Language Arts

Curriculum > Elementary > 5th Grade

Curriculum Overview
Course Title	Grade	Course Length
Language Arts	5 ^th	2 semesters

Course Description: Reading and writing are inextricably intertwined. The more students read, the better they write, and the more they enjoy both activities. Therefore, reading and writing lessons, along with basic language and research skills, are taught concurrently. In fifth grade, students are taught reading comprehension strategies, the four main modes of writing, Greek and Latin roots, prefixes and suffixes, conventions, spelling rules, figurative language, and many other language-oriented basic skills. They practice their writing through other modes as well, integrating their reading and writing skills with the rest of the curriculum. Also, by the end of fifth grade, students should be able to read 140 wpm aloud fluently.

Unit 1. Meeting Challenges

Informational Knowledge Objectives
Pre-Unit 1—Getting to Know You: Students will get to know their teacher and their classmates as well as learn what the class will be about.
Suggestions: Teacher shows PowerPoint of his/her life, especially growing-up years.
Students could:
gather artifacts from home that represent their own lives, share with class through presentations.
do activities requiring asking classmates for answers to questions, recording them on a worksheet (e.g. “find someone who speaks three languages”, “find someone with a birthday in the third month”, etc.)
make crosswords of classmates’ names, using facts about classmates as clues. Exchange crosswords, share next day.
UNIT ONE A: Meeting Challenges-Red Kayak: Greek/Latin roots: -tyr-, -mono-, -bi-, -tri-
Students will know:
1. how understanding character and plot help aid comprehension.
Suggestion:
Paraphrase the story. All characters and the plot should be in place.
Categorize conflict types (self vs. self, self vs. nature, etc)
2. how to use “monitor and clarify” strategies to help aid comprehension.
3. how to spell words with vowel patterns VCCV and VCV.
4. how adding the –ly suffix changes the meaning of a word.
5. how to recognize the four types of sentences.
6. how to use the summarizing strategy to aid comprehension.
7. The definition of first person POV.
8. how to differentiate between given homographs.
9. How to recognize context clues to aid in vocabulary comprehension.
10. How to identify a story as realistic fiction.
11. How to identify the rising action in the story.
12. How to write directions on a given topic, focusing on the trait “organization”.
13. the uses of different research resources, such as dictionaries, thesauri, etc.
UNIT ONE B: Thunder Rose: Greek/Latin roots: -rhin-, -sol-, ceros-, -viv-, -struct-, -rot-, -tele-
Students will know:
1. how to spell words with long vowel sounds VCV.
2. how to identify subject and predicate in a sentence.
3. how adding the –tion and –ic suffixes change the meanings of words.
4. how to find the meanings of given homonyms.
5. how to use cause and effect to aid comprehension.
Suggestion:
Have students write a short summary of a part of their day or an event, and explain with a diagram how one event led to another.
6. how to identify theme and setting to aid comprehension.
7. how to infer to aid comprehension.
8. how to use the fact and opinion skill to aid comprehension
9. how to use the questioning strategy to aid comprehension
10. how to use cause and effect to analyze a piece of literature.
11. how to define hyperbole, and will recognize it as a component of tall tales.
12. How to identify the genre of the story “Thunder Rose” as a tall tale
Suggestion:
Expose the students to other tall tales, such as Paul Bunyan. Identify the similarities.
13. how to analyze text to aid comprehension.
14. that almanacs, atlases, maps, time lines, encyclopedias, etc, are “graphic sources”.
15. the different parts of speech, and how they are used to form a sentence.
16. the format for writing a friendly letter, and write a letter to their pen pal.
17. How to apply the trait “organization” to their own writing of a tall tale.
18. how to answer comprehension questions.
Unit One C: Island of the Blue Dolphins: Greek/Latin roots: -metr, -equ-
Students will know:
1. the literary elements ‘theme” and “setting”.
2. How to identify dependent and independent clauses in their reading and writing.
3. Know how to identify the story in their text as an abridged version of the novel Island of the Blue Dolphins.
4. the long vowel digraphs.
5. How to recognize compound words in their reading.
Suggestion:
Ss could create their own compound words, and share them with their peers, who would then guess the meanings of the words.
6. How to infer the meaning of passages and of unfamiliar words.
Suggestions:
Students could use their own compound words in a short story, and have their peers guess the meaning of the unknown compound words in context.
7. How to use the SPQ3R strategy to clarify a passage from their text.
8. How to write an invitation, focusing on using details and the trait “ideas”.
9. How to recognize the literary device “imagery”.
UNIT ONE D: Satchel Paige: Greek/Latin roots: -aud-
Students will know:
1. The rules for adding –ed and –ing to spelling words.
2. How to identify complex and compound sentences.
3. How to identify the story’s genre as biography.
4. The definition of the word idiom.
5. How to explain the close shades of meaning of given synonyms.
6. How to arrange the events in a passage in sequential order.
7. How to identify antonyms of given words.
8. How to identifyfact vs opinion
9. How to write a newspaper article using the 5 w’s and How., while focusing on the trait “word choice”.
UNIT ONE D: Ten mile Day: Students will know:
1. How to spell contractions.
2. How to determine the definitions of multiple-meaning words using context clues.
3. How to use sensory details to enhance their writing.
4. How to write a formal expository piece using proper paragraphing and focusing on the trait “ ideas”.
5. How to use the internet to conduct research.
6. How to use context clues to determine the meaning of given adages and sayings.
7. How to properly pluralize names for given collective nouns.
8. How to add the –ing suffix to create verbs and adjectives.

Procedural Knowledge Objectives
Pre-Unit 1: Getting to Know You:  Students will be able to share different aspects of themselves with their class. They will also be able to work together with their classmates to complete different activities.
UNIT ONE A: Meeting Challenges-Red Kayak: Students will be able to(SWBAT):
1. reiterate the important plot events and the characters, showing their comprehension.
2. use the “monitor and clarify strategy” to help aid comprehension.
3. to spell words with vowel patterns VCCV and VCV.
4. add the –ly suffix, and explain how it changes the meaning of a word.
5. recognize and correctly write the four types of sentences.
6. to use the summarizing strategy to aid comprehension.
7. identify first person POV and use it in their own writing.
8. use given homographs correctly.
9. use context clues to aid in vocabulary comprehension.
10. recognize the story as realistic fiction.
11. identify the role of rising action in a story, and find its place on a dramatic structure diagram.
12. write directions on a given topic, while focusing on the trait “organization”
13. use different research resources, such as dictionaries, thesauri, etc., to find information.
UNIT ONE B: Thunder Rose: SWBAT:
1. spell words with long vowel sounds VCV.
2. identify subject and predicate in a sentence.
3. add the –tion and –ic suffixes to change the meanings of words.
4. find the meanings of given homonyms.
5. use cause and effect to aid comprehension.
6. identify theme and setting to aid comprehension.
7. infer to aid comprehension.
8. use the fact and opinion skill to aid comprehension
9. use the questioning strategy to aid comprehension
10. use cause and effect to analyze a piece of literature
11. define hyperbole, and will recognize it as a component of tall tales.
12. write a tall tale using its elements—humor and hyperbole.
13. analyze text to aid comprehension.
14. use graphic sources to find information, and will create their own graphic resource of information of their choice.
15. identify different parts of speech, and use them correctly in a sentence.
16. format a friendly letter, and write a letter in that format to their pen pal.
17. self-check their tall tales for the writing trait “organization”.
18. answer comprehension questions
Unit One C: Island of the Blue Dolphins: SWBAT:
1. recognize the literary elements of theme and setting.
2. identify dependent and independent clauses in their reading and writing.
3. identify the story in their text as an abridged version of the novel Island of the Blue Dolphins.
4. correctly pronounce the long vowel digraphs.
5. recognize compound words in their reading.
6. infer the meaning of passages and of unfamiliar words.
7. use the SPQ3R strategy to clarify a passage from their text.
8. write an invitation, focusing on using details and the trait “ideas”.
9. recognize the literary device “imagery”.
UNIT ONE D: Satchel Paige: SWBAT:
1. Students will be able to add –ed and –ing to spelling words.
2. Identify and write complex and compound sentences.
3. Identify a biography, given its elements.
4. Define idiom, and use a set number correctly in their own writing.
5. Explain the close shades of meaning of given synonyms.
6. Organize a passage into sequential events.
7. Identify, through research, the antonyms of given words.
8. Identify fact vs opinion in a passage.
9. Write a newspaper article using the 5 W’s and How, while focusing on the trait “word choice”.
UNIT ONE D: Ten mile Day: SWBAT:
1. Spell contractions
2. Determine the definitions of multiple-meaning words using context clues.
3. Use sensory details to enhance their writing.
4. Write a formal expository piece using proper paragraphing and focusing on the trait “ ideas”.
5. Use the internet to conduct research.
6. Use context clues to determine the meaning of given adages and sayings.
7. Properly spell the plural form and names of given collective nouns.
8. Add the –ing suffix to create verbs and adjectives.

Unit 2: Doing the Right Thing

Informational Knowledge Objectives
UNIT 2A: At the Beach: Students will know:
1. How to read a text and compare and contrast the different features within it.
2. How to visualize what they’ve read in a text.
3. How to write the plurals of regular and irregular nouns.
4. How to pronounce digraphs.
5. How to use imagery to enhance their writing of narrative piece.
6. How to use sequencing to help aid comprehension.
7. How to identify the type of conflict in the story.
UNIT 2B: Hold the Flag High: Students will know:
1. how to write possessive nouns properly.
2. how to recognize and use foreshadowing.
3. the function of each part of a book, such as title page, glossary, etc.
Suggestion:
Have students write their own non-fiction book, possibly as a research topic from another subject, such as science or social studies. They will include the parts of a book—table of contents, index, etc.
4. How to write an informal letter, focusing on the trait “voice”.
5. How to recognize “climax” in a story.
6. how to use story structure to aid comprehension.
UNIT 2C: The Ch’i-lin Purse: Greek/Latin root words: -ben-, -sacr-, -therm-
Students will know:
1. the difference between action and linking verbs
2. how adding the suffixes –tion and –ion change the meaning of the root word.
3. How to recognize the literary device “symbolism” in their reading.
4. How to recognize “resolution” in a story, and write it in the appropriate place on a dramatic diagram.
5. How to correctly pronounce vowel sounds combined with “r”.
6. How to write a poem, focusing on the trait “organization”.
7. how to use their background knowledge to aid comprehension.
UNIT 2D: A Summer’s Trade: Students will:
1. discuss POV and determine POV for the selection
2. recognize main and helping verbs
3. know how to spell the final syllables –en, -an, -el, -le, -ll
4. know the elements of the genres “Origin Myth and “Natural Phenomena”.
5. write in the mode “Personal Narrative”, focusing on using powerful verbs.
UNIT 2E: The Midnight Ride of Paul Revere: Students will:
1. become familiar with the literary terms “rhyme”, “rhythm”, and “cadence”.
2. know how to write noun/verb agreement properly.
3. know how to recognize the elements of the genre “historical fiction”.
4. recognize the elements in the genre “drama”.
5. know how to read and write captions, and draw illustrations, that capture the main idea of the piece.
6. know how to spell words with the final endings –er, -ar, -or.
Holiday Activities: Students will know how to write poems and other types of writing about the holiday season.

Procedural Knowledge Objectives
UNIT 2A: At the Beach: SWBAT:
1. Use clue words such as same, unlike, although, etc., to compare and contrast the features within a text.
2. Use sensory images to visualize what they’ve read in a text.
3. Write the plurals of regular and irregular nouns.
4. Pronounce digraphs.
5. Use imagery to enhance their writing of narrative piece.
6. Use sequencing to help aid comprehension.
7. Identify the type of conflict in the story.
UNIT 2B: Hold the Flag High: SWBAT:
1. write possessive nouns properly.
2. recognize and use foreshadowing while they read and in their own writing.
3. explain the function of each part of a book, such as title page, glossary, etc.
4. write an informal letter, focusing on the trait “voice”.
5. recognize “climax” in a story, and write it in the appropriate place on a dramatic diagram.
6. use story structure to aid comprehension.
UNIT 2C: The Ch’i-lin Purse: SWBAT:
1. differentiate between action and linking verbs, and use them correctly in their writing.
2. add the suffixes –tion and –ion, and explain the change in the meaning of the root word.
3. recognize the literary device “symbolism” in their reading.
4. recognize “resolution” in a story, and write it in the appropriate place on a dramatic diagram.
5. correctly pronounce vowel sounds combined with “r”.
6. write a poem, focusing on the trait “organization”.
7. use their background knowledge to aid comprehension.
UNIT 2D: A Summer’s Trade: SWBAT:
1. discuss POV in general and determine POV for the selection
2. recognize main and helping verbs
3. spell the final syllables –en, -an, -el, -le, -ll
4. recognize the elements of the genres “Origin Myth and “Natural Phenomena”.
5. write in the mode “Personal Narrative”, focusing on using powerful verbs.
UNIT 2E: The Midnight Ride of Paul Revere: SWBAT:
1. use the literary devices “rhyme”, “rhythm”, and “cadence” in their own writing.
2. write noun/verb agreement properly.
3. recognize the elements of the genre “historical fiction”.
4. recognize the elements in the genre “drama”.
5. read and write captions, and draw illustrations, that capture the main idea of the piece.
6. spell words with the final endings –er, -ar, -or.
Holiday Activities: Students will be able to write poems and other types of writing about the holiday season.

Unit 3: Inventors and Artists

Informational Knowledge Objectives
Unit 3A: The Fabulous Perpetual Motion Machine: Students will:
1. know different words with the schwa sound.
2. know the past, present and future tense.
3. know how to narrow a topic for research.
4. recognize credible sources from the internet on which to rely for research.
5. identify the different types of advertising ploys.
6. write a play using proper play format, proper verb tenses, and interesting word choice.
Unit 3B: Leonardo’s Horse: Greek/Latin roots: -phil-, -arch-, -claus-, phobe-, -logy
Students will:
1. know the principal roots of regular verbs.
2. recognize “the active voice” in their reading.
3. know the rule for spelling compound words.
4. recognize the components of historical fiction.
5. write a persuasive speech.
6. recognize tone in a piece of writing and explain how it affects the reader.
Unit 3C: The Dinosaurs of Waterhouse Hawkins: Students will:
1. know how the suffixes –tion and -sion change the meaning of root words.
2. know the term “flashback” and its purpose in a story.
3. know the strategies for spelling words with consonant sounds /j/,/ks/,/sk/,/s/
4. know how to use key words to conduct internet searches.
5. recognize the genre “interviews”.
6. create an advertising brochure, focusing on “word choice” and sound reasoning.
Unit 3D: Mahalia Jackson: Students will:
1. know how the suffix –ous changes the meaning of a root word.
2. know which words are troublesome verbs (such as “lay” and “lie”).
3. know the spelling of words with two consonants that stand for one sound.
4. know how to use a card catalog and library database.
5. know how to write a descriptive test suing elaboration.
6. know how to use alliteration, onomatopoeia, and internal rhyme in poetry
Unit 3E: Special Effects in Film and Television: Students will:
1. know the meanings of the prefixes un-, de-, dis-, pre-, and re-.
2. know the definition of prepositions and prepositional phrases.
3. know how to organize an expository text, using the compare and contrast structure.
4. know the structure and purpose of properly written introductions and conclusions.

Procedural Knowledge Objectives
Unit 3A: The Fabulous Perpetual Motion Machine: SWBAT:
1. spell words with the schwa sound.
2. identify the past, present and future tense, and use then correctly in their writing.
3. narrow a topic for research.
4. recognize credible sources from the internet on which to rely for research.
5. identify the different types of advertising ploys.
6. l write a play using proper play format, proper verb tenses, and interesting word choice.
Unit 3B: Leonardo’s Horse: SWBAT:
1. recognize the principal roots of regular verbs.
2. recognize “the active voice” in their reading.
3. spell compound words.
4. recognize the components of historical fiction.
5. write a persuasive speech, using persuasive techniques and proper verb tenses.
6. recognize tone in a piece of writing and explain how it affects the reader.
Unit 3C: The Dinosaurs of Waterhouse Hawkins: SWBAT:
1. use the suffixes –tion and -sion to change the meaning of root words.
2. correctly identify the literary device “flashback” when they come across it in a story.
3. Students will be able to spell words with the consonant sound, /j/, /ks/, /sk/, /s/
4. use key words to conduct internet searches.
5. recognize the genre “interviews”.
6. create an advertising brochure, focusing on “word choice” and sound reasoning.
Unit 3D: Mahalia Jackson: SWBAT:
1. change the meaning of a word by adding the suffix –ous.
2. correctly write troublesome verbs (such as “lay” and “lie”).
3. spell words with two consonants that stand for one sound.
4. use a card catalog and library database.
5. to write a descriptive test suing elaboration.
6. to use alliteration, onomatopoeia, and internal rhyme in poetry.
Unit 3E: Special Effects in Film and Television: SWBAT:
1. change the meanings of root words using the prefixes un-, de-, dis-, pre-, and re-.
2. will know the definition of prepositions and prepositional phrases.
3. organize an expository text, using the compare and contrast structure.
4. write introductions and conclusions using the proper structure.

Unit 4. Adapting

Informational Knowledge Objectives
Unit 4A: Weslandia: Greek/Latin roots: -trans-
Students will:
1. spell words correctly using -s. -ed and –ing endings.
2. recognize and correctly spell words from many different cultures.
Suggestion:
Find words from other cultures e,g hurricane, lilac, etc. you’re using in other subjects. Have students collect them in a dictionary.
3. correctly identify and use subject and object pronouns.
4. organize and create a picture book.
Unit 4B: Tripping Over the Lunch Lady: Greek/Latin roots: super-, -sub-, -ante-, -phon-
Students will:
1. know how to use the suffix –ian to change the meaning of a word.
2. know the meanings of the prefixes over, under, and out.
3. know how to identify and define the Freytag pyramid term “climax”, and write it in the proper place on the diagram.
4. know how to make predictions about a story, and use them to set a purpose for reading.
5. Students will know how to make generalizations based on statements they read.
6. know how to identify an antecedent in a sentence.
7. know how to use a telephone directory.
8. know the components that make up a friendly letter, focusing on conventions.
Unit 4C: Exploding Ants: Students will:
1. know how to use the suffix –ize to change the meaning of a word.
2. know the meaning of the word “metaphor”.
3. Students will know how to write metaphors.
4. correctly use possessive pronouns.
5. know how to spell and define a given set of homophones.
6. know how to use a magazine’s headings to locate information they want.
7. know the components of a formal letter and how to write one.
Unit 4D: The Stormi Giovanni Club: Greek/Latin roots: –com-, -pro-, -epi-
Students will:
1. know how to deduce the meanings of words including the prefixes com-, -pro, and –epi-.
2. spell words with the suffixes –ible and –able correctly.
3. know how to use indefinite and reflexive pronouns correctly.
4. know how to use a thesaurus.
5. know how to write narrative poetry, focusing on word choice, sensory details, and graphic elements.
Unit 4E: The Gymnast: Greek/Latin roots: -auto-, -bio-, -graph-
Students will:
1. know how to use the suffixes –ion and -ish to change the meaning of a word.
2. know how to recognize similes and differentiate them from metaphors.
3. know how to use similes in their writing.
4. know how to use negative prefixes.
5. know the proper use of “who” vs “whom”.
6. know how to read graphs to aid in comprehension of a text.
7. know how to write an autobiographical sketch.

Procedural Knowledge Objectives
Unit 4A: Weslandia: SWBAT:
1. spell words correctly using -s. -ed and –ing endings
2. recognize and correctly spell words from many different cultures.
3. correctly identify and use subject and object pronouns.
4. organize and create a picture book.
Unit 4B: Tripping Over the Lunch Lady: SWBAT:
1. to use the suffix –ian to change the meaning of a word.
2. write the definitions of the prefixes over, under, and out, and use them properly to change the meanings of words.
3. identify and define the Freytag pyramid term “climax”, and write it in the proper place on the diagram.
4. make predictions about a story, and use them to set a purpose for reading.
5. make generalizations based on statements they read.
6. identify an antecedent in a sentence.
7. use a telephone directory.
8. write a friendly letter with proper spelling, grammar, and punctuation.
Unit 4C: Exploding Ants: SWBAT:
1. use the suffix –ize to change the meaning of a word.
2. define the word “metaphor”.
3. write metaphors.
4. correctly use possessive pronouns.
5. spell and define a given set of homophones.
6. use a magazine’s headings to locate information they want.
7. properly use the components of a formal letter to write one.
Unit 4D: The Stormi Giovanni Club: SWBAT:
1. deduce the meanings of words including the prefixes com-, -pro, and –epi-.
2. spell words with the suffixes –ible and –able correctly.
3. use indefinite and reflexive pronouns correctly.
4. to use a thesaurus.
5. write narrative poetry, focusing on word choice, sensory details, and graphic elements.
Unit 4E: The Gymnast: SWBAT:
1. use the suffixes –ion and -ish to change the meaning of a word.
2. recognize similes and differentiate them from metaphors.
3. use similes in their writing.
4. use negative prefixes.
5. use the proper word, “who” or “whom”, when necessary.
6. read graphs to aid in comprehension of a text.
7. write an autobiographical sketch.

Unit 5. Adventurers

Informational Knowledge Objectives
Unit 5A: The Skunk Ladder: Greek/Latin roots: -cent-, -mid-, -saur-, -min-, -ped-
Students will:
1. know how the prefix –im changes the meaning of a word.
2. know that humor is a literary term, and how it affects the tone of a piece of writing.
3. know how to use contractions and negative words.
4. know how to determine the number of syllables in a word, and how to hyphenate multisyllabic words.
5. know how to write a poem using rhyming words.
Unit 5B: The Unsinkable Wreck of the RMS Titanic: Students will:
1. know how to indentify adjectives and articles.
2. know how to take notes in an organized manner for research and as study aids
Suggestion:
the teacher could ask the students to take notes “telegram” style—each letter has a cost attached to it. The person whose “telegram” costs the least but still gets its point across wins.
3. identify words formed from letters as acronyms, and reiterate the meaning of each letter in given acronyms.
Suggestion:
Have students create their own acronyms. Combine this activity with other subjects, such as science or social studies.
Unit 5C: Talk with an Astronaut: Greek/Latin roots: -astr-, naut-, -phob-, hydr-, -geo-, -grav-
Students will:
1. recognize and use demonstrative pronouns correctly when they are the subject or direct object of a sentence.
2. know the meanings of the Greek suffixes –ism and –ist.
3. know how to write a biographical sketch, focusing precise language, sensory details, effective sentences, and ideas.
Unit 5D: Journey to the Center of the Earth: Greek/Latin roots: –spec-, -inter-, -intra-, -ject-, -scrib-, -circ-, -rupt-
Students will:
1. know the difference between comparative and superlative adjectives, and use them correctly.
2. know how to spell given words that end with –eous, -ious, and –ous.
3. know how to interpret a scale drawing.
Suggestion:
Have students create their own scale drawings. Tie in with math and/or science.
4. know the difference between a novel and a play.
5. know the components of the genre science fiction.
6. know the format of letters to the editor.
Unit 5E: Ghost Towns of the American West: Greek/Latin roots: –therm-, -photo-, -vis-, -milli-, -kilo-, -calli-, -syn-, -odo-
Students will:
1. know the definition of “adverb”.
2. know the definition of the word “morpheme”.
3. know how to infer the meaning of words that include the prefixes “over-”, “im-“ and “in-“.
4. know the purpose of including photographs with captions in an expository text.
5. know how to write a summary, using transition words properly, and focusing on “voice”.

Procedural Knowledge Objectives
Unit 5A: The Skunk Ladder: SWBAT:
1. infer the meaning of a word with the prefix –im.
2. identify humor as a literary term, and explain how it affects the tone of a piece of writing.
3. determine the number of syllables in a word, and how to hyphenate multisyllabic words.
4. use contractions and negative words.
5. write a poem using rhyming words.
Unit 5B: The Unsinkable Wreck of the RMS Titanic: SWBAT:
1. indentify adjectives and articles.
2. take notes in an organized manner for research and as study aids.
3. identify words formed from letters as acronyms, and reiterate the meaning of each letter of given acronyms (such as and RADIO).
Unit 5C: Talk with an Astronaut: SWBAT:
1. recognize and use demonstrative pronouns correctly when they are the subject or direct object of a sentence.
2. deduce the meanings of words that include the Greek suffixes –ism and –ist.
3. write a biographical sketch, focusing precise language, sensory details, effective sentences, and ideas.
Unit 5D: Journey to the Center of the Earth: SWBAT:
1. explain the difference between comparative and superlative adjectives, and use them correctly.
2. to spell given words that end with –eous, -ious, and –ous.
3. interpret a scale drawing, and create their own.
4. explain the difference between a novel and a play.
5. recognize the components of the genre science fiction.
6. explain the components of letters to the editor, and write their own using appropriate voice and format.
Unit 5E: Ghost Towns of the American West: SWBAT:
1. define “adverb”.
2. define the word “morpheme”.
3. infer the meaning of words that include the prefixes “over-”, “im-“ and “in-“.
4. explain the purpose of including photographs with captions in an expository text.
5. write a summary, using transition words properly, and focusing on “voice”.

Unit 6. The Unexpected

Informational Knowledge Objectives
Unit 6A: The Truth About Austin’s Amazing Bats: Students will:
1. know how to spell words with the suffixes –ous, -sion, -ion, and –ation.
2. know the definition of “modifier”.
3. know how to choose the best part of a sentence to place a modifier.
4. know how to follow and write directions.
Suggestion:
Have students write directions for every day routines, then have other students follow them to the letter, to see if they’ve included all important steps. OR—have students make games and include directions.
5. know how to write journal entries, focusing on voice.
Suggestion:
Have students keep journals for science, or create a journal for a person from a social studies unit.
Unit 6B: The Mystery of Saint Matthew’s Island: Greek/Latin roots: –amb-, -iris-
Students will:
1. know how to spell words ending with the suffixes –ant. –ance, -ent, -ence
2. know what a conjunction is, and how to use them properly.
3. know some words that are Russian in origin.
4. know that maps aid comprehension of a text.
5. know that timelines aid comprehension of a text.
6. know the components of a mystery.
7. write a mystery story.
Unit 6C: King Midas and the Golden Touch: Greek/Latin roots: –port-, -aud-, -terr-, -dec-, -dict-, -digit-
Students will know:
1. Complex spelling patterns (ci/sh; ti/sh; ous/us)
2. How to identify suffixes by dividing a word into syllables.
3. How to use commas correctly: to separate items in a list; to set apart an appositive, an introductory phrase, or a noun of direct address (or an interjection); and to join two simple sentences.
4. Fill out an order form or application.
Suggestion:
Tie to social studies—students could fill out an application to be an explorer, to sign the Declaration of Independence, to be a Mayan warrior, etc.
5. Write a parody, focusing on plot.
Unit 6D: The Hindenburg: Students will know:
1. How to spell related words correctly even when they’re pronounced differently.
2. How to use quotation marks correctly in a direct quote.
3. How to recognize symbolism in writing.
4. How to determine whether to use a map, an atlas, or a globe to gather desired information.
5. How to write a book review.
6. How to produce a newscast.
Unit 6E: Sweet Music in Harlem: Students will know:
1. How to spell easily confused words, such as effect/affect and except/accept.
2. How to use colons, hyphens, and semicolons properly.
3. How to determine whether to use a map, an atlas, or a globe to gather desired information.
4. The definition of “afterword” (as a type of genre.)
5. How to use a given set of homographs correctly.
6. How to write a personal narrative, focusing on topic sentences and voice.

Procedural Knowledge Objectives
Unit 6A: The Truth About Austin’s Amazing Bats: SWBAT:
1. spell words with the suffixes –ous, -sion, -ion, and –ation.
2. define “modifier”.
3. choose the best part of a sentence to place a modifier.
4. to follow and write directions.
5. write journal entries, focusing on voice.
Unit 6B: The Mystery of Saint Matthew’s Island: SWBAT:
1. spell words ending with the suffixes –ant. –ance, -ent, -ence
2. define conjunction, anduse them properly.
3. state some words that are Russian in origin.
4. Read maps as a comprehension tool.
5. Read timelines as a comprehension tool.
6. State the components of a mystery.
7. write a mystery story.
Unit 6C: King Midas and the Golden Touch: SWBAT:
1. write words with complex spelling patterns (ci/sh; ti/sh; ous/us)
2. identify suffixes by dividing a word into syllables
3. use commas correctly: to separate items in a list; to set apart an appositive, an introductory phrase, or a noun of direct address (or an interjection); and to join two simple sentences.
4. fill out an order form or application.
5. Write a parody, focusing on plot.
Unit 6D: The Hindenburg: SWBAT:
1. spell related words correctly even when they’re pronounced differently.
2. use quotation marks correctly in a direct quote.
3. recognize symbolism in writing.
4. determine whether to use a map, an atlas, or a globe to gather desired information.
5. write a book review.
6. produce a newscast.
Unit 6E: Sweet Music in Harlem: SWBAT:
1. spell easily confused words, such as effect/affect and except/accept
2. use colons, hyphens, and semicolons properly.
3. determine whether to use a map, an atlas, or a globe to gather desired information.
4. define “afterword” (as a type of genre.)
5. use a given set of homographs correctly.
6. write a personal narrative, focusing on topic sentences and voice.

Course Description: This course is made for students in the 5th Grade. The language arts curriculum focuses on reading comprehension, grammar, writing, spelling and vocabulary. Each week is set up in a similar structure: a weekly story with comprehension skill and strategy, spelling skill, grammar skill, and writing skill. At the end of each week there will be a reading assessment and spelling test.

Course Learning Objectives: 5.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.6.5.5With guidance and support from peers and adults, use a writing process to develop and strengthen writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.
5.6.6.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.6.7.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.6.8.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
5.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
5.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Cooperate and problem solve to make decisions as appropriate for productive group discussion.
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.8.3.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.
5.8.4.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; avoid plagiarism by identifying sources; speak clearly at an understandable pace.
5.8.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes
5.8.6.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 41-42 for specific expectations.)
5.8.7.7 Distinguish among, understand, and use different types of print, digital, and multimodal media.
a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers).
b. Locate and use information in print, non-print, and digital resources using a variety of strategies.
c. Evaluate the accuracy and credibility of information found in digital sources.
d. Recognize ethical standards and safe practices in social and personal media communications.
5.8.8.8 Create an individual or shared multimedia work or digital text for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)
a. Evaluate the Fair Use of each visual element or piece of music used in a media work and create a list documenting the source for each found image or piece of music.
b. Publish the work and share it with an audience.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5.10.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.10.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Resources: Reading Street, Grade 5 (2011)
Reader’s and Writer’s Notebook

Units, Themes, and Course Organization: Unit 1: Meeting Challenges
Unit 2: Doing the Right Thing
Unit 3: Inventors and Artists
Unit 4: Adapting
Unit 5: Adventurers
Unit 6: The Unexpected
There are 6 weeks in each unit. The first five weeks cover different stories, spelling skills, grammar skills,, vocabulary, and writing. The sixth week is a review week which covers material from the 5 previous weeks.

Learning Activities and Methods: Class Discussions, Projects, Test/quizzes

Assessment

Evaluation:

evaluation example
Tests/Quizzes	35%
Projects	25%
Homework	15%
Class-work	15%
Participation	10%

Grading Scale:

Grading Scale
A+	97 - 100	4.0
A	94 - 96.99	4.0
A-	90 - 93.99	3.7
B+	87 - 89.99	3.3
B	84 - 86.99	3.0
B-	80 - 83.99	2.7
C+	77 - 79.99	2.3
C	74 - 76.99	2.0
C-	70 - 73.99	1.7
D+	67 - 69.99	1.3
D	64 - 66.99	1.0
D-	60 - 63.99	0.7
F	0 - 59.99	0

Classroom policies, rules: 1. All students are expected to treat themselves, their classmates, their teachers, and the classroom materials with respect.
2. All students are expected to try their best at all times
3. There is 0 tolerance for bullying and will be handled on a case-to-case basis.
4. If a student shows academic dishonesty on any test/quiz/class-work/homework, they will receive a 0 on the assignment and a letter will be sent home to the parents.

Supplies: Notebook, Pencils

Questions: Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E-mail is the best way to reach me. I am happy to answer questions via e-mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...): Students will get to know their teacher and their classmates as well as learn what the class will be about.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to share different aspects of themselves with their class. They will also be able to work together with their classmates to complete different activities.

Monday

Tuesday

Wednesday

Thursday

Friday

***FIRST DAY OF CLASS***
Learning Objective:: Students will learn about their different classmates.

Language Objective:: Students will learn how to interact with their classmates using a common language.

Main Activity:: Partner Interview Game

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will learn how to take an overall theme from a story and relate it to their life.

Language Objective:: Students will create a map using the different components given by the teacher.

Main Activity:: Reading of “Oh, the places you will go” and then having the students create a map starting in 5th grade going up through work.

Evaluation:: if students complete the assignment they will receive full credit.

Vocabulary:

Homework:

Learning Objective:: Students will learn how to take an overall theme from a story and relate it to their life.

Language Objective:: Students will create a map using the different components given by the teacher.

Main Activity:: Students will finish up their map project. They will also journal write, and start brainstorming ideas for their first writing assignment.

Evaluation:: map project

Vocabulary:

Homework:: work on writing

Learning Objective:: Students will learn the writing process, and practice brainstorming topics for a personal narrative.

Language Objective:: Students will be able to write a list/graphic organizer

Main Activity:: Learning the prewriting stage, practice creating graphic organizers for their personal narrative.

Evaluation:

Vocabulary:: Prewriting, Rough Draft, revising, editing, publishing

Homework:: finish graphic organizer

Learning Objective:: tudents will learn how to form topic sentences, and write their introduction paragraph.

Language Objective:: Students will be able to write a comprehensive topic sentence that relates to their topic.

Main Activity:: Lecture on forming good topic sentences. Practice forming strong sentences. We will review sentence structure as well. Students will write their introduction paragraph.

Evaluation:: Introduction paragraph

Vocabulary:

Homework:

Materials / Resources (including technology): Oh. The Places You’ll Go! Book
Paper
Graphic Organizers
Journals

State of Minnesota Standards Covered: 5.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 41-42.)

Weekly Informational Knowledge Overview - (Students will know...): Students will know how understanding character and plot help aid comprehension.
Students will know how to use monitor and clarify strategy to help aid comprehension.
Students will know how to spell words with vowel patterns VCCV and VCV.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use character and plot skill help aid comprehension.
Students will be able to use monitor and clarify strategy to help aid comprehension.
Students will be able to spell words with vowel patterns VCCV and VCV.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the comprehension skill and strategy: Character and Plot, and monitor and clarify, and be able to apply it to their reading.

Language Objective:: Students will be able to comprehend a story that is read to them orally.

Main Activity:: Listening Comprehension, reviewing of the comprehension skills: Character and Plot, and Monitor and Clarify, Spelling Pretest and reviewing of VCCV, VCV words.

Evaluation:: Spelling Pretest.

Vocabulary:

Homework:: Word Sort for Spelling Words

Learning Objective:: Students will be able to distinguish sentences by sentence type.

Language Objective:: Students will be able to name the different types of sentences.

Main Activity:: Review vocabulary words, Teacher reads “Red Kayak” to the class. Introducing different types of sentences. Complete workbook page on Grammar.

Evaluation:: Grammar work pg. 43

Vocabulary:: compressions, grumbled, insistently, intentionally, minute, neutral, normally

Homework:: Workbook Pg. 42+44

Learning Objective:: Students will be able to use their comprehension skills to understand the story and answer the comprehension questions.

Language Objective:: Students will be able to read a selection of the story out loud to the class.

Main Activity:: Whole group: Snap reading the story “Red Kayak” Start answering comprehension questions 1+2. Write answers to comprehension questions in journals.

Evaluation:: Comprehension Questions in journals

Vocabulary:

Homework:: Spelling words in Sentences

Learning Objective:: Students will be able to use their comprehension skills to understand the story and answer the comprehension questions.

Language Objective:: Students will be able to read out loud with a partner

Main Activity:: Reading “Red Kayak” with a partner, finish comprehension questions, review different types of sentences.

Evaluation:: Grammar Review.

Vocabulary:

Homework:: Workbook pg.

Learning Objective:

Language Objective:

Main Activity:: Reading Test, Spelling Test.

Evaluation:: Reading Test, Spelling Test.

Vocabulary:

Homework:

Materials / Resources (including technology): Reading street textbook
Unit 1 week 1: test
Readers and Writers Notebook

State of Minnesota Standards Covered: 5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use cause and effect to aid comprehension.
Students will know how to use the summarizing strategy to aid comprehension.
Students will know how to spell words with long vowel sounds VCV.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use cause and effect to aid comprehension.
Students will be able to use the summarizing strategy to aid comprehension.
Students will be able to to spell words with long vowel sounds VCV.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the comprehension skill and strategy: cause and effect and summarize, and be able to apply it to their reading.

Language Objective:: Students will be able to comprehend a story that is read to them orally.

Main Activity:: Listening Comprehension, reviewing of the comprehension skills: cause and effect, and summarize, Spelling Pretest and reviewing of long vowel sound pattern VCV.

Evaluation:: Spelling Pretest

Vocabulary:

Homework:: Word Sort for Spelling Words, Workbook pg. 51.

Learning Objective:: Students will be able to distinguish the difference between the subject and predicate.

Language Objective:: Define subject and predicate.

Main Activity:: Review vocabulary words play a game with them- match words to definitions in a memory game. Teacher reads “Thunder Rose” to the class. Introducing subject and predicate.

Evaluation:: Grammar work pg.54

Vocabulary:: branded, constructed, daintily, devastation, lullaby, pitch, resourceful, thieving, veins

Homework:: Workbook Pg. 53+55

Learning Objective:: Students will be able to use their comprehension skills to understand the story and answer the comprehension questions.

Language Objective:: Students will be able to read a selection of the story out loud to the class.

Main Activity:: Whole group: Snap reading the story “Thunder Rose” Start answering comprehension questions 1+2. Discuss comprehension questions. Write answers in journal.

Evaluation:: Comprehension Questions, journal

Vocabulary:

Homework:: Spelling words in Sentences

Learning Objective:: Students will be able to use their comprehension skills to understand the story and answer the comprehension questions.

Language Objective:: Students will be able to read out loud with a partner.

Main Activity:: Reading “Thunder Rose” with a partner, finish comprehension questions, review different types of sentences.

Evaluation:: Grammar Review, Comprehension Questions.

Vocabulary:

Homework:: Workbook pg. 60

Learning Objective:

Language Objective:

Main Activity:: Reading Test, Spelling Test.

Evaluation:: Reading Test, Spelling Test.

Vocabulary:

Homework:

Materials / Resources (including technology): Reading street textbook
Unit 1 week 2: test
Readers and Writers Notebook

State of Minnesota Standards Covered

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to identify theme and setting to aid comprehension.
Students will know how to infer to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify theme and setting to aid comprehension.
Students will be able to infer to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to use their comprehension skills to understand the story and answer the comprehension questions.

Language Objective:: Students will be able to read out loud with a partner.

Main Activity:: Spelling Pretest for Week 3, Reread Thunder Rose with a partner and answer questions 1-4.

Evaluation:: Comprehension Questions.

Vocabulary:

Homework:: Study for Week 2 Spelling Test

Learning Objective:: Students will learn how to detect the theme and setting of a story. Students will learn how to infer when reading a story.

Language Objective:: Students will be able to orally read a story and answer questions.

Main Activity:: Review Comprehension strategy and skill, Intro vocabulary words. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:

Vocabulary:: gnawed, headland, kelp, lair, ravine, shellfish, sinew

Homework:: Workbook pg. 62,64,66

Learning Objective:: Students will use the skills they practiced on Tuesday to comprehend the story of the week.

Language Objective:: Students will be able to orally speak about the story and answer comprehensions as requested.

Main Activity:: Reading “Island of the Blue Dolphins” discussion on the text. Introduce independent and dependent clauses.

Evaluation:: Informal assessment based on classroom discussion.

Vocabulary:

Homework:: Spelling Words in Sentences

Learning Objective:: The students will be able to read the story with a partner and then answer comprehension questions in written form.

Language Objective:: Students will be able to write the answers to the comprehension questions based off the story they read.

Main Activity:: Partner reading, answer questions 1-4. Review Grammar Skill.

Evaluation:: Comprehension Question

Vocabulary:

Homework:: pg. 71

Learning Objective:: Students will be able to apply what they know to show that they comprehend the material in form of a test.

Language Objective:: Students will be able to write the answers to the comprehension question.

Main Activity:: Spelling Test, Reread silently, Reading Test.

Evaluation:: Spelling Test, Reread silently, Reading Test.

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Textbook
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered: 5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of conte.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use the fact and opinion skill to aid comprehension
Students will know how to use the questioning strategy to aid comprehension
Students will know how to add –ed and –ing to spelling wordings.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use the fact and opinion skill to aid comprehension
Students will be able to use the questioning strategy to aid comprehension
Students will be able to add –ed and –ing to spelling wordings.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn what fact and opinion, and questioning are and how to apply it to their reading.

Language Objective:: Students will be able to listen to a story and answer questions using the comprehension skill they learned.

Main Activity:: Spelling Pretest, Introduction to this week’s story, introduction to the comprehension skill: fact and opinion, and comprehension strategy: questioning. Introduce grammar skill: compound and complex sentences

Evaluation:: Spelling Pretest.

Vocabulary:

Homework:: Spelling Word Sort.

Learning Objective:: Students will learn the vocabulary strategy for the week and practice it. Students will also learn the vocabulary words for this week.

Language Objective:: Students will be able to read a text and use the vocabulary strategy to help them with words they don’t know.

Main Activity:: Looking up vocabulary words in the glossary, group reading of story “Satchel Paige”. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:

Vocabulary:: confidence, fastball, mocking, outfield, unique, weakness, windup

Homework:

Learning Objective:: Students will be able to read the story satchel ad a group and start answer comprehension questions on the story.

Language Objective:: students will be able to read the story out loud in class

Main Activity:: Read the story as the group, start to answer comprehension questions. Grammar review concept.

Evaluation:: Comprehension Questions.

Vocabulary:

Homework:: Write Spelling words in Sentences

Learning Objective:: Students will be able to read the story satchel ad a group and start answer comprehension questions on the story.

Language Objective:: Students will be able to read the story with a partner.

Main Activity:: Partner reading the story, finish answering the comprehension questions. Practice grammar skill.

Evaluation:: comprehension questions.

Vocabulary:: None

Homework:: Workbook pg 82

Learning Objective:: Students will be able use the knowledge they have learned over the week to complete a reading comprehension test.

Language Objective:

Main Activity:: Reading Test, Spelling Test

Evaluation:: Reading Test, Spelling Test

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Textbook
Reader’s and Writer’s Notebook
Word Sort Worksheet

State of Minnesota Standards Covered: 5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use cause and effect to analysis a piece of literature.
Students will know how to analysis text to aid comprehension.
Students will know how to spell contractions.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use cause and effect to analysis a piece of literature.
Students will be able to analysis text to aid comprehension.
Students will be able to spell contractions.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, Eidul Adha***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will learn the different strategies to help use cause and effect, and text structure to aid comprehension.

Language Objective:: Students will be able to answer comprehension questions orally.

Main Activity:: Spelling Pretest, Review Comprehension skills, Review vocabulary words and skills.

Evaluation:: None

Vocabulary:: barren, deafening, lurched, previous, prying, surveying

Homework:: Word Sort

Learning Objective:: Students will be able to use the skills from yesterday to analysis “Ten Mile Day”.

Language Objective:: Students will be able to read the text orally.

Main Activity:: Reading of “Ten Mile Day” Start comprehension questions.

Evaluation:: comprehension questions.

Vocabulary:: None

Homework:: Reader’s and Writers Notebook.

Learning Objective:: Students will be able to use the skills from yesterday to analysis “Ten Mile Day”

Language Objective:: Students will be able to partner read orally. Write answers to comprehension questions. Share with a partner. Compare contrast your answers.

Main Activity:: Partner Reading, finish comprehension questions

Evaluation:: comprehension questions.

Vocabulary:: none

Homework:: Reader’s and Writer’s notebook.

Learning Objective:: Students will be able to use the skills from yesterday to analysis “Ten Mile Day”

Language Objective:: Students will be able to read silently.

Main Activity:: Spelling test, Reading test.

Evaluation:: Spelling Test, reading test.

Vocabulary:: None

Homework:: none

Materials / Resources (including technology): Reader’s and Writer’s Notebook
Reading Street Text

State of Minnesota Standards Covered

5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.2.3.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
5.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the different parts of speech, and how they are formed in a sentence.
Students will know the format for writing a friendly letter, and write a letter to their pen pal.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to name the different parts of speech, and how they are formed in a sentence.
Students will be able to format for writing a friendly letter, and write a letter to their pen pal.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, LA NAVAL CELEBRATION***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will be able to set up a friendly letter and write a rough draft.

Language Objective:: Students will be able to write a letter to their pen pal.

Main Activity:: Introduction to friendly letters, writing rough draft of the friendly letter. (Will work on grammar workbook if time permits)

Evaluation:: None

Vocabulary:: None

Homework:: write spelling words 3 times each.

Learning Objective:: Students will edit their rough draft with a partner.

Language Objective:: Students will be able to write a letter to their pen pal.

Main Activity:: Students will learn the different editing and proof reading marks and meet with a partner to edit. (Will work on grammar workbook if time permits)

Evaluation:: None

Vocabulary:: None

Homework:: Spelling pyramids.

Learning Objective:: Students will edit their rough draft with a partner.

Language Objective:: Students will be able to talk about their writing with a teacher.

Main Activity:: Conferencing with teacher, grammar practice. (Will work on grammar workbook if time permits)

Evaluation:: None

Vocabulary:: None

Homework:: Study for spelling test

Learning Objective:: Students will edit their rough draft with a partner.

Language Objective:: Students will be able to write a final draft of their letter to their pen pal.

Main Activity:: Writing Finial Draft, meeting with teacher to go over their work. Have students write final draft on computer at computer lab. Print out.Give feedback on conventions, style, content. (Will work on grammar workbook if time permits)

Evaluation:: friendly letter

Vocabulary:: none

Homework:: none

Materials / Resources (including technology): Pen Pal Letters
Grammar work Book

State of Minnesota Standards Covered

5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.6.6.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to answer comprehension questions.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to read a variety of Halloween related stories and answer comprehension questions.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know different comprehension strategies to comprehend the stories and complete the activities.

Language Objective:: Students will be able to use different comprehension strategies to comprehend the stories and complete the activities.

Main Activity:: Reading of Haunting Plots workbook as a class and complete activity https://www.education.com/workbook/haunting-plots-workbook/

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: None

Learning Objective:: Students will know different comprehension strategies to comprehend the stories and complete the activities.

Language Objective:: Students will be able to use different comprehension strategies to comprehend the stories and complete the activities.

Main Activity:: Reading of Haunting Plots workbook as a class and complete activity.

Evaluation:: Teacher watches and monitors

Vocabulary:

Homework:: None

Learning Objective:: Students will know different comprehension strategies to comprehend the stories and complete the activities.

Language Objective:: Students will be able to use different comprehension strategies to comprehend the stories and complete the activities.

Main Activity:: Reading of Haunting Plots workbook as a class and complete activity.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Learning Objective:: Students will know different comprehension strategies to comprehend the stories and complete the activities.

Language Objective:: Students will be able to use different comprehension strategies to comprehend the stories and complete the activities.

Main Activity:: Reading of Haunting Plots workbook as a class and complete activity.

Evaluation:: Workbook.

Vocabulary:

Homework:: None

***NO CLASS, FEAST OF THE HOLY SEPULCHRE***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Haunting Plots Packet

State of Minnesota Standards Covered

5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to read a text and compare and contrast the different features from it.
Students will know how to read a text and be able to visualize what they see.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to read a text and compare and contrast the different features from it.
Students will be able to read a text and be able to visualize what they see.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will use compare and contrast and visualize to aid comprehension.

Language Objective:: students will be able to spell words with digraphs th, sh, ch, ph.

Main Activity:: Spelling Pretest, review comprehension strategies, read pg. 178-9, Workbook pg. 109. Do spelling word sort with this week’s spelling words.

Evaluation:: workbook pg. 109

Vocabulary:: None

Homework:: Spelling Word Sort.

Learning Objective:: Students will be able to use context clues to determine meanings of unfamiliar words.

Language Objective:: Students will be able to recognize and correctly use regular and irregular plural nouns.

Main Activity:: Reviewing of Vocabulary words, Introduction of At the Beach, Predictions, reading as a class, Introduction to regular and irregular nouns. Workbook pg. 112.

Evaluation:: None

Vocabulary:: algae, concealed, driftwood, hammocks, lamented, sea urchins, sternly, tweezers

Homework:: workbook pg. 111, 113

Learning Objective:: Students will use compare and contrast and visualize to aid comprehension.

Language Objective:: Students will be able to write out the comprehension questions.

Main Activity:: Reading with partners, answer comprehension questions. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: comprehension questions.

Vocabulary:: none

Homework:: Writing Prompt

Learning Objective:: Students will use compare and contrast and visualize to aid comprehension.

Language Objective:: Students will use compare and contrast and visualize to aid comprehension.

Main Activity:: review grammar, Reread Story, Reading Test.

Evaluation:: reading test.

Vocabulary:: none

Homework:: pg. 118, pg. 119

***HALLOWEEN PARTY***

Learning Objective:

Language Objective:

Main Activity:: Halloween Party

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading test
Reading street book
Reader and writers notebook
Grammar worksheet

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use sequence to help aid comprehension.
Students will know how to use inferring to help aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use sequence to help aid comprehension.
Students will be able to use inferring to help aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to use sequence to help aid comprehension. Students will be able to use inferring to help aid comprehension.

Language Objective:: Students will be able to spell irregular plurals.

Main Activity:: Spelling Pretest. Introduce comprehension skill and story. Introduce Possessive Nouns.

Evaluation:: Possessive nouns workbook page.

Vocabulary:: canteen, confederacy, glory, quarrel, rebellion, stallion, union

Homework:: Word Sort

Learning Objective:: Students will know how to use a dictionary or glossary to determine the meanings of unknown words.

Language Objective:: Students will use a dictionary or glossary to determine the meanings of unknown words.

Main Activity:: Introduce vocabulary words, introduce story, predictions, reading as a class (Part 1) Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Vocabulary

Vocabulary:: canteen, confederacy, glory, quarrel, rebellion, stallion, union

Homework:: workbook pg. 122, 124

***END OF GRADING PERIOD 1 ***

Learning Objective:: Students will know how to use sequence to help aid comprehension.

Language Objective:: Students will be able to use sequence to help aid comprehension.

Main Activity:: Reading Part 2 as a class, start to answer comprehension questions.

Evaluation:: comprehension questions.

Vocabulary:: canteen, confederacy, glory, quarrel, rebellion, stallion, union

Homework:: Writing Prompt

***START OF GRADING PERIOD 2 ***

Learning Objective:: Students will know how to use inferring to help aid comprehension.

Language Objective:: Students will be able to use inferring to help aid comprehension.

Main Activity:: Reading Story with a partner, complete vocab workbook pg.126 finish comprehension questions.

Evaluation:: Comprehension questions.

Vocabulary:: canteen, confederacy, glory, quarrel, rebellion, stallion, union

Homework:: workbook pg.129

Learning Objective:: Students will know how to use inferring to help aid comprehension.

Language Objective:: Students will be able to use inferring to help aid comprehension.

Main Activity:: Spelling Test, Reread story with independently, complete reading test.

Evaluation:: spelling test, reading test

Vocabulary:: canteen, confederacy, glory, quarrel, rebellion, stallion, union

Homework:: none

Materials / Resources (including technology): Reading street book
Reader’s and writer’s notebook

State of Minnesota Standards Covered

5.1.3.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use the compare and contrast skill to aid comprehension.
Students will know how to use story structure to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will know how to use the compare and contrast skill to aid comprehension.
Students will know how to use story structure to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to spell words with vowel sounds with r.

Language Objective:: Vowel controlled –r words.

Main Activity:: Spelling pretest, finish reading test from last week. Centers.

Evaluation:: reading test.

Vocabulary:: none

Homework:: word sort

Learning Objective:: Students will know how to use the compare and contrast skill to aid comprehension.

Language Objective:: Students will be able to use compare and contrast, and story structure to understand a story.

Main Activity:: Introduce comprehension skills and Introduce vocabulary. Copy vocabulary words into notebook. Write definitions for each.

Evaluation:: Vocabulary

Vocabulary:: astonished, behavior, benefactor, distribution, gratitude, procession, recommended, sacred, traditions

Homework:: pg.133, 135

Learning Objective:: Students will know how to use the compare and contrast skill to aid comprehension.

Language Objective:: Students will be able to use compare and contrast, and story structure to understand a story.

Main Activity:: Read “The Ch’i-lin Purse as a class, start comprehension questions, Introduce action and linking verbs. Centers.

Evaluation:: Teacher watches and monitors.

Vocabulary:: tonished, behavior, benefactor, distribution, gratitude, procession, recommended, sacred, traditions

Homework:: pg. 131, writing prompt

Learning Objective:: Students will know how to use story structure to aid comprehension.

Language Objective:: Students will know how to use story structure to aid comprehension

Main Activity:: Read this weeks story with a partner, Finish comprehension questions, centers

Evaluation:: Comprehension questions

Vocabulary:: astonished, behavior, benefactor, distribution, gratitude, procession, recommended, sacred, traditions

Homework:: pg. 137

Learning Objective:: Students will know how to use story structure to aid comprehension.

Language Objective:: Students will know how to use story structure to aid comprehension.

Main Activity:: reading test, spelling test.

Evaluation:: reading test, spelling test, centers.

Vocabulary:: astonished, behavior, benefactor, distribution, gratitude, procession, recommended, sacred, traditions

Homework:: None

Materials / Resources (including technology): Center supplies
Readers and Writers Notebook
Reading Street book

State of Minnesota Standards Covered

5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.1.3.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Cooperate and problem solve to make decisions as appropriate for productive group discussion

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to identify the author’s purpose to aid comprehension.
Students will know how to use the monitor and clarify strategy to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the author’s purpose to aid comprehension.
Students will be able to use the monitor and clarify strategy to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to write an interesting topic sentence to start a paragraph.

Language Objective:: Paragraph writing.

Main Activity:: Introduce new writing center and grammar center. Allow students to work on the different centers.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Spelling pg. 146

Learning Objective:: Students will know how to use author’s purpose and monitor and clarify to aid comprehension.

Language Objective:: Students will be able to identify the author’s purpose to aid comprehension.

Main Activity:: Introduction to authors purpose and monitor and clarify. Read pgs. 260+261, introduce comprehension center. Allow students to work on centers.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: Write a story using 10 of your spelling words.

Learning Objective:: Students will know how to use author’s purpose and monitor and clarify to aid comprehension.

Language Objective:: Author’s purpose.

Main Activity:: ELA Centers, start reading “A Summer’s Trade”. Review comprehension questions and write answers in journals.

Evaluation:: Journals.

Vocabulary:

Homework:: Spelling pg. 151

Learning Objective:: Students will know how to use author’s purpose and monitor and clarify to aid comprehension.

Language Objective:: Students will be able to identify the author’s purpose to aid comprehension.

Main Activity:: ELA Centers, Finish Reading “A Summer’s Trade” Review authors purpose. Complete comprehension questions in journals.

Evaluation:: Journals.

Vocabulary:

Homework:: Study for Spelling test. Writing for 20 min.

Learning Objective:: Students will know how to use author’s purpose and monitor and clarify to aid comprehension.

Language Objective:: Students will be able to identify the author’s purpose to aid comprehension.

Main Activity:: Partner Reading, Answer Questions, ELA Centers, Spelling Test.

Evaluation:: Spelling test.

Vocabulary:

Homework:: None

Materials / Resources (including technology): ELA Centers
Reading Street Textbook

State of Minnesota Standards Covered

5.1.6.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Describe how a narrator’s or speaker’s point of view influences how events are described.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to identify the author’s purpose to aid comprehension.
Students will know how to use the monitor and clarify strategy to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the author’s purpose to aid comprehension.
Students will be able to use the monitor and clarify strategy to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to identify author’s purpose and use monitor and clarify to aid comprehension.

Language Objective:: Students will be able to use the monitor and clarify strategy to aid comprehension.

Main Activity:: Finish ELA Centers. ELA Centers Due tomorrow.

Evaluation:: Center work.

Vocabulary:

Homework:: Word Sort. ELA centers.

Learning Objective:: Students will be able to identify author’s purpose and use monitor and clarify to aid comprehension.

Language Objective:: Students will be able to use the monitor and clarify strategy to aid comprehension.

Main Activity:: Finish Reading Story. Start comprehension questions. ELA Centers.

Evaluation:: Comprehension questions.

Vocabulary:

Homework:: Spelling Workbook page.

Learning Objective:: Students will be able to identify author’s purpose and use monitor and clarify to aid comprehension.

Language Objective:: Students will be able to use the monitor and clarify strategy to aid comprehension.

Main Activity:: Partner Read, Finish comprehension questions, ELA centers.

Evaluation:: Comprehension questions.

Vocabulary:

Homework:: Spelling workbook page.

***AMERICAN THANKSGIVING***

Learning Objective:: Students will be able to identify author’s purpose and use monitor and clarify to aid comprehension.

Language Objective:: Students will be able to use the monitor and clarify strategy to aid comprehension.

Main Activity:: Reading Test, Thanksgiving activities.

Evaluation:: Test.

Vocabulary:

Homework:: Study for spelling.

Learning Objective:: Students will be able to identify author’s purpose and use monitor and clarify to aid.

Language Objective:: Students will be able to use the monitor and clarify strategy to aid comprehension.

Main Activity:: Spelling Test, Thanksgiving activities.

Evaluation:: Test

Vocabulary:

Homework:: None

Materials / Resources (including technology): Reading Street
Reading Street Workbook

State of Minnesota Standards Covered

5.1.6.6 Describe how a narrator or speaker’s point of view influences how events are described.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to identify author’s purpose in a text to aid comprehension.
Students will know how to use their background knowledge to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify author’s purpose in a text to aid comprehension.
Students will be able to use their background knowledge to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be able to write different sentences on their social studies topics.

Language Objective:: Students will be able to use their background knowledge to aid comprehension.

Main Activity:: Working on A to Z Native American Books. Compare and contrast books in this genre in group discussions. Write about conclusions in journals.

Evaluation:: Observation of group work, journals.

Vocabulary:

Homework:: list of 10 story ideas for their story.

Learning Objective:: Students will be able to write about a topic with detail.

Language Objective:: Students will be able to use their background knowledge to aid comprehension.

Main Activity:: Finish Teamwork and Respect Poster. Write for 30 min. on the subject of Native Americans. What have you learned from the books we have read?

Evaluation:: Posters, writing

Vocabulary:

Homework:: list of 10 story ideas for their story.

Learning Objective:: Students will be able to use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use their background knowledge to aid comprehension.

Main Activity:: Review grammar skill, Introduce editing, Introduce new ELA centers and reading groups. Continue writing about Native Americans.

Evaluation:: Writing

Vocabulary:

Homework:: Writing Graphic Organizer.

Learning Objective:: Students will be able to use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use their background knowledge to aid comprehension.

Main Activity:: Introduce Vocabulary, ELA Centers, and Reading Groups. Students will make a memory game out of vocabulary words. Write words and definitions on separate cards. Turn all over and flip two at a time to try to find a match.

Evaluation:: Center work, memory game.

Vocabulary:: fate, fearless, glimmer, lingers, magnified, somber, steed

Homework:: Writing of Rough Draft.

Learning Objective:: Students will be able to use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use their background knowledge to aid comprehension.

Main Activity:: ELA Centers, Reading Groups, start reading “The Midnight Ride of Paul Revere”.

Evaluation:: Center work- teacher monitors.

Vocabulary:: fate, fearless, glimmer, lingers, magnified, somber, steed

Homework:: None

Materials / Resources (including technology): Reading Street
Reading Group Books
Graphic Organizer

State of Minnesota Standards Covered

5.2.3.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.2.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5.2.6.6 Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent.
5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.8.3.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to identify author’s purpose to aid comprehension.
Students will know how to use background knowledge to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify author’s purpose to aid comprehension.
Students will be able to use background knowledge to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

***NO CLASS, FOUNDATION DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, FOUNDATION DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use background knowledge to aid comprehension.

Main Activity:: Small reading groups, centers, Continue reading “The Midnight Ride of Paul Revere” as a class. Have students write reflections about the piece in their journals.

Evaluation:: Journals.

Vocabulary:

Homework:: Rereading “The Midnight Ride of Paul Revere”.

Learning Objective:: Students will use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use background knowledge to aid comprehension.

Main Activity:: Finish Reading “The Midnight Ride of Paul Revere”, reread with partners, answer comprehension questions.

Evaluation:: Comprehension questions.

Vocabulary:

Homework:: None

Learning Objective:: Students will use author’s purpose and background knowledge to aid comprehension.

Language Objective:: Students will be able to use background knowledge to aid comprehension.

Main Activity:: Reading Test.

Evaluation:: Test

Vocabulary:: None

Homework:

Materials / Resources (including technology): Reading Street

State of Minnesota Standards Covered

5.2.6.6 Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent.
5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.8.3.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to write different poems and other types of writing about the holiday season.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will know how to write different poems and other types of writing about the holiday season.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn to write an acrostic poem.

Language Objective:: Students will write an acrostic poem.

Main Activity:: Reading of Winter Holidays. Creating an acrostic poem for poetry book. Write poems and have students who wish to share with class.

Evaluation:: Poems

Vocabulary:

Homework:: 3 times each.

Learning Objective:: Students will learn to write a persuasive letter.

Language Objective:: Letter writing.

Main Activity:: Writing Web, Writing Rough Draft. Have students find a partner to read each other’s work and peer edit and comment.

Evaluation:: Writing web, observation of group work.

Vocabulary:

Homework:: Finish Rough Draft, Write 10 spelling words in sentence.

Learning Objective:: Students will learn to write a persuasive letter.

Language Objective:: Persuasive letter.

Main Activity:: Conference with classmates, meet with teacher, Start final Draft.

Evaluation:: Student conference – writing.

Vocabulary:

Homework:: Make a comic strip using 10 of your spelling words.

Learning Objective:: Students will learn to write a persuasive letter.

Language Objective:: Persuasive letter.

Main Activity:: Finish finial Draft of letters. Show examples of comic strips. Brainstorm ideas for holiday themed comic strips. Have students create a holiday comic strip.

Evaluation:: Letters, comic strips.

Vocabulary:

Homework:: Study for Spelling.

Learning Objective:: Students will complete different holiday activities that the elementary teachers have planned.

Language Objective:: Students will complete different holiday activities that the elementary teachers have planned.

Main Activity:: Holiday Activities.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:: None

Materials / Resources (including technology): Winter Poetry books

State of Minnesota Standards Covered

5.1.7.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.1.9.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 41-42.)

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to use sequence to aid comprehension.
Students will know how to use the summarizing strategy to aid comprehension.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use sequence to aid comprehension.
Students will be able to use the summarizing strategy to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will write using the writing process, to write about their winter vacation.

Language Objective:: Students will be able to use the summarizing strategy to aid comprehension.

Main Activity:: Prewriting, drafting, editing, final draft. Have students go through the writing process. Students will find a partner to do peer editing. Introduce spelling words and do a word sort.

Evaluation:: Final draft.

Vocabulary:

Homework:: spelling word sort.

Learning Objective:: Students will be able to use sequence to aid comprehension.

Language Objective:: Students will be able to use the summarizing strategy to aid comprehension.

Main Activity:: Introduce sequence skill. Jack and the Bean Stalk activity.

Evaluation:: Activity

Vocabulary:

Homework:: sequence page and spelling page in readers and writers notebook.

Learning Objective:: Students will learn how to use context clues to identify meaning of multiple-meaning words.

Language Objective:: Students will be able to use the summarizing strategy to aid comprehension.

Main Activity:: Introduce vocabulary. Introduce vocabulary skill: multiple meaning words, multiple meaning word workbook page. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Workbook

Vocabulary:

Homework:: Spelling Word search.

Learning Objective:: Students will review how to write a friendly letter.

Language Objective:: Students will be able to use the summarizing strategy to aid comprehension.

Main Activity:: Review writing of friendly letter, writing pen pal letter. Have students make sure they include all the necessary components of the letter, ex: date, greeting, closing, etc.

Evaluation:: Letters.

Vocabulary:

Homework:: pg. 187 in readers and writers notebook.

Learning Objective:: Students will be able to use sequence to aid comprehension.

Language Objective:: Students will be able to use the summarizing strategy to aid comprehension.

Main Activity:: Spelling test, Reading of “The Fabulous Perpetual Motion Machine”.

Evaluation:: Test

Vocabulary:

Homework:: None

Materials / Resources (including technology): Reading Street Text
Readers and Writers Notebook

State of Minnesota Standards Covered

5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.2.9.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of sequence, and how to identify it in the story.
Students will know the definition of summarize, and how to summarize a story.
Students will know different words with the schwa sound.
Students will know the past, present and future tense.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify sequence in story.
Students will be able to summarize a story.
Students will be able to spell words with the schwa sound.
Students will know the past, present and future tense.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn about Martin Luther King Jr. and his major accomplishments.

Language Objective:: Martin Luther King Jr.

Main Activity:: Martin Luther King Jr. Documentary, Discussion on Martin Luther King Jr. I Have A Dream Activity.

Evaluation:: Activity

Vocabulary:

Homework:: None

Learning Objective:: Students will learn about Martin Luther King Jr. and his major

Language Objective:: Students will be able to identify sequence in story.

Main Activity:: Writing Web on Martin Luther King, Starting of Rough Draft. Spelling words- do a word sort with a partner. Write the words in journal with sentences.

Evaluation:: Writing web.

Vocabulary:

Homework:: None

Learning Objective:: Students will know different words with the schwa sound.

Language Objective:: Students will know the past, present and future tense.

Main Activity:: Reading of the Play “The Fabulous Perpetual Motion Machine” Work on rough draft of MLK. Highlight the importance of using the proper tense in this narrative. Work on the schwa sound- Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Vocabulary schwa sound.

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to identify sequence in story.

Language Objective:: Students will be able to summarize a story.

Main Activity:: Reread Play, answer review questions. Partner-edit MLK stories, make fixes needed for better understanding. Begin work on final draft of stories.

Evaluation:: Review questions.

Vocabulary:

Homework:: 3 play Ideas for student play.

Learning Objective:: Students will be able to identify sequence in story.

Language Objective:: Students will be able to summarize a story.

Main Activity:: Reading Test.
Finish final drafts of MLK stories. Have students who wish to share present to the class.

Evaluation:: Test, stories

Vocabulary:

Homework:: None

Materials / Resources (including technology): Reading Test
Reading Street Book

State of Minnesota Standards Covered

5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.

5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.6.6.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.6.7.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
e. Cooperate and problem solve to make decisions as appropriate for productive group discussion

5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of the main idea.
Students will know the definition of visualize.
Students will know the rule for spelling compound words.
Students will know the principal parts of regular verbs.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use main idea to comprehend stories.
Students will be able to use visualize to comprehend stories.
Students will be able to use spell compound words.
Students will be able to find the principal parts of regular verbs.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the definition of the main idea.

Language Objective:: Students will be able to use main idea to comprehend stories.

Main Activity:: Spelling Pretest, pg. 356+357, introduce main idea, main idea activity.

Evaluation:: Spelling pretest.

Vocabulary:

Homework:: Word Sort, pg. 189.

Learning Objective:: Students will use word structure to determine the meanings of words derived from Greek and Latin roots. Students will know the definition of visualize.

Language Objective:: Students will be able to use visualize to comprehend stories.

Main Activity:: Review Greek and Latin Roots, Review vocabulary words, review parts of regular verbs pg. 192. Students will make a memory game out of vocabulary words. Write words and definitions on separate cards. Turn all over and flip two at a time to try to find a match.

Evaluation:: Vocabulary

Vocabulary:: achieved, architect, bronze, cannon, depressed, fashioned, midst, philosopher, rival

Homework:: pg. 191 + pg. 193

Learning Objective:: Students will be able to use main idea and visualize to comprehend stories Students will know the rule for spelling compound words.

Language Objective:: Students will be able to use spell compound words.

Main Activity:: Reading of Leonardo Horse as a class. Class discussion. Grammar review. Have students pick 5 compound words to illustrate in 3 parts. First write the two words separately with a picture for each, and then write the compound word with a picture for the new meaning. For example; dragon + fly = dragonfly.

Evaluation:: Compound word illustrations.

Vocabulary:

Homework:: Crossword, journal entry

Learning Objective:: Students will know the principal parts of regular verbs.

Language Objective:: Students will be able to find the principal parts of regular verbs.

Main Activity:: Reading story with a partner, answer comprehension questions and write answers in journal. Do workbook page on regular verbs.

Evaluation:: Workbook, comprehension questions

Vocabulary:

Homework:: Readers and writers pg. 198.

***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***

Learning Objective:: Students will be able to use main idea and visualize to comprehend stories.

Language Objective:: Students will be able to use main idea to comprehend stories.

Main Activity:: Reading Test, Spelling Test.

Evaluation:: Test

Vocabulary:

Homework:: None

Materials / Resources (including technology): Readers and Writers Notebook
Reading Street Book

State of Minnesota Standards Covered

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.1.10.10 By the end of the year read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.
a. Self -select texts for personal enjoyment, interest, and academic tasks.
5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.2.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the important parts of Da Vinci Life.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to write a song about Da Vinci Life as a class.

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF 2nd SEMESTER***

Learning Objective:: Students will be able to write a biography on DA Vinci.

Language Objective:: Students will be able to write a song about Da Vinci Life as a class.

Main Activity:: Reading of Da Vinci, Writing Biography about Leonardo Da Vinci. Have them look up information online about the artist as well as pictures that can be printed out to add to their work.

Evaluation:: Observation of writing process.

Vocabulary:

Homework:: Flashcards of Vocabulary words.

Learning Objective:: Students will be able to write a biography on DA Vinci.

Language Objective:: Students will be able to write a song about Da Vinci Life as a class.

Main Activity:: Finish Biography. Students will edit and finalize stories and include visuals found online to include in their story folder. Students who wish to may read their stories to the class.

Evaluation:: Biographies

Vocabulary:

Homework:

Learning Objective:: Students will be able to craft a sculpture like Da Vinci.

Language Objective:: Students will be able to write a song about Da Vinci Life as a class.

Main Activity:: Sculpting a sculpture. Have students work together to create a song about Da Vinci. They can model it after the tune of a song they know and change the words. Students may practice the song and perform for another class, classes.

Evaluation:: Observation of group work, sculpture.

Vocabulary:

Homework:

Learning Objective:: Students will be able to write about their sculpture.

Language Objective:: Students will be able to write about their sculpture.

Main Activity:: Writing about sculpture. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Vocabulary boxes.

Vocabulary:

Homework:: Study for vocab test.

Learning Objective:: students will understand the vocabulary words.

Language Objective:: Vocabulary words.

Main Activity:: Vocab Test, Journal Writing.

Evaluation:: Test, journal

Vocabulary:

Homework:: None

Materials / Resources (including technology): The Legacy of Leonardo Da Vinci

State of Minnesota Standards Covered

5.2.7.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
5.2.9.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 41-42.)
5.6.6.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the difference between a statement that is fact and a statement that is opinion.
Students will know the strategies to predict a story and set purpose to it.
Students will know the strategies for spelling words with consonant sounds /j/,/ks/,/sk/,/s/
Students will know the strategies for irregular verbs.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use the fact and opinion strategy to comprehend a text.
Students will be able to use predict and set purpose strategy to comprehend a text.
Students will be able to spell words with the consonant sound, /j/, /ks/, /sk/, /s/
Students will be able to identify and understand the principal parts of irregular verbs.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the strategies for fact and opinion, and predict and set purpose to understand a text. Students will know the strategies for spelling words with consonant sounds /j/,/ks/,/sk/,/s/

Language Objective:: Students will be able to use the fact and opinion strategy to comprehend a text. Students will be able to spell words with the consonant sound, /j/, /ks/, /sk/, /s/

Main Activity:: Spelling Pretest, Introduce Amazing words, read aloud, read pg. 390 to 391. Introduce fact and opinion, and predict and set purpose, Writing Center. Worksheets on consonant sounds /j/,/ks/,/sk/,/s/.

Evaluation:: Writing, worksheets.

Vocabulary:

Homework:: Spelling Word Sort, R+W pg. 200.

Learning Objective:: Students will learn how to use homonyms to decode words.

Language Objective:: Students will learn how to use homonyms to decode words.

Main Activity:: Read pg. 392+393, Write vocabulary words, Writing Center. Students will make a memory game out of vocabulary words. Write words and definitions on separate cards. Turn all over and flip two at a time to try to find a match.

Evaluation:: Writing, vocabulary

Vocabulary:

Homework:: R+W Pg. 202, pg. pg.204

Learning Objective:: Students will be able to use the fact and opinion and predict and set purpose strategies to comprehend a text.

Language Objective:: Students will be able to identify and understand the principal parts of irregular verbs.

Main Activity:: Teacher read aloud story. Comprehension questions with reading. Writing center, review grammar. Workbook pages on irregular verbs.

Evaluation:: Workbook

Vocabulary:

Homework:: Grammar Worksheet.

Learning Objective:: Students will be able to use the fact and opinion and predict and set purpose strategies to comprehend a text.

Language Objective:: Students will be able to use predict and set purpose strategy to comprehend a text.

Main Activity:: Students read story as a class. Comprehension Questions. Writing Center.

Evaluation:: Comprehension Questions.

Vocabulary:

Homework:: Comprehension Questions.

Learning Objective:: Students will be able to use the fact and opinion and predict and set purpose strategies to comprehend a text.

Language Objective:: Students will be able to use predict and set purpose strategy to comprehend a text.

Main Activity:: Spelling Test, Reading Test, Writing Center.

Evaluation:: Tests

Vocabulary:

Homework:: None

Materials / Resources (including technology): Reading Street Textbook
Reader’s and writer’s Workbook

State of Minnesota Standards Covered

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of fact and opinion.
Students will know the definition of predict and set purpose.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to find facts and opinions in a given story.
Students will be able to use the predict and set purpose strategy to aid comprehension.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn to write the answer to a question in a complete sentence.

Language Objective:: Writing complete sentences.

Main Activity:: Partner Reading, answer comprehension questions in journals.

Evaluation:: Journals

Vocabulary:

Homework:: None

Learning Objective:: Students will be able to use the skills we have learned over the past week to complete a test.

Language Objective:

Main Activity:: Reading test

Evaluation:

Vocabulary:

Homework:: none

***FIELD TRIP***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, CHINESE NEW YEAR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading test
Reading street book

State of Minnesota Standards Covered

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of text structure of a story is.
Students will know the definition of main idea and text structure.
Students will know the spelling of different words with two consonants that stand for one sound.
Students will know which words are the troublesome verbs.
Students will know the definition of antonyms.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the main idea and the supporting details of a text to help aid comprehension.
Students will be able to identify the text structure of a text.
Students will be able to spell words with two consonants that stand for one sound.
Students will be able to identify and define the troublesome verbs.
Students will be able to determine the meaning of a word by using its antonyms.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the definition of text structure of a story is.

Language Objective:: Students will be able to identify the text structure of a text.

Main Activity:: Spelling Pretest, Journal Writing, Social Studies Writing activity.

Evaluation:: Spelling pretest.

Vocabulary:

Homework:

Learning Objective:: Students will know the definition of main idea and text structure.

Language Objective:: Students will be able to identify the main idea and the supporting details of a text to help aid comprehension.

Main Activity:: Writing about their opinion on summer vacation.

Evaluation:: Writing

Vocabulary:

Homework:

***NO CLASS, EDSA REVOLUTION ANNIVERSARY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know the spelling of different words with two consonants that stand for one sound. Students will know the definition of antonyms.

Language Objective:: Students will be able to spell words with two consonants that stand for one sound.
Students will be able to determine the meaning of a word by using its antonyms.

Main Activity:: Finish Summer Opinion Writing, Introduce main idea, complete pg. 211.

Evaluation:: Writing

Vocabulary:

Homework:: Finish Classwork.

***SPAS Sports Day***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered

5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of main idea and how it applies to the reading.
Students will know the definition of text structure and how it applies to the story.
Students will know the spelling of words with two consonants that stand for one sound.
Students will know what verbs are troublesome and how to use them in a sentence.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify the main idea of a story to aid comprehension.
Students will be able to identify the structure of the text to aid comprehension.
Students will be able to spell words that have two consonants that stand for one sound.
Students will be able to identify troublesome verbs in a sentence.
Students will be able to determine a meaning of a word using its antonyms.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the definition of main idea and how it applies to the reading.

Language Objective:: Students will be able to identify the main idea of a story to aid comprehension.

Main Activity:: review comprehension skill and strategy. Practice skill and strategy. Workbook pages on main idea.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn the vocabulary words for the reading.

Language Objective:: Students will be able to spell words that have two consonants that stand for one sound.

Main Activity:: Introduce vocabulary skill. Read the vocabulary story. Look up vocabulary words. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Vocabulary squares.

Vocabulary:: appreciate, barber, choir, released, religious, slavery, teenager

Homework:

Learning Objective:: Students will be able to read the story and use the comprehension skills to help understand it.

Language Objective:: Students will be able to determine a meaning of a word using its antonyms.

Main Activity:: Reading of “Mahalia Jackson”, Discussion. Review Grammar. Learn about antonyms, do workbook pages on antonyms.

Evaluation:: Workbook

Vocabulary:: appreciate, barber, choir, released, religious, slavery, teenager

Homework:

Learning Objective:: Students will be able to read the story and use the comprehension skills to help understand it.

Language Objective:: Students will be able to identify troublesome verbs in a sentence.

Main Activity:: Reading Mahalia Jackson with partners. Answer comprehension questions in journals. Practice spelling words- rainbow writing or sentences.

Evaluation:: Comprehension questions and spelling.

Vocabulary:: appreciate, barber, choir, released, religious, slavery, teenager

Homework:

Learning Objective:: Students will be able to read the story and use the comprehension skills to help understand it.

Language Objective:: Students will be able to determine a meaning of a word using its antonyms.

Main Activity:: Spelling Test, Reading Test. Learn about antonyms, do workbook pages on antonyms.

Evaluation:: Tests

Vocabulary:: appreciate, barber, choir, released, religious, slavery, teenager

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s Notebooks

State of Minnesota Standards Covered

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.2.3.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.

Weekly Informational Knowledge Overview - (Students will know...): Students will know what a graphic source is.
Students will know what an important idea of a text is.
Students will know the meanings of the prefixes un-, de-, and dis-.
Students will know the definition of prepositions and prepositional phrases.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to identify what a graphic source is and how it helps aid in comprehension.
Students will be able to identify the important idea of a text.
Students will be able to spell words with the prefixes un-, de-, and dis-.
Students will be able identify prepositions and prepositional phrases.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn how to use the skill and strategy when reading a story.

Language Objective:: Students will be able to identify what a graphic source is and how it helps aid in comprehension.

Main Activity:: Introduce comprehension skill and strategy. Practice skill and strategy. Spelling pretest. Students write sentences for words they need to practice.

Evaluation:: Pretest

Vocabulary:

Homework:

Learning Objective:: Students will use the vocabulary strategy to learn the meanings of words they don’t understand.

Language Objective:: Students will be able to spell words with the prefixes un-, de-, and dis-.

Main Activity:: Introduce vocabulary skill, review vocabulary words. Read “Special effects” to the class. Students will make a memory game out of vocabulary words. Write words and definitions on separate cards. Turn all over and flip two at a time to try to find a match.

Evaluation:: Workbook-vocabulary.

Vocabulary:

Homework:

Learning Objective:: Students will learn how to use the skill and strategy when reading a story.

Language Objective:: Students will be able identify prepositions and prepositional phrases.

Main Activity:: Grammar skill, read story as a class, discussion questions. Workbook pages on grammar skills.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn how to use the skill and strategy when reading a story.

Language Objective:: Students will be able to identify what a graphic source is and how it helps aid in comprehension.

Main Activity:: Read the story with a partner, answer comprehension questions in journals.

Evaluation:: Journal

Vocabulary:

Homework:

Learning Objective:: Students will learn how to use the skill and strategy when reading a story.

Language Objective:

Main Activity:: Spelling test, Read text to self, Reading Test

Evaluation:: TEST

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street
Readers and Writers Notebook

State of Minnesota Standards Covered

5.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.1.3.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of drawing conclusions.
Students will know the questioning strategy and use it in comprehending a story.
Students will know the spelling of different words from different cultures.
Students will know which words are pronouns are subject and are object.
Students will know the meaning of words based on endings and word structure.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to read a text and draw a conclusion to aid with comprehension.
Students will be able to use the questioning strategy to help aid with comprehension.
Students will be able to spell words from different cultures.
Students will be able to identify which words are object pronouns and subject pronouns.
Students will be able to identify the meaning of the words based on the word structure and the word endings.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will be introduced to the comprehension skill and strategy. Students will know the definition of drawing conclusions.

Language Objective:: Students will be able to read a text and draw a conclusion to aid with comprehension.

Main Activity:: Introduce comprehension skill and strategy. Practice skill- do workbook pages on drawing conclusions. Administer spelling pre-test. Write sentences for words missed.

Evaluation:: Workbook, spelling

Vocabulary:

Homework:

Learning Objective:: Students will learn the vocabulary words of the story. Students will know the questioning strategy and use it in comprehending a story.

Language Objective:: Students will be able to use the questioning strategy to help aid with comprehension.

Main Activity:: Review Vocabulary skills, Introduce vocabulary words.
Vocabulary read the room: Post vocabulary words around the room. Students will have a worksheet with definitions written in boxes. They need to find the words around the room and write in the correct box.
Teacher read story to class- Weslandia

Evaluation:: Vocabulary activity

Vocabulary:

Homework:

Learning Objective:: Students will apply the comprehension skill and strategy to the story. Students will know the spelling of different words from different cultures.

Language Objective:: Students will be able to spell words from different cultures.

Main Activity:: Journal writing, Reading of the story as a class. Discussion. Grammar skill. Research on the web where the vocabulary words come from- or students may pick other words and look up their origins. Do worksheets on how to spell words from different cultures.

Evaluation:: Journal, worksheets

Vocabulary:

Homework:

Learning Objective:: Students will learn how to answer comprehension questions based on the story.

Language Objective:: Students will be able to identify which words are object pronouns and subject pronouns.

Main Activity:: Journal Writing, Reading the story with partners. Answer comprehension questions Grammar Review, Spelling Game. Do workbook pages on object pronouns and subject pronouns.

Evaluation:: Journal, workbook

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Spelling Test, Reading Test, Journal Writing

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Textbook
Reader’s and Writer’s Notebook
Reading Test

State of Minnesota Standards Covered

5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
5.6.7.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.6.8.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the definition of generalization.
Students will know how to predict a story and set propose.
Students will know the spelling of words with the prefix: over-, under-, sub-, super-, and out-.
Students will know how to identify the definition of unfamiliar words.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use the generalization skill to aid in comprehension.
Students will be able to use predict and set purpose strategy to aid in comprehension.
Students will be able to identity the antecedents and the pronouns in a sentence.
Students will be able to spell words with prefix: over-, under-, sub-, super-, and out-.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the comprehension skill and strategy. Students will know the definition of generalization.

Language Objective:: Students will be able to use the generalization skill to aid in comprehension.

Main Activity:: Introduce the comprehension skill and strategy. Practice skill and strategy with short story. Spelling pretest. Students will learn the spelling of words with the prefix: over-, under-, sub-, super-, and out-. Write sentences for words missed on the pretest.

Evaluation:: Spelling

Vocabulary:

Homework:: pg. 258

Learning Objective:: Students will learn the vocabulary skill. Students will know how to predict a story and set propose.

Language Objective:: Students will be able to use predict and set purpose strategy to aid in comprehension.

Main Activity:: Teacher reads story “Tripping Over the Lunch Lady” to the class. Introduce Vocabulary skill, reading of the vocabulary short story. Vocabulary boxes. Fold a paper into squares. In each box write a vocabulary word and draw a picture to illustrate the meaning.

Evaluation:: Vocabulary

Vocabulary:

Homework:

Learning Objective:: Students will learn how to implement the comprehension skill and strategy. Students will know how to identify the definition of unfamiliar words.

Language Objective:: Students will be able to identity the antecedents and the pronouns in a sentence.

Main Activity:: Review comprehension skill and strategy. Read “Tripping Over the Lunch Lady” as a class. Discussion questions. Write about the story in journals.

Evaluation:: Journals

Vocabulary:

Homework:

Learning Objective:: Students will practice the comprehension skill and strategy. Students will be able to identity the antecedents and the pronouns in a sentence.

Language Objective:: Students will be able to identity the antecedents and the pronouns in a sentence.

Main Activity:: Introduce grammar skill, practice grammar skill. Read story with a partner, answer comprehension question.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will use the knowledge that they learned to complete the assessment.

Language Objective:

Main Activity:: Reading Test. Spelling Test.

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered

5.1.10.10 By the end of the year read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.
a. Self -select texts for personal enjoyment, interest, and academic tasks.
5.2.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Weekly Informational Knowledge Overview - (Students will know...): Know how to use the suffix –ize to change the meaning of a word.
Know the meaning of the word “metaphor”.
Students will know how to write metaphors.
Correctly use possessive pronouns.
Know how to spell and define a given set of homophones.
Know how to use a magazine’s headings to locate information they want.
Know the components of a formal letter and how to write one.

Weekly Procedural Knowledge Overview - (Students will be able to...): Use the suffix –ize to change the meaning of a word.
Define the word “metaphor”.
Write metaphors.
Correctly use possessive pronouns.
Spell and define a given set of homophones.
Use a magazine’s headings to locate information they want.
Properly use the components of a formal letter to write one

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will learn the comprehension skill and strategy Know how to use the suffix –ize to change the meaning of a word.

Language Objective:: Use the suffix –ize to change the meaning of a word.

Main Activity:: Spelling Pretest. Introduce comprehension skill and strategy. Read Short story. Practice comprehension skill and strategy. Do workbook pages on suffixes.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn the vocabulary skill. Students will know how to spell words that are homophones.

Language Objective:: Students will be able to distinguish the homophones and spell the correct one.

Main Activity:: Introduce vocabulary skill. Students will make a memory game out of vocabulary words. Write words and definitions on separate cards. Turn all over and flip two at a time to try to find a match.
Teacher reads story to the class. Learn about homophones and complete workbook pages to practice.

Evaluation:: Vocabulary, workbook

Vocabulary:

Homework:

Learning Objective:: Students will learn how to use the comprehension skill and strategy to comprehend a text.
Know the meaning of the word “metaphor”. Students will know how to write metaphors.

Language Objective:: Define the word “metaphor”. Write metaphors.

Main Activity:: Review comprehension skill and strategy. Read story as a class, discussion. Write in journals about the story. Do workbook practice with metaphors.

Evaluation:: Journal workbook

Vocabulary:

Homework:

***NO CLASS, DAY OF VALOR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

***NO CLASS, DAY OF VALOR***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Textbook
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered

5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
bDistinguish among, understand, and use different types of print, digital, and multimodal media.
a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers).
b. Locate and use information in print, non-print, and digital resources using a variety of strategies.
c. Evaluate the accuracy and credibility of information found in digital sources.
d. Recognize ethical standards and safe practices in social and personal media communications.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

Weekly Informational Knowledge Overview - (Students will know...): Know how to use the suffix –ize to change the meaning of a word.
Know the meaning of the word “metaphor”.
Students will know how to write metaphors.
Correctly use possessive pronouns.
Know how to spell and define a given set of homophones.
Know how to use a magazine’s headings to locate information they want.
Know the components of a formal letter and how to write one.

Weekly Procedural Knowledge Overview - (Students will be able to...): Use the suffix –ize to change the meaning of a word.
Define the word “metaphor”.
Write metaphors.
Correctly use possessive pronouns.
Spell and define a given set of homophones.
Use a magazine’s headings to locate information they want.
Properly use the components of a formal letter to write one.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Know the components of a formal letter and how to write one.

Language Objective:: Properly use the components of a formal letter to write one.

Main Activity:: Students will Partner Read Exploding Ants, Answer comprehension questions. Review the components of a formal letter. Students will create rough draft then do peer editing.

Evaluation:: Rough draft.

Vocabulary:

Homework:

Learning Objective:: Know the components of a formal letter and how to write one.

Language Objective:: Properly use the components of a formal letter to write one.

Main Activity:: Exploding Ants -Spelling test, Reading Test. Students will write the final draft of formal letters.

Evaluation:: Tests, letters

Vocabulary:

Homework:

Learning Objective:: spell words with the suffixes –ible and –able correctly.

Language Objective:: spell words with the suffixes –ible and –able correctly.

Main Activity:: Spelling pretest, Write sentences for all spelling words not correct on petest. Introduce Comprehension Skill and Strategy. Read The Stormi Giovanni Club write answers to comprehension question in journals.

Evaluation:: Pretest, journal

Vocabulary:

Homework:

Learning Objective:: know how to deduce the meanings of words.

Language Objective:: deduce the meanings of words.

Main Activity:: Introduce Word Analysis and Vocabulary. Do workbook practice on deducing word meanings. Reading – partner read The Stormi Giovanni Club.

Evaluation:: Workbook, observation of group work

Vocabulary:

Homework:

***NO CLASS, CHINESE NEW YEAR***

Learning Objective:: know how to write narrative poetry, focusing on word choice, sensory details, and graphic elements.

Language Objective:: write narrative poetry, focusing on word choice, sensory details, and graphic elements.

Main Activity:: Writing Prompt: If I were president. Students will begin the writing process- make a rough draft and revise, and edit.

Evaluation:: Writing

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered

5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.1.6.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
5.1.10.10 By the end of the year read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.
a. Self -select texts for personal enjoyment, interest, and academic tasks.
5.2.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.6.5.5 With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 41-42.)
5.8.6.6 Adapt speech to a variety of contexts and tasks, using oral English when appropriate to task and situation.

Weekly Informational Knowledge Overview - (Students will know...): Know how to deduce the meanings of words including the prefixes com-, -pro, and –epi-.
Spell words with the suffixes –ible and –able correctly.
Know how to use indefinite and reflexive pronouns correctly.
Know how to use a thesaurus.
Know how to write narrative poetry, focusing on word choice, sensory details, and graphic elements.

Weekly Procedural Knowledge Overview - (Students will be able to...): Deduce the meanings of words including the prefixes com-, -pro, and –epi-.
Spell words with the suffixes –ible and –able correctly.
Use indefinite and reflexive pronouns correctly.
Use a thesaurus.
Write narrative poetry, focusing on word choice, sensory details, and graphic elements.

Monday

Tuesday

Wednesday

Thursday

Friday

***START OF GRADING PERIOD 4***

Learning Objective:: Know how to write narrative poetry, focusing on word choice, sensory details, and graphic elements. Know how to use a thesaurus.

Language Objective:: Write narrative poetry, focusing on word choice, sensory details, and graphic elements. Use a thesaurus.

Main Activity:: Rereading of The Stormi Giovanni Club as a class discussion on story structure and generalization. Work on writing from last week- If I were President. Finish editing- start final draft. Use a thesaurus to enhance sensory details and widen vocabulary. Type final draft on computer. Print out.

Evaluation:: Writing

Vocabulary:

Homework:

Learning Objective:: Know how to deduce the meanings of words including the prefixes com-, -pro, and –epi-.

Language Objective:: Deduce the meanings of words including the prefixes com-, -pro, and –epi-.

Main Activity:: Group reading of The Stormi Giovanni Club, Learn strategies to deduce meanings of words with the prefixes, com-, -pro, and –epi-. Do workbook practice on these words.

Evaluation:: Workbook

Vocabulary:

Homework:

Learning Objective:: Know how to use a thesaurus.

Language Objective:: Use a thesaurus.

Main Activity:: The Stormi Giovanni Club Reading Test
Use a thesaurus to start a poem about Spring/ Summer, or a topic of their choice.

Evaluation:: Test, poems

Vocabulary:

Homework:

Learning Objective:: Know how to use a thesaurus.

Language Objective:: Use a thesaurus.

Main Activity:: Adjectives and description words: writing outside and describing what they hear, see, smell and feel. Continue with poems from yesterday. When complete, invite students to share with the class if they wish to.

Evaluation:: Poems, reciting of poems.

Vocabulary:

Homework:

Learning Objective:: Spell words with the suffixes –ible and –able correctly.

Language Objective:: Spell words with the suffixes –ible and –able correctly.

Main Activity:: Spelling Game, Spelling Test, Introduce Week 5 Story, talk about question of the day.

Evaluation:: Test

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s notebook

State of Minnesota Standards Covered

5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.6.6.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
5.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5.10.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5.10.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Weekly Informational Knowledge Overview - (Students will know...): Students will know how to draw conclusions.
Students will know how to use the visualizing to help understand a story.
Students will know that the pronoun who is a subject form and whom is an object form.
Students will know how to use roots and suffixes to determine word meaning.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use the comprehension skill drawing conclusions to aid in comprehension.
Students will be able to use the comprehension strategy visualize to aid in comprehension.
Students will be able to spell words with the negative prefixes il-, in-. im-, and ir-.
Students will be able to understand meaning and uses of idioms.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know how to draw conclusions.

Language Objective:: Students will be able to use the comprehension skill drawing conclusions to aid in comprehension.

Main Activity:: Introduce the question of the week. Have a class discussion. Introduce the comprehension skill and strategy. Practice the skill and strategy. Spelling Pretest.

Evaluation:: Spelling Pretest.

Vocabulary:

Homework:

Learning Objective:: Students will know how to use the visualizing to help understand a story.

Language Objective:: Students will be able to understand meaning and uses of idioms.

Main Activity:: Introduce idioms to the class, describe what they are, and give examples. Have the students write their own. Introduce vocabulary words and suffixes. Have the students write the words and definitions in their notebook. Read story to the class.

Evaluation:: Idioms

Vocabulary:

Homework:

Learning Objective:: Students will know how to use roots and suffixes to determine word meaning.

Language Objective:: Students will be able to spell words with the negative prefixes il-, in-. im-, and ir-.

Main Activity:: Review comprehension skill and vocabulary- complete workbook pages on vocabulary. Read the story as a class, discuss different parts of the story and use the skills while reading. Answer comprehension questions in journals.

Evaluation:: Journals, workbook

Vocabulary:

Homework:

Learning Objective:: Students will know how to draw conclusions.

Language Objective:: Students will be able to use the comprehension skill drawing conclusions to aid in comprehension.

Main Activity:: Have the students read the story independently. Reading test. Spelling Test.

Evaluation:: Tests

Vocabulary:

Homework:

***NO CLASS, LABOR DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s notebook

State of Minnesota Standards Covered

5.1.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.2.3.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

Weekly Informational Knowledge Overview - (Students will know...): Students will know the different parts of story elements focusing on character and plot.
Students will know how to use background knowledge to help them understand a text.
Students will know how to use contractions and negative words.
Students will know the meaning of the prefix im-.
Students will know that humor is a literary term, and how it affects the tone of a piece of writing.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain different character’s roles and functions in various plots.
Students will be able to use background knowledge to understand a text.
Students will be able to spell multisyllabic words.
Students will be able to determine meaning of a word using Greek and Latin roots and affixes.
Students will identify humor as a literary term, and explain how it affects the tone of a piece of writing.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different parts of story elements focusing on character and plot

Language Objective:: Students will be able to explain different character’s roles and functions in various plots.

Main Activity:: Introduce the question of the week. Have a class discussion. Introduce the comprehension skill and strategy. Practice the skill and strategy. Spelling Pretest. Write sentences for all words spelled incorrectly on the pretest.

Evaluation:: Pretest

Vocabulary:

Homework:

Learning Objective:: Students will know the meaning of the prefix im-.

Language Objective:: Students will be able to determine meaning of a word using Greek and Latin roots and affixes.

Main Activity:: Introduce the prefix im-. Introduce vocabulary words and Greek and Latin Roots. Have the students write the words and definitions on cards separately. . Use vocabulary cards to play the memory game. Read story- The Skunk Ladder to the class. Worksheets on –im prefix.

Evaluation:: Worksheets

Vocabulary:

Homework:

Learning Objective:: Students will know how to use contractions and negative words.

Language Objective:: Students will be able to spell multisyllabic words.

Main Activity:: review comprehension skill and vocabulary. Do workbook practice on contractions. Read the story as a class, discuss different parts of the story and use the skills while reading. Complete Story Map.

Evaluation:: Workbook, story map.

Vocabulary:

Homework:

***NO CLASS, JOSE ABAD SANTOS DAY***

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know that humor is a literary term, and how it affects the tone of a piece of writing.

Language Objective:: Students will identify humor as a literary term, and explain how it affects the tone of a piece of writing.

Main Activity:: Introduce writing assignment. Have the students write a humor story. Fill out graphic organizer.

Evaluation:: Writing

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book
Reader’s and Writer’s Notebook
Graphic Organizer

State of Minnesota Standards Covered

5.2.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5.2.6.6 Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
5.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).

5.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Weekly Informational Knowledge Overview - (Students will know...): Students will know the different parts of story elements focusing on character and plot.
Students will know how to use background knowledge to help them understand a text.
Students will know how to use contractions and negative words.
Students will know the meaning of the prefix im-.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to explain different character’s roles and functions in various plots.
Students will be able to use background knowledge to understand a text.
Students will be able to spell multisyllabic words.
Students will be able to determine meaning of a word using Greek and Latin roots and affixes.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the meaning of the prefix im-.

Language Objective:: Students will be able to spell multisyllabic words.

Main Activity:: Students will practice spelling words, play sparkle, spelling test. The students will then be introduced to their writing assignment.

Evaluation:: Test, writing

Vocabulary:

Homework:

Learning Objective:: Students will know the different parts of story elements focusing on character and plot.

Language Objective:: Students will be able to explain different character’s roles and functions in various plots.

Main Activity:: Reading test.

Evaluation:: Test

Vocabulary:

Homework:

Learning Objective:: Students will know how to use contractions and negative words.

Language Objective:: Students will be able to determine meaning of a word using Greek and Latin roots and affixes.

Main Activity:: Work on writing assignment. Students will revise after reading to at least two other students. Begin to type on computer.
Practice Clue

Evaluation:: Writing

Vocabulary:

Homework:

Learning Objective:: The writing process.

Language Objective:: Follow the writing process to complete a story.

Main Activity:: Practice Clue. Students will edit and complete final draft of story. Students who wish to may share their stories with the class/ illustrate a cover page for their stories.

Evaluation:: Writing, reading

Vocabulary:

Homework:

Learning Objective:: Students will be able to write a friendly letter.

Language Objective:: Students will be able to spell multisyllabic words.

Main Activity:: Writing Pen pal letter. Practice Clue. Students who are not finished will complete writing assignment and type/ print out.

Evaluation:: Writing, letters

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street

State of Minnesota Standards Covered

5.1.9.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
5.1.10.10 By the end of the year read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.
a. Self -select texts for personal enjoyment, interest, and academic tasks.
5.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use literary and narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events.
5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Weekly Informational Knowledge Overview - (Students will know...): U5W2: Students will know what graphic sources are.
U5W2: Students will know what inferring is.
U5W2: Students will know how to spell related words.
U5W2: Students will know and capitalize acronyms.

Weekly Procedural Knowledge Overview - (Students will be able to...): 5W2: Students will be able to use graphic sources to aid in comprehension.
U5W2: Students will be able to use inferring to aid in comprehension.
U5W2: Students will be able to spell related words.
U5W2: Students will be able to use and understand adjectives and articles.
U5W2: Students will be able to understand and identify the features of notes.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know what graphic sources are.

Language Objective:: Students will be able to use graphic sources to aid in comprehension.

Main Activity:: Reading of Clue. Introduce comprehension skill and strategy. Talk about the Question of the day, discussion on question of the day.

Evaluation:: Teacher watches and monitors.

Vocabulary:

Homework:

Learning Objective:: Students will know what inferring is.

Language Objective:: Students will be able to use inferring to aid in comprehension.

Main Activity:: Reading of clue. Finishing up pen pal letters.

Evaluation:: Letters

Vocabulary:

Homework:

Learning Objective:: Students will know how to spell related words.

Language Objective:: Students will be able to spell related words.

Main Activity:: Introduce Acronyms. Class Discussion on Vocabulary Words. Introduce Vocabulary Words. Have students look up vocabulary words.

Evaluation:: Acronym worksheet.

Vocabulary:

Homework:

Learning Objective:: Students will know and capitalize acronyms.

Language Objective:: Students will be able to use and understand adjectives and articles.

Main Activity:: Reading of Titanic as a class. Discussion using different skills and strategies. Work on Writing assignment.

Evaluation:: Writing assignment.

Vocabulary:

Homework:

Learning Objective:: Students know the features of notes.

Language Objective:: Students will be able to understand and identify the features of notes.

Main Activity:: Partner Reading, answer comprehension questions,

Evaluation:: Comprehension questions.

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street Book

State of Minnesota Standards Covered

5.1.7.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.2.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanat
5.8.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Weekly Informational Knowledge Overview - (Students will know...): Students will know what graphic sources are.
Students will know what inferring is.
Students will know how to spell related words.
Students will know and capitalize acronyms.
Students will know the different parts of a play.
Students will know the different skills and strategies they used to comprehend a text.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to use graphic sources to aid in comprehension.
Students will be able to use inferring to aid in comprehension.
Students will be able to spell related words.
Students will be able to use and understand adjectives and articles.
Students will be able to understand and identify the features of notes.
Students will be able to practice a play using actions and words.
Students will be able to create a skills and strategies book to help them remember the different skills and strategies.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:

Language Objective:

Main Activity:: The students will take the Reading Test

Evaluation:: Test

Vocabulary:

Homework:

Learning Objective:: Students will know the different skills and strategies they used to comprehend a text.

Language Objective:: Students will be able to create a skills and strategies book to help them remember the different skills and strategies.

Main Activity:: Reading Test/Students will create a booklet that will describe each skill and strategy.

Evaluation:: Booklets

Vocabulary:

Homework:

Learning Objective:: Students will know the different parts of a play.

Language Objective:: Students will be able to practice a play using actions and words.

Main Activity:: Students will work on the skills and strategies. Practice Scene 1 of Clue

Evaluation:: Observation

Vocabulary:

Homework:

Learning Objective:: Students will be able to add movements to their lines in the play “Clue”

Language Objective:: Students will be able to practice a play using actions and words.

Main Activity:: Students will work on the skills and strategies. Practice Scene 2 of Clue

Evaluation:: Observation

Vocabulary:

Homework:

Learning Objective:: Students will be able to add movements to their lines in the play “Clue”

Language Objective:: Students will be able to practice a play using actions and words.

Main Activity:: Practice Scene 1 of Clue

Evaluation:: Observation

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Test Clue

State of Minnesota Standards Covered

5.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5.1.7.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
b Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.3.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanat
5.8.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
5.8.6.6 Adapt speech to a variety of contexts and tasks, using oral English when appropriate to task and situation

Weekly Informational Knowledge Overview - (Students will know...): Students will know the different reasons authors write.
Students will know how to monitor and clarify to aid in comprehension.
Students will know the Greek parts of a word.
Students will know and recognize the meanings of Greek and Latin word parts.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to determine the author’s purpose to help aid in comprehension.
Students will be able to use monitor and clarify to help aid in comprehension.
Students will be able to spell words with Greek roots.
Students will be able to use and understand the words: this, that, these, those.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will know the different reasons authors write.

Language Objective:: Students will be able to determine the author’s purpose to help aid in comprehension.

Main Activity:: Spelling Pretest. Introduce the comprehension skill and strategy for the week. Read the story to practice the skill and strategy for the week. Practice workbook page on comprehension skill.

Evaluation:: Spelling, workbook

Vocabulary:

Homework:

Learning Objective:: Students will know the Greek parts of a word.

Language Objective:: Students will be able to spell words with Greek roots.

Main Activity:: Introduce Greek and Latin word parts. Provide examples of the different word parts. Introduce Vocabulary. Have the students look up the vocabulary words in their glossary. Teacher reads story of the week to the class. The story of the week is “ Talk with an Astronaut”

Evaluation:: Vocabulary

Vocabulary:

Homework:

Learning Objective:: Students will be able to use and understand the words: this, that, these, those.

Language Objective:: Students will be able to use monitor and clarify to help aid in comprehension.

Main Activity:: Review the comprehension skill and strategy. Have the students read the story as a class. Introduce grammar. Have students do practice workbook page on grammar.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: Students will know how to monitor and clarify to aid in comprehension.

Language Objective:: Students will be able to use monitor and clarify to help aid in comprehension.

Main Activity:: Have the students read with a partner. Students will complete comprehension questions.

Evaluation:: Comprehension questions.

Vocabulary:

Homework:

Learning Objective:

Language Objective:

Main Activity:: Spelling Test. Reading Test

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Reading Street book
Reader’s and Writer’s Notebook

State of Minnesota Standards Covered

5.1.6.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
5.1.7.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5.1.10.10 By the end of the year read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.
a. Self -select texts for personal enjoyment, interest, and academic tasks.
5.2.10.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.6.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5.6.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
5.10.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to develop word consciousness.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.10.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).