THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading. Quarter One

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1 THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter One Unit 1: (Novel) My Life as a Fifth Grade Comedian o identify and define vocabulary words o determine the meaning of words derived from Latin and Greek roots and affixes climax, falling action, and this theme within the story

2 Unit 2: (Novel) The Phantom Tollbooth o identify and define vocabulary words o determine the meaning of words derived from Latin, Greek, or other linguistic roots and affixes climax, falling action, and this theme within the story; compare and contrast morals taught by a variety of characters o recognize exaggerated, contradictory, or misleading statements in text o identify components of fantasy used within the novel

3 THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter Two Unit 3: (Novel) Midnight Rider o identify and define vocabulary words climax, falling action, and this theme within the story o identify elements from the novel that are both fictional and realistic and explain how this novel relates to the History of the American Revolution o create a timeline of events based on events that took place within the novel o draw conclusions based on character feelings and actions

4 Unit 4: (Short Story Series) American Revolution Read a variety of short stories related to the American Revolution to include: And Then What Happened, Paul Revere?, The Exile of Roger Williams, Joining the Boston Tea Party, Phillis Wheatley, Phoebe the Spy, Can t You Make Them Behave, King George?, Victory at Yorktown, The Boston Tea Party, On Shirley Plantation, The British Are Coming, John, Paul, George, & Ben, Travels of the Declaration of Independence, and George vs. George o Describe a character using a selected adjective. Use text evidence to support your decision. o Draw conclusions based on events in the story; predict events that will come next o Summarize the story including important parts without going into too much detail o Write a poem relating to the story o Give personal opinions about events in the story using text evidence to support your opinion o Draw conclusions about life and times during the American Revolution using text evidence o Infer why an author would write a book in a certain fashion and how this can enhance or inhibit the knowledge gained from the book o Create a timeline depicting events happening in a book or a person s lifetime o Create a comic strip depicting a scene from the book o Describe characters using five quality adjectives; select a character you would like to be friends with and explain why o Make connections between life in the American Revolution and life in modern times o Compare and contrast two characters from the book drawing on their physical and emotional traits

5 THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter Three Unit 5: (Short Story Series) Black History Month Read a variety of short stories related to the American Revolution to include: Pink and Say, Ruby Bridges, Galimoto, Michael s Golden Rules, Barefoot: Escape on the Underground Railroad, The Patchwork Path, Aunt Harriet s Underground Railroad in the Sky, Rosa, Martin s Big Words, John Henry, Escape North! The Story of Harriet Tubman, and Henry s Freedom Box. o Compare and contrast two characters from the book drawing on their physical and emotional traits o Choose a character trait to describe a main character of the book; write a letter to that character telling them why you think that trait describes them, using text evidence to support you o Define vocabulary words based on context clues from the book. Show how the main character exhibits those vocabulary words within the book o Identify cause and effect relationships within the book and make text to self, text to text, and text to world connections o Create a set of secret slave codes in order to help someone escape from slavery. Describe the meaning behind the codes and why you chose to use them. Explain why this would help slaves o Create a patchwork quilt that will tell someone how to get from one place to another. Use pictures to depict instructions and list the instructions that match the pictures o Write a letter to a character of the book from the view point of the main character, make sure to use the language that the character would use and use text evidence to support your writing o Choose an illustration from the book that conveys a deep message; then write a paragraph about the message that was being portrayed from the image. Finally, create an illustration to convey the same message o Create a timeline depicting the life events of the main character of the book o Summarize the story by including the main events but not being too detailed o Write a poem about the main character of the story and their life events o Draw conclusions based on events in the story and answer comprehension questions related to the story

6 Unit 6: (Novel) Number the Stars o identify and define vocabulary word and use context clues to determine meaning determine the meaning of words derived from Latin, Greek, or other linguistic roots and affixes climax, falling action, and o gain background knowledge on the time period of the novel and make connections to the events happening in the book this theme within the story

7 THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter Four Unit 7: (Novel) Literature Circles using Classic Literature o determine the meaning of words derived from Latin, Greek, or other linguistic roots and affixes climax, falling action, and o gain background knowledge on the time period of the novel and make connections to the events happening in the book this theme within the story

8 Literature Circles o work in small groups to read and discuss events of the novel o identify roles within small groups so each person has a job to complete each week o hold each other accountable to accomplish the task of the week given o conduct group discussions based on questions related to the novel o rotate roles within the group so each student has experience in all roles

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