Last updated: 4/30/2024

NYS-ELA & Literacy- Grade 05 - Quarter 1

How are people transformed through their relationships with others?

What are the characteristics or elements that cause a piece of literature to endure?

How do literary elements impact the meaning and understanding of a story?

How are themes impacted through literary elements?

Understanding Literary Elements

(5 weeks)

Resources

Suggested Texts:

Crash by Jerry Spinelli
There's a Boy in the Girls Bathroom by Louis Sachar
Informational Text: Letters to a Bullied Girl: Messages of Healing & Hope by Olivia Gardner, Emily Buder, & Sarah Buder
Or any other age-appropriate book that focuses on the theme of bullying.

Assessments

Using the novels Crash by Jerry Spinelli and There's a Boy in the Girl's Bathroomby Louis Sachar, write a four-paragraph essay that compares and contrasts the characters in the two books and explains how the characters in the stories respond to the problems of bullying. Make sure to include specific details from the novels.
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-essay2.pdf Evaluate the essays using a 6+1 Traits Rubric, such as the one available here.

(1)

5R4

Determine the meaning of words, phrases, figurative language, academic, and content- specific words and analyze their effect on meaning, tone, or mood. (RI&RL)

Vocabulary addressed throughout Literary Elements Unit

Students will be able to:

Identify the meaning of words using context clues.
Identify the meaning of unknown words using resources (i.e. dictionary, glossary, online search).

Resources

http://quizlet.com/940094/crash-by-jerry-spinelli-flash-cards/ Flashcards for Crash available here

(2)

5R3

In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL)
In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)

How are characters alike or different in a story?

Analyzing and Comparing Characters

Students will be able to:

Identify and explain the similarities and differences between characters using details from the text.

Resources

http://teachnet.com/lessonplans/language-arts/interview-book-characters/ Interview Book Characters Activity - available here
http://www.readwritethink.org/files/resources/lesson_images/lesson267/chart.pdf Character Perspectives Graphic Organizer
http://www.character-education.info/resources/lesson_plans_curriculum.htm Character Traits Activity - available here

(1)	5R5	In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. (RL) In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
(2)	5R6	In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)

Story Elements and Point of View

Students will be able to:

Identify and explain story elements (character, setting, plot).
Summarize (conflict/resolution).
Understand and explain text structure.
Understand text as a whole.
Describe how point of view affects events in a story.

Resources

http://ethemes.missouri.edu/themes/713 Activities/Lesson Plans for Crash available here
http://ethemes.missouri.edu/themes/1420?locale=en Literature Book Activities available here
http://teachers.net/lessons/posts//1353.html Story Stew Activity- available here
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/storyboard.pdf Sequencing – Storyboard Scholastic Activity - available here

There's a Boy in the Girl's Bathroom by Louis Sachar Resources available here:

Assessments

Suggestion for Class Discussion: If the point of view in each of these novels changed, how would it impact the plot? How would it impact the theme?

Create a basic plot diagram of the text during reading. Discuss the use of symbols to represent major events, and assign a positive or negative rating to each plot event listed. Then, help students turn their ideas into a graphical map of the story to introduce the concept to the class.

http://www.readwritethink.org/files/resources/interactives/graphicmap/ Graphic Map available here
Graphic Map Sample
http://www.readwritethink.org/files/resources/lesson_images/lesson869/GraphicMapRubric.pdf Graphic Map Rubric available here

(1)

5R9

Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)

What are story elements?

Why is it important to reflect on the theme of a piece of literature?

How does bullying affect children on a daily basis?

Understanding and Interpreting Theme

Students will be able to:

Define the concept of a theme.
Define and discuss the theme of the novel.
Determine importance.
Use supporting details.
Make connections relating to the theme of a story.

Resources

http://ethemes.missouri.edu/themes/713 Activities/Lesson Plans for Crash
http://ethemes.missouri.edu/themes/1420?locale=en Literature Book Activities
http://teachnet.com/lessonplans/language-arts/interview-book-characters/ Interview Book Characters Activity available here
http://teachers.net/lessons/posts//1353.html Story Stew Activity available here
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/storyboard.pdf Sequencing – storyboard Scholastic
http://www.character-education.info/resources/lesson_plans_curriculum.htm Character Traits Activity Available here

There's a Boy in the Girl's Bathroom by Louis Sachar Resources:

Assessments

Suggestion for Class Discussion: If the point of view in each of these novels changed, how would it impact the plot? How would it impact the theme?

http://www.edhelperclipart.com/clipart/books/CRASH.pdf Crash Book Report form

There's a Boy in the Girl's Bathroom Discussion Guides:

(1)	3-5LAS1	Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
(1)	3-5LAS1j	Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
(1)	3-5LAS1k	Use verb tense to convey various times, sequences, states, and conditions.
(1)	3-5LAS1l	Recognize and correct inappropriate shifts in verb tense.
(1)	5L3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.

How can we appropriately use verb tense when writing?

Practicing and Utilizing the Correct Verb Tense when Writing

(1 week)

Students will be able to:

Define verb tense.
Form verb tenses.
Identify the correct verb tense to use.
Distinguish from correct/incorrect verb tense.
Utilize correct verb tense when writing.

Resources

Educational Resources - Practicing Past, Present, Future Verb Tense
Educational Resources - Editing Verb Tense
http://www.instructorweb.com/lesson/verbtense.asp Verb Tense Lesson Plan
http://grammar.ccc.commnet.edu/grammar/ Guide to Grammar and Writing
http://www.superteacherworksheets.com/actionverbs.html Working with Verbs
http://www.educationalrap.com/song/verb-tenses.html Verb Tense Educational Rap

Assessments

http://www.superteacherworksheets.com/actionverbs/verbtenses-chart.pdf Verb Tenses Worksheet

(1)	5W3	Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
(1)	5W3a	Establish a situation and introduce a narrator and/or characters.
(1)	5W3b	Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
(1)	5W3c	Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
(1)	AS.LP.W.2
(1)	AS.LP.W.2.b	write often and widely in a variety of formats, using print and digital resources and tools
(1)	AS.LP.W.2.e	enrich personal language, background knowledge, and vocabulary through writing and communicating with others
(1)	AS.LP.W.2.h	strengthen writing by planning, revising, editing, rewriting, or trying a new approach

What writing strategies do good writers use to develop a narrative essay?

Understanding and Utilizing Writing Strategies for Narrative Essays

(2 weeks)

Students will be able to:

Describe & explain the Personal Narrative structure.
Utilize the five senses to evoke detail and development in characters.
Use transitional words to help with organization of an essay.
Employ strategies to help with ideas for personal narrative.
Distinguish important/unimportant details for a personal narrative.
Arrange a conclusion to provide a solid ending to the personal narrative.
Plan & Compose a personal narrative writing piece.
Manage a personal narrative writing piece through the writing process.

Resources

Mentor texts to help students understand the structure of a personal narrative:

26 Fairmount Avenue series by Tomie DePaola
Christmas Remembered by Tomie DePaola
Boy: Tales of Childhood by Roald Dahl
A Girl from Yamhill by Beverly Cleary
Owl Moon by Jane Yolen
Thunder Cake by Patricia Polacco

Teach Mini-Lessons on parts of a Personal Narrative such as:

http://wiredinstructor.net/Orglesson.html Organization (beginning, middle, and end)
Language Features (Past tense, first person, action verbs, transition words, five senses through description)
Forms of Personal Narrative (diary, autobiography, newspaper article, story, picture book, etc.)
Pre-Writing Activities (Personal timelines, writing bingo, Memory Box, Personal Memoir Organizers, Writer's Notebook)
Personal Memoir Organizer.pdf
Personal Narrative Framework.pdf
Personal Narrative Graphic Organizer.doc
Personal Timeline & Writing Bingo.pdf
Writing Bingo Template.pdf
Descriptive Writing

Assessments

Journal Questions - Personal Narrative Mentor Texts.doc
Personal Narrative Rubric.doc
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-essay2.pdf 6 + 1 Traits Writing Rubric

(2)	5R3	In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
(2)	5R6	In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
(1)	5R8	Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL)
(1)	5SL1	Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
(1)	5SL1a	Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
(1)	5SL1b	Follow agreed-upon norms for discussions and carry out assigned roles.
(1)	5SL1c	Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
(1)	5SL1d	Consider the ideas expressed and draw conclusion about information and knowledge gained from the discussions.

Why is it important to discuss and examine multiple perspectives?

How can informational text be analyzed to view multiple perspectives?

Examining and Analyzing Multiple Accounts of the Same Event or Topic

(2 weeks)

Students will be able to:

Explain the relationships between the same event.
Analyze multiple accounts of the same event.
Draw on information from multiple resources (print and digitally).
Utilize reasons and evidence to support thoughts.
Integrate information from several texts on the same topic.
Engage in collaborative discussions.

Resources

Critical Literacy Lesson Plan - Christopher Columbus.doc
Christopher Columbus by Peter and Connie Roop
Encounter by Jane Yolen
The Tianos: The People who Welcomed Columbus (Jacobs, 1992)
Websites, such as Medieval Sourcebook
http://www.fordham.edu/halsall/source/columbus1.html Christopher Columbus: Extracts from Journal
www.biography.com Christopher Columbus
http://ethemes.missouri.edu/themes/1650 Teach the difference between fact and opinion using lessons and activities like these
Connecting Across Texts Lesson Plan
Interactive for Comparing and Contrasting with a Venn Diagram Web-Based Resource

Using Cooperative Learning Strategies such as jigsaw in the classroom:

Assessments

http://www.rcampus.com/rubricshowc.cfm?code=U45CWA&sp=yes Jigsaw Activity Rubric
Matrix for Making Connections Between Texts (Printable)

Common Core Suggested Glossary

NYLearns English Language Arts Glossary: (Grades 3-5)

This glossary contains those terms found in or associated with the Common Core State Standards. The glossary includes terms that are essential to understanding and developing mastery of the Standards. For additional definitions and terms, please refer to the appropriate Appendices for the ELA/Literacy or Math Common Core State Standards.