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English Language Arts Pacing Guide

Time Frame: 8 Weeks Fifth Grade

Unit 1: Personal Narratives/Working with Reading

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |How can writers use prior |Before: |Writing |Classroom, school, and public library |

|W.5.3. Write narratives to develop real or imagined |knowledge and ideas to write a |Journaling |angling a story | |

|experiences or events using effective technique, |personal narrative? |Class discussions |concrete words and phrases |Journal materials for students |

|descriptive details, and clear event sequences. | |Sketches |conjunctions | |

|Orient the reader by establishing a situation and |What is the connection between |Brainstorming |dialogue | |

|introducing a narrator and/or characters; organize an |reading and writing? |KWL |effective leads |Videos, lessons, and printables for all content areas.|

|event sequence that unfolds naturally. | |Observations |elaboration |Search by subject, grade, topic, and type of resource.|

|Use narrative techniques, such as dialogue, description, |How can writers properly use the |Hand signals |extraneous details | |

|and pacing, to develop experiences and events or show the |steps of the writing process to |“thumbs up” |figurative language | |

|responses of characters to situations. |complete a personal narrative? |Think-Pair-Share |heart of the story |Hands-on lessons and activities |

|Use a variety of transitional words, phrases, and clauses | | |internal/external story | |

|to manage the sequence of events. |Can you state/use conventions in |During: |mentor texts |readinga- |

|Use concrete words and phrases and sensory details to |everyday reading and writing? |Journaling |movement through time |Thousands of downloadable, projectable, printable |

|convey experiences and events precisely. | |Observations |orienting the reader |teacher materials, covering all the skills necessary |

|Provide a conclusion that follows from the narrated |How does understanding the genre |Class discussions |pacing |for effective reading instruction. |

|experiences or events. |type aid in comprehension? |KWL |personal narrative |(leveled reading) |

| | |Daily Work |revision/editing checklist | |

|W.5.4 Produce clear and coherent writing in which the |How does what you know help you |Hand signals |sensory details | |

|development and organization are appropriate to task, |understand text? |“thumbs up” |small moment |Resources for teaching narrative writing |

|purpose, and audience. | |Think-Pair-Share |strong conclusions | |

|W.5.5. With guidance and support from peers and adults, | |Performances |transitional words, phrases, | |

|develop and strengthen writing as needed by planning, | |Response Cards |and clauses |Tons of great free downloads for editing and grammar |

|revising, editing, rewriting, or trying a new approach. | |Quizzes |writer's notebook | |

|W.5.9. Draw evidence from literary or informational texts | |Conferences | |

|to support analysis, reflection, and research. | | |Reading |html |

|W.5.10. Write routinely over extended time frames (time | | |allusions |Every-Day Edits: Build language skills, test scores, |

|for research, reflection, and revision) and shorter time | |Teacher will play A Bad Case of Stripes|attention to details |and cultural literacy with students in grades 4 and |

|frames (a single sitting or a day or two) for a range of | |from the website. Students will make a |compare/contrast |above. |

|discipline-specific tasks, purposes, and audiences. | |T-chart and label the left side fiction|fantasy | |

| | |and the right side non-fiction. They |imaginative readers |

|Language | |will list the fiction and non-fiction |inferences |bles.htm |

|L.5.1. Demonstrate command of the conventions of standard | |events in the story as they listen. |moments between the scenes |Great teacher-made posters on the writing steps. |

|English grammar and usage when writing or speaking. | | |mystery | |

|c. Use verb tense to convey various times, sequences, | |Discuss meaning of genre. Students will|read aloud | |

|states, and conditions. | |find a buddy and talk about 3 types of |reflect |Disney teacher of the year shares 30+ years of |

|d. Recognize and correct inappropriate shifts in verb | |genres that they know. |self-directed readers |experience of resources. |

|tense. | |Class will design "genre" bookmark. |sequential | |

|e. Use correlative conjunctions (e.g., either/or, | | |subtext | |

|neither/nor). | |After: |text |Samples of questions/texts on the assessment. |

| | |Journaling |vivid images | |

|L.5.2. Demonstrate command of the conventions of standard | |KWL | | |

|English capitalization, punctuation, and spelling when | |Standardized | |High-interest, informational articles |

|writing. | |Tests | | |

|e. Spell grade-appropriate words correctly, consulting | |Unit Tests | |

|references as needed. | |Research Reports | |rrative.html |

| | |Projects | |PowerPoints, lessons, student activities, and games on|

|L.5.3 Use knowledge of language and its conventions when | |Summaries | |narrative writing. |

|writing, speaking, reading, or listening. | |Think-Pair-Share | | |

|Expand, combine, and reduce sentences for meaning, | |Self-Assessments | |

|reader/listener interest, and style. | |Checklists | |ID=15578 |

|Compare and contrast the varieties of English (e.g., | |Rubrics | |Free educational videos. Search by CCSS, topic, or |

|dialects, registers) used in stories, dramas, or poems. | |Quick Writes | |subject. |

| | |Observations | | |

|Reading: Literature | | | |

|RL.5.1. Quote accurately from a text when explaining what | | | |-readers-theater.html#5_4,2_ |

|the text says explicitly and when drawing inferences from | | | |Printable readers’ theater scripts |

|the text. | | | | |

| | | | |

|RL.5.2. Determine a theme of a story, drama, or poem from | | | |ryou.shtml |

|details in the text, including how characters in a story | | | |Using three different reading articles students will |

|or drama respond to challenges or how the speaker in a | | | |use vocabulary, an anticipation guide, and video clips|

|poem reflects upon a topic; summarize the text. | | | |to enrich comprehension. |

|RL.5.3. Compare and contrast two or more characters, | | | |Articles Examples: |

|settings, or events in a story or drama, drawing on | | | |Letters to Soldiers |

|specific details in the text (e.g., how characters | | | |All Black Penguins One in a Zillion. |

|interact). | | | |One School Goes Green |

|RL.5.4. Determine the meaning of words and phrases as they| | | |all information may be found at: Education World News |

|are used in a text, including figurative language such as | | | |For You |

|metaphors and similes. | | | | |

|RL.5.5. Explain how a series of chapters, scenes, or | | | | |

|stanzas fits together to provide the overall structure of | | | |Inference riddles |

|a particular story, drama, or poem. | | | | |

|RL.5.6. Describe how a narrator’s or speaker’s point of | | | | |

|view influences how events are described. | | | |Rubric creator |

|RL.5.9 Compare and contrast stories in the same genre | | | | |

|(e.g., mysteries and adventure stories) on their | | | |Books: |

|approaches to similar themes and topics | | | |From the Mixed-Up Files of Mrs. Basil E. Frankweiler |

|RL.5.10. By the end of the year, read and comprehend | | | |by E.L. Konigsburg (Simon & Schuster, 1967). |

|literature, including stories, dramas, and poetry, at the | | | | |

|high end of the grades 4–5 text complexity band | | | |The Homework Machine by Dan Gutman (Simon & Schuster, |

|independently and proficiently. | | | |2006). |

| | | | | |

|Reading: Foundational Skills | | | |Airborn by Kenneth Oppel (Eos, 2005). |

|RF.5.3. Know and apply grade-level phonics and word | | | | |

|analysis skills in decoding words. | | | |Maniac Magee by Jerry Spinelli (Little, Brown, 1990). |

|Use combined knowledge of all letter-sound | | | | |

|correspondences, syllabication patterns, and morphology | | | |Inkheart by Cornelia Funke, translated from the German|

|(e.g., roots and affixes) to read accurately unfamiliar | | | |by Anthea Bell (Scholastic, 2003). |

|multisyllabic words in context and out of context. | | | | |

| | | | |WriteSteps: |

|RF.5.4. Read with sufficient accuracy and fluency to | | | |Helping Students Succeed with Teacher-Friendly CCSS |

|support comprehension. | | | |Writing Lessons |

|Read grade-level text with purpose and understanding. | | | |

|Read grade-level prose and poetry orally with accuracy, | | | |des/5th%20Grade%20Grammar%20Guide.pdf |

|appropriate rate, and expression on successive readings. | | | | |

|Use context to confirm or self-correct word recognition | | | | |

|and understanding, rereading as necessary. | | | | |

| | | | | |

|Speaking & Listening | | | | |

|SL.5.1. Engage effectively in a range of collaborative | | | | |

|discussions (one-on-one, in groups, and teacher-led) with | | | | |

|diverse partners on grade 5 topics and texts, building on | | | | |

|others’ ideas and expressing their own clearly. | | | | |

|Come to discussions prepared, having read or studied | | | | |

|required material; explicitly draw on that preparation and| | | | |

|other information known about the topic to explore ideas | | | | |

|under discussion. | | | | |

|Follow agreed-upon rules for discussions and carry out | | | | |

|assigned roles. | | | | |

|Pose and respond to specific questions by making comments | | | | |

|that contribute to the discussion and elaborate on the | | | | |

|remarks of others. | | | | |

|Review the key ideas expressed and draw conclusions in | | | | |

|light of information and knowledge gained from the | | | | |

|discussions | | | | |

English Language Arts Pacing Guide

Time Frame: 7 Weeks Fifth Grade

Unit 2: Literary Essays/Building Characters and Characterization

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |Why do I write a literary essay? |Before: |Writing |Classroom, school, and public library |

|W.5.1. Write opinion pieces on topics or texts, supporting| |Journaling |character change | |

|a point of view with reasons and information. |How do I collect and grow ideas |Class discussions |character motivation |Journal materials for students |

|Introduce a topic or text clearly, state an opinion, and |about my character? |Sketches |character traits | |

|create an organizational structure in which ideas are | |Brainstorming |conclusion | |

|logically grouped to support the writer’s purpose. |How do I create a theory about my|KWL |conflict |Videos, lessons, and printables for all content areas.|

|Provide logically ordered reasons that are supported by |main character (my thesis)? |Observations |elaboration |Search by subject, grade, topic, and type of resource.|

|facts and details. | |Hand signals |introduction | |

|Link opinion and reasons using words, phrases, and clauses|How do I find supporting details |“thumbs up” |literary essay | |

|(e.g., consequently, specifically). |(evidence) in my text to prove my|Think-Pair-Share |organizational structure |Hands-on lessons and activities |

|Provide a concluding statement or section related to the |theory? | |paraphrasing | |

|opinion presented | |During: |reasoning |readinga- |

| |How do I put it together (glue my|Journaling |sentence flow |Thousands of downloadable, projectable, printable |

|W.5.4. Produce clear and coherent writing in which the |sentences into one piece- |Observations |storytelling |teacher materials, covering all the skills necessary |

|development and organization are appropriate to task, |transitional words)? |Class discussions |supporting details |for effective reading instruction. |

|purpose, and audience. (Grade-specific expectations for | |KWL |thesis statement |(leveled reading) |

|writing types are defined in standards 1–3 above.) |How can fear affect the decisions|Daily Work |transitions | |

|W.5.5. With guidance and support from peers and adults, |that we make? |Hand signals | | |

|develop and strengthen writing as needed by planning, | |“thumbs up” |Reading |Resources for teaching narrative writing |

|revising, editing, rewriting, or trying a new approach. |How can knowledge empower us? |Think-Pair-Share |building theories | |

|W.5.6. With some guidance and support from adults, use | |Performances |character motivation | |

|technology, including the Internet, to produce and publish|How can technological |Response Cards |characters |Tons of great free downloads for editing and grammar |

|writing as well as to interact and collaborate with |advancements ruin society? |Quizzes |conflict | |

|others; demonstrate sufficient command of keyboarding | |Conferences |motifs |

|skills to type a minimum of two pages in a single sitting |How can I recall lessons taught | |recurring themes and details|html |

|W.5.8. Recall relevant information from experiences or |by characters in a book? | |Every-Day Edits: Build language skills, test scores, |

|gather relevant information from print and digital | |archives/newsforyou.shtml | |and cultural literacy with students in grades 4 and |

|sources; summarize or paraphrase information in notes and |How does a good writer develop |Give each student/pairs a short article| |above. |

|finished work, and provide a list of sources. |characters? |from a newspaper, magazine, or online | | |

|W.5.9. Draw evidence from literary or informational texts | |source. Have students read the article | |

|to support analysis, reflection, and research. |How do the elements of |and use a graphic organizer to identify| |bles.htm |

|a. Apply grade 5 Reading standards to literature (e.g., |characterization form the |the main idea and subtopics. Can use | |Great teacher-made posters on the writing steps. |

|“Compare and contrast two or more characters, settings, or|character? |articles from above link, such as: | | |

|events in a story or a drama, drawing on specific details | |From Millionaire to Mudhut | | |

|in the text [e.g., how characters interact]”). |Can students identify parts of |Should school buses have seatbelts | |Disney teacher of the year shares 30+ years of |

|W.5.10. Write routinely over extended time frames (time |characterization? |Saving Sea Turtles | |experience of resources. |

|for research, reflection, and revision) and shorter time |- Appearance | | | |

|frames (a single sitting or a day or two) for a range of |- Deeds |Students read a social studies passage.| | |

|discipline-specific tasks, purposes, and audiences. |- Voice |They use a graphic organizer to | |Samples of questions/texts on the assessment. |

|Speaking & Listening |- Thoughts |determine the main ideas of the passage| | |

|SL.5.1. Engage effectively in a range of collaborative |- Feelings |and under each main idea, list key | | |

|discussions (one-on-one, in groups, and teacher-led) with |- Other character's opinions |details. Finally students write a one | |High-interest, informational articles |

|diverse partners on grade 5 topics and texts, building on | |or two sentence summary of the passage.| | |

|others’ ideas and expressing their own clearly. | | | |

|Come to discussions prepared, having read or studied | | | |rrative.html |

|required material; explicitly draw on that preparation and| |After: | |PowerPoints, lessons, student activities, and games on|

|other information known about the topic to explore ideas | |Journaling | |narrative writing. |

|under discussion. | |KWL | | |

|Follow agreed-upon rules for discussions and carry out | |Standardized | |

|assigned roles. | |Tests | |ID=15578 |

|Pose and respond to specific questions by making comments | |Unit Tests | |Free educational videos. Search by CCSS, topic, or |

|that contribute to the discussion and elaborate on the | |Research Reports | |subject. |

|remarks of others. | |Projects | | |

|Review the key ideas expressed and draw conclusions in | |Summaries | |

|light of information and knowledge gained from the | |Think-Pair-Share | |-readers-theater.html#5_4,2_ |

|discussions. | |Self-Assessments | |Printable readers’ theater scripts |

| | |Checklists | | |

|Language | |Rubrics | | |

|L.5.2 Demonstrate command of the conventions of standard | |Quick Writes | |Twelve levels to aid students in computer and typing |

|English capitalization, punctuation, and spelling when | |Observations | |skills. |

|writing. | | | | |

|d. Use underlining, quotation marks, or italics to | | | | |

|indicate titles of works. | | | |Rubric creator |

|e. Spell grade-appropriate words correctly, consulting | | | | |

|references as needed. | | | |Books: |

| | | | |Inkheart by Cornelia Funke, translated from the German|

|Reading: Literature | | | |by Anthea Bell (Scholastic, 2003). |

|RL.5.1. Quote accurately from a text when explaining what | | | | |

|the text says explicitly and when drawing inferences from | | | |A Wrinkle in Time by Madeleine L'Engle (Yearling, |

|the text. | | | |1973). |

| | | | | |

|RL.5.2. Determine a theme of a story, drama, or poem from | | | |The Phantom Tollbooth by Norton Juster, illustrated by|

|details in the text, including how characters in a story | | | |Jules Feiffer (Yearling, 1988). |

|or drama respond to challenges or how the speaker in a | | | | |

|poem reflects upon a topic; summarize the text. | | | |The Secret Garden by Frances Burnett, illustrated by |

|RL.5.3. Compare and contrast two or more characters, | | | |Tasha Tudor (HarperCollins, 1911). |

|settings, or events in a story or drama, drawing on | | | | |

|specific details in the text (e.g., how characters | | | | |

|interact | | | | |

|RL.5.6. Describe how a narrator’s or speaker’s point of | | | | |

|view influences how events are described. | | | | |

English Language Arts Pacing Guide

Time Frame: 7 Weeks Fifth Grade

Unit 3: Informational Text

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |How can writers generate ideas |Before: |Writing |Classroom, school, and public library |

|W.5.2. Write informative/explanatory texts to examine a |for informational writing on |Journaling |cartoons | |

|topic and convey ideas and information clearly. |topics of their expertise? |Class discussions |columns |Journal materials for students |

|Introduce a topic clearly, provide a general observation |How can writers gather and |Sketches |conclusions | |

|and focus, and group related information logically; |organize information? |Brainstorming |editorials | |

|include formatting (e.g., headings), illustrations, and |How can writers support important|KWL |generating ideas |Videos, lessons, and printables for all content areas.|

|multimedia when useful to aiding comprehension. |ideas with specific, relevant |Observations |glossaries |Search by subject, grade, topic, and type of resource.|

|Develop the topic with facts, definitions, concrete |facts and details? |Hand signals |headings | |

|details, quotations, or other information and examples |How can writers revise and edit |“thumbs up” |introductions | |

|related to the topic. |their writing? |Think-Pair-Share |letters-to-the-editor |Hands-on lessons and activities |

|Link ideas within and across categories of information |How do the words, sounds, and | |mentor texts | |

|using words, phrases, and clauses (e.g., in contrast, |images of an ad interest the |During: |note-taking |readinga- |

|especially). |audience? |Journaling |opinion articles |Thousands of downloadable, projectable, printable |

|Use precise language and domain-specific vocabulary to |What is the message of a given |Observations |organization |teacher materials, covering all the skills necessary |

|inform about or explain the topic. |advertisement? |Class discussions |research |for effective reading instruction. |

|Provide a concluding statement or section related to the |What are editorials and where do |KWL |reviews |(leveled reading) |

|information or explanation presented. |you find them? |Daily Work |summary | |

|W.5.4. Produce clear and coherent writing in which the |How do you write for the |Hand signals |table of contents | |

|development and organization are appropriate to task, |editorial section(s)? |“thumbs up” |tall tale |Resources for teaching narrative writing |

|purpose, and audience. (Grade-specific expectations for |What are the characteristics of a|Think-Pair-Share |text features | |

|writing types are defined in standards 1–3 above.) |tall tale? |Performances |text structures | |

|W.5.5. With guidance and support from peers and adults, |How do tall tales give readers a |Response Cards |topics and subtopics |Tons of great free downloads for editing and grammar |

|develop and strengthen writing as needed by planning, |sense of place and time of a |Quizzes |transition words | |

|revising, editing, rewriting, or trying a new approach. |culture? |Conferences | |

|W.5.6. With some guidance and support from adults, use |What patterns of character traits| |Reading: |html |

|technology, including the Internet, to produce and publish|are found in folktales/tall |Students will make a dictionary of |cause/effect |Every-Day Edits: Build language skills, test scores, |

|writing as well as to interact and collaborate with |tales? |academic terms they come across |chronological |and cultural literacy with students in grades 4 and |

|others; demonstrate sufficient command of keyboarding | |throughout the year. |fiction |above. |

|skills to type a minimum of two pages in a single sitting.| | |graphics | |

|W.5.7. Conduct short research projects that use several | |After: |multi-media |

|sources to build knowledge through investigation of | |Journaling |presentation |bles.htm |

|different aspects of a topic. | |KWL |problem/solution |Great teacher-made posters on the writing steps. |

|W.5.8. Recall relevant information from experiences or | |Standardized | | |

|gather relevant information from print and digital | |Tests | | |

|sources; summarize or paraphrase information in notes and | |Unit Tests | |Disney teacher of the year shares 30+ years of |

|finished work, and provide a list of sources. | |Research Reports | |experience of resources. |

|W.5.9. Draw evidence from literary or informational texts | |Projects | | |

|to support analysis, reflection, and research. | |Summaries | | |

|b. Apply grade 5 Reading standards to informational | |Think-Pair-Share | |Samples of questions/texts on the assessment. |

|texts (e.g., “Explain how an author uses reasons and | |Self-Assessments | | |

|evidence to support particular points in a text, | |Checklists | | |

|identifying which reasons and evidence support which | |Rubrics | |High-interest, informational articles |

|point[s]”). | |Quick Writes | | |

|W.5.10. Write routinely over extended time frames (time | |Observations | |

|for research, reflection, and revision) and shorter time | | | |rrative.html |

|frames (a single sitting or a day or two) for a range of | | | |PowerPoints, lessons, student activities, and games on|

|discipline-specific tasks, purposes, and audiences. | | | |narrative writing. |

|Speaking & Listening | | | | |

|SL.5.2. Summarize a written text read aloud or information| | | |

|presented in diverse media and formats, including | | | |ID=15578 |

|visually, quantitatively, and orally. | | | |Free educational videos. Search by CCSS, topic, or |

| | | | |subject. |

|SL.5.4. Report on a topic or text or present an opinion, | | | | |

|sequencing ideas logically and using appropriate facts and| | | |   |

|relevant, descriptive details to support main ideas or | | | |Rewritten tall tales; students can submit their own |

|themes; speak clearly at an understandable pace | | | | |

|SL.5.5 Include multimedia components (e.g., graphics, | | | | |

|sound) and visual displays in presentations when | | | |Rubric creator |

|appropriate to enhance the development of main ideas or | | | | |

|themes. | | | |Books: |

|Language | | | |Show; Don't Tell! Secrets of Writing by Josephine |

|L.5.1. Demonstrate command of the conventions of standard | | | |Nobisso, illustrated by Eva Montanari (Gingerbread |

|English grammar and usage when writing or speaking. | | | |House, 2004). |

|d. Recognize and correct inappropriate shifts in verb | | | | |

|tense | | | |The Grapes of Math by Gregory Tang, illustrated by |

| | | | |Harry Briggs (Scholastic, 2004) |

|L.5.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | |Gorilla Doctors: Saving Endangered Great Apes by |

|writing. | | | |Pamela S. Turner (Houghton Mifflin, 2005). |

|Use punctuation to separate items in a series. | | | | |

|Use a comma to separate an introductory element from the | | | |Sir Cumference and the First Round Table: A Math |

|rest of the sentence. | | | |Adventure by Cindy Neuschwander, illustrated by Wayne |

|Use a comma to set off the words yes and no (e.g., Yes, | | | |Geehan (Charlesbridge Publishing, 1999). |

|thank you), to set off a tag question from the rest of the| | | | |

|sentence (e.g., It’s true, isn’t it?), and to indicate | | | | |

|direct address (e.g., Is that you, Steve?). | | | | |

|Use underlining, quotation marks, or italics to indicate | | | | |

|titles of works. | | | | |

|Spell grade-appropriate words correctly, consulting | | | | |

|references as needed. | | | | |

| | | | | |

|L.5.4 Determine or clarify the meaning of unknown and | | | | |

|multiple-meaning words and phrases based on grade 5 | | | | |

|reading and content, choosing flexibly from a range of | | | | |

|strategies. | | | | |

|Use context (e.g., cause/effect relationships and | | | | |

|comparisons in text) as a clue to the meaning of a word or| | | | |

|phrase. | | | | |

|Use common, grade-appropriate Greek and Latin affixes and | | | | |

|roots as clues to the meaning of a word (e.g., photograph,| | | | |

|photosynthesis | | | | |

|Consult reference materials (e.g., dictionaries, | | | | |

|glossaries, thesauruses), both print and digital, to find | | | | |

|the pronunciation and determine or clarify the precise | | | | |

|meaning of key words and phrases. | | | | |

| | | | | |

|L.5.6. Acquire and use accurately grade-appropriate | | | | |

|general academic and domain-specific words and phrases, | | | | |

|including those that signal contrast, addition, and other | | | | |

|logical relationships (e.g., however, although, | | | | |

|nevertheless, similarly, moreover, in addition). | | | | |

| | | | | |

|Reading: Literature | | | | |

|RL.5.7 Analyze how visual and multimedia elements | | | | |

|contribute to the meaning, tone, or beauty of a text | | | | |

|(e.g., graphic novel, multimedia presentation of fiction, | | | | |

|folktale, myth, poem). | | | | |

| | | | | |

|Reading: Informational Text | | | | |

|RI.5.5 Compare and contrast the overall structure (e.g., | | | | |

|chronology, comparison, cause/effect, problem/solution) of| | | | |

|events, ideas, concepts, or information in two or more | | | | |

|texts. | | | | |

English Language Arts Pacing Guide

Time Frame: 7 Weeks Fifth Grade

Unit 4: Opinion Essays

Genre: Historical Fiction/Atlas (cross-curricular)

Historical Fictions: stories that are written to portray a time period or convey information about a specific time, such as the Civil War.

Atlas: a bound collection of maps often including illustrations, informative tables, or textual matter.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |What is an opinion? |Before: |Writing |Classroom, school, and public library |

|W.5.1. Write opinion pieces on topics or texts, supporting| |Journaling |angled evidence | |

|a point of view with reasons and information. |How are words used to persuade? |Class discussions |argument |Journal materials for students |

|Introduce a topic or text clearly, state an opinion, and | |Sketches |conclusions | |

|create an organizational structure in which ideas are |How do writers state their |Brainstorming |evidence | |

|logically grouped to support the writer’s purpose. |opinions? |KWL |generating ideas |Videos, lessons, and printables for all content areas.|

|Provide logically ordered reasons that are supported by | |Observations |introductions |Search by subject, grade, topic, and type of resource.|

|facts and details. |How do writers use details to |Hand signals |linking words, phrases, and | |

|Link opinion and reasons using words, phrases, and clauses|support their opinion? |“thumbs up” |clauses | |

|(e.g., consequently, specifically). | |Think-Pair-Share |main idea |Hands-on lessons and activities |

|Provide a concluding statement or section related to the |How do characters change and | |mentor texts | |

|opinion presented. |develop in a historical fiction |During: |opinion essay |readinga- |

| |piece? |Journaling |opinion statements |Thousands of downloadable, projectable, printable |

|W.5.4. Produce clear and coherent writing in which the | |Observations |organizational structure |teacher materials, covering all the skills necessary |

|development and organization are appropriate to task, |How does one question the content|Class discussions |parallel structure |for effective reading instruction. |

|purpose, and audience. (Grade-specific expectations for |while reading historical fiction?|KWL |point of view |(leveled reading) |

|writing types are defined in standards 1–3 above.) | |Daily Work |supporting paragraphs | |

| | |Hand signals | | |

|W.5.5. With guidance and support from peers and adults, |How does one infer when reading |“thumbs up” |Reading |Resources for teaching narrative writing |

|develop and strengthen writing as needed by planning, |historical fiction? |Think-Pair-Share |authentic | |

|revising, editing, rewriting, or trying a new approach. | |Performances |compass rose | |

| |When and how do we use an atlas? |Response Cards |directions |Tons of great free downloads for editing and grammar |

|W.5.6. With some guidance and support from adults, use | |Quizzes |distance | |

|technology, including the Internet, to produce and publish|How can we make inferences and |Conferences |documentation |

|writing as well as to interact and collaborate with |draw conclusions about a country | |historical |html |

|others; demonstrate sufficient command of keyboarding |based on information in an atlas?|After: |monologue |Every-Day Edits: Build language skills, test scores, |

|skills to type a minimum of two pages in a single sitting.| |Journaling |past |and cultural literacy with students in grades 4 and |

| | |KWL |scale |above. |

|W.5.10. Write routinely over extended time frames (time | |Standardized |segregate | |

|for research, reflection, and revision) and shorter time | |Tests |symbols |

|frames (a single sitting or a day or two) for a range of | |Unit Tests |timeline |bles.htm |

|discipline-specific tasks, purposes, and audiences. | |Research Reports |vague |Great teacher-made posters on the writing steps. |

| | |Projects | | |

|Language | |Summaries | | |

|L.5.1 Demonstrate command of the conventions of standard | |Think-Pair-Share | |Disney teacher of the year shares 30+ years of |

|English grammar and usage when writing or speaking. | |Self-Assessments | |experience of resources. |

|Explain the function of conjunctions, prepositions, and | |Checklists | | |

|interjections in general and their function in particular | |Rubrics | | |

|sentences. | |Quick Writes | |Samples of questions/texts on the assessment. |

| | |Observations | | |

|L.5.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | |High-interest, informational articles |

|writing. | | | | |

|b. Use a comma to separate an introductory element from | | | |

|the rest of the sentence. | | | |rrative.html |

|e. Spell grade-appropriate words correctly, consulting | | | |PowerPoints, lessons, student activities, and games on|

|references as needed. | | | |narrative writing. |

| | | | | |

|Reading: Informational Text | | | |

|RI.5.10 By the end of the year, read and comprehend | | | |ID=15578 |

|informational texts, including history/social studies, | | | |Free educational videos. Search by CCSS, topic, or |

|science, and technical texts, at the high end of the | | | |subject. |

|grades 4–5 text complexity band independently and | | | | |

|proficiently. | | | | |

| | | | |Rubric creator |

| | | | | |

| | | | |Books: |

| | | | |Island of the Blue Dolphins by Scott O'Dell (Yearling,|

| | | | |1971). |

| | | | | |

| | | | |Number the Stars by Lois Lowry (Houghton Mifflin |

| | | | |Children's Books, 1989). |

| | | | | |

| | | | |The Cay by Theodore Taylor (Yearling, 2002). |

| | | | | |

| | | | |Bread and Roses, Too by Katherine Paterson (Houghton |

| | | | |Mifflin, 2006). |

English Language Arts Pacing Guide

Time Frame: 7 Weeks Fifth Grade

Unit 5: Researching Skills/Content Area Writing

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |What are some ways in which |Before: |Writing |Classroom, school, and public library |

|RI.5.1. Quote accurately from a text when explaining what |writers can record information |Journaling |bibliography | |

|the text says explicitly and when drawing inferences from |they are learning? |Class discussions |body paragraphs |Journal materials for students |

|the text. |How can writers plan, gather, and|Sketches |call to action | |

| |organize information for |Brainstorming |conclusion | |

|RI.5.2. Determine two or more main ideas of a text and |a research project? |KWL |imagery |Videos, lessons, and printables for all content areas.|

|explain how they are supported by key details; summarize |How can writers develop a clear |Observations |introduction |Search by subject, grade, topic, and type of resource.|

|the text. |point of view? |Hand signals |linking words, phrases and | |

| |How can writers revise and edit |“thumbs up” |clauses | |

|RI.5.3. Explain the relationships or interactions between |their research projects? |Think-Pair-Share |newspaper editorial |Hands-on lessons and activities |

|two or more individuals, events, ideas, or concepts in a |How does word choice influence | |observational writing | |

|historical, scientific, or technical text based on |poetry? |During: |paraphrasing |readinga- |

|specific information in the text. |What are different types of |Journaling |quotations |Thousands of downloadable, projectable, printable |

| |poetry and how do we read and |Observations |revising/editing |teacher materials, covering all the skills necessary |

|RI.5.4. Determine the meaning of general academic and |write them? |Class discussions |t-charts |for effective reading instruction. |

|domain-specific words and phrases in a text relevant to a | |KWL |thesis statement |(leveled reading) |

|grade 5 topic or subject area | |Daily Work |tone | |

|RI.5.6. Analyze multiple accounts of the same event or | |Hand signals | | |

|topic, noting important similarities and differences in | |“thumbs up” |Reading |Resources for teaching narrative writing |

|the point of view they represent. | |Think-Pair-Share |prose | |

|RI.5.7. Draw on information from multiple print or digital| |Performances |poetry | |

|sources, demonstrating the ability to locate an answer to | |Response Cards |stanza |Tons of great free downloads for editing and grammar |

|a question quickly or to solve a problem efficiently. | |Quizzes |expression | |

|RI.5.8 Explain how an author uses reasons and evidence to | |Conferences |evidence |

|support particular points in a text, identifying which | | |reasons |html |

|reasons and evidence support which point(s). | |After: |supporting |Every-Day Edits: Build language skills, test scores, |

|RI.5.9. Integrate information from several texts on the | |Journaling |similes |and cultural literacy with students in grades 4 and |

|same topic in order to write or speak about the subject | |KWL |metaphors |above. |

|knowledgeably. | |Standardized |synonyms | |

|Writing | |Tests |antonyms |

|W.5.1. Write opinion pieces on topics or texts, supporting| |Unit Tests | |bles.htm |

|a point of view with reasons and information. | |Research Reports | |Great teacher-made posters on the writing steps. |

|Introduce a topic or text clearly, state an opinion, and | |Projects | | |

|create an organizational structure in which ideas are | |Summaries | | |

|logically grouped to support the writer’s purpose. | |Think-Pair-Share | |Disney teacher of the year shares 30+ years of |

|Provide logically ordered reasons that are supported by | |Self-Assessments | |experience of resources. |

|facts and details. | |Checklists | | |

|Link opinion and reasons using words, phrases, and clauses| |Rubrics | | |

|(e.g., consequently, specifically). | |Quick Writes | |Samples of questions/texts on the assessment. |

|Provide a concluding statement or section related to the | |Observations | | |

|opinion presented. | | | | |

|W.5.2b. Develop the topic with facts, definitions, | | | |High-interest, informational articles |

|concrete details, quotations, or other information and | | | | |

|examples related to the topic. | | | |

|W.5.2d. Use precise language and domain-specific | | | |rrative.html |

|vocabulary to inform about or explain the topic. | | | |PowerPoints, lessons, student activities, and games on|

|W.5.4. Produce clear and coherent writing in which the | | | |narrative writing. |

|development and organization are appropriate to task, | | | | |

|purpose, and audience. (Grade-specific expectations for | | | |

|writing types are defined in standards 1–3 above.) | | | |ID=15578 |

|W.5.5. With guidance and support from peers and adults, | | | |Free educational videos. Search by CCSS, topic, or |

|develop and strengthen writing as needed by planning, | | | |subject. |

|revising, editing, rewriting, or trying a new approach. | | | | |

|W.5.6. With some guidance and support from adults, use | | | |   |

|technology, including the Internet, to produce and publish| | | |Examples of different styles of poetry |

|writing as well as to interact and collaborate with | | | | |

|others; demonstrate sufficient command of keyboarding | | | | |

|skills to type a minimum of two pages in a single sitting.| | | |Interactive poetry website |

|W.5.7. Conduct short research projects that use several | | | | |

|sources to build knowledge through investigation of | | | | |

|different aspects of a topic. | | | |Interactive website with examples of poetry types |

|W.5.8. Recall relevant information from experiences or | | | | |

|gather relevant information from print and digital | | | |

|sources; summarize or paraphrase information in notes and | | | |ge.html |

|finished work, and provide a list of sources | | | |Share examples of figurative language such as, “Stop |

|W.5.9. Draw evidence from literary or informational texts | | | |Bugging Me.” |

|to support analysis, reflection, and research. | | | | |

|b. Apply grade 5 Reading standards to informational | | | | |

|texts (e.g., “Explain how an author uses reasons and | | | |Rubric creator |

|evidence to support particular points in a text, | | | |Projects could include, but are not limited to: |

|identifying which reasons and evidence support which | | | |50 States Reports |

|point[s]”). | | | |Famous African American PowerPoints |

| | | | |All About Me Posters |

|W.5.10. Write routinely over extended time frames (time | | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | |Hands-on lessons and activities. |

|discipline-specific tasks, purposes, and audiences | | | | |

| | | | |Books: |

|Speaking & Listening | | | |Guinea Pig Scientists: Bold Self-Experimenters in |

|SL.5.1. Engage effectively in a range of collaborative | | | |Science and Medicine by Leslie Dendy and Mel Boring, |

|discussions (one-on-one, in groups, and teacher-led) with | | | |illustrated by C. B. Mordan (Holt, 2005). |

|diverse partners on grade 5 topics and texts, building on | | | | |

|others’ ideas and expressing their own clearly. | | | |Everything Kids' Environment Book by Sheri Amsel |

|Come to discussions prepared, having read or studied | | | |(Adams Media, 2007). |

|required material; explicitly draw on that preparation and| | | | |

|other information known about the topic to explore ideas | | | |Hatchet by Gary Paulsen (Simon & Schuster, 2007). |

|under discussion. | | | | |

|Follow agreed-upon rules for discussions and carry out | | | |Kit's Wilderness by David Almond (Dell-Laurel Leaf, |

|assigned roles. | | | |1999). |

|Pose and respond to specific questions by making comments | | | | |

|that contribute to the discussion and elaborate on the | | | |Peak by Roland Smith (Harcourt, 2007) |

|remarks of others. | | | | |

|Review the key ideas expressed and draw conclusions in | | | | |

|light of information and knowledge gained from the | | | | |

|discussions. | | | | |

|SL.5.2. Summarize a written text read aloud or information| | | | |

|presented in diverse media and formats, including | | | | |

|visually, quantitatively, and orally. | | | | |

|SL.5.3 Summarize the points a speaker makes and explain | | | | |

|how each claim is supported by reasons and evidence. | | | | |

|SL.5.4. Report on a topic or text or present an opinion, | | | | |

|sequencing ideas logically and using appropriate facts and| | | | |

|relevant, descriptive details to support main ideas or | | | | |

|themes; speak clearly at an understandable pace. | | | | |

|SL.5.6 Adapt speech to a variety of contexts and tasks, | | | | |

|using formal English when appropriate to task and | | | | |

|situation. | | | | |

|Language | | | | |

|L.5.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

|b. Form and use the perfect (e.g., I had walked; I have | | | | |

|walked; I will have walked) verb tenses | | | | |

|c. Use verb tense to convey various times, sequences, | | | | |

|states, and conditions. | | | | |

|d. Recognize and correct inappropriate shifts in verb | | | | |

|tense. | | | | |

| | | | | |

|L.5.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

|e. Spell grade-appropriate words correctly, consulting | | | | |

|references as needed. | | | | |

| | | | | |

|L.5.3. Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

|Expand, combine, and reduce sentences for meaning, | | | | |

|reader/listener interest, and style. | | | | |

| | | | | |

|L.5.5 Demonstrate understanding of figurative language, | | | | |

|word relationships, and nuances in word meanings. | | | | |

|Interpret figurative language, including similes and | | | | |

|metaphors, in context. | | | | |

|Recognize and explain the meaning of common idioms, | | | | |

|adages, and proverbs. | | | | |

|Use the relationship between particular words (e.g., | | | | |

|synonyms, antonyms, homographs) to better understand each | | | | |

|of the words. | | | | |

|L.5.6. Acquire and use accurately grade-appropriate | | | | |

|general academic and domain-specific words and phrases, | | | | |

|including those that signal contrast, addition, and other | | | | |

|logical relationships (e.g., however, although, | | | | |

|nevertheless, similarly, moreover, in addition). | | | | |

|Reading: Foundational Skills | | | | |

|RF.5.4b Read grade-level prose and poetry orally with | | | | |

|accuracy, appropriate rate, and expression. | | | | |

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