Quarter 4
Fifth Grade
Literature
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. / Informational
(Also integrate into science and social studies standards.)
RI.5.7. 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.
RI 5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Foundational Skills in Reading
RF 5.3: Know and apply grade level phonics and word analysis skills in decoding words.
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
RF 5.4: Read with sufficient accuracy and fluency to support comprehension.
Read grade level text with purpose and understanding.
Read grade level prose and poetry orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Quarterly Significant Task
*Complete a culminating significant task at the end of each quarter.
*A sample significant task is completed for quarter one. Click Here.
*Work collaboratively with your grade level to create a significant task to assess the standards taught within the quarter.
*Use the significant data to guide your instruction for the next quarter.
Quarter 4
Fifth Grade
Comprehension and Collaboration
1 / SL.5.1 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.
2 / SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3 / SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
4 / SL.5.4 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; speak clearly at an understandable pace.
5 / SL.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.
6 / SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language Standards
Conventions of Standard English
1 / L.5.1 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 covey 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).
2 / L.5.2 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.
Knowledge of Language
3 / L.5.3 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.
Vocabulary Acquisition and Use
4 / L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and context, 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 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 / L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
6 / L.5.6 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).
5th Grade English Language Arts and Technology Standards
Reading: Literature
/Technology Standards:
Integration of Knowledge and Ideas
/· 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). / · 5.CT.3.1 (Analysis) Compare and contrast the functions and capabilities of technology tools.
·
Reading: Information
/Technology Standards:
Integration of Knowledge and Ideas
/· RI.5.7. 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.IL.1.1 (Application) Produce relevant information using advanced search functions.
· 5.IL.2.1 (Application) Apply a given evaluation tool to determine the reliability of an online source.
·
· RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. / · 5.IL.1.1 (Application) Produce relevant information using advanced search functions.
· 5.IL.2.1 (Application) Apply a given evaluation tool to determine the reliability of an online source.
· 5.SI.2.1 (Evaluate intended and unintended results of technology
Speaking and Listening
Comprehension and Collaboration
/Technology Standards:
· SL.5.1. 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. / · 5.NC.1.1 (Knowledge) Describe the historical evolution of technological inventions as societies wants and needs change.· 5.NC.1.2 (Application) Report on the relationship between technological inventions and societal changes.
· 5.NC.1.3 (Knowledge) Identify ways people have adapted the natural world to meet their needs and wants
Presentation of Knowledge and Ideas
/· SL.5.4. 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; speak clearly at an understandable pace. / · 5.SI.1.1 (Comprehension) Describe the impact of unethical and illegal technology usage on the individual and society as a system.
· 5.SI.1.2 (Synthesis) Integrate personal safety precautions and etiquette while online.
· 5.SI.1.3 (Application) Implement proper citation for a variety of information sources in created works.
· 5.SI.1.4 (Comprehension) Describe how technology is affecting a cultures heritage.
· SL.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.CT.2.1 (Application) Use a spreadsheet application to create a product.
· 5.CT.2.2 (Application) Develop documents in design applications incorporating rich multimedia.
·
Language
Conventions of Standard English
/Technology Standards:
Knowledge of Language
/· L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. / · 5.CT.1.2 (Application) Key 15 words per minute using touch typing techniques from hard copy or typing program.
·
Language
Vocabulary Acquisition and Use
/Technology Standards:
o 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.IL.1.1 (Application) Produce relevant information using advanced search functions.· 5.IL.2.1 (Application) Apply a given evaluation tool to determine the reliability of an online source.
o
Standard: Literature
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).
Comprehension Strategy:
Questioning, Visualize, Inferring, Synthesize
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can explain how illustrations help reveal the tone of a story.
I can understand visual and multimedia elements can contribute totext.
I can analyze how visual and multimedia elements contribute to the meaning of a text.
I can set the mood or tone of my text through text features. / How do the illustrations support the tone of the story?
How does your understanding change when you read a graphic novel instead of a chapter book?
What mood or tone is the author displaying through the colors, illustrations, and other text features? (Use with magazine article or Internet site.) / Tone
Infer
Visualize
Multimedia Elements:
*Text
*Illustrations
*Videos
*Audio
*Animations
*Interactivity / Online Resources:
Utah Education Network: A list of detailed lesson plans
http://www.uen.org/core/displayLessonPlans.do?courseNumber=4250&standardId=70581
Memorial Middle School Anti-Bully Video
http://www.youtube.com/watch?v=O-7hMtaWbfk
What is the purpose/effect of using black and white in the first portion of the video and color in the last portion?
Tone and Mood – The Difference
http://www.inetteacher.com/Upload1/102670/docs/Tone-Mood%20Worksheet.pdf
Tone & Mood Graphic Organizer
http://oops.bizland.com/tonemood.doc
Using Tone in Writing - Ideas
http://www.brighthubeducation.com/high-school-english-lessons/11687-a-tone-lesson-plan-when-writing/
Tone and Mood Lesson Ideas
http://www.brighthub.com/education/k-12/articles/12268.aspx
Assessment
Anecdotal Notes: Compare the tone, movements, images, and sounds from a book to a movie clip.
Graphic Organizer: Create a visual representation that depicts the tone of the poem or story. (Online Glogster, drawn illustration, Wordle, etc)
Writing: Choose a picture to represent a theme of a story. Explain why you chose the picture.
Quarter 4
Fifth Grade
Quarter 4
Fifth Grade
RI.5.7. 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.
Comprehension Strategy:
Questioning, Inferring, Synthesize, Visualize
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can use print and digital sources to find information.
I canlocateinformation from multiple print or digital sources, to answer a question orsolve a problem.
I can identify the information from each text on the same topic.
I can efficiently use multiple resources to learn about an unknown topic.
I can find the answer to a question I don't know using print and digital resources. / What information do you know about ____ after researching using the Internet and your nonfiction book?
What part of a book would you use to find information about ______? Is there another section that you could also use?
What strategies did you use to locate your information on the Internet? / Questioning
Infer
Synthesize
Visualize / Online Resources
We the People Lesson Plan
http://www.civiced-ri.org/senate_me.pdf
Boston Tea Party – Primary Sources Lesson (click the example tab for instructions)
http://www.powerupwhatworks.org/Content/render/Reading_comprehension_Visualization
Social Studies Nonfiction readers
Weekly Reader, Time for Kids, Scholastic, etc.
Science Planet/Universe Websites:
http://nineplanets.org/
http://solarsystem.nasa.gov/planets/index.cfm
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/planets.html
http://www.history.com/shows/the-universe
http://www.nasa.gov/topics/universe/index.html
Social Studies: Government
http://bensguide.gpo.gov/3-5/government/branches.html
http://library.thinkquest.org/J0110221/
http://www.loc.gov/rr/program/bib/ourdocs/articles.html
http://www.barefootsworld.net/aoc1777.html
Assessment
Anecdotal Notes: Ask a question based on the text and have students respond.
Graphic Organizer: Show the students a primary source. Students need to find out what event or idea is being depicted in the picture. List 5 pieces of evidence for support.
Writing: Why is our government called a system of checks and balances? Students will use websites and social studies book to answer.
Standard: Informational
RI 5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
Comprehension Strategy:
Synthesis and Determining Importance
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can synthesize the main points and key details in several texts on the same topic.
I can draw evidence from informational text to support analysis, reflection, and research.
I can identify the sources I used when researching a topic.
I can state similar and different points in both texts. / Are there some parts of this text that are more important than others? Which ones?
How do you determine what information is most relevant to your topic?
If you were to tell another person about the text you just read and you could only use a few sentences, what would you tell them?
What do you understand now that you didn’t understand before?
Why is it important to identify your resources? / Synthesize
Main idea
Supporting details
Sources
Evidence
Analyze
Reflect
Determine
Research / Picture Books