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_____5th__Grade Long Term Plan for 2015-2016 School Year

MELD Instruction

Week |MELD

Resources |MELD

Focus |Linguistic Features

(Phonology,

Grammar & Syntax)

|Vocabulary Development |Comprehension |Writing

Genre |Authentic Literacy Experiences |Assessment | |BLOCK ONE BEGINS

(45 days) | | | | | | | | | |Week 1

August 17-21

18-1st day of Instruction |5th Grade Start Smart MELD Unit 1

and Resources

|Responsive Management

Discussion and Participation Protocols |Verb tenses – Past present and future |Personal Thesaurus

Tier 2 Vocabulary to describe yourself |CCSS.ELA-Literacy.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

|Narrative

Poetry |Limerick

Poems

“Sam’s Story – A Sense of Belonging”



CCSS Text Exemplars, Excerpt from The Story of Ruby Bridges, Coles

Esperanza Rising, Munoz |Writing a Limerick Poem

Narrative Writing: Family Memories

Lucy Calkins - Narrative Checklist

| |Week 2

August 24-28 | 5th Grade Start Smart MELD Unit 1 and Resources

|Writing Process

Discussion and Participation Protocols |Administer the Linguistic Screener |Narrative Pyramid Poem

Personal Thesaurus

Students research vocabulary that provides synonyms and antonyms to describe their personal character traits to be used in their Limerick Poem. |CCSS.ELA-Literacy.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |Narrative

Poetry |Limerick

Poems

Esperanza Rising, Munoz |Narrative Writing: Family Memories

Editing Checklist

Lucy Calkins - Narrative Checklist

Writing Limerick Poems

| |Week 3

August 31-September 4

4- Admission Day |Start Smart Constructive Conversations 5th Grade Lesson Plan |Develop Constructive Conversation Skills: Create, Clarify, Fortify, and Negotiate |Constructive Conversations Skills

Sentence Starters: Prompt & Response Starters

|Personal Thesaurus

Vocabulary:

1. Multimedia

2. advantages

3. proponent

4. opponent

5. Affirm

6. rebut |CCSS.ELA-Literacy.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. |Opinion |Visual Texts: Mobile Devices

Article: “17 Pros and Cons of Using iPads in the Classroom”

strategy-blog/17-Pros-and-Cons-of-Using-iPads-in-the-classroom

Preparing for a Debate |Conversation Analysis Tool (CAT) Jeff Zwiers

Advanced Graphic Organizers

Debate

| |Week 4

September 7-11

7-Labor Day

BOY Due (K-5) |Latino Heritage Art Contest Criteria

|What do Portraits Communicate?

|Third Person Singular

EX: He sees the facial expression in the portrait.

Sensory Details

| Personal Dictionary

Tier 2 Vocabulary in Visual Art:

1. Portrait

2. Sitter(s)

3. Facial expression

4. Gestures

5. Posture

6. Setting

7. Attire

8. Props

9. Commission

10. artist | |Informational

Yo soy/I am

poem

Describe art using Academic Vocabulary |Phyllis Hunter Library – Informational Texts on Famous Latinos or Online informational text about Latino artists

Looking at Portraits Lesson 1: What Do Portraits Communicate?

Getty.edu

|Writing - “I am Poem”

Visual Art – Self Portrait/Portrait of Famous/Cultural Latino

Collaborative Discussions using visual analysis to describe a portrait

| |Week 5

September 14-18 |5th Grade MELD Lessons Aligned to CCSS Narrative Writing

|Writing Process |Action Verbs

Transition Words

Direct quotes – dialogue

Clauses

Sensory |Personal Thesaurus Tier 2 Vocabulary

1. Narrative

2. Character traits

3. Narrator

4. setting

5. Situation |CCSS.ELA-Literacy.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.5.3.e

Provide a conclusion that follows from the narrated experiences or events.

|Narrative |Text:

Esperanza Rising, Munoz |Lucy Calkins Narrative Writing Checklist – 5 Paragraph Essay – Family History | |Week 6

September 21-25 |5th Grade MELD Lessons Aligned to CCSS Narrative Writing |Writing Process |Transition Words

Clauses

Sensory Details

Direct quotes – Dialogue

Concluding Paragraph |Academic Language Development - Personal Thesaurus

Tier 2 Vocabulary

1. Conclusion

2. Topic Sentence

3. Importance

4. Clause

5. Simple sentence

6. Compound sentence

7. Complex sentence

|CCSS.ELA-Literacy.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.5.3.e

Provide a conclusion that follows from the narrated experiences or events.

|Narrative |“Solitude,” Wilcox

Phyllis Hunter Library Gr. 2 Excerpt (Conclusion) from Too Many Tamales, Soto & Martinez |Lucy Calkins Narrative Writing Checklist –

Narrative Essay | |Week 7

Sept 28–Oct 2 |Treasures Selection – Black Cowboys Wild Horses, Lester

LAUSD Curriculum Maps Resources for 5th Grade |Academic Language Development

Similes

Metaphors

Vocabulary strategies (context clues, word structure, apposition, cognates, etc.) |“figurative language” provide examples and non- examples. |Academic Language

Tier 2 Vocabulary

Personal Thesaurus

1. remorse,

2. grief

3. vastness

4. presence

5. suspended

6. enthusiasm

7. ravine

8. horizon

|CCSS.ELA-Literacy.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |Narrative |Treasures Selection –

Black Cowboys Wild Horses, Lester |Define “figurative language” provide examples and non- examples.

Students read and record text evidence that explains how the figurative language helps them understand what someone is saying.

| |Week 8

October 5-9 |Treasures Selection – Black Cowboys Wild Horses, Lester

LAUSD Curriculum Maps Resources for 5th Grade |Text-Dependent Questions with Evidence-Based Answers/Pg. #

“Give one, get one” Students determine a theme and share their text evidence with partners. |Syntax/Sentence Structure

Writing Evidence Based Answers and Page #;s |Academic Language

Tier 2 Vocabulary

Context Clues – Students participate in steps 4 – 6 of Marzano’s Six Step Process for Vocabulary development.

Work with a partner to find 5 or more vocabulary words in the text that meaning can be gained by context clues. Circle the vocabulary word and underline the context clues within the sentence.

Play, “Alike or different,” or the “$100,000 Pyramid” game to reinforce meaning with new vocabulary. |CCSS.ELA-Literacy.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |Narrative |Treasures Selection – Black Cowboys Wild Horses, Lester |Reading to determine theme(s).

Determine the theme in a selection from details in a text. Provide evidence from the text to support the selected theme.

| |

Week 9

October 12-16 |Treasures Selection:

When Esther Morris Headed West

(Audio recording)

technology/textbooks/grade_5_Book1/esther.mp3

LAUSD Curriculum Maps Resources for 5th Grade (LAUSD Website) |Speaking, Listening and Retelling a story with constructive conversations

As students read and listen to the story, allow opportunities for students to create, clarify, fortify and negotiate ideas with partners.

Rally Robin – Kagan Structure- Taking turns to discuss and share ideas

|

|

Online Vocabulary game from, When Esther Morris Headed West



1. attorney

2. legislature

3. escorted

4. physician

5. postpone

6. colonel

7. satisfactory

8. representative

9. qualify

10. submit

11. postpone

12. suffrage |CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |Narrative

Biography |Treasures Selection: When Esther Morris Headed West, Wooldridge

|Create a storyboard or flow-map with 6 scenes.

Write a summary of When Esther Morris Headed West.

Include 4-6 Vocabulary words with context clues in your summary.

Illustrate pictures for each scene.

CAT – Conversation Analysis Tool, Zwiers | |BLOCK TWO BEGINS (45 days) | | | | | | | | | |Week 10

October 19-23 | | | | | |Informative | | | |Week 11

October 26-30

K-2 Narrative ELA Assessment | | | | | |Informative | | | |Week 12

November 2-6

3-5 Narrative ELA Assessment | | | | | |Informative | | | |Week 13

November 9-13

11-Veterns Day | | | | | |Informative | | | |Week 14

November 16-20 | | | | | |Informative | | | |Week 15

November 23-27

Thanksgiving | | | | | | | | | |Week 16

November 30-December 4 | | | | | |Informative | | | |Week 17

December 7-11 | | | | | |Informative | | | |Week 18

December 14-18 | | | | | |Informative | | | |Week 19

December 21-25

Winter Recess | | | | | | | | | |Week 20

December 28-Jan. 1

Winter Recess | | | | | | | | | |Week 21

January 4-8

Winter Recess | | | | | | | | | |Week 22

January 11-15

Second Semester Begins

Introduce AEMP Essay Contest | | | | | |Informative | | | |BLOCK THREE BEGINS (45 DAYS) | | | | | | | | | |Week 23

January 18-22

18-Dr. King Holiday | | | | | |Opinion | | | |Week 24

January 25-29

MOY Due (K-5) | | | | | |Opinion | | | |Week 25

February 1-5 | | | | | |Opinion | | | |Week 26

February 8-12

K-2; 3-5

Informative ELA Assessment | | | | | |Opinion | | | |Week 27

February 15-19

15-Presidents’ Day | | | | | |Opinion | | | |Week 28

February 22-26 | | | | | |Opinion | | | |Week 29

February 29-March 4 | | | | | |Opinion | | | |Week 30

March 7-11 | | | | | |Opinion | | | |Week 31

March 14-18 | | | | | |Opinion | | | |Week 32

March 21-25

Spring Recess | | | | | | | | | |BLOCK FOUR BEGINS - REVIEW | | | | | | | | | |Week 33

March 28-April 1

28-Cesar Chavez | | | | | | | | | |Week 34

April 4-8

Earth Day | | | | | | | | | |Week 35

April 11-15 | | | | | | | | | |Week 36

April 18-22 | | | | | | | | | |Week 37

April 25-29 | | | | | | | | | |Week 38

May 2-6

K-2 Opinion ELA Assessment | | | | | | | | | |Week 39

May 9-13 | | | | | | | | | |Week 40

May 16-20 | | | | | | | | | |Week 41

May 23-27 | | | | | | | | | |Week 42

May 30-Jun. 3

30 - Memorial Day

EOY (K-5) | | | | | | | | | |Week 43

June 6-10

10-Last Day of Instruction

11-Pupil Free | | | | | | | | | |

Key:

Assessment Window for ELA Interim Assessments (K-5)

Holiday Break

45 Day Instructional Block

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