Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks

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1 Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to express a perspective. You and your student can first discuss what point of view means when reading fictional text. o Point of View- The way an author presents the characters and events in a story. The author s thinking and feelings to include key details written from the text. The perspective from which the events in the story are told; the vantage point or stance. 1 st Person- told from a first hand account Key words- I, me, us, we 2 nd Person- told as if you are telling the story Key words- you 3 rd Person- told from an outside perspective Key words- he, she, they 3 rd Person Limited- narrator only knows the thoughts and feeling of one character. The story is told through one character s eyes. 3 rd Person Omniscient- narrator knows everything about all characters. He/she hops around from character to character. o While reading or afterwards, have your student share the feelings and thoughts of the main characters. o It helps for your student to draw the character first so that their visual interpretation is displayed. o Then, write thought and speaking bubbles about each character. Then, allow your student to tell you what point of view each character takes in the story. You and your student can use the Internet to help aid you with point of view. o of- view/ o games/point- out- view/ o review- game- from- com.php?gamefile= usergames/jan201003/jeopardy txt#.vknkrkulqvw Learning Goal: Student will know that understanding literary elements facilitates the readers ability to make meaning of the text. You and your student can respond to a fictional story previously read or choose a new one from the first website below.

2 You and your student can discuss the different roles that characters play in the stories. o Hero/heroine- antagonist and protagonist o Villain- bad guy o Side kick o Friend o Rival- enemy Stories will have different types of conflict- the oppositions of persons or forces that bring dramatic action central to the plot of the story. o Man vs. Man- characters are pitted against one another o Man vs. Self- the protagonist must overcome his/her struggle to reach a goal o Man vs. Nature- a hero must overcome a force of nature to meet his/her goal You and your student can chart the story on the Plot Chart Diagram provided on the last website below. Then, determine what role each character plays in the story. Keep practicing this with other fictional stories! You can also act out the character s roles or scenes in the book. You and your student can use the Internet to help aid you with literary elements and types of conflict. o of- literary- conflict o elements- of- literature_sr.pdf o Chart- Diagram- Arc- Blank- Graphic- Organizer Learning Goal: Student will understand that authors choose language and form for audience and purpose. You and your student can discuss how sensory language creates imagery and impressions on your five senses. It creates emotion in fictional text and impacts the reader. You and your student can choose a poem provided in the last two websites below or choose one of your own to read aloud. You will read through it first for enjoyment, then reread a second time to stop and write down images created in your mind as you read. Afterwards, draw a symbol for each of the five senses- eye, hand, nose, ear, and mouth. By each symbol, jot down parts of the poem that pertain to each sense. If you do not use them all, that is perfectly fine. Now, reread the poem together and discuss the author s intended message. Did it make the author s message much easier to understand?

3 Yes, it does! If you and your student interpret things differently, please explain your thinking to each other. You and your student can use the Internet to reinforce sensory language in writing. o o ting/descriptive/sensory%20words.pdf o o o children Learning Goal: Student will know that recognizing commonalities and differences allow readers to make connections. You and your student can read two literary texts from different literary genres (traditional literature, fiction, poetry, literary non- fiction, drama). For example, read Chasing Vermeer and Hatchet, then discuss the theme of each book. o Theme is the central idea and it usually takes only one or two words to identify- Bravery, Friendship, and Patience. o It is usually not stated and must be inferred. o Novels have multiple themes, but short stories often have just one. Now, using illustrations/magazines display the theme of each book to include words. You and your student can use the Internet to help understand theme. o o o Learning Goal: Student will understand that authors use writer s craft to engage and sustain the reader s interest. You and your student can create a personal narrative using the topics listed on the second and third website below. You can organize or plan out your narrative using the story mountain to include a hook to begin your story (first website listed below). You will use this graphic organizer to tell your story to include only the details that will enhance your story and give a snapshot of the main event that happened. Once you are done writing, reread over it so that you can make corrections on any mistakes made while writing. Please ask yourself these questions while reading- Are you varying up your sentences? Do all my sentences start with a capital letter and end

4 with punctuation? Do I have transitions and sentence- to- sentence connections to enhance the flow of my writing? These are the questions you ask yourself as you are making corrections and proofreading. In addition, you need to revise for other things like: changing, adding, or deleting words possibly repeated, phrases, or sentences to clarify or enhance the message. Editing is another important piece of the writing process, which addresses the grammar, punctuation, capitalization, and spelling. If the editing is not addressed, it can really take away from the writing. Please use these websites to help aid you with personal narrative writing. o o o nal%20narrative%20prompts.pdf o htm o afterschool- resources/tips- howtos/revise- edit html Learning Goal: Student will understand that readers use strategies to support understanding of text. You and your student can read literary text together. The first link listed below has a list of books that 5 th graders like to read. As you are reading, jot down thoughts and connections that you make with the book on sticky notes or a piece of paper. After each session of reading, you and your student compare notes to see what connections you have made. This will allow for you to have a deeper understanding of the text and strengthen comprehension along the way. As an extension, have your student either illustrate the main characters with a description or just describe the changes the character(s) undergoes to include character traits. As you read and make connections, please write down your own experiences and explain how they are similar to the book. You and your student can use this list to help pick a book suitable for your student as well as strategies for reading instruction. o ells- mainstream- classroom- reading- instruction

5 Unit 4B- Making Connections Across Informational Genres Learning Goal: Student will understand that readers gather information and express organized ideas to construct meaning. You and your student can choose some informational text from below or pick what you want from a magazine or newspaper and talk about how it is organized and the purpose for it being written. Are they describing something? Is there a problem? Are they comparing one thing to another? Is there an order of events/steps? Does something happen as a result of something else? Is the author trying to persuade you to do something? These structures are the way informational texts are organized. If you and your student can understand the organization, you will definitely understand the text. Text structures- o Cause and Effect o Compare and Contrast o Sequence o Problem and Solution o Description You and your student can use an index cards for each informational piece read and interpret the details, purpose, and what you learned from the text. Keep your answers focused since you only have an index card to explain. Do this same process for at least three different informational pieces of text. You and your student can use these sites to help you understand text structures and pick informational text to read. o city/domain/873/la_res_txtstruc_ors_module%20copy.pdf o for- students/ o animals- dazzle- screen- wild- job o Learning Goal: Student will know that authors choose language and form for audience and purpose. You and your student need to select a topic of your choice to write about with a central idea embedded in your topic sentence. Please use details/examples/facts in your writing because it makes you more credible as the writer. Plan out your writing with an outline, note cards, sticky notes, illustrations, or mind map.

6 Remember- you need at least three supporting details to support the topic you chose. Remember- this topic has to be something that you are VERY knowledgeable about since this is not a research paper. Concluding statement should leave your reader thinking! Use your computer if you would like to type it. Once you are done writing/typing, reread over it so that you can make corrections on any mistakes made while writing. Please ask yourself these questions while reading- Are you varying up your sentences? Do all my sentences start with a capital letter and end with punctuation? Do I have transitions and sentence- to- sentence connections to enhance the flow of my writing? These are the questions you ask yourself as you are making corrections and proofreading. In addition, you need to revise for other things like: changing, adding, or deleting words possibly repeated, phrases, or sentences to clarify or enhance the message. Editing is another important piece of the writing process, which addresses the grammar, punctuation, capitalization, and spelling. If the editing is not addressed, it can really take away from the writing. Please use these websites to help aid you with your essay writing. o o /2010/online_writing/writing_prompts/gr_5_writing_prompts.pd f o journal_topics/5th- grade- writing- prompts- seventy- two- writing- ideas- for- kids/ o htm o afterschool- resources/tips- howtos/revise- edit html o workshop- revising- arms- editing.html Learning Goal: Student will understand that readers use strategies to support understanding of text. You and your student can read informational text together. The first two links listed below has informational text to choose from. As you are reading, jot down thoughts and connections that you make with the text on sticky notes or a piece of paper. After reading, you and your student compare notes to see what connections you have made.

7 Please discuss and explain each other s thoughts. This will allow for you to have a deeper understanding of the text and strengthen comprehension along the way. As an extension, have your student research more about the topics or authors you learned about. As you read and make connections, please write down your own experiences and explain how they are similar to the text. You and your student can use these lists to help pick texts suitable for your student as well as strategies for reading instruction. o animals- dazzle- screen- wild- job o o ells- mainstream- classroom- reading- instruction Unit 5A- Making Connections Across All Genres Learning Goal: Student will understand that readers create connections to make text personally relevant and useful. You and your student can create connections by asking yourself these questions while you read fictional and informational text. o What lesson can you learn from the story? o Describe the theme of the story. o What is another good title for this story? Give reasons why you chose the title. o What are the text features? o What is the author s purpose? o Identify the text structure or sequence of events that help you identify the author s message. o Plot- sequence of events in a story Background- introduction, setting, and characters of the story Rising action- events leading up to the main problem or conflict Climax- the problem reaches the high/turning point in the story Falling action- characters work to solve the problem or conflict Resolution- this is how the story ends You and your student can create a story/essay wheel based on a book from the City of Killeen website below or from books that you have at home. Here is how you make your story/essay wheel:

8 o Fold your paper plate in half making two sections. On each side, place the title of the book at the top or rim of the plate. o Title/topic, characters, setting, plot- beginning, middle, end, climax, theme, supporting details, topic sentence, and concluding statement are some of the things you can write on your plate o On the other side of the plate, have your student list any similarities/differences from both texts to include any connections made like organization, examples, themes, or point of view to name a few. Use illustrations, as you are able to since creativity fosters learning. Please use these websites to help you with making connections. o o o Learning Goal: Student will understand that authors vary form and style in order to write for different purposes, audiences, and contexts. You and your student are going to pick one of your most favorite pieces of writing that you already revised and edited. Now, you are going to rewrite it into a different genre. For example, if you chose a personal narrative, then rewrite it into a fairy tale by changing the characters and adding some magic into your story. You can also make it into an illustrated storybook by just stapling white paper together like a book. You can also pick a text structure and turn it into a cause/effect, problem/solution, description, compare/contrast, or sequence essay. Remember- there are other genres like: folktale, myth, poem, tall tale, mystery, biography, autobiography, realistic fiction, science fiction, and historical fiction. Please use these websites to help pick a format or structure that fits your writing. o o o o o eralexpositoryessay.pdf o _structure.html Learning Goal: Student will understand that readers use strategies to support understanding of text.

9 You and your student can read informational and literary text together. The first three websites listed below have informational and literary text to choose from. As you are reading, jot down thoughts and connections that you make with the text on sticky notes or a piece of paper. After reading, you and your student compare notes to see what connections you have made. Please discuss and explain each other s thoughts. This will allow for you to have a deeper understanding of the text and strengthen comprehension along the way. As an extension, have your student research more about the topics or authors you learned about. As you read and make connections, please write down your own experiences and explain how they are similar to the text. You and your student can use these lists to help pick text suitable for your student as well as strategies for reading instruction. o animals- dazzle- screen- wild- job o o o ells- mainstream- classroom- reading- instruction

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