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Midland ISD ELAR Scope and Sequence Grade 5

Unit 1-Genre Study Begins with Fiction 29 Days Unit Dates: 8/27/12 – 10/5/12 Unit Assessment: 10/1/12-10/5/12

R=Readiness Standard S=Supporting Standard Revised 5/1/12

Revised 7/24/12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Students establish purposes for reading and recommend favorite books to read. Make inferences about text and use

textual evidence to support

understanding (Fig19D) R&S

Establish purposes for reading selected

texts based upon own or others desired

outcome (Fig 19A)

Students monitor comprehension and use strategies to help with comprehension as needed. Students also discuss favorite books with other students.

Read aloud grade-level texts with fluency(5.1A)

Use context to determine or clarify the meaning of unfamiliar words or multiple meaning words (5.2B) R

Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)

Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, reading a portion aloud, generating questions) (Fig 19C)

Students ask questions before, during, and after reading in order to maintain comprehension. Monitor and adjust comprehension (e.g.

using background knowledge, creating sensory images, reading a portion aloud, generating questions) (Fig 19C)

Ask literal, interpretive, evaluative, and universal questions of text (Fig 19B)

Students identify figurative language, sensory details, and imagery in text and explain how the language used impacts them as readers while evaluating its effectiveness. Read aloud grade-level texts with

fluency(5.1A)


Monitor and adjust comprehension (e.g.

using background knowledge, creating

sensory images, reading a portion aloud,

generating questions) (Fig 19C)

Evaluate the impact of sensory details,

imagery, and figurative language in text

(5.8A) R

Write responses to literary or expository

texts and provide evidence from the text to

demonstrate understanding (5.18C)

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2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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Note: Select a grade-appropriate fictional short story or excerpt from a novel for modeling. Please see the last page of this document for resources.

Note: Select a grade-appropriate fictional short story or excerpt from a novel. Please see the last page of this document for resources.

Note: Select a short excerpt from a fictional novel illustrating figurative language. Please see the last page of this document for resources.

Unit 1, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx




Teacher Notes

http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx








MIDLAND ISD Scope & Sequence Grade 5 ELA – Unit 1- Genre Study Begins with Fiction

2 R=Readiness Standard S=Supporting Standard

Whole Group Word Study


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While developing a word collection routine, students use context clues to determine the meaning of unknown words and check the meaning using a dictionary if necessary.

Use a dictionary, a glossary, or a

thesaurus to determine the

meanings…of words (5.2E) R

Use context to determine or clarify

the meaning of unfamiliar or

multiple meaning words (5.2B) R





Use context to determine or clarify the

meaning of unfamiliar or multiple

meaning words (5.2B) R




meanings…of words (5.2E) R Use context to determine or clarify the







Use context to determine or clarify the



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2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing

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E Unit 1, Exemplar Lesson 1

Word Study, Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx

Unit 1, Exemplar Lesson 1 Word Study, Day 2 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx



Teacher Notes











Whole Group Writing


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Students use strategies to generate ideas for writing

Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea (5.15A)

Students use strategies to generate ideas for writing Plan a first draft by generating ideas and

developing a thesis or controlling idea(5.15A)

Write a personal narrative that conveys thoughts and feelings about an experience (5.17A)

Students use strategies to generate ideas for writing Plan a first draft by generating ideas and


Write a personal narrative that conveys

thoughts and feelings about an experience

(5.17A)

Students use strategies to generate ideas for writing

Plan a first draft by generating ideas and developing a thesis or controlling idea(5.15A)

Write a personal narrative that conveys

thoughts and feelings about an experience

(5.17A)

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3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing

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Unit 1; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx


Unit 1: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/search/item/2120/viewdetail.ashx


As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.

Teacher Notes











Whole Group Reading


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Students identify figurative language, sensory details, and imagery in text, and explain how the language used impacts them as readers while evaluating its effectiveness. Read aloud grade-level texts with

fluency(5.1A)


Monitor and adjust comprehension

(e.g. using background knowledge,

creating sensory images, reading a

portion aloud, generating questions)

(Fig 19C)



(5.8A) R

Students analyze the roles of characters in plot including their relationships and conflicts. Make inferences about text and use textual

evidence to support understanding (Fig19D)

R&S

Summarize and paraphrase texts in ways

that maintain meaning and logical order

within a text and across texts (Fig19E) R

Describe incidents that advance the story or

novel, explaining how each incident gives

rise to or foreshadows future events (5.6A)

R

Explain the roles and functions of

characters in various plots, including their

relationships and conflicts (5.6B) R




Students explain the character’s conflict. Make inferences about text and use textual


R&S







R




Students describe events that move the story along and explain how these events foreshadow future events. Make inferences about text and use textual


R&S










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Note: Select a grade-appropriate fictional novel (different from the one used in lesson 4). Please see the last page of this document for resources.

Note: Select a grade-appropriate fictional story. Please see the last page of this document for resources.

Note: Use the same fictional story from lesson 6. Please see the last page of this document for resources.

Note: Select a grade-appropriate fictional story. Please see the last page of this document for resources.





Teacher Notes













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Use context to determine or clarify

the meaning of unfamiliar or

multiple meaning words (5.2B) R

Students use a dictionary and a thesaurus

to locate synonyms and antonyms for

vocabulary words.




Students use context clues to determine the

meaning of unfamiliar words found in text.




Students use the dictionary to determine a

word’s part of speech.




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Teacher Notes

*Performance Indicator











Whole Group Writing


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Students generate ideas for writing by gathering memories from literature. Plan a first draft by generating ideas and



Students choose an idea to develop into a story. Plan a first draft by generating ideas and


Write imaginative stories that include a clearly defined focus, plot, and point of view(5.16Ai)


Students develop believable, interesting characters to include in the published story. Plan a first draft by generating ideas and




Students develop believable, interesting characters that will be in their story. Plan a first draft by generating ideas and




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Unit 1: Exemplar Lesson 2, Writing Day 7 http://www.mycscope.us/module/content/search/item/2121/viewdetail.ashx



Teacher Notes











Whole Group Reading


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Students analyze and visualize the setting of a story. Monitor and adjust comprehension

(e.g. using background knowledge,

creating sensory images, reading a

portion aloud, generating questions)

(Fig 19C)

Make inferences about text and use



Describe incidents that advance the

story or novel, explaining how each

incident gives rise to or foreshadows

future events (5.6A) R



(5.8A) R

Write responses to literary or

expository texts and provide evidence

from the text to demonstrate

understanding (5.18C)

Students explain different forms of third person points of view in stories. Establish purposes for reading selected

texts based upon own or others desired outcome (Fig 19A)

Make inferences about text and use textual evidence to support understanding (Fig19D) R&S

Explain different forms of third- person points of view (5.6C) S

Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding (5.18C)

Students identify and analyze a story’s literary

elements to gain a better understanding of the

story.

Make inferences about text and use textual


R&S







R






(5.8A) R

Students identify and analyze a story’s literary

elements to gain a better understanding of the

story.



R&S







R






(5.8A) R

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Note: Select grade-appropriate fictional short story or excerpt from a novel with vivid images and sensory language describing the setting from modeling. Please see the last page of this document for resources.

Note: Select a grade-appropriate short story or excerpt written in 3

rd person

omniscient AND a grade-appropriate short or excerpt written in 3

rd person limited.





Teacher Notes













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Students determine the meaning of

words with Greek and Latin prefixes,

suffixes, and roots.

Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (5.2A) R




Students determine the meaning of words

with Greek and Latin prefixes, suffixes, and

roots.







roots.


Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E) R



roots.





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Whole Group Writing


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Students develop the conflict in their stories. Plan a first draft by generating ideas and




Students develop the events of their stories using a plotline. Students also learn how irregular verbs work. Plan a first draft by generating ideas and




Use verbs (irregular and active voice) (5.20Ai)

Students use sensory details to plan for the setting of their stories. Plan a first draft by generating ideas and


Write imaginative stories that include a specific, believable setting created through the use of sensory details(5.16Aii)


Students draft focused, coherent stories using previous plans. Plan a first draft by generating ideas and


Develop Drafts (5.15B)




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Whole Group Reading


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Students understand what it means to be an effective listener and speaker. Listen to and interpret a speaker’s

messages (both verbal and nonverbal)

and ask questions to clarify the

speaker’s purpose or perspective

(5.27A)

Follow, restate, and give oral

instructions that include multiple action

steps (5.27B)

Determine both main and supporting

ideas in the speaker’s message

(5.27C)

Give organized presentations

employing eye contact, speaking rate,

volume, enunciation, natural gestures,

and conventions of language

communicate ideas effectively (5.28A)

Participate in student-led discussions

by eliciting and considering

suggestions from other group members

and by identifying points of agreements

and disagreement (5.29A)

Students create and give an oral presentation to describe how the role of literary elements affects the story and/predicts future events. Make inferences about text and use textual

evidence to support understanding (Fig19D) R&S



rise to or foreshadows future events (5.6A) R




Listen to and interpret a speaker’s

messages (both verbal and nonverbal) and

ask questions to clarify the speaker’s

purpose or perspective (5.27A)

Follow, restate, and give oral instructions

that include multiple action steps (5.27B)

Determine both main and supporting ideas

in the speaker’s message (5.27C)

Give organized presentations employing

eye contact, speaking rate, volume,

enunciation, natural gestures, and

conventions of language communicate

ideas effectively (5.28A)

Participate in student-led discussions by

eliciting and considering suggestions from

other group members and by identifying

points of agreements and disagreement

(5.29A)

Students compare and contrast the themes

or moral lessons in traditional literature

from various cultures.

Compare and contrast the themes and

moral lessons of several works of fiction for

various cultures (5.3A)S


evidence to support understanding (Fig.

19D) R&S

Make connections between and across

multiple texts of various genres and provide

textual evidence (Fig. 19F) R&S




Students compare and contrast the themes

or moral lessons in traditional literature

from various cultures.

Compare and contrast the themes and

moral lessons of several works of fiction for

various cultures (5.3A) S


evidence to support understanding (Fig.

19D) R&S

Make connections between and across

multiple texts of various genres and provide

textual evidence (Fig. 19F) R&S




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Note: Select a lesson with a completed story map to model giving an oral presentation. Please see the last page of this document for resources.

Note: Select a grade-appropriate traditional story from a different culture for modeling and a grade-appropriate traditional story from a different culture (class set). Please see the last page of this document for resources.

Note: Select a grade-appropriate traditional story from a different culture for modeling. Please see the last page of this document for resources.















Teacher Notes






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roots.


Students use context to determine the

meaning of unknown words and confirm

meaning, pronunciation, part or speech,

synonyms, antonyms with a dictionary and

thesaurus.

Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B) R


Students use context to determine the


meaning, pronunciation, part or speech,

synonyms, and antonyms using an online

dictionary and/or thesaurus.


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Whole Group Writing


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Students draft their story with a focus on developing characters and character relationships through relevant, purposeful dialogue. Students will also learn to punctuate dialogue correctly. Plan a first draft by generating ideas and






Use proper punctuation and spacing for quotations(5.21Bii)

Students continue drafting a story with a focus on developing the plot using events that connect the conflict to the resolution. Students also learn how adverbs give description to verbs. Plan a first draft by generating ideas and






Use adverbs(5.20Aiv)

Students revise their stories to clarify meaning for their purpose and audience. Develop Drafts (5.15B)

Revise Drafts (5.15C)



Write imaginative stories that include dialogue that develops the story(5.16Aiii)


Use prepositions and prepositional phrases(5.20Av)

Students edit their writing for punctuation and spelling. Edit Drafts (5.15D)

Use capitalization for abbreviations (5.21Ai)

Use proper punctuation and spacing for quotations (5.21Bii)

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Teacher Notes











Whole Group Reading


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Students explain the effect of historical events and the theme of a text. Make inferences about text and use



Explain the effect of a historical event or

movements on the theme of a work of

literature(5.3C)S

Students describe phenomena explained in origin myths. Establish purposes for reading selected

texts based upon own or others desired outcomes (Fig 19A)

monitor and adjust comprehension (e.g. creating sensory images) (Fig. 19C)


textual evidence to support understanding

(Fig19D) R&S

Describe the phenomena explained in

origin myths from various cultures (5.3B)

S


texts and provide evidence from the text

to demonstrate understanding (5.18C)

Students describe phenomena explained in origin myths. Establish purposes for reading selected

texts based upon own or others desired outcomes (Fig 19A)

monitor and adjust comprehension (e.g. creating sensory images) (Fig. 19C)



R&S

Describe the phenomena explained in origin

myths from various cultures (5.3B) S




Students evaluate the impact of sensory language and figurative language in poetry and determine the overall meaning of the poem. Use context to determine or clarify the

meaning of unfamiliar or multiple meaning words (5.2B) R

Establish purposes for reading selected


outcomes (Fig 19A)

monitor and adjust comprehension (e.g.

creating sensory images) (Fig. 19C)


evidence to support understanding

(Fig19D) R&S

Analyze how poets use sound effects to

reinforce meaning in poems (5.4)S



(5.8A)R

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Note: Select a grade-appropriate historical fiction text for modeling. Please see the last page of this document for resources.

Note: Select a grade-appropriate origin myth for modeling. Please see the last page of this document for resources.

Note: Select a grade-appropriate origin myth for modeling. Please see the last page of this document for resources.

Note: Select a grade-appropriate poem with examples of sensory language. Please see the last page of this document for resources.




Unit 1, Exemplar Lesson 3 Shared Reading, Day 20


Teacher Notes













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Students use dictionaries to help with spelling and editing

Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)R

Use spelling patterns/rules to determine correct spellings (5.22D)

Students learn how to use the spell check function in word processing. Students also learn spell check limitations.


Know how to use the spell-check function in word processing while understanding its limitations (5.22E)

Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots.


Use roots/affixes to determine meaning (5.2A) R

Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots.

Use roots/affixes to determine meaning (5.2A) R

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Unit 1, Exemplar Lesson 3 Word Study, Day 20


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Whole Group Writing


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Students edit their writing for spelling errors. Edit Drafts (5.15D)

Differentiate between commonly confused terms (e.g. its, it’s, affect, effect)(5.22C)

Use spelling patterns and rules and print and electronic resources to determine and check correct spellings (5.22D)

Students publish their stories and use the spell check function

final draft in response to feedback from peers and teacher and publish written work for appropriate audiences(5.15E)

Know how to use the spell check function in word processing while understanding its limitations (5.22E)

Students finish publishing their stories using the spell check function to make corrections. Students also share their stories with an audience and practice effective listening and speaking skills

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences(5.15E)

Know how to use the spell check function in word processing while understanding its limitations (5.22E)

Listen to and interpret a speaker’s message and ask questions to clarify the speakers purpose or perspective(5.27A)

Follow, restate, and give oral instructions that include multiple action steps (5.27B)

Determine both main and supporting ideas in the speaker’s message (5.27C)

Give organized presentations employing eye contact, specking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively(5.28A)

Participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. (5.29A)

Students identify the graphic elements in poetry. Plan a first draft (5.15A)

Write Poems using graphic elements (e.g. capital letters, line length) (5.16Biii)

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Unit 1; Exemplar Lesson 3, Writing Day 20



Teacher Notes












Whole Group Reading


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Gen

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Students identify and analyze how poets use sound effects to reinforce meaning in poems. Establish purposes for reading selected


outcomes (Fig 19A)










(5.8A)R

Students analyze how poets use alliteration to reinforce meaning in poems. Establish purposes for reading selected


outcomes (Fig 19A)

Ask literal, interpretive, evaluative, and

universal questions of text (Fig 19B)





(5.8A)R

Students analyze how poets use consonance and assonance to reinforce meaning in poems. Establish purposes for reading selected


outcomes (Fig 19A)





(Fig19D) R&S





(5.8A)R

Students analyze how poets use consonance and assonance to reinforce meaning in poems. Establish purposes for reading selected


outcomes (Fig 19A)





(Fig19D) R&S





(5.8A)R

Identify the Point of View of Media

presentations (5.14C)

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Note: Select grade-appropriate poems in different forms including, but not limited to: Quatrain, Acrostics, Haiku, and Limerick for student selection (minimum 1 poem per student). Please see the last page of this document for resources.

Note: Select a grade-appropriate folk song lyric or poem with alliteration and onomatopoeia. Please see the last page of this document for resources.

Note: Select a grade-appropriate folk song lyric or poem with assonance/ consonance. Please see the last page of this document for resources.

Note: Select a grade-appropriate folk song or poem that present a point of view about an issue. Please see the last page of this document for resources.









Teacher Notes














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Students use context clues to determine the


meaning, pronunciation, part of speech,

synonyms, and antonyms with a dictionary

and thesaurus. Students also produce

analogies.



Students differentiate between commonly confused words.

Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B)R

Differentiate between commonly confused terms (e.g.. Its, it’s; affect, effect) (5.22C)

Students use context clues to determine the meaning of unknown words and give examples and non-examples of the word. Students may use a dictionary or thesaurus as a resource if necessary.



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Word Study, Day 21








Teacher Notes












Whole Group Writing


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Students write poems using similes and metaphors Develop drafts (5.15B)


Students write poems using poetic techniques. Develop drafts (5.15B)

Write Poems using poetic techniques (alliteration, onomatopoeia) (5.16Bi)

Students write poems using poetic techniques and figurative language. Revise drafts (5.15C)


Write Poems using figurative language (e.g. similes, metaphors) (5.16Bii)


Students revise poems using graphic elements. Revise drafts (5.15C)


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Whole Group Reading


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Students identify the point of view in

media

Analyze how poets use sound effects

to reinforce meaning in poems (5.4)S



(5.8A)R

Identify the Point of View of Media

presentations (5.14C)

Write responses to literary or

expository texts and provide evidence

from the text to demonstrate

understanding (5.18C)

These blank days may be placed anywhere

within the unit, as needed. These blank days may be placed anywhere

within the unit, as needed. These blank days may be placed anywhere

within the unit, as needed.

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Note: Select the poem/song used in Lesson 24 and a photograph and/or cartoons that represent the same issue as the selected song/poem. Please see the last page of this document for resources.



Teacher Notes








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Use context clues to determine the meaning of unknown words and give examples and non-examples of the word. Students may use a dictionary or thesaurus as a resource if necessary.

Use context to determine or clarify the meaning of unfamiliar or multiple meaning words (5.2B)R

Use a dictionary, a glossary, or a thesaurus to determine the meanings…of words (5.2E)S

These blank days may be placed anywhere within the unit, as needed


These blank days may be placed anywhere

within the unit, as needed

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Word Study, Day 25


Teacher Notes







Whole Group Writing


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Students publish poems with poetic techniques, figurative language and graphic elements. Revise final draft in response to feedback

from peers and teacher and publish written work for appropriate audiences(5.15E)


Write Poems using figurative language (e.g. similes, metaphors) (5.16Bii)





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Teacher Notes







Whole Group Reading

Day 29

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Unit Assessment

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Day 29

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Unit Assessment

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Whole Group Writing

Day 29

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Unit Assessment

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Ongoing TEKS for Reading: Ongoing TEKS for Word Study: Ongoing TEKS for Writing:

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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and sometimes their

preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.

Ind

ep

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de

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Read

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (5.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas http://www.mycscope.us

http://www.mycscope.us/



Text Resources: You may use these resources, or use your own resources.

CSCOPE Resources:

www.eastoftheweb.com/short-stories/childrenindex.html

www.pitara.com/talespin/story.asp

Just So Stories, by Rudyard Kipling Ira Sleeps Over, by Bernard Waber Baseball in April and Other Stories, by Gary Soto In the Land of the Lawn Weenies: and Other Creepy Tales, by David Lubar Wayside School Series, by Louis Sachar Best Shorts: Favorite Stories for Sharing, by Avi Children’s magazines such as Highlights Baseball in April and Other Stories, by Gary Soto Willie and the All Stars, by Floyd Cooper Passage to Freedom, by Ken Mochizuki Best Shorts: Favorite Stories for Sharing, by Avi Boundless Grace, by Mary Hoffmanj Bud, Not Buddy, by Christiopher Paul Curtis Children’s magazines such as Highlights Day 1, 2, 3, & 4: HMH Unit 1, Lesson 1 A Package for Mrs. Jewls Days 5, 6, & 7: HMH Unit 4, Lesson 19 Darnell Rock Reporting Day 8: HMH Unit 1, Lesson 3 Off and Running Day 9: HMH Unit 4, Lesson 17 LAFFF Day 10: HMH Unit 1, Lesson 1 A Package for Mrs. Jewls HMH Unit 1, Lesson 5 Elisa’s Diary HMH Unit 4, Lesson 19 Darnell Rock Reporting HMH Unit 1, Lesson 3 Off and Running HMH Unit 4, Lesson 17 LAFFF Day 11 & 12: HMH Unit 4, Lesson 16 Lunch Money

http://www.eastoftheweb.com/short-stories/childrenindex.html

http://www.pitara.com/talespin/story.asp



Grade-appropriate traditional stories from different cultures: Glass Slipper, Gold Sandal: A Worldwide Cinderella, by Paul Fleischman Legend of Sleepy Hollow, by Washington Irving Lon Po Po: A Red Riding Hood Story from China, by Ed Young Day 15 & 16: HMH Unit 2, Lesson 6 Skywoman and Turtle Grade-appropriate historical fiction: They Called Her Molly Pitcher, by Anne Rockwell The Mud Family, by Betsy James Pink and Say, by Patricia Polacco Day 17: HMH Unit 5, Lesson 22 The Birchbark House Grade-appropriate origin myths: D'Aulaires' Book of Greek Myths, by Ingri D'Aulaires The MacMillian Book of Greek Gods and Heroes, by Alice Low In the Beginning: Creation Stories from Around the World, by Virginia Hamilton Day 18 & 19: HMH Unit 3, Lesson 12 Zeus and the Titans



Poetry:

www.poetry4kids.com

www.angelfire.com/md/byme/pocket/poetry1.html

http://childrens-books.lovetoknow.com/Free_Poems_for_Children_To_read

http://americanfolklore.net/folklore/2010/10/american_folksongs.html

http://www.songsforteaching.com/folk/

Big Talk, by Paul Fleishman Love That Dog, by Sharon Creech Light in the Attic by Shel Silverstein The Random House Book of Poetry for Children, poems selected by Jack Prelutsky Casey at the Bat, Ernest Lawrence Thayer Days to Celebrate: A Full Year of Poetry, People, Holidays, History, Fascinating Facts, and More Poetry All Kids Should Know, by Emily Dickinson, Robert Louis Stevenson, Christina Rosetti, and Henry Wadsworth Longfellow The Midnight Ride of Paul Revere, Henry Wadsworth Longfellow My America: A Poetry Atlas of the Inside Out, Lee Bennett Hopkins Folk songs

I’ve Been Working on the Railroad Yankee Doodle Green Grass Grows All Around My Country ‘Tis of Thee You’re a Gran d Old Flag Days 20-25 HMH Unit 1, Lesson 4 Score! HMH Unit 2, Lesson 10 Purr-fection HMH Unit 3, Lesson 15 Patriotic Poetry HMH Unit 6, Lesson 26 Poetry Place HMH Unit 6, Lesson 28 Poetry Place HMH Unit 6, Lesson 29 Poetry Place HMH Unit 6, Lesson 30 Poetry Place

http://www.poetry4kids.com/

http://www.angelfire.com/md/byme/pocket/poetry1.html

http://childrens-books.lovetoknow.com/Free_Poems_for_Children_To_read

http://americanfolklore.net/folklore/2010/10/american_folksongs.html

http://www.songsforteaching.com/folk/

http://www.amazon.com/Poetry-Kids-Should-Know-ebook/dp/B001VNCMLK/ref=sr_1_12?ie=UTF8&m=AG56TWVU5XWC2&s=books&qid=1275575806&sr=1-12

Midland ISD ELAR Scope and Sequence Grade 5 Unit 1-Genre ... › cms › lib01 ›...

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