ela arts...opportunity to practice these standards while teaching with wonders grade 5. rl.4.5....
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ELA
Grade 5: Unit 0 Addendum to the ELA Curriculum and Pacing Guide
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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
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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.
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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
• WIDA 2: Reading,
Speaking
• Special Education
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
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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
• WIDA 2: Reading,
Speaking
• Special Education
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?
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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
• Special Education
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.
• ESL Levels 2.5-3.9
• Identify: story drama in text,
• What do you see and hear when reading the text?
Using direct instruction with
gradual release of
responsibility, have students
• Students can complete Venn
Diagram using
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• 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.
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New Jersey Student Learning Standard(s):
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
Essential Questions Strategies Sample
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?
Working independently,
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.
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• 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.
• ESL Levels 2.5-3.9
• WIDA 2:
reading
Speaking
• Special Education
– 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?
Using direct instruction with
gradual release of
responsibility, have students
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
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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
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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.
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New Jersey Student Learning Standard(s):
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
Essential Questions Strategies Sample
Activities/Lesson
Starters
• General Population
• ESL Level
4-5
• WIDA 2:
Reading,
Speaking
• Special Education
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?
Working independently,
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
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• Special Education
– 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?
• Can I find proof to support the author?
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?
• Can I find proof to support the author?
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
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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
Days 16-20: Unit 1 Week 2
White Water Adventure
Second Day, First Impressions Lost in the Museum
Misterio con alas El intruso y los cuervos Como se investiga un crimen
Narrative: Autobiographical Sketch
Days 21-25: Unit 1 Week 3
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
Narrative: Autobiographical Sketch
Days 26-30: Unit 1 Week 4
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
Days 31-35: Unit 1 Week 5
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
Days 41-45: Unit 2 Week 1
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