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Course Description
Course Description
In accordance with New York State Standards in ELA, students in 5th grade should experience a balance of literature and informational texts in the context of instruction designed:
to create opportunities for children to engage with a variety of topics and texts
to have discussions about texts that support language development and knowledge building.
Creating this learning environment for readers can take a variety of formats:
including read-alouds
shared readings
paired readings
independent readings
other learning activities that incorporate literacy materials, talking, and writing.
We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading and writing, and in turn their ability to make meaning of increasingly complex text.
Much of this work is done through talk-reading and reading-writing connections
UNIT 1
UNIT 1
Personal Narrative
(6 Weeks)
Primary Resources
“The First Real San Giving Day”
“Hello My Name Is”
Rosa Parks: My Story
I can analyze and describe a theme in a text.
I can quote accurately from the text when stating facts and making inferences.
I can compare and contrast the authors point of view at different ages.
I can identify evidence in a text to support authors point of view.
I can write in many different tones.
I can identify similes and metaphors in a text.
I can write narratives containing evidence that supports point of view.
Unit 2
Unit 2
Early American Civilizations
(10 Weeks)
Primary Resources
Early American Civilizations: Maya, Aztec, and Inca
I can describe key components of a civilization and identify present day regions in the Americas as the location of three ancient civilizations.
I can apply grade level phonics and word analysis skills to decode and encode targeted spelling words.
I can identify words and phrases in sentences, and develop sentences, that compare and contrast ideas.
I can write a caption explaining how my image relates to my topic.
I can identify subjects and predicates in sentences and identify run-on sentences, rewriting them into complete sentences.
I can revise, edit and rewrite a paragraph using the criteria outlined in a provided rubric.
I can paraphrase sentences into note format for planning and drafting a paragraph.
I can synthesize skills developed throughout the unit as I compose paragraphs about my codex project.
Unit 3
Unit 3
Poetry
(6 weeks)
Primary Resources
Poet's Journal
I can identify and define the basic elements of a poem’s structure and discuss specific poetic devices
I can compose various types of poems and present
I can use textual evidence to discuss a poem.
I can use a graphic organizer to compare and contrast two characters in a poem.
I can peer edit a partners poem
Unit 4
Unit 4
Don Quixote
(9 Weeks)
Primary Resources
Poet's Journal
I can identify and define the basic elements of a poem’s structure and discuss specific poetic devices
I can compose various types of poems and present
I can use textual evidence to discuss a poem.
I can use a graphic organizer to compare and contrast two characters in a poem.
I can peer edit a partners poem
Unit 5
Unit 5
The Renaissance
(7 Weeks)
Primary Resources
The Renaissance: Patrons, Artists and Scholars reader
“An Italian Rebirth.”
I can make inferences about the civilizations and time periods that led to the Renaissance based on details from the text.
I can explain the relationship between factors that inspired the Renaissance movement using evidence from the text.
I can paraphrase information from a text.
I can read multisyllabic words
I can plan an informational paragraph about each of the three main artist's accomplishments by identifying a topic, reasons, and evidence related to the topic.
I can make inferences.
I can spell grade-appropriate words correctly
I can identify the points a classmate makes and explain how his or her point is supported by reasons and evidence.
I can plan an informational piece about a person from the Renaissance by identifying a topic and gathering evidence related to the topic.
Essential Standards
Essential Standards
**The following Essential Standards are taught within each unit **
Foundational Skills
Foundational Skills
Reading
Reading
Writing
Writing
I can write an argument to support claims; informative/explanatory texts to convey ideas; and narratives to develop real or imagined experiences or events. (5W1, 5W3)
Speaking and Listening
Speaking and Listening
I can engage in collaborative discussions with diverse partners; expressing ideas clearly and persuasively, and building on those of others. (SL1)
Language
Language
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. (Anchor Standard)
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (Anchor Standard)
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