ela arts...opportunity to practice these standards while teaching with wonders grade 5. rl.4.5....

1 | P a g e

ELA

Grade 5: Unit 0 Addendum to the ELA Curriculum and Pacing Guide

2 | P a g e

Pacing Chart – Unit 0

Grade 4 Student Learning Objective Grade 4

NJSLS

Grade 5

NJSLS

Unit in Grade

5

RL.4.5. Explain major differences between poems, drama, and prose, and refer to

the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts

of characters, settings, descriptions, dialogue, stage directions) when writing or

speaking about a text.

RL.4.5 RL.5.5

3

RL.4.7 Make connections between specific descriptions and directions in a text and

a visual or oral representation of the text. RL.4.7

RL.5.7

1

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event

or topic; describe the differences in focus and the information provided RI.4.6

RI.5.6 1, 3

RI.4.8 Explain how an author uses reasons and evidence to support particular points

in a text RI.4.8 RI.5.8 1,3,4

Please refer to the document below, Addressing Unfinished Learning After Covid-19 School Closures, when adjusting your plans for September.

It addresses learning loss and provides instructional strategies to address the focus areas of specific grade levels.

https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/313/CGCS_Unfinished%20Learning.pdf

https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/313/CGCS_Unfinished%20Learning.pdf

3 | P a g e

Grade: Five

Wonders: Literature Anthology, Close Reading

Companion, Reading/Writing Workshop, Leveled

Readers, Classroom Library Trade Books Guided

Reading: Teachers will meet daily with guided

reading groups using the materials from the

bookroom specific to their students’ reading

level, with the end goal being students reading at

level R by the end of fourth grade. Although

teachers will be conducting running records as

part of each unit assessment, running records

may be conducted during the unit as students

master the reading behaviors for the level they

are currently on.

Unit: 0 Addendum to the ELA Curriculum

The standards listed in this unit were required to be taught in Unit 3 and/or Unit 4 of 4th

grade. Students may have missed the standards and should be provided with the

opportunity to practice these standards while teaching with Wonders Grade 5.

RL.4.5. Explain major differences between poems, drama, and prose, and refer to the

structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of

characters, settings, descriptions, dialogue, stage directions) when writing or speaking

about a text.

RL.4.7 Make connections between specific descriptions and directions in a text and a visual

or oral representation of the text.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or

topic; describe the differences in focus and the information provided.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a

text.

NJSLA

Reading Literature: 4.5, 4.7

Reading Informational: 4.6, 4.8

New Jersey Student Learning Standard (NJSLS) RL.4.5 New Jersey Student Learning Standard (NJSLS) RL.4.5

NJSLS: RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and

drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

4 | P a g e

Essential Element of the NJSLS: Identify elements that are characteristic of stories.

Student Population Critical knowledge and

skills

Essential Questions Strategy Sample Activity/Lesson

Starter

• General Education

• ESL Levels 4-5

• WIDA 2: Reading,

Speaking

• Special Education

Students - High Group

• Explain the differences

between poems, drama,

and prose

• Explain how

structural elements

are used to create an

oral or written

response to a text

• This selection can

best be described

as__________.

• Can you show me a

verse in this poem?

• Who are the major characters in the

play/drama?

• Can you explain the

difference between a poem and a selection

of prose?

• Find an example of

how the author uses rhythm in the poem.

• Where is this drama

set?

• Explain the

differences between

a poem and a drama.

• Can you show me an example of a verse,

rhythm, and/or meter

in this poem?

Working independently,

students will write a poem

and compare it to another poem of their choice.

• Define a poem.

Identify the elements

of a poem.

• Define prose.

• Identify the

elements of prose.

• Define drama.

• Identify the elements of drama (plays).

• Explain the

difference between

these texts.

• Compare and contrast differences

between poems,

prose, and drama.

• ESL Levels 2.5-3.9


Speaking


Students - Mid Group

• Explain the differences

between poems, drama,

and prose

• Explain how structural

elements are used to

• How many stanzas or verses does the poem

have? Can you count

them?

• Who are the major

characters in the play / drama?

Using direct instruction with

gradual release of

responsibility, have students

write a poem and compare it to the teacher’s sample.

• Using a word bank / word wall, students can

complete a Venn

Diagram to compare and

contrast elements of poems/drama from

adapted texts by

producing simple sentences using key

5 | P a g e

create an oral or written

response to a text

• Find an example of how the author uses rhythm in

the poem?

• What is the main

event/idea in this drama/stanza?

• Where does this drama

take place?

content-based

vocabulary.

• Students can work with a

partner to discuss and analyze structural

elements of poems at the

grade 3-4 text level band

using simple sentences with key content-based

vocabulary. They can

refer to word wall if necessary.

• ESL Levels 1-2.4


Speaking


Students - Low Group

• Understand the

differences between

poems, drama, and prose

• Have some understanding

on how structural

elements are used to

create an oral or written

response to a text.

• Can you count the

sections of the poem?

What are they called,

stanzas or verses?

• Can you point to where in the poem/text you see a

verse, rhythm and/ or

meter? Or a picture?

• Which of the following is a major character in the

play / drama?

• Where does this drama

take place?

• Name one difference between a poem and a

drama.

• Name one difference

between a poem and a

drama

Using direct instruction,

model the different parts of a

poem. Have students write a poem step by step while

following along with the

teacher. Have students compare the poem you wrote

together to another sample

poem.

• Using a word bank / word

wall, students can

complete Venn Diagram,

individually or with partner, to compare and

contrast differences of

grade level poems/ drama/ prose or compare

and contrast structural

elements of poems/ drama by drawing and

labeling key vocabulary

to describe poems, drama

and prose.

• Teacher uses Yes/No or multiple-choice

questions. For example,

“Is the chapter/stanza about ___or ____? -

What are the sections of a

poem called? Stanzas, verses or parts?

6 | P a g e

New Jersey Student Learning Standard(s):

New Jersey Student Learning Standard (NJSLS) RL.4.7

NJSLS: RL.4.7. Make connections between the text representation of a story and a visual, tactual, or oral version of a story.

Student

Population

Critical Knowledge

and Skills

Essential Questions Strategies Sample

Activities/Lesson

Starters

• General Population

• ESL Level

4-5

• WIDA 2:

Reading,

Speaking


Students

High Group

• Link the reading of the

text to

listening or

viewing the same story

• Compare what

was read to

what was visualized and

heard

• Cite textual

evidence to

support comparisons

• How are the story and the visual presentation (picture, drawing, video)

the same?

• How are the story and the oral

presentation (speech, recording) the

same?

• How does the drawing/visual show what the author is saying?

• Does the presentation accurately reflect

the story?

• What part of the story or drama is

represented by the presentation?

Working independently, students will compare a

book/story they have read to a

movie/part of a movie they have viewed.

• Read and understand the

main ideas of the

text/drama.

• Compare the text

of a story/drama and a visual

presentation of the

text (movie, video, drama).

• Compare the text

of a story with an

oral presentation

and find where it reflects specific

descriptions in the

text.

• Compare the text of a story/drama

with a visual

presentation and find where it

reflects specific

details in the text.


• Identify: story drama in text,

• What do you see and hear when reading the text?


gradual release of


• Students can complete Venn

Diagram using

7 | P a g e

• WIDA 2: reading

Speaking

• Special

Education – Mid

Group

visually, and

orally

• Identify

descriptions in a story or

drama: in text

visually and

orally

• Compare what

was read to

what was

visualized and heard

• Cite textual

evidence to

support comparisons

• How are the text and video the same? How are they different?

• What has been added to your

understanding of the text by watching

the play?

• How do the drawings/ visuals show what the author is saying?

compare a part of a book/story

they have read to a part of a

movie they have viewed.

key, content-based

vocabulary in

simple, related sentences with

repetitive

structures to

compare and contrast the live

version to the

written version of the text.

• ESL Levels

1-2.4

• WIDA 2:

• Reading,

Speaking

• Special

Education

Students -

Low Group

• Identify: story

drama in text,

visually, and

orally

• Identify descriptions in

a story or

drama: in text visually and

orally

• Compare what

was read to

what was visualized and

heard

• Use evidence

from text to comparisons

• Does hearing ____ read aloud help you

understand the text?

• How are the text and video the same?

How are they different?

• How do the drawings/visuals show what

the author is saying?

• What part of the story or drama does the picture/visuals show?

• Do the picture/visual match the story?

Using direct instruction, model

how to compare the different

parts of a movie/story to a part of a movie they have viewed.

Have the students make the comparison step by step while

following along with the

teacher.

• Students can

compare and

contrast the

experience of reading a story

versus multi-

media version and/or match

single words to

pictures and/or

use single words to complete Venn

Diagram; and

answer yes/or either/or

questions.

8 | P a g e


New Jersey Student Learning Standard (NJSLS) RI.4.6

NJSLS: RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information

provided.

Student

Population

Critical Knowledge

and Skills


Activities/Lesson

Starters

• General

Population

• ESL Level

4-5

• WIDA 2:

Reading, Speaking

• Special

Education

Students High

Group

• Identify

similarities

and

differences between

firsthand and

secondhand accounts

• Explain how

the point of

view impacts the delivery of

information in

the text

• Who is providing the information?

• Where they there at the time that this

happened?

• Compare the account these two people

are giving. What are the differences in

how they tell the events?

• Why do you think the information is different?

• Do you think that the people are looking

at the event in the same way? Why

might their focus be different?

• Why do you think the authors describe the events or experiences differently?


students will compare/contrast

the first and secondhand accounts of a text.

• Understand that

the word account

is a synonym for a

description of an event or

experience.

• Understand that a

firsthand account is told by someone

who was there at

the time of the event.

• Understand that a

secondhand

account is told by

someone who learned of the

event from

someone who was there at the time.

• Compare/contrast

the first and

secondhand accounts.

• Describe the

differences in the

information

provided.

9 | P a g e

• Recognize that the focus of a person,

who was there at

the time would be different than the

focus of someone

who wasn’t there

at the time.


• WIDA 2:

reading

Speaking


– Mid

Group

• Understand similarities

and

differences

between firsthand and

secondhand

accounts

• Understand that how a

person tells a

story influences the

outcome of

the text.

• Who is providing the information?

• Were they there at the time that this happened?

• Compare the information these two

people are giving.

• Can you name some differences in how

they tell the events?

• Using pre -taught vocabulary and short phrases, orally and say why.

• Do you think the information is

different?

• How would the story be different if

another character was telling the story?

How would focus be different?

• How did the author help develop the events and experiences differently?


gradual release of


compare/contrast the first and secondhand accounts of a text.

• Review academic vocabulary for

students to make

sure they

understand the meaning

“Account” as a

synonym for a description of an

event or

experience. Provide practice

as needed. Check

for understanding

of firsthand account as told by

someone who was

there at the time of the event.

Provide practice.

• Check for

understanding of secondhand

account as told by

someone who

learned of the

10 | P a g e

event from

someone who was

there at the time. Provide Point of

view graphic

organizers with

guided practice.

• Using an adapted text or an

appropriately

leveled passage, students identify

the differences in

the information provided.

• ESL Levels

1-2.4

• WIDA 2:

• Reading,

Speaking

• Special

Education

Students -

Low Group

• Orally identify one similarity

and one

difference between

firsthand

account and a

secondhand account

• Understand

that how a

person tells a story

influences the

outcome of the text. (how

it turns out)

• Who is telling the story?

• Was _____there when it happened?

• Is the information these two people giving the same or different from

___________?

• Can you name one thing that is different

in how the story was told?

• Is the information different because ________? Y/N

• Can you point (using visuals) to what is

different?

• Do you think the text would change if

another character/person told the story?

• What is the author’s message?

• How did he describe the event or his experience?

Using direct instruction, on an

anchor chart demonstrate for

students how to compare/contrast the first and

secondhand account of one

story.

With the aid of a graphic

organizer, develop

understanding of first-person vs third person as far as focus and

development of text. OR

“Which sentence in the paragraph shows the first

person (third person) point of

view?”

• Define the word “account” for

students to

understand it is another way of

saying description

of an event or

experience.

• Check for understanding of

firsthand account.

Define that it means that

someone was

there at the time of the event.

Provide practice.

• Check for

understanding of

11 | P a g e

secondhand

account. Define

that it means that event was told by

someone who

learned of the

event from someone who was

there at the time.

• Using a graphic

organizer or a multiple-choice

activity, students

will identify differences in the

information

provided.

12 | P a g e


New Jersey Student Learning Standard (NJSLS) RI.4.8

NJSLS: RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

Student

Population

Critical Knowledge

and Skills


Activities/Lesson

Starters

• General Population

• ESL Level

4-5

• WIDA 2:

Reading,

Speaking


Students

High Group

• Identify

reasons and evidence an

author uses to

support a claim

• Describe

how an author

uses proof to

support a point in the

text

• Identify

points an

author is making

• Know

evidence vs.

reasons

• Explain

how evidence supports what

the author is

saying

• Did the author use any evidence to support his/her thinking?

• Where on the page does the author use

facts to support what he/she has

written?

• Does the author give any reasons for

writing that?

• Can I find proof to support the author?


students will show textual

evidence that supports what the

points the author is trying to get across.

• Given a text, students will

identify at least

two points the

author is trying to make in the text.

• Students will

highlight proof of

what the author says within the

text read.

• Engage in an

Accountable Talk conversation

locating evidence

to support an

author’s point to determine if it is

sufficient

evidence

• ESL Levels

2.5-3.9

• WIDA 2:

reading Speaking

• Identify points

an author is

making

• Did the author use any evidence to

support his/her thinking?

• Where on the page does the author use

facts to support what he/she has written?

Using direct instruction, with

gradual release of

responsibility, teachers will assist students in showing

textual evidence that supports

• With teacher

modeling and

guidance, students

will identify at least one or more

13 | P a g e


– Mid

Group

• Know evidence vs.

reasons

• Explain how

evidence supports what

the author is

saying

• Identify points an author is

making

• Know

evidence vs.

reasons

• Explain how evidence

supports what

the author is saying

• Does the author give any reasons for writing that?


what points the author is trying

to get across.

Have students show their example after you model for

them.

points the author

is trying to make

in the text

• Students will highlight proof of

what the author

says within the

text read.

• Teacher engages

in an Accountable

Talk conversation

locating evidence to support an

author’s point to

determine if it is sufficient

evidence.

• ESL Levels

1-2.4

• WIDA 2:

• Reading,

Speaking

• Special

Education

Students -

Low Group

• Identify points

an author is

making

• Know

evidence vs. reasons

• Explain how

evidence

supports what the author is

saying

• What evidence did the author use to

support his/her thinking?

• Can you find the page or point to where

the author uses facts to support what

he/she has written?

• Can you give one or more reasons the author gives for writing that?


Using direct instruction,

teachers will show textual

evidence that supports what points the author is trying to get

across. Teachers will show

several examples to their students.

• With teacher

modeling and

guidance, students

will identify at least one point the

author is trying to

make in the text.

• Students will highlight proof of

what the author

says within the

text read with teacher guidance

• Teacher engages

in an Accountable

Talk conversation locating evidence

to support an

14 | P a g e

author’s point to

determine if it is

sufficient evidence

Marking Period 1/Unit 0 10 Instructional Days

Instructional Week Readers Writers Workshop

Literature Anthology/Extended Read

Taller de lectura y escritura

Antología de literatura Wonders Writing

Days 1-5: Smart Start Follow the lessons for Smart Start from McGraw Hill. There are 10 days of Smart Start lessons to be conducted at the start of the year to establish routines and procedures that will be utilized throughout the instruction using Wonders. Unit 0 standards should be addressed in conjunction with Smart Start instruction

Days 6-10: Smart Start

Days 11-15: Unit 1 Week 1

A Fresh Idea One Hen Banks: Their Business and Yours

La sonrisa perdida La vendedora de nubes Cuanto vale una vaca?

Narrative: Autobiographical Sketch


White Water Adventure

Second Day, First Impressions Lost in the Museum

Misterio con alas El intruso y los cuervos Como se investiga un crimen



A life in the Woods Camping with the President A Walk With Teddy

Una vida en el bosque De campamento con el presidente Un paseo con Teddy



Fantasy Becomes Fact The Boy Who Invented TV Time to Invent

La fantasia se hace realidad

A todo color: Guillermo Gonzalez Camarena Hora de inventar

Personal Narrative


Are Electronic Devices Good For Us

The Future of Transportation Getting From Here to There

Los dispositivos electronicos son Buenos para nosotros

El future del transporte Ir de un lado a otro

Personal Narrative

Days 36-40: Unit 1 Week 6/District Assessment

Utilize Reader’s Theater from Digital Platform, “It Couldn’t Be Done”, Teacher’s Resource Online PDF

Utilize Teatro del lector from Digital Platform, “No se puede hacer,” Teacher’s Resource Online PDF


Creating a Nation Who Wrote the U.S. Constitution? Parchment and Ink

La creacion de una nacion

Quien escribio la Constitucion de Estados Unidos?

Informative: Invitation With Directions

ela arts...opportunity to practice these standards while teaching with wonders grade 5. rl.4.5....

Documents