Core Knowledge Language Art Scope and Sequence Speaking...

Core Knowledge Language ArtCore Knowledge Language Arts®

Scope and Sequence Speaking & Listening Strand • Grade 5

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The Core Knowledge Language Arts program is designed to help students build the language arts skills in speaking, listening, reading and writing, as well as rich knowledge and vocabulary, as called for in the Common Core State Standards - ELA. For a Unit-by-Unit Alignment of the Grade 5 CKLA objectives to the Common Core State Standards, please visit http://www.ckla.amplify.com. Each unit is comprised of: • Lessons: including Reading, Writing, Grammar, Morphology, and Spelling activities. • Unit Assessment: evaluates students’ reading comprehension, understanding and retention of

academic and domain specific vocabulary words, as well as the grammar and morphology skills targeted in the unit. A writing prompt is included, as is an optional fluency evaluation. The core content targeted in the domain is assessed in a separate Content Assessment. The results should guide review and enrichment offered during the end of unit Pausing Point.

• Pausing Points: opportunities to review, reinforce, or extend the content and skills taught.

Contents Speaking and Listening in Grade 5 CKLA ............................................................ Error! Bookmark not defined.

Personal Narratives (17 Days) ............................................................................................................................. 3

Early American Civilizations (19 Days) ................................................................................................................ 7

Poetry (14 Days) ................................................................................................................................................ 13

Contemporary Fiction, with Excerpts from The House on Mango Street (12 Days) .......................................... 18

Adventures of Don Quixote (19 Days) ............................................................................................................... 23

The Renaissance (23 Days) ............................................................................................................................... 28

The Reformation (14 Days) ................................................................................................................................ 34

William Shakespeare's A Midsummer Night’s Dream Quest (15 Days) ............................................................. 38

Native Americans (22 Days) .............................................................................................................................. 43


Scope and Sequence Speaking & Listening Strand • Grade 5


The Speaking and Listening standards of the CCSS-ELA are key to ensuring the development of oral language skills such as vocabulary, conventions of standard English, conversation and discussion skills. In CKLA, learning, discussing, and internalizing specific content knowledge is embedded within practice associated with these standards. The Grade 5 CKLA program addresses the expectations of the Speaking and Listening standards by providing daily opportunities to engage in rich, structured, text-based conversations in a variety of settings and group sizes. For example, during read-aloud lessons, students engage with the text primarily by listening to and following along in the text as their teacher reads; they then integrate and evaluate that information in discussions with their classmates. The following Common Core State Standards are addressed on a daily basis throughout the CKLA program in Grade 5 in many different types of contexts and activities. STD 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.

STD SL.5.1a 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.

STD SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. STD SL.5.1c Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others. STD SL.5.1d Review the key ideas expressed and draw conclusions in light of information and

knowledge gained from the discussions. STD SL.5.2 Summarize a written text read aloud or information presented in diverse media formats,

including visually, quantitatively, and orally. STD SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by

reasons and evidence.


Scope and Sequence Speaking & Listening Strand • Grade 5, Unit 1


Personal Narratives (17 Days) Reader: More Childhood Memories In this unit, highlighting the personal narrative genre, students will focus on identifying, describing, and using elements of the genre both in reading and writing. These elements include stories told from the first-person point of view; stories focusing on one or more events or experiences important to the author; narrative elements of setting, characters, plot, and dialogue; and descriptive language using sensory details and figurative language. Examining the genre in this way is also designed to facilitate the student’s own practice of descriptive writing. NOTE: This unit also includes a Beginning-of-Year Assessment to help determine whether students have adequate preparation for Grade 5 CKLA instruction. Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − participate in Think-Pair-Share activities with peers − paraphrase narrative text during discussions − present opinions on journal entries and support them with details − share personal narratives and respond constructively to other students’ personal narratives

Reading Comprehension

and Text Analysis Writing Language Conventions

Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend fiction text throughout this Unit. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the stories presented in More Childhood Memories. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will learn the stages of the writing process and engage in an extended writing project: − Plan and draft a two- to three-

paragraph personal narrative − Revise and evaluate a two- to

three-paragraph personal narrative

In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Vocabulary: − Academic Vocabulary (Tier 2):

character, concise, dialogue, element, event, narrator, prompt, sequence

− Core Vocabulary and Word Work (Tier 2 and Tier 3 words)

*NOTE: Instruction in grammar, morphology, and spelling begins in Unit 2. Conventions of language are stressed in the Writing lessons in this unit.

Lesson 1 Read-Aloud: “Pegasus for a Summer, Part I” by Michael J. Rosen Identify elements of personal narrative and apply that knowledge to the biography genre. Contrast the narrator’s attitude toward team sports with his attitude toward horseback riding.

Vocabulary: Define literary elements. Word Work: trot, canter, gallop, stride, gait (L.5.3, L.5.4a, L.5.4c, L.5.5, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.9, RL.5.10) *Opportunity to assign Fluency Supplement work

Lesson 2 Whole Group: “Pegasus for a Summer, Part II” by Michael J. Rosen Summarize the events of the story. (RL.5.1, RL.5.2, RL.5.4, RL.5.10)

Respond to writing prompts, attending to the correct order of events, and providing detail when possible. (W.5.3, W.5.4, W.5.8, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.6)

Word Work: shock (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.6)

Lesson 3 Small Group: “Pegasus for a Summer, Part III” by Michael J. Rosen Summarize the events of the story. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10)

Analyze journal responses for personal narrative elements. (W.5.3, W.5.4, W.5.5, W.5.8, W.5.9a, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.6)

Word Work: reverie (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.6)

Lesson 4 Close Reading: “Pegasus for a Summer, Part I” by Michael J. Rosen Identify examples of literary devices in the text. (RL.5.1, RL.5.2, RL.5.4, RL.5.6, RL.5.10)

Plan a mini personal narrative by completing a graphic organizer. (W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.8, W.5.9a, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.5, L.5.5a, L.5.5b, L.5.6)

Word Work: rapport (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.5, L.5.5a, L.5.5b, L.5.6)

Lesson 5 Whole Group: “Pegasus for a Summer, Part II” by Michael J. Rosen Identify characterization through interaction and dialogue in the text. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10) *Opportunity to assess fluency

Draft an introductory paragraph for a mini personal narrative. (W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.5, L.5.6)

Word Work: boost (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.5, L.5.6)

Lesson 6 Small Group: “Pegasus for a Summer, Part III” by Michael J. Rosen Identify characterization of the narrator through character responses to events in the text. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10) *Opportunity to assign Fluency Supplement work

Sequence plot events to plan body paragraphs for their mini personal narratives. (W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.8, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.6)

Word Work: evaluation (L.5.1, L.5.3, L.5.4, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions

Lesson 7 Read-Aloud: “Reverend Abbott and Those Bloodshot Eyes, Part I” by Walter Dean Myers Describe different points of view of characters from “Reverend Abbott and Those Bloodshot Eyes, Part I.” (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10)

Draft the plot of a story from a previously planned sequence of events. (W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.10) (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4a, L.5.4c, L.5.6)

Word Work: compromise (L.5.1, L.5.3, L.5.4a, L.5.4c, L.5.6)

Lesson 8 Small Group: “Reverend Abbott and Those Bloodshot Eyes, Part II” by Walter Dean Myers Apply understanding of the entire story and insights from “Notes from Walter Dean Myers” to explain the significance of the experience he wrote about. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10)

Use a graphic organizer to generate and select reflections about a life experience, which informs drafting a conclusion for a personal narrative that conveys the importance of the experience. (W.5.3, W.5.3b, W.5.3d, W.5.3e, W.5.4, W.5.5, W.5.8, W.5.10) (L.5.1, L.5.2, L.5.2d, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5c, L.5.6)

Word Work: undermine (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5c, L.5.6)

Lesson 9 Close Reading: “Reverend Abbott and Those Bloodshot Eyes, Part I” by Walter Dean Myers Describe the settings from the story and apply knowledge of Reverend Abbott’s character to explain his point of view. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.10)

Provide respectful feedback to peers and use feedback to self-reflect and set revision goals for writing. (W.5.3, W.5.4, W.5.5, W.5.10) (L.5.1, L.5.2, L.5.2d, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.5, L.5.5b, L.5.6)

Word Work: chaperone (L.5.1, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.5, L.5.5b, L.5.6)

Lesson 10

Whole Group: “Reverend Abbott and Those Bloodshot Eyes, Part II” by Walter Dean Myers Identify how energy, or the amount of emotion or action, changes across the plot events of a story. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.10) *Opportunity to assess fluency

Use a rubric to evaluate one’s own writing and make revisions accordingly. (W.5.3, W.5.4, W.5.5, W.5.10) (L.5.1, L.5.2, L.5.2d, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.5c, L.5.6)

Word Work: amplified (L.5.1, LL.5.3, L.5.3a, L.5.4, L.5.5c, L.5.6)

Beginning-of-Year Assessment (3 days)

BOY Assessment: Reading Comprehension (to measure preparedness for Grade 5 CKLA) BOY Assessment: Fluency (to measure preparedness for Grade 5 CKLA) BOY Assessment: Word Reading in Isolation (to measure

BOY Assessment: Grammar (to measure preparedness for Grade 5 CKLA) BOY Assessment: Morphology (to measure preparedness for Grade 5 CKLA)




Reading Comprehension and Text Analysis Writing Language Conventions decoding ability and preparedness for Grade 5 CKLA)

Pausing Point (4 days)

*Opportunity for enrichment and/or remediation in content and reading comprehension

*Opportunity for enrichment and/or remediation in writing

*Opportunity for enrichment and/or remediation in vocabulary




Early American Civilizations (19 Days) Reader: Maya, Aztec, and Inca The Big Idea of this unit is that large complex civilizations, including those of the Maya, Aztec, and Inca, developed in the Americas prior to the arrival of Europeans. This unit orients students to the geography, region, climate, flora, and fauna of the Americas. It also presents an overall history and timeline highlighting the rise and fall of the Maya, Aztec, and Inca civilizations. In addition, the unit describes innovations and discoveries of the Maya, Aztec, and Inca and features myths from these ancient civilizations. Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase nonfiction text during discussions − Discuss particular cultural aspects of the Maya, Aztec, and Inca with peers to plan for writing



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the content presented in Maya, Aztec, and Inca. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will learn the stages of the writing process and engage in an extended writing project: − Take notes and paraphrase

text in preparation for Codex Project

− Plan and draft paragraphs − use linking words and phrases

to compare the Maya and Aztec

− Create informative project (Codex Project) using written paragraphs and incorporating images



category, context, differentiate, explanatory, fact, influence, informative, link, linking, reference, subsequent


Grammar: − Identify subjects and

predicates in sentences. − Compare sentences to

fragments and identify what is needed to expand fragments into sentences.

− Examine run-on sentences and edit them into shorter, distinct sentences, using appropriate punctuation.

− Identify words and phrases that compare and contrast and use them in sentences.

− Identify action verbs and linking verbs in sentences and use them to write sentences.

Morphology: − Prefixes il–, ir–, and inter– − Root tract Spelling: − Content-related words from





Maya, Aztec, and Inca − Words with il–, ir–, and inter–

Lesson 1 Read-Aloud: Chapter 1 “The Rise of Early American Civilizations” Describe the key components of a civilization. Identify present-day southern Mexico and parts of Central America (also called Mesoamerica) as the location of ancient Maya city-states. Identify present-day central Mexico as the location of the ancient Aztec Empire. Identify the Andes Mountains as the center of the ancient Inca Empire, an empire that stretched along the Pacific coast of South America. *Opportunity to assign Fluency Supplement work (RI.5.1, RI.5.4, RI.5.10)

Vocabulary: Use a timeline to differentiate between BCE and CE. Word Work: ,diverse (L.5.3, L.5.4b, L.5.4c, L.5.6)

Lesson 2 Small Group: Chapter 2, “Golden Age of the Maya” Explain that the Maya lived in separate city-states spread across eastern Mesoamerica. Explain that Maya kings ruled from population centers that included pyramid-temple complexes. Describe the ways the Maya adapted to the diverse landscape and used the land’s resources to meet their needs. (RI.5.1, RI.5.4, RI.5.8, RI.5.10)

Paraphrase sentences into notes to use to plan and draft a paragraph. (W.5.4, W.5.5, W.5.8, W.5.10)

Word Work: game Grammar: Identify subjects and predicates in sentences and identify the relationship between subjects and predicates in sentences and differentiate between action verbs and linking verbs. Morphology: Distinguish between root words and words with the prefixes il– and ir– and use those words correctly in sentences. (L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.6)

Lesson 3 Close Reading: Chapter 2, “Golden Age of the Maya” Explain that the Maya lived in separate city-states spread across eastern Mesoamerica. Explain that Maya kings ruled from population centers that included pyramid-temple complexes. Describe the ways the Maya adapted to the diverse landscape

Use paraphrased notes to plan and draft a paragraph. (W.5.1, W.5.2, W.5.2a, W.5.2b, W.5.2d, W.5.2e, W.5.4, W.5.5, W.5.8, W.5.9)

Word Work: symbolize L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5a, L.5.5b, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions and used the land’s resources to meet their needs. (RI.5.1, RI.5.4, RI.5.8, RI.5.10)

Lesson 4 Whole Group: Chapter 3, “Hidden Secrets in the Rainforest” Explain that the Maya developed a hieroglyphic writing system. Describe ways in which the Maya used their advanced number system. Explain that the Maya civilization gradually ended between 800 and 900 CE. (RI.5.1, RI.5.4, RI.5.8, RI.5.10)

Select the cultural aspect that will be the topic of the Codex Project.

Word Work: distinct Grammar: Identify subjects and predicates in sentences and identify the relationship between them. Identify run-on sentences and rewrite them into complete sentences. Morphology: Practice distinguishing between root words and words with the prefixes il– and ir– and in using those words correctly in sentences. (L.5.2, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.6)

Lesson 5 Read-Aloud: Chapter 4, “Myths of the Maya” Explain that Maya creation myths have been passed down from one generation to the next. Explain that Maya creation myths tell of multiple attempts by the gods to create people. Describe the successful creation of the world according to the Maya creation myths. *Opportunity to assess fluency (RL.5.1, RL.5.3, RL.5.4, RL.5.7, RL.5.10)

Take notes on an aspect of Maya culture for the Codex Project. (W.5.2, W.5.2b, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9)

Word Work: vast (L.5.3, L.5.4, L.5.4c, L.5.5, L.5.5b, L.5.5c, L.5.6)

Lesson 6 Partner: Chapter 4, “Myths of the Maya” Explain that Maya creation myths have been passed down from one generation to the next. Explain that Maya creation myths tell of multiple attempts by the gods to create people. Describe the successful creation of the world according to Maya creation myths. *Opportunity to assign Fluency Supplement work *Opportunity for Mid-Unit Content Assessment (RL.5.1, RL.5.3, RL.5.4, RL.5.10)

Word Work: nurture Grammar: Identify words and phrases in sentences that compare and contrast ideas. Write complete sentences about similar and different ideas using words and phrases. Morphology: Explain how adding the prefix inter– changes a root word and how to correctly use words with the prefix inter– in sentences. Spelling: Practice spelling content-related words from Maya, Aztec, and Inca. (L.5.2e, L.5.3, L.5.3a, L.5.4,





L.5.4a, L.5.4b, L.5.4c, L.5.5, L.5.5c, L.5.6)

Lesson 7 Small Group: Chapter 5, “Aztec City on the Water’s Edge” Explain that the center of the Aztec Empire in the 1300s and 1400s CE was located in Tenochtitlán, present-day Mexico City. Explain that people of all social classes lived in Tenochtitlán, a well-planned city with causeways, aqueducts, and marketplaces. Explain that the Aztec believed gods and goddesses controlled all aspects of Aztec life and that the Aztec made sacrifices to the gods in exchange for the gods’ daily gifts. (RI.5.1, RI.5.3, RI.5.4, RI.5.5, RI.5.10)

Use notes on a cultural aspect of the Maya civilization to plan and draft a paragraph. (W.5.2, W.5.2a, W.5.2b, W.5.2d, W.5.2e, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: peaked (L.5.1, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.4c, L.5.6)

Lesson 8 Close Reading: Chapter 5, “Aztec City on the Water’s Edge” (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.7, RI.5.8, RI.5.10)

Incorporate an appropriate image and caption to support a paragraph. (W.5.2b, W.5.2d, W.5.6, W.5.7, W.5.8, W.5.9)

Word Work: trade (L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5, L.5.5a, L.5.6)

Lesson 9 Partner: Chapter 6, “Emperors, Gods, and Foreign Invaders” Explain that the Aztec expanded their empire by constantly waging war against neighboring city-states. Explain that Aztec rulers collected taxes, or tribute. Describe the end of the Aztec Empire and identify Hernán Cortés as the Spanish leader responsible for its demise. (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.10)

Word Work: resentment Grammar: Use words and phrases to write compare and contrast statements. Morphology: Practice distinguishing between root words and words with the prefix inter– and using those words correctly in sentences. Apply knowledge of the prefix inter– to define and use unfamiliar words. Spelling: Practice spelling content-related words from Maya, Aztec, and Inca. (L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.4c, L.5.5, L.5.5c, L.5.6)

Lesson 10

Small Group: Chapter 7, “Birth of the Inca Empire” Explain that the Inca Empire

Work with increasing independence to plan and draft a paragraph using notes.

Word Work: litter *Spelling Assessment: Spell targeted words containing roots




Reading Comprehension and Text Analysis Writing Language Conventions developed in Peru at the same time the Aztec Empire developed in Mexico. Explain that the Inca paid goods and work taxes to the Sapa Inca in exchange for food, shelter, and healthcare. Describe the advanced road system the Inca developed. *Opportunity to assess fluency (RI.5.1, RI.5.4, RI.5.7, RI.5.10)

(W.5.2, W.5.2a, W.5.2b, W.5.2d, W.5.2e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

learned in previous units. (L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.6)

Lesson 11

Close Reading: Chapter 7, “Birth of the Inca Empire” Explain that the Inca Empire developed in Peru at the same time the Aztec Empire developed in Mexico. Explain that the Inca paid goods and work taxes to the Sapa Inca in exchange for food, shelter, and healthcare. Describe the advanced road system the Inca developed. *Opportunity to assign Fluency Supplement work (RI.5.1, RI.5.4, RI.5.8, RI.5.10)

Word Work: primitive Grammar: Differentiate between action verbs and linking verbs and identify them in sentences. Write sentences using action verbs and linking verbs. Morphology: Identify the meaning of words with the root tract and use these words correctly in sentences. Spelling: Practice spelling targeted words with il–, ir–, and inter–. (L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4b, L.5.4c, L.5.5, L.5.5a, L.5.5c, L.5.6)

Lesson 12

Small Group: Chapter 8, “All Roads Lead to Cuzco” Explain that Cuzco was the capital city and, in many ways, the center of the Inca Empire. Explain that the Inca created mortar-free stone structures that are still standing today. Describe the end of the Inca Empire in 1532 CE and identify Francisco Pizarro as the Spanish leader responsible for its demise. (RI.5.1, RI.5.4, RI.5.8, RI.5.10)

Work with increasing independence to plan and draft a paragraph using notes. (W.5.1, W.5.2, W.5.2a, W.5.2b, W.5.2d, W.5.2e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: quarrel (L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5b, L.5.6)

Lesson 13

Read-Aloud: Chapter 9, “Myths of the Aztec and the Inca” Explain that the creation myths of both the Aztec and the Inca include multiple attempts to create perfect people. Explain how in both the Aztec and

Edit writing using a checklist and prepare to share the completed Codex Project. (W.5.1, W.5.2, W.5.2c, W.5.2d, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: suitable (L.5.1, L.5.2, L.5.2d, L.5.2e, L.5.3, L.5.4c, L.5.5, L.5.5c, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions Inca myths the people followed the guidance of their gods in searching for a homeland. (RL.5.1, RL.5.3, RL.5.4, RL.5.7, RL.5.9, RL.5.10)

Lesson 14

Partner: Chapter 9, “Myths of the Aztec and the Inca” Explain that the creation myths of both the Aztec and the Inca include multiple attempts to create perfect people. Explain how in both Aztec and Inca myths the people followed the guidance of their gods in searching for a homeland. (RL.5.1, RL.5.3, RL.5.4, RL.5.9, RL.5.10)

Word Work: in Grammar: Practice differentiating between action verbs and linking verbs and identifying them in sentences. Morphology: Correctly use words with the root tract in sentences. Spelling: Practice spelling targeted words containing il–, ir–, and inter–. (L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4b, L.5.4c, L.5.5, L.5.5c, L.5.6)

Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency (RL.5.10, RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8)

*Writing Prompt (within Unit Assessment) (W.5.2, W.5.2c)

*Grammar Assessment: − Identify subjects and

predicates in sentences. − Compare sentences to

fragments and identify what is needed to expand fragments into sentences.

− Examine run-on sentences and edit them into shorter, distinct sentences, using appropriate punctuation.

− Identify words and phrases that compare and contrast and use them in sentences.

− Identify action verbs and linking verbs in sentences and use them to write sentences.

*Morphology Assessment: − prefixes il–, ir–, and inter– − root tract *Spelling Assessment: Spell targeted words containing il–, ir–, and inter–. (L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.4b, L.5.6)


*Opportunity for End-of-Unit Content Assessment *Opportunity for enrichment and/or remediation in content and reading comprehension


*Opportunity for enrichment and/or remediation in vocabulary, grammar, morphology, and spelling




Poetry (14 Days) Reader: Poet’s Journal This unit introduces students to poetry and asks them to practice close reading and writing. They learn about many of the formal elements of poetry as they identify those elements arising organically from the text. They also pair that work with writing poetry themselves. This allows them to demonstrate their understanding and analysis of the poems through creative application and to become detailed writers. In turn, this bolsters their ability to analyze others’ writing. These activities offer students a number of tools with which to approach poetry, building their confidence to interpret poems and their engagement in the task. Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase nonfiction text during discussions



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend poems throughout this Unit. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the poems presented. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will learn the stages of the writing process and engage in an extended writing project: − Write original poems of

varying technique and using various poetic devices to compile an original poetry collection


Vocabulary: − Literary Vocabulary − Core Vocabulary

Lesson 1

Close Read: Denise Levertov’s “To the Snake” Identify and define the basic elements of poetic structure, including title, line, line break, and stanza. Cite textual evidence in determining the meaning and content of a poem. (RL.5.1, RL.5.2, RL.5.6)

Compose an apostrophe poem. (W.5.3, W.5.3A, W.5.4, W.5.5, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.3)

Lesson 2

Whole Class: William Carlos Williams’s “This Is Just To

Compose two apology poems based on a personal event,

Demonstrate command of the conventions of standard




Reading Comprehension and Text Analysis Writing Language Conventions Say” & Kenneth Koch’s “Variations On A Theme By William Carlos Williams” Define the term tone as it refers to informing a poem’s message.

Use details from a text to infer the tone and meaning of that text.

Use clues and supporting details from the poem to classify a speaker’s tone as either sincere or insincere. (RL.5.1, RL.5.2, RL.5.6)

presenting two different tones. (W.5.3, W.5.3A, W.5.4, W.5.10)

English grammar and usage when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.3)

Lesson 3

Close Read: Walt Whitman’s “When I Heard the Learn’d Astronomer” Quote accurately from a poem when explaining what it says explicitly.

Determine the poem’s meaning by making inferences from context clues.

Identify anaphora and reflect on how its appearance affects a poem’s meaning.

(RL.5.1, RL.5.2, RL.5.5, RL.5.6)

Apply knowledge of anaphora to construct poetry based upon personal experiences. (W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.4, W.5.10)

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

Lesson 4

Close Read: Marie Howe’s “The Copper Beech” & Naomi Shihab Nye’s “My Father and the Figtree” Use details from the text to infer the figurative meaning of similes and metaphors. Compare and contrast characters’ points of view and

Demonstrate understanding of figurative language, word relationships, and nuance in word meanings. (L.5.5, L.5.5A)




Reading Comprehension and Text Analysis Writing Language Conventions illustrate those points of view by completing a graphic organizer. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6, RL.5.9)

Lesson 5

Close Read: Robert Frost’s “Snow Dust” Develop deeper comprehension skills by doing a close reading of a poem.

Identify and label different rhyme schemes in poetry. (RL.5.1, RL.5.4)

Generate a rhyming word for a given keyword.

Write original rhyming poems. (W.5.3, W.5.3A, W.5.4, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.5.1, L.5.3, L.5.4, L.5.4A)

Lesson 6

Group Work: Emily Dickinson’s “Poem #359” Summarize the plot of the poem Identify different types of figurative language, such as simile and metaphor. Analyze how a writer’s use of imagery affects a poem’s meaning. (RL.5.1, RL.5.4, RL.5.5)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate understanding of figurative language, word relationships, and nuance in word meanings. (L.5.1, L.5.5, L.5.5A)

Lesson 7

Read-Aloud: Dan Gerber’s “Advice” Define and identify implied metaphors in poetry. Explain how a poem’s structure helps reinforce the speaker’s perspective. (RL.5.1, RL.5.2, RL.5.3, RL.5.6)

Revise metaphors and use them in original advice poems. (W.5.3, W.5.4, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuance in word meanings. (L.5.1, L.5.3, L.5.5)





Lesson 8

Whole Class: Simon Ortiz’s “Travelling” Make inferences based on setting and on the character’s emotional reactions to events and circumstances.

Use details from the poem to construct a reasonable interpretation of the poem and the man it presents.

Identify allusions and understand why poets use them. (RL.5.1, RL.5.6)

Compose original list poems. (W.5.3, W.5.4, W.5.10)


Lesson 9

Close Read: Elizabeth Bishop’s “One Art” Determine a poem’s rhyme scheme.

Use textual details and evidence to make inferences about the poem’s meaning.

Identify and define characteristics of the villanelle form. (RL.5.1, RL.5.2, RL.5.3, RL.5.5, RL.5.6)

Compose original villanelles.

Consider how to pick appropriate content for the form, develop a personal motto or slogan, and incorporate that into an original poem. (W.5.3, W.5.3A, W.5.4, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.3)

Lesson 10

Carrie Allen McCray’s “Strange Patterns” Identify parallel structure in a poem.

Understand how poets may use parallel structure to compare and contrast two different scenes. (RL.5.1, RL.5.2, RL.5.3, RL.5.5, RL.5.6)

Plan and draft original poems using parallel structure.

Demonstrate contrast between two scenes.

(W.5.3, W.5.3A, W.5.3B, W.5.4, W.5.5, W.5.10)


Lesson 11

Read-Aloud: Virgil Suárez’s “Isla”

Compose original poems in which two characters have a different response to the same

Demonstrate command of the conventions of standard English grammar and usage




Reading Comprehension and Text Analysis Writing Language Conventions Compare and contrast different characters and how their perspective affects a poem’s structure. Use textual evidence and detail to make inferences about a poem. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6)

circumstance. (W.5.3, W.5.3A, W.5.3B, W.5.4, W.5.5, W.5.10)

when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.3)

Lesson 12

Lawrence Ferlinghetti’s “Constantly Risking Absurdity (#15)” Define and identify ars poetica and personification.

Explore extended similes.

Interpret Ferlinghetti’s “Constantly Risking Absurdity (#15).” (RL.5.2)

Write original ars poetica by composing poems that consider the role of the poet and the possibilities of poetry.

Compose ideas for ways they may continue pursuing poetry in both the short and the long terms.

Reflect on the responsibilities of a poet.

Summarize the tools they have learned for reading and writing poetry. (W.5.3, W.5.3A, W.5.3B, W.5.4, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.1, L.5.3, L.5.5, L.5.5A)








Contemporary Fiction with Excerpts from The House on Mango Street (12 Days) Reader: Writer’s Journal This unit focuses on excerpts from “The House on Mango Street (HOMS),” a text that combines rich, lyrical, yet accessible language with narrative and a protagonist with whom students can identify. That makes “HOMS” an ideal unit for close reading. It is important that students learn to be slow, careful readers who can peel back many layers of meaning in a text. “HOMS” rewards that kind of persistence and patience. For that reason, we will return to vignettes more than once, on each occasion conducting new analysis and finding more in the text. Throughout the unit, students move flexibly between reading and writing. As with poetry, many of the reading activities require short, written answers. In addition, there are many longer activities building student facility with opinion and narrative writing.

Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase fictional text during discussions − Act out scenes from the text in small groups



Unit Overview


Students will learn the stages of the writing process and engage in an extended writing project: − Create detailed descriptions − Write opinion and narrative

pieces − Revise writing based on

feedback In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Vocabulary: − Literary Vocabulary − Core Vocabulary

Lesson 1 Close Read: “The House on Mango Street” Show careful observation of details in descriptions, using close-reading techniques including visualization. (RL.5.1, RL.5.3)

Create detailed descriptions. (W.5.3, W.5.3D, W.5.4, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language





and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.2, L.5.2E, L.5.3)

Lesson 2 Close Read: “The House on Mango Street” and “My Name Is” Compare and contrast texts, using graphic organizers as an analytical tool. (RL.5.1, RL.5.3, RL.5.5, RL.5.6)

Revise writing, using peer feedback to clarify and improve descriptions.

Practice elements of opinion writing, using evidence from the text to support their claims about character. (W.5.4, W.5.5)

Lesson 3

Close Read: “The House on Mango Street” and “My Name Is” Use evidence from two different texts to investigate character, motivation, and theme. (RL.5.1, RL.5.2, RL.5.6)

Write an opinion piece, using evidence from the text and showing an understanding of how a character’s emotion changes through the text.

Create an alternative narrative that demonstrates attention to character, description, and inference. (W.5.1, W.5.1A, W.5.1B, W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.4, W.5.9, W.5.9A, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.1, L.5.2, L.5.2E, L.5.3)

Lesson 4

Close Read: “A Smart Cookie”

Identify pieces of dialogue within a literary text and punctuate appropriately.

Compare two characters. (RL.5.1, RL.5.3)

Revise writing.

Reflect on personal experiences in light of the text.

(W.5.1, W.5.8, W.5.9, W.5.10)

Lesson 5

Close Read: “The House on Mango Street,” “My Name Is,” and “A Smart Cookie” Show reinforced ability to distinguish between metaphor and simile.

Identify personification.

Look closely at figurative

Start creating stories of aspiration, with a focus on detailed description, figurative language, and theme.

(W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.3E, W.5.4, W.5.5, W.5.8, W.5.9, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language




Reading Comprehension and Text Analysis Writing Language Conventions language for multiple meanings and possibilities. (RL.5.1, RL.5.4)

and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.1, L.5.2, L.5.2E, L.5.3, L.5.5, L.5.5A, L.5.5B)

Lesson 6

Close Read: “Our Good Day Become comfortable with identifying characters without their names being explicitly mentioned by reading closely.

Show nuance in their understanding of character as more events and interactions are described. (RL.5.1, RL.5.3, RL.5.6)

Identify and record textual evidence to support inferences about the characters. (W.5.8, W.5.9)

Lesson 7

Close Read: “Those Who Don’t” Distinguish among different characters’ perceptions.

Compare characters in the text. (RL.5.1, RL.5.3)

Construct narratives that show possible interpretations of scenes from different perspectives. (W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.4, W.5.5, W.5.8, W.5.9, W.5.10)


Lesson 8

Close Read: “Gil’s Furniture Bought & Sold” Read complex and idiomatic text to find dialogue and evaluate meaning.

Show increased nuance in

Recreate the text from another character’s point of view. (W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.4, W.5.5, W.5.8, W.5.9, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when




Reading Comprehension and Text Analysis Writing Language Conventions understanding of Esperanza as a character and the reliability of her perspective. (RL.5.1, RL.5.4, RL.5.6)

writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.1, L.5.2, L.5.2E, L.5.3, L.5.5, L.5.5A)

Lesson 9

Close Read: “The Three Sisters” Use textual clues to identify characters. Connect different themes within the text. (RL.5.1, RL.5.2, RL.5.3, RL.5.5)

Continue developing narratives. (W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.4, W.5.5, W.5.8, W.5.9, W.5.10)


Lesson 10

Close Read: “A House of My Own” and “Mango Says Goodbye Sometimes” Identify key themes through a text Understand a character’s growth and change through the course of a novel. (RL.5.3, RL.5.5, RL.5.6)

Write a conclusion of a narrative text. (W.5.3, W.5.3A, W.5.3B, W.5.3D, W.5.3E, W.5.4, W.5.5, W.5.8, W.5.9, W.5.9A, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.1, L.5.2, L.5.2E, L.5.3)




Adventures of Don Quixote (19 Days) Reader: Adventures of Don Quixote This unit examines the fiction genre through the classic novel Don Quixote. Students will focus on character and plot, as well as other literary elements, while reading a full-length adapted version of Don Quixote. This adaptation of Don Quixote, written by Miguel de Cervantes during the Renaissance—a period in European history that students will study in the next unit—will expose students to the culturally relevant aspects of the classic novel such as the quixotic nature of the primary character, the relationship between Don Quixote and his sidekick, Sancho Panza, and such well known episodes as Don Quixote’s “tilting at windmills.” Using Close Reading, students will also read excerpts from another version of Adventures of Don Quixote that contains richer, more complex vocabulary and syntax. Students will be able to compare and contrast this more challenging adaptation with the primary text used in this unit. Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase narrative text during discussions − Present persuasive essays to small groups and to the whole class and respond to peers’ persuasive

essays with compliments and questions



Unit Overview


Students will learn the stages of the writing process and engage in an extended writing project: − Plan and write a four-

paragraph persuasive essay arguing whether or not they think Don Quixote’s good intentions justify his often calamitous actions.



according to, quote, transition words


Grammar: − Subject and predicate − Subject-action verb

agreement − Subject-linking verb

agreement − Review the use of commas to

separate items in a series Morphology: − Suffix –ness − Roots vac and tract − Prefixes il–, ir–, and inter– Spelling: − Content-related words from

Adventures of Don Quixote. − Words containing –ness, tract,

and vac

Lesson 1 Read-Aloud: Chapter 1, “A Knight in Armor”

Word Work: honorable (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c,




Reading Comprehension and Text Analysis Writing Language Conventions Explain important aspects of life as a knight during the Middle Ages. Explain that Adventures of Don Quixote is a story set in Spain, involving a character who became a knight and set out to experience knightly adventures. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.7, RL.5.10, RI.5.1, RI.5.2, RI.5.4)

L.5.6)

Lesson 2 Whole Group: Chapters 2 and 3, “Don Quixote Leaves Home” and “The Price of Meddling” Describe how Don Quixote becomes a knight and what happens when he tries to right a wrong. (RL.5.1, RL.5.2, RL.5.4, RL.5.5, RL.5.10)

Distinguish fact from opinion. Word Work: meddle Grammar: Make a noun subject and action verb agree in the present tense. Morphology: Distinguish between root words and words with the suffix –ness and use those words correctly in sentences. (L.5.1, L.5.1d, L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5c, L.5.6)

Lesson 3 Close Reading: The Adventures of Don Quixote Examine how the author’s words, sentences, and literary devices provide a deeper understanding of Adventures of Don Quixote. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Identify the structure and elements of a persuasive essay.

Word Work: quixotic (L.5.1, L.5.3, L.5.3b, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5a, L.5.5b, L.5.6)

Lesson 4 Whole Group: Chapters 4 and 5, “Don Quixote and Sancho Panza Have Some Strange Adventures” and “More Strange Adventures” Identify Sancho Panza and some of his character traits, and describe some of the adventures he and Don Quixote have. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.7, RL.5.10)

Write an opinion about an excerpt from Adventures of Don Quixote. (W.5.1, W.5.1a, W.5.1b, W.5.4, W.5.5, W.5.9, W.5.9a, W.5.10)

Word Work: tilting at windmills Grammar: By the end of this lesson, students will be able to make a pronoun subject and action verb agree in the present tense. Morphology: By the end of this lesson, students will have gained additional practice in identifying, defining, and using root words and words with the suffix –ness. (L.5.1, L.5.1d, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.4c, L.5.5b, L.5.6)





Lesson 5 Small Group: Chapters 6–8, “Back to La Mancha,” “Don Quixote Learns He Is Already Famous,” and “On the Road Again” Describe how Don Quixote and Sancho return home, how they meet Samson, and what happens when they meet Dulcinea. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Write an opinion, stating a claim that they will argue in their persuasive essay. (W.5.1, W.5.1a, W.5.4, W.5.5, W.5.9, W.5.9a, W.5.10)

Word Work: deceive (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5c, L.5.6)

Lesson 6 “Back to La Mancha,” “Don Quixote Learns He Is Already Famous,” and “On the Road Again” Describe several character traits of Don Quixote and Sancho Panza, citing evidence from the text to support the various traits. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Word Work: fortune Grammar: Make a subject and linking verb agree in the present tense. Morphology: Indicate the meaning of words with the Latin root vac and correctly use these words in completing sentences. Spelling: Practice targeted spelling words from Adventures of Don Quixote (L.5.1, L.5.1d, L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4b, L.5.4c, L.5.6)

Lesson 7 Read-Aloud: Chapters 9 and 10, “The Knight of the Wood” and “The Adventure of the Lions” Identify the Knight of the Wood and describe what happens between Don Quixote and the lions. (RL.5.1, RL.5.2, RL.5.4, RL.5.5, RL.5.10)

Draft the introductory paragraph for their persuasive essay. (W.5.1, W.5.1a, W.5.4, W.5.5, W.5.9a, W.5.10)

Word Work: bold (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5c, L.5.6)

Lesson 8 Close Reading: The Adventures of Don Quixote Use close reading of the lesson text, examining how the author’s words, sentences, and literary devices provide a deeper understanding of Adventures of Don Quixote. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Write body paragraphs that include specific textual evidence that supports the opinion with a clear explanation of how this evidence supports the stated opinion. (W.5.1, W.5.1a, W.5.1b, W.5.4, W.5.5, W.5.9, W.5.9a, W.5.10)

Word Work: dumbfounded (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.3b, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5a, L.5.5c, L.5.6)

Lesson 9 Small Group: Chapters 11 and 12, “The Puppet Show” and “At the Duke’s Palace” Describe events from both

Word Work: monumental Grammar: Form complete sentences with proper subject-verb agreement in the present




Reading Comprehension and Text Analysis Writing Language Conventions chapters that provide further evidence of Don Quixote’s idealistic and quixotic character traits, as compared to Sancho’s more realistic character trait. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

tense. Morphology: Correctly use words with the root vac. Spelling: Practice targeted spelling words from Adventures of Don Quixote (L.5.1, L.5.1d, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.6)

Lesson 10

Read-Aloud: Chapters 13 and 14, “The Adventure of the Wooden Horse” and “Don Quixote Advises Sancho” Describe events from both chapters that provide further evidence of Don Quixote’s and Sancho’s various character traits. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Draft two body paragraphs of a persuasive essay. (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.4, W.5.5, W.5.9, W.5.9a, W.5.10)

Word Work: worth *Spelling Assessment: Spell targeted words from Adventures of Don Quixote. (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 11

Whole Group: Chapters 15–17, “Sancho, Governor for Life,” “Danger at the Island,” and “Sancho’s Wisest Decision” Describe whether Sancho’s experiences as governor of the island were what he expected. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.7, RL.5.10)

Word Work: ingenuity Grammar: Create sentences using words and phrases that compare and contrast. Morphology: Create words using the prefixes il–, ir–, inter–; the suffix –ness; and root tract. Spelling: Practice spelling targeted words containing –ness, tract, and vac. (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.4c, L.5.6)

Lesson 12

Partner: Chapters 14–16, “Don Quixote Advises Sancho,” “Sancho, Governor for Life,” and “Danger at the Island” Compare and contrast the character traits of Don Quixote and Sancho Panza. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Draft the concluding paragraph for a persuasive essay. (W.5.1, W.5.1a, W.5.1d, W.5.4, W.5.5, W.5.9a, W.5.10)

Word Work: reason (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 13

Whole Group: Chapters 18 and 19, “Knight and Squire Reunited” and “The Knight of the White Moon” Describe how Don Quixote and Sancho reunite, and identify the Knight of the White Moon.

Provide respectful feedback to peers and use feedback to self-reflect and set revision goals for their own writing. (W.5.1, W.5.1a, W.5.4, W.5.5, W.5.9a, W.5.10)

Word Work: resolve (L.5.1, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions (RL.5.1, RL.5.2, RL.5.4, RL.5.5, RL.5.10)

Lesson 14

Partner: Chapter 20 “Don Quixote’s Last Illness” Cite evidence from the text supporting Samson’s characterization of Don Quixote as “a good man, brave to the last moment, who will be remembered forever in the entire world for having lived crazy and died sane.” (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.10)

Word Work: instrumental Grammar: Correctly use commas to separate items in a series in a sentence. Morphology: Use the prefixes il–, ir–, and inter–; the suffix –ness; and the root tract. Spelling: Practice spelling targeted words containing –ness, tract, and vac. (L.5.1, L.5.2, L.5.2a, L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.4c, L.5.5c, L.5.6)

Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency (RL.5.2, RL.5.3, RL.5.10)

*Writing Prompt (within Unit Assessment) (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.9, W.5.9a, W.5.10)

*Grammar Assessment: − Subject and predicate − Subject action verb

agreement − Subject-linking verb

agreement − Review the use of commas to

separate items in a series *Morphology Assessment: − Suffix –ness − Roots vac and tract − Prefixes il–, ir–, and inter– *Spelling Assessment: Spell targeted words containing –ness, tract, and vac. (L.5.1, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.6)








The Renaissance (23 Days) Reader: Patrons, Artists, and Scholars The Big Idea of this unit is that the Renaissance was a cultural movement that began in Italy and swept through Europe. During the Renaissance, increased trade between European countries led to increased wealth, power, and influence of the middle class. This increased wealth allowed merchants and businessmen to support artists as their patrons. Scholars, philosophers, and artists turned to the works of the ancient Greeks and Romans for inspiration. This unit provides students with a broad exposure to the art and literature of this time period, through the works of renowned masters such as Leonardo da Vinci, Michelangelo, Raphael, Donatello, Brunelleschi, Botticelli, Bruegel, Dürer, Van Eyck, Machiavelli, Castiglione, Cervantes, and Shakespeare. Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Contribute prior knowledge to a discussion about civilizations and time periods in history in the Core

Connections lesson − Participate in Think-Pair-Share activities with peers − Present a written biography to peers



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the content presented in Patrons, Artists, and Scholars. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will learn the stages of the writing process and engage in an extended writing project: − Conduct research using two

sources on a famous Renaissance artist to compose a biography

− Write, revise, edit, and publish a diary entry

− Present diary entry to peers In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)


concept, convey, document, factor, primary, prose, refer


Grammar: − Linking verbs in the past

tense − Prepositions and

prepositional phrases − Correlative conjunctions Morphology: − Prefixes in–, im–, and ex– − Root serv Spelling: − Content-related words from

Patrons, Artists, and Scholars

Lesson 1 Read-Aloud: Chapter 1, “An Italian Rebirth” Identify civilizations and time periods that influenced and led to the Renaissance movement. Define the term renaissance as “rebirth.”

Word Work: inspire




Reading Comprehension and Text Analysis Writing Language Conventions Explain that the Renaissance is so named because, during this period, there was a renewed interest in the literature, philosophy, art, and ideas of ancient Greece and Rome, Explain that the growth of trade increased the wealth and influence of the middle class during the Renaissance, Describe how wealthy merchants called patrons supported artists during the Renaissance, *Opportunity to assign Fluency Supplement work

Lesson 2 Whole Group: Chapter 2, “The Early Renaissance” Describe how wealthy merchants called patrons supported artists during the Renaissance. Explain that the Renaissance was marked by an interest in the natural world.

Respond to a writing prompt and generate thinking about different forms of expression.

Word Work: embodiment Grammar: Make subjects and linking verbs agree in the past tense. Morphology: Distinguish between root words and words with the prefixes im– and in– and use those words correctly in sentences.

Lesson 3 Small Group: Chapter 3, “The Spirit of the Renaissance” Define the term renaissance as “rebirth.” Explain that the Renaissance is so named because, during this period, there was a renewed interest in the literature, philosophy, art, and ideas of ancient Greece and Rome. Describe how Leonardo da Vinci’s works of art exemplify the Renaissance interest in the natural world and reflect the belief that man can do anything.

Draft an informational paragraph using notes.

Word Work: refinement

Lesson 4 Close Reading: Chapter 3, “The Spirit of the Renaissance” Define the term renaissance as “rebirth.” Explain that the Renaissance is so named because, during this period, there was a renewed interest in the literature, philosophy, art, and ideas of

Respond to a writing prompt and reflect understanding about humanism in their writing.

Word Work: uncharted Grammar: Make subjects and linking verbs agree in the past tense. Morphology: Distinguish between root words and words with the prefixes im– and in– and use those words correctly in sentences.




Reading Comprehension and Text Analysis Writing Language Conventions ancient Greece and Rome. Describe how Leonardo da Vinci’s works of art exemplify the Renaissance interest in the natural world and reflect the belief that man can do anything. Explain that the Renaissance was marked by an interest in the natural world.

Lesson 5 Whole Group: Chapter 4, “Michelangelo and Raphael” Explain that the Renaissance was marked by an interest in the natural world. Describe how Michelangelo’s and Raphael’s works of art exemplify the Renaissance interest in the natural world and reflect the belief that man can do anything. Identify the Medici family in Florence and the popes in Rome as patrons of the arts and learning. *Opportunity to assess fluency

Draft an informational paragraph using notes.

Word Work: reluctantly

Lesson 6 Small Group: Chapter 4, “Michelangelo and Raphael” Describe how Michelangelo’s and Raphael’s works of art exemplify the Renaissance interest in the natural world and reflect the belief that man can do anything. Identify the Medici family in Florence and the popes in Rome as patrons of the arts and learning.

Word Work: accurately Grammar: Identify and explain the function of prepositions and prepositional phrases in sentences. Morphology: Distinguish between root words and words with the prefix ex– and use those words correctly in sentences. Spelling: Practice spelling content-related words from Patrons, Artists, and Scholars.

Lesson 7 Read-Aloud: Chapter 5, “The Bankers Who Loved Art” Explain that the growth of trade increased the wealth and influence of the middle class during the Renaissance. Identify the Medici family in Florence and the popes in Rome as patrons of the arts and learning. Explain that patrons’ motivation for supporting art was linked to

Present informational writing to a small audience and identify supporting details for a topic.

Word Work: shrewd




Reading Comprehension and Text Analysis Writing Language Conventions the fame it brought them.

Lesson 8 Whole Group: Chapter 6, “Morals, Modesty, and Manners” Identify “The Prince” and “The Book of the Courtier” as Renaissance literature. Explain that Renaissance ideals of a courtier and a prince are exemplified in the writings of Castiglione and Machiavelli. Describe the similarities and differences between “The Prince” and “The Courtier.”

Identify relevant information in a text and take notes for biography research.

Word Work: Machiavellian

Lesson 9 Close Reading: Chapter 6, “Morals, Modesty, and Manners” Identify “The Prince” and “The Courtier” as Renaissance literature. Explain that Renaissance ideals of a courtier and a prince are exemplified in the writings of Castiglione and Machiavelli. Describe the similarities and differences between “The Prince” and “The Courtier.”

Word Work: witty Grammar: Practice using prepositions and prepositional phrases. Morphology: Distinguish between root words and words with the prefixes ex– and use those words correctly in sentences. Spelling: Practice spelling content-related words from Patrons, Artists, and Scholars.

Lesson 10 Small Group: Chapter 7, “Women in the Renaissance” Explain how the Renaissance movement affected women, fashion, and family life. Describe the cultural norms set for women during the Renaissance. Identify ways some women challenged the cultural norms for women during the Renaissance. *Opportunity to assess fluency

Identify complementary information in a second source for biography research.

Word Work: fortunately *Spelling Assessment: Spell targeted content-related words from Patrons, Artists, and Scholars.

Lesson 11 Partner: Chapter 7, “Women in the Renaissance” Explain how the Renaissance movement affected women, fashion, and family life. Describe the cultural norms set for women during the Renaissance.

Word Work: obstacle Grammar: Use the correlative conjunctions either/or, neither/nor, both/and, and not only/but also. Morphology: Identify the meaning of words with the root serv and use these words correctly in




Reading Comprehension and Text Analysis Writing Language Conventions Identify ways some women challenged the cultural norms for women during the Renaissance. *Opportunity to assign Fluency Supplement work

sentences. Spelling: Practice spelling targeted content-related words from Patrons, Artists, and Scholars and their antonyms.

Lesson 12 Read-Aloud: Chapter 8, “The Northern Renaissance” Explain how the Renaissance movement impacted artists in northern Europe. Describe the depictions found in the paintings of artists from northern Europe.

Draft sentences for a biography using research notes.

Word Work: promote

Lesson 13 Whole Group: Chapter 9, “Popular Prose on Page and Stage” Identify Cervantes and Shakespeare as important writers from the Renaissance period. Explain how Cervantes and Shakespeare embody the ideals of the Renaissance movement.

Craft creative, purposeful headings for a biography.

Word Work: anxious

Lesson 14 Close Reading: Chapter 9, “Popular Prose on Page and Stage” Identify Cervantes and Shakespeare as important writers from the Renaissance period. Explain the meaning of famous Shakespearean lines.

Word Work: linger Grammar: Practice using correlative conjunctions either/or, neither/nor, both/and, and not only/but also. Morphology: Practice using words with the root serv in sentences. Spelling: Practice spelling targeted content-related words from Patrons, Artists, and Scholars and their antonyms.

Lesson 15 (Assessment)

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency

*Writing Prompt (within Unit Assessment)

*Grammar Assessment: − Linking verbs in the past

tense − Prepositions and

prepositional phrases − Correlative conjunctions *Morphology Assessment: − Prefixes im–, in–, and ex– − Root serv *Spelling Assessment: Spell targeted content-related words from Patrons, Artists, and





Scholars and their antonyms.








The Reformation (14 Days) Reader: Shifts in Power Unit Overview

Speaking and Listening To address CCSS-ELA standards SL.5.1–SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase narrative text during discussions


Unit Overview

Students use phonics and word recognition skills to decode, fluently read, and comprehend nonfiction text. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply knowledge of language and vocabulary during reading lessons. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the content presented in Shifts in Power. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will engage in writing projects: − Plan and draft a friendly letter − Practice using strong verbs − Plan and create a slide

presentation Students are expected to consistently apply knowledge of language conventions and vocabulary during writing lessons. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)


approach, argue, argument, common, and relationship


Grammar: − Interjections − Subject-linking verb

agreement − Prepositional phrases − Correlative conjunctions Morphology: − Prefix en– − Suffix –ist Spelling: − Words related to prefixes in–,

im–, and ex–

Lesson 1 Read-Aloud: Chapter 1, “The Power of the Printed Word” Identify Johann Gutenberg as the inventor of a machine that used moveable type to improve the printing process. Explain why Gutenberg’s invention of a printing press was important. *Opportunity to assign Fluency Supplement work (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.8, RI.5.10)

Word Work: revolutionize (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5b, L.5.6)





Lesson 2 Small Group: Chapter 2, “Letters Come Alive!” Explain why Gutenberg’s invention of a printing press was important. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.10, RI.5.6, RI.5.9)

Identify the structure and purpose of a friendly letter.

Word Work: mechanism Grammar: Identify and explain the functions of interjections in sentences. Morphology: Distinguish between root words and words with the prefix en– and use those words correctly in sentences. (L.5.1, L.5.1a, L.5.3, L.5.3b, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5b, L.5.6)

Lesson 3 Whole Group: Chapter 3, “Setting the Stage for Reform” Describe the power and influence of the Catholic Church during the Middle Ages and the Renaissance. Describe some of the corrupt practices of the Catholic Church during the Middle Ages and the Renaissance. Identify Martin Luther as an important person who set out to reform the Catholic Church. (RI.5.1, RI.5.3, RI.5.4, RI.5.5, RI.5.9, RI.5.10)

Plan to write a friendly letter. (W.5.2b, W.5.2d, W.5.3, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.8, W.5.9, W.5.9a, W.5.10)

Word Work: recant (L.5.1, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5c, L.5.6)

Lesson 4 Close Reading: Chapter 3, “Setting the Stage for Reform” Describe the power and influence of the Catholic Church during the Middle Ages and the Renaissance. Describe some of the corrupt practices of the Catholic Church during the Middle Ages and the Renaissance. Identify Martin Luther as an important person who set out to reform the Catholic Church. (RI.5.1, RI.5.4, RI.5.9, RI.5.10)

Replace weak verbs with strong ones in sample sentences. (W.5.2b, W.5.2d, W.5.3, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.8, W.5.9a, W.5.10)

Word Work: devout Grammar: Make subjects and linking verbs agree in the present and past tenses. Morphology: Gain additional practice distinguishing between root words and words with the prefix en– and correctly use those words in sentences. (L.5.1, L.5.1c, L.5.1d, L.5.1d, L.5.3, L.5.3b, L.5.4, L.5.4b, L.5.5, L.5.5b, L.5.5c, L.5.6)

Lesson 5 Whole Group: Chapter 4, “The Draft a friendly letter. Word Work: self-disciplined




Reading Comprehension and Text Analysis Writing Language Conventions Reformation Movement” Explain how Martin Luther’s Ninety-Five Theses helped spark the Reformation. Describe the efforts of Martin Luther, John Calvin, and others to reform the Catholic Church. (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8, RI.5.10) *Opportunity to assess fluency

(W.5.1a, W.5.1b, W.5.2, W.5.2a, W.5.2a, W.5.2b, W.5.2d, W.5.3, W.5.3b, W.5.3d, W.5.4, W.5.5, W.5.8, W.5.9, W.5.9a, W.5.10)

(L.5.1, L.5.2, L.5.2e, L.5.3, L.5.3a, L.5.3b, L.5.4, L.5.4a, L.5.4c, L.5.5b, L.5.6)

Lesson 6 Partner: Chapter 4, “The Reformation Movement” Explain how Martin Luther’s Ninety-Five Theses helped spark the Reformation. Describe the efforts of Martin Luther, John Calvin, and others to reform the Catholic Church. (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.6, RI.5.8, RI.5.9, RI.5.10) *Opportunity to assign Fluency Supplement work

Word Work: defy Grammar: Review the function of prepositions and prepositional phrases in sentences. Morphology: Distinguish between root words and words with the suffix –ist and use those words correctly in sentences. Spelling: Practice spelling targeted words related to in–, im–, and ex–. (L.5.1, L.5.1a, L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.6)

Lesson 7 Small Group: Chapter 5, “What Is at the Center of the Universe?” Explain how the geocentric model of the universe differs from the heliocentric model. Explain how the scientific theories of Nicolaus Copernicus, Johannes Kepler, and Galileo challenged the views of the Church during the Reformation. Describe the response of the Church to the views presented by Copernicus, Kepler, and Galileo. (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.7, RI.5.9, RI.5.10)

Become familiar with slide presentations and plan content for a slideshow. (W.5.1a, W.5.1b, W.5.2, W.5.2b, W.5.2d, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: contradict (L.5.1, L.5.2, L.5.3, L.5.3a, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 8 Close Reading: Chapter 5, “What is at the Center of the Universe?” Explain how the geocentric model of the universe differs from the heliocentric model. Explain how the scientific theories of Nicolaus Copernicus, Johannes Kepler, and Galileo challenged the views of the

Create a slide presentation. (W.5.1a, W.5.1b, W.5.2, W.5.2a, W.5.2a, W.5.2b, W.5.2d, W.5.2e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: contemporary (L.5.1, L.5.2, L.5.3, L.5.3a, L.5.4, L.5.4a, L.5.5, L.5.5b, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions Church during the Reformation. Describe the response of the Church to the views presented by Copernicus, Kepler, and Galileo. (RI.5.1, RI.5.3, RI.5.4, RI.5.7, RI.5.9, RI.5.10)

Lesson 9 Small Group: Chapter 6, “The Catholic Church Responds” Identify Ignatius of Loyola as an important Catholic reformer. Describe how the Catholic Church responded to the Protestant Reformation movement. Describe the impact of the Protestant and Catholic Reformations on Europe. (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8, RI.5.10)

Word Work: revitalize Grammar: Review how correlative conjunctions work together, and correctly use correlative conjunctions in sentences. Morphology: Gain additional practice distinguishing between root words and words with the suffix –ist, and correctly use those words in sentences. Spelling: Practice spelling targeted words related to in–, im–, and ex–. (L.5.1, L.5.1a, L.5.1e, L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.6)

Lesson 10 (Assessment)

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency (RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8, RI.5.10)

*Writing Prompt (within Unit Assessment) (W.5.2a-3, L.5.1, L.5.2, L.5.6)

*Grammar Assessment: − Interjections − Subject-linking verb

Agreement − Prepositional phrases − Correlative conjunctions *Morphology Assessment: − Prefix en– − Suffix –ist *Spelling Assessment: Spell targeted words related to in–, im–, and ex–.








William Shakespeare’s A Midsummer Night’s Dream (15 Days) Reader: Shakespeare’s A Midsummer Night’s Dream The A Midsummer Night’s Dream unit is an immersive Quest that treats Shakespeare’s comedy as both literature and a living text for interpretation and performance. Over the course of the Quest students will read, write, act, direct, design, and watch A Midsummer Night’s Dream. Students are asked to think about scenes through the frames of character action (what a character wants, what stands in his or her way, what he or she will do to achieve it) and character traits (what a character’s actions tell us about him or her, what adjectives we would use to describe this character) while exploring Shakespeare’s brilliant language. Students engage in close reading, creative writing, and theater activities to enhance their understanding of the play and engage their imaginations, as well as their skills in reading, writing, speaking, and listening. Unit Overview

Speaking and Listening

To address CCSS-ELA standards SL.5.1−SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase dramatic text during discussions − Practice acting out lines and scenes from Shakespeare’s play − Memorize and recite a passage from Puck’s final speech



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the content presented in A Midsummer Night’s Dream. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will learn the stages of the writing process and use creative and analytical skills to consider character in an extended writing project: − Write advice letters to

Shakespeare’s characters − Write pieces from a

character’s perspective In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Vocabulary: − Academic Vocabulary − Literary Vocabulary

Lesson 1

Group Work: Renaissance Unit Reader, “The Young Bard of Avon,” “The Lost Years,” and “The Globe Theater” Use textual evidence to answer questions about Shakespeare’s life and times. (RI.5.1)

Use a line from the play to create an imaginary scene. (W.5.3, W.5.3B, W.5.4)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing,





speaking, reading, or listening. (L.5.1, L.5.2, L.5.3)

Lesson 2

Use textual evidence to complete a graphic organizer describing characters and their desires. Write an advice letter to Hermia. (W.5.1, W.5.1B, W.5.4, W.5.8, W.5.9, W.5.10)


Lesson 3

Close Read: Act 1, Scene 1 Analyze a passage using a series of key questions. (RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.6)

Describe a scene from the perspective of a particular character. Describe a piece of dialogue in depth. (W.5.1, W.5.1B, W.5.4, W.5.9, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.5.1, L.5.2, L.5.2E, L.5.3, L.5.4A)

Lesson 4

Partner: Act 1, Scene 2 Use textual evidence to predict a character’s dialogue and actions. (RL.5.1, RL.5.3)

Complete a graphic organizer to analyze character. Write an advice letter to Theseus. (W.5.1, W.5.8, W.5.9)

Lesson 5

Close Read: Act 1, Scene 2 Compare and contrast characters using textual evidence. Use details from the text to determine how to stage a scene




Reading Comprehension and Text Analysis Writing Language Conventions from the play. (RL.5.1, RL.5.3, RL.5.4)

Lesson 6

Partner: Act 2, Scene 1 (A) Use details to make inferences about characters and their actions. (RL.5.1, RL.5.3)

Use textual evidence to describe a fairy. (W.5.3, W.5.3B, W.5.4, W.5.9, W.5.10)


Lesson 7

Whole Class: Act 2, Scene 1 (A) Identify drama-related literary terms (monologue, dialogue, and soliloquy). Use an additional key question for reading Shakespeare to eliminate extra details to find the main point. (RL.5.1, RL.5.2, RL.5.4, RL.5.7)

Use character information to inform an advice letter to Titiana. (W.5.1, W.5.1B, W.5.4, W.5.9, W.5.9A, W.5.10)


Lesson 8

Close Read: Act 2, Scene 1 (B) Use textual evidence to determine character motivation. (RL.5.1, RL.5.3)

Write a speech describing the trouble Puck causes in modern life. (W.5.3, W.5.3B, W.5.4, W.5.9, W.5.10)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.5.1, L.5.2, L.5.2E, L.5.3, L.5.4A)

Lesson 9

Whole Class: Act 2, Scene2 Use details from the text to make inferences about characters and

Revise sentences from the play, focusing on word order. (W.5.9A)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.




Reading Comprehension and Text Analysis Writing Language Conventions their actions. (RL.5.1, RL.5.2, RL.5.4, RL.5.5)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.5.1, L.5.2, L.5.2E, L.5.3, L.5.3B, L.5.4A)

Lesson 10

Whole Class: Act 3, Scene 1 Use textual evidence to make inferences about characters and their actions. (RL.5.1, RL.5.3)

Write an advice letter to Helena. (W.5.1, W.5.1B, W.5.2, W.5.2B, W.5.4, W.5.9, W.5.10)


Lesson 11

Small Group: Act 3, Scene 1 Read a scene for detail and make inferences about character’s physical actions. (RL.5.1, RL.5.2, RL.5.4)

Use textual evidence to craft a character profile. (W.5.9, W.5.9A)

Lesson 12

Small Group: Act 3, Scene 2 Use textual evidence to consider staging a scene from the play. Use details from the text to support predictions about the plot. (RL.5.1, RL.5.6)

Write a diary entry from the perspective of a character. (W.5.3, W.5.3B, W.5.4, W.5.9, W.5.10)


Lesson 13

Close Read: Act 3, Scene 2 Analyze an excerpt, paying special attention to strong verbs

Use textual evidence to support an argument about how a character might deliver his or her




Reading Comprehension and Text Analysis Writing Language Conventions for performance. Use key questions to interpret a passage from the text. (RL.5.1, RL.5.2, RL.5.4)

lines. (W.5.1, W.5.9A)

Lesson 14

Partner: Act 4, Scene 1 Use textual evidence and character details to reflect on themes of the entire play. (RL.5.1, RL.5.6, RL.5.7)

Write a ballad from Bottom’s perspective. (W.5.3, W.5.4, W.5.9, W.5.10)


Lesson 15

Close Read: Act 5, Scene 1 Identify the plot of a passage Use textual detail to support an approach to staging the passage. (RL.5.1, RL.5.2)

Summarize passages of the play. Organize components from the play into order. (W.5.4, W.5.9, W.5.9A, W.5.10)





Native Americans (22 Days) Reader: A Changing Landscape This big idea of this unit is that Native Americans were intricately and intimately connected to their landscape, and that the policies of the American government in the 1800s and contact with settlers, missionaries, traders, and explorers affected Native American cultures and their relationship with the landscape. NOTE: This unit also includes an End-of-Year Assessment to help determine whether students have adequate preparation for Grade 6 language arts instruction. Unit Overview

Speaking and Listening

To address CCSS-ELA standards SL.5.1−SL.5.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase nonfiction text during discussions − Share arguments from original persuasive essays and compare and contrast those arguments



Unit Overview

Students use phonics and word recognition skills to decode, fluently read, and comprehend nonfiction text. (RF.5.3, RF.5.3a, RF.5.4, RF.5.4a, RF.5.4b) Students orally apply knowledge of language and vocabulary during reading lessons. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in A Changing Landscape. (L.5.1, L.5.3, L.5.4, L.5.5, L.5.6)

Students will review the stages of the writing process and engage in an extended writing project: − Plan and write a persuasive

essay arguing how an image or artifact best represents the connection between Native Americans and the land

In this unit, students are expected to consistently apply knowledge of language conventions and vocabulary during writing lessons. (L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6)


assume, conflict (noun & verb), diverse, imply, inference, trace, vary


Lesson 1 Read-Aloud: Chapter 1, “A Long and Winding Road” Describe what life was like for Native American tribes before the arrival of Europeans. Describe the effect of European settlement on Native Americans. (RI.5.1, RI.5.3, RI.5.4, RI.5.9, RI.5.10) *Opportunity to assign Fluency Supplement work

Word Work: tension (L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.5, L.5.5a, L.5.6)





Lesson 2 Small Group: Chapter 2, “Across Mountains and Prairies” Explain how Native American and European ideas of land ownership differed from one another. Describe the lives of Native American tribes living in the Great Plains, Great Basin, and Northwest Plateau in the early 1800s. (RI.5.1, RI5.3, RI.5.4, RI.5.8, RI.5.10)

Identify the structure and purpose of a persuasive essay. (W.5.5)

Word Work: custom Grammar: Recognize and correct inappropriate shifts in verb tense. Morphology: Distinguish between root words and words with the suffixes –tion and –sion and correctly use them in sentences. (L.5.1c, L.5.1d, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 3 Partner: Chapter 3, “Tales from the Great Plains” Describe the lives of Native Americans in the Great Plains in the 1800s. Explain that stories told by Native Americans often reflect important values or customs of their culture or way of life. (RL.5.1, RL.5.4, Rl.5.9, RL.5.10)

Identify the argument and supporting evidence in a persuasive essay. (W.5.1, W.5.5)

Word Work: remnant (L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 4 Small Group: Chapter 4, “The Changing Landscape of California” Describe the details of daily life, including housing, food sources, and transportation, of Native Americans who lived in what is now California. Explain how the arrival of explorers, miners, missionaries, and settlers affected Native Americans living in what is now California. (RI.5.1, RI.5.3, RI.5.4, RI.5.10)

Evaluate a persuasive essay using a rubric. (W.5.1, W.5.5)

Word Work: immunity Grammar: Recognize and correct inappropriate shifts in very tense. Morphology: Distinguish between root words and words with the suffixes –tion and –sion and correctly use them in sentences. (L.5.1c, L.5.1d, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 5 Close Reading: Chapter 4, “The Changing Landscape of California” Describe the details of daily life, including housing, food sources, and transportation, of Native Americans who lived in what is now California. Explain how the arrival of explorers, miners, missionaries, and settlers affected Native Americans living in what is now

Plan a persuasive essay around a chosen image and identify supporting evidence. (W.5.1,W.5.5, W.5.7, W.5.8, W.5.9, W.5.9b, W.5.10)

Word Work: nimble (L.5.4, L.5.4, L.5.5a, L.5.5c, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions California. (RI.5.3, RI.5.4, RI.5.10) *Opportunity to assess fluency

Lesson 6 Small Group: Chapter 5, “Rainforests, Rivers, and Oceans” Describe the habitat of the Pacific Northwest as a temperate rainforest with an abundance of wildlife and vegetation. Explain how the Pacific Northwest tribes’ deep connection to their environment was reflected in their culture. Describe the religion and important ceremonies that were part of the culture of Pacific Northwest tribes. (RI.5.1, RI.5.3, RI.5.4, RI.5.10) *Opportunity to assign Fluency Supplement work

Word Work: distinct Grammar: Identify and use transitional words, phrases, and clauses to manage a set of events. Morphology: Identify the meaning of words with the root mem and correctly use these words in sentences. Spelling: Practice spelling words with suffixes and roots studied in Morphology lessons. (L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5a, L.5.5c, L.5.6)

Lesson 7 Read-Aloud: Chapter 6, “Myths from the Pacific Northwest” Describe and give examples of ways that Native American myths express cultural values, as well as describe natural events. (RL.5.1, RL.5.2, RL.5.3, RL.5.10)

Plan a persuasive essay and draft an introduction to a persuasive essay. (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.10)

Word Work: meek (L.5.2, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 8 Small Group: Chapter 7, “Severing Ties” Explain why Europeans immigrated to the New World and moved west. Explain how Native Americans’ and pioneers’ ideas of land ownership differed and how this led to conflict. Explain the reasons for and the effect of U.S. government policies, such as the Homestead Act and the Indian Appropriations Acts of 1851 and 1871. (RI.5.1, RI.5.3, RI.5.4, RI.5.8, RI.5.10)

Draft the body of a persuasive essay with clear, supporting evidence.

Word Work: encroach (L.5.2, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 9 Close Reading: Chapter 7, “Severing Ties” Explain why Europeans

Word Work: prosper Grammar: Identify and use transitional words, phrases, and




Reading Comprehension and Text Analysis Writing Language Conventions immigrated to the New World and moved west. Explain how Native Americans’ and pioneers’ ideas of land ownership differed and how this led to conflict. Explain the reasons for and the effect of U.S. government policies, such as the Homestead Act and the Indian Appropriations Acts of 1851 and 1871. (RI.5.4, RI.5.10)

clauses to manage a set of events. Morphology: Identify the meaning of words with the root mem and correctly use these words in sentences. Spelling: Practice spelling words with suffixes and roots studied in Morphology lessons. (L.5.2e, L.5.3, L.5.4, L.5.4b, L.5.5, L.5.5a, L.5.5b, L.5.5c, L.5.6)

Lesson 10

Partner: Chapter 8, “Your Name is Luther” Describe the conditions for Native Americans at “Indian boarding schools” like the Carlisle School. Explain how and why Richard Henry Pratt and Luther Standing Bear had different opinions about Native American “assimilation through education.” (RI.5.1, RI.5.3, RI.5.4, RI.5.10) *Opportunity to assess fluency

Draft the body of a persuasive essay with clear, supporting evidence. (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.10)

Word Work: experimental *Spelling Assessment: Spell targeted words with suffixes and roots studied in Morphology lessons. (L.5.2, L.5.2e, L.5.3, L.5.4, L.5.4c, L.5.6)

Lesson 11

Small Group: Chapter 9, “Battle of the Little Bighorn” Explain the significance of the Battle of the Little Bighorn in the conflicts between the U.S. government and Native Americans. Identify the leaders in the Battle of the Little Bighorn and explain their importance. Describe the consequences of the Battle of the Little Bighorn for the Lakota tribe. (RI.5.3, RI.5.4, RI.5.10) *Opportunity to assign Fluency Supplement work

Word Work: chaos Grammar: Use a comma to set off the words yes and no in a sentence, to set off a tag question, and to indicate direct address. Morphology: Distinguish between root words and words with the prefix fore– and correctly use them in sentences. Spelling: Practice spelling words related to the content of the Reader. (L.5.2c, L.5.2e, L.5.3, L.5.4, L.5.4c, L.5.6)

Lesson 12

Close Reading: Chapter 9, “Battle of the Little Bighorn” Explain the significance of the Battle of the Little Bighorn in the conflicts between the U.S. government and Native

Draft a body paragraph and a conclusion for a persuasive essay. (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.10)

Word Work: reckless (L.5.2, L.5.3, L.5.4, L.5.4a, L.5.5, L.5.6)




Reading Comprehension and Text Analysis Writing Language Conventions Americans. Identify the leaders in the Battle of the Little Bighorn and explain their importance. Describe the consequences of the Battle of the Little Bighorn for the Lakota tribe. (RI.5.4, RI.5.10)

Lesson 13

Read-Aloud: Chapter 10, “The Taking of the Land” Explain how Native Americans’ cultural identity is tied to the land on which they live. Explain the effect the Dawes Act had on Native Americans. (RI.5.3, RI.5.4, RI.5.6, RI.5.10)

Revise and edit a persuasive essay. (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, W.5.10)

Word Work: revive (L.5.2, L.5.3, L.5.4, L.5.4c, L.5.6)

Lesson 14

Small Group: Chapter 11, “The Ghost Dance” Explain the significance of the Ghost Dance to Lakota culture. Describe how the U.S. government responded to the Lakota people’s reconnection with their past. Explain the significance of the Wounded Knee Massacre to Native American culture in the United States. (RI.5.1, RI.5.3, RI.5.4, RI.5.5, Ri.5.7, RI.5.9, RI.5.10)

Word Work: reunite Grammar: Use a comma to set off the words yes and no in a sentence, to set off a tag question, and to indicate direct address. Morphology: Distinguish between root words and words with the prefix fore– and correctly use them in sentences. Spelling: Practice spelling words related to the content of the Reader. (L.5.2d, L.5.2e, L.5.3, L.5.4, L.5.4c, L.5.5c, L.5.6)

Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) (RI.5.1, RI.5.2, RI.5.3, RI.5.4) *Opportunity to assess fluency

*Writing Prompt (within Unit Assessment) (W.5.1, W.5.1a, W.5.1b, W.5.1c, W.5.1d, W.5.2b, W.5.2d, W.5.4)

*Grammar Assessment: − Inappropriate shifts in verb

tense − Transitional words, phrases,

and clauses to manage a set of events

− Comma to set off the words yes and no, to set off a tag question, and to indicate direct address

*Morphology Assessment: − Suffixes –tion and –sion − Root mem − Prefix fore– *Spelling Assessment: Spell targeted words related to content





of the Reader. (L.5.1c, L.5.1d, L.5.2, L.5.2c, L.5.2d, L.5.2e, L.5.3, L.5.4, L.5.4a, L.5.6)

End-of-Year Assessment (3 days)

EOY Assessment: Reading Comprehension (to measure progress in Grade 5 CKLA and preparedness for Grade 6 language arts instruction) EOY Assessment: Fluency (to measure progress in Grade 5 CKLA and preparedness for Grade 6 language arts instruction) EOY Assessment: Word Reading in Isolation (to measure progression in decoding ability during Grade 5 CKLA and preparedness for Grade 6 language arts instruction)

EOY Assessment: Grammar (to measure progress in Grade 5 CKLA and preparedness for Grade 6 language arts instruction) EOY Assessment: Morphology (to measure progress in Grade 5 CKLA and preparedness for Grade 6 language arts instruction)


*Opportunity for enrichment and/or remediation in content and reading comprehension



Core Knowledge Language Art Scope and Sequence Speaking...

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