5 ELA Unit 2 Overview

Longview ISD Page 1 5th Grade Unit 2: Change Suggested Time Frame: 6 Weeks TAKS Objectives: 1, 2, 3, 4 TEKS: 5.9B, 5.10E, 5.10I, 5.10K, 5.11D, 5.12I, 5.15F, 5.15G, 5.16A, 5.16B, 18.B, 5.19A, 5.19E Unit Overview Readers are provided many experiences through literature. Literature can take the reader through time and space, provide learning opportunities, and expose readers to diverse cultures. These literary experiences broaden the reader’s appreciation for other places and cultures. By reading many different genres of literature, the reader experiences the perspective of the author. Different perspectives provide the reader the opportunity to see experiences through another person’s eyes. Through these experiences and understanding the author’s perspective the reader can draw conclusions or alter their own perspective. In altering their perspectives readers receive first hand knowledge of how change is constant. As we grow and learn through reading literature, the change in our thinking is apparent. Enduring Understandings Essential Questions Writing Purpose  Memorable experiences can be found  What makes an experience memorable?  Personal Narrative in unexpected places.  How can individuals manage conflict and  Literary elements can be used to change? connect to memorable experiences.  How do personal qualities help one deal with  Change is an inevitable experience. conflict and change? Focus and Coherence  Sentence to Sentence connection  Meaningful Transitions  Strong Lead  Conclusion completes the writing

Language of Instruction Relationships and/or Connections that advertisements purpose should emerge compare rate  Change is constantly occurring. Writing Organizations connect setting  Change can have a positive or negative  Pre-writing, Creating a plan contrast simile  Using Graphic Organizers genres supporting/ impact. graphic organizer evidence  Change is not always an easy adjustment. ideas text Change is not always controllable. major ideas theme metaphor themes Depth of Development multi-meaning words tone  Develop All Ideas Completely pitch varies  Take Risks with your Ideas plot volume  Elaborate with prepositional phrases Products students will develop  Venn Diagram – Compare/contrast The Three Little Pigs to The Three Wolves and the Big Bad Pig Voice  Exhibit as Identifiable voice Core Vocabulary  Drawing – interpretation of the setting of the adapt migrate story Owl Moon – Through My Eyes adopt nudge  Act out sequence of events in The Three choice original Wolves and the Big Bad Pig decision progress Conventions of Written Language  Interview the pig and the wolves- talk show elect separate  Write with accurate spelling of syllable format constructions including closed and open  Write interpretation of what you see through consonant before-le and syllable boundary The Spyglass/ Flip book – draw pictures and patterns write descriptive paragraph  Spell with accurate spelling roots such as  Make paper plate diagram of changes in the drink, speak, read, or happy, inflections, life cycle of a butterfly/frog/beetle. such as those that change tense or number, suffixes such as –able or –less, and prefixes such as re- or un-  Use resources to find correct spellings  Spell accurately in final drafts  Regular and Irregular Plurals  Punctuate Compound Sentences (comma and conjunction)  Command of the Conventions page 4 number 7  Subject and Verb Agreement, pronoun referents  Command of the Conventions page 13 number 1  Command of the Conventions page 18 number 1  Use conjunctions appropriately  Use apostrophes in contractions and possessives  Command of the Conventions page 7 and 8 number 15-18

5/15/2007 DRAFT 3 Longview ISD Page 2 5th Grade Unit 2: Change Suggested Time Frame: 6 Weeks TAKS Objectives: 1, 2, 3, 4 TEKS: 5.9B, 5.10E, 5.10I, 5.10K, 5.11D, 5.12I, 5.15F, 5.15G, 5.16A, 5.16B, 18.B, 5.19A, 5.19E Unit Overview Readers are provided many experiences through literature. Literature can take the reader through time and space, provide learning opportunities, and expose readers to diverse cultures. These literary experiences broaden the reader’s appreciation for other places and cultures. By reading many different genres of literature, the reader experiences the perspective of the author. Different perspectives provide the reader the opportunity to see experiences through another person’s eyes. Through these experiences and understanding the author’s perspective the reader can draw conclusions or alter their own perspective. In altering their perspectives readers receive first hand knowledge of how change is constant. As we grow and learn through reading literature, the change in our thinking is apparent. Text Resources Enrichment Workstations Reading Skills/Processes  The Spyglass  Independent/Buddy Reading □ 5.10A □ 5.11B by Richard Paul Evans  Word Study/Vocabulary Station □ 5.10B □ 5.11C  My Brother Martin □ 5.10C □ 5.11D by Christine King Farris □ 5.10D □ 5.12A  The Three Little Wolves and the Big Bad Pig by E.Trivizas □ 5.10E □ 5.12C □ 5.10F □ 5.12D  Riding Freedom Technology & Electronic Resources □ 5.10G □ 5.12E by Pam Munoz Ryan  www.weeklyreader.com □ 5.10H □ 5.12F  Harvesting Hope: The Story of Cesar Chavez  www.scholasticnews.com by Kathleen Krull □ 5.10I □ 5.12G  www.mhschool.com/reading  The Pot that Juan Built □ 5.10J □ 5.12H  www.timeforkids.com by Nancy Andrews-Goebel □ 5.10K □ 5.12I  www.eduplace.com  The Boy on Fairfield Street: How Ted Geisel 5.10L 5.12B  http://suzyred.com/writingrubric.pdf □ □ Grew Up to Become Dr. Seuss 5.11A by Kathleen Krull □  Through My Eyes by Ruby Bridges *Due to periodic updates, choose areas that are  TOGO Writing Skills/Processes by Robert J. Blake applicable. □ 5.19A  The Christmas Miracles of Jonathan Toomey by Susan Wojciechowski Other (i.e., Speakers, Field Trips) □ 5.19B  Freedom School, Yes! □ 5.19C by Amy Littlesugar □ 5.19D  Mister and Me □ 5.19E by Kimberly Willis Holt □ 5.19F  Mercury(Big book) □ 5.19G  Measure It (Big Book) □ 5.19H  Martians Are People, Too Benchmark □ 5.19I  Jen's Cake(Big Book)  Life of a Butterfly, Navigators  Math at the Olympics Navigators  Lewis and Clark and Voices from the Civil War- Navigators  Working with Electricity and Magnetism Navigators  Electrifying Personalities-Navigator  Math in a Democracy  Kilgo Skill bag #15- Animal Adventures WRITING MINILESSONS: WRITING MINILESSONS: Continued Method(s) of Assessment Teaching the Qualities of Writing by Portalupi Observation and Fletcher Week I-15 Use General Information and A Observation evaluated by peers Week I-8 Use Plot, Place, and Character in 4 Specific Details B Students engaged in learning activities 1 a Story L-9 Use Fresh Language C Direct questioning I- 22 Bring Your Characters to Life P-5 Use Parentheses to Add D Observation of performance or process I-25 Develop Your Characters Information I-23 Describe What Your Characters Week D-29 Develop a Scene Constructed Response Look Like 5 L-19 Write Believable Dialogue I. TEKSCheck Week I-24 Develop the Inner Story P-14 Break a Text into Paragraphs II. Open-ended 2 I-27 Use Details to Bring the Setting III. Essay Alive IV. Research Paper D-3 Organize Your Writing Week L-13 Vary Sentence Beginnings V. Log / Journal 6 P-15 Stop the Run-on Sentence VI. Story / Play / Poem Week D-21 Write a Lively Lead P-16 Use Consistent Tense VII. Model / Map / Video 3 D-22 Write a Waterfall Lead VIII. Oral / Visual / Multimedia D-23 Come Up with the Right Ending Presentation

Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test 4 True/False test

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5th Grade ELA 2nd Six Weeks Summary 2007-2008

In this brief summary, dates will fluctuate according to your students, calendar, and special events.

Change

October 4 - November 9

 Week 1: Similarities/Differences Compare/Contrast  Week 2: Multiple Meaning Words Within Context  Week 3: Sequence Cause and Effect  Week 4: Questioning  Week 5: Word Meaning  Week 6: Main Idea/Summary and review all skills

On-going TEKS must be taught throughout the six weeks.

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