5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade...

26
5 th Grade Curriculum Map: Literacy & Integrated Content D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5 th Grade Curriculum: Literacy & Integrated Content Revised 2017 1 Unit 1 Lesson 1 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes. 5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. 5RL2 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. COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction Establish Ritual and Routines Anchor Lesson A Package for Mrs. Jewels LLG Story Structure p. 186 EXT U1 p. Student Sheet p. C20 EXT U1 pp. C12-13, Student Sheet p. C20 “What About Me”, Student Magazine p. RA19 EXT U1 p. C15 Student Sheet p. C23 Reference (Use as Needed): The Daily 5 (Day 1-5) p. 119 Café (chapter 3) pp. 27-47 “The First Days of School” SUW pp. 1.12 & 1.13 pp. 18-19 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU1 p. T35 “Text to Text” Establish Rituals and Routines Introduce classroom library. Share books related to the first units in social studies and science. Use a wide selection fiction and nonfiction books. Introduce historical fiction and legends. Discuss characteristics of these types of literature and how they might provide content on the first unit in social studies on Pre-Columbian groups of people. Choose books to use as you teach story structure & summarizing. Refer to the "LRSD Elementary Literacy Assessment Plan" (Released the second week of school) SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS C.1.5.4 Examine how social organizations and institutions make rules and create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues C.2.5.4 Evaluate various ways of fostering Unit: Pre Columbian Compelling Question: What does a Social Studies classroom look like? Guiding Question(s): What rules and procedures are needed in ADDITIONAL CONTENT LESSONS Why Do Communities Need Rules? Lesson BEFORE READING: Introduce Vocabulary. Discuss using word walls and learning logs in the social studies classroom. Group Work: Identify Taking Informed Action: Service Project: Rules for Schools---What can we do to make sure everyone knows the rules and how important they are? Decide as a class on a

Transcript of 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade...

Page 1: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

1

Unit 1 Lesson 1 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes. 5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. 5RL2 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.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction Establish Ritual and Routines

Anchor Lesson A Package for Mrs. Jewels LLG Story Structure p. 186 EXT U1 p. Student Sheet p. C20 EXT U1 pp. C12-13, Student Sheet p. C20 “What About Me”, Student Magazine p. RA19 EXT U1 p. C15 Student Sheet p. C23 Reference (Use as Needed): The Daily 5 (Day 1-5) p. 119 Café (chapter 3) pp. 27-47 “The First Days of School” SUW pp. 1.12 & 1.13 pp. 18-19 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU1 p. T35 “Text to Text” Establish Rituals and Routines Introduce classroom library. Share books related to the first units in social studies and science. Use a wide selection fiction and nonfiction books. Introduce historical fiction and legends. Discuss characteristics of these types of literature and how they might provide content on the first unit in social studies on Pre-Columbian groups of people. Choose books to use as you teach story structure & summarizing.

Refer to the "LRSD Elementary Literacy Assessment Plan" (Released the second week of school)

SOCIAL STUDIES

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

C.1.5.4 Examine how social organizations and institutions make rules and create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues C.2.5.4 Evaluate various ways of fostering

Unit: Pre Columbian Compelling Question: What does a Social Studies classroom look like? Guiding Question(s): What rules and procedures are needed in

ADDITIONAL CONTENT LESSONS Why Do Communities Need Rules? Lesson BEFORE READING: Introduce Vocabulary. Discuss using word walls and learning logs in the social studies classroom. Group Work: Identify

Taking Informed Action: Service Project: Rules for Schools---What can we do to make sure everyone knows the rules and how important they are? Decide as a class on a

Page 2: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

2

citizenship and civic virtues at the local, state, and national level

our classroom? Setting up Classroom Environment Establishing Classroom Rules

issues/problems that arise in the classroom and possible rules to address these issues. Create five rules that will create the ideal learning environment. DURING READING: Use textbook and other resources to read about the U.S. Constitution (Preamble and Bill of Rights) Preamble to the Constitution/Fluency Activity Fluency Activities: Early America pp. 87-91 (Shell Education). See Social Studies Text: Social Studies Alive (TCI) pgs. 342-351 “Being a Good Citizen” to go along with Preamble Activity link lesson. AFTER READING: Student defines and illustrates phrases from the Preamble. Create classroom Constitution and Preamble. Social Studies Classroom Using Word Walls: Lesson One Words Introduce Learning Logs

project to complete to make sure everyone knows the rules and how important they are. Possible projects: Poster campaign Skits on rules performed for younger students Picture rule book for younger students Rap the rules

WORD STUDY

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENT

5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.C5L6 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).

STRATEGY: Using Context ACADEMIC: story structure, summarize, conflict, resolution, rising action, simple subject, simple predicate, fragment, foreshadow SOCIAL STUDIES: equality, freedom, rules rights, society, order, liberty, justice, Constitution, Preamble, domestic tranquility, constitution, Bill of Rights, geography, history, economics, government SCIENCE: investigation, science, evidence, opinion, scientific method, experiment, variable, control, microscope, balance, spring scale accurate TARGETED CLUSTERS/CATEGORIES: Features of people and things

Use as Needed The Daily Five (Day 1-5) p. 119 CAFÉ (chapter 3) pp. 27-47 The First Days of School

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

Page 3: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

3

5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Short Vowels: breath, wobble, blister, crush, direct, promise, grasp, numb, hymn, shovel, gravity, frantic, swift, feather, comic, bundle, solid, weather, energy, stingy

Spelling Assessment: Section 3,

SUW

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENT

GRAMMAR 5L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. 5L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, & style.

Complete Sentences & Fragments Simple Subject & Predicate

SUW 3-1 Fragments and Sentences p. 96; Tools 3-1a & 3-1b SUW 3-6 Better Sentences p. 103; Tool 3-6a

PROCESS WRITING 5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening. a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

WRITING TYPE Sentences

SUW LESSONS & TOOLS SUW 3-5 Sentences Using Who, What, Where, When, Action, and How Use as Needed The Daily Five (Day 1-5) p. 119 Focus lesson p. 82 10-10 Quick Check for Sentences and Topic Sentences* *Use as a lesson

Writing Prompt Social Studies Prompt: Why are rules and procedures important to have in our social studies classroom?

Page 4: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

4

Unit 1 Lesson 2

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. 5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. 5RI3 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. 5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. 5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficient

COMPREHENSION/FLUENCY Skill: Theme Strategy: Question Genre: Play and Fairytale

Anchor Lesson: A Royal Mystery, LLG Theme p. 188 LLG Theme p. 189 The Princess and the Pea SB pp. 46-63 TE pp. T46-T107 The Iron Princess Genre LLG. p. 189 Reader’s Journal Entry SB p.75, TE p. T121 “Text to World” SUW 1-24 Collecting and Organizing Facts Tool 1-24a Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School” Anchor Lesson/Use Social Studies Alive! (TCI) BEFORE READING Introduce the Social Studies Textbook and Social Studies Alive (TCI) Lesson 1 Preview Slides 7-16 DURING READING: Text and Graphic Features Throughout lesson, as students read, use Social Studies Text pp. 3-21 to identify text and graphic features & to collect data on geography information. Text Features Chart AFTER READING Text Features Lesson Text Features Handout Other Migration Theories Background information for teacher

Page 5: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

5

WORD STUDY Unit 1 Lesson 2

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5L4b Use common, grade appropriate Greek & Latin affixes & roots as clues to the meaning of a word. 5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships. 5RF3a Use combined knowledge of all letter sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words

STRATEGY: Prefixes non-,un-, dis-, mis-, ACADEMIC: graphic features, features, questions, caption, imperative & exclamatory sentences, setting SOCIAL STUDIES: climate, compass, geography, globe, government, landform, latitude, longitude, physical feature, vegetation TARGETED CLUSTERS/CATEGORIES: Machines

Vocabulary Strategies TE: T114-T115 Projectable 2.5

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

SOCIAL STUDIES

STANDARDS C.1.5.4 Examine how social organizations and institutions make rules & create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues C.2.5.4 Evaluate various ways of fostering citizenship & civic virtues at the local, state & national level H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, & print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples)

SOCIAL STUDIES FOCUS Unit: Pre Columbian Compelling Question: Is geography important to understanding the history of the United States? Guiding Question(s): How are text features used to add meaning to social studies content (informational text)? Setting up Classroom Environment Surveying Social Studies Textbook Historical Thinking Skills Land Bridge Story

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will be taught during the first nine weeks Geography TCI "Studies Alive!" Lesson 1 Presentation "Geography of the United States" Suggestion: Create an illustrated student booklet of geographical terms. Illustrated Glossary of Landforms and Bodies of Water Enchanted Learning Geography Glossary

ASSESSMENTS TCI Activity: Reading Further Choose a route, over land or by water, that you would take from New York to the goldfields of California in 1849. Write a journal entry about your trip to California. Include some details about how the geographic features along the way affected your journey. Slides 40-45

Page 6: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

6

5L2e Spell grade-appropriate words correctly, consulting references as needed. 5RF3a Use combined knowledge of all letter sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING: Long a & Long e: awake, feast, stray, greet, praise, disease, repeat, display, braces, thief, ashamed, sleeve, waist, beneath, sheepish, release, remain, sway, training, niece

Weekly Plan TE pp. T128-T129

Spelling Assessment: Section 3, SUW

WRITING WORKSHOP Unit 1 Lesson 2

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L3 Use knowledge of language & its conventions when writing, speaking, reading or listening 5L3aexpand, combine, & reduce sentences for meaning, reader/listener interest, and style

Kinds of Sentences

Projectable 2.8 SUW 3-8 Kinds of Sentences; Tool 3-8a (repeat if needed)

PROCESS WRITING 5.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. 5L3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

WRITING TYPE Sentences

SUW LESSONS & TOOLS SUW 4-18 Defining a Topic Sentence pp. 164-165 Tools 3-18a 4-19 Topic Sentence Variety: Action Verb Topic Sentences p.166 Tool 4-19a Where or When Plus What’s happening? Topic Sentences p.167 Tool 4-19b And, But, Or, & So Topic Sentences pp. 168-169 Tool 4-19d 10-10 Quick Check for Sentences and Topic Sentences* p.426, Tools 10-10 e, 10-10g *Use as a lesson

Writing Prompt Social Studies Prompt: Imagine that you are traveling through the five regions of the United States. Write sentences (refer to lessons taught on "Kinds of Sentences") describing one or more major landforms or body of water in each region.

Page 7: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

7

Unit 1 Lesson 3 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

CC5RL3 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). CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text.

COMPREHENSION/FLUENCY Skill: Compare & Contrast Strategy: Infer/Predict Genre: Realistic Fiction

LLG: p. 190 Compare & Contrast Off and Running (Realistic Fiction)

TE pp. T172-T188; SB pp. 82-98 SUW 1-19 Using Two-Column Notes for Character Analysis p.29 Tool 1-17c Anchor Lesson Over the next few weeks in social studies, students will be comparing/contrasting the impact of geography on the daily lives of early Pre-Columbian groups of people in North America. They will begin by reading different Native American legends. Provide legends in classroom library and online for students to read. Students will be introduced to different Pre-Columbian groups. They will be gathering information on one native group to write a historical fiction account on the impact of geography on that group. They will be comparing and contrasting the different groups and how geography impacted the way they lived. Use the following articles from ReadWorks to compare and contrast different native groups. Questions about the readings are included. Native Americans Article Native American Questions Native American Questions/Answers Native American Homes Article

Stop & Think SB p. 91 TE p.181* – Use Venn Diagram or 2 Column Notes *use as lesson OPTIONAL DESIGN LESSON: Link Inquiry Design Lesson: “Does Environment Influence the Settlement of People?”

Page 8: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

8

SOCIAL STUDIES Unit 1 Lesson 3

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

Unit: Pre Columbian Compelling Question: How does geography – physical features, natural resources, and culture influence the settlement of early Native American groups and the creation of communities? Guiding Question(s): What was the physical geography of each Native American group? How did the environment of the Inuit/Kwakiutl/Sioux/Pueblo/Iroquois influence their way of life?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Studies Alive! TCI Preview Activity Lesson 2: "American Indians and Their Land" Slides 7-8 After preview lesson intro. ‘legends’ as a type of literature that can be used to learn about early Native American groups. Introduce a teacher-chosen Native American legend to read aloud. Tell them to listen for evidence of how geography affected the lives of early people and reflected what they valued. Suggested reading: The Rough Face Girl by Rafe Martin. Tell students during the next weeks, they will be introduced to different Pre-Columbian groups to explore where they lived. REMEMBER to focus on literacy skill compare/contrast. DURING READING: TCI slides 9-16 After reading each section, students work with a partner to summarize what they’ve read. St. pages 12-14 AFTER READING: TCI slides 17-25 “Act it Out” Additional Lessons and Resources Use Days One/Three/Four of the following lesson to collect evidence on how geography impacted lives. Defining U.S. Lesson “The Story of the American Indian” Day 3 of Lesson: Five Pictures Days 4 & 5: Introduce Native American Tribe Project Features Fiction/Nonfiction Blank Map---U.S.Map--- Culture Chart— Information Organizer--- Assessment Picture Analysis

American Indians Picture Analysis—Attachment F Defining U.S. Lesson Assessment Picture Analysis TCI Lesson 2: Presentation American Indians and Their Land (over 2 weeks)

Page 9: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

9

Pre Columbian Book List Pre Columbian Websites Native American Research Foldable Rubric Native American Group Project

WORD STUDY Unit 1 Lesson 3

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5L2e Spell grade-appropriate words correctly, consulting references as needed. 5L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies.

STRATEGY: multiple-meaning words ACADEMIC: compare, contrast, infer, compound sentence, complete subject & predicate, dialogue, point of view, exaggerated, contradictory, misleading SOCIAL STUDIES: adaptation, environment, kiva, migration, natural resource, origin story CATEGORY: Places & Dwellings

Vocabulary Strategies TE pp. T188-189 Context Multiple Meaning Words

Demonstrate understanding of academic language thru proper applications in writing. Refer to SUW, Section 3 "Practicing & Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Long i & Long o: sign, groan, reply, odor thrown, strike, mighty, stroll, compose, dough, height, excite, apply, slight, define, spider, control, silent, brighten, approach

WSG pp. 44-45, model the sort, etc. Weekly Plan TE pp. T204-T205 Practice Book pp. 28-30

Spelling Assessment: Section 3, SUW

WRITING WORKSHOP Unit 1 Lesson 3

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L1a Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences

Compound Sentences

TE pp. Weekly Plan T206-T209 Practice Book p.31-35 (pick and choose) SUW, E2-35, E2-36 Projectable 3.4

Demonstrate appropriate use of compound sentences within social studies writing prompt. Score separately for a grade.

PROCESS WRITING 5W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 5W2a Introduce a topic clearly, provide a general observation & focus, & group related information logically... 5W2d Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informative

SUW LESSONS & TOOLS SUW 4-10 The Organization Game pp. 154-155 #1-7 Tools 4-10a, 4-10b p. 155 Additional Ideas, 1st Bullet Tool 4-10c SUW 4-11 Informal Outlines of Various Lengths pp. 156-157 Tool 4-9a, 4-11a, 4-11b SUW 10-14 Information Expository Paragraphs Scoring Guide** pp. 431-436 Tools 10-14a, 10-14b, 10-14c, and 10-15a, 10-15b, 10-15c SUW Tool 4-11b

Social Studies Prompt: Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words. Use TCI Slide 14 for examples of environments.

Page 10: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

10

WRITING WORKSHOP Unit 1 Lesson 3

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L1a Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences

Compound Sentences

TE pp. Weekly Plan T206-T209 Practice Book p.31-35 (pick and choose) SUW, E2-35, E2-36 Projectable 3.4

Demonstrate appropriate use of compound sentences within the social studies writing prompt. Score separately for a grade.

PROCESS WRITING 5W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 5W2a Introduce a topic clearly, provide a general observation & focus, & group related information logically... 5W2d Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informative

SUW LESSONS & TOOLS SUW 4-10 The Organization Game pp. 154-155 #1-7 Tools 4-10a, 4-10b p. 155 Additional Ideas, 1st Bullet Tool 4-10c SUW 4-11 Informal Outlines of Various Lengths pp. 156-157 Tool 4-9a, 4-11a, 4-11b SUW 10-14 Information Expository Paragraphs Scoring Guide** pp. 431-436 Tools 10-14a, 10-14b, 10-14c, and 10-15a, 10-15b, 10-15c SUW Tool 4-11b

Social Studies Prompt: Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words. Use TCI Slide 14 for examples of environments.

Page 11: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

11

Unit 1 Lesson 4 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 5RI5 Compare & contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in 2 or more texts. 5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent.

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Monitor/Clarify Genre: Narrative Nonfiction

Double Dutch (Narrative Nonfiction) LLG p. 192 TE pp. T240-T251 SB 98-109 Sequence of Events Graphic TE p. T255 Target Skill Graphic Organizer CLLG p. 192 Anchor Lesson Teach skill: Sequence of Events as students are reading different Native American Legends (available in school library and on various free websites). Continue with TCI Social Studies Alive! Lesson 2 American Indians and Their Land. Sequencing Lesson: TCI Studies Alive! Reading Further Slides 27-28 "Recording Lakota History." Read and discuss events in Lakota History before creating their own "Winter Counts" in a separate writing activity.

SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c *Use as a lesson

SOCIAL STUDIES

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and

Unit: Pre Columbian Compelling Question: How does geography – physical features, natural resources, shelter, language, influence the settlement of cultures and the creation of communities? Guiding Question(s): How do artifacts help us understand cultures of the past? How did the environment influence the food, clothing, shelter, and overall culture of different Native American groups?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Refer back to discuss of preview activity of Lesson 2. DURING READING: Continue with TCI Studies Alive! Lesson 2 "American Indians and their Land." AFTER READING: Introduce Native American Research Chart to collect data that can be used for final writing assignment. (Historical Narrative) Choose one of the two charts provided to use. Native American Research Chart Research Chart Rubric Research Chart with Pictures

The Land and Early People Complete Document 1-Map of Cultural Region—Final Question will be answered at end of unit. Harcourt Resource—Document Based Questions United States History pp 4-10. Use the documents and Research Chart to answer the question “Describe how their environment affected the lives of Native Americans. Complete documents throughout the unit. Historical Narrative

Page 12: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

12

their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

Additional Lessons/Resources Use the following lessons for small group reading passages: Rules and Laws Extension Lesson (Adventures in Law and History – ask Laura Beth Arnold in Social Studies department if you don't have this book)

Students will choose a Native American group and write a historical narrative story that relates to the essential question. i.e. Woodland Use the resources below to plan and write a historical fiction story over the next few weeks. They should begin collection research on their group. Historical Narrative Assignment Native American Narrative Writing Project Story Plan Model Story Student Rubric Teacher Rubric

WORD STUDY Unit 1 Lesson 4

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships.

STRATEGY: Suffixes –ion, -tion ACADEMIC: sequence of events, initials monitor, clarify, chronological order, acronym, abbreviation, exact details SOCIAL STUDIES: adaptation, environment, kiva, migration, natural resource, origin story

Vocabulary Strategies TE pp. T272-T273 LLG pp. 122-123 Relating Words Questions

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within

Page 13: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

13

TARGETED CLUSTERS/CATEGORIES: Features of Things Places and Dwellings Natural Environment

SS assessments.

5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

SPELLING/ENCODING Vowel Sounds: /oo/, /yoo/: glue, flute, youth, accuse, bruise, stew, choose, loose, lose, view, confuse, cruise, jewel, execute, route, cartoon, avenue, include, assume, souvenir

WSG p. 62 Model the Sort WSG p. 62 Guess my Category WSG p. 63 Open Sort Weekly Plan TE pp. T278-T279

Spelling Assessment: Section 3

SUW

WRITING WORKSHOP Unit 1 Lesson 4

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

Capitalization: Common & Proper Nouns

Weekly Plan TE pp. T280-T283 Check for mastery of skill in students’ writing samples (See SUW scoring guides)

PROCESS WRITING 5W2 Write informative/ explanatory texts to examine a topic & convey ideas & information clearly. A. Introduce a topic clearly, provide a general observation & focus, & group related information logically; include formatting (e.g. headings), illustrations, & multimedia when useful to aiding comprehension. D. Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informative TCI Slides 28-29 Student Workbook pg. 15 Reading Further "My Winter Count." From the activity of partner discussion about "My Winter Count", students write an informative/explanatory piece to explain the 5 key events in their life.

SUW LESSONS & TOOLS SUW 4-6 Color-Coding & the Five Elements of Information Writing pp. 144-145 Tools 4-6a, 4-6b SUW 4-7 Planning with an Informal Outline pp. 146-148 Tools 4-5c & 4-7a SUW 4-13 Practice Guides for Writing Accordion Paragraphs pp. 158-159 Tool 4-9a, 4-13a

Social Studies Prompt: Describe the land of one of the Pre-Columbian groups and how it affected the way the group lived. Use geographic terms and descriptive words.

Page 14: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

14

Unit 1 Lesson 5 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. 5RL2 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. 5RL9 Compare & contrast stories in the same genre (e.g., mysteries & adventure stories) on their approaches to similar themes and topics. 5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text.

COMPREHENSION/FLUENCY Skill: Determining Author’s Message or Theme Strategy: Visualize Genre: Realistic Fiction myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Elisa’s Diary (Realistic Fiction) SB pp. 142-155 TE pp. T322-T337 LLG pp. 194-195 SUW 1-19 Using Two-Column Notes for Character Analysis Tool 1-17c Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU1 p. T345 under “Text to Text” Anchor Lesson As students read various Native American Legends (available in school library or on various free websites) have students determine Author's Message or Theme.

Arkansas Lesson 5 Tab “Open Response” Draw a time line of Elisa’s thoughts and actions. Along the time line, note how the actions of others helped Elisa change. Reference: *SUW 1-36 Great Short Answers pp. 54-55; Tools 1- 36a & 1-36b SUW 10-11 Quick Check for Short Answers10-11c

SOCIAL STUDIES

STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (food dwellings, culture, beliefs, land use, clothing) of major pre-Columbian groups in N. America using variety of sources E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of

Pre Columbian: American Indian

Cultures/Northwest Coast

Compelling Question: How do natural resources and geography

influence the settlement of cultures and

the creation of communities?

Guiding Question(s):

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: TCI Studies Alive! Lesson 3 Preview activity Lesson 3 Slide 7 - 11 Student Interactive Notebook pg. 17 DURING READING: Discuss different cultural regions of the United States (Slides 12-15, Text 35-37). Continue this week with Section 2: American Indians of the Northwest Coast (Slides 16-21,

1. Totem Pole Diagram 2. Plank House

3. Research Chart---TCI

Student Notebook pgs. 18-

21 (link to additional

Research Chart available in

Week 4).

4. DBQ Essay---Complete work on Document 2:

Page 15: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

15

scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate & environmental characteristics influenced where groups lived & how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements & the location & use of natural resources in the early Americas

How did the environment influence the

food, clothing, shelter, or culture of

different Native American groups?

How did natural resources influence the

settlement of early Native American

groups?

Handout A, Textbook 38). As students discuss the lesson slides in this lesson, discuss the climate, vegetation, and landforms of the area as well as cultural features of the different native groups. Discuss how the different peoples adapted to their environment and used the area's resources to meet their needs. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. AFTER READING: Students can use 3 Column Notes with Summaries: SUW 1-23 p. 34 (Content: Soc. Studies Text pp. 82 – 87) Additional Lessons/Resources Use content: Soc. Studies Text p. 35-51 and links below to teach about text and graphic features. • Totem Pole Diagram • Diagram of Plank House/Longhouse/Lodge for

Northwest Native Americans Pre Columbian Websites (see resources link)

• Cornbread Enrichment

• Text Feature Handout

Table of NA Groups and Document 4: Diagram of a Dugout and CLLG p. 42 T-Map

Continue working on Historical Fiction story introduced in Lesson 1. Students will research one of the Native American groups. This week the research should focus on the geography and land. Have students write a paragraph descripting the geography of their native group. The teacher will share a model paragraph of one of the groups. Complete final draft of the paragraph from last week.

Page 16: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

16

WORD STUDY Unit 1 Lesson 5

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5.L.4.b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships

STRATEGY: Suffixes –ly, -ful ACADEMIC: theme, visualize, collective nouns, singular noun, plural noun, voice, point of view SOCIAL STUDIES: artifact, cultural

region, culture, gorge, mesa, nomadic

TARGETED CLUSTERS/CATEGORIES: Tools and Machines Places and Dwellings

Vocabulary Strategies TE pp. T346-T347 #1 and #3

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context

SPELLING/ENCODING Vowel sounds: /ou/, /o/, /oi/: ounce, sprawl, launch, loyal, avoid, basketball, moist, haunt, scowl, naughty, destroy, saucer, pounce, poison, August, auction, royal, coward, awkward, encounter

LLG p. 64 Model the Sort LLG p. 64 Pattern Sort LLG p. 65 Word Hunt Weekly Plan TE pp. T352-T353

Spelling Assessment: Refer to Section 3; SUW

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Singular & Plural Nouns (Review of 3rd grade CCSS)

Weekly Plan TE pp. T354-T357 SUW E2-18, Tool E2-18a

Check for mastery of skill in students’ writing samples (See SUW scoring guides)

PROCESS WRITING 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. 5Wa Intro. a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING TYPE Opinion Writing

SUW LESSONS & TOOLS See Opinion Writing, SUW 4th Edition

Opinion Writing Scoring Guide

Page 17: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

17

Unit 2 Lesson 6

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RI3 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. 5RI2 Determine 2 or more main ideas of a text & explain how they are supported by key details; summarize the text. 5RI5 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. 5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent. 5RL4 Determine the meaning of words & phrases as they are used in a text, including figurative language such as metaphors & similes

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Question Genre: Informational Text/Myth myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Quest for Tree Kangaroo (Informational) TE pp. T18-T35 SB: pp. 174-191 LLG p. 196 Cause & Effect TE p. 23 Stop & Think SUW 8-12 Stand Up & Sound Off Possible Topic: Saving Endangered Animals Why Koala Has No Tail (myth) pp. T40-T43; SB pp. 194-199 Making Connections: Text to Text TE p. T45; SB199 Anchor Lesson Social Studies this week is studying the different Native American groups. As students read about the groups have them determine the effects the environments had on the native groups. Make reference to the Social Studies compelling question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Focus on literacy skill cause/effect.

“Writing About Reading” Prompt: Write a speech to tell others why you think it is important to save endangered animals. Use evidence to support your answer. Reference: SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c

SOCIAL STUDIES

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a

Unit: Pre – Columbian: California-Intermountain Region/Southwest Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Question(s): How does history define a community?

Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Continue with TCI Studies Alive! Lesson 3. Discuss the climate regions, vegetation, landforms, and social and political structure. Section 3: American Indians of the California-Intermountain Region (Slides 22-27, Handout A, Text 39) Section 4: American Indians of

1. Document Based Questions Essay—Complete Document 3: Quotation

2. Research Chart--Woodlands

3. Pre-Columbian Native American Unit Assessment: Historical Fiction Story

Page 18: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

18

variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas

the Southwest (Slides 28-33, Handout A, Text 40) DURING READING: Discuss how the groups adapted to their environment. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. Remember to focus on cause/effect throughout lessons. 1. Three Column Notes with Summaries: SUW 1-

23p. 34 (Content: Social Studies Text p. 62 – 67) 2. Research Chart for Native American History

(Used throughout entire Pre-Columbian Unit) OR TCI Student Interactive Notebook pages 18-19

Pre-Columbian Document Based Questions: The Land and Early People DBQ Documents 1 – 5 Write a conversation between two or more Natives from one of the Native American groups you are studying. Conversation should relate to how natural resources and geography are important to the group. If writing a historical fiction, this can be a part of their story.

4. Continue working on Historical Fiction story introduced in Lesson 1.

5. Students should have chosen the Native American group they plan to research and write a historical fiction story. This week students should focus on character development. (Possible resource to help character development follows. SUW is a great resource as well):

Creating a 3D Character Lesson Creating a 3D Character Student Planning NA Dialogue Lesson Reading Dialogue: Whose Talking

WRITING WORKSHOP Unit 2 Lesson 6

STANDARDS FOCUS RESOURCES ASSESSMENTS GRAMMAR 5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 5L2 Demonstrate command of the

Verbs (main verbs, helping verbs, linking verbs)

Weekly Plan TE pp. T54-T57 SB pp. 200-201 Projectables 6.4-6.6 SUW E2-18

Check for mastery of skill in students’ writing samples (See SUW scoring guides)

Page 19: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

19

conventions of standard English capitalization, punctuation, & spelling when writing.

PROCESS WRITING 5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC5W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING TYPE Opinion Writing

SUW LESSONS & TOOLS Opinion Section, 4th Edition SUW (Contact Facilitator)

Social Studies Prompt: Natural resources and geography are important factors that influences where the people settle. Do you agree or disagree? Site evidence to support your argument.

Page 20: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

20

WRITING WORKSHOP Unit 2 Lesson 7

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5L5b Recognize & explain the meaning of common idioms, adages, & proverbs. 5L4a Use context (e.g., cause/effect relationships & comparisons in text) as a clue to the meaning of a word or phrase. 5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical

STRATEGY: Idioms (Adages/Proverbs) ACADEMIC: motive/motivation, traits, visualize, analyze behavior, compound direct object, figurative language SOCIAL STUDIES: artifact, cultural region, culture, gorge, mesa, nomadic TARGETED CATEGORIES: Emotions and Attitudes

Vocabulary Strategies TE pp. T120-T121; Projectable 7.3 LLG pp. 128-129 Word Associations

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary" Social Studies vocabulary should be used in context within SS assessments.

5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in t & out of context

SPELLING/ENCODING More Vowel + /r/ Sounds: earth, peer, twirl, burnt, smear, further, appear, worthwhile, nerve, pier, squirm, weary, alert, murmur, thirsty, reverse, worship, career, research, volunteer

LLG pp. 68-69 Weekly Plan TE pp. T126-T127

Spelling Assessment: Refer to Section 3 of SUW.

WRITING WORKSHOP Unit 2 Lesson 7

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

Direct & Indirect Objects Weekly Plan TE pp. T128-T131 Projectables 7.4-7.6 SB pp. 228-229

Direct & indirect objects will be monitored with the SS prompt.

PROCESS WRITING 5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 5W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

WRITING TYPE Imaginative Narrative

SUW LESSONS & TOOLS SUW 6-7 Quick Sketch & Quick Note Planning Tools 6-7a, 6-7b, and 6-7c Planning a Story Using Quick Sketches & Quick Notes #1-7 (repeat this lesson to practice & internalize planning - incorporating additional ideas on p. 264) Tool 6-7c Reference Lessons: SUW 6-6 Six Steps for Planning & Writing a Story/Narrative

Social Studies Prompt: Write a dialogue between two or more characters in your historical fiction story.

Page 21: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

21

Unit 2 Lesson 8 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. 5RI3 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. 5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Analyze/Evaluate Genre: Narrative Nonfiction myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Everglades Forever (Narrative Non-Fiction) TE pp. T172-T187 SB pp. 234-251 LLG p. 200 Author’s Purpose SUW 1-4 Sticky Note Responses to mark supporting Details Your Turn, Turn &Talk TE pp. T188-T189 SB pp. 252-253 National Parks of the West (Informational) LLG p. 201 TE pp. T192-T194; SB pp. 254-257 “Making Connections” Text to Self Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU2 p. T257 “Text to World" Anchor Lesson Go back to the Social Studies compelling question: How do natural resources and geography influence the settlement of cultures and the creation of communities? For the lesson, use the following statement: Physical geography and natural resources influenced where Native American groups settled. Cite evidence to present a persuasive argument that this is a true statement.

Page 22: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

22

SOCIAL STUDIES Unit 2 Lessons 8

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources E.4.5.1 Explain ways trade-offs allowed societies to get the most of scarce resources G.8.5.1 Describe locations of societies & their cultural & environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical & human characteristics & changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate & environmental characteristics influenced where groups lived & how they adjusted to the environment G.10.5.1 Examine relationships between human settlements & movements, location & use of natural resources in early America

Unit: Pre-Columbian: Eastern

Woodlands/Southeast/Arkansas Native

Americans

Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions: How does history define a community?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks

BEFORE READING: Continue with TCI Lesson 3: American Indian Cultural Regions. Section 7: American Indians of the Eastern Woodlands (Slides 46-51, Handout A, Text 43). Discuss climate, vegetation, & landforms of the area the people may have encountered. Do the same for the peoples of the Southeast. Section 8: American Indians of the Southeast (Slides 52-56, Handout A, Text 44-45). DURING READING: Discuss how the people adapted to their environment. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. AFTER READING: • 3 Column Notes with Summaries: SUW 1-23 p.

34 (Content: Social Studies Text pp. 76 – 80)

• Levels of Questioning, SUW 1-39, pp. 58-61 (Content: Social Studies Text pp. 76 – 80)

• Native American Dateline: Arkansas

• Arkansas Native American Map Activity

• Research Chart for Native American History (Used throughout entire Pre-Columbian Unit) Harcourt SE pp 76-70, 24, and 38.

• Complete the Southwest/West Section of Chart Additional Resources/Lessons Three Sisters Lesson---Introduce 2 types of texts to compare & contrast. This lesson gives information about the use of corn, beans, & squash as staples. Shelter in a Bag

ASSESSMENTS The Land and Early People Documents 1 – 5 Use documents completed during the unit to answer the essay.

Unit Assessment: Pre-Columbian Research Writing Prompt

Multimedia Project - Students can use technology to create a PowerPoint or prezis that compare and contrast the Native American groups and their ecosystems Rubric

Page 23: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

23

WORD STUDY Unit 2 Lesson 8

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RF3a Use combined knowledge of letter-sound correspondences, syllabication patterns, &morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in & out of context 5L6 Acquire & use general academic & domain-specific words & phrases,

STRATEGY: prefixes: en-, re-, pre-, pro- ACADEMIC: author’s viewpoint, persuade, assumption, evaluate, conjunctions, goal, opinion, reason SOCIAL STUDIES: artifact, cultural region, culture, gorge, mesa, nomadic SCIENCE: Lesson 5.2: no new vocabulary TARGETED CATEGORY Communication

Vocabulary Strategies T188-T189 Projectable 8.5

Demonstrate understanding of academic language thru proper applications in writing. Refer to SUW Section 3 "Practicing & Expanding Vocab." Social Studies vocabulary should be used in context within SS assessments.

5L5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 5L2e Spell grade-appropriate words correctly, consulting references as needed.

SPELLING/ENCODING HOMOPHONES: steel, steal, aloud, bury, allowed, ring, wring, lesson, lessen, who’s, whose, manor, manner, pedal, peddle, berry, hanger, hangar, overdo, overdue

LLG pp. 70-71 Weekly Plan TE pp. T202-T203

Spelling Assessment: Refer to Section 3 of SUW.

WRITING WORKSHOP Unit 2 Lesson 8

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 5L1a Explain the function of prepositions, & interjections in general & their function in particular sentences.

Conjunctions

Weekly Plan TE pp. T204-T207 SB pp. 258-259 Projectables 8.4-8.6 SUW p.145-147, Tools: E2-24a, E2-24b

Application of correct use of conjunctions will be assessed in the SS prompt.

PROCESS WRITING 5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 5W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5W3b Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show the responses of characters to situations.

WRITING TYPE Narrative-Imaginative

SUW LESSONS & TOOLS SUW 6-9 Creating &Developing Characters SUW 6-12 Ways to Begin a Story, pp. 272-273 Tools 6-7a &6-7d, 6-12c &6-12d, p. 274 #1-6 Tool 6-12c &6-12d SUW 6-17 Options for Writing the End of a Story Tools 6-17a Looking at More Endings #1 Tool 6-17c

Social Studies Prompt: Pre-Columbian Native American Unit Assessment: Historical Fiction Story: This Assessment will assess students’ understanding of Pre-Columbian content taught during Soc. Studies. During the next 3 weeks of writing in literacy, this assessment will be used as a foundational piece to teach the steps & process of narrative writing.

Page 24: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

24

Unit 2 Lesson 9 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS 5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. 5RI3 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. 5RL9 Compare & contrast stories in the same genre (e.g., mysteries & adventure stories) on their approaches to similar themes & topics. 5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described

COMPREHENSION/FLUENCY Skill: Conclusions & Generalizations Strategy: Infer/Predict Genre: Informational Text/Historical Fiction myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Storm Warriors (Historical Fiction) TE pp. T246-T261 SB 264-279 Conclusions & Generalizations LLG p. 202-203 Graphic Organizer 8 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU2 p.T255 “Text to Text" “No Longer LOST!” Student Magazine p. RA22 EXT Unit 2 Lesson 1 p. C3 EXT Unit 2 Lesson 2 pp. C4-C5 “Activity Central” Student Magazine p. RA33 EXT Unit 2 Lesson 3 p. C Anchor Lesson Students will be completing their Historical Fiction. They will need to think about what conclusions and generalizations a reader could draw from their story.

SOCIAL STUDIES STANDARDS Social Studies SLE’s: H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people

FOCUS Unit: Pre-Columbian All Groups Studied Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions: How does history define a community?

ADDITIONAL CONTENT LESSONS TCI – Reading Further (Slides 61-66, Student Interactive Notebook 20-21, Text 46-51) BEFORE READING: Discuss Slide 61 by looking at the images and discussing how environment affected the culture. DURING READING: In groups, students will read and record important information from the text. AFTER READING: Students act out skits to show

ASSESSMENTS TCI Processing Activity – Student Interactive Notebook pg. 22 Students write a letter (from a historian's perspective) to a movie director to explain details of a cultural region. Students needs to include some complex sentences in their

Page 25: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

25

groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

understanding of content. Project Week! Summative Projects will showcase student knowledge and understanding of content learning during the past 9 weeks. Students will design and create a Native American shelter that is reflective of their Native American people group they have researched. They should write a description of how the resources and design they use reflect the geography and nature resources available to their group. Tribal Groups and Ecosystems Great Plains Central Plains Southwest Eastern Woodlands West

writing. Multimedia Project - Students can use technology to create a PowerPoint or prezis that compare and contrast the Native American groups and their ecosystems Rubric

Page 26: 5th Grade Curriculum Map: Literacy & Integrated Content 1 grade 1st quarter 2017... · 5th Grade Curriculum Map: Literacy & Integrated Content ... EXT=Teacher Support Booklet: ...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG= HMH Language & Literacy Guide TE=Teacher’s Edition SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

26

WORD STUDY Unit 2 Lesson 9 STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

5L4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word 5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships

STRATEGY: Greek and Latin Roots ACADEMIC: conclusion, predict, generalization, root, complex sentence, subordinating conjunction, topic sentence SOCIAL STUDIES: division of labor, palisade, longhouse, wampum, confederation, wigwam

Vocabulary Strategies TE pp. T271-T271 Projectable 9.3

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." SS vocab. should be used in context in SS assessment

5RF3a Use combined knowledge letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in & out of context.

SPELLING/ENCODING Compound words: wildlife, uproar, headache, teammate, wheelchair overboard throughout, barefoot, newscast, warehouse, outspoken, awestruck

LLG pp. 72-73 Weekly Plan TE pp. T276-T277

Spelling Assessment: Refer to Section 3 of SUW.

WRITING WORKSHOP Unit 2 Lesson 9

GRAMMAR 5L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

SKILL Complex sentences

Weekly Plan pp. T278-T281 SB pp. 286-287 Projectables 9.4-9.6 SUW TE 169, Tools E2-33b,E2-34a

Demonstrate appropriate use of complex sentences within writing prompt. Score accordingly using the rubric.

PROCESS WRITING 5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 5W3a Orient the reader by establishing a situation & introducing a narrator &/or characters; organize an event sequence that unfolds naturally. 5W3b Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show the responses of characters to situations. 5W3c Use variety of transitional words, phrases & clauses to manage sequence of events.

WRITING TYPE Narrative Imaginative

SUW LESSONS & TOOLS SUW 6-19 9 Tips for Writing a First Draft p. 282 Tools 6-19a, 6-19b SUW 6-22 Writing Drafts and Revising p. 286 Tool 6-22a SUW 6-23 Ten Tips for Revising pp. 287-291 Tool 6-23a and 6-23b SUW 6-24 Editing and Proofreading pp. 291-292 Tools 6-24a *

Social Studies Prompt: Pre-Columbian Native American Unit Assessment: Historical Fiction Story: This Assessment will assess the students’ understanding of the Pre-Columbian content taught during this Soc. Studies Unit. During the next 3 weeks of writing in literacy, this assessment will be used as a foundational piece to teach the steps and process of narrative writing.