Grade 5 ELA CCGPS Frameworks - Unit 1 OVERVIEW OF THE UNIT

Grade 5 ELA CCGPS Frameworks - Unit 1 Theme: Making Progress / Meeting Challenges / Connecting With the Past GRADE LEVEL: 5th Grade OVERVIEW OF THE UNIT This unit is provided as a sample of available resources and Lessons; it is for informational purposes only. It is your responsibility to investigate the resources listed here to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase or use of any particular resource. This unit is test/theme neutral. Therefore, lessons are standards based rather than text or theme focused. Suggested texts, themes, and mini- lessons are provided but not required. Each lesson contains activities sequenced as a gradual release towards independence of the standards in the following order: teacher modeling, group practice, independent practice, and assessment. Lessons are not intended to be taught in isolation (Reading and ELA). You will find the reading lessons in the left column on each page and the ELA lessons on the right side of each page. Teachers who are departmentalized will want to collaborate to ensure that they are using common literature and assessments. Students will read an extended historical fiction text about the Civil War. Several short fiction and nonfiction texts, as well as poetry, speeches, articles, and videos are included. Students will focus on opinion writing, with short narratives and informative pieces included. This unit was written so that the Extended Text will be chosen by the teacher, though there are several suggestions listed in the resources list at the end of the unit. The short texts, however, have been specifically named in the lessons so that this unit could model how they are used. Also, in this unit the reading lessons are meant to be taught prior to the language arts lessons in the daily schedule. At the end of this unit, students should understand: ● that close reading requires rereading, paying close attention to the text, thinking about the observations that they make about the text, and recognizing the author’s craft in the text. All of these lead to deep understanding of the text. ● that good sentences have a variety of lengths (simple/compound/complex) and that conjunctions, prepositions, and interjections are used to clarify information. ● how to use the writing process to write an opinion piece. At the end of this unit, students should know: ● how to identify story elements, poetry elements, and theme in stories and poems. ● how to read an excerpt from a biography and determine the main ideas. ● how to structure or organize a good opinion piece with correct grammar usage (conjunctions, prepositions, and interjections), punctuation (commas), and sentence variety (simple, compound, and complex sentences). Outline of the Unit: Lesson Text Reading Language Arts Resources 1 2 ● Follow the Drinking Gourd ● Extended Text ● note taking ● story elements ● theme ● vocabulary ● opinion writing ● coordinating conjunctions ● compound sentences B, C, D, E 3 4 ● Sneetches ● Extended Text ● theme ● characters ● close reading ● visualization ● opinion writing ● commas in a series ● paragraphs F, G, H, I, J 5 6 ● Pink and Say ● Frederick Douglass ● Extended Text ● compare and contrast characters ● dialect ● text evidence ● context clues ● opinion writing ● prepositions ● transition words K 7 8 ● Poetry by Langston Hughes ● Extended Text ● poetry elements ● comprehension ● figurative language ● commas for introductory elements ● interjections 9 10 ● A Picture of Freedom ● Extended Text ● inference ● text evidence ● close reading ● monitoring comprehension ● writing about poetry ● subordinating conjunctions ● dependent clauses ● complex sentences L, M, N ...................................................continued..............................................