_____5th__Grade Long Term Plan for 2015-2016 School Year

MELD Instruction

Week / MELD
Resources / MELD
Focus / Linguistic Features
(Phonology,
Grammar & Syntax) / Vocabulary Development / Comprehension / Writing
Genre / Authentic Literacy Experiences / Assessment
BLOCK ONE BEGINS
(45 days)
Week 1
August 17-21
18-1st day of Instruction / 5th Grade Start Smart MELD Unit 1
and Resources / Responsive Management
Discussion and Participation Protocols / Verb tenses – Past present and future / Personal Thesaurus
Tier 2 Vocabulary to describe yourself / CCSS.ELA-Literacy.RL.5.2
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. / Narrative
Poetry / Limerick
Poems
“Sam’s Story – A Sense of Belonging”
http://youtu.be/-P3iUhz
CCSS Text Exemplars, Excerpt from The Story of Ruby Bridges, Coles
Esperanza Rising, Munoz / Writing a Limerick Poem
Narrative Writing: Family Memories
Lucy Calkins - Narrative Checklist
Week 2
August 24-28 / 5th Grade Start Smart MELD Unit 1 and Resources / Writing Process
Discussion and Participation Protocols / Administer the Linguistic Screener / Narrative Pyramid Poem
Personal Thesaurus
Students research vocabulary that provides synonyms and antonyms to describe their personal character traits to be used in their Limerick Poem. / CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. / Narrative
Poetry / Limerick
Poems
Esperanza Rising, Munoz / Narrative Writing: Family Memories
Editing Checklist
Lucy Calkins - Narrative Checklist
Writing Limerick Poems
Week 3
August 31-September 4
4- Admission Day / Start Smart Constructive Conversations 5th Grade Lesson Plan / Develop Constructive Conversation Skills: Create, Clarify, Fortify, and Negotiate / Constructive Conversations Skills
Sentence Starters: Prompt & Response Starters / Personal Thesaurus
Vocabulary:
1.  Multimedia
2.  advantages
3.  proponent
4.  opponent
5.  Affirm
6.  rebut / CCSS.ELA-Literacy.RL.5.2
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. / Opinion / Visual Texts: Mobile Devices
Article: “17 Pros and Cons of Using iPads in the Classroom”
Securedgenetworks.com/strategy-blog/17-Pros-and-Cons-of-Using-iPads-in-the-classroom
Preparing for a Debate / Conversation Analysis Tool (CAT) Jeff Zwiers
Advanced Graphic Organizers
Debate
Week 4
September 7-11
7-Labor Day
BOY Due (K-5) / Latino Heritage Art Contest Criteria / What do Portraits Communicate? / Third Person Singular
EX: He sees the facial expression in the portrait.
Sensory Details / Personal Dictionary
Tier 2 Vocabulary in Visual Art:
1.  Portrait
2.  Sitter(s)
3.  Facial expression
4.  Gestures
5.  Posture
6.  Setting
7.  Attire
8.  Props
9.  Commission
10.  artist / Informational
Yo soy/I am
poem
Describe art using Academic Vocabulary / Phyllis Hunter Library – Informational Texts on Famous Latinos or Online informational text about Latino artists
Looking at Portraits Lesson 1: What Do Portraits Communicate?
Getty.edu / Writing - “I am Poem”
Visual Art – Self Portrait/Portrait of Famous/Cultural Latino
Collaborative Discussions using visual analysis to describe a portrait
Week 5
September 14-18 / 5th Grade MELD Lessons Aligned to CCSS Narrative Writing / Writing Process / Action Verbs
Transition Words
Direct quotes – dialogue
Clauses
Sensory / Personal Thesaurus Tier 2 Vocabulary
1.  Narrative
2.  Character traits
3.  Narrator
4.  setting
5.  Situation / CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events. / Narrative / Text:
Esperanza Rising, Munoz / Lucy Calkins Narrative Writing Checklist – 5 Paragraph Essay – Family History
Week 6
September 21-25 / 5th Grade MELD Lessons Aligned to CCSS Narrative Writing / Writing Process / Transition Words
Clauses
Sensory Details
Direct quotes – Dialogue
Concluding Paragraph / Academic Language Development - Personal Thesaurus
Tier 2 Vocabulary
1.  Conclusion
2.  Topic Sentence
3.  Importance
4.  Clause
5.  Simple sentence
6.  Compound sentence
7.  Complex sentence / CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events. / Narrative / “Solitude,” Wilcox
Phyllis Hunter Library Gr. 2 Excerpt (Conclusion) from Too Many Tamales, Soto & Martinez / Lucy Calkins Narrative Writing Checklist –
Narrative Essay
Week 7
Sept 28–Oct 2 / Treasures Selection – Black Cowboys Wild Horses, Lester
LAUSD Curriculum Maps Resources for 5th Grade / Academic Language Development
Similes
Metaphors
Vocabulary strategies (context clues, word structure, apposition, cognates, etc.) / “figurative language” provide examples and non- examples. / Academic Language
Tier 2 Vocabulary
Personal Thesaurus
1.  remorse,
2.  grief
3. vastness
4. presence
5. suspended
6. enthusiasm
7. ravine
8. horizon / CCSS.ELA-Literacy.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). / Narrative / Treasures Selection –
Black Cowboys Wild Horses, Lester / Define “figurative language” provide examples and non- examples.
Students read and record text evidence that explains how the figurative language helps them understand what someone is saying.
Week 8
October 5-9 / Treasures Selection – Black Cowboys Wild Horses, Lester
LAUSD Curriculum Maps Resources for 5th Grade / Text-Dependent Questions with Evidence-Based Answers/Pg. #
“Give one, get one” Students determine a theme and share their text evidence with partners. / Syntax/Sentence Structure
Writing Evidence Based Answers and Page #;s / Academic Language
Tier 2 Vocabulary
Context Clues – Students participate in steps 4 – 6 of Marzano’s Six Step Process for Vocabulary development.
Work with a partner to find 5 or more vocabulary words in the text that meaning can be gained by context clues. Circle the vocabulary word and underline the context clues within the sentence.
Play, “Alike or different,” or the “$100,000 Pyramid” game to reinforce meaning with new vocabulary. / CCSS.ELA-Literacy.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). / Narrative / Treasures Selection – Black Cowboys Wild Horses, Lester / Reading to determine theme(s).
Determine the theme in a selection from details in a text. Provide evidence from the text to support the selected theme.
Week 9
October 12-16 / Treasures Selection:
When Esther Morris Headed West
(Audio recording)
www.usd489.com/technology/textbooks/grade_5_Book1/esther.mp3
LAUSD Curriculum Maps Resources for 5th Grade (LAUSD Website) / Speaking, Listening and Retelling a story with constructive conversations
As students read and listen to the story, allow opportunities for students to create, clarify, fortify and negotiate ideas with partners.
Rally Robin – Kagan Structure- Taking turns to discuss and share ideas / Online Vocabulary game from, When Esther Morris Headed West
www.mhschool.com
1.  attorney
2.  legislature
3.  escorted
4.  physician
5.  postpone
6.  colonel
7.  satisfactory
8.  representative
9.  qualify
10.  submit
11.  postpone
12.  suffrage / CCSS.ELA-Literacy.RL.5.7
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). CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. / Narrative
Biography / Treasures Selection: When Esther Morris Headed West, Wooldridge / Create a storyboard or flow-map with 6 scenes.
Write a summary of When Esther Morris Headed West.
Include 4-6 Vocabulary words with context clues in your summary.
Illustrate pictures for each scene.
CAT – Conversation Analysis Tool, Zwiers
BLOCK TWO BEGINS (45 days)
Week 10
October 19-23 / Informative
Week 11
October 26-30
K-2 Narrative ELA Assessment / Informative
Week 12
November 2-6
3-5 Narrative ELA Assessment / Informative
Week 13
November 9-13
11-Veterns Day / Informative
Week 14
November 16-20 / Informative
Week 15
November 23-27
Thanksgiving
Week 16
November 30-December 4 / Informative
Week 17
December 7-11 / Informative
Week 18
December 14-18 / Informative
Week 19
December 21-25
Winter Recess
Week 20
December 28-Jan. 1
Winter Recess
Week 21
January 4-8
Winter Recess
Week 22
January 11-15
Second Semester Begins
Introduce AEMP Essay Contest / Informative
BLOCK THREE BEGINS (45 DAYS)
Week 23
January 18-22
18-Dr. King Holiday / Opinion
Week 24
January 25-29
MOY Due (K-5) / Opinion
Week 25
February 1-5 / Opinion
Week 26
February 8-12
K-2; 3-5
Informative ELA Assessment / Opinion
Week 27
February 15-19
15-Presidents’ Day / Opinion
Week 28
February 22-26 / Opinion
Week 29
February 29-March 4 / Opinion
Week 30
March 7-11 / Opinion
Week 31
March 14-18 / Opinion
Week 32
March 21-25
Spring Recess
BLOCK FOUR BEGINS - REVIEW
Week 33
March 28-April 1
28-Cesar Chavez
Week 34
April 4-8
Earth Day
Week 35
April 11-15
Week 36
April 18-22
Week 37
April 25-29
Week 38
May 2-6
K-2 Opinion ELA Assessment
Week 39
May 9-13
Week 40
May 16-20
Week 41
May 23-27
Week 42
May 30-Jun. 3
30 - Memorial Day
EOY (K-5)
Week 43
June 6-10
10-Last Day of Instruction
11-Pupil Free

Key:

Assessment Window for ELA Interim Assessments (K-5)

Holiday Break

45 Day Instructional Block

Ó  A. Davis - Backwards Planning 2015-16 Page 1