Fifth Grade Language Arts
Recommended Prerequisite: None
Grade Offered: 5
SDE Course Code: 0501
MNPS Course Code: ENG1175Y (Advanced)
Course Description
This course encompasses a correlated study of reading, language development, literature, composition, listening, and speaking based upon the adopted District Academic Standards for Reading, Writing, Elements of Language, Listening, and Speaking. In addition, this course will prepare students to demonstrate success on the Tennessee Comprehensive Assessment Program (TCAP) Achievement and Writing Assessments. The study of language arts at the fifth grade level integrates the reading/literature skills with the study of language mechanics, writing, spelling, and vocabulary to create a well-rounded, balanced language arts program. The curriculum centers around the literature provided in the adopted texts and the literature designated in the Essential Literature initiative and provides opportunities for students to encounter more challenging text and assignments in greater depth. The required and choice literary selections are read and studied in the language arts class, not the reading class.
Essential Literature (K-12) is designed to ensure that all students read a minimum number of quality literary works, discuss them in depth, and engage in writing opportunities related to the literature. There are four components to Essential Literature: the required reading titles, school choice titles delineated by grade level, alternative texts for use when a book has been challenged by a parent, and adapted texts for use with special needs students (special education and English language learners). http://www.mnps.org/AssetFactory.aspx?did=5997
The texts read in language arts are integrated with the skills delineated in the MNPS Academic Standards for fifth grade. Students will engage in process writing and timed writing. Each six weeks a minimum of three writing assignments reflecting the various domains in the MNPS Writing Standards should be assessed using an analytical, holistic, and/or primary trait process.
Course of Study
The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text. The student will also develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences. Additionally, the student will use, read, and view media/technology and analyze content and concepts accurately and will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas. While this sample outline is arranged by theme, other formats may be considered. Bulleted themes may require more, or less, than six-weeks of instruction.
MNPS Language Arts Website http://www.mnps.org/PageFactory.aspx?PageID=2287
Standards
MNPS Reading Standards http://www.mnps.org/PageFactory.aspx?PageID=3342
MNPS Writing Standards http://www.mnps.org/PageFactory.aspx?PageID=3247
MNPS Listening and Speaking Standards http://www.mnps.org/PageFactory.aspx?PageID=3352
MNPS Academic Vocabulary – http://www.mnps.org/AssetFactory.aspx?did=9882
Required State or District Assessments
TCAP Achievement Test – Grade 5 http://www.state.tn.us/education/assessment/tsachhome.shtml
TCAP Writing Assessment – Grade 5 http://tennessee.gov/education/assessment/tswritinggr5.shtml
Textbooks
Afflerbach, Peter, et. al. Scott Foresman Reading-FantasticVoyage. Glenview, Illinois: Scott Foresman, 2000. (Adopted Basal 2001)
Hasbrouck, Jan, et. al. McGraw-Hill Language Arts. New York: Macmillan/McGraw-Hill, 2001. (Adopted Basal 2004)
Required Essential Literature Student Copies (Via Media Center)The required and choice literary selections are read and studied in the language arts class, not the reading class.
· Frindle – Andrew Clements
· Sound the Jubilee – Sandra Forrester
· Tuck Everlasting – Natalie Babbitt
· For school’s choice selection titles see English Department Chairperson or Media Specialist
Essential Literature Student Copies (Advanced) Via Media Center
· The Thief Lord – Cornelia Funke
· Lyddie – Katherine Patterson
· My Dog Skip – Willie Morris (Non Fiction Selection)
Reminder: The required and choice literary selections are read and studied in the language arts class, not the reading class.
Recommended and/or Required Resources
MNPS Graduate and 12 – K Academic Standards http://www.mnps.org/Page3241.aspx
Curriculum Alignment Guide for Reading, Writing, Listening and Speaking – Grade 5
Classroom set of Dictionaries (25 per set)
Classroom set of Thesauruses (25 per set)
Decision Making
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based). The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample Texts might include but are not limited to…
o Tuck Everlasting – Natalie Babbitt (Essential Literature – Required Title)
o “Looking for a Home” – Andrea Warren (Scott Foresman Reading- Fantastic Voyage, Vol. 1)
o “Dwaina Brooks” - Phillip Hoose (Scott Foresman Reading-Fantastic Voyage, Vol. 1)
o “The Road Not Taken” - Robert Frost (Poetry Selection)
o Shrek I or Shrek 2 - film clips
o Bridge to Terabithia – Katherine Patterson (Essential Literature – Choice List)
General Reading Objectives - The student will… (Refer to MNPS Grade 5 Reading Standards)
o identify information to support opinions, predictions, and conclusions.
o discuss similarities/differences in events and/or characters using evidence cited in three or more texts.
o identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.
o use MNPS academic vocabulary (e.g., interpret, lead, point of view).
General Listening and Speaking Objectives - The student will… (Refer to MNPS Grade 5 Listening and Speaking Standards)
o develop awareness of the sounds of language through a variety of auditory experiences (e.g., listening to others read aloud, listening to books on tape).
o present/perform original or published literary works with the group or individually.
General Elements of Language Objectives - The student will…(Refer to MNPS Grade 5 Writing Standards)
o identify the correct use within context of nouns, pronouns, verbs, adjectives, and adverbs.
o edit writing for mechanical errors.
o spell plurals and possessives correctly.
General Writing Objectives – The student will…(Refer to MNPS Grade 5 Writing Standards)
o use print and nonprint materials along with prior knowledge to provide background for writing.
o compose narratives (e.g., to entertain, to inform, to report, to respond to a prompt).
o develop paragraphs that exhibit a topic sentence, supporting details, and a concluding sentence.
o use appropriate transitional words when writing.
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)Please note that a minimum of three writing assignments should be assessed each six weeks.
· Comparison/contrast paragraph about characters in two selections, using Tuck Everlasting and Bridge to Terabithia as models
· Descriptive paragraph written about the man in the yellow suit from Tuck Everlasting
· Personal responses to situations expressed in the texts read
· Transformation of a chapter from the novel Tuck Everlasting into a scene in a play
· Creation of a new ending for one of the texts read
· Poem reflecting the circle of life
· Timed writing (35 minutes) in response to a narrative prompt
The Power of Persuasion
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based). The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample Texts might include but are not limited to…
o Frindle- Andrew Clements (Essential Literature – Required Title)
o “I Want to Vote”- Zibby Oneal (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “Andy’s Secret Ingredient”- Phyllis Reynolds Naylor (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “Faith and Eddie” – Patrick Jennings (Scott Foresman Reading-Fantastic Voyage, Vol 2)
o “Tube Time” – Eve Merriam (Scott Foresman Reading-Fantastic Voyage, Vol 2)
o The True Story of the Three Little Pigs – Jon Scieszka
o Clips from various television commercials that demonstrate the power of persuasion
o Nonfiction selections about historical figures who had to persuade people regarding their beliefs (e.g., Ben Franklin, John Adams)
General Reading Objectives - The student will…(Refer to MNPS Grade 5 Reading Standards)
o extend reading vocabulary. (See MNPS academic vocabulary)
o formulate questions used to focus and clarifying thinking before, during, and after reading.
o identify and interpret the main incidents of a plot, their causes, and how they influence future actions, and how they are resolved.
General Listening and Speaking Objectives - The student will… (Refer to MNPS Grade 5 Listening and Speaking Standards)
o demonstrate oral interpretation skills when reading aloud.
o present/perform original or published literary works with a group or individually.
o use different voice levels and speech patterns for informal discussion and formal reports.
o create and deliver an oral presentation.
General Elements of Language Objectives - The student will… (Refer to MNPS Grade 5 Writing Standards)
o edit for usage errors in the student’s own writing.
o identify the difference between a direct and indirect quote.
o recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
General Writing Objectives - The students will... (Refer to MNPS Grade 5 Writing Standards)
o write frequently for a variety of purposes .
o outline a narrative or nonfiction text.
o sequence the major events of a story.
Sample Writing Assignments for Assessment (Refer to MNPS Grade 5 Writing Standards)Please note that a minimum of three writing assignments should be assessed each six weeks.
· Persuasive essay to market an original product or invention
· Expository paragraph on the origin of any English word
· Expository essay on a topic related to the texts read by the student
· Personal narrative in relation to the texts read by the student
· Character sketch or character web using Frindle as a model
The Price of Freedom
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based). The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample Texts might include but are not limited to…
o Sound the Jubilee - Sandra Forrester (Essential Literature – Required Title)
o “Passage of Freedom – The Sugihara Story” – Ken Mochizuki (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “The Long Path to Freedom” – Kate McMullan (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “Paul Revere’s Ride” – Henry Wadsworth Longfellow (Poetry selection Scott Foresman Reading Fantastic Voyage, Vol. 2)
o The Patriot, The Hunchback of Notre Dame – movie clips
General Reading Objectives - The student will… (Refer to MNPS Grade 5 Reading Standards)
o extend reading vocabulary. (See MNPS academic vocabulary)
o use comprehension strategies to enhance understanding, to make predictions, and respond to literature.
o identify and interpret the main incidents of a plot, their cause, how they influence future actions, and how they are resolved.
General Listening and Speaking Objectives - The student will… (Refer to MNPS Grade 5 Listening and Speaking Standards)
o present/perform original or published literary works with a group or individually.
o discuss information about texts using available text features (e.g. maps, charts, graphics, glossaries, table of contents).
General Elements of Language Objectives - The student will…(Refer to MNPS Grade 5 Writing Standards)
o edit writing for correct subject/verb agreement.
o edit writing for usage errors.
o capitalize correctly (sentence beginnings, proper nouns, proper adjectives, titles, abbreviations, quotations, parts of friendly and business letters).
General Writing Objectives - The student will…(Refer to MNPS Grade 5 Writing Standards)
o write frequently for a variety of purposes.
o use appropriate transitional words when writing.
o identify the most reliable sources of information for preparing a report or project.
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)Please note that a minimum of three writing assignments should be assessed each six weeks.
· Letter from a character in Sound the Jubilee to a friend about being left behind
· Personal narrative about a time when the student feared for the safety of a loved one
· Descriptive writing of a day in the life of a character from Sound the Jubilee
· Timed writing (35 minutes) in which students respond to a narrative prompt
· New chapter or beginning of a sequel to Sound the Jubilee.
· Comparison of plantation home to a summer home using Sound the Jubilee as a model
· Research report on Civil War events
Survival
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based). The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample Texts might include but are not limited to…
o Hatchet – Gary Paulsen (Essential Literature – Choice List)
o The Thief Lord – Cornelia Funke (Essential Literature – Advanced)
o “The Night Alone” – Joseph Bruchac (Scott Foresman Reading-Fantastic Voyage, Vol. 1)
o “Babe to the Rescue” – Dick King Smith (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “From the Diary of Leigh Botts” – Beverly Cleary (Scott Foresman Reading-Fantastic Voyage, Vol. 1)
o “The Cat in the Bag” – Aesop (Poetry Selection Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o Castaway, Bambi, The Fox and the Hound, Jungle Book – film clips
General Reading Objectives - The student will… (Refer to MNPS Grade 5 Reading Standards)
o use MNPS academic vocabulary.
o use comprehension strategies to enhance understanding, to make predictions, and respond to literature.
o recognize a story’s point of view.
General Listening and Speaking Objectives - The student will… (Refer to MNPS Grade 5 Listening and Speaking Standards)
o present/perform original or published literary work with group or individually.
o discuss similarities and differences in events and/or characters using evidence sited in three or more texts.
o retell a story from a different point of view.
General Elements of Language Objectives – The student will…(Refer to MNPS Grade 5 Writing Standards)
o use correct subject/verb agreement.
o use quotation marks, capital letters, and commas correctly in direct quotes.
o recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
General Writing Objectives - The students will... (Refer to MNPS Grade 5 Writing Standards)
o write frequently for a variety of purposes
o create appropriate titles for original writing.
o revise paragraphs by adding supporting sentences that fit the content and flow of ideas.
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)Please note that a minimum of three writing assignments should be assessed each six weeks.
· Expository writing about an animal encountered in text, using Hatchet as a model
· Descriptive writing of day in the life of character from Hatchet
· Personal narrative about a time when a student feared for his/her safety during a storm
· Narrative based on a phobia (e.g., Hatchet)
· Diary entry using character from one of the texts read
· Timed writing (35 minutes) in which students respond to a narrative prompt
Perseverance
A Sample Unit
The following unit provides samples of texts that exemplify various types of connections (e.g., literary, thematic, skill-based). The intent is to provide a springboard of ideas for teachers; it is not meant to dictate specific text choices or course structures.
- Sample Texts might include but are not limited to…
o Where the Red Fern Grows – Wilson Rawls (Essential Literature – Choice List)
o Lyddie – Katherine Paterson (Essential Literature – Advanced)
o “The Jr. Iditarod Race” – Ted Wood (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “The Heart of a Runner” – Sharon Bell Mathis (Scott Foresman Reading-Fantastic Voyage, Vol. 2)
o “The Marble Champ” – Gary Soto (Scott Foresman Reading-Fantastic Voyage, Vol. 1)
o “The Night Alone” – Joseph Bruchac (Scott Foresman Reading-Fantastic Voyage, Vol. 1)
o Homeward Bound, Sounder – film clips
General Reading Objectives – The student will… (Refer to MNPS Grade 5 Reading Standards)
o extend reading vocabulary.
o use comprehension strategies to enhance understanding, to make predictions, and respond to literature.
o use MNPS academic vocabulary related to the study of texts.
General Listening and Speaking Objectives – The student will… (Refer to MNPS Grade 5 Listening and Speaking Standards)
o present/perform original or published literary works with a group or individually.
o discuss similarities and differences in events and/or characters using evidence sited in three or more texts.
o use different voice levels and speech patterns for informal discussions and formal reports.
General Elements of Language Objectives – The student will…(Refer to MNPS Grade 5 Writing Standards)
o use correct subject/verb agreement.
o demonstrate correct spelling of plurals and possessives.
o demonstrate comprehension by following, and giving oral, multi-step directions.
o use grade appropriate vocabulary within context.
General Writing Objectives - The student will…(Refer to MNPS Grade 5 Writing Standards)
o write frequently for a variety of purposes .
o outline a narrative or nonfiction text.
o develop and use classroom rubrics for written work.
o participate in peer review and editing.
Sample Writing Assignments for Assessment (Refer to MNPS Writing Standards)Please note that a minimum of three writing assignments should be assessed each six weeks.
· Persuasive paragraph and/or essay
· Descriptive paragraph about a place/setting (e.g., Where the Red Fern Grows)
· Business letter concerning an advertisement found in a newspaper
· Personal narrative describing a day in the life of a character from a text read
· Research report related to one of the texts read
· Acceptance speech (e.g., acceptance of first place trophy in the coon hunting competition in Where the Red Fern Grows)
· Original legend about the significance of the red fern
· Manual on “How to Care for Your Pet”
· Research report on the Great Depression
· Poem about a pet