Grade 5 - Richland Parish School Board



English Language Arts – Grade 5

Table of Contents

Unit 1: Folktales: Tall Tales and Legends 1-1

Unit 2: Informational Articles/Reports 2-1

Unit 3: Biography and Autobiography 3-1

Unit 4: Short Stories—Adventure 4-1

Unit 5: Poetry 5-1

Unit 6: Novels 6-1

2012 Louisiana Transitional Comprehensive Curriculum

Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculum is aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013-14 Curriculum and Assessment Summaries posted at . The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15.

Organizational Structure

The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014-15 are not included in activities in this document.

Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

Features

Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at .

Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis.

A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course.

The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at .

Grade 5

English Language Arts

Unit 1: Folktales: Tall Tales and Legends

Time Frame: Approximately five weeks

Unit Description

This unit focuses on reading and responding to folktales. The defining characteristics of each type of story are defined and analyzed through the exploration of folklore in everyday life. A study of story elements is included. Oral presentation and the art of storytelling provide an opportunity for practice of oral delivery skills, while writing an original tale or legend allows for students to work through the writing process. Vocabulary and grammar instruction occurs within the context of the selections.

Student Understandings

Folktales are forms of narrative, written or oral, which have been passed down from one generation to another. Students will connect legends, tall tales, folk songs, and ballads to the broad definition. Readers and listeners will learn that stories are characterized by symbolic characters, fast-moving plots, humorous tones, exaggeration and overstatement, as well as happy endings. Because folktales commonly express important values of diverse cultures, students will recognize themes that are universal.

Guiding Questions

1. Can students define folktales?

2. Can students identify the elements of tall tales and legends?

3. Can students identify use of exaggeration?

4. Can students make inferences or draw intended conclusions?

5. Can students identify the cultural context of folklore?

6. Can students compare and contrast two folktales?

7. Can students use the writing process effectively and efficiently?

8. Can students give oral presentations effectively?

Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|01a. |Identify word meanings using a variety of strategies, including using context clues (e.g., definition, restatement, |

| |example, contrast) (ELA-1-M1) |

|01d. |Identify word meanings using a variety of strategies, including using electronic and print dictionaries, thesauruses, |

| |glossaries (ELA-1-M1) |

|04. |Develop specific vocabulary (e.g., for reading scientific, geographical, historical, and mathematical texts, as well as |

| |news and current events) for various purposes (ELA-1-M1) |

|06a. |Identify and explain literary devices in grade-appropriate texts, including how word choice and images appeal to the |

| |senses and suggest mood, tone, and style (ELA-1-M2) |

|08. |Identify the connections between ideas and information in a variety of texts (e.g., poetry) and real-life situations and|

| |other texts (ELA-1-M4) |

|12a. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing |

| |events and steps in a process (ELA-7-M1) |

|12b. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including summarizing|

| |and paraphrasing information (ELA-7-M1) |

|12c. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying|

| |stated and implied main ideas and supporting details for each (ELA-7-M1) |

|12f. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including predicting |

| |the outcome of a story or situation with reasonable justification (ELA-7-M1) |

|12g. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying|

| |literary devices (ELA- 7-M1) |

|17c. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including thinking inductively and |

| |deductively (ELA-7-M4) |

|17d. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including generating a theory or |

| |hypothesis (ELA-7-M4) |

|17f. |Analyze grade-appropriate print and nonprint texts using various reasoning skills, including distinguishing facts from |

| |opinions and probability (ELA-7-M4) |

|18a. |Write multiparagraph compositions on student- or teacher-selected topics organized with an established central idea |

| |(ELA-2-M1) |

|18b. |Write multiparagraph compositions on student- or teacher-selected topics organized with important ideas or events stated|

| |in sequential or chronological order (ELA-2-M1) |

|18c. |Write multiparagraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, |

| |examples, specific details) (ELA-2-M1) |

|21a. |Develop grade-appropriate compositions applying writing processes such as selecting topic and form (ELA-2-M3) |

|21b. |Develop grade-appropriate compositions applying writing processes such as prewriting (e.g., brainstorming, researching, |

| |raising questions, completing graphic organizers) (ELA-2-M3) |

|21c. |Develop grade-appropriate compositions applying writing processes such as drafting (ELA-2-M3) |

|21d. |Develop grade-appropriate compositions applying writing processes such as conferencing (e.g., peer and teacher) |

| |(ELA-2-M3) |

|22. |Develop grade-appropriate paragraphs and multiparagraph compositions using the various modes (i.e., description, |

| |narration, exposition, and persuasion), emphasizing narration and exposition (ELA-2-M4) |

|23a. |Use the various modes to write compositions, including how-to essays (ELA-2-M4) |

|24. |Develop writing/compositions using a variety of literary and sound devices, including similes, metaphors, and |

| |onomatopoeia (ELA-2-M5) |

|25a. |Write for various purposes, including formal and informal letters that state a purpose, make requests, or give |

| |compliments (ELA-2-M6) |

|25c. |Write for various purposes, including explanations of stories and poems using retellings, examples, and text-based |

| |evidence (ELA-2-M6) |

|26c. |Use standard English punctuation, including use quotation marks around dialogue (ELA-3-M2) |

|27. |Capitalize the first and other important words in titles and proper nouns (ELA-3-M2) |

|28b. |Write paragraphs and compositions following standard English structure and usage, including agreement of subjects and |

| |verbs in complex sentences (ELA-3-M3) |

|28d. |Write paragraphs and compositions following standard English structure and usage, including correct sentence fragments |

| |and run-on sentences (ELA-3-M3) |

|32. |Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1) |

|36. |Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3) |

|37. |Organize oral presentations with a thesis, an introduction, a body developed with relevant details, and a conclusion |

| |(ELA-4-M3) |

|39a. |Deliver formal and informal presentations for a variety of purposes, including book reports (ELA-4-M4) |

|39c. |Deliver formal and informal presentations for a variety of purposes, including explanations of projects (ELA-4-M4) |

|40a. |Evaluate media for various purposes, including effectiveness of organization and presentation (ELA-4-M5) |

|40b. |Evaluate media for various purposes, including usefulness and relevance of information (ELA-4-M5) |

|41a. |Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process |

| |(ELA-4-M6) |

|41b. |Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions |

| |(ELA-4-M6) |

|41c. |Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, |

| |listener) (ELA-4-M6) |

|43a. |Locate and integrate information from grade-appropriate resources, including multiple printed texts (e.g., |

| |encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias) ELA-5-M2 |

|46. |Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions and|

| |reports (ELA-5-M4) |

|ELA CCSS |

|CCSS # |CCSS Text |

|Reading Standards for Literature |

|RL.5.2 |Determine a theme of a story, drama, or poem from details in the text, including how the characters in a story or drama |

| |respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. |

|RL.5.3 |Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the|

| |text (e.g., how characters interact). |

|RL.5.5 |Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular |

| |story, drama, or poem. |

|ELA CCSS |

|CCSS # |CCSS Text |

|RL.5.6 |Describe how a narrator’s or speaker’s point of view influences how events are described. |

|RL.5.7 |Analyze how visual and multimedia elements contribute to the meaning, tone, and beauty of a text (e.g. graphic novel, |

| |multimedia presentation of fiction, folktale, myth, poem). |

|RL.5.9 |Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar |

| |themes and topics. |

|RL.5.10 |By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the |

| |grades 4-5 text complexity band independently and proficiently. |

|Writing Standards |

|W.5.2 b, c, d |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |b. Develop the topic with facts, definitions, and concrete details, quotations, or other information and examples |

| |related to the topic. |

| |c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, |

| |especially). |

| |d. Use precise language and domain-specific vocabulary to inform or explain the topic. |

|W.5.9 |Draw evidence from literary or informational texts to support analysis, reflection, and research. |

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

|Speaking and Listening Standards |

|SL.5.1c, d |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. |

| |c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the |

| |remarks of others. |

| |d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the |

| |discussions. |

|Language Standards |

|L.5.3b |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. |

|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). |

Please note that Bulletin 741 currently states that the minimum required number of minutes of English Language Arts instruction per week for Grade 5 is 600 minutes. Ongoing activities should be a part of daily instruction. It is strongly recommended that a teacher preview websites before students access them.

Activity 1: Independent Reading (Ongoing): (GLEs: 12a, 12b, 12f, 12g; CCSS: RL.5.2, RL.5.10)

Materials List: reading material covering a wide range of topics and readability levels, learning logs

This activity has not changed because it already incorporates the CCSS listed. Regardless of the genre being addressed in each unit, students should read silently daily. Sustained Silent Reading (SSR) occurs when students are reading texts at their independent reading level for an uninterrupted period of time. SSR guidelines for class use may be found at .

Students select their own books or reading materials that require neither testing for comprehension nor book reports. Titles read and evidence of learning will be recorded in learning logs (view literacy strategy descriptions), which are a student’s record of new understandings, predictions, confirmation of predictions, explanations, and reflections. An explanation and sample of a reflective learning log may be found at .

If reading the folktale “The Birth of Pecos Bill” located at , a sample student response might read as follows:

The character of Pecos Bill can be compared to Mowgli in The Jungle Book because both were adopted by animals. Bill was accepted by a mama coyote, and Mowgli was accepted by a pair of wolves. The boys had fun running and playing with their animal families. When both characters grew up, they left their animal families to live with other humans.

Student responses may also be elicited through other strategies, such as teacher conferencing, book talks, peer conferencing, or Reading Counts/Accelerated Reader, if available.

Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01d, 04; CCSS: L.5.3b)

Materials List: word list, dictionaries, thesauruses, glossaries

Throughout the unit, emphasize vocabulary development by having students use context clues to decode unfamiliar words in the tall tales and legends they read. Collaborate with students to create a word wall of the specialized vocabulary they may find in folktales. Review words daily with students, and encourage them to report any instance in which they have heard or seen a word used in current, real-world context. Aid student construction of usage links to the real world by providing examples. Students will learn about word choice and develop specific vocabulary that clarifies the meaning of the text. Students will also use electronic and print dictionaries, thesauruses, and glossaries when developing and selecting vocabulary for oral and written stories.

2013 – 2014

Activity 3: Phonics and Decoding (Ongoing): (CCSS: RF.5.3)

Materials List: weekly spelling lists that include grade-level appropriate words (with focus on a specific phonetic rule and/or pattern), 20 Ways to Practice Spelling BLM

Provide students with explicit instruction as well as ample opportunities to practice spelling and recognition of grade-appropriate words with common syllabication patterns, phonetic patterns, and roots and affixes. This ongoing study should encourage grade-level phonetic and word decoding skills. Students can practice spelling patterns in a variety of ways through the use of the 20 Ways to Practice Spelling BLM. Particular activities may be assigned each week, or students may be given the freedom to choose one activity from each level.

Activity 4: Writing Craft Mini-Lessons (Ongoing) (GLEs: 26c, 27, 28b, 28d)

Materials List: student writing samples

As an introduction, instruct students in the writing process. To allow students to connect the writing process with familiar language usage, have students draft a conversation between two friends as they discuss the day’s lunch menu. Direct students to edit and proofread their drafts, focusing on correcting errors in capitalization and use of quotation marks. Require students to revise until errors have been corrected.

As students progress toward development of compositions with topic sentences and complex sentence structure, provide them with practice in the editing and proofreading process. Continue to focus instruction on capitalization, use of quotation marks, subject-verb agreement, and correction of sentence fragments in their later work. Provide opportunities for peer editing in order to reinforce proofreading skills.

Since folktales have many instances of dialogue, conduct mini-lessons to give students practice with using quotation marks to indicate a speaker’s words. An example of a mini-lesson is as follows: Write and punctuate the sentences below for all to see.

“Joey,” Jana said, “you and your sister share an exaggerated sense of humor.”

Jana said, “Joey, you and your sister share an exaggerated sense of humor.”

Lead students to compare the sentences and identify differences in the punctuation of the two. Place students in small groups, and direct them to develop one-minute conversations in which members discuss the special talents of two classmates. Afterwards, students will write their conversations on transparencies then present their work to the class. Have class members identify correct use of quotation marks and offer solutions to incorrect marks. Students will additionally check for correct capitalization of proper nouns.

2013-2014

Activity 5: My Writing Inventory (Ongoing) (CCSS: W.5.10)

Materials List: My Writing Inventory BLM

As an extension to Activity 4, have students record their writing progress on the My Writing Inventory BLM. Students should include all their daily writing activities from Activity 4 as well as all of their significant writing assignments from the remaining activities. Facilitate a discussion to determine the difference between these two terms: “short time frame piece” and an “extended time frame piece.” Have students identify and record each assignment as a “short time frame piece” or an “extended time frame piece.” Have them also identify and record the purpose for each writing assignment and the stages of the writing process that were completed. Writing purposes may include, but are not limited to, narrative, descriptive, explanatory/informative, opinion, persuasive, reflective, or analytical writing.

Over the course of the year, impress upon students that it is not necessary that each composition go through all stages of the writing process. For example, explain to students that reflection may only require drafting. Not every piece of writing is intended for publishing.

Activity 6: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 28b, 28d)

Materials List: student writing samples, board or transparency/overhead projector, learning logs

Incorporate grammar instruction within the context of students’ reading and writing. Grammar handbooks may be used to teach elements of grammar, punctuation, and style. Focus lessons on sentences using multiple clauses, correct verb tenses, and parts of speech. Choose exercises that help solidify punctuation skills learned in earlier grades, and reinforce proofreading and editing skills.

An example of a mini-lesson is as follows: Write the following sentence on the board or a transparency: Armadillos are very heavy, but they can inflate their stomachs with air and float on water. Direct students to divide the sentence into two shorter sentences and write the two in their learning logs (view literacy strategy descriptions). Write the two shorter sentences for display on the board. Then have the class discuss whether the sentences can be combined in any other ways. Have students summarize the discussion in their learning logs.

Activity 7: Introduction to Folktales (GLEs: 17c, 17f, 41c)

Materials List: various examples of tall tales and legends, learning logs, Folktale Anticipation Guide BLM

To begin the activity, display several examples of folktales. Explain that folktale is a general term for numerous tales told by common folk. Throughout this unit, students will record their thoughts, reflections, and responses to guided and independent reading in their learning logs (view literacy strategy descriptions). In this instance, students will define folktales in their learning logs as stories that have been retold within a culture for generations and are well-known through repeated storytelling. Explain that sometimes folktales are subdivided into tales of magic, romance, tall tales, or legends.

Direct students to look at the covers of displayed texts and respond to the statements about the characteristics of folktales listed in the anticipation guide (view literacy strategy descriptions) (See Folktales Anticipation Guide BLM). The purpose of the anticipation guide is to activate background knowledge and set a purpose for learning. Point out that the folktale anticipation guide will help them assess what they already know about folktales and lead them to discover new information about folktales.

Through the use of the anticipation guide, instruct students to read and respond to the statements about folktales before reading, and again after reading. After reading each folktale, instruct students to verify whether each is based in fact and how each tells of universal human needs. Provide other sources for students to use for researching facts. Then have students determine which folktale is based on the most historical truth. Finally, direct students to determine the purpose for each folktale. Require them to provide specific reasons and examples from the texts that support their positions

Next, pair students and have them discuss their responses to the anticipation guide. Although the end result is for students to recognize the characteristics of folktales, emphasize that there are no right or wrong answers at this point in the activity. Open the discussion to the whole class so students become aware of other perspectives.

In this phase of the activity, read aloud several additional folktales. (A resource list is provided at the end of the unit.) Ask students to pay close attention to the characters, setting, and plot elements. Direct students to revisit their initial responses on their anticipation guides throughout the read aloud and revise them as they draw new conclusions and find more information.

Conclude with a whole group follow-up discussion to reinforce learning of the characteristics of folktales.

Activity 8: Tall Tales—Exaggerated Storytelling: Paul Bunyan and Beyond (GLEs: 12f; CCSS: RL.5.2, RL.5.3, RL.5.6, RL.5.9)

Materials List: variety of tall tales, to include Paul Bunyan, board or chart paper, Exaggerated Storytelling Word Grid BLM (teacher use), learning logs

This activity has not been changed because it already incorporates the CCSS listed. Read aloud the first two pages of the story of Paul Bunyan. Model the Think-Aloud method (express your thoughts about the text aloud) to identify examples of exaggeration in the story. Possible examples of exaggeration include overstatement, extravagance, elaboration, misrepresentation, and a stretch of the imagination. Ask students to draw conclusions about the meaning of exaggeration based on examples in the story. After reading the first two pages, have students suggest personal characteristics that could be exaggerated in storytelling.

Complete the read aloud of Paul Bunyan and direct students to point out examples of exaggeration. As students provide examples, write them on a board or a piece of chart paper in a word grid (view literacy strategy descriptions) like the following (See BLM.):

|Form of |Overstatement |Extravagance |Elaboration |Misrepresentation |Stretch of the |

|Exaggeration | | | | |imagination |

|Humor | | | | | |

|Curiosity | | | | | |

|Strength | | | | | |

|Stature | | | | | |

The word grid is a visual technique used to help students make connections between related terms and concepts. The column titles represent synonyms that indicate various forms of exaggeration. The row titles represent personal characteristics that can be exaggerated during storytelling.

With the students’ participation, fill in the word grid by placing a “+” in the space corresponding to the characteristic and the form of exaggeration that best describes the characteristic. Versions to be used for storytelling by the teacher may be found at . See the resource list for suggestions of children’s literature.

Allow time for students to quiz each other over the information in the word grid in preparation for tests and other class activities. Students will also create a learning log (view literacy strategy descriptions) entry to include the definition of each term and some text-based examples.

Continue by reading several other tall tales (i.e., Slue-foot Sue, Joe Magarac, Stormalong) and pointing out examples of exaggeration. Versions about Slue-foot Sue and others may be found at

Direct students to identify and list commonalities among the stories in order to define the characteristics of tall tales; the list will be placed in student learning logs. Identify and discuss patterns that underlie structure, and explain that tall tales will exhibit some of the following characteristics:

• The main character accomplishes great feats using strength and wit.

• The author uses exaggeration and humor; the hero brags and/or makes fun of himself or herself and has a colorful way of speaking.

• Famous people and places show up in the story.

• The story often starts when the hero is a child.

• The story can reflect historical events while recounting supernatural adventures and mishaps.

Students will create a graphic organizer (view literacy strategy descriptions) that includes elements of setting, plot, characters, conflict, and sequence of events. Have them compare and contrast story elements in two or more books and identify stated and implied main ideas and supporting details.

Activity 9: Legends—Stories from the Past: Casey Jones and Beyond (GLEs: 12c, 12f, 17c, 17f, 39a, 41a, 41b, 41c)

Materials List: variety of legends, to include Casey Jones, learning logs, paper to create graphic organizer

Select and read aloud the story of Casey Jones and several other short legends. (Versions of Native American legends to be used for storytelling may be found at .) Pause near the end of each story and have students predict outcomes. Tell students to identify and list commonalities among the stories in their learning logs (view literacy strategy descriptions). Use the list of commonalities to lead students to define the characteristics of legends. Then explain that, as an example of a literary genre, legends will exhibit some of the following characteristics:

• Legends are stories from the past about a subject that was, or is, believed to have been, historical truth. The story is rooted in the authenticity of the character but fictional in detail.

• Legends concern people, places, and events.

• Legends are usually about a saint, a king, a hero, or a famous person.

• Legends are associated with a particular place and a particular time in history.

• Legends have more austere tone than folktales.

• Legends reflect values of the culture and goals of its people.

Direct students to reread legends with a partner in order to distinguish between facts and fictional details in characterization, historical setting, and multicultural roles. In a class discussion, guide students to identify stated and implied main ideas and to support their conclusions with details from the stories. Students will then select a legend and prepare a presentation that will include visuals of characteristics, main ideas, details, and literary elements found in the legend.

Next, place students in groups of three or four. Explain that they will be called on randomly to come to the front of the room to act as a team of “professor know-it-alls” about specific elements of character, plot, and theme development in Casey Jones. Professor Know-It-All (view literacy strategy descriptions) is a strategy that enables students to become experts on a particular topic. Groups will prepare for professor know-it-all by thinking of questions that require responses about character, plot or theme (e.g., Which element shows that Casey’s courage and patience are rewarded?). Guide students to brainstorm about the elements before creating questions. For example, characters that are symbolic of good or evil, such as heroes who are strong, brave, kind, curly-haired or fair-haired, and sympathetic; or themes that show how courage, patience, and hard work are rewarded; or plot elements that are repetitive or require resolution. Each team will face the class and answer questions posed by both peers and the teacher. Have groups rotate after five minutes of questioning.

Activity 10: Visual and Multimedia Elements of Folktales (CCSS: RL.5.2, RL.5.3, RL.5.7)

Materials List: short clip of an animated folktale, various text examples of tall tales and legends, printed song lyrics that reflect a folktale origin, highlighters

Show students a short video clip of an animated folktale. During the viewing, identify for them explicit images that contribute to the meaning, tone, or beauty of the folktale. Explain that visual and multimedia elements are meant to enhance the reader’s experience and interaction with the text.

Next, facilitate a discussion (view literacy strategy descriptions) to foster learning and reinforce content through dialogue. Then direct students to use the Think-Pair-Square-Share (view literacy strategy descriptions) strategy to strengthen their understanding of visual and multimedia elements in folktales. Think-Pair-Square-Share promotes the processing of content—in this instance, the impact of visual images on understanding and making connections to text. Pair students and give each pair a folktale. Direct students to read the text individually and identify and record at least two visual images, and briefly explain how each image contributes to the meaning of the text. Have students explain their findings to their partners. Monitor student discussions to make sure they include explanations of how images help in understanding the following;

• revealing character traits,

• enhancing understanding of the setting and

• allowing the reader to make connections to the text, and facilitate theme and plot development.

Next, direct each pair of students to discuss their folktale and discoveries about its imagery with other pairs. Allow time for each pair to give thorough explanations.

In the next phase, repeat the activity using a selection of songs and poems about legendary characters and events. Explain that poetry and song are literary forms often used to tell the stories of legendary characters. Play a recording of a song and/or read

aloud a poem about a legendary figure (e.g., John Henry found at or Davy Crockett found at ). Provide students with copies

of the poem and/or lyrics, and have students identify and discuss the author’s use of literary devices and how word choice and imagery set a mood and tone to capture audience attention.

Conclude with a whole group discussion of how multimedia elements—in this case videos of folktales, music and poetry—can enhance the meaning of text, specifically those related to the characteristics of folktales.

As an extension, have students select a folktale and compose a song about its hero/subject. Direct students to focus on choosing words that will convey vivid images, engage the of interest of the reader, and convey a clear voice.

2013-2014

Activity 11: Distinguishing Characteristics of Tall Tales and Legends (CCSS: RL. 5.5, W5.2b, W.5.2c, W.5.2d, L.5.6)

Materials List: Characteristics Summary Checklist BLM

Present the following list of words to students to begin modified lesson impression (view literacy strategy descriptions). Lesson impressions gain student interest by elevating curiosity and activating prior knowledge. In this instance, the lesson impression strategy will peak student interest in vocabulary related to tall tales and legends and guide a written impression that will be used to compare and contrast characteristics of folktales.

Impression Words: exaggeration, historical truth, facts, good, evil, lesson or moral, heroes

Explain to students that they are to use the impression words to develop a multiparagraph composition that compares the characteristics of tall tales and legends. In the first step of the process, students will produce a summary paragraph that includes a topic sentence, body, and conclusion. A sample student response might read as follows:

Tall tales and legends have characteristics that set them apart from each other. In a tall tale, the author uses exaggeration and humor; the hero brags and/or makes fun of himself or herself and has a colorful way of speaking. The story of a tall tale usually begins with the hero being a child. Usually in a tall tale, the hero is a good person. A legend is a story from the past about a character that was, or is believed to have been, historically true. Because the main character might be based on historical truth, some parts of a legend might include facts. Usually the character in a legend is a saint, a king, a hero, or a famous person. In a legend, there is usually a struggle between good and evil. Legends reflect values of the culture and goals of its people.

In the next step, direct students to expand their summaries into multiparagraph compositions that further explain the contrasts between tall tales and legends. Compositions should be developed with introductions, bodies with supporting details from specific stories read, and conclusions. When students have completed their first drafts, invite volunteers to read their work to the class.

Then read a tall tale and a legend aloud to the class. Direct students to identify specific ways the characteristics they wrote about in their compositions align with the characteristics of the texts read aloud. Students may write notes on their first draft or make a Venn diagram to compare and contrast the actual text characteristics to their lesson impression first drafts.

Then have students work in small groups to revise and peer edit their summaries for clarity. Have them use the Characteristics Summary Checklist BLM to guide their editing. As a technology option, students may produce a word-processed final draft.

2013-2014

Activity 12: Story Maps of Folktales (CCSS: RL.5.9, W.5.2c, W.5.2d, W.5.10, L.5.3b, L.5.6)

Materials List: various folktales, paper to create story maps or copies of a story map template (one per student), Internet access, learning logs

Stressing the cultural context of folktales, read aloud two folktales on a related topic but from different countries (e.g., tall tales from the American Old West, legends about a particular holiday or character, trickster tales, Cinderella tales [See resource list.], etc.).

Instruct students to use a supplied story map to identify the major concepts and events in each story and then connect links visually between the two shared tales.

A story map template may be found at or at . A story map student guide may be found at . To add a technology element, students may access an interactive tool which assists in prewriting and postreading activities by guiding students to focus on development of character, setting, conflict, and resolution. This is found at .

As a form of modeling the desired story-mapping action, read a story and use the Think-Aloud strategy to demonstrate how to use critical-thinking skills to enhance comprehension. Facilitate a review of story elements by having students work in groups to complete story maps. Use story mapping of folktales to teach sequencing, summarizing, and paraphrasing skills. To aid student comprehension of thematic details and identification of plot elements, review the author’s use of descriptive and sensory language, which includes identifying literary devices and specific word choices.

When the story maps are completed, instruct students to use them to identify similarities and differences between the two folktales. By analyzing the graphically-displayed plot elements, students should be able to do the following:

• determine and explain how cultural viewpoints are reflected,

• identify patterns in the texts,

• discuss and question the relationships indicated by the patterns,

• create a theory for why the unlike elements were included in the tales, and

• expand the general definition of folktale from Activity 5.

Next, direct students to write an expanded definition of folktale in their learning logs (view literacy strategy descriptions), and include reflective comments that explain how they arrived at their conclusions.

As an extension, assign a multi-paragraph composition that compares and contrasts the overall structure of the sequence of events and cultural viewpoints reflected in the two folktales. Inform students that they should use words that signal comparisons and contrasts, such as in addition, however, although, nevertheless, and similarly in their writing. Students will use the information gathered in their learning logs from Unit 1, as well as their story maps from this activity, to develop a multi-paragraph composition. Invite volunteers to read their compositions to the class.

Activity 13: The Stuff of Yarns: Writing Tall Tales or Legends (GLEs: 06a, 18a, 18b, 18c, 21b, 21c, 21d, 22, 24, 43a; CCSS: L.5.3b)

Materials List: grade-appropriate resources (e.g., specialized dictionaries, thesauruses, etc.), available publication software

Divide students into groups of two or three to brainstorm possible ideas for a tall tale or legend, which they will use to write a story, a play, or a script for Reader’s Theater. Next, have groups outline a scenario that includes plot, characters, and conflict. Then direct groups to draft the tall tales or legends they have outlined. Explain to students that their stories should be sequenced in chronological order and include the following: appropriate word choice, colorful language, images that create mood, sound devices, and exaggeration of the hero’s distinguishing traits. During the draft process, have students check with peers to question authorial intent, and suggest additional incidents that could be included or ones that should be deleted to strengthen stories. The focus of the collaborative writing efforts should be to establish chronological order and the structures and conventions of tall tales and legends. After collaborating with peers, have students create final drafts of their stories.

Provide students with access to available technology to create borders, graphics, and titles that support the elements of each work and engage reader interest. Conference with students as necessary to discuss selection of title and images. Collect final versions to publish in a class book of stories.

Activity 14: Oral Presentation of Tall Tales and Legends (GLEs: 32, 36, 37, 40a, 40b; CCSS: RL.5.7, W.5.9)

Materials List: letter-quality paper and envelopes, chart paper to record first draft of student-created rubric (Teacher will write/type so that he/she can photocopy the completed rubric for audience use.)

Have the class prepare for oral presentations of their folktales with the following activities:

• Lead students in developing a simple rubric to evaluate the oral presentation of the tall tales or legends. The rubric may include the following components: student used appropriate eye contact with the audience; student began with an introduction to the legend or tall tale; student provided enough details to explain the tall tale or legend; student organized details to support development of story; student ended with an obvious conclusion; student organized the oral presentation so the introduction, body, and conclusion were evident; and student spoke with a clear voice and appropriate volume and inflection. Then discuss with them how they will apply the rubric to the presentations so the feedback is constructive and positive for all concerned.

• Divide students into groups of four to become listeners’ panels. Assign roles for each student in the group so that each may be able to later contribute to the written feedback; roles may be assigned as follows: a student to monitor eye contact, one to listen for examples from the introduction, one to listen for examples of the body of the presentation, and one to listen for concluding statements.

• Provide time for students to read their tales to the class.

• Remind students to use active listening strategies during the presentations. Each listener’s panel will receive a printed copy of the student-created rubric and collaborate to provide written feedback to several other students.

• Direct students to evaluate the speaker on diction and enunciation, volume and inflection, and incorporation and organization of details to support the story line.

• When the whole class comes back together, have panel members report selected comments from their evaluations.

Activity 15: How to Write a Tall Tale or Legend—Essays from Authors (GLEs: 12a, 22, 23a, 25c, 39c)

Materials List: various folktales from which to select text-based examples, Steps in Process BLM

Students will create an explanation/process graphic organizer (view literacy strategy descriptions) to show the steps in the process.

Following is an example of a graphic organizer describing how to write a tall tale (See Steps in Process BLM.):

| |1. Examine setting to see if it begins in |[pic] |

| |childhood of main character | |

|6. Tell how the main character accomplishes| |2. Use colorful language that matches the |

|great feats using strength and wits | |setting and time period |

|5. Tell of historical events that allow | |3. Make sure main character uses exaggeration|

|main character to act or react | |and humor to brag on self |

|supernaturally | | |

| |4. Include famous people or places to |[pic] |

| |better explain setting | |

Student authors will compose a short essay that explains how to write a tall tale or legend. Essays must identify and explain each step of the short writing process. Assist students who are not working at an independent level. Direct students to include evidence from stories as examples of stages of the short story writing process. Monitor and assist students in selecting examples and ordering the sequence of steps. Finally, have students informally present their how-to essays to a peer partner, a parent, or a selected listener, and ask listeners questions to make sure they understand how to write such a tale.

2013-2014

Activity 16: Publishing the “How-To” Essay (GLE: 46; CCSS: W.5.6)

Materials List: computer, word-processing software, internet

As an extension of Activity 15, have students use available technology to publish final drafts of their “How-To” essays. Require that students present information in a variety of forms, including tables, timelines, charts, webs, graphics, as appropriate for explaining the how-to subject. Students will demonstrate satisfactory skills on the computer and keyboard by typing a minimum of two pages in a single sitting.

Activity 17: Family of Folktales (GLEs: 06b, 08)

Materials List: learning logs, various lyric and narrative poems

Provide a lecture that explains how lyric and narrative poetry share characteristics common to traditional narratives of folktale and how poems have also been retold within a culture for generations and become well known through repeated retelling. Have students write definitions of the two forms in their learning logs (view literacy strategy descriptions). Explain that lyric poetry usually expresses one particular feeling or thought and is characterized by a mood evoked through well-chosen words or phrases. Explain that moods may be described as sensing elation, feeling sad, or feeling quiet and peaceful. Explain that some lyric poetry may be used in familiar hymns to evoke a particular mood. Also explain that in contrast to lyric poetry, narrative poetry tells a story and is characterized by a fast-moving plot, repetition and refrains, occasional use of foreshadowing, and rhythm.

Then have students select and read several examples of both poetry forms (See resource list.). Direct students to work with peers to develop and answer questions about the poems.

Activity 18: Creating a Brochure - Family of Folktales (CCSS: W.5.6)

Materials List: computer, word-processing software, Internet access, Brochure Checklist BLM (one per student)

As an extension to Activity 17, have students choose a poem and a folktale for which to create an informative brochure (see Brochure Checklist BLM). The brochure will include two or more defining characteristics of the poems: explain the connection between the poem and the folktale, and providing reasons for reading each one.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• The student will research elements and details of stories to determine location of settings, if not indicated in the tales and legends read and heard in class. The individual will connect a story to the location on a map where it took place.

• When examining a material for inclusion in the class library, take notes of the defining characteristics that identify the work as either a tall tale or legend, as discussed with the student. Individual students will write or word-process the agreed-upon list and place the list with the book. As other students read that book later, they may check their identification of characteristics against the provided list.

• During oral presentations, observe student adherence to the guidelines requiring a clear introduction, a body with supporting details, and a conclusion, as established in Activity 13.

• Provide students with several learning log topics, such as “I chose___________ to invite to the presentation of my tall tale/legend because....” or “The character of _________ is most like….” Entries will be assessed for completion of response to the selected topic.

Activity-Specific Assessments

• Activity 4: Students will create, with teacher guidance, a writer’s checklist of marks to use during the editing and proofreading process. Students will focus on capitalization, quotations, subject-verb agreement, and identification of sentence fragments in their own work. A sample may be found at

If choosing to create one that references specific skills that students have not yet mastered, the teacher may encourage students to add images as well. To provide a simple visual reminder for each item on the checklist, students may draw symbols that represent each of the errors and discuss with the class until consensus is reached. Like the standard use of ¶ to represent one’s need for a new paragraph or ˆ when a letter or word needs to be inserted, students need some standard symbols to use as they proofread and edit.

• Activity 9: Students will listen as one short legend that has not been discussed in class is read aloud. Students will predict and write an outcome to the legend. After completion of writing, facilitate a brief oral sharing of predictions and lead the class to classify them into broad categories.

• Activity 10: Students will discuss with a peer partner the literary devices identified by highlighting within song lyrics. Each student will give an oral explanation of one or more reasons which support his/her partner’s selection of devices. The teacher should encourage students to discuss distinguishing characteristics of each device if there are questions or disagreements about correct identification. Discussion between peer partners should clarify selection.

• Activity 13: Students will view the class publication and select one tale or legend that relates to personal experience, then write an explanation of the life lessons to be learned by using text-based evidence.

• Activity 15: As characteristics are a definitive part of the structure of tall tales and legends, students will receive a printed copy of either outline or the PowerPoint® slides prepared for Activity 11. Selection of the handout format from the Print menu of PowerPoint® will offer nine slides per page and limit the number of printouts needed. Each student will compare the outline/handouts with his/her expository essay to see whether all identified characteristics are present. Students will check off the included characteristics as located in either the outline or slide handouts and will revise their essays if any are missing.

• Activity 18: Both students and teacher should assess brochures by completing a checklist [See Activity-Specific Assessment, Brochure Checklist BLM for a sample checklist.]. The checklist will measure inclusion of the following components:

➢ Title of poem and poet

➢ Two or more defining characteristics of the poem

➢ Two or more connections between the poem and the identified folktale

➢ Reasons for reading the type of poetry

➢ Reasons for reading folktales

➢ A concluding statement

Resources

• Suggested titles for use throughout Unit 1:

o Hamilton, Virginia. Her Stories: African American Folktales.

o Hamilton, Virginia. The People Could Fly: American Black Folktales.

o McDermott, Gerald. Arrow to the Sun: A Pueblo Indian Tale.

o Philip, Neil. Stockings of Buttermilk: American Folktales.

o San Souci, Robert D. Cut from the Same Cloth: American Women of Myth, Legend and Tall Tales.

o Kellogg, Steven. Mike Fink.

o Kellogg, Steven. Paul Bunyan.

o Kellogg, Steven. Pecos Bill.

o Kellogg, Steven. Sally Ann Thunder Ann Whirlwind Crockett.

o Lester, Julius. John Henry.

o Osborne, Mary Pope. American Tall Tales.

o Santrey, Laurence. Davy Crockett.

o Stoutenberg, Adrien. American Tall Tales. ISBN: 0140309284 (paperback)

o Bannon, Kay Thorpe. (As told by Robert H. Bushyhead) Yonder Mountain: A Cherokee Legend

o Eagle Walking Turtle. Full Moon Stories: Thirteen Native American Legends

o Farmer, Nancy. Casey Jones’s Fireman: The Story of Sim Webb.

o Krensky, Stephen. Casey Jones.

o Smith, Philip. Favorite North American Indian Legends

o Espinosa, Aurelio Macedonio. The Folklore of Spain in the American Southwest: Traditional Spanish Folk Literature in Northern New Mexico and Southern Colorado.

o Shepard, Aaron. The Hidden One: A Native American Legend (a Native American version of Cinderella)

o Stephenson, R. Rex. Grandmother Tales: Mutsmag and Ashpet, Traditional Tales from Blue Ridge Mountains

➢ Lyric poetry

o Hughes, Langston. Snail or Dream Variations

o Rosetti, Christina. The Caterpillar

o Various hymns of adoration or contemplation as found in a church hymnbook

o Blake, William. Songs of Innocence Collection

➢ Narrative poetry

o Browning, Robert. Pied Piper of Hamlin

o Lobel, Arnold. On the Day Peter Stuyvesant Sailed Into Town

o Longfellow, Henry Wadsworth. Paul Revere’s Ride

o Moore, Clement Clarke. A Visit from St. Nicholas

o Noyes, Alfred. The Highwayman

o Thayers, Earnest L. Casey at the Bat

o Various versions of Noah’s Ark

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Grade 5

English Language Arts

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