www.cherokee.org/ together to learn about the Cherokee Nation Read about Native American history and culture (Handout 2-8) Journal: How does our life and culture differ from that of Native Americans?

Homework: Find and summarize a news article about Native Americans.

11. Context clues and vocabulary

Due: News article and summary Goal: Identifying, defining, and using challenging vocabulary from the class text Standards: RI5.2, L5.1, L5.4

Present news article (3-4 students) Read Chapter 8, stopping to identify and define difficult vocabulary Review vocabulary through chapter 8, updating book dictionary Review and preview difficult/unfamiliar words Examine and utilize prefix/affix chart and context clues (Handout 2-9) Decipher meanings of 10-15 words using: context, peers, prefix/affix chart, dictionary


12. Religion and its role in a novel

Due: Chapter 8 summary Goal: Identifying and discussing the role of religion in a class text Standards: RI5.1, RI5.2, RI5.9, W5.9

Survey: Religion (Handout 2-10) Class discussion on world religions Read Chapter 9 Examine the role of religion in Where the Red Fern Grows through Chapter 9 Journal: What role (if any) does religion play in your life? How? Why? How is religion

important in other people’s lives? Homework: Write a 1-2 paragraph summary of Chapter 9 (5-20 sentences); also, find and

summarize a news article about religion.

13. Determination and goals

Due: Chapter 9 summary; and news article and summary Goal: Citing examples of determination in fiction and non-fiction; defining one’s own goals Standards: W5.1, W5.3, W5.4, W5.10

Present news article (3-4 students) What are my goals? (Handout 2-11)

http://www.cherokee.org/

Journal: How and why are people determined? Why do some people work very hard to

achieve their goals, while others go through life accomplishing very little? In what ways are

you determined? Read Chapter 10 Discuss examples of determination through Chapter 10


14. Female roles in the class novel

Due: Chapter 10 summary Goal: Identifying, exemplifying, and discussing gender roles in the class novel Standards: RI5.1, W5.1, W5.4, W5.9

Journal: Do you like being a (girl/boy)? What’s good about it? What’s bad? What are the

advantages/disadvantages of your gender? Of the other? Read Chapter 11 Identifying and exemplifying gender roles in Where the Red Fern Grows Class discussion: Is it important the way men and women are described in

literature/nonfiction? Why? Why not? Is your gender important? Why or why not? Homework: Write a 1-2 paragraph summary of Chapter 11 (5-20 sentences); also find and

summarize a news article on a gender issue.

15. Vocabulary, literary device: flashbacks

Due: Chapter 11 summary, news article and summary Goal: Examining the importance of flashbacks and vocabulary in a story Standards: SL5.2, SL5.4, SL5.5, SL5.6

Present news articles (3-4 students) Literary device: flashbacks (Handout 2-12) Read Chapter 12, updating book dictionary Journal (or discussion, depending on time left): How would the story be different if Billy told

it from the point of view of a child? Would it matter? Why do you think the author chose to

use flashbacks to tell the story? What flashback stories can you think of from your own life? Homework: Write a 1-2 paragraph summary of Chapter 12 (5-20 sentences); also Book

Report #1 is due the next class.

16. Violence in literature and in real life

Due: Chapter 12 summary and Book Report #1 Goal: Exemplify and discuss violence in fiction and in real life Standards: RI5.1, RI5.2, RF5.4, W5.9

Journal: Has anything violent ever happened to you? If so, explain. If not, what do you think

you would do if someone threatened you with violence? Would you ever use violence in

your own life? Read Chapter 13 Find examples of violence in the novel so far Discussion about the role of violence in fiction, nonfiction, different media, and in real life Homework: Write a 1-2 paragraph summary of Chapter 13 (5-20 sentences); Also Quiz #2

(Chapters 7-13) is the next class.

17. Identifying plot II

Due: Chapter 13 summary Goal: Using a story map and identifying action and events in the plot of the class novel Standards: RI5.1, RI5.4, SL5.2, SL5.3

Quiz #2 (Chapters 7-13) Review and update dictionary from the novel Review the plot thus far Read Chapter 14 Update story map through chapter 14 (Handout 2-13) Predict: What do you think will happen next in the story? Why?


18. Editing Workshop

Due: Chapter 14 summary Goal: Editing and reviewing our own work and the work of others Standards: L5.1, L5.2, L5.3, L5.4

Teacher’s presentation: The importance of good grammar II Editing tips, examples, and rubric (review and redistribution of Handout 1-11) Edit each other’s summaries (Chapter 1-14) using the rubric distributed in class Discuss the author’s use of conventions, citing good examples

Homework: Find and summarize a news article about violence.

19. Themes in the class novel: Sacrifice, religion, violence, poverty

Due: News article and summary Goal: Find evidence of and discuss different themes in the class novel Standards: RI5.1, RI5.2, SL5.3, SL5.4

Presentations of the news (3-4 students) Review themes in the novel (sacrifice, religion, violence, poverty) Read Chapter 15, stopping to discuss how and why these themes are used throughout the

novel Homework: Write a 1-2 paragraph summary of Chapter 15 (5-20 sentences)

20. Competitions, victory, and heroism

Due: Chapter 15 summary

Goal: Recognizing examples of heroism in fiction and real life Standards: W5.1, W5.3, W5.10

Journal: Who are some of your heroes? Why? Who are the heroes of other people? What

makes someone a champion? Why do some people do better than others? Read Chapter 16 Class discussion: What makes a hero? In what ways are everyday people heroic? Why?


21. Dangerous Situations

Due: Chapter 16 summary Goal: Identifying dangerous situations and discussing how to handle them Standards: RL5.6, RI5.1, W5.1, W5.4, W5.10

Journal: Have you ever been in a dangerous situation? If yes, what happened? I no, what kind

of dangerous situation might happen to you, and how would you deal with it? Read Chapter 17 Class discussion: How do Billy and the dogs deal with dangerous situations? What happens?


22. Identifying plot III

Due: Chapter 17 summary Goal: Using a story map and identifying action and events in the plot of the class novel Standards: RL5.6, SL5.2, SL5.3

Review and update dictionary from the novel Review the plot thus far Read Chapter 18 and update story map through chapter 18 (Handout 2-14) Predict: What do you think will happen next in the story? Why?

Homework: Write a 1-2 paragraph summary of Chapter 18 (5-20 sentences); Also, find and

summarize a news article about death or loss.

23. Dealing with death and loss

Due: News article and summary Goal: Identifying and reflecting on how different people deal with death Standards: RL5.6, RI5.2, W5.4

Presentation of news articles (3-4 students)

Journal: Has anyone you known died? Has anyone in your family died? If so, what happened

and how did you and your family deal with it? If not, how do you think you would react to

the death of someone you love? Read Chapter 19 Class discussion: How does Billy deal with the loss of his two companions? What happens,

and how does he finally make peace with the situation? Homework: Write a 1-2 paragraph summary of Chapter 19 (5-20 sentences)

24. Symbolism in Where the Red Fern Grows

Due: Chapter 19 summary Goal: Recognizing and explaining basic symbolism Standards: RL5.6, RI5.1, RI5.4, SL5.2, SL5.3

Read Chapter 20 Draw an image for 10 ideas (e.g., “love,” “freedom,” “wisdom,” “happiness,” etc.) Discuss what images are evoked for each word and why Brief slideshow of images and what ideas/words/emotions they evoke Identify famous symbols/logos/flags throughout history (Handout 2-15) Look at excerpts from Where the Red Fern Grows, and identify examples of symbolism in

notebook Homework: Write a 1-2 paragraph summary of Chapter 20 (5-20 sentences). Get ALL 20

summaries and put them together, due Class 26; Create a document (Word, PowerPoint, etc.)

with a picture AND description of 3-5 symbols in Where the Red Fern Grows, due next class.

Also, Quiz #3 (Chapters 14-20) is the next class!

25. Compare and contrast I

Due: Symbolism document. Goal: Presenting a culminating project on symbols presented in reading this term; to compare this

novel to the prior term’s Standards: RL5.9, RI5.5, RI5.9

Presentations of symbols used in Where the Red Fern Grows Quiz #3 (Chapters 14-20) Compare and contrast this novel with last term’s Hatchet in their uses of nature (Handout 2-

16) Journal: Which book did you like better: Hatchet, or Where the Red Fern Grows? Why? How

did each novel deal with nature? Which book felt more real to you? Why? Introduction and rubric for the Final Project (Hand out 2-17)

Homework: Prepare final project rough draft (bring 1 printed copy); all 20 chapter summaries

due next class, put together

26. Final Project: Preparation Due: Final project rough draft; all 20 chapter summaries, printed and put together Goal: Presenting a culminating project on symbols presented in readings this term; to engage in the

peer-editing process Standards: L5.1, L5.2, L5.3, L5.4

Turn in all 20 chapter summaries Share progress on final project rough drafts Engage in peer editing process Revise projects in class, with teacher feedback Ensure that projects are read enough to be finished by next class

Homework: Prepare final project, final draft (1 printed copy), book reports and reading log

due next class

27. Movie Due: Final project, final draft Goal: Compare and contrast the Hollywood version of the Where the Red Fern Grows with the book

Standards:

Watch movie: Where the Red Fern Grows Compare and contrast reading from the movie version. Wrap-up discussion

28. Final Project: Preparation Due: Final project, final draft Goal: Presenting a culminating project on symbols presented in readings this term

Standards: SL5.2, SL5.3, SL5.4, SL5.5, SL5.6, L5.1, L5.2, L5.3, L5.4 Present projects Wrap-up discussion Looking ahead: preview of the next term

29~: Project presentations and review; turn in book report and reading log.

Assessments and Projects

As is always the case for middle school English at the Cheongna Dalton School, your grade each term

is based upon the following Grading Breakdown:

Quizzes: 20% (three book quizzes, spelling and vocabulary quizzes) Projects: 30% (presentations and written projects; also reading binder)

Citizenship: 20% (based on daily participation, good behavior, and class work) Homework and in-class writing: 20% (news, homework, and writing in class)

Independent Reading: 10% (reading log, book report and A.R. quiz)

Important Due Dates and Assessment Dates

Class #9: Quiz 1 (Chapters 1-6) Class #17: Quiz 2 (Chapters 7-13) Class #25: Quiz 3 (Chapters (Chapters 14-20) Class #26: All 20 chapter summaries Class #26: Rough draft of final project due Class #27: Final project due Class #30: Book Report and Reading Log Due

In Class Assessments (Quizzes) Class #9, Class #17, and Class #25 The quizzes in this term are designed to assess:

● Your ability to analyze story elements (plot, characters, setting), determine themes, and refer to a text

(RL5.6, RI5.1, RI5.5, RL5.2, RL5.3, RI5.2) ● Your ability to make and support arguments, explain ideas in texts (W5.1, W5.4, W5.9, W5.10)

The following instructions apply to all quizzes:

● Quizzes will consist of questions that must be answered in the form of analytical paragraphs

specifically using evidence from the text. There will also be basic questions on plot, characters,

setting, and vocabulary. ● No talking whatsoever is allowed during quizzes. All instructions will be read at the beginning of

the quiz. After that, no questions are permitted. Students may silently raise their hands either to

request permission to use the restroom or to request additional paper. All other communication is

prohibited. Homework Responses Grading will be on a 1-5 scale, based on the inclusion of each of these sentences in a coherent and

grammatically correct form reflecting the norms of American English.

These assignments assess CDS Writing Standards 5.1, 5.3, 5.4, 5.9 and 5.10.

Chapter Summaries (20) and Final Project, due classes 26 and 27, respectively

Your two final projects for this term will be:

-To complete a 1-2 paragraph summary of EACH chapter (20 total) (due class 26, worth 10%)

-To complete a final project of your choosing (guidelines will be discussed and distributed in class)

(due class 27, worth 10%

These responses are designed to assess your understanding of this term’s material, your writing ability, and

your ability to develop a piece.

These assignments assess CDS Writing Standards 5.1, 5.2, 5.4, 5.4, and 5.5.

Substantive Requirements: The 20 chapter summaries shall each consist of 1-2 paragraphs. This means there

will be 20-40 total paragraphs in the final summary. (Specific guidelines for each summary will be given in

class).

The final project will allow the student to choose from one of several formats. Students will be able to choose

from a variety of project ideas including, but not limited to: researching how to adopt and train a hunting dog

(including prices, timelines, and visuals); creating a folktale explaining why something is lucky/unlucky; a

story mobile (with characters, setting, plot, and vocabulary); a book report presentation (PowerPoint);

obituaries for three of the characters from the story; or another idea proposed by the student.

Technical Requirements: Each of these responses should be a minimum of 300 words and a maximum of

2,000 words with a word count. Per English Department policy, your responses must be written in 1.5 or

double spacing in an easy to read font such as Times New Roman, Helvetica, or Arial. You must have your

name and have your pages numbered. They must also have all previous drafts (including the response they

were based upon) stapled to the final copy. Failure to include any of these elements will result in a loss of

credit.

Grading Rubric: Your written assignments will be graded based upon a combination of the following

elements:

● A clear introduction (for the summary) ● At least 20 paragraphs (for the summary), but not more than 42 (with an introduction and conclusion) ● Effective use of arguments well-supported by textual evidence (quotations) ● Using good English grammar and punctuation

Citizenship (All Classes)

I give every student a citizenship grade each day. Provided you come to class prepared, actively participate

in class (meaning speaking in the class discussion or participating in group work), and remain focused, you

will receive full citizenship credit.

I note all losses of citizenship credit in Powerschool. Therefore, misbehaving will not only lower your

grade, your parents will also be made aware of it immediately.

You must be in class, in your seat, and ready to participate when the bell rings.

o Lateness results in an automatic 50% deduction from your day’s citizenship grade.

o If you are late because you were at the nurse, ill, or had another class that ran over time, you

must bring a note with you indicating this and you must enter quietly. Failure to do either will

result in your lateness being treated as unexcused.

You must bring your book to class. o Failure to do so will result in an automatic 50% deduction from your citizenship grade for the day

You may use the bathroom at any time except during the first 15 minutes of class and the last 15

minutes of class. Only one student may use the bathroom at a time.

o Being in the bathroom before class is not an excuse for being late.

You may not do work for other classes during class.

o Doing so results in an automatic zero for the day.

You may not pass notes during class.


You may not engage in side conversations in class.


You may not interrupt me when I am giving instruction.


You may not bring your computer to class.

If you are, in my judgment, disruptive in class in any way, I reserve the right to deduct citizenship

credit and take other measures I deem necessary.

You may drink water in class. You may not leave class to purchase food or drinks.

The class website contains electronic copies of this syllabus along with all handouts, assignments, and

announcements. It also contains various links you may find useful. Please also make your parents aware of

it, so that they can see what we are studying in class. If you miss class, it is your responsibility to

download and print any handouts you missed.

Independent Reading (Every Night)/Book Report (Written in Class)

It is our school’s policy that all middle and high school students must spend at least 20 minutes a day reading

a grade appropriate English-language book and furthermore that they must read at least one such book per

term.

All reading must be recorded in the CDS Reading Log on a nightly basis with the following information: (1)

Title of Book (2) Author of Book (3) Time Spent Reading and (4) Pages read. It must also be signed by a

responsible adult (parent, guardian, or dorm parent). Half of your independent reading grade (5% of our

term grade) is awarded proportionately based upon doing this reading.

All students must also write a book report each term. Instructions for this book report (250-500 words) are as

follows, per CDS English Language Arts Department Policy. Credit is awarded based upon following these

instructions:

Your book report should be printed and include your name, a title, the date on which you are handing in the

book report, your class, and your teacher’s name.

The report should thoroughly answer the following questions

a. The first paragraph should provide general information about the book

i. The title and author of the book as well as how long it is

ii. What type of book it is (biography, fiction etc.)

iii. Say whether you enjoyed the book and why

b. The body paragraphs (at least two) should explain the subject matter of the book

i. They should answer the general question: what is this book about?

ii. If it is a work of fiction, you should summarize the plot

1. You should introduce major characters, the setting, major events in the book,

and explain how the book concludes

iii. If it is a work of nonfiction, you should summarize the arguments

1. You should include the main idea and supporting arguments

iv. If it is a biography you should explain important events in the life of the person the

book describes

v. If it is a work of history you should summarize the major events that take place in the

book that it describes

c. Your final paragraph should analyze the book

i. You should seek to explain why you liked or disliked the book

1. Was it interesting?

2. Was it too easy/difficult/just right?

3. Could you relate to the subject matter?

4. Who would (or wouldn’t) you recommend the book to? Why?

Expansion Topics

Tangential Topics

Caring for pets

Hunting

County fair competitions

Raising animals for various purposes

Bullying, violence

Family ties

Recommended Reading

Hoot by Carl Hiaasen

Island of the Blue Dolphins by Scott O’Dell

The Tale of Despereaux by Kate DiCamillo

Slob by Allen Potter

Shiloh by Phyllis Reynolds Naylor

Poppy by Avi

Cracker!: The Best Dog in Vietnam by Cynthia Kadohata

Please speak with the teacher for further recommendations based upon your personal interests.

5th grade first term

Documents