Instructional Timeline – 5th Grade Elementary Language Arts – 1st Nine Weeks /
Unit 3: Reading – Theme & Genre; Sensory Language; Writing – Writing Process; Personal Experience /
Suggested Time Frame: ≈ 3 weeks
Introduction / The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.
The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.
Description / Theme and Genre
·  The primary emphasis of this unit is on folktales (fairytales, myths, legends, etc.); it is important to remember that this TEKS/SE focuses on not only traditional contexts, but also historical and contemporary.
·  The purpose of studying stories that fall under the theme & genre category is to transmit the morals, mores, and lessons of particular cultures. In other words, particular cultures communicate what is important, right, or moral according to the lessons taught through particular tales. Cultures transmit particular norms and beliefs through these tales.
·  Students should also be able to determine the themes or moral lessons. Themes are broader ideas such as friendship or being selfless. Morals are more specific and can be stated in a sentence such as, “It is better to give than to receive.” Students need to understand that folktales, fairytales, myths, and legends communicate the beliefs and mores of specific cultures.
·  Finally, students need to understand that historical contexts bear directly upon the stories that are situated in those periods of time. For example, the folktale, White Socks Only, which can be viewed at http://www.storylineonline.net/, is directly impacted by the period of American history in which it takes place: segregation.
Personal Experience
·  Students should continue to work on writing that conveys thoughts and feelings that the reader can identify with.
·  Students should continue to study mentor texts that develop the plot, a believable setting, and dialogue that helps the characters come to life. One of the key points to studying mentor text is to determine how much dialogue authors use and how authors balance the use of dialogue with description.
·  Students will need direct modeling of how dialogue is punctuated and how paragraphing helps the reader keep track of which characters are speaking. Initially, students have the tendency to want to infuse dialogue into an entire story.
Assured Experiences
Throughout the unit, students experience:
·  daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;
·  opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text;
·  opportunities to read and write a variety of genres throughout the course of the unit.
Suggested Pacing
Week 1:
Week 2:
Week 3:
Note: The symbol “-BMK” indicates that the KSS, SE or TEK to which it is attached will be assessed on an upcoming benchmark assessment.
Reading Workshop / Writing Workshop
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined TEKS/SE are high stakes for our district (less than 90% mastery on TAKS) / Reading TEKS/SEs
Daily: Figure 19
Fig. 19(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text
Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
Fig. 19(D) make inferences about text and use textual evidence to support understanding
Independent Reading
5.9(A) read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks)
Note: Students should be reading between 140-180+ words read correctly per minute, with strong comprehension for the text to considered at an independent level. / Writing TEKS/SEs
Writing Process:
5.15(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
5.15(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing
5.15(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed
5.15(D) edit drafts for grammar, mechanics, and spelling
5.15(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
Bold TEKS/SE are assessed on TAKS / Unit: Theme & Genre
Fig. 19(D) make inferences about text and use textual evidence to support understanding
Fig. 19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
KSS 5.3 – Students analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
5.3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures
5.3(B) describe phenomena explained in origin myths from various cultures
5.3(C) explain the effect of a historical event or movement on the theme of a work of literature
Sensory Language [to be taught through Theme & Genre]
Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text
5.2(D)identify and explain the meaning of common idioms, adages, and other sayings [Introduce & continue]
5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text
Reading Fluency [to be taught through Theme & Genre]
5.1(A) read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension (Instructional 120+ - Independent 140-180+) / Unit: Personal Experience
5.17(A) write a personal narrative that conveys thoughts and feelings about an experience
5.16(A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view (ii) a specific, believable setting created through the use of sensory details (iii) dialogue that develops the story
5.18(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
Vocabulary Development
5.2(A)determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
5.2(B)use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words
·  ortho, orth [Greek] – right, straight, true, correct (e.g., orthodox, orthodontist, orthopedist, orthographic)
·  denta [Latin] – teeth (e.g., dentist, dentures, dental floss, dentistry)
·  -phobia [Greek] – fear of (e.g., aquaphobia, claustrophobia, arachnophobia, cardiophobia)
·  uni [Latin] – having only 1 (unicycle, unit, unique, unity)
·  graph [Greek]: something written (e.g., telegraph, graphics, computer graphics, phonograph)
·  sub [Latin] – under, come up toward (e.g., submerge, submarine, submit, subdue, sublime, subluminal)
·  pro [Latin] – for, forward (e.g., progress, proactive, progressive, prophesy)
·  anti [Latin to Greek] – against, opposite, instead of (e.g., antisocial, antiaircraft, antifreeze, antibiotic)
·  rupt [Latin] – break (e.g., rupture, interrupt, disrupt, abrupt)
5.2(E)use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words [Introduce & continue as needed.] / Oral and Written Conventions:
5.21(A) use capitalization for: (i) abbreviations
5.22(B) spell words with: (i) Greek roots (e.g. tele, photo, graph, meter) (ii) Latin roots (e.g., spec, scrib, rupt, port, ject, dict) (iii) Greek suffixes (e.g. –ology, -phobia, -ism, -ist); (iv) Latin derived suffixes (e.g. -able, -ible, -ance, -ence
·  ortho, orth [Greek] – right, straight, true, correct (e.g., orthodox, orthodontist, orthopedist, orthographic)
·  denta [Latin] – teeth (e.g., dentist, dentures, dental floss, dentistry)
·  -phobia [Greek] – fear of (e.g., aquaphobia, claustrophobia, arachnophobia, cardiophobia)
·  uni [Latin] – having only 1 (unicycle, unit, unique, unity)
·  graph [Greek]: something written (e.g., telegraph, graphics, computer graphics, phonograph)
·  sub [Latin] – under, come up toward (e.g., submerge, submarine, submit, subdue, sublime, subluminal)
·  pro [Latin] – for, forward (e.g., progress, proactive, progressive, prophesy)
·  anti [Latin to Greek] – against, opposite, instead of (e.g., antisocial, antiaircraft, antifreeze, antibiotic)
·  rupt [Latin] – break (e.g., rupture, interrupt, disrupt, abrupt)
Spanish:
5.22(B)mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá)
Generaliza-tions / ·  Folktales, fairytales, myths, and legends were initially told by word of mouth before being recorded in print.
·  By examining the characteristics/traits of characters from particular cultures, the reader is able to determine which characteristics are prized in particular cultures.
·  Each culture has its own unique set of beliefs and lessons they wish to pass on to future generations.
·  Common traits valued among different cultures might include: African tales – age and wisdom are virtues; North American tales – youth, brawn; Asian – wit, inner-strength. Common themes might include: good triumphs over evil; the witty outsmart the vanity; good intentions triumph over greed; patience is a virtue
·  Legends are stories of the past that cannot be disproved; they are made up of a combination of fact and fiction. Historical evidence exists, but little exists to confirm the specifics.
·  Myths are the adventures of superhumans that exist in order to describe the origins or the demise of people’s customs, beliefs, and mysterious events. / ·  Authors study the types of writing they wish to emulate.
·  Authors can choose to organize their stories in a variety of ways
·  Sometimes author tell their stories in the order in which the events really occurred.
·  Other times authors start with the most exciting part first and then tell the story in reverse order.
·  Authors use foreshadowing to leave hints about events yet to come.
·  Authors also use flashbacks to glimpse important events that readers do not know about yet.
·  Effective use of conventions prevents distracters from interfering with the meaning of the text.
Essential Questions / ·  How are themes and moral lessons of various cultures similar and different from each other?
·  What traits or lessons are valued among different cultures?
·  How do folktales communicate valued traits to the reader?
·  What phenomena are explained in origin of myths and various cultures? What are the similarities and differences?
·  What background knowledge would be important to have regarding a specific historical event/period of time in order to comprehend text?
·  How do readers evaluate the impact of sensory details, imagery, and figurative language in a literary text?
·  What do characteristics do legends have in common?
·  What can we learn about a culture based upon their myths?
·  What scientific phenomenon did various cultures rely upon myths to explain? / ·  How can you use what you have read to enhance your writing? (sensory details, figurative language, imagery)
·  How does choosing an appropriate organizational strategy build focused, organized, and coherent ideas?
·  How can using conventions benefit the person reading your story?
Core Components / College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related TEKS/SEs]
Reading
A.1. Identify explicit and implicit textual information including main ideas and author’s purpose.
A.6. Analyze imagery in literary texts.
A.7. Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers.
A.10. Identify and analyze how an author's use of language appeals to the senses, creates imagery, and suggests mood.
C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
4. Analyze and compare the use of language in literary works from a variety of world cultures.
Writing
A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose.
1. Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience.
4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose.
5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate.
Listening
B. Listen effectively in informal and formal situations.
3. Listen actively and effectively in group discussions.
Foundational Skills
A. Reading across the curriculum
7. Adapt reading strategies according to structure of texts.
B. Writing across the curriculum
1. Write clearly and coherently using standard writing conventions.
2. Write in a variety of forms for various audiences and purposes.
3. Compose and revise drafts.
Core Components / TEKS/SEs Clarification: / TEKS/SEs Clarification:
·  Students are expected to make notes on literary texts. Students should keep notes on dialogue, the development of authentic plots and settings.
Core Components / Vocabulary
The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.