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West Haven Public Schools Unit Planning Organizer

Subject: Language Arts Grade: 5

Unit: 1 Pacing: 25 days instruction + 5 days reteach/enrichment

Reading: Uncovering Meaning and Message in LiteratureWriting: Personal Narrative: Dialogue, Description and Events

Essential Questions:

Reading1. How do readers determine a theme of a story, drama or poem?

2. How do readers explain what the text says and draw inferences?

Writing1. How do writers construct their personal narratives so that they are interesting to readers?

2. How do writers develop their narratives to communicate their story in a clear and natural way?

Big Ideas:

Reading1. Readers use details from the text to determine a theme. Readers also use details to determine

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

2. Readers quote accurately from a text to explain what the text says explicitly and when drawing inferences from the text.

Writing1. Writers use dialogue, description, and pacing, to develop experiences and events or show the

responses of characters to situations.

2. Writers use transitional words, phrases, and clauses to manage the sequence of events in a clear and natural way.

Grade 5: Unit 1 Planner (Revised 6/06/13) P a g e | 1

Common Core State Standards

Overarching Standards (OS)

Reading - LiteratureCC.5.R.L.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently

Reading - Foundational SkillsCC.5.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.5.R.F.4 Read with sufficient accuracy and fluency to support comprehension.

Speaking and ListeningCC.5.SL.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.

LanguageCC.5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

WritingCC.5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)CC.5.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)CC.5.W.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.CC.5.W.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.


Priority and Supporting CCSS

Priority StandardsReading - LiteratureCC.5.R.L.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.CC.5.R.L.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.

Reading – Foundational SkillsCC.5.R.F.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

LanguageCC.5.L.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.CC.5.L.1e. Use correlative conjunctions (e.g., either/or,neither/nor).CC.5.L.2.a Use punctuation to separate items in a series.CC.5.L.2.b Use a comma to separate an introductory element from the rest of the sentence.CC.5.L.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).CC.5.L.3.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and styleCC.5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

WritingC.C.5W.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters organize an event sequence that unfolds naturally.CC.5.W.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.CC.5.W.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.CC.5.W.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.CC.5.W.3.e Provide a conclusion that follows from the narrated experiences or events.CC.5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Supporting Standards

Reading - LiteratureCC.5.R.L.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).CC.5.SL.1.b Follow agreed-upon rules for discussions and carry out assigned roles.

LanguageCC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

WritingCC.5.W.9.a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).CC.5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CC.5.W.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.CC.5.W.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.CC.5.W.3.e Provide a conclusion that follows from the narrated experiences or events.


“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know) Skills(Able to Do) BLReadingFacts

Genre story drama poem

Context word recognition understanding

Writing & LanguagePersonal NarrativeNarrative techniques

Dialogue Description Pacing Details of experiences and events Responses of characters to situations Conclusion

Organizing Events Transitional words, phrases, and

clauses

Commas to separate an introductory element

Quote(accurately from the text)and explainInfer (from the text)

Explain (from details in the text) the theme how characters respond to challenges how speaker reflects upon a topic

Summarize the text

Use (context)

Writing & Language

APPLY (narrative techniques such as dialogue, description, and pacing)DEVELOP (experiences and events that unfold naturally)PRODUCE (the responses of characters to situations in writing)USE concrete words, phrases and details to convey experiences to eventsPROVIDE a conclusion from narrated experiences or events

SELECT (a variety of transitional words, phrases, and clauses) to ORGANIZE (the sequence of events)

USE (a comma to separate an introductory element from the rest of the sentence)

43

2,4

2

3

6

6

3

6

3

33

63


“Unwrapped” Concepts and Skills, and Bloom Levels (BL) continued

Concepts(Need to Know) Skills(Able to Do) BL

Editing Sentences Expanding, Combining, and

Reducing for Meaning, Reader interest, & Style

Conjunction, prepositions, interjections, correlative conjunctions

Correlative conjunctions Punctuation Commas

Academic and domain specific words and phrases

EXPAND, COMBINE, & REDUCE (sentences for meaning, reader/listener interest, and style)Explain the function of

conjunctions prepositions interjections

USE correlative conjunctionsSEPARATE items in a seriesUSE commas to set off the words YES and NO and to indicate direct addressAcquire & use accurately, grade appropriate general academic and domain specific words & phrases such as however, although, nevertheless, etc.

232

2


Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis): SEE ENCLOSED

“Dipsticks” (Informal Progress Monitoring Checks): TEACHER CREATED (based on students’ needs)

(Optinal) Writing Task – Narrative- To be completed over two days (60 minutes each)

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Day 1 – Students are allowed 60 minutes to:

o Read documents (What Happened to the Lost Colony)o Take notes to use in the essayo Plan the essay

Day 2- Students are given 60 minutes to:o Write the essayo Revise and edit the essayo Complete the final drafto Final Narrative piece will be graded based according to attached rubric

Performance Task - Engaging Learning Experiences- Narrative Writing

Task 1: Create a Setting

Task 2: Describe the 3 main characters

Task 3: Plan your fantasy story – identify the problem, 3 main events and resolution

Task 4: Write a fantasy story

Task 5: Create a Story Board

Performance Tasks will be graded according to the attached rubrics

Common Formative Post- Assessment (Followed by Data Team Analysis):SEE ENCLOSED


Instructional Planning

Week 1:

Reading

Teach students to: Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text. (Orally and in writing) 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. (Orally and in writing)

Important elements tied to writing include: Theme Character development Setting Descriptive Language Transitions Dialogue

Charlie and The Chocolate Factory or other Fantasy Story (See Performance Task Planner)

Scott Foresman Basal

Leveled Readers: The Great Bake –off, Clever Manka, Think of It

Introduce Literature Circles/Nancy Boyles Studying Literature Strategically handouts

Fiction Fresh Reads (blue binder)

Additional skills sheets (theme, plot)


This is just a SUGGESTED schedule!You may teach the standards in the order that works best for you and your class, using the

materials you feel will work best, but ALL STANDARDS for the unit MUST be taught within the unit timeframe.

Spelling/Vocabulary

Teach students to: Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Wordly Wise Lesson 1 (English Grades) Will continue into week 2 Spelling and/or Vocabulary –can be assessed at the end of week 1 and/or week 2

Grammar

*Students may not be coming in with all prior skills. You may need to review nouns/verb, subject/predicate, and how to write a complete sentence. Use dipsticks to identify students in need of additional instruction in these areas. You can use the World of Language book and other resources to supplement your instruction. It is essential that all students use correct grammar and punctuation in all writing, not just a formal writing product.

Teach students to: Explain the function of conjunctions, prepositions, and interjections in general and

their function in particular sentences.

Use correlative conjunctions (e.g., either/or, neither/nor).

World of Language TE 90-91: Using Commas (use practice and re-teach pages)

Writing (Narrative)

Teach students to: Orient the reader by establishing a situation and introducing a narrator and/or

characters organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop

experiences and events or show the responses of characters to situations.

Empowering Writers (See writing section of Unit 1 Binder) Narrative writing diamond Introduction to beginnings Introduction to elaborative detail

Performance Task (See Engaging Learning Experiences Planner) Begin reading Charlie and the Chocolate Factory or selected book


Task 1 – Write Setting Paragraph

Week 2:

Reading



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

Summarize the text. (Orally and in writing) Describe how a narrator’s or speaker’s point of view influences how events are

described. (Orally and in writing)Continue to review prior standards


Missing Links (Inference/Drawing Conclusions) Unit 2

TE 216-217 Granny’s Missing Food (Drawing Conclusions follow up sheet p. 204)

Missing Links TE 218-228 Use SAT9 p. 28

Poetry (Foresman/Unit 2) TE 234-237

Leveled Readers: The California Gold Rush, Why the Spider has a Tiny Waist,

Literature Circles/ Nancy Boyles Studying Literature Strategically handouts

Use Fiction Fresh Reads (blue binder)

Additional skills sheets (drawing conclusions)

Spelling/Vocabulary






Continue to review previous standards

Wordly Wise –Lesson 1 Continue from week 1 Include Spelling and/or Vocabulary test

Grammar

Teach students to: Use punctuation to separate items in a series. Expand, combine, and reduce sentences for meaning, reader/listener interest and

styleContinue to review previous standards

World of Language TE 90-91, 105, 330, 433 (Commas); 396-397, 398-399, 402-403 Combining

Sentences (use practice and re-teach)

Narrative Writing:

Teach students to: Use a variety of transitional words, phrases, and clauses to manage the sequence of

events. Use concrete words and phrases and sensory details to convey experiences and

events precisely. Provide a conclusion that follows from the narrated experiences or events.

Continue to review prior standards

(See writing section of Unit 1 Binder) Introduction to main event Introduction to endings Introduce writing process Practice Writing Task (See Next Page)

Practice Writing Task (Suggested) or use the Nonfiction Writing Book by Evan-Moor for model lessons

FIRST : Read the passage “Teaching About West African Dance.” THEN : Model the writing process using the prompt below.

PROMPT-- Pretend you are in the audience of this West African Dance Assembly and you are selected to perform a special dance. Write a narrative describing your experiences in detail. Be sure to include what you saw and heard, and your reaction to the events.Day 1 Using the prompt the teacher will briefly explain prewriting and drafting steps.

Students will begin the process.Day 2 Teacher will explain revising, editing, and publishing using the rubric for self-

assessment. Student’s published piece will be ready for the next day.

Performance Task (See Engaging Learning Experiences Planner)Grade 5: Unit 1 Planner (Revised 6/06/13) P a g e | 11

Continue reading Charlie and the Chocolate Factory or selected book Complete Task 2, Name, Describe, and Illustrate 3 main characters for your story.

Week 3:

Reading

Teach students to: Compare and contrast two or more characters, settings or events in a story or

drama, drawing on specific details in the text. (Orally and in writing) Determine the meaning of words and phrases as they are used in text, including

figurative language such as metaphors and similes. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.Continue to review prior standards.

Scott Foresman basal

Going With the Flow (Character) UNIT 3

TE 244-245 Jerome’s Dream (Character follow up sheet p.229)

Going With the Flow TE 246-258 Use SAT9 p.31

Leveled Readers: The Secret Fort, Grounding Grandma, A Job Well Done

Poetry (Foresman/Unit 3) TE 348-351

Literature Circles / Nancy Boyles Studying Literature Strategically handouts


Additional Skills sheets (character)

Spelling/Vocabulary



Continue to review prior standards.




Wordly Wise Lesson 2 (English Grades) Will continue into week 4 Spelling and/or Vocabulary –can be assessed at the end of week 3 and/or week 4

Grammar

Teach students to: Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).


World of Language TE 398-399 Avoiding Run On Sentences (use practice and reteach pages)

Narrative Writing

Teach students to: Provide a conclusion that follows from the narrated experiences or events.


Practice Writing Task (suggested) or Use Nonfiction Writing Book FIRST, the student must read the passage, “Hi, Neighbor. ” Students will

independently practice the writing process as they complete the writing prompt below.

PROMPT- Pretend you are Emily and you want to beautify your yard. Write a narrative piece describing how you go about getting started, and who helps you get the job done. Be sure to include details about what you need, what you see and hear, and your reaction to the events

Day 1 Using the prompt the teacher will briefly explain prewriting and drafting steps. Students will begin the process.

Day 2 Teacher will briefly explain revising, editing, and publishing using the rubric for self assessment. Student’s published piece will be ready for the next day.

Performance Task (See Engaging Learning Experiences Planner) Continue Charlie and the Chocolate Factory or selected book Task 3 – Complete a story plan for Fantasy Story


WEEKS 4 & 5 Reading



how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (Orally and in writing)



The Marble Champ (Plot) UNIT 3

TE 286-287 Anything You Set Your Mind To (Plot follow up sheet p.273)

The Marble Champ TE 288-300 Use SAT9 p.37

Leveled Readers: Head First, What Isn’t Possible!, A job Well Done

Literature Circles / Nancy Boyles Studying Literature Strategically handouts


Additional Skills sheets (plot)

Spelling/Vocabulary




Wordly Wise –Lesson 2 – Week 4 Continue from week 3 Include Spelling and/or Vocabulary test

Wordly Wise – Lesson 3 – Week 5 & Re-teach week




Grammar

Teach students to: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Continue to review prior standards.

Sentence stretchers worksheets

Narrative Writing:

Teach students to: Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Students will independently work through the writing process to complete the (OPTIONAL) Narrative Writing Task: “What Happened to the Lost Colony?”

Day 1 – Students are allowed 60 minutes to: Read documents: What Happened to the Lost Colony? Background

Information Take notes to use in the essay Plan the essay

Day 2- Students are given 60 minutes to: Write the essay Revise and edit the essay Complete the final draft

Performance Task (See Engaging Learning Experiences Planner) Tasks 4 – Write and type final piece Task 5 – Create a Story Board


Suggested Resources/Materials:Scott Foresman Suggested StoriesScott Foresman Leveled ReadersThe World of LanguageFresh Reads (Fiction/ Blue Binder)Scott Foresman PoetryWordly Wise (spelling/vocabulary)Trade Books (science/social studies)Empowering Writers

Suggested Research-based Effective Instructional Strategies:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Model explicitly Practice whenever proving an oral or written response to text Self-evaluate by stating/highlighting where in the text the information can be found “Prove It” and “Best Quote” graphic organizers from Nancy Boyles - or your own

variation of them

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

Model explicitly Practice in cooperative/flexible ability groups Peer questioning

Summarize a text Model explicitly – use Cornell Note taking Practice with texts of varying lengths Use a story map to record events sequentially to guide summary

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Model explicitly Practice in cooperative/flexible ability groups

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Model explicitly Practice for homework

Use correlative conjunctions (e.g., either/or, neither/nor). Model explicitly Practice for homework


Use commas for items in a series; introductory elements; yes and no; set off a question from the rest of the sentence; and to indicate direct address .

Model explicitly Practice in cooperative/flexible ability groups, and for homework

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style Model explicitly Identify similarities and differences in writing style based on the intended reader Practice writing in different styles for different reader(s)/listener(s)

Accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Model explicitly Practice during all writing tasks

Orient the reader by establishing a situation and introducing a narrator and/or characters organize an event sequence that unfolds naturally.

Model explicitly Independent practice

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Identify similarities and differences in how authors use these techniques by evaluating sections of several different texts

Model explicitly Practice in cooperative/flexible ability groups, and for homework

Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Model explicitly Practice in collaborative groups and for homework

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Model explicitly Practice independently and review/discuss in cooperative groups

Provide a conclusion that follows from the narrated experiences or events. Model explicitly Identify similarities and differences in how conclusions are written by evaluating sections

of several different texts Model explicitly Practice in cooperative/flexible ability groups, and for homework


Vocabulary/Word Wall Enrichment/Extension Interdisciplinary Connections

draw conclusions

inferences

theme

summary

speaker’s voice

respond

reflect

narrative techniques

dialogue

transitional words

Wordly Wise (lessons)

conjunction

transitional words/phrase

WEEK 4 The Marble Champ

TE 305d Easy & Challenge

Don’t Lose your Marbles: (Easy)

Think about playing marbles. Create a flier for a marble club that will appeal to people who are unfamiliar with, but curious about, the sport.

Lupe’s New Sport

(Challenge)

In “The Marble Champ”, Lupe had trouble succeeding in sports. Write a story that tells how Lupe would have found a way to succeed in a particular sport.

European explorers

(Social Studies)

Phases of the moon

Science)


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