English Language Arts - hhh.k12.ny.us

Students will read, write, listen and speak for information and understanding.

• Locate and use school and public library resources, with some direction, to acquire information

• Recognize how new information is related to prior knowledge or experience

_______________________________________Fifth Grade • Half Hollow Hills • page 1

Essential QuestionWhat are the daily habits that we need to be successful

readers?

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English Language Arts

OverviewIn this unit students will be introduced to the daily

routines of the reading workshop. Students will learn how to use the classroom library and choose appropriate books. Strategies introduced in this unit will help students build stamina and achieve the NYS Standard of reading twenty-five books for the year.

New York State Standards and Performance Indicators

Students will know, understand and be able to:

English Language ArtsReading/Writing for FIFTH GradeReading/Writing for FIFTH Grade

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Unit Title: Introduction to Reading Workshop Time Frame: 4 wks/Sept.

Overview Introduction to Reading Workshop

Students will read, write, listen and speak for literary response and expression.

• Define characteristics of different genres• Select literary texts on the basis of personal needs

and interests and read silently for enjoyment for extended periods

• Identify literary elements, such as setting, plot, and character, of different genres

Students will read, write, listen and speak for literary critical analysis and evaluation.

Students will read, write, listen and speak for social interaction.

• Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups

• Recognize conversational tone in friendly communication

• Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication


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Standard

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Standard

4Students will know, understand and be able to:


Reading:(Teachers will include some guidance/recommendations for the unit

such as # of books to be read, genre, etc.)• How to choose a just right book• How to increase reading stamina• How to use the classroom library• How to set up their reading notebook• How to have accountable book talk

Listening/Speaking Standards :• Listen respectfully, and without interrupting when others speak• Follow instructions that provide information about a task or

assignment• Distinguish different genres, such as story, biography, poem, or

play, with assistance• Use personal experience and prior knowledge to interpret and

respond to literary texts and performances• Ask questions and respond to questions for clarification• Use the informal language of social communication• Use the rules of conversation, such as avoid interrupting and

respond respectfully

Instructional Materials and supplies:• Reading notebooks• Touchstone texts• Overheads• Post-its• Record keeping system• Leveled library• Chart Paper• Markers



Professional Resources:• A Field Guide to the Classroom Library, Lucy Calkins• Guiding Readers 3-6, Fountas and Pinnell

What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards:

• Identify purpose of reading• Apply corrective strategies to assist in comprehension• Maintain a personal reading list to reflect reading goals and

accomplishments• Recognize when comprehension has been disrupted and initiate self-

correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary

• Participate cooperatively and collaboratively in group discussions of texts

• Engage in independent silent reading for extended periods of time



• Make inferences and draw conclusions, on the basis of information from the text, with assistance

• Identify information that is implied rather than stated, with assistance


Essential QuestionHow does an understanding of character help a reader develop a

deeper meaning across a story or stories?

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Unit Title: Character Study Time Frame: 4 Weeks/Nov.


OverviewIn this unit, students will analyze the thoughts and

actions of characters. Readers will build upon this analysis to develop theories that can be supported and proved through text evidence. A deeper understanding of a character will lead students to an appreciation of story theme and author’s message.




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Overview Character Study


• Read, view, and interpret literary texts from a variety of genres



• Read aloud from a variety of genres; for example, read the lines of a play or recite a poem

• -use inflection and intonation appropriate to text read and audience

• Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance


• Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning

• Recognize how different authors treat similar themes• Identify the ways in which characters change and

develop throughout a story• Compare characters in literature to people in own lives


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• Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text



• Respect the age, gender, position, and cultural traditions of the writer




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Reading:(Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.)Suggested minilessons:

• Get to know your main characters• Observe what your characters say, do and what happens to them to

learn more about them• Readers compare characters to other characters and to themselves to

understand them further• Readers use text evidence to support their ideas about characters• Readers understand that characters change over time• Readers watch how characters interact with other characters to

understand their relationships• Readers look at the problems and challenges the character faces• Readers learn about their characters by observing how they solve their

problemsReaders notice the setting and how it affects the characters and story

Listening and Speaking StandardsListening Standard 2: Students will read, write, listen, and speak for literary response and expression.

• Distinguish different genres, such as story, biography, poem, or play, with assistance

• Identify a character's motivation• Recognize the use of literary devices, such as simile, personification,

rhythm, and rhyme, in presentation of literary texts• Use personal experience and prior knowledge to interpret and respond

to literary texts and performances• Identify cultural and historical influences in texts and performances,

with assistanceListening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.



• Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations

• Recognize and use the perspective of others to analyze presentations• Use prior knowledge and experiences to analyze the content of

presentations• Recognize persuasive presentations and identify the techniques used to

accomplish that purpose, with assistance• Evaluate the quality of the speaker's presentation style by using

criteria such as volume, tone of voice, and rateSpeaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

• Ask questions and respond to questions for clarification• Express an opinion about information, ideas, opinions, themes, and

experiences in books, essays, articles, and advertisements• Analyze an event or issue by using role play as a strategy• Use information and ideas from personal experiences to form and

express opinions and judgments• Use notes or outlines appropriately in presentations

Speaking Standard 4: Students will read, write, listen, and speak for social interaction.

• Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other

• Use the informal language of social communication• Respect the age, gender, position, culture, and interests of the listener• Use the rules of conversation, such as avoid interrupting and respond

respectfully



Instructional Materials and supplies:• Chart paper • Graphic organizers, diagrams, timlines to support minilessons• “Just right books” to enable students to do this work• Teacher’s choice read aloud • Reading response journals• Post-its

Professional Resources:• Reading Essentials by Regie Routman• Leveled Books for Readers Grades 3-6 by Foutas and Pinnell• a good read aloud for this unit is My Name is Maria Isabel by Alma Flor

Isabel• The Art of Teaching Reading by Lucy Calkins


• Read a variety of grade-level texts, for a variety of purposes, with understanding

• Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text

• Recognize when comprehension has been disrupted and initiate self-correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary

• Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding

• Ask questions to clarify understanding and to focus reading• Make connections between text being read and own lives, the lives of

others, and other texts read in the past• Use prior knowledge in concert with text information to support

comprehension, from forming predictions to making inferences and _______________________________________

Fifth Grade • Half Hollow Hills • page 6


• drawing conclusions• Read grade-level texts and answer literal, inferential, and evaluative

questions• State or summarize a main idea and • support/elaborate with relevant details• Present a point of view or interpretation of a text, such as its theme,

and support it with significant details from the text• Participate cooperatively and collaboratively in group discussions of

texts• Note and describe aspects of the writer's craft• Read aloud, accurately and fluently, with appropriate rate of reading,

intonation, and inflection• Demonstrate comprehension of grade-level texts through a range of

responses, such as writing, drama, and oral presentations• Show interest in a wide range of texts, topics, and genres for reading• Read voluntarily for a variety of purposes• Be familiar with titles and authors of a wide range of literature• Engage in independent silent reading for extended periods of time


July 2009

Grade 5 UNIT: Reading – Launch

Overview:

In this unit students will establish routines that support reading work throughout the

year. Students will learn how to make appropriate choices, talk meaningfully about

books, accumulate and practice reading strategies to become successful readers.

Students will identify their reading strengths and weaknesses.

MINILESSON:

DRA Reading Survey:

Readers reflect on their book selections and their strengths and weaknesses as a reader.

MINILESSON:

Students will understand the expectations and routines of the DRA.

MINILESSON:

Workshop Routines:

What does a reading workshop look and sound like?

MINILESSON:

Choosing a “just right” book.

(Model this and subsequent lessons with a class novel selected from the list of

touchstone texts.)

MINILESSON:

Using a Reader’s Notebook. Writing a reading response.

MINILESSON:

How to use reading tools (i.e., books on deck, post-its, reading log).

MINILESSON:

Effective readers use certain strategies.

MINILESSON:

What good book talks look like.

July 2009

Grade 5 UNIT: Reading – Launch (continued)

MINILESSON:

Making sense of your reading. Begin with prediction lesson.

MINILESSON:

Using prior knowledge to confirm predictions.

MINILESSON:

Stop and think. Using post-its.

MINILESSON:

Questioning the text.

MINILESSON:

The difference between retelling and summarizing.

MINILESSON:

Story elements. How the character drives the plot.

MINILESSON:

Making connections.

MINILESSON:

Making inferences using action and dialogue.

MINILESSON:

Making inferences using internal monologue.

MINILESSON:

Drawing conclusions using evidence from the text.

July 2008 Grade 5 UNIT: Reading – Launch/Character Study MINILESSON: What does a readers’ workshop look and sound like? BOOK TITLE/AUTHOR: ADDITIONAL RESOURCES:

LEARNING OBJECTIVES Students will know…

what a workshop model looks like and how to follow the routines of independent reading. Students will understand…

that establishing routines and expectations can help us work more efficiently and give us more time to learn what’s necessary in becoming fluent, well-developed readers. Students will be able to…

follow routines and expectations in order to build stamina and a repertoire of skills in becoming fluent, well-developed readers.

MINILESSON PROCEDURE Connection:

“Readers, today we are going to go over some rules and routines for our reader’s workshop. These routines will help us keep our lessons efficient so that you have lots and lots of time to read great books this year!” (This is where you go over what children are expected to do during this time, the supplies they need to bring and where we are going to meet for the period.)

Teach: Model how you would teach a mini-lesson during this time. Explain that students should have their notebooks and a writing utensil. Develop procedures for how students should be sitting on the rug in the meeting area.

Active Engagement: Explain to students that during this time they will be asked to share examples they have found based on the mini-lesson being taught. Link:

Explain to class that during this portion of the reading workshop they will go off to work independently to practice the skill/strategy that was taught.

Share:

Explain to class that this would be the time that a few students would share the skill they learned in the mini lesson by using it in their own book.

ASSESSMENTS Tell students that you will be using the independent reading time to conduct conferences and assessments to learn more about them as readers and help them improve by teaching them strategies for their reading.



• Use the table of contents and indexes to locate information

• Read to collect and interpret data, facts, and ideas from multiple sources

• Skim material to gain an overview of content or locate specific information


Essential QuestionHow does a reader synthesize text to form a better

understanding of factual information?

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OverviewIn this unit, students will read nonfiction short text to

locate information and gain understanding of a topic of study. Students will review nonfiction text features that will help them further understand information. They will also distinguish between fact and opinion, identify relevant and irrelevant information and connect their prior experiences to new information.




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Unit Title: Reading Nonfiction Short Text Time Frame: 4 weeks/October

• Use text features, such as headings, captions,

• Reading Nonfiction Short Text

• and titles, to understand and interpret informational texts

• Recognize organizational formats to assist in comprehension of informational texts

• Distinguish between fact and opinion• Identify information that is implied rather than

stated• Compare and contrast information on one topic from

multiple sources• Recognize how new information is related to prior

knowledge or experience• Identify main ideas and supporting details in

informational texts to distinguish relevant and irrelevant information





• Recognize how different authors treat similar themes



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• Evaluate information, ideas, opinions, and themes in texts by identifying

• - Reading Nonfiction Short Text

• a central idea and supporting details• -details that are primary and those that are less

important• -statements of fact, opinion, and exaggeration• -missing or unclear information• Use established criteria to analyze the quality of

information in text• Identify different perspectives, such as social,

cultural, ethnic, and historical, on an issue presented in one or more than one text








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Overview Reading Nonfiction Short Text

Reading:(Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.)

• Students will need to analyze primary and secondary documents in preparation for the NYS Social Studies assessment. The work done in this unit should support that need.

• The short texts can be social studies based and can come from various sources.

• Listening/Speaking:• Listening Standard 1: Students will read, write, listen, and speak for

information and understanding.• Follow instructions that provide information about a task or

assignment• Identify essential details for note taking• Distinguish between fact and opinion• Identify information that is implicit rather than stated• Connect new information to prior knowledge or experience

Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.


• Recognize and use the perspective of others to analyze presentations

• Use prior knowledge and experiences to analyze the content of presentations

• Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance

• Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate

Listening Standard 4: Students will read, write, listen, and speak for social interaction.

• Respect the age, gender, position, and cultural traditions of the speaker


Reading Nonfiction Short Text

• Recognize friendly communication on the basis of volume and tone of the speaker's voice

• Recognize that social communication may include informal language such as jargon

• Recognize the meaning of the speaker's nonverbal cuesSpeaking Standard 1: Students will read, write, listen, and speak for information and understanding.

• Ask probing questions• Interview peers• Share information from personal experience• Share information from a variety of texts• State a main idea and support it with facts, details, and examples• Compare and contrast information• Present reports of approximately five minutes for teachers and

peers• Summarize main points• Use notes, outlines, and visual aids appropriate to the presentation

Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.






• Use the informal language of social communication• Respect the age, gender, position, culture, and interests of the

listener_______________________________________


Reading Nonfiction Short Text• Use the rules of conversation, such as avoid interrupting and

respond respectfully

Instructional Materials and supplies:• Charts• NYS Social Studies Test prepartion materials• websites• magazines such as Time for Kids, NYS Social Studies Newspaper,

National Geographic for Kids• Trade books

Professional Resources:• Nonfiction Matters by Stephanie Harvey• Nonfiction Craft Lessons by Ralph Fletcher


• Use prior knowledge and experience in order to understand ideas and vocabulary found in books

• Acquire new vocabulary by reading a variety of texts• Determine the meaning of unfamiliar words by using context clues,

dictionaries, glossaries, and other resources• Read a variety of grade-level texts, for a variety of purposes, with

understanding• Use self-monitoring strategies, such as cross-checking, summarizing,

and self-questioning, to construct meaning of text• Recognize when comprehension has been disrupted and initiate self-



• Ask questions to clarify understanding and to focus reading


• Make connections between text being read and own lives, the lives of others, and other texts read in the past

• Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions

• Read grade-level texts and answer literal, inferential, and evaluative questions

• State or summarize a main idea and • support/elaborate with relevant details• Present a point of view or interpretation of a text, such as its theme,


texts• Demonstrate comprehension of grade-level texts through a range of

responses, such as writing, drama, and oral presentations• Show interest in a wide range of texts, topics, and genres for reading• Read voluntarily for a variety of purposes• Be familiar with titles and authors of a wide range of literature• Engage in independent silent reading for extended periods of time


July 2008 Grade 5 UNIT: Reading – Nonfiction

Overview In this unit, students will read nonfiction short text to locate information and gain an understanding of a topic of study. Students will review nonfiction text features that will help them further understand information. They will also be able to identify relevant and irrelevant information and connect their prior experiences to new information. MINILESSON: Immersion: Build excitement for this unit and for the nonfiction journey. Look at texts and explore through discussion what these books might be about based on titles, etc. WF : “Nonfiction”, page 4

MINILESSON:

How does reading nonfiction inform us about a topic?

MINILESSON:

How do we choose a “just right” nonfiction book?

MINILESSON:

Revisit nonfiction text features. (Headings, glossary, table of contents, index, captions, illustrations, timelines, charts, graphs, and copyright)

MINILESSON:

Introduce the five most common structures of nonfiction. How does a description or listing provide information? WF: page 5

MINILESSON:

How does sequence help us understand nonfiction text?

MINILESSON:

How do nonfiction books compare and contrast information for understanding?

July 2008 Grade 5 UNIT: Reading – Nonfiction (continued)

MINILESSON:

How do nonfiction books use cause and effect to explain why something happens?

MINILESSON:

How do nonfiction books use problem and solution?

MINILESSON:

How can we use pictures and illustrations to enhance nonfiction text?

MINILESSON:

How do we revise understanding of a subject as we progress through a nonfiction text?

MINILESSON:

How do nonfiction readers reread to check their understanding?

MINILESSON:

How do nonfiction readers determine the reliability of a source?

MINILESSON:

How do nonfiction readers use prior knowledge to understand and retain information?

MINILESSON:

How do nonfiction readers extract important information?

MINILESSON:

How do nonfiction readers take notes for a purpose?


• Read the steps in a procedure in order to accomplish a task such as completing a science experiment


• Use text features, such as headings, captions, and titles, to understand and interpret informational texts



Essential QuestionHow does the close reading of short texts help a reader succeed

on standardized tests and tasks?

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Unit Title: Genre Review/ELA Test Prep Time Frame: 5 Weeks/Dec-Jan


OverviewIn this unit students will review a variety of genres in

preparation for the N.Y.S. ELA assessment. Students will analyze texts using reading skills and strategies. Students will look back to the text to justify their response to multiple choice questions and short response questions.




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Genre Review

• Identify missing information and irrelevant information



multiple sources• Identify main ideas and supporting details in








• Read aloud from a variety of genres; for example, read the lines of a play or recite a poem-use inflection and intonation appropriate to text read and audience



Standard


Genre Review






• Evaluate information, ideas, opinions, and themes in texts by identifying-a central idea and supporting details-details that are primary and those that are less important-statements of fact, opinion, and exaggeration-missing or unclear information



Standard


Standard


Genre Review

Reading:(Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.)Skills to review:

• compare and contrast• fact vs. opinion• main idea and supporting details• author’s purpose• sequence order • using context clues• notetaking from a listening piece• identifying genre• interpreting poetry• analyzing figurative language

Listening and Speaking Standards:Listening Standard 1: Students will read, write, listen, and speak for information and understanding.

• Follow instructions that provide information about a task or assignment• Identify essential details for note taking• Distinguish between fact and opinion• Identify information that is implicit rather than stated• Connect new information to prior knowledge or experience

Listening Standard 2: Students will read, write, listen, and speak for literary response and expression.




to literary texts and performances


Overview Genre Review

• Identify cultural and historical influences in texts and performances, with assistance






criteria such as volume, tone of voice, and rateListening Standard 4: Students will read, write, listen, and speak for social interaction.

• Respect the age, gender, position, and cultural traditions of the speakerRecognize friendly communication on the basis of volume and tone of the speaker's voice


• Recognize the meaning of the speaker's nonverbal cues

Speaking Standard 1: Students will read, write, listen, and speak for information and understanding.

• Ask probing questions• Interview peers• Share information from personal experience• Share information from a variety of texts• State a main idea and support it with facts, details, and examples• Compare and contrast information• Present reports of approximately five minutes for teachers and peers• Summarize main points• Use notes, outlines, and visual aids appropriate to the presentation

Speaking Standard 2: Students will read, write, listen, and speak for _______________________________________


literary response and expression.• Present original works, such as stories, poems, and plays, to adults and

peers, using audible voice and pacing appropriate to content and audience• Share book reviews• Summarize the plot and describe the motivation of characters• Connect a personal response to literature to prior experience or

knowledgeRecognize the importance of cultural and historical characteristics in texts and performances

• Ask questions and respond to questions for clarification• Use notes or outlines appropriately in presentations








respectfully

Instructional Materials and supplies:• Aim Higher test prepartion workbooks• district instructional materials• practice answer forms• sample tests


Overview Genre Review

Professional Resources:• NYS authorized sample tests • district materials


• Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words

• Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate

• Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words

• Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary

• Learn grade-level vocabulary through both direct and indirect means• Use word structure knowledge, such as roots, prefixes, and suffixes, to

determine meaning • Use prior knowledge and experience in order to understand ideas and

vocabulary found in books• Acquire new vocabulary by reading a variety of texts• Use self-monitoring strategies to identify specific vocabulary that

causes comprehension difficulties• Determine the meaning of unfamiliar words by using context clues,

dictionaries, glossaries, and other resources• Use a thesaurus to identify synonyms and antonyms• Comprehension Strategies• Read a variety of grade-level texts, for a variety of purposes, with

understanding







comprehension, from forming predictions to making inferences and drawing conclusions





intonation, and inflection









Essential QuestionHow do we read to determine a poet’s message?

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Unit Title: Poetry Time Frame: 4 Weeks/April


OverviewIn this unit, the teacher will expose students to a variety of poems. Through read alouds and class discussion students will analyze the poet’s messsage. The unit will also emphasize the poet’s use of figurative language, imagery, personification etc.




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• Overview Poetry
















Standard


Overview Poetry








• Use established criteria to analyze the quality of information in text



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Overview Poetry

Students will read, write, listen, and speak for social interaction.





Reading:(Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.)Suggested minilessons:

• Immerse students in various types of poetry• Students need to hear and read aloud poetry• Each reader of a poem can interpret it in their own way• Partners use accountable talk strategies to interpret poetry• Poets use figurative langugage and imagery to convey feelings and

messages• Readers of poetry can compare and contrast themes and ideas in poems

to grow conversations


Standard


Overview Poetry














• Respect the age, gender, position, and cultural traditions of the speaker


• Overview Poetry

• Recognize friendly communication on the basis of volume and tone of the speaker's voice


• Recognize the meaning of the speaker's nonverbal cuesSpeaking Standard 1: Students will read, write, listen, and speak for information and understanding.

• Share information from personal experience• Share information from a variety of texts• State a main idea and support it with facts, details, and examples• Compare and contrast information• Summarize main points

Speaking Standard 2: Students will read, write, listen, and speak for literary response and expression.

• Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience

• Connect a personal response to literature to prior experience or knowledgeRecognize the importance of cultural and historical characteristics in texts and performances







• Use the informal language of social communication• Respect the age, gender, position, culture, and interests of the listener


• Use the rules of conversation, such as avoid interrupting and respond respectfully

Instructional Materials and supplies:• Anthologies of poems• Reading response notebooks• Copies of poems/transparencies of poems to model thinking

Great poets to shore with students• Ralph Fletcher• Shel Silverstein• Jack Prelutsky• Eloise Greenfield• Valerie Worth• Lee Bennett Hopkins• Jean Little• Langston Hughes• Walt Whitman

Professional Resources:• Poetry Matters by Ralph Fletcher• Georgia Heard books• Guiding Readers and Writers: Gr. 3-6 by Fountas and Pinnell• Explore Poetry by Donald Graves


• Word Recognition• Use knowledge of a variety of decoding strategies, such as letter-sound

correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words

• Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate


• Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words

• Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary

• Background Knowledge and Vocabulary Development• Learn grade-level vocabulary through both direct and indirect means• Use word structure knowledge, such as roots, prefixes, and suffixes, to

determine meaning • Use prior knowledge and experience in order to understand ideas and

vocabulary found in books• Acquire new vocabulary by reading a variety of texts• Use self-monitoring strategies to identify specific vocabulary that

causes comprehension difficulties• Determine the meaning of unfamiliar words by using context clues,

dictionaries, glossaries, and other resources• Use a thesaurus to identify synonyms and antonyms• Comprehension Strategies• Read a variety of grade-level texts, for a variety of purposes, with

understanding• Use self-monitoring strategies, such as cross-checking, summarizing,

and self-questioning, to construct meaning of text• Recognize when comprehension has been disrupted and initiate self-





comprehension, from forming predictions to making inferences and drawing conclusions


• State or summarize a main idea and • support/elaborate with relevant details


• Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text


• Note and describe aspects of the writer's craft• Read aloud, accurately and fluently, with appropriate rate of reading,


responses, such as writing, drama, and oral presentations• Motivation to Read• Show interest in a wide range of texts, topics, and genres for reading• Read voluntarily for a variety of purposes• Be familiar with titles and authors of a wide range of literature• Engage in independent silent reading for extended periods of time


July 2009

Grade 5 UNIT: Reading – POETRY

OVERVIEW

Students will understand the essential elements of poetry and will be able to read and

create meaning from poems using different strategies. Students will see how poetry

has features that are unique to the genre and the many ways we can respond to it.

MINILESSON:

Several books and pieces are placed on each table for students’ review.

Students read several books containing poetry and begin to identify different subjects

poets write about. They collect poems they love by book marking them and/or printing them

from the Internet. These poems should be placed in the students’ reader’s notebooks.

MINILESSON:

Readers notice the features of poetry.

How does it look on the page? Refer to the structures of the text, such as: length, style,

shape, line breaks, white space, punctuation, etc. Students recite poetry with a partner to

get a feel for the flow and rhythm of the words.

MINILESSON:

Readers understand poetry by visualizing what the poet has written.

Students will use all the descriptions and modes of imagery on the page to build a clear

mental picture of the image or idea in the poem. They can sketch their visualizations as

well. Readers can respond to poetry through artistic expression or written work.

MINILESSON:

Readers of poetry can distinguish between figurative and literal writing and begin to

understand the symbolism used to represent the poet’s ideas.

MINILESSON:

Readers of poetry share and discuss their interpretation of a piece.

Students break poems into small sections and ask themselves “What is happening?” or “What

is the idea in this passage?” and discuss it with a partner after jotting down thoughts and

questions.

July 2009

Grade 5 UNIT: Reading – POETRY

MINILESSON:

Readers compare poems with a focus on a poet or theme of their choice. Students will look

at more than one poem and think about common themes for a particular poet. They can look

for key issues or emotions that appear throughout the texts and discuss them with a

partner and see how it connects with their lives.

MINILESSON:

Readers decide various ways of using voice to perform poetry.

The way the poem sounds can create a setting for the poem or connect to images and ideas

in the text. Think about the sounds of the poem such as rhyme, rhythm, repetition and

alliteration, and how it is used to evoke emotion.

Suggested Poetry Response Questions

• What was your first response to the poem?

• What does the poem remind you of?

• What personal connection(s) did you make to the poem?

• When you reread the poem, what else do you understand about it?

• What does the poem inspire you to write about?

• In what way might you think about the world differently after reading the poem?

• How has this poem helped to inspire you to see the beauty in the world?

• What are some of the topics you have come across in poetry that you never

thought of writing about?

• What are some of the places in the poem that tapped into your senses?

July 2008 Grade 5 UNIT: Reading – Poetry MINILESSON: Readers think about reasons we read and write poetry. BOOK TITLE/AUTHOR: ADDITIONAL RESOURCES: Chart paper


that poetry is a way for writers to express themselves. Students will understand…

that some writers choose to use poetry as a means of expression because there is no set structure and is a better way of communicating the message they want to convey to their reader. Students will be able to…

brainstorm ideas about why we read and write poetry.


“Writers, yesterday we had a chance to look through several books and pieces of poetry and bookmark the ones we love. Today, we are going to chart reasons why we think we read and write poetry.” Teach:

Model by beginning a chart of reasons why we read and/or write poetry. You can reference one of the poems you have bookmarked as your favorite and how it has influenced your idea for the chart.

“When I think about the poem….it makes me see that writers choose to write poetry because…” Active Engagement:

Give students a minute to think of an idea they want to add to the chart. “Take a moment to write a couple of ideas you have about reading and writing poetry” Ask a few students to share so that you can begin to chart a class list of their responses.

Link: “Now, you are going to take some time to continue these lists in your reader’s notebook. When you finish your list, you can begin to read a book or a few pieces of poetry as the beginning of your independent reading time. Then you can begin reading your independent book for the rest of the period. Share:

As you conference and walk around, keep in mind two students who can share at the end of the lesson and add to the chart of ideas “Why We Read and Write Poetry”. They can share one memory they wrote on their chart and the entry for it.

ASSESSMENTS Conferences and notes in reader’s notebook

July 2008 Grade 5 UNIT: Reading – Poetry

MINILESSON: Readers identify different subjects poets write about.

BOOK TITLE/AUTHOR: Refer to the touchstone book list for the poetry unit and the handouts of poetry at the end of this binder.

ADDITIONAL RESOURCES: Chart paper


that poets write about several different topics.

Students will understand… that poetry includes a wide variety of themes and ideas.

Students will be able to… identify different themes and ideas in poetry and eventually use them as a platform of ideas for writing.


“Writers, yesterday we thought about the reasons we read and write poetry. Today we are going to look closely at different subjects poets write about.”

Teach: Model by beginning a chart of topics you have come across in reading poetry.

“After reading ‘Merry Go Round’ by Langston Hughes, I see that poets write about their struggles.” I am going to write that topic on our chart.

Active Engagement: Give the students a minute to think of an idea they want to add to the chart of topics they have read about in their poetry books. “Take a moment to write some topics you have come across when reading poetry.” Ask a few students to share so that you can begin to chart a class list of their responses. Link:

“Now, you are going to take some time to continue lists in your reader’s notebook. When you finish your list, you can begin to read a book or a few pieces of poetry as the beginning of your independent reading time. Then you can begin reading your independent book for the rest of the period.

Share: As you conference and walk around, keep in mind two students who can share at the end of the lesson and add to the chart of ideas ‘Subjects Poets Write About’. They can share one topic they wrote on their chart and the entry for it.

ASSESSMENTS Conferences and notes in reader’s notebook








Essential QuestionHow does social interaction enhance accountability and

independence in a reading workshop?

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Unit Title: Book Clubs/Literature Circle Time Frame: 6 Weeks/May-June


OverviewIn this unit, students are expected to work in groups in which

they will all read the same books. These groups will work toward being independent by generating their own lines of study and assigning group homework. The teacher’s role will focus on managing groups to ensure quality work, time on task and accountability. Students will incorporate skills and strategies emphasized throughout the year in the reading workshop.




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• Overview Book Clubs/Literature Circles
















Standard


Overview Book Clubs/Literature Circles








• Evaluate information, ideas, opinions, and themes by identifying-a central idea and supporting details-precise and vague language-statements of fact, opinion, and exaggeration-missing or unclear information

• Use established and personal criteria to analyze and evaluate the quality of ideas and information in text



Standard

3



• Recognize how one's own point of view contributes to forming an opinion about information and ideas

• Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to-identify conflicting information- consider the background and qualifications of the writer-evaluate examples, details, or reasons used to support ideas-identify differing points of view in texts and presentations-identify cultural and ethnic values and their impact on content, with assistance-identify multiple levels of meaning

Students will read, write, listen, and speak for social interaction.






Standard



Reading:(Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.)

• Teacher needs to carefully select groups and provide students with guided choice of a book

• Books clubs can be based genre, author, or theme• Suggested minilessons:• Good book clubs plan their time together• Good book clubs know the types of readers in their group• Good book clubs use accountable talk strategies• Good book clubs use evidence to support their ideas• Good listening leads to good discussions• Good book clubs explore good questions• Good book clubs repsect all members ideas and abilities• Good book clubs can work independently for longer periods of time with

limited teacher guidance

Listening and Speaking StandardsListening Standard 1: Students will read, write, listen, and speak for information and understanding.





rhythm, and rhyme, in presentation of literary texts



• Use personal experience and prior knowledge to interpret and respond to literary texts and performances

• Identify cultural and historical influences in texts and performances, with assistance











• Ask probing questions• Interview peers• Share information from personal experience• Share information from a variety of texts• State a main idea and support it with facts, details, and examples• Compare and contrast information• Present reports of approximately five minutes for teachers and peers• Summarize main points



• Use notes, outlines, and visual aids appropriate to the presentationSpeaking Standard 2: Students will read, write, listen, and speak for literary response and expression.


• Share book reviews• Summarize the plot and describe the motivation of characters• Connect a personal response to literature to prior experience or

knowledge• Recognize the importance of cultural and historical characteristics in

texts and performances• Ask questions and respond to questions for clarification• Use notes or outlines appropriately in presentations








respectfully



Instructional Materials and supplies:• Sets of 5-6 books at different ability levels in various genres, themes,

authors• Premade graphic organizers for students to work on which allow teacher

to ensure accountabilty• Post-its• Reading response notebooks• Charts

Professional Resources:• The Art of Teaching Reading by Lucy Calkins• Fountas and Pinnell books• Reading Essentials by Regie Routman


• Read a variety of grade-level texts, for a variety of purposes, with understanding





others, and other texts read in the past



• Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions






responses, such as writing, drama, and oral presentations


July 2008 Grade 5 UNIT: Reading - Book Clubs

Overview In this unit, students will work in groups and read the same books. These groups will work toward being independent by generating their own lines of study and assigning group homework. The teacher’s role will focus on managing groups to ensure quality work, time on task and accountability. Students will incorporate skills and strategies emphasized throughout the year in reading workshop.

**The goal for the unit is for each group to read 4 different books therefore it may be necessary for you to extend the suggested time frame on the curriculum calendar.

It is suggested that when teaching the first few mini-lessons focusing on establishing book clubs that you model with, and have each group read, a novel from the touchstone list, or a short story, in order to establish routines and set expectations. MINILESSON:

Students will preview each text as a group and write their top three choices. Teacher will then assign books to each group based on results. The ideal group is from 3-4 with students selecting their own text from a group of pre-selected texts; however teacher makes final decision.

MINILESSON:

What does a book club look and sound like? The teacher should introduce roles and how each individual is important for the group to function collectively.

MINILESSON:

Establishing a book club community. Students will be held responsible and accountable both as individuals and as a group. Organization of student materials should be addressed, for example – individual folders, binders, reader’s notebook, etc. Resources – Accountability Chart (Handout 1A) Book Club Log (Handouts 1B & 1b) Group Summary (Handout 1C)

MINILESSON:

Readers create realistic goals and come to the group prepared to discuss the text with their group members. Each group should use a calendar to set a realistic pace for their group to finish the book in the allotted time, this includes class and homework.

July 2008 Grade 5 UNIT: Reading -Book Clubs (continued) MINILESSON:

Readers use Post-its to provide evidence from the text to clarify points of discussion and readers respond to and extend on what their peers say. Resources – Qualities of Good Talk (Handout 1D)

MINILESSON:

Readers are allowed to respectfully disagree with the thoughts and feelings of others. They wait their turn to speak.

MINILESSON:

Readers reflect on their conversations and set new goals. Resources - Accountability Chart (Handout 1A) Book Club Log (Handout 1B)

Once expectations and routines for book clubs have been established, students will begin reading their book within their book clubs. The following lessons contain focus questions that focus on story elements, author’s message and purpose, and other higher order thinking skills that will generate comprehensive discussion.

The following focus questions contained in one mini-lesson for discussion can be used over the course of one or two book club meetings.

Students will be using all of the resources that have been included in your binder during the club meetings. Students should also be taking notes on the focus questions independently.

MINILESSON:

What are we noticing about main and secondary characters? Do we see changes in the main characters when they interact with secondary characters? What can we infer about the main character?

MINILESSON:

How have the characters developed throughout the story? What influenced the character to handle problems or situations that occurred? Did the character deal with similar situations differently throughout the story? Did they react the way that you expected?

July 2008 Grade 5 UNIT: Reading – Book Clubs (continued)

MINILESSON:

What do you notice about the author’s style? Is it similar to another book that you have read? Why do you think the author wrote that way?

MINILESSON:

How does the setting influence events that have taken place in the story? Does the setting and time frame influence the way that you are interpreting the text?

MINILESSON:

What are some themes in the story? Provide evidence from the text to support your thinking. Have you seen the same themes in other readings and can you use that information to make any predictions or comparisons?

MINILESSON:

Have there been any unexpected or unusual plot turns? Why do you think the author included these? If you were the author, would you do anything different to the plot? Why?

Book club discussions and minlessons will vary depending on the needs of your students and the books they are reading. Plan lessons considering both the prior day’s assessments, as well as the direction each group is taking as they interpret the focus questions. Teacher rubric (handout 1E) is included for assessment. The following teacher resources provide additional information about establishing and working with book clubs: Subjects Matter , by Harvey Daniels and Steven Zemelman (Chapter 9) Guiding Readers and Writer Grades 3-6, by Fountas and Pinnell (Chapter 16) Minilessons for Literature Circles, by Harvey Daniels and Nancy Steineke Literature Circles: Voice and Choice in Book Clubs and Reading Groups, by Harvey Daniels (Chapter 7) Moving Forward with Literature Circles, by Richard L. Allington

1D

Qualities of Good Talk

• Comments are interesting and to the point

• Listening

• No one dominates

• Building on what someone else said

• Staying on task

• Evidence for ideas

• Eye contact/body language

• Restating big ideas/making it clear

• Community is a risk free environment

• Agree to disagree

• One speaker at a time

Questions About Characters

♦ Who is the main character? Why is this character important to the story?

♦ Are there words a character spoke and/or actions a character tool that helped you learn

what kind of person he or she was? Find and discuss two important sections.

♦ Did any of the characters change? Pick one and discuss how an event, person, and

decision changed the character.

♦ Discuss what you think the main character learned about him/herself, his or her family, or

his or her friends.

♦ Describe a conflict between two characters. How was it resolved? What did you learn

about these characters?

♦ Name two minor characters. Show how each affected the main character.

♦ Were there problems characters couldn’t solve? Identify one or two and explain why you

think they weren’t resolved.

1A Book Club Name_____________________________ Title____________________________________Author____________________________________ Date We were all

prepared (we had our books, HW, and our ideas ready to share).

We were all actively involved in the conversation (listened, shared, added on).

We talked about one idea at a time and added on to the ideas of others.

We used text evidence to support our thinking.

We pushed each other to say more. We invited the quieter voices to share.

*During our next meeting we need to work on…

1C Book Club Accountability Sheet

Today’s Conversations: What was the focus topic or question for your group discussion?

Issues that came up in our book.

Homework Assignment: Any unfinished discussion or pages, or what you want to discuss for the next day.

Date_____

Date_____

Date_____

Date_____

Date_____

1B Book Club Log

Book Club Name_______________________________________________________ Members______________________________________________________________

Date What We Worked On Assignment Box

1b Book Club Log

Directions: Check off each category if the work is complete. Give a “0” if the work is incomplete. Date_____

Student Name Did you read assigned pages?

Did you come to the discussion prepared?

(notes, pen, book, post-its)

Did you participate and stay on task for

the discussion?

Date_____


Did you come to the discussion prepared?

(notes, pen, book, post-its)


the discussion?

Date_____


Did you come to the discussion

prepared? (notes, pen, book, post-its)


the discussion?

1E Teacher Rubric for Book Club Expectations

4-Exceeds expectations 3- Meets expectations 2- Developing Expectations 1- Below Expectations

Quality of Talk Examples Points & Comments

Group had all materials with them

Students brought planning sheets, post-its, books, reading response notebooks and pens.

Group stayed on topic All students stayed focused and on topic on hand. Students were not distracted and did not bring up ideas that didn’t pertain.

Each member contributed toward discussion

All students added their thoughts and opinions to the discussion using book conversation starters.

Each member listened to each other

All students listened to each other and allowed each other ample time to contribute without monopolizing the conversation.

Members referred to the book or looked for evidence to support ideas.

Group members looked back in the text to find evidence to support their ideas and opinions.

Other Comments:

5th Grade Books Suggested for Book Clubs and Partnerships-order 2-4 copies of each Hundred Dresses-Eleanor Estes Yang the youngest and His Terrible Ear-Lensey Namioka Hush-Jacqueline Woodson Iggie’s House-Judy Blume Bluish-Virginia Hamilton The War with Grandpa The Great Gilly Hopkins Are You There God? It’s Me Margaret-Judy Blume Bridge to Terabithia-Katherine Paterson Miracle’s Boys-Jacqueline Woodson Joey Pigza Swallowed the Key Loser-Jerry Spinelli Crash-Jerry Spinelli Stargirl-Jerry Spinelli Just Ella-Margaret Peterson Haddix Hatchet-Gary Paulsen The Face on the Milk Carton- Caroline B Cooney Freak the Mighty-Philbrick Number the Stars-Lois Lowry The Watsons go to Birmingham-Curtis House on Mango Street-Sandra Cisneros Out of the Dust-Karen Hesse Baseball in April-Gary Soto Fig Pudding-Ralph Fletcher Missing May-Cynthia Rylant Tiger Rising-Katie DiCamillo The Devil’s Arithmetic-Jane Yolen Holes-Louis Sachar

Half Hollow Hills Central School District

Elementary English Language Arts Curriculum

READING UNITS for GRADE FIVE

Recommended Touchstone Texts July 2009

*Reading Unit 1: Launch/DRA Assessment Title Author Publisher ‘07 Dork in Disguise Carol Gorman Harper Collins ’07 Dork on the Run Carol Gorman Harper Collins Reading Unit 2: Nonfiction/Short Text Title Author Publisher ’07 Children of the Wild West R. Freedman Houghton Mifflin ’07 Life in the Rainforests Lucy Baker Scholastic ’07 Orphan Train Rider: One Boy’s True Story Andrea Warren Houghton Mifflin *Reading Unit 3: Character Study/Short Fiction Title Author Publisher ’07 Thank You, Mr. Falker Patricia Polacco Penguin Young Readers ’07 The Keeping Quilt Patricia Polacco Simon and Schuster ’07 Aunt Chip & the Great Triple Creek Dam Affair Patricia Polacco Penguin Young Readers ’08 Maniac Magee Jerry Spinelli Little, Brown & Co. ’08 The Great Gilly Hopkins(also in multiple texts) Katherine Paterson Harper Collins ’08 Walk Two Moons Sharon Creech Harper Collins ’08 Hoot Carl Hiaasen Random House ’08 Skinnybones Barbara Park Random House Reading Unit 4: Book Clubs (Realistic Fiction) 2007/2008 Realistic Fiction Book Club Text Sets, 12 Copies Per School: Title Author Publisher The Summer of the Swans Betsy Byars Penguin Group The Pinballs Betsy Byars Harper Collins

2008/2009 Realistic Fiction Book Club Text Sets, 4 Copies Per Class: Title Author Publisher The Hundred Dresses Eleanor Estes Harcourt Yang the Youngest and His Terrible Ear Lensey Namioka Random House Iggie’s House Judy Blume Random House Bluish Virginia Hamilton Scholastic The War with Grandpa Robert Kimmel Smith Random House The Great Gilly Hopkins (also used as touchstone) Katherine Paterson Harper Collins Are You There God? It’s Me Margaret Judy Blume Random House Bridge to Terabithia Katherine Paterson Harper Collins Joey Pigza Swallowed the Key Jack Gantos Harper Collins Number the Stars Lois Lowry Random House The Watsons go to Birmingham Curtis Random House Baseball in April (used in multiple units) Gary Soto Harcourt Fig Pudding Ralph Fletcher Random House Missing May Cynthia Rylant Scholastic Tiger Rising Katie DiCamillo Candlewick Penderwicks Jeanne Birdsall A Long Way from Chicago Richard Peck Reading Unit 5: ELA Prep/ Short Story Reading Unit 6: Poetry Title Author Publisher The Place My Words are Looking For (also used in Writing) Paul Janeczko Simon and Schuster ’08 Opening Days:Sports Poems (also used in Writing) Lee Bennett Hopkins Harcourt ’08 This Place I Know (also used in Writing) Selected by Georgia Heard Candlewick Press ’08 The Dream Keeper (also used in Writing) Langston Hughes Random House ’08 A Fire in My Hands (also used in Writing) Gary Soto Harcourt ’08 Creatures of Earth, Sea & Sky (also used in Writing) Georgia Heard Boyds Mills Press Reading Unit 7: Independent Project * Former ’08 Reading Unit 1 has been separated into two distinct units for ’09. October 2009


• State a main idea and support it with details and examples

• Adopt an organizational format, such as chronological order, that is appropriate for informational writing

• Use paragraphing to organize ideas and information, with assistance


Essential QuestionWhat are the daily habits we need to become successful

writers?

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Unit Title: Introduction to Writing Workshop Time Frame: 4 Weeks/ September


OverviewIn this unit we will be teaching the daily routines of the

writing workshop. Students will learn how to maintain a Writer’s Notebook which will be a stepping stone into larger pieces of work. They will be inspired by the world around them as they intergrate their experiences into their writing




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Overview Introduciton to Writing Workshop


• Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts

• Maintain a writing portfolio that includes literary, interpretive, and responsive writing


• Use strategies, such as note taking, semantic webbing, or mapping, to plan and organize writing


Standard

2


Standard


Overview Introduction to Writing Workshop


• Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups

• Write personal reactions to experiences and events, using a form of social communication

• Maintain a portfolio that includes writing for social communication


Standard

4


Overview

Guidance/Reccomendations for Writing within the unit:• Teaching Point: Writers write about things they know.• Teaching Point: Writers keep their thoughts and ideas about

writing in a writing notebook.• Teaching Point: Writers generate ideas from their environment.• Teaching Point: Writers need to establish routines for a writing

workshop.

• Listening/Speaking Standards:Listening Standard 1: Students will read, write, listen, and speak for information and understanding.









• Recognize and use the perspective of others to analyze presentations


• Overview Introduction to Writing Workshop


• Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance

• Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate

Listening Standard 4: Students will read, write, listen, and speak for social interaction.








• Share book reviews• Summarize the plot and describe the motivation of characters• Connect a personal response to literature to prior experience or

knowledge_______________________________________


• Recognize the importance of cultural and historical characteristics in texts and performances









respectfully

Instructional Materials and supplies:• writer’s notebook for each child• touchstone texts• overheads or samples of teacher generated writing • post-its• chart paper• colored pens for editing and revising• writing process chart to track students’ progress in unit• lined and unlined paper for drafting, publishing etc.• a system to keep track of conference notes for each child


Professional Resources:• The Art of Teaching Writing by Lucy Calkins• How’s it Going? by Carl Anderson• A Writer’s Notebook by Ralph Fletcher

• Lessons for the Writer’s Notebook by Ralph Fletcher abd JoAnn Portalupi


• Write on a wide range of topics• Understand and use writing voluntarily for a variety of purposes• Use the writing process (e.g., prewriting, drafting, revising,

proofreading, and editing)• Use a variety of prewriting strategies, such as brainstorming,

freewriting, note taking, and webbing• Review writing independently in order to revise for focus, development

of ideas, and organization• Review writing independently in order to edit for correct spelling,

grammar, capitalization, punctuation, and paragraphing• Review writing with teachers and peers




Essential QuestionHow does a writer use what they know to develop well written

fiction?

Standard

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OverviewIn this unit students will use their own experience to

develop characters with issues they are familiar with or circumstancesthey would like to explore. Their stories will consist of three to five scenes in which they will develop characters, setting, and plot. The students will spend several days developing characters before choosing the one to write about. The next days will be spent “getting to know their character.” Students will map out their stories before writing a first draft. Several days in this unit will be spent on revising stories for content and clarity. Final drafts will be shared among classmates.

New York State Standards and Performance Indicator



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Unit Title: Short Fiction Time: 5 Weeks/ Dec-Jan

Overview Short Fiction


• Develop original literary texts that-use organizing structures such as stanzas and chapters-create a lead that attracts the reader's interest-provide a title that interests the reader-develop characters and establish a plot-establish consistent point of view (e.g., first or third person) with assistance




• Use supporting evidence from text to evaluate ideas, information, themes, or experiences

• Analyze the impact of an event or issue from personal and peer group perspectives


Standard


Standard




• Develop a personal voice that enables the reader to get to know the writer


Standard

4



Writing:(Teachers will include some guidance/recommendations for the unit such as # of pieces, genre etc.)

• model developing characters and then make one together as a class• students should create at least 2 or 3 characters• create a web of characters relationships• create a time-line of the character’s life• write summary of story including problem and solution• map out story scenes








with assistance














• Present original works, such as stories, poems, and plays, to adults and _______________________________________


peers, using audible voice and pacing appropriate to content and audience• Share book reviews• Summarize the plot and describe the motivation of characters• Connect a personal response to literature to prior experience or

knowledgeRecognize the importance of cultural and historical characteristics in texts and performances









respectfully

Instructional Materials and supplies:• Chart paper• Markers• Samples of short fiction • Overheads• Various short texts• Writer’s notebooks• templates for graphic organizers


Professional Resources:• Writing Fiction: Big Dreams, Tall Ambitions, Lucy Calkins• Assessing Writers, Carl Anderson• How’s It Going, Carl Anderson

Writing Short Fiction



• Correctly spell words within own writing that have been previously studied and/or frequently used

• Correctly spell words within own writing that follow the spelling patterns of words that have been previously studied

• Spell a large body of words accurately and quickly when writing• Use a variety of spelling resources, such as spelling dictionaries and

spell-check tools, to support correct spelling• Use a variety of media, such as print and electronic, when writing• Use the writing process (e.g., prewriting, drafting, revising,

proofreading, and editing)• Use a variety of prewriting strategies, such as brainstorming,


of ideas, and organization• Review writing independently in order to edit for correct spelling,


grammar, capitalization, punctuation, and paragraphing• Understand and write for a variety of audiences• Adjust style of writing, voice, and language used according to purpose

and intended audience• Incorporate aspects of the writer's craft, such as literary devices and

specific voice, into own writing• Review writing with teachers and peersListen attentively to a variety

of texts read aloud• Listen attentively for different purposes and for an extended period of

time• Identify own purpose(s) for listening• Respond appropriately to what is heard• Listen respectfully, and without interrupting, when others speak• Speak in response to the reading of a variety of texts• Use appropriate and specific vocabulary to communicate ideas• Use grammatically correct sentences when speaking• Include details that are relevant for the audience• Communicate ideas in an organized and coherent manner• Vary the formality of language according to the audience and purpose for

speaking • Speak with expression, volume, pace, and gestures appropriate for the

topic, audience, and purpose of communication• Respond respectfully to others• Participate in group discussions on a variety of topics• Offer feedback to others in a respectful and responsive manner


July 2008 Grade 5 UNIT: Writing – Launch/Craft

Overview: In this unit students will learn the rituals and routines of the Writer’s Workshop. Students will learn to maintain a Writer’s Notebook which will be a stepping stone into larger pieces of work. Students will learn how to read text like a writer; they will learn basic craft techniques such as: sentence structure, adding details, and create feeling in a story, as well as stretching out a big moment.

MINILESSON:

Introduction to setting up the Writer’s Notebook- What is a Writer’s Notebook? During the first week students will be collecting ideas through different mini-lessons and begin to build their notebook as a resource of ideas.

MINILESSON:

What to do when you “think” you are done. HHH Minilesson: “Writer’s Notebook” If time allows, you can combine this lesson with another collecting list: Observations Give the students an opportunity to go outside as a class or spend time sitting and observing while jotting down what they see.

MINILESSON:

Collecting List- List people important in your life and a moment you are reminded of with them. Students can bring in a picture or a few pictures from one of their family albums as homework.

MINILESSON:

Collecting List- Writing off photos Make a t-chart of the picture and the moment it captures.

MINILESSON:

Collecting List- Important events in students’ lives Make a t-chart of the important events and the effect it has had on them.

July 2008 Grade 5 UNIT: Writing – Launch/Craft (continued)

MINILESSON:

Collecting List- Expert List Students will create a chart of things they think they are experts in and a time that shows how they are masters of that particular skill.

MINILESSON:

Writing an entry- Using a short story as a read aloud to generate ideas for an entry Choose one of the short story texts for character as inspiration for today’s entry.

MINILESSON:

Write an entry -- using a newspaper article to write an entry based on questions, opinions, thoughts, etc. Have students read their own articles in order to generate an entry. They may switch articles with a partner if time allows. You can keep the articles on hand as a resource for ideas in the writing center.

MINILESSON:

Noticing, pulling out and keeping track of Author’s Craft WF: “Writing like a Reader”, Immersion I, page 6

MINILESSON:

What is the purpose of repetition? (Noticing, Recording and discovering the purpose of why authors use repetition) WF: “Writing like a Reader”, Revision II, pages 56 – 58 Homerun, pages 7, 15, 19, 22 Mama Had a Dancing Heart Coming on Home, pages. 3, 6, 7, 20

MINILESSON:

How does the use of similes enhance an author’s writing? WF: “Writing like a Reader”, Craft Chart page 15 Come on Rain, pages 3, 7 Coming on Home, page 9


MINILESSON:

Using detailed description of characters and actions WF: “Writing like a Reader”, Craft Chart, page 15 Homerun, pages 17, 25, 27 Come on Rain, pages 5, 6, 10

MINILESSON:

What are the different effects of long drawn out sentences and one-word sentences? WF: “Writing like a Reader”, Collecting II, pages 37 – 40 Collecting IV, pages 45 - 46 Homerun, pages 13, 17 (long sentences) Homerun, pages 4, 10, 18, 20, 22, 26 (short sentences) Additional Resources: Scarecrow, “Seeds..”, pages 14, 15 “The earth..”, pages 17, 25

MINILESSON:

What is the purpose of using strong verbs and adjectives? WF: “Writing like a Reader”, Craft Chart, page 15 Come on Rain, pages 3, 4, 5, 18 Additional Resources: John Henry, page 19 “ John Henry sang..”

MINILESSON:

Why do authors use personification? WF: “Writing like a Reader”, Craft Chart, page 17 Mama had a Dancing Heart, page 13

MINILESSON:

Developing Character – 3 DAYS Students should work on developing this character over the next three days using the Character Interview Sheet Character Interview Sheet: Handout 1A


MINILESSON:

Drafting Drafting should only be one day. The students can complete the draft for homework if time is a constraint.

MINILESSON:

Revising: Teacher directed, using things noticed in students’ drafts. 3 DAYS TOTAL: 2 days to revise by adding in craft and 1 day for peer revision MINILESSON:

Editing: Teacher should review editing checklist and symbols and attach a copy in student’s Writer’s Notebooks. Editing mini-lessons should be based on things noticed in revised pieces. 2 DAYS TOTAL: 1 days to edit using checklist and 1 day for peer editing

MINILESSON:

Publishing: Students can spend majority of time publishing at home. Writing Celebration should be tentatively scheduled for October 17th; however due to the NYS Social Studies Assessment, there will be an overlap with Research Based Essay unit during the week of October 13th.

July 2008 Grade 5 UNIT: Writing – Launch MINILESSON: Writers create a writer’s notebook BOOK TITLE/AUTHOR: ADDITIONAL RESOURCES:


the activities they can do when they “think” they are done. Students will understand…

that there are different activities to complete even if they feel they are finished. Students will be able to…

refer to a list of activities to complete when they “think” they are finished.


“Writers, we have been discussing the routines of the writer’s workshop and setting up the writer’s notebook. We have learned how to generate ideas and why the writer’s notebook is so important to us.” Teach:

Model for class with a sample of a writing piece that is completed. “Writer’s, I finished my piece of writing today and I “think” that I am finished. Today I want to show you what you can do when you “think” that you are finished. Writer’s, I am going to create a list with you of what we can do when we “think” we are finished.” Elicit ideas from the students. Writer’s can add, edit or go back to a previous entry, or begin a new entry. Active Engagement:

Ask students to turn and talk to their partner and discuss their ideas about what could possibly go back to do. Link:

“Now, you are going to go back and work on a previous entry incorporating previous strategies you have learned.” Explain to the class that writers keep on writing.

Share: As you conference and walk around, notice a student adding to a previous entry and share the strategy they used when they were finished.

ASSESSMENTS Conferences and written observations.


• Use at least three sources of information in writing a report, with assistance

• Take notes to record and organize relevant data, facts, and ideas, with assistance, and use notes as part of prewriting activities


• Compare and contrast ideas and information from two sources• Adopt an organizational format, such as chronological order, that is

appropriate for informational writing• Use paragraphing to organize ideas and information, with assistance• Maintain a portfolio that includes informational writing


Essential QuestionHow can research help support our writing?

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OverviewIn this unit students will research both primary and secondary sources to develop a research based writingpiece. Students will develop thesis statements which will be supported by details found in several sources. Work in this unit will help support the NYS Social Studies Test.




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Unit Title: Research Based Writing Time Frame: 4-5 weeks

Overview Research Based Writing


Students will read, write, listen and speak for literary critical analysis and evaluation




• Analyze literary elements in order to evaluate the quality of ideas and information in text

• Use information and ideas from other subject areas and personal experiences to form and express opinions

• Adapt an organizational format, such as compare/contrast, appropriate for critical analysis and evaluation, with assistance

• Use precise vocabulary in writing analysis and evaluation, with assistance• Maintain a writing portfolio that includes writing for critical analysis and

evaluation


Standard

2


Standard

3


• Students will read, write, listen and speak for social interaction.





Standard

4




• Students may write:*informational article*feature article*biography*document based essay

• Pre writing strategies will include:*note taking*analyze information*use graphic organizers to organize thoughts*gathering resources

• Writing strategies will include:*select a thesis statement/topic sentence/big idea*supporting details from various sources*transition sentences*conclusion statement

Listening/Speaking• Identify essential details for note taking• Distinguish between fact and opinion• Identify information that is implicit rather than stated• Connect new information to prior knowledge or experience• Distinguish different genres, such as story, biography, poem, or

play, with assistance• Identify cultural and historical influences in texts and

performances, with assistance• Form an opinion on a subject on the basis of information, ideas, and

themes expressed in presentations• Recognize and use the perspective of others to analyze

presentations_______________________________________


•


• Share information from a variety of texts• State a main idea and support it with facts, details, and examples• Compare and contrast information• Summarize main points



Instructional Materials and supplies:• trade books• websites• articles• chart paper• overhead• graphic organizers

Professional ResourcesThe Art of Teaching Writing by Lucy CalkinsNon-Fiction Craft Lessons by Ralph Fletcher


Overview Rearched Based Writing


• Respond in writing to prompts that follow the reading of literary and informational texts

• Write on a wide range of topics• Use a variety of different organizational patterns for writing, such as

chronological order, cause/effect, compare/contrast• Use a variety of prewriting strategies, such as brainstorming,


of ideas, and organization• Adjust style of writing, voice, and language used according to purpose

and intended audience• Use multiple sources of information when writing a report• Review writing with teachers and peers


Grade 5 UNIT: Writing – Research Based Writing MINILESSON: How to Answer a Constructed Response Question BOOK TITLE/AUTHOR: Mastering New York’s Grade 5 Social Studies Test

By Killoran, Zimmer, and Jarrett ADDITIONAL RESOURCES: Chart Paper, Markers, and Overhead Projector


that writers use information from documents to answer questions. Students will understand…

that the written responses to the CRQs on the New York State Social Studies Test will help them to develop a well-written document-based essay. Students will be able to…

effectively answer a constructed-response question.


“Writers, yesterday we discussed what a document based essay looks like. Today, we will be learning how to answer the constructed response questions, which will help you to write your document-based essay. These questions begin with a piece of data; such as a graph, chart, map, timeline, reading passage, political cartoon or photograph. You will be required to answer two or three questions.” Teach:

Introduce the class to the three different types of constructed-response questions.

“There are three different types of questions that you may encounter. The first one will ask you to find specific details. These comprehension questions are usually straightforward. They ask you to identify information in the data. The second type will ask you to make connections. Here you will make comparisons, find similarities, identify patterns, or summarize information in your own words. The third kind will ask you to infer information. In this type of question, you will need to provide an explanation or make a prediction about the data.”

At this point, it would be beneficial to give an example of each type of question based upon one primary source document. The next step will be to model how an answer should be phrased to help the students stay focused on the question and to answer it completely.

Active Engagement:

Pass out or put on overhead a new document with two or three questions. Have the students work with a neighbor to answer the question. “Writers, now it is your turn. Link:

None

NOTES None

ASSESSMENTS None

July 2009

Grade 5 UNIT: Writing – Nonfiction

Overview In this unit students will become familiar with nonfiction writing that expands across all

areas of the curriculum. The students will learn to research and synthesize their

knowledge of a subject of their choice into an interesting and informative piece. Students

will learn to gather, organize, and present information in an engaging format.

Immersion

It is recommended that teachers follow the lesson sequence

provided in the Writing Fundamentals Nonfiction binder.

MINILESSON:

Nonfiction books have special characteristics and features.

WF: page 4, 5, 7

MINILESSON:

Nonfiction writers use their unique voice about topics they are passionate about.

WF: page 6, 8

Generating Ideas MINILESSON:

Nonfiction writers often write about topics they are passionate about.

WF: page 13

MINILESSON:

Nonfiction writing requires reading primary and secondary source materials.

WF: page 15, 17

Selecting An Idea MINILESSON:

Nonfiction writers reread notebook entries to plan their writing.

WF: page 19

July 2009

Grade 5 UNIT: Writing – Nonfiction continued

Collecting MINILESSON:

Nonfiction writers often start out knowing a lot about their topics. Then they question and

wonder about their topic. Questions guide research.

WF: page 21

MINILESSON:

Nonfiction writers need to consider types of source materials (primary and secondary); how

they will gather materials and information and begin to plan their research.

WF: page 24, 26

Drafting MINILESSON:

Good writing has a purpose and is written with an audience in mind. There can be many

purposes for writing including persuading, informing, and entertaining.

WF: page 29

MINILESSON:

Nonfiction writers look at other texts for structure possibilities and then determine what

makes the most sense for crafting their own writing.

WF: page 31

Revising MINILESSON:

Nonfiction writers use authentic details and rich imagery to inform and engage their

audience.

WF: page 33, 35

MINILESSON:

Nonfiction writers use strong verbs to help reinforce imagesand clarify meaning.

WF: page 38

July 2009

Grade 5 UNIT: Writing – Nonfiction continued

MINILESSON:

Nonfiction writers use strong verbs to help reinforce imagesand clarify meaning.

WF: page 38

Editing MINILESSON:

Teacher selects special features of grammar/punctuation to help reinforce the structure of

students’ pieces. Students should incorporate the structures they have learned.

WF: page 40, 42

Publishing MINILESSON:

Nonfiction writers publish their work incorporating their layout of choice and including

pictures and subtopics, if applicable.

NEW/MULTI-LITERACIES The twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. Twenty-first century readers and writers need to develop proficiency with the tools of technology; build relationships with others to pose and solve problems; design and share information to meet a variety of purposes; manage, analyze and synthesize multiple streams of simultaneous information; create, critique, analyze and evaluate multi-media texts. (NCTE 2008)

This list contains some suggestions for infusing new/multi-literacies within this unit:

• PowerPoint

• Newscast

• Podcast

• iMovie

• Make graphic organizer using Inspiration

1A

FEATURE ARTICLE STUDY CHART Text Studied:

LEAD

POINT THE ARTICLE MAKES

PERSPECTIVE OR STANCE

HOW THE AUTHOR

SUPPORTS THE POINT

KINDS OF INFORMATION

INCLUDED

CRAFT

1A (con’t)

FROM NOTEBOOK ENTRY TO FEATURE ARTICLE

DESCRIPTION OF NOTEBOOK

ENTRY

POSSIBLE FEATURE

ARTICLE TOPIC

STANCE/ ANGLE/ PERSPECTIVE

RESEARCH NEEDS (STATISTICS)

INTERVIEW NEEDS: PEOPLE

TO SURVEY WHO HAD SIMILAR EXPERIENCES – OTHER EXPERTS ON THE TOPIC

2A Name:______________________________________ Date:_______________

Criteria Chart for Feature Articles

Craft Mechanics

**Interesting Title **Interesting Title **Bold print and italics are used for subtitles

**Capital letter for each word in title and subtitle

**Interesting lead **Appropriate ending punctuation **Angle clearly stated **”I” is capitalized **Included research **Quotation marks around dialogue **Included at least one quote to support thinking

**Capitals at the beginning of sentences

**At least two photos with captions **Indented each paragraph **Includes similes or metaphors **Written neatly **Onomatopoeia **Exclamation marks used

appropriately **Strong words **At least three supporting details for each big idea

3A

Stance/Angle/Perspective

End

Middle

Beginning

Rubric for Feature Article (use with criteria for feature articles sheet)

Craft Rubric: 4 – I checked 10 – 12 items 3 – I checked 8 – 9 items 2 – I checked 5 – 7 items 1 – I checked 1 – 4 items Mechanics Rubric: 4 – I checked 8 - 9 items 3 – I checked 6 - 7 items 2 – I checked 4 - 5 items 1 – I checked 1 – 3 items


• State a main idea and support it with details and examples.


Essential QuestionHow can we write poetry to express our feelings or relay a

message to the reader?

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OverviewIn this unit students will formulate poetry to express

feelings or relay a message to the reader. Students will experiment with topics in their notebooks before choosing a seed idea. Students will try several techniques observed in the reading unit before writing their first draft. Students will share completed poetry at the completion of the unit.




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Unit Title: Poetry Time Frame: 4 Weeks/April

OverviewPoetry


• Develop original literary texts that:-create a lead that attracts the reader's interest-provide a title that interests the reader-establish consistent point of view (e.g., first or third person) with assistance








Standard

2


Standard

3




• Use precise vocabulary in writing analysis and evaluation, with assistance

• Maintain a writing portfolio that includes writing for critical analysis and evaluation






Standard

4


Overview Poetry


• Pre writing strategies will include:*Brainstorm ideas*Use graphic organizers to organize thoughts

• Writing strategies will include:*Editing for grammar and punctuation

Listening/Speaking:Listening Standard 1: Students will read, write, listen, and speak for

information and understanding.• Follow instructions that provide information about a task or assignment• Connect new information to prior knowledge or experience






criteria such as volume, tone of voice, and rateSpeaking Standard 1: Students will read, write, listen, and speak for

information and understanding.• Share information from personal experience


Overview Poetry



• Connect a personal response to literature to prior experience or knowledge


• Analyze an event or issue by using role play as a strategy• Use information and ideas from personal experiences to form and

express opinions and judgments


Overview Poetry

Instructional Materials and Supplies:• Samples of poetry• writing notebooks• chart paper• transparancies• graphic organizers• colored pens/highlighters for revising and editing• decorative paper for finished pieces of writing

Professional Resources:• Guiding Readers and Writers, 3-6, Fountas and Pinnell• Awakening the Heart: Exploring Poetry in Elementary and Middle School,

Georgia Heard• For the Good of the Earth and Sun: Teaching Poetry, Georgia Heard


• Correctly spell words within own writing that have been previously studied and/or frequently used

• Correctly spell words within own writing that follow the spelling patterns of words that have been previously studied

• Spell a large body of words accurately and quickly when writing• Use a variety of spelling resources, such as spelling dictionaries and

spell-check tools, to support correct spelling• Write on a wide range of topics• Understand and use writing for a variety of purposes• Use a variety of media, such as print and electronic, when writing


Overview Poetry

• Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)

• Use a variety of prewriting strategies, such as brainstorming, freewriting, note taking, and webbing

• Review writing independently in order to revise for focus, development of ideas, and organization

• Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing

• Understand and write for a variety of audiences• Adjust style of writing, voice, and language used according to purpose

and intended audience• Incorporate aspects of the writer's craft, such as literary devices and

specific voice, into own writing• Review writing with teachers and peers• Write voluntarily to communicate ideas and emotions to a variety of

audiences, from self to unknown• Write voluntarily for different purposes• Write on a variety of topics• Publish writing in a variety of presentation or display mediums, for a

variety of audiencesListen attentively to a variety of texts read aloud• Listen attentively for different purposes and for an extended period of

time• Identify own purpose(s) for listening• Respond appropriately to what is heard• Listen respectfully, and without interrupting, when others speak• Speak in response to the reading of a variety of texts• Use appropriate and specific vocabulary to communicate ideas• Use grammatically correct sentences when speaking• Include details that are relevant for the audience• Communicate ideas in an organized and coherent manner• Vary the formality of language according to the audience and purpose for

speaking • Speak with expression, volume, pace, and gestures appropriate for the

topic, audience, and purpose of communication


• Overview PoetryRespond respectfully to others

• Participate in group discussions on a variety of topics• Offer feedback to others in a respectful and responsive manner


July 2009

Grade 5 UNIT: Writing – POETRY

OVERVIEW Writing without bounds. Students will understand poetry as a way of expressing themselves

without using the usual conventions of writing. They will learn to use techniques such as

similes, metaphors, personification, voice and alliteration to enhance their writing. Each

student will publish his/her poem and present it orally. See suggestions at end of unit.

MINILESSON:

Similes and Metaphors

Similes and metaphors are used to make ourselves think of more than one similar image by

comparing an object to something else.

MINILESSON:

Personification

Poets use personification to give life and imagery to the objects they use in their writing.

MINILESSON:

Line Breaks

We use line breaks to create a visual and rhythmic pause, or to place an emphasis on the last

word in a line. We can practice breaking a line in different places or see which words are

worth emphasizing as the ends of lines.

MINILESSON:

Stanzas

Stanzas are section markers, or paragraphs of a poem. They signal that some kind of change

has taken place such as, a shift in an idea, a new voice speaking, time passing, or a new image.

MINILESSON:

Repetition

Poets use repetition as a way to emphasize certain words or phrases.

MINILESSON:

Vivid Verbs

Poets use strong, image-oriented verbs and adjectives as a way to move their verse forward.

July 2009

Grade 5 UNIT: Writing – POETRY continued

MINILESSON:

Revisiting strategies for vivid language: Alliteration.

Poets use phrases that use the same starting sound as a way to call attention to that phrase

or line.

WF: “Writing Like a Reader,” Resources: Come on Rain, pages 2, 8, 13, 15 My Mama had a Dancing Heart, pages 7, 8 Other Resources: “All These I Hear,” by Dahlov Ipcar

MINILESSON:

Perspective

Changing the “I” in previously written pieces to “You” or “He/She” to see how a change in

perspective affects a piece of poetry.

MINILESSON:

Use of White Space and the affect it has on a piece.

Examine various concrete poetry pieces, as well as pieces that use white space, formatting

stanzas to contrast with print.

MINILESSON:

Poetry

Have students use the mentor poet or poems that they selected during Reading Workshop

and a companion poem to go along with it.

EDITING/PUBLISHING

MINILESSON:

Editing

Students spend this time checking the grammar and punctuation of their companion poem.

MINILESSON:

Publication

See options below.

Writing Celebration

continue…

July 2009

Grade 5 UNIT: Writing – POETRY continued


Since poetry is meant to be spoken and heard, it is suggested that your students select

from the following options:

• Poetry readings

• Videotape students reciting their mentor poem and companion poem. Include

discussion of how the two relate

• Podcast

• PowerPoint with voice-over

• Tape recording

• Musical interpretation

• Voice threads

July 2008 Grade 5 UNIT: Writing – Poetry MINILESSON: Poets look at the world around them for inspiration. BOOK TITLE/AUTHOR: ADDITIONAL RESOURCES: Chart paper


that writers generate ideas for poems through their observations. Students will understand…

that writers can gather ideas from observations they make every day. Students will be able to…

list observations and use those ideas as a platform for writing.


“Writers, yesterday we discussed how poetry is another way for writers to express themselves without using the usual conventions of writing. We also discussed that there are many ways writers gather ideas for their entries. Today we are going to look at using observations as a way to collect themes or subjects to write about. Teach:

Model an observation in the classroom, or take students outside to observe a natural setting.

“As I look out the window, there are many things that catch my attention that I could jot down and write an entry about later. I also can see that if I observe this scene longer, I could generate more ideas because I begin to focus in on the details of certain objects I wouldn’t normally pay attention to.” Active Engagement:

Ask students to take a moment to observe the same scene you are focusing in on and have them jot down some ideas. Then have the class turn and talk to a partner about something they noticed that they can write an entry about. Ask one or two students to share their ideas.

Link: Now, you are going to take some time and find different scenes around the school to observe with a partner. When you think you are finished with your list of ideas from your observations, you can choose one or two and start to write an entry about that topic or idea. Share:

As you conference and walk around, keep in mind two students who can share at the end of the lesson. Students can write an idea or two on a chart set up in the classroom and then the students you chose can share a sample entry from one of the ideas on the list.

ASSESSMENTS Conferences and observation lists in the writer’s notebook.

July 2008 Grade 5 UNIT: Writing – Poetry MINILESSON: Poets generate ideas from significant moments in their lives. BOOK TITLE/AUTHOR: ADDITIONAL RESOURCES: Chart paper


that writers generate ideas for poems from their memories and significant moments in their lives. Students will understand…

that past experiences and significant moments are a great resource for generating ideas to write about. Students will be able to…

list small moments and memories and use those ideas as a platform for writing.


“Writers, yesterday we discussed how poets often find ideas to write about from their observations of the world around them. Recalling past experiences and significant moments in one’s life is another way for writers to generate ideas for poems. Teach:

Model by charting a list of memories of your life that have significance. Take one of those ideas and begin to write an entry.

“When I think about times that were significant in my life, I think about the day I moved with my family to Long Island. I am going to put that on my list. Another moment in my life that has had a big impact on my life was when my grandma died, so I am going to add that to my list. (Add a few more moments to your chart and explain that they should have longer lists because they will be given more time.) Now, I am going to show you how I take an idea and write it as an entry in my notebook. (Demonstrate the beginning of what that entry would look like by writing the start of that moment.)

Active Engagement: Give the students a minute to think of an idea they want to write about and have them share with a partner. “Take a moment to write a couple of memories down that you might want to write about and share one with your partner.” Link:

“Now, you are going to take some time and recall memories and important moments in your life and chart them in your notebooks. You will be able to add to these lists whenever you think of another idea. You will have time to generate the list and when you have writer’s block, you can begin to turn some ideas on your list into entries.” Share:

As you conference and walk around, keep in mind two students who can share at the end of the lesson. They can share one memory they wrote on their chart and the entry for it.

ASSESSMENTS Conferences and observation lists in the writer’s notebook.



Essential QuestionHow do personal experiences influence a writer’s piece?

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OverviewIn this unit, students will use their personal experience

to write entries which will evolve into completed narratives. Students will learn strategies to get ideas for writing, such as observations of special objects, pictures, or special memories. Student will focus on editing to strengthen grammar and punctuation skills needed to be successful on the N.Y.S ELA assessment.




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Unit Title: Personal Narrative/Memoir Time Frame: 5 Weeks/Jan-Feb

Overview Personal Narrative/Memoir


• Develop original literary texts that:-create a lead that attracts the reader's interest-provide a title that interests the reader-establish consistent point of view (e.g., first or third person) with assistance




Standard

2


Standard

3



• Students will read, write, listen and speak for social interaction.



Standard

4







information and understanding.Follow instructions that provide information about a task or assignmentConnect new information to prior knowledge or experience



Recognize and use the perspective of others to analyze presentations

Use prior knowledge and experiences to analyze the content of presentations

Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance

Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate


• Share information from personal experience





Connect a personal response to literature to prior experience or knowledge


Analyze an event or issue by using role play as a strategyUse information and ideas from personal experiences to form and express opinions and judgments



Instructional Materials and Supplies:• Samples of narrative writing• chart paper• overhead• graphic organizers

Professional Resources:• Suggested Authors: Cynthia Rylant, Jane Yolan, Patricia Polacco• Memoir: The Art of Writing Well, Lucy Calkins




chronological order, cause/effect, compare/contrast• Use a variety of prewriting strategies, such as brainstorming, free

writing, note taking, and webbing• Review writing independently in order to revise for focus, development




July 2009

Grade 5 UNIT: Writing – Memoir

Overview In this unit, students will use their personal experiences to write entries that will evolve

into completed memoirs. Students will learn strategies for getting ideas for writing, such

as using photographs, drawings, or special memories in order to enhance their work.

Immersion

MINILESSON:

What is memoir?

WF: Immersion I, Exploring Memoir, page 4

MINILESSON:

How do memoir writers generate ideas?

WF : Immersion II, Memoir Writers Write From Their Lives, page 5

MINILESSON:

How do memoir writers’ life experiences connect to the past and perhaps the future.

WF: Immersion III, Making Meaning: Reflection, page 6 Additional Resources: Handout 1A

Generating Ideas

MINILESSON:

Storytelling builds community and helps support writers in finding their voice and getting

ideas.

WF: Generating Ideas I, Storytelling, pages 14 - 15

MINILESSON:

Pictures hold entire stories. Reflecting on photographs or sketches will help students

generate ideas for writing.

WF: Generating Ideas II, Family Pictures, pages 16 - 17

July 2009

Grade 5 UNIT: Writing – Memoir continued

MINILESSON:

Published memoirs are great resources to help generate ideas for writing. Students will

connect to the memories and experiences of the memoir writers featured in this unit to

generate ideas for writing their own memoirs.

WF: Generating Ideas III, Making Connections to Published Memoirs, page 18

MINILESSON:

Memoirs are often connected to people and special relationships. Helping students think

about important people in their lives, and the memories connected to them, will support them

in gathering memories.

WF: Generating Ideas IV, People Connections, pages 19 - 20

Selecting Ideas

MINILESSON:

Memoir is often focused around a theme, feeling, or issue. Students should begin to narrow

their focus and consider what themes, issues, or feelings they will continue to focus on.

WF: Selecting Ideas I, Rereading to Select a Big Ideas, page 21

Collecting Ideas

MINILESSON:

Thinking about setting will ground us to a specific place and help us explore a topic or theme

more deeply.

WF: Collecting I, Describing a Setting, pages 22 - 23

MINILESSON:

Writing about a topic or theme in a new way can often bring fresh insights and ideas.

WF: Collecting II, Trying a New Angle or Genre, pages 24 - 25

July 2009

Grade 5 UNIT: Writing – Memoir continued

Drafting

MINILESSON:

Thinking about intention and audience.

WF: Drafting I, Thinking about Intention, pages 28 - 29

MINILESSON:

Students will look at texts for structure possibilities and then determine which one makes

the most sense for them to use when crafting their own memoir.

WF: Drafting II, Structure Possibilities, pages 30 -31

Revision

MINILESSON:

Revision creates the opportunity to reread drafts and add writing with a reflective stance.

WF: Revision I, Adding Reflection – From Memory to Memoir, pages 32- -33

MINILESSON:

Students will use their revision strategies to add details.

WF: Revision II, Adding Details, pages 34 - 35

Publishing

MINILESSON:

The next two days should be used to let students publish their final memoir.

MINILESSON:

* At your own discretion*

Students will create a cover illustration and title to get readers to read their piece.

WF: Publishing, Adding a Cover and Title, pages 40 - 42

MINILESSON:

Use the final day of the unit as a writing celebration in order to provide students with the

opportunity to share their finished memoirs with the rest of the class.

July 2009

Grade 5 UNIT: Writing – Memoir (continued)



• Timeliner

• Comic Life

• Photo Journal

• Digital Scrapbook

Name ______________________________

Family Picture Directions: Draw a scene that represents a family memory that is important to you. Describe the scene in

detail on the next page.

Handout 1

Name ______________________________

Family Picture Directions: Draw a scene that represents a family memory that is important to you. Describe the scene in detail on the next page.

Handout 1


• Use at least three sources of information in writing a report, with assistance

• Take notes to record and organize relevant data, facts, and ideas, with assistance, and use notes as part of prewriting activities


• Compare and contrast ideas and information from two sources


Essential QuestionHow can an essay help a writer convey knowledge or an opinion?

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OverviewIn this unit, teachers will have a choice between opinion-

editorials, personal essays or persuasive essays. Students will be encouraged to gather information to compose a well written essay. The teacher will have the students focus on the mechanics of an essay. Teachers may use the five paragraph essay format as an example. There is flexibility in this unit, in terms of the published piece.




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Unit Title: Op-Ed, Personal Essay, Persuasive Essay Time Frame:6 Weeks/May-June

Overview Op-Ed, Personal Essay, Persuasive Essay

Write labels or captions for graphics, such as charts, graphs, and diagrams, to convey information

• Adopt an organizational format, such as chronological order, that is appropriate for informational writing

• Use paragraphing to organize ideas and information, with assistance

• Maintain a portfolio that includes informational writing


• Develop original literary texts that- use organizing structures such as stanzas and chapters- create a lead that attracts the reader's interest- provide a title that interests the reader- develop characters and establish a plot- use examples of literary devices, such as rhyme, rhythm, and simile- establish consistent point of view (e.g., first or third person) with assistance

• Write interpretive essays that- summarize the plot- describe the characters and how they change- describe the setting and recognize its importance to the story- draw a conclusion about the work- interpret the impact of literary devices, such as simile and personification- recognize the impact of rhythm and rhyme in poems

• Respond to literature, connecting the response to personal experience



Standard



• Maintain a writing portfolio that includes literary, interpretive, and responsive writing








• Use precise vocabulary in writing analysis and evaluation, with assistance

• Maintain a writing portfolio that includes writing for critical analysis and evaluation





Standard

3

Standard







information and understanding.• Follow instructions that provide information about a task or

assignment• Connect new information to prior knowledge or experience




presentations• Recognize persuasive presentations and identify the techniques used

to accomplish that purpose, with assistance• Evaluate the quality of the speaker's presentation style by using

criteria such as volume, tone of voice, and rate


• Share information from personal experience


Overview Op-Ed, Persuasive Essay, Personal Essay



• Connect a personal response to literature to prior experience or knowledge


• Analyze an event or issue by using role play as a strategy• Use information and ideas from personal experiences to form and

express opinions and judgments


Overview Op-Ed, Persuasive Essay, Personal Essay

Instructional Materials and Supplies:• Samples of opinion editorials, persuasive, or personal essays• chart paper• overhead• graphic organizers

Professional Resources:• Guided Readers and Writers, 3-6, Fountas and Pinnell• Time For Kids• Scholastic News• Nonfiction Craft Lessons: Teaching Information Writing K-8, Joann

Portalupi and Ralph Fletcher




chronological order, cause/effect, compare/contrast• Use a variety of prewriting strategies, such as brainstorming, free

writing, note taking, and webbing• Review writing independently in order to revise for focus, development




July 2009

Grade 5 UNIT: Writing – Literary Essay

Overview Students will read a variety of short texts with a common theme. They will learn how to

write a thesis statement and find and use supporting evidence to craft a literary essay.

The students will learn how to use two texts, craft introductions and conclusions, and

create a well developed literary essay.

Immersion MINILESSON:

Exploring published literary essays.

Resources – sample essays

MINILESSON:

What are the elements of a literary essay? Students will continue to read sample essays

and take notes on the elements, with a focus on theme. When finished, the class will create

an anchor chart.

Resources – sample essays

MINILESSON:

Students will continue to read essays and identify the theme of the literary essay with

evidence to support their thinking (the students will build a theory). Using the t-chart,

(theory/evidence) students will record their findings using two stories (Peter’s Chair and Koala Lou). The students can continue reading in order to notice that two stories can have common themes.

Resources – T-chart, Peter’s Chair, Koala Lou This will take more than one day. It is imperative that the students do not lose their

copies of the text, because they will be used throughout the unit.

Generating Ideas MINILESSON:

Using Koala Lou and Peter’s Chair, the class will create an introductory paragraph based on the common theme. Students can take their theories and turn them into their thesis

statements.

July 2009

Grade 5 UNIT: Writing – Literary Essay continued

MINILESSON:

Class will fill out a graphic organizer to plan literary essay.

Resources – Graphic Organizer

Selecting Ideas MINILESSON:

Students will reread the stories used during the Immersion phase of unit and select two

that share a common theme in order to begin drafting their literary essays.

Collecting Ideas MINILESSON:

Students will fill out graphic organizer to draft their literary essay.

Drafting MINILESSON:

Students will begin to draft essay. They will refer to the anchor chart of elements.

Students will develop a well organized essay. They will need to include examples from both

texts to support their thesis and write in third person point of view.

Allow 2-3 days for students to draft their essays.

Revision MINILESSON:

Students will reread their essays and use their revision strategies, including peer revising

and rereading, to making sure all elements are included. At the teacher’s discretion, proper

citing of text can be taught, as well as the use of quotation marks when lifting a line from a

text.

MINILESSON:

Students will revisit their conclusion and explain how their thesis can be found in the

everyday world. This synthesis should be included as their last sentence of their essay.

Resources – Peter’s Chair/Koala Lou Essay

July 2009

Grade 5 UNIT: Writing – Literary Essay continued

Publishing MINILESSON:

Students will publish their essays. Allow 2 days for this process.

MINILESSON:

Writing Celebration: Allow students to share their published essays and celebrate their

work with their classmates.



• Videotaped book review

• Readers’ Theatre Podcast

• Interview Show (character, author, etc.)

Half Hollow Hills Central School District

Elementary English Language Arts Curriculum

WRITING UNITS for GRADE FIVE

Recommended Touchstone Texts July 2009

Writing Unit 1: Writing Like a Reader/Craft – Writing Fundamentals Unit – Touchstone Texts (Personal Moments Using Short Fiction Mentor Texts) Title Author Publisher (WF Kit 2008) The Barn Owls Tony Johnston (WF Kit 2008) Canoe Days Gary Paulsen (WF Kit 2008) Come On, Rain! Karen Hesse (WF Kit 2008) Coming On Home Soon Jacqueline Woodson (WF Kit 2008) Earrings! Judith Viorst (WF Kit 2008) Home Run Robert Burleigh (WF Kit 2008) My Mama Had a Dancing Heart Libba Moore Gray (WF Kit 2008) Twilight Comes Twice Ralph Fletcher (WF Kit 2008) Welcome to the Green House Jane Yolen (WF Kit 2008) When I Was Young in the Mountains Cynthia Rylant The following books can supplement the Writing Fundamentals Unit. Title Author Publisher ’07 A Writer’s Notebook: Unlocking the Writer within You Ralph Fletcher Harper Collins ’07 Fireflies Julie Brinckloe Simon and Schuster ’07 Every Living Thing Cynthia Rylant Simon and Schuster The following additional recommendations (’08-’09) may be available in classroom library Title Author Publisher Night in the Country Cynthia Rylant Simon and Schuster Fly Away Home Eve Bunting Houghton Mifflin Freedom Summer Deborah Wiles Aladdin Birthday Surprises Johanna Hurwitz Harper Collins Baseball in April (“The Marble Champ”) Gary Soto Harcourt Children’s Books Visiting Day Jacqueline Woodson Scholastic Writing Unit 2: Research-based Essay (Duplicate books supplied in WF Kit -Writing Unit 4: Nonfiction) Title Author Publisher ’08 A Drop of Water Walter Wick Scholastic ’08 A Walk in the Rainforest Kristen Joy Pratt-Serafini Dawn Publications ’08 All About Lizards Jim Arnosky Scholastic ’08 Exploding Ants Joanne Settel Simon & Schuster ’08 The Great Fire Jim Murphy Scholastic ’08 How to Talk to Your Dog Jean Craighead George Harper Collins ’08 If You Decide to Go to the Moon Faith McNulty Scholastic ’08 Into the Sea Brenda Guiberson Henry Holt & Co. ’08 The Top of the World:Climbing Mt. Everest Steve Jenkins Houghton-Mifflin ’08 Everglades Jean Craighead George Harper Collins

Writing Unit 3: Memoir - Writing Fundamentals Unit - Memoir Title (WF Kit 2008) 19 Varieties of Gazelle Naomi Shihab Nye (WF Kit 2008) Bigmama’s Donald Crews (WF Kit 2008) The Chalk Doll Charlotte Pomerantz (WF Kit 2008) Childtimes Eloise Greenfield (WF Kit 2008) Family Pictures Lomas Garza (WF Kit 2008) Home Michael Rosen (Ed.) (WF Kit 2008) Letting Swift River Go Jane Yolen (WF Kit 2008) My Rotten Redheaded Older Brother Patricia Polacco (WF Kit 2008) Sitti’s Secrets Naomi Shihab Nye (WF Kit 2008) When I Was Your Age Amy Ehrlich The following books can supplement the Writing Fundamentals Unit Title Author Publisher ’07 Hey World, Here I Am! Jean Little Harper Collins What You Know First Patricia MacLachlan Harper Collins My Grandmother’s Hair Ann Elizabeth Carson Edgar Kent Writing Unit 4: Nonfiction - Writing Fundamentals Unit – Nonfiction [In ’08 this unit appeared as Unit 3 Feature Article] Title Author Publisher (WF Kit 2008) A Drop of Water Walter Wick (WF Kit 2008) A Walk in the Rainforest Kristen Joy Pratt-Serafini (WF Kit 2008) All About Lizards Jim Arnosky (WF Kit 2008) Everglades Jean Craighead George (WF Kit 2008) Exploding Ants Joanne Settel (WF Kit 2008) The Great Fire Jim Murphy (WF Kit 2008) How to Talk to Your Dog Jean Craighead George (WF Kit 2008) If You Decide to Go to the Moon Faith McNulty (WF Kit 2008) Into the Sea Brenda Guiberson (WF Kit 2008) The Top of the World Steve Jenkins Writing Unit 5: Literary Essay Title Author Publisher ’08 “The Marble Champ”in Baseball in April (used in multiple units) Gary Soto Harcourt Children’s Books ’08 Oliver Button is a Sissy Tomie de Paola Harcourt ’08 William’s Doll Charlotte Zolotow Harper Collins ’08 More Stories Julian Tells Ann Cameron Random House ’08 The Pain and the Great One Judy Blume Random House ’08 When Lightning Comes in a Jar Patricia Polacco Penguin Group Spaghetti Cynthia Rylant

Writing Unit 6: Editing [New Unit ’09] Title Author Publisher Mastering New York’s Grade 5 Writing Standards: Editing a Paragraph Jarrett and Others Jarrett Writing Unit 7: Poetry Title Author Publisher The Place My Words are Looking For (also used in Reading) Paul Janeczko Simon and Schuster ’08 Opening Days:Sports Poems(also used in Reading) Lee Bennett Hopkins Harcourt ’08 This Place I Know (also used in Reading) Selected by Georgia Heard Candlewick Press ’08 The Dream Keeper (also used in Reading) Langston Hughes Random House ’08 A Fire in My Hands (also used in Reading Gary Soto Harcourt ’08 Creatures of Earth, Sea & Sky (also used in Reading) Georgia Heard Boyds Mills Press Writing Unit 8: Independent Projects [New Unit ’09] October 2009

English Language Arts - hhh.k12.ny.us

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